Evaluating Sleep in Autism Using CSHQ and CSHQ-Autism - A Perspective Through the Cultural Lens / Nishant PRABHAKARAN in Journal of Autism and Developmental Disorders, 54-12 (December 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4761-4764 Titre : Evaluating Sleep in Autism Using CSHQ and CSHQ-Autism - A Perspective Through the Cultural Lens Type de document : Texte imprimé et/ou numérique Auteurs : Nishant PRABHAKARAN, Auteur ; Ann Moncy MARIA, Auteur ; Roopa N, Auteur ; Sowmyashree Mayur KAKU, Auteur Article en page(s) : p.4761-4764 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Child Sleep Hygiene Questionnaire (CSHQ) and its adapted version for autistic children, known as CSHQ-Autism, have gained recognition as essential tools for studying pediatric sleep patterns. 67 autistic children were evaluated using these questionnaires. 52 children screened positive on the CSHQ while 18 were screened positive on the CSHQ-Autism. Notably, both tools showed elevated ratings in the domains of sleep anxiety and co-sleeping, which may hinder their ability to accurately distinguish sleep disturbances. However, the prevalence of sleep anxiety/co-sleeping in Indian culture was found to be linked to more severe sleep disorders, while also serving as a protective factor against separation anxiety and sudden infant death syndrome (SIDS). Therefore, while the CSHQ and CSHQ-Autism serve as valuable assessment tools, their scores may be inflated by ingrained cultural norms in the Indian context. En ligne : https://doi.org/10.1007/s10803-024-06564-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Evaluating Sleep in Autism Using CSHQ and CSHQ-Autism - A Perspective Through the Cultural Lens [Texte imprimé et/ou numérique] / Nishant PRABHAKARAN, Auteur ; Ann Moncy MARIA, Auteur ; Roopa N, Auteur ; Sowmyashree Mayur KAKU, Auteur . - p.4761-4764. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4761-4764 Index. décimale : PER Périodiques Résumé : The Child Sleep Hygiene Questionnaire (CSHQ) and its adapted version for autistic children, known as CSHQ-Autism, have gained recognition as essential tools for studying pediatric sleep patterns. 67 autistic children were evaluated using these questionnaires. 52 children screened positive on the CSHQ while 18 were screened positive on the CSHQ-Autism. Notably, both tools showed elevated ratings in the domains of sleep anxiety and co-sleeping, which may hinder their ability to accurately distinguish sleep disturbances. However, the prevalence of sleep anxiety/co-sleeping in Indian culture was found to be linked to more severe sleep disorders, while also serving as a protective factor against separation anxiety and sudden infant death syndrome (SIDS). Therefore, while the CSHQ and CSHQ-Autism serve as valuable assessment tools, their scores may be inflated by ingrained cultural norms in the Indian context. En ligne : https://doi.org/10.1007/s10803-024-06564-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Experiences of student and trainee autism researchers during the COVID-19 pandemic / Sowmyashree Mayur KAKU in Autism Research, 15-3 (March 2022)  

Public ISBD [article]  inAutism Research > 15-3 (March 2022) . - p.413-420 Titre : Experiences of student and trainee autism researchers during the COVID-19 pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Sowmyashree Mayur KAKU, Auteur ; Alana J. MCVEY, Auteur ; Alan H. GERBER, Auteur ; Charlotte M. PRETZSCH, Auteur ; Desiree R. JONES, Auteur ; Fathima Muhsina KODAKKADAN, Auteur ; Jiedi LEI, Auteur ; Lauren SINGER, Auteur ; Lucy CHITEHWE, Auteur ; Rebecca Elizabeth POULSEN, Auteur ; Marika COFFMAN, Auteur Article en page(s) : p.413-420 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Circumstances surrounding the COVID-19 pandemic have resulted in significant personal and professional adjustments. Students and trainees, including those in autism research, face unique challenges to accomplishing their training and career goals during this unprecedented time. In this commentary, we, as members of the International Society for Autism Research Student and Trainee Committee, describe our personal experiences, which may or may not align with those of other students and trainees. Our experiences have varied both in terms of the ease (or lack thereof) with which we adapted and the degree to which we were supported in the transition to online research and clinical practice. We faced and continue to adjust to uncertainties about future training and academic positions, for which opportunities have been in decline and have subsequently negatively impacted our mental health. Students and trainees' prospects have been particularly impacted compared to more established researchers and faculty. In addition to the challenges we have faced, however, there have also been unexpected benefits in our training during the pandemic, which we describe here. We have learned new coping strategies which, we believe, have served us well. The overarching goal of this commentary is to describe these experiences and strategies