Autism and Language

Underinformative implicatures (UIs) are a type of inference that can give rise to two potential meanings. UIs can be either literal, which do not require the use of social inferences, or pragmatic, which necessitate social inferences. Given that individuals with autistic traits have marked deficits in communicative and social skills, there is reason to believe that these individuals approach deriving UIs differently than typically developing (TD) individuals. The current study is an attempt to replicate van Tiel and Kissine’s (2018) online assessment of how individuals on the broader autism phenotype (BAPs) derive these inferences. The present study utilizes a previously untested technique to assess UI derivation; it employs a graded scale for participants to rate the appropriateness of stimuli rather than a binary response option as all prior research had done (Pijnacker, Hagoort, Buitelaar, Teunisse, & Geurts, 2009; Chevallier, Wilson, Happé, & Noveck, 2010; Su & Su, 2015; Van Tie...

Στο άρθρο του «Κάποιες σκέψεις πάνω στα γλωσσικά παιχνίδια» Ο Wilfrid Sellars εκφράζειτο παράδοξο του νοήματος ως εξής. Για να μπορέσω να χρησιμοποιήσω νοημόνως μια λέξη της γλώσσας (Α) στο πλαίσιο Χ θα πρέπει να μάθω τον κανόνα της εφαρμογής της σε αυτό το πλαίσιο. Όμως, αυτός ο κανόνας δεν αποτελεί μέρος της γλώσσας (Α) αφού προσδιορίζει τη χρήση των λέξεων που χρησιμοποιούνται στη γλώσσα Α, άρα ο κανόνας εντάσσεται στην μεταγλώσσα της Α, την Α1. Απ’ αυτό προκύπτει μια επ’ άπειρον αναδρομή, διότι για να μπορέσω να χρησιμοποιήσω νοημόνως τον κανόνα της μεταγλώσσας θα πρέπει να μάθω μια άλλη μεταγλώσσα, την Α2, την μεταγλώσσα της μεταγλώσσας και ad infinitum. Υπάρχουν δύο τρόποι για να ξεφύγουμε, σύμφωνα με τον Sellars, από αυτό το παράδοξο. Ο πρώτος είναι να χρησιμοποιήσουμε μια έκφανση του μύθου του δεδομένου, ο οποίος δίνει προτεραιότητα στην σκέψη έναντι της γλώσσας.

La ricerca epidemiologica moderna evidenzia una significativa sovrapposizione tra autismo e balbuzie che trascende la mera coincidenza statistica. La prevalenza della balbuzie nella popolazione generale si attesta intorno all'1% 1 4 7 , mentre nei bambini con autismo questa percentuale aumenta drammaticamente al 4 5% 1 4 10 , rappresentando un incremento di quattro-cinque volte superiore rispetto ai controlli neurotipici.

La balbuzie (o disfluenza evolutiva dello sviluppo) colpisce più di 400 milioni di persone nel mondo e si manifesta tipicamente tra i 2 e i 5 anni. Circa lʼ80% dei bambini recupera la fluenza spontaneamente, mentre il 20% sviluppa una forma persistente che prosegue nellʼetà adulta. Oggi si riconosce che la balbuzie ha una forte componente genetica, come confermano recentissimi studi di genome-wide association GWAS) che hanno individuato ben 48 geni associati al rischio della balbuzie nello studio più ampio e solido pubblicato nel 2025. Il presente saggio analizza in chiave critica la letteratura scientifica aggiornata, ricostruendo i passaggi principali delle ultime scoperte, la loro interpretazione neurobiologica, le ricadute sulla clinica, oltre agli aspetti psicologici, sociali e alle prospettive future. Negli ultimi quarantʼanni, numerosi studi famigliari e di gemelli hanno confermato che la balbuzie è altamente ereditaria. Le stime di heritabilità raggiungono e spesso superano lʼ80% nei confronti tra gemelli monozigoti e dizigoti. Il 50% circa delle persone balbuzienti presenta almeno un parente di primo grado con storia di balbuzie. Tuttavia, la trasmissione genetica segue un pattern poligenico complesso e non mendeliano, non associato a una singola mutazione ma allʼazione combinata di decine di varianti genetiche.

The subject of psychodiagnoses has been widely discussed in psychology for many decades. Specifically in the case of autism, several identifications have been attributed, especially to children, due to behavioral characteristics that have led to academic, medical and social impasses regarding the accuracy of diagnoses. What was once known as Asperger's syndrome, its peculiarities and the contestation of the term have come to light. Against this backdrop, this study investigates the process of removing the term Asperger's Syndrome from the American Psychological Association's diagnostic statistical manual. Through a documentary analysis of the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD) up to 2013, together with the academic production relating to the period, we sought to establish a historical path capable of observing these changes. The observation of the documents aims to incite relevant debates in the history of psychology and psychiatry, in view of the need for a critical approach to the process of determining and constantly reformulating diagnoses in the field of mental health.

