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Social support is the gratification of basic social needs (affection, belonging, esteem or approval, security, identity) through interaction with others. Social support at school allows students to perceive themselves as competent during learning and to enjoy school in general. Little is known about social support at school for students with sensory disabilities. This review aims to synthesize findings from studies examining social support at school for students with hearing and visual impairments. A search of computerized databases was supplemented by a manual search of the bibliographies of the main publications. The synthesis of the literature suggests that all students need adequate support devices in class and properly trained support teachers. However, visually impaired students are more likely to have access to resources compared to those with hearing impairments. Students with visual impairments attending regular schools are more positive about the availability of resources than those with hearing impairments attending special schools. Overall, senior secondary school students indicate higher resource availability than junior secondary school ones. Still, very few studies have investigated social support for students with sensory disabilities. Thus, further research is needed to confirm these results.

Different dimensions of visual attention to social (human faces) and non-social stimuli (objects) were assessed in 19 preschool children with Autism Spectrum Disorder (ASD) and 19 typically developing (TD) age, gender, and IQ-matched controls through an original paired preference eye-tracking paradigm. The present study found a significantly reduced attentional bias toward human faces in children with ASD compared to TD controls. The analysis of the total fixation time showed a significantly reduced preference for faces in children with ASD compared to TD children. Moreover, while TD children showed a significant preference for the face over the object, children in the ASD group observed the two paired pictures for a similar amount of time, thus showing no preference. Besides, children with ASD paid significantly more sustained attention to the objects than TD children. Children in the TD group paid greater sustained attention to the faces over the objects, while children in the ASD group did not differentiate between objects and faces. Finally, an age effect was found in ASD, as younger children in the group tended to prefer objects and to show more sustained attention towards them. Overall, these findings add to the literature on anomalies in attention toward social and non-social stimuli in young children with ASD compared to their TD counterparts. These results are discussed in the light of previous studies and suggest possible directions for future research.

Background: Life skills, according to the World Health Organization, can promote youth well-being through educational school programs. Among life skills, decision-making and problem-solving skills can help adolescents consciously choose their career path.The Italian school system, in fact, requires students, already at a young age (13-14 years old) to make important decisions about their future, like for example choosing the high school that they would like to attend. This study aims to analyze differences in decision-making, self-efficacy, and life satisfaction in a sample of adolescents in secondary school in Italy. It aims to analyze whether there are differences in those dimensions according to students' age, gender, regularity, and future choice intentions., Design and Methods: Here we present a cross-sectional study involving 2104 students, balanced by gender, and attending upper secondary school in Italy. Participants completed Soresi and Nota's questionnaires on life satisfaction and Caprara's questionnaire on problem-solving self-efficacy. The data were processed using MANOVA., Results: Research results show significant differences in self-efficacy and school satisfaction in relation to the age at which school transition occurred. Specifically, incoming preadolescents (13-14 years old) scored lower than outgoing late adolescents (17-18 years old) in both decision-making self-efficacy and school satisfaction. Girls scored lower than boys in decision-making self-efficacy. Students who expressed the intention to drop out of school scored lowest on both the self-efficacy and perceived support satisfaction scales., Conclusions: The results highlight the importance of promoting the development of self-efficacy in life skills and school satisfaction to help students in school transitions., Competing Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article., (© The Author(s) 2023.)

Understanding sarcasm is a complex ability, which includes several processes. Previous studies demonstrated the possible roles of linguistic and meta-representative factors in understanding sarcasm in school children, while the influence of specific contextual variables still needs to be investigated. Here, we present two studies investigating the possible role of contextual, linguistics, and meta-representative factors in understanding sarcasm in school children. In Study 1, we investigated sarcasm comprehension in 8-9-year-old school children in three different contexts, in which both familiarity and authority were manipulated. We found that understanding sarcasm was facilitated when the conversational partner was characterized by a high level of authority and familiarity (the mother) rather than when the conversational partner was an adult with a lower level of both authority and familiarity (the cashier of a food store). In Study 2, we replicated and extended Study 1 by investigating the possible influence of the same contextual factors but in a more sizeable sample and at different ages: first, third, and fifth grades of primary school. We found that understanding sarcasm improved significantly with age. The results of both studies indicated that understanding sarcasm is influenced by contextual factors. Children at any age better understood sarcasm produced by a speaker with a high level of both familiarity and authority. This ability improved with age. These results expand our understanding of how children infer a speaker's intentions in sarcasm. This might be particularly of interest to develop possible interventions for children on the Autism Spectrum, who are known to misunderstand sarcasm at different levels of complexity.