in the hope that they will benefit the autism research community moving forward. Here, we provide a set of recommendations for faculty, especially mentors, to support students and trainees as well as strategies for students and trainees to bolster their self-advocacy, both of which we see as crucial for our future careers. Lay Summary The COVID-19 pandemic has affected students and trainees, including those in autism research, in different ways. Here, we describe our personal experiences. These experiences include challenges. For example, it has been difficult to move from in-person to online work. It has also been difficult to keep up with work and training goals. Moreover, working from home has made it hard to connect with our supervisors and mentors. As a result, many of us have felt unsure about how to make the best career choices. Working in clinical services and getting to know and support our patients online has also been challenging. Overall, the pandemic has made us feel more isolated and some of us have struggled to cope with that. On the other hand, our experiences have also included benefits. For example, by working online, we have been able to join meetings all over the world. Also, the pandemic has pushed us to learn new skills. Those include technical skills but also skills for well-being. Next, we describe our experiences of returning to work. Finally, we give recommendations for trainees and supervisors on how to support each other and to build a strong community. En ligne : https://doi.org/10.1002/aur.2662 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Experiences of student and trainee autism researchers during the COVID-19 pandemic [Texte imprimé et/ou numérique] / Sowmyashree Mayur KAKU, Auteur ; Alana J. MCVEY, Auteur ; Alan H. GERBER, Auteur ; Charlotte M. PRETZSCH, Auteur ; Desiree R. JONES, Auteur ; Fathima Muhsina KODAKKADAN, Auteur ; Jiedi LEI, Auteur ; Lauren SINGER, Auteur ; Lucy CHITEHWE, Auteur ; Rebecca Elizabeth POULSEN, Auteur ; Marika COFFMAN, Auteur . - p.413-420. Langues : Anglais (eng) in Autism Research > 15-3 (March 2022) . - p.413-420 Index. décimale : PER Périodiques Résumé : Abstract Circumstances surrounding the COVID-19 pandemic have resulted in significant personal and professional adjustments. Students and trainees, including those in autism research, face unique challenges to accomplishing their training and career goals during this unprecedented time. In this commentary, we, as members of the International Society for Autism Research Student and Trainee Committee, describe our personal experiences, which may or may not align with those of other students and trainees. Our experiences have varied both in terms of the ease (or lack thereof) with which we adapted and the degree to which we were supported in the transition to online research and clinical practice. We faced and continue to adjust to uncertainties about future training and academic positions, for which opportunities have been in decline and have subsequently negatively impacted our mental health. Students and trainees' prospects have been particularly impacted compared to more established researchers and faculty. In addition to the challenges we have faced, however, there have also been unexpected benefits in our training during the pandemic, which we describe here. We have learned new coping strategies which, we believe, have served us well. The overarching goal of this commentary is to describe these experiences and strategies in the hope that they will benefit the autism research community moving forward. Here, we provide a set of recommendations for faculty, especially mentors, to support students and trainees as well as strategies for students and trainees to bolster their self-advocacy, both of which we see as crucial for our future careers. Lay Summary The COVID-19 pandemic has affected students and trainees, including those in autism research, in different ways. Here, we describe our personal experiences. These experiences include challenges. For example, it has been difficult to move from in-person to online work. It has also been difficult to keep up with work and training goals. Moreover, working from home has made it hard to connect with our supervisors and mentors. As a result, many of us have felt unsure about how to make the best career choices. Working in clinical services and getting to know and support our patients online has also been challenging. Overall, the pandemic has made us feel more isolated and some of us have struggled to cope with that. On the other hand, our experiences have also included benefits. For example, by working online, we have been able to join meetings all over the world. Also, the pandemic has pushed us to learn new skills. Those include technical skills but also skills for well-being. Next, we describe our experiences of returning to work. Finally, we give recommendations for trainees and supervisors on how to support each other and to build a strong community. En ligne : https://doi.org/10.1002/aur.2662 