Il saggio esplora il concetto di takiwātanga, termine māori che designa l’essere in armonia con il proprio spazio-tempo, riconoscendolo come prospettiva pedagogica, culturale e filosofica capace di oltrepassare i paradigmi clinici. L’analisi intreccia tradizione indigena, ricerca scientifica e pratiche educative, generando un orizzonte che valorizza la singolarità come risorsa collettiva e principio relazionale. Lungo un itinerario che unisce mito e antropologia, neurodiversità e pedagogia, il takiwātanga si manifesta quale matrice generativa di comunità inclusive, ecologie della differenza e processi formativi rituali. L’approccio suggerisce una riconsiderazione del tempo e dello spazio come dimensioni spiraliformi, in cui la pluralità di linguaggi e sensibilità diviene fondamento per un’educazione ospitale, dialogica e creativa. In tale cornice, la differenza si configura come bene comune e l’atto educativo come liturgia del riconoscimento, chiamata ad accogliere l’invisibile e a celebrare l’eterogeneità dei modi di abitare il mondo.

Assessing language comprehension in children with Autism Spectrum Disorder (ASD) presents unique challenges, especially when relying on traditional testing methods. This paper introduces an innovative VR-based system designed to address these challenges by creating an engaging, distraction-free environment. The system uses low-cost mobile VR headsets and tracks a range of behavioral metrics to assess language comprehension through gaze direction and response time. Preliminary findings from a small sample of children with ASD suggest that the VR platform increases engagement, enhances focus, and provides more consistent results compared to traditional methods. This paper outlines the potential of VR for both assessment and therapeutic interventions, with plans for future work aimed at validating these results on a larger scale and developing automated diagnostic and rehabilitation tools. VR Gaming Autism spectrum disorder Language comprehension

We compared the patterns of affiliative and dominant behavior displayed in male dyads where one participant has Asperger's syndrome (AS) with those displayed in male dyads with two neurotypical (NT) participants. Drawing on interpersonal theory, according to which affiliation and dominance constitute two orthogonal axes of the "interpersonal circle," we used a computer-joystick apparatus to assess the participants' moment-to-moment affiliative and dominant behaviors throughout conversation. The patterns of affiliation and dominance were subsequently studied in relation to post-conversation questionnaires that targeted the interactional experiences of the participants in the two different types of dyads (AS dyads, NT dyads). We found the overall interpersonal notion of complementarity to hold for AS and NT dyads alike: greater affiliation in one participant invoked greater affiliation in the co-participant, and greater dominance invoked greater submissiveness in the co-participant. The AS and NT dyads, however, differed with regard to how affiliative and dominant behaviors related to each other during the time course of a single conversation. Furthermore, we found important differences between the AS and NT dyads in how the different patterns of affiliation and dominance were experienced by the participants. For example, a high level of affiliation synchrony was experienced in more negative terms by the participants in the AS dyads than by those in the NT dyads, while a high level of dominance coordination was experienced in more positive terms by the participants in the AS dyads than by those in the NT dyads. The paper increases understanding of the details of the interactional deficits associated with AS and of the conditions in which AS participants may get maximally positive interactional experiences. More generally, our study highlights the necessity to take the study of individual differences in the experiences of patterns of affiliation and dominance into the official agenda of empirical interaction research.

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Περίληψη

Η εργασία εξετάζει τους παράγοντες που επηρεάζουν την κοινή γνώμη για την κλιματική αλλαγή, μέσα από τρεις εμπειρικές μελέτες: Brulle et al. (2012), Duijndam & van Beukering (2021) και Lee et al. (2015). Τα ευρήματα δείχνουν ότι η πολιτική τοποθέτηση, οι οικονομικές συνθήκες όπως η ανεργία, αλλά και η ελλιπής ενημέρωση, επηρεάζουν καθοριστικά την ανησυχία του κοινού. Οι διαχρονικές έρευνες αποτυπώνουν καλύτερα τις διακυμάνσεις, ενώ οι διεθνείς συγκριτικές αναλύσεις εντοπίζουν γενικότερες τάσεις, χωρίς όμως να λαμβάνουν υπόψη πολιτισμικές διαφοροποιήσεις. Συμπεραίνεται ότι απαιτούνται περαιτέρω μικτές έρευνες, με ένταξη πολιτισμικών, θρησκευτικών και επικοινωνιακών παραγόντων, ώστε να ενισχυθεί η κατανόηση και η συμμετοχή των πολιτών στην αντιμετώπιση της κλιματικής κρίσης.
Abstract
This paper examines factors influencing public opinion on climate change through a comparative review of three empirical studies: Brulle et al. (2012), Duijndam & van Beukering (2021), and Lee et al. (2015). Findings highlight the role of political parties, economic conditions such as unemployment, and the lack of consistent public information in shaping climate concern. While longitudinal studies capture fluctuations in public perception over time, cross-national surveys reveal broader patterns but neglect cultural differences. The analysis concludes that more qualitative and mixed-methods research is needed, focusing on cultural, religious, and communicational variables, as well as misinformation, to better understand public engagement with the climate crisis.

The present work comprises an intervention draft program, scheduled to enhance verbal and non-verbal communication skills among preschoolers and kindergarten pupils in particular. The theory of change and its principles form the basis of the implementation program. Due to multiple demands of an ever-changing world, it is imperative-if not mandatory-to enhance the socio-emotional empowerment of preschoolers. Young children's soft skills cultivation will enable them to successfully coexist and cooperate both cognitively and socially through a constantly demanding era. Accordingly, the specific intervention program was created to cultivate and empower verbal and non-verbal communication skills among preschoolers.