Autisms Spectrum Disorders (ASD) are characterized by core symptoms (social communication and restricted and repetitive behaviors) and related comorbidities, including sensory anomalies, feeding issues, and challenging behaviors. Children with ASD experience significantly more feeding problems than their peers. In fact, parents and clinicians have to manage daily the burden of various dysfunctional behaviors of children at mealtimes (food refusal, limited variety of food, single food intake, or liquid diet). These dysfunctional behaviors at mealtime depend on different factors that are either medical/sensorial or behavioral. Consequently, a correct assessment is necessary in order to program an effective clinical intervention. The aim of this study is to provide clinicians with a guideline regarding food selectivity concerning possible explanations of the phenomenon, along with a direct/indirect assessment gathering detailed and useful information about target feeding behaviors. Finally, a description of evidence-based sensorial and behavioral strategies useful also for parent-mediated intervention is reported addressing food selectivity in children with ASD.

This study investigates the principal risk and protective factors associated with student distress and school dropout in a group of preadolescents, through a qualitative and quantitative comparison between the perspectives of students, parents, and teachers. We administered a questionnaire to evaluate student distress and school dropout in a middle school (student's age range 13-15 years). We afterwards analyzed the responses of students at risk of school dropout. We also administered a semi-structured interview with their parents and their teachers. The results indicated significant levels of school distress in students (Collective Distress > 8.75) and a problematic relationship between parents and students (22.42%). We also found a problematic relationship between teachers and students (24.39%). The main protective factor of student distress and school drop-out indicated by the students was a more sensitive and supportive relationship with both parents and teachers. On the contrary, parents and teachers indicated as possible causes of school distress and drop-out the intrinsic students' motivation or other external factors associated with the community. The results of our study highlight the importance to apply a multidimensional and transactional psycho-educational model, in which the relationship between the students and their caretaker plays a major role.

Mentalizing is the ability to represent mental states to navigate the social world. A reduced mentalizing ability is a risk factor for a variety of psychological issues. Several studies indicated deficits in social cognition in bullies and victims, specifically in mentalizing anger. However, only a few studies investigated mentalizing abilities related to both anger and happiness in pre-adolescence. Our study investigated possible differences in the ability to mentalize anger and happiness in preadolescent bullies and victims, compared to a control group. We interviewed 104 preadolescents (44% males; 56% females; M = 13.2 years; SD = 0.82) and administered the Olweus Questionnaire to identify bullies and victims. We applied a narrative approach to investigate the mental state language referred to anger and happiness. The results indicated a reduced ability to mentalize anger in bullies and victims compared to controls. Both bullies and victims tended to consider anger and happiness predominantly as behavioral conditions rather than a state of mind. These results highlight the need to promote effective intervention programs to prevent bullying by enhancing appropriate mentalization of emotions in pre-adolescents.

Playtime in urban cities has become an indoor activity for children due to limited access to natural outdoor environments. This product of urbanization makes the case for the introduction of biophilic design. However, playrooms are often neglected as a possibility in designing a natural space indoors. Interior designers and other specialists lack a reliable tool to identify and incorporate biophilic features into the design of these indoor environments in urban settings. The Biophilic Interior Design Matrix (BID-M) developed by McGee and Marshall-Baker quantifies 52 of Kellert's biophilic design attributes to assess their presence and absence within interior spaces. We expanded its use by testing the matrix in a new type of space, urban playrooms, and coded images of 45 children's playrooms within Manhattan residential buildings in New York City, including assessing a larger sample and reliability rate compared to McGee and Marshall-Baker's research. Inter-rater reliability of the overall design matrix and individual matrix items was measured with percent agreement and free-marginal multirater kappa. Reliability testing showed overall good reliability of the overall design matrix. Several matrix items had low reliability between raters. Our findings show that the BID-M needs to be modified to better assess urban interior spaces for children., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2020 Marte, Calumpit, de Sá Bessa, Toledo, Fadda and Skoler.)

