Dietz, P. M., Rose, C. E., McArthur, D., & Maenner, M. (2020). National and state estimates of adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 50(12), 4258-4266.
This article presents the authors’ measurement of the verified quantity of adults affected by autism spectrum disorder (ASD). They used a complex methodology using an estimator of prevalence to analyze autism data for every US state. Their final result was that 1 in 45 adults has ASD. Besides this general argument of the article, the authors also provided some general descriptions of the autism problem in the country. It includes the definition, state of affairs in dealing with this disorder, and peculiarities of data provided by each state.
Hodges, H., Fealko, C., & Soares, N. (2020). Autism spectrum disorder: definition, epidemiology, causes, and clinical evaluation. Translational pediatrics, 9(Suppl 1), 55-65.
A significant part of this article is devoted to discussing ASD causes. In general, there is no consensus among scholars that one unifying cause can be determined. Research only tries to find factors that correlate with ASD, while there is no coherent theory on casual determinations. The first factor is the significant risk that the genetics of siblings who had ASD diagnosis will increase the chance of the disorder. The second discussed reason is the high paternal age, especially if they have an autoimmune disease (diabetes, thyroid disease, or psoriasis).
Taj-Eldin, M., Ryan, C., O’Flynn, B., & Galvin, P. (2018). A review of wearable solutions for physiological and emotional monitoring for use by people with autism spectrum disorder and their caregivers. Sensors, 18(12), 1-29.
The extensive part of the research does not provide solutions but argues that there are some techniques on how to improve the lives of people with ASD. This particular article is concerned with the emotional domain and argues that some devices for emotional monitoring are not equipped for people affected by ASD. At the same time, the measurement of distress and its prevention are important for this group of people.
Jury, M., Perrin, A. L., Desombre, C., & Rohmer, O. (2021). Teachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties. Research in Autism Spectrum Disorders, 83, 1-6.
It is evident that children with ASD are highly excluded from the educational process. Jury et al. (2021) argue that the major reason for exclusion is the biased perception by children that they experience behavioral difficulties. In reality, the author showed that there is no such relation in a significant part of cases. To improve this deteriorating impact, the authors suggest avoiding the terminology “student with ASD” to decrease prejudice and replace it with a more heterogeneous notion highlighting special needs.