Background
Parents raising children with ASD face profound psychological challenges. While existing research predominantly focuses on parental distress, opportunities for growth and transformation remain underexplored. Addressing these gaps, this study employs an existential framework and Interpretative Phenomenological Analysis to provide a nuanced understanding of parental psychological experiences, emphasizing how they navigate and transcend the challenges of raising a child with ASD.
Methods
Semi-structured interviews were conducted with four parents (three mothers and one father) of children diagnosed with ASD for at least three years. Participants ranged in age from 31 to 50 years, while their children, all male, were aged 11 to 22 years. The participants represented diverse geographic backgrounds, including Canada, the United Arab Emirates, the United Kingdom, and the United States.
Results
The analysis identified two superordinate themes: "From Existential Crisis to Enlightenment" and "Transcending Challenging Experiences. " Participants initially experienced an emotional breakdown following their child's diagnosis, marked by grief and uncertainty. Over time, they transitioned from despair to faith, cultivating acceptance and spiritual beliefs as essential coping mechanisms. They also confronted significant emotional challenges, including guilt, fear of death, and communication struggles, ultimately fostering resilience and forming transcendent relationships with their children.
Conclusions
The findings illuminate the dual dimensions of the parental experience, encompassing both distress and growth. This study offers deeper insights into the emotional and existential aspects of parenting a child with ASD and underscores the need for tailored interventions to support parents in navigating these transformative journeys.

INTRODUCTION Autism Spectrum Disorder (ASD) presents a range of developmental challenges, often impacting social, cognitive, and motor skills. Early intervention (EI) is essential in supporting children with ASD by leveraging neuroplasticity during early developmental stages. This study aims to describe developmental profiles of children with ASD receiving early intervention compared to typically developing peers. METHODOLOGY A quantitative, comparative study was conducted among 400 six-year-old children, equally divided between ASD (n = 200) and typically developing (TD) (n = 200) groups, selected through purposive sampling from all eight administrative divisions of Bangladesh. Children in the ASD group had received EI since diagnosis before age three. Developmental outcomes were assessed using the Communication DEALL Dev elopmental Checklist (ComDEALL), the Speech and Language Development Chart (SLDC), and the Indian Scale for Assessment of Autism (ISAA). Descriptive and comparative analyses were performed using Python. RESULTS The ASD group demonstrated lower acquisition across all domains. Gross motor and fine motor mastery was achieved by only 60% and 40% of ASD children, respectively, compared to 100% in TD peers. Receptive and expressive language skills were acquired by 54% and 46% of ASD participants, with phonology (11%) and pragmatics (20%) particularly underdeveloped. Daily living, cognitive, social, and emotional skills were acquired by less than 52% of ASD children. ISAA scores classified 78% of ASD participants as having severe autism. CONCLUSION These findings highlight critical delays in motor, language, and social skills in children with ASD. Tailored EI programs addressing these areas could enhance developmental outcomes and functional independence for children with ASD in resource-limited settings like Bangladesh.

This paper proposes a conceptual model reframing autistic systemizing-the drive to analyze, construct, or predict the behavior of rule-based systems-as a neurodiverse manifestation of bounded rationality. Drawing on Herbert Simon's seminal theory of decisionmaking under cognitive and environmental constraints, we posit that autistic individuals often navigate complexity by prioritizing engagement with structured, predictable systems. This cognitive orientation operates within defined parameters shaped by innate neurobiological predispositions (including empirically observed differences in sensory processing and cognitive architectures like monotropism) and the resultant impact of socialenvironmental interactions. This framework neither romanticizes nor pathologizes systemizing; instead, it positions systemizing as an adaptive, heuristic-driven cognitive strategy with context-dependent affordances and limitations, particularly when rule-based approaches are applied to ambiguous contexts. By bridging neurodiversity studies, cognitive science, and behavioral economics, this model offers actionable insights for fostering inclusive educational curricula, equitable workplace design, and evidence-informed neurodiversity policy, ultimately contributing to a more nuanced understanding of human cognitive variation.

Ο αυτισμός αποτελεί μία νευροαναπτυξιακή διαταραχή, η οποία μπορεί να λάβει πολλές προεκτάσεις. Λαμβάνοντας τον ορισμό του φάσματος γίνεται αντιληπτό πως ο αυτισμός έχει πολλές διαφορετικές εκφάνσεις και επομένως υποομάδες. Τα άτομα με αυτισμό παρουσιάζουν διαφορές στην δημιουργία του εγκεφάλου, δίνοντας πρόσφορο έδαφος και στις έρευνες αιτιολογίας της διαταραχής. Τα μέχρι τώρα δεδομένα αποδεικνύουν πως ο αυτισμός μπορεί να έχει τόσο βιολογικούς, όσο ψυχολογικούς και γνωστικούς παράγοντες που μπορούν να αιτιολογήσουν πτυχές της διαταραχής. Βέβαια, αυτές οι ιδιαιτερότητες της διαταραχής φέρνουν και νέες εκπαιδευτικές ανάγκες.
Οι εξελίξεις της τεχνολογίας προσέφεραν αλλαγές στην καθημερινότητα. Όσον αφορά το πεδίο της εκπαίδευσης, η τεχνολογία και η ρομποτική έχουν κάνει δυνατή τη διδασκαλία όλων των μαθητών ανεξαρτήτως δυνατοτήτων και διαταραχών. Η εκπαιδευτική ρομποτική είναι σε θέση να διδάξει στους μαθητές να μαθαίνουν με κριτική σκέψη χρησιμοποιώντας τις δικές τους δυνάμεις. Βέβαια, η τεχνολογία και η ρομποτική μπορεί να χρησιμοποιηθεί και για τους μαθητές με αυτισμό. Μάλιστα, έχουν διαμορφωθεί εξειδικευμένα προγράμματα τα οποία μπορούν να βοηθήσουν παιδιά με αυτισμό να αποκτήσουν γνώσεις, δεξιότητες λεξιλογίου και κοινωνικών αλληλεπιδράσεων.