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects social interaction and communication, with restricted interests, activity and behaviors. ASD is highly familial, indicating that genetic background strongly contributes to the development of this condition. However, only a fraction of the total number of genes thought to be associated with the condition have been discovered. Moreover, other factors may play an important role in ASD onset. In fact, it has been shown that parental conditions and in utero and perinatal factors may contribute to ASD etiology. More recently, epigenetic changes, including DNA methylation and micro RNA alterations, have been associated with ASD and proposed as potential biomarkers. This review aims to provide a summary of the literature regarding ASD candidate genes, mainly focusing on synapse formation and functionality and relevant epigenetic and environmental aspects acting in concert to determine ASD onset.

Autism spectrum disorder (ASD) is a group of neurodevelopmental disorders characterized by high heritability. It is known that genetic factors contribute to ASD pathogenesis. In particular, copy number variants (CNVs) are involved in ASD susceptibility and can affect gene expression regulation. 2p11.2 microdeletions encompassing ELMOD3, CAPG and SH2D6 genes have been described in four unrelated ASD families. The present study revealed that this microdeletion is responsible for the production of a chimeric transcript generated from the fusion between ELMOD3 and SH2D6. The identified transcript showed significantly higher expression levels in subjects carrying the deletion compared to control subjects, suggesting that it is not subjected to nonsense-mediated decay and might encode for a chimeric protein. In conclusion, this study suggests the possible involvement of this gene fusion, together with the other previously identified variants, in ASD., (© 2019 The Authors. Journal of Cellular and Molecular Medicine published by John Wiley & Sons Ltd and Foundation for Cellular and Molecular Medicine.)

Eye-tracking is a valuable tool in cognitive science for measuring how visual processing resources are allocated during scene exploration. However, eye-tracking technology is largely confined to laboratory-based settings, making it difficult to apply to large-scale studies. Here, we introduce a biologically-inspired solution that involves presenting, on a touch-sensitive interface, a Gaussian-blurred image that is locally unblurred by sliding a finger over the display. Thus, the user's finger movements provide a proxy for their eye movements and attention. We validated the method by showing strong correlations between attention maps obtained using finger-tracking vs. conventional optical eye-tracking. Using neural networks trained to predict empirically-derived attention maps, we established that identical high-level features hierarchically drive explorations with either method. Finally, the diagnostic value of digit-tracking was tested in autistic and brain-damaged patients. Rapid yet robust measures afforded by this method open the way to large scale applications in research and clinical settings.

Autism spectrum disorders (ASDs) are a group of neurodevelopmental disorders with high heritability, although their underlying genetic factors are still largely unknown. Here we present a comprehensive genetic characterization of two ASD siblings from Sardinia by genome-wide copy number variation analysis and whole exome sequencing (WES), to identify novel genetic alterations associated with this disorder. Single nucleotide polymorphism (SNP) array data revealed a rare microdeletion involving CAPG , ELMOD3, and SH2D6 genes, in both siblings. CAPG encodes for a postsynaptic density (PSD) protein known to regulate spine morphogenesis and synaptic formation. The reduced CAPG mRNA and protein expression levels in ASD patients, in the presence of hemizygosity or a particular genetic and/or epigenetic background, highlighted the functional relevance of CAPG as a candidate gene for ASD. WES analysis led to the identification in both affected siblings of a rare frameshift mutation in VDAC3 , a gene intolerant to loss of function mutation, encoding for a voltage-dependent anion channel localized on PSD. Moreover, four missense damaging variants were identified in genes intolerant to loss of function variation encoding for PSD proteins: PLXNA2 , KCTD16 , ARHGAP21, and SLC4A1 . This study identifies CAPG and VDAC3 as candidate genes and provides additional support for genes encoding PSD proteins in ASD susceptibility.

This study investigated social visual attention in children with Autism Spectrum Disorder (ASD) and with typical development (TD) in the light of Brockmann and Geisel's model of visual attention. The probability distribution of gaze movements and clustering of gaze points, registered with eye-tracking technology, was studied during a free visual exploration of a gaze stimulus. A data-driven analysis of the distribution of eye movements was chosen to overcome any possible methodological problems related to the subjective expectations of the experimenters about the informative contents of the image in addition to a computational model to simulate group differences. Analysis of the eye-tracking data indicated that the scanpaths of children with TD and ASD were characterized by eye movements geometrically equivalent to Lévy flights. Children with ASD showed a higher frequency of long saccadic amplitudes compared with controls. A clustering analysis revealed a greater dispersion of eye movements for these children. Modeling of the results indicated higher values of the model parameter modulating the dispersion of eye movements for children with ASD. Together, the experimental results and the model point to a greater dispersion of gaze points in ASD.

