Parisa Ghanouni

Postural Control Impairments in Individuals With Autism Spectrum Disorder: A Critical Review of Current Literature

Context: Motor impairments in individuals with autism spectrum disorder (ASD) have been frequently reported. In this review, we narrow our focus on postural control impairments to summarize current literature for patterns, underlying mechanisms, and determinants of posture in this population. Evidence Acquisition: A literature search was conducted through Medline, ISI web of Knowledge, Scopus and Google Scholar to include studies between 1992 and February 2013. Results: Individuals with ASD have problems in maintaining postural control in infancy that well persists into later years. However, the patterns and underlying mechanisms are still unclear. Conclusions: Examining postural control as an endophenotype or early diagnostic marker of autism is a conceptual premise which should be considered in future investigations. At the end of the review, methodological recommendations on the assessment of postural control have also been provided.

Effect of internal versus external focus of attention on implicit motor learning in children with developmental coordination disorder

UNLABELLED Children with developmental coordination disorder (DCD) struggle to learn new motor skills. It is unknown whether children with DCD learn motor skills more effectively with an external focus of attention (focusing on impact of movement on the environment) or an internal focus of attention (focusing on ones body movements) during implicit (unconscious) and explicit (conscious) motor learning. PURPOSE This paper aims to determine the trends of implicit motor learning in children with DCD, and how focus of attention influences motor learning in children with DCD in comparison with typically developing children. METHODS 25 children, aged 8-12, with (n=12) and without (n=13) DCD were randomly assigned to receive instructions that focused attention externally or internally while completing a computer tracking task during acquisition, retention, and transfer phases. The motor task involved tracking both repeated and random patterns, with the repeated pattern indicative of implicit learning. RESULTS Children with DCD scored lower on the motor task in all three phases of the study, demonstrating poorer implicit learning. Furthermore, graphical data showed that for the children with DCD, there was no apparent difference between internal and external focus of attention during retention and transfer, while there was an advantage to the external focus of attention group for typically developing children. CONCLUSION Children with DCD demonstrate less accuracy than typically developing children in learning a motor task. Also, the effect of focus of attention on motor performance is different in children with DCD versus their typically developing counterparts during the three phases of motor learning. IMPLICATIONS Results may inform clinicians how to facilitate motor learning in children with DCD by incorporating explicit learning with either internal or external focus of attention within interventions.

The legitimization process of students with disabilities in Health and Human Service educational programs in Canada

Policy-makers have articulated the right to education for individuals with disabilities. Nevertheless, students with disabilities remain underrepresented in universities. Students in Health and Human Service (HHS) programs experience many unique challenges that disadvantage them, such as having to complete practicums. In-depth interviews were conducted with 12 students in HHS programs who identified as having a disability to explore the challenges that they experienced. We found that students had to legitimate their ability to perform the roles of student and future practitioner. This legitimization process involved three components: negotiation of the disability label, selective disclosure, and advocacy. Our findings demonstrate how subtle and insidious forms of marginalization and stigmatization work to create barriers for students with disabilities.

‘We are not anything alike’: marginalization of health professionals with disabilities

Abstract Despite inclusive rhetoric, disabled peoples’ participation in the Health and Human Service (HHS) professions remains limited. This study explores the perspectives of individuals in the HHS sector regarding inclusion-related barriers and facilitators. We found three mechanisms that marginalize disabled people in HHS education and professions: dominant disabling discourses; discriminatory design within programmes and universities; and oppressive interactions. The inclusion of disabled individuals is vital for ensuring HHS professionals represent the populations they serve. By challenging the views of educators, professionals, and scholars, these findings may become part of the foundation upon which change can be created.

Social Stories for Children with Autism Spectrum Disorder: Validating the Content of a Virtual Reality Program

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects socio-emotional skills and perspective-taking abilities. Although social stories in a form of virtual reality program can help children with ASD, developing them and identifying appropriate responses might be subjective and thus challenging. Using Delphi method, and guided by general case training, we involved 63 parents and clinicians of individuals with ASD, in two rounds of online iteration to refine the stories. Scenarios that reached a 75% agreement level were accepted. This project is the first study to develop and validate a library of 75 short socio-emotional stories that illustrate various types and intensities of emotion in three social contexts of home, school, and community as the content of a virtual reality program.

Using virtual reality gaming platforms to improve balance in rehabilitation of stroke survivors

Balance is an important aspect in daily life, and is frequently affected following stroke. Stroke rehabilitation usually involves practicing/regaining gross motor activities in a variety of settings. Using virtual reality platforms to enhance balance is growing though there is still lack of robust evidence. Forteen stroke survivors participated in a balance rehabilitation therapy using either Wii or Kinect. Results showed that both platforms are effective in improving balance and balance confidence.