Cuprins
1 Care sunt terapiile pentru copiii cu autism?
1.1 Analiză comportamentală aplicată
1.2 Tratamentul de răspuns pivot
1.3 Terapia logopedică
1.4 Terapia ocupațională
1.5 Terapia de grup
1.6 Terapia cognitiv-comportamentală
1.7 Terapia de integrare senzorială
2 Resurse și suport pentru pacienți
3 Terapii complementare în abordarea autismului la copii
4 Concluzii
5 Referințe

Purpose Financial literacy skills are crucial for an independent life in modern societies. However, it does not appear that researchers have examined financial literacy skills among autistic individuals. This manuscript uses a systematic review to identify existing research which examines financial literacy skill instruction for autistic individuals. Method We used a systematic review strategy to identify approximately 9500 articles. These articles proceeded through abstract and full-text screening for relevance. Results We identified two studies which directly taught financial literacy skills, and ten more which taught more basic money skills (such as calculating change). Neither of the two studies which taught financial literacy skills did so as an exclusive focus; both taught these skills alongside other objectives, as part of a larger intervention. Conclusions Research on financial literacy skill instruction among autistic individuals is lacking, though there is a foundation of research examining money skills and related life skills to build upon. We recommend additional research on financial literacy skill instruction, ideally designed with the unique skills and needs of autistic individuals in mind, and with their input.

This paper examines how the emotional health of parents is affected by communication differences between their autistic children. The research conducted qualitative thematic analysis on interviews with parents of autistic children to find recurring themes about communication problems and parent concerns. Data was analyzed using Atlas.ti for coding and Ailyze for theme extraction, ensuring a comprehensive exploration of key patterns. This recent study indicates that the parents might be anxious as well as emotionally distressed due to communication problems like communication errors and various communication styles. It also shows coping mechanisms that parents employ to deal with these challenges, as well as the effects of these techniques on their mental state. Besides, it also sheds light on such an intricate relationship between the communication problems of autistic children and their parent's emotional health by presenting insights into the daily life struggles encountered by the families of autistic individuals. The findings bring forward suggestions that are beneficial in improving therapies and assistance to handle the communicative necessities of autistic children together with the emotional health of their parents. This study also contributes to our understanding of the implications of communication gaps of autistic children on family dynamics and the means to strengthen family support systems.

A Psicanálise trouxe uma nova forma de olhar acriança e a infância. O maior contributo de Freud, para os profissionais da educação, reside no facto de ter conduzido a uma forma nova de olhar a infância, que contrasta fortemente com a crença vitoriana de que o mau comportamento ou os problemas de personalidade da criança eram o resultado do pecado original, só corrigíveis por uma disciplina severa e rígida (Fontana, 1986). Ao longo dos últimos cem anos, a Psicanálise teve um papel incontornável na compreensão do funcionamento mental e, inevitavelmente, os seus contributos foram sendo progressivamente integrados no domínio educativo. Este artigo centrar-se-á sobre a descrição deste contexto. Essa dispersão, longe de indicar um descaso de Freud, mostra, ao contrário, que a Educação é um tema que o acompanhou por toda a extensão de sua obra e jamais deixou de ser para ele motivo de reflexão, uma reflexão contínua, que o levou a dizer, em uma de suas últimas obras, que "educar, ao lado de governar e psicanalisar, é uma profissão impossível" (Freud, p.3361). A amargura e o ceticismo embutidos nessa afirmação sempre estiveram presentes em seus escritos, e se acentuaram no final deles. Freud era um pensador sobre cujos ombros pesava o absurdo da existência humana. No entanto, tal declaração de impossibilidade não pode nem dever ser lida apenas à luz das características de personalidade de seu autor. Precisa ser entendida como o resultado de uma elaboração teórica rigorosa. Não é apenas uma tirada amarga do velho Freud, às voltas com um câncer na boca que o atormentou nos últimos anos de vida. Esconde, a se acreditar na teoria psicanalítica que a sustenta, algo de profundamente verdadeiro.