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Higher anesthetic dose requirement for sedation in children with autism spectrum disorder compared to neuro-atypical controls- a prospective observational study / Sowmyashree Mayur KAKU in Research in Autism Spectrum Disorders, 101 (March 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 101 (March 2023) . - 102086 Titre : Higher anesthetic dose requirement for sedation in children with autism spectrum disorder compared to neuro-atypical controls- a prospective observational study Type de document : Texte imprimé et/ou numérique Auteurs : Sowmyashree Mayur KAKU, Auteur ; Sonia BANSAL, Auteur ; Umamaheswara GS RAO, Auteur ; Rose Dawn BHARATH, Auteur ; Shoba SRINATH, Auteur ; Satish Chandra GIRIMAJI, Auteur Article en page(s) : 102086 Langues : Anglais (eng) Mots-clés : Sedation  MRI  Imaging  Autism  Anesthetic Index. décimale : PER Périodiques Résumé : Introduction Children with Autism Spectrum Disorders (ASD) are known to require general anesthesia or sedation for undergoing procedures like Magnetic Resonance Imaging (MRI). The dose required for sedation may vary depending on multiple factors. The aim of this study was to compare the sedative requirements of children with ASD with those who do not have ASD for undergoing MRI. Methods Thirty-four children with ASD and 31 neuro-atypical controls (children with other neurological disorders undergoing MRI) were recruited into the study. Children were premedicated with injection midazolam 0.1 mg/kg. This was followed by dexmedetomidine 2 mcg/kg over 2 min, followed by 2 mcg/kg/hour infusion inside the MRI gantry. If the above anesthetic was insufficient to make the child immobile, a bolus dose of thiopentone 3 mg/kg was supplemented and this was compared between the two groups. The children were monitored with ECG, and oxygen saturation. Since, these children were on sedative medications, each patient was given a sedation score depending on the number of sedative medications, the child was receiving. Results Twenty one of 34 children in the ASD group required thiopentone for sedation while 5 of 31 in the control group required thiopentone supplementation (p< 0.001). The thiopentone requirement continued to be significantly different between the two groups at each level of sedation score (0, 1, 2 +) (p< 0.004). Conclusion Children with ASD required higher anesthetic dose for sedation compared to neuro-atypical controls for MRI. This study has shown that dexmedetomidine can be safely used for children with autism and additional sedatives are often required for imaging. En ligne : https://doi.org/10.1016/j.rasd.2022.102086 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 [article] Higher anesthetic dose requirement for sedation in children with autism spectrum disorder compared to neuro-atypical controls- a prospective observational study [Texte imprimé et/ou numérique] / Sowmyashree Mayur KAKU, Auteur ; Sonia BANSAL, Auteur ; Umamaheswara GS RAO, Auteur ; Rose Dawn BHARATH, Auteur ; Shoba SRINATH, Auteur ; Satish Chandra GIRIMAJI, Auteur . - 102086. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 101 (March 2023) . - 102086 Mots-clés : Sedation  MRI  Imaging  Autism  Anesthetic Index. décimale : PER Périodiques Résumé : Introduction Children with Autism Spectrum Disorders (ASD) are known to require general anesthesia or sedation for undergoing procedures like Magnetic Resonance Imaging (MRI). The dose required for sedation may vary depending on multiple factors. The aim of this study was to compare the sedative requirements of children with ASD with those who do not have ASD for undergoing MRI. Methods Thirty-four children with ASD and 31 neuro-atypical controls (children with other neurological disorders undergoing MRI) were recruited into the study. Children were premedicated with injection midazolam 0.1 mg/kg. This was followed by dexmedetomidine 2 mcg/kg over 2 min, followed by 2 mcg/kg/hour infusion inside the MRI gantry. If the above anesthetic was insufficient to make the child immobile, a bolus dose of thiopentone 3 mg/kg was supplemented and this was compared between the two groups. The children were monitored with ECG, and oxygen saturation. Since, these children were on sedative medications, each patient was given a sedation score depending on the number of sedative medications, the child was receiving. Results Twenty one of 34 children in the ASD group required thiopentone for sedation while 5 of 31 in the control group required thiopentone supplementation (p< 0.001). The thiopentone requirement continued to be significantly different between the two groups at each level of sedation score (0, 1, 2 +) (p< 0.004). Conclusion Children with ASD required higher anesthetic dose for sedation compared to neuro-atypical controls for MRI. This study has shown that dexmedetomidine can be safely used for children with autism and additional sedatives are often required for imaging. En ligne : https://doi.org/10.1016/j.rasd.2022.102086 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492

---

1 (1 - 3 / 3)