Mother-infant interactions during feeding and play are pivotal experiences in the development of infants' early social abilities (Stern, 1985, 1995; Biringen, 2000). Stern indicated distinctive characteristics of mother-infant interactions, respectively, during feeding and play, suggesting to evaluate both to better describe the complexity of such early affective and social experiences (Stern, 1996). Moreover, during the first years of life, infants acquire cognitive and social skills that allow them to interact with new social partners in extra-dyadic interactions. However, the relations between mother-child interactions and infants' social skills in extra-dyadic interactions are still unknown. We investigated longitudinally the relations between mother-child interactions during feeding and play and child's pre-verbal communicative abilities in extra-dyadic interactions during play. 20 dyads were evaluated at T 1 (infants aged between 9-22 months) and 6 months later, at T 2 . The interdyadic differences in mother-infant interactions during feeding and play were evaluated, respectively, with the "Feeding Scale" (Chatoor et al., 1997) and with the "Play Scale" (Chatoor, 2006) and the socio-communicative abilities of children with a new social partner during play were evaluated with the "Early Social Communication Scales" (Mundy et al., 2003). We distinguished the dyads into two categories: dyads with functional interactions (high dyadic reciprocity, low dyadic conflict) and dyads with dysfunctional interactions (lower dyadic reciprocity, higher dyadic conflict). At T 1 , infants belonging to dyads with dysfunctional interactions were significantly lower in "Initiating Joint Attention" and in "Responding to Joint Attention" in interaction with a new social partner compared to the infants belonging to dyads with functional interactions. At T 2 , infants belonging to dyads with dysfunctional interactions were significantly lower in "Initiating Social Interactions" with a new social partner compared to the infants belonging to dyads with functional interactions. There were significant correlations between the quality of mother-infant interactions during feeding and infants' social abilities in interaction with a stranger both at T 1 and at T 2 . This study showed a stable relation over time between mother-child interactions and child's social communicative skills in extra-dyadic interactions.

Using eye-tracking methodology, we compared spontaneous gaze following in young children with Autism Spectrum Disorder (mean age 5.8 years) to that of typically developing children (mean age 5.7 years). Participants saw videos in which the position of a hidden object was either perceptually visible or was only represented in another person's mind. The findings indicate that children with Autism Spectrum Disorder were significantly less accurate in gaze following and observed the attended object for less time than typically developing children only in the Representational Condition. These results show that children with Autism Spectrum Disorder are responsive to gaze as a perceptual cue although they ignore its representational meaning., (Copyright © 2016 Elsevier Ltd. All rights reserved.)

This paper adds to the growing research on moral judgment (MJ) by considering whether theory of mind (ToM) might foster children's autonomous MJ achievement. A group of 30 children with autism spectrum disorder (ASD) was compared in MJ and ToM with 30 typically developing (TD) children. Participants were tested for MJ with a classical Piaget's task and for ToM with a second order False Belief task. In the moral task, children were told two versions of a story: in one version the protagonist acted according to a moral intention but the action resulted in a harmful consequence; in the other version the protagonist acted according to an immoral intention, but the action resulted in a harmless consequence. Children were asked which of the two protagonists was the "naughtier." In line with previous studies, the results indicated that, while the majority of TD participants succeeded in the second order False Belief task, only few individuals with ASD showed intact perspective taking abilities. The analysis of the MJ in relation to ToM showed that children with ASD lacking ToM abilities judged guilty the protagonists of the two versions of the story in the moral task because both of them violated a moral rule or because they considered the consequences of the actions, ignoring any psychological information. These results indicate a heteronomous morality in individuals with ASD, based on the respect of learned moral rules and outcomes rather than others' subjective states.