Για το μυθιστόρημα της Κατερίνας Ι. Παπαντωνίου «Συνθετική ορμόνη» (εκδ. Καστανιώτη). Bookpress, Αθήνα 2025 hPps://bookpress.gr/kriVkes/elliniki-pezografia/23461-syntheVki-ormoni-Vs-katerinas-ipapantoniou-kriVki-i-gynaikeia-grafi-os-praksi-anVstasis-enanVa-sVn-aposiopisi Η Συνθετική ορμόνη, μυθιστόρημα σε 22 επεισόδια, της Κ. Ι. Παπαντωνίου, μας δίνει μια ευκαιρία να αναστοχαστούμε τον ρόλο και τη δύναμη της λογοτεχνίας και της ελληνικής λογοτεχνίας ειδικότερα, της γυναικείας λογοτεχνίας. Μιας λογοτεχνίας που δεν αποστρέφει το βλέμμα αλλά αφουγκράζεται την πραγματικότητα, την κοινωνία, το περιβάλλον, το δίκαιο και τελικά τον άνθρωπο στην μετα-ανθρώπινη εποχή και πέρα από τον άνθρωπο, όπως αποδεικνύει, ένας πρωταγωνιστής παντεπόπτης, το πανταχού παρόν καναρίνι που γραπώνει το πλαστικό κλαδάκι του σε κάθε επεισόδιο του βιβλίου.

Psicanálise trouxe uma nova forma de olhar acriança e a infância. O maior contributo de Freud, para os profissionais da educação, reside no facto de ter conduzido a uma forma nova de olhar a infância, que contrasta fortemente com a crença vitoriana de que o mau comportamento ou os problemas de personalidade da criança eram o resultado do pecado original, só corrigíveis por uma disciplina severa e rígida (Fontana, 1986). Ao longo dos últimos cem anos, a Psicanálise teve um papel incontornável na compreensão do funcionamento mental e, inevitavelmente, os seus contributos foram sendo progressivamente integrados no domínio educativo. Este artigo centrar-se-á sobre a descrição deste contexto. Essa dispersão, longe de indicar um descaso de Freud, mostra, ao contrário, que a Educação é um tema que o acompanhou por toda a extensão de sua obra e jamais deixou de ser para ele motivo de reflexão, uma reflexão contínua, que o levou a dizer, em uma de suas últimas obras, que "educar, ao lado de governar e psicanalisar, é uma profissão impossível" (Freud, p.3361). A amargura e o ceticismo embutidos nessa afirmação sempre estiveram presentes em seus escritos, e se acentuaram no final deles. Freud era um pensador sobre cujos ombros pesava o absurdo da existência humana. No entanto, tal declaração de impossibilidade não pode nem dever ser lida apenas à luz das características de personalidade de seu autor. Precisa ser entendida como o resultado de uma elaboração teórica rigorosa. Não é apenas uma tirada amarga do velho Freud, às voltas com um câncer na boca que o atormentou nos últimos anos de vida. Esconde, a se acreditar na teoria psicanalítica que a sustenta, algo de profundamente verdadeiro.

Wiklund's book "Speech and Interaction of Preadolescents with Autism Spectrum Disorder" is a comprehensive exploration that advances our understanding of communication dynamics in individuals with Autism Spectrum Disorder (ASD). The multidimensional approach taken by the author distinguishes this work, as it explores various facets of speech and interaction. This broad scope makes the book an invaluable resource for researchers seeking a nuanced understanding of communication complexities in the ASD population. The scholarly nature of the book is evident in its detailed analyses and research methodology. The subsequent exploration of disfluencies unveils not only the frequency but also the qualitative differences in the speech of preadolescents with ASD compared to control groups. These disfluencies are shown to have a direct impact on comprehension problems, emphasizing the interconnectedness of speech production and comprehension in individuals with ASD. The book consists of 7 chapters. It is structured to address multiple dimensions of communication challenges faced by individuals with ASD, providing an in-depth exploration of various aspects such as prosody, disfluencies, comprehension problems, gaze behaviour, therapists' response strategies, and teaching orientations. Chapter 1 introduces ASD and explains its main characteristics. ASD is a developmental disorder affecting how the brain develops, leading to difficulties in

Autism is a neurodevelopmental illness marked by difficulties with social interaction, language, and behaviour. It is becoming increasingly known that autism and other mental health conditions co-occur. Trauma-related illnesses continue to be a significant but understudied issue. Autism and co-occurring mental health issues are examined in this dissertation, with a focus on trauma. It examines whether traumainformed care (TIC) has the potential to be a successful strategy for addressing this population's special requirements. This study presents a number of significant findings using a thorough research technique that includes secondary data analysis of existing literature. It sheds light on illnesses including anxiety, sadness, and posttraumatic stress disorder (PTSD), and highlights the increased occurrence of concurrent mental health issues among autistic people. The dissertation emphasises the value of trauma-informed strategies when working with autistic people with co-occurring mental health issues. A paradigm for addressing the mental health needs of this population that is based on the tenets of safety, trustworthiness, collaboration, empowerment, and choice is emerging as trauma-informed care. Considering the Sanctuary Model's advantages in open communication and environmental awareness, it is the most effective approach for working with autistic people. The implications necessitate the creation of policies that include trauma-informed practices in care and support services. It also highlights the need for more study to expand our knowledge of the connections between autism, trauma, and mental health. By emphasising the significance of a holistic and trauma-informed approach to care, this dissertation advances the conversation on autism and co-occurring mental health issues.

This paper focused on university debate genre. The data for the paper was derived from world university debate championship. It involved recording of the corpora which were transcribed into written form. The corpora were usually characterized by a huge number of sentences which were disfluent. The elements which made a sentence not fluent were commonly referred to as 'disfluencies'. Repetition of words uttered previously, complete corrections or restarts of sentences were some of the common features of students' debate genre. When a speaker deleted elements considered to be disfluent in a given speech situation, s/he was left with only the intended meaning representations which could be considered clean. While some disfluencies were intentional while others were habitual, yet, others were side effects of anxiety, inadequate vocabularies, inefficient discourse knowledge, etc. The research revealed world University students' debate championships were characterized by t...

