Higher Suicide Risk Discovered Among Transgender, Nonbinary, and ASD College Students
A new study from Rutgers University has explored the relationship between gender identity, autism, and the risk of suicidal thoughts and behaviors (STBs) among a large, diverse sample of U.S. college students.
Community Shares | July 29th 2024
This week’s articles: A new research article has investigated the levels of certain trace elements—zinc (Zn), aluminum (Al), and selenium (Se)—in the blood of children with ASD and compared them to healthy controls; A mini-review article for parents considering medication for children with ADHD or ASD emphasizes that while these treatments can be beneficial, drugs should be used cautiously; A review article has explored various immune-modulating treatments for neuroinflammation in individuals with ASD; An umbrella review has synthesized data from previous systematic reviews and meta-analyses to evaluate the link between vitamin D and ASD.
Telehealth Proves Helpful For Parents Learning About ASD Behavioral Therapy
Not everything associated with the coronavirus pandemic and autism has turned out to have a negative consequence. A good example of this phenomenon is a Rutgers University study recently published in The Journal of Applied Behavioral Analysis. The study showed that telehealth sessions used out of necessity during the pandemic, have successfully trained parents of children with autism to effectively manage their children’s challenging behaviors.
New Study Reveals COVID-19 Restrictions Greatly Affected Individuals with Developmental Disabilities
Researchers from UCLA, Rutgers University and the National Institute of Mental Health recently released a study showing that individuals with developmental disabilities have experienced critical losses of educational and medical therapies since the coronavirus stay-at-home orders began last March.
School-Based Mindfulness Program Shows Promise for Children with ASD
Many individuals with autism spectrum disorder (ASD) are faced with an additional challenge called executive dysfunction. A properly working executive function system provides a person with the ability to plan, problem solve, use working memory, monitor impulse control, manage inhibitions, make decisions, manage time, and initiate and scrutinize actions. However, these skills are typically missing in children with autism. Without proper executive functioning skills, classroom learning becomes especially difficult.
Interview with Dr. Walter Zahorodny
SafeMinds recently had the privilege of speaking with Dr. Walter Zahorodny, Principal Investigator of the New Jersey Autism Developmental Disabilities Monitoring (ADDM) Network about his latest research, which assisted in calculating the newest CDC autism rate. As highly publicized last March, 1 in 54 or almost two percent of American eight-year-olds now hold an autism diagnosis. To shed more light on this situation, Dr. Zahorodny shared his incredibly important viewpoints surrounding the ever-increasing autism crisis with SafeMinds. To learn more, watch our newest video.