Objective: Little is known about the effectiveness of pharmacological interventions on autism spectrum disorder (ASD). This is a systematic review of the randomized controlled trials (RCTs) of oxytocin interventions in autism, made from January 1990 to September 2013., Method: A search of computerized databases was supplemented by manual search in the bibliographies of key publications. The methodological quality of the studies included in the review was evaluated independently by two researchers, according to a set of formal criteria. Discrepancies in scoring were resolved through discussion., Results: The review yielded seven RCTs, including 101 subjects with ASD (males=95) and 8 males with Fragile X syndrome. The main categories of target symptoms tested in the studies were repetitive behaviors, eye gaze, and emotion recognition. The studies had a medium to high risk of bias. Most studies had small samples (median=15). All the studies but one reported statistically significant between-group differences on at least one outcome variable. Most findings were characterized by medium effect size. Only one study had evidence that the improvement in emotion recognition was maintained after 6 weeks of treatment with intranasal oxytocin. Overall, oxytocin was well tolerated and side effects, when present, were generally rated as mild; however, restlessness, increased irritability, and increased energy occurred more often under oxytocin., Conclusions: RCTs of oxytocin interventions in autism yielded potentially promising findings in measures of emotion recognition and eye gaze, which are impaired early in the course of the ASD condition and might disrupt social skills learning in developing children. There is a need for larger, more methodologically rigorous RCTs in this area. Future studies should be better powered to estimate outcomes with medium to low effect size, and should try to enroll female participants, who were rarely considered in previous studies. Risk of bias should be minimized. Human long-term administration studies are necessary before clinical recommendations can be made.

We investigated the beneficial effects of drinking supplementary water during the school day on the cognitive performance and transitory subjective states, such as fatigue or vigor, in 168 children aged between 9 and 11years who were living in a hot climate (South Italy, Sardinia). The classes were randomly divided into an intervention group, which received water supplementation, and a control group. Dehydration was determined by urine sampling and was defined as urine osmolality greater than 800mOsm/kg H(2)O (Katz, Massry, Agomn, & Toor, 1965). The change in the scores from the morning to the afternoon of hydration levels, cognitive performance and transitory subjective states were correlated. In line with a previous observational study that evaluated the hydration status of school children living in a country with a hot climate (Bar-David, Urkin, & Kozminsky, 2005), our results showed that a remarkable proportion of children were in a state of mild, voluntary dehydration at the beginning of the school day (84%). We found a significant negative correlation between dehydration and the auditory number span, which indicates a beneficial effect of drinking supplementary water at school on short-term memory. Moreover, there was a positive correlation between dehydration and performance in the verbal analogy task. The results are discussed in the light of the complexity of the neurobiological mechanisms involved in the relationship between hydration status and cognition., (Copyright © 2012 Elsevier Ltd. All rights reserved.)

Owing to their developing cognitive abilities and their limited knowledge about the biological basis of illness, children often have less expertise at disease avoidance than adults. However, affective reactions to contaminants through the acquisition of disgust and the social and cultural transmissions of knowledge about contamination and contagion provide impetus for children to learn effective disease-avoidant behaviours early in their development. In this article, we review the ontogenetic development of knowledge about contamination and contagion with particular attention to the role of socialization and culture. Together with their emerging cognitive abilities and affective reactions to contaminants, informal and formal cultural learning shape children's knowledge about disease. Through this process, the perceptual cues of contamination are linked to threats of disease outcomes and can act as determinants of disease-avoidant behaviours.

The synthesis and anticancer activity of 2-arylamino-6-trifluoromethyl-3-(hydrazonocarbonyl)pyridines is described. The new trifluoromethylpyridine derivatives were evaluated for their anticancer activity toward human cancer cell lines by the National Cancer Institute (NCI). Most of them had excellent growth inhibition activity, having GI(50) values in the low micromolar to nanomolar concentration range. The most potent 2,6-dichlorobenzaldehydehydrazone 29 inhibited the growth of all tested cancer cell lines with nanomolar potency, and did not show animal toxicity. Hydrazone 29 has been selected by the Biological Evaluation Committee of NCI for testing in vivo Hollow Fiber Assay.

The synthesis and antifungal activity of 2-acylhydrazino-5-arylpyrroles 21-62 are described. Pyrrole derivatives 21-62 were evaluated for their antifungal activity towards Candida albicans ATCC 10231 and three Candida non-albicans isolated from clinical specimens. Most of them showed very good antifungal activities against Candidae, having MIC values in the 0.39-3.12 microg/mL range and enhanced inhibition potency as compared to that of fluconazole. In addition, some of the most active compounds were tested for cytotoxic activities against breast (MCF-7), lung (H-460), and central nervous system (SF-268) human cancer cell lines with the NCI anticancer drug screen. The activity of pyrroles described in this paper, along with the low toxicity, shows promise for the future development of non-toxic new antimycotic agents. The relationship between functional group variation and biological activity of the evaluated compounds is also discussed.