Computer-assisted education is a critical component in increasing the efficacy and quality of the training system. Computer education is a part of the school and college curricula since it is essential for today's child or adult. The intention of this article is to emphasise the role of computers in education especially for people who are suffering from Autism Disorder.

Approaching Herman Melville as a serious early thinker about systems, and drawing on modern social systems theory, this essay proposes that we understand "Bartleby, the Scrivener" in terms of society's ability to incorporate the disruptive element that Bartleby represents as it continually organizes itself toward a state of dynamic stability. The various systems operating in the world of the story, from money to the law to the postal service to writing itself, are discrete yet coordinated domains of social life that Bartleby can temporarily agitate but not fundamentally challenge. From this perspective, Melville's tale appears less as a bracing critique of capitalism or modernity, less as a psychological portrait of a nonconforming individual, and more as a rigorously analytical study of the ways in which the self-organizing systems of American society enable the resolution of conflict and the neutralization of dissent. Given Melville's enduring interest in democratic action and the prospects for human freedom, this reading repositions "Bartleby" as a darker, more pessimistic text in his whole body of work.

ABSTRACT
Aging adults are frequently concerned about cognitive decline, thus therapies that support cognitive health are crucial. Functional training which has gained popularity because it can improve physical function in a variety of populations by emphasizing activities that are relevant to daily living. However, less literature is available on how it affects cognitive function. This study examines the 12-week functional training effect on the cognitive health of the active adult's group [AAG) (aged 50 - 59) and the geriatric population [GPG) (60 years S). AAG (n-30)was further equally randomized in the treatment (n-15) and control (n-15) group. Similarly, the GPG (n-30)was also randomized into the treatment (n-15) and control (n-15) group. Both the treatment groups AAG and GPG participated in a planned 12-week functional training regimen that incorporates resistance exercises, balance, and coordination training. Standardized Cognitive Tests (MoCA) was used to assess mild cognitive impairment among AAG and GP Gat pre-intervention (0 week), mid-intervention (6 week), and post-intervention (12 week). The 2*3*2 mixed ANOVA was applied to test the effectiveness of training (time'groups) and interaction effect(group'time"age). Time"group showed a significant effect which means the functional training program was effective on both AAG and GPG with a larger effect of magnitude (np' - 0.092). However, Time*Group'Age interaction shows an insignificant effect and could be interpreted as having a similar effect on both groups irrespective of age differences. The finding supports le effectiveness of a 12-week functional training to enhance cognitive performance in both AAG and GPG. The lon rm impact of functional training regimens is the further scope of the study.

Theory of Mind (ToM) and pragmatic inferences are two key concepts that provide insight into how humans navigate communication and social interactions. ToM refers to the ability to attribute mental states-beliefs, intentions, desires, and knowledge-to oneself and others, allowing one to predict and interpret others' behavior. Pragmatic inferences, on the other hand, involve interpreting the implied meanings of statements within specific contexts. Together, these concepts form a crucial part of cognitive pragmatics, a field that explores how the mind processes communicative acts.

Τα τελευταία χρόνια στην Ελλάδα, σε συνθήκες έντονης οικονοµικής και πολιτικής κρίσης, παρατηρείται το φαινόµενο της µεταστροφής του ενδιαφέροντος πολλών ανθρώπων, κυρίως νέων, στην κοινή διαχείριση των κοινωνικών πόρων, όπως είναι η γνώση και η εκπαίδευση. Αρκετοί άνθρωποι προσπαθούν να διαχειριστούν τους συλλογικούς πόρους διατηρώντας µια σχετική αυτονοµία από το κράτος αλλά και την αγορά, προάγοντας την κοινωνική αυτοοργάνωση, την αυτονοµία, και την κοινότητα µέσα από τις διαφορές (Ostrom, 1990⋅ Hardt & Negri, 2012⋅ Dardot & Laval, 2015⋅ Κιουπκιολής, 2015). Οι άνθρωποι αναζητούν µια διαφορετική πολιτική ηθική, ή συγκεκριµένα µια «ετεροπολιτική» (Pechtelidis, 2016⋅ Kioupkiolis & Pechtelidis, 2017) ως απάντηση στον κοινωνικό και πολιτικό αποκλεισµό, την ανεργία και την υποαπασχόληση, την κρίση της δηµοκρατίας κλπ. Σ' αυτό το πλαίσιο, ποικίλοι κοινωνικοί και πολιτισµικοί χώροι έχουν αναδυθεί στην Ελλάδα, οι οποίοι στοχεύουν σε µια περισσότερο συµµετοχή εκπαίδευση και πολιτειότητα (citizenship). Στη µελέτη αυτή, µας ενδιαφέρει η διερεύνηση της καθηµερινής ζωής ενός δηµόσιου δηµοτικού σχολείου (Φουρφούρας, το Σχολείο της Φύσης και των Χρωµάτων) της Κρήτης και µιας παιδαγωγικής κοινότητας στην περιοχή της Θεσσαλίας για παιδιά προσχολικής εκπαίδευσης (Τα Πιτσιρίκια), η οποία λειτουργεί αποκλειστικά από τα µέλη της (γονείς, παιδαγωγοί και παιδιά). Συγκεκριµένα, θα περιγράψουµε σχετικά συνοπτικά τις πρακτικές (και τις νοοτροπίες) που παράγονται σ' αυτούς τους εναλλακτικούς εκπαιδευτικούς χώρους, προκειµένου να εξετάσουµε τις παιδικές υποκειµενικότητες και µορφές πολιτειότητας που παράγονται εντός τους. Στόχος µας είναι να συζητήσουµε κριτικά τις οµοιότητες και τις διαφορές τους, τις δυναµικές και τους περιορισµούς αυτών των ετεροπολιτικών εγχειρηµάτων, καθώς και τις συνέπειες πάνω στους µετέχοντες και γενικότερα την κοινωνία. * Ο Γιάννης Πεχτελίδης είναι επίκουρος καθηγητής Κοινωνιολογίας της Εκπαίδευσης στο Πανεπιστήµιο Θεσσαλίας * Η Ελένη Δαµοπούλου είναι Νηπιαγωγός.

The study investigates the phonological processes of language-impaired children between the ages of 5 and 15. They were drawn from different special schools within Akwa Ibom State. They were purposively selected to examine the severity of the disorder for possible therapy and remediation. The study focused on the phonological processes of fricative stopping and velar fronting. Data were collected using a phonological diagnostic screening scale (PDSS) and a picture Naming task (PNT) for participants to identify and read. The theory of the Generative phonology approach was employed. Duration, voice onset time (VOT), intensity, and formant were analyzed using Praat software.

I propose we explore my proposed Feminine (and Masculine) Autism Phenotype (FAP/MAP) Theories where by looking at neuroimaging around dominant left and right brain theories, grey matter and activated areas of social reciprocity and empathy along with endocrinology studies around prenatal and developmental hormones such as testosterone, oestrogen, progesterone, (o)estradiol, estriol and estrone as well as the role of X Chromosomes during prenatal and early developmental stages, better identifying and giving evidence for MAP/FAP theories . FAP presents atypically Autistic, having extremes of Simon Baron-Cohen’s Balanced Bias cognitive styles (E-S & EMB theories) in most Autistic Females and other genders with FAP, creating hyper-affective/emotional empathy, emotional awareness (less Alexythemia) and greater sensory sensitivities, creating intense emotionality and prosocial behaviour, leaving High Intellectually Functioning (HIF) FAP at greater risk of mental health problems leading to misidentification or cross-misdiagnosis and suicide due to societal pressures and expectations to be like the Prominent Neurotype (PNT) to fit in, a great concern to them. Masking their autisticality and suppressing self-stimulatory sensory imput (STIMS), hiding their struggles with Executive Dysfunction (E(D)F), Weaker Central Coherence, Monotropism, Lower Theory of Mind (ToM) and subsequently Lower Cognitive Empathy while having Hyper-Affective, sometimes Somatic Empathy, with Synesthesia and Tony Atwood and Michelle Garnett’a Empathetic Attunement. Caring for others deeply, having social drive and desire without the means, creating a greater sense of isolation, ostracised, overlooked, overwhelmed and misunderstood. Looking at exploring my Autistic Inner World (AIW) Theory, discovering the non-observable internalised Autistic Traits prevalent in FAP and bringing awareness of the Autisic nurturing side of FAP, leading them into care/teaching roles and expression of intense emotions in areas of the arts and sports as a form of catharsis for their deep inner world. These studies will ensure more specificity in Autism research by incorporating intersectionality across the spectrum of spiky profiles, ensuring less misdiagnosis of affective disorders, heavily populating mental health facilities and FAP lives lost to suicide.

In their work Capitalism and Schizophrenia, Deleuze and Guattari introduce new ideas about the concepts of "machine" and "organism." This essay examines their contribution to the longstanding philosophical debate about the relationship between machines and organisms in Herman Melville's "Bartleby The scrivener". Through a Deleuze Guattarian lens, Bartleby as a machine produces events rather than predictable movements; he lacks a specific purpose; and he has the ability to reproduce himself. Due to understanding of the organism based on Geoffroy Saint-Hilaire, organisms normalize, create hierarchies, and possess a "unity of composition."
As in "A Thousand Plateaus" by Deleuze and Guattari, the concept of the "body without organs" as a theoretical framework for understanding the human body challenges conventional ideas about the body and offers a new way of understanding embodiment and subjectivity. In "Bartleby The Scrivener", due to the definition of "body without organs", Bartleby is not a fixed, organized structure, but rather a constantly shifting and evolving entity that resists traditional categorization. The body without organs is seen as a site of potentiality and multiplicity, where various forces and flows intersect and interact. Moreover, there is an interconnectedness of Bartleby as the "body without organs" with its environment. By embracing the fluidity and complexity of the body without organs, Bartleby resisted rigid social structures and hierarchies, opening up new possibilities for self-expression.

Η εισήγηση στο 6ο Διεθνές Συνέδριο «Δημιουργική Γραφή» (Πανεπιστήμιο Δυτικής Μακεδονίας – Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, Κοζάνη 05–08 Σεπτεμβρίου 2024) παρουσιάζει την επίδραση και αποτελεσματικότητα της δημιουργικής γραφής και του χοροθεάτρου στην ενίσχυση του λόγου, της επικοινωνίας και των κινητικών δεξιοτήτων σε ενήλικες με σύνδρομο Down

Fodor (1983) argued that the mind includes a module devoted to sentence processing that operates on the representations themselves, but crucially not on sentence-external information. Universal Grammar (UG) conceivably provides the contents of this universal, domain-specific ...

The main purpose of this study is to investigate the effect of age on structures of deponents and anticausative verbs. As a result, 21 children divided into four groups (Group A: 4;0-6;0 y.o, Group B: 7;0-9;0 y.o., Group C: 10;1-11;10 y.o., Group D: 12;0- 13;0 y.o.) were presented with sentences containing deponents and anticausatives and asked to rate them as grammatical or ungrammatical. Our findings indicate that children aged 4;0-6;0 have not fully acquired passive structures, even though they interpret the ungrammatical structures of deponents and the structures of anticausative verbs without voice alternation as passive. On the other hand, the performance of the remaining three groups of children is similar to that of the adults. In addition, there is an interesting fact regarding the ungrammatical structures of deponents. For these structures, all groups of children and adults have not performed well. Their performance shows a preference to interpret ungrammatical structures of deponents as passive regardless the age. As far as the anticausative verbs are concerned, those without voice alternation were more acceptable with an active morphology whereas those with voice alternation were more acceptable with passive morphology.

Parent education is a critical component of Applied Behavior Analysis (ABA) therapy for children with autism spectrum disorder (ASD). Research consistently demonstrates that when parents are actively involved in ABA based interventions, children experience improved outcomes, including enhanced communication, social skills, and adaptive behaviours, as well as reduced maladaptive behaviours. Furthermore, parent education contributes to shorter treatment times, ensuring consistency and generalisation of skills across settings. This paper explores the role of parent education in ABA, its impact on treatment efficacy, and the mechanisms through which it fosters better outcomes for children with autism. Evidence from recent studies and expert recommendations are discussed to highlight the importance of integrating parent training into ABA programmes.

Music therapy for children with special needs goes far beyond simply listening to music. It provides a unique space for self-expression and communication, using interactive methods such as playing instruments, singing, and rhythm to help children with emotional, cognitive, and social growth. The blog highlights several case examples, including children with Autism, where music therapy facilitated trust-building and non-verbal communication. One child began to engage through shared rhythms, while another gradually overcame barriers and developed meaningful connections through patience and consistency. These real-life examples show how music therapy fosters communication in subtle ways, such as through small gestures or rhythmic exchanges, proving that meaningful connections can be made without words.

Generational gap and differences have always been a topic of research. These intergenerational differences are prominent and can be observed very distinctly, be it in terms of physical, social, emotional, and/or psychological abilities. This study aimed to investigate a significant difference between Generation X and Generation Z in terms of self-esteem, resilience, and perceived social support. The survey incorporated basic questions about the participants such as their names, ages, and gender. It most importantly consisted of 3 self-report measures namely the Rosenberg Self-Esteem Scale, The Multi Social Scale of Perceived Social Support, and the Connor Davidson Resilience Scale. 172 participants of Indian nationality participated in this study. Out of which 86 belonged to Generation X and 86 to Generation Z. Independent samples t-test was used to analyze the data. The findings demonstrated a significant difference between the two generational cohorts in terms of self-esteem, resilience, and perceived social support.

This paper investigates the role of semantic transparency for the mental representation of derived words in Standard Modern Greek. Specifically, we seek to examine whether semantic transparency affects morphological representation and whether any potential effect is dichotomous or graded. To this end, we conducted a lexical decision task employing the immediate cross-modal priming paradigm, which is considered to tap into an abstract, modality independent level of representation in the core of the mental lexicon. Forty-eight university students, native speakers of Standard Modern Greek, participated in the experiment. Ninety prime–target pairs, each comprising a derived (or pseudo-derived) word as auditory prime and its (real or putative) noun-base as visual target, were equally distributed in 3 critical semantic transparency conditions (opaque, e.g., tsiγarízo–tsiγáro ‘to frizzle’–‘cigarette’; semitransparent, e.g., piθikízo–píθikos ‘to imitate’–‘ape’; transparent, e.g., psiθirízo–psíθiros ‘to whisper’–‘whisper’), according to their mean scores from 3 semantic relatedness rating pretests. The analyses of the behavioral data (i.e., reaction times, error rates) revealed statistically significant and equivalent priming in the transparent and semitransparent condition but no priming in the opaque condition. This dichotomous pattern of priming implies morphologically structured lexical representations for the transparent and semitransparent derived stems on the one hand, while holistic, morphologically unstructured lexical representations for the opaque derived and pseudo-derived stems on the other hand. Therefore, we suggest a semantically constrained dual-route account of morphological representation rather than a full-decomposition or a graded (distributed connectionist, discriminative learning) account. To conclude, our experimental findings point that the mental representation of derived words is crucially influenced by semantic transparency in Standard Modern Greek, as is the case with many other Indo-European languages (e.g., English, French, Italian, Spanish, Bulgarian, Serbian, Croatian, Polish, Russian) and in contrast to Semitic languages (e.g., Arabic, Hebrew, Maltese).