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Abstract Background In today's contemporary world, relationships take a prominent role in the lives of adolescents. However, challenges related to mutual understanding and a lack of inclusive environments can often lead to autistic teens feeling excluded. Objective In order to assess the impact of naturalistic interventions on interpersonal relationships, we conducted an experimental test utilizing Dialogic Reading for Comprehension (LuDiCa) in online reading circles with groups comprising both autistic and neurotypical adolescents. Our focus was on exploring its relevance for enhancing social interaction, particularly in terms of conversational acts, sharing experiences, initiations, and questions. Methods Five autistic and five neurotypical students between 11 and 15 years old from a public school in Brasilia, Federal District, participated. We paired groups A and B (made up of trios of teenagers) and groups C and D (made up of pairs) in a multiple baseline design per reading group, in which all groups went through the baseline conditions (BL), intervention (LuDiCa) and maintenance. Results LuDiCa increased the frequency of conversational acts of both autistic participants and neurotypical peers. In addition, the intervention favored initiations, questions, and sharing experiences, through the shared activity of reading and talking about a work of fiction. Participants rated the intervention in relation to the platform, the book, the reading facilitator, and interaction with peers. We discuss the potential of the facilitator's role in favoring interactions and the potential of LuDiCa as a joint activity for the engagement of adolescents. We also include suggestions for future research focused on the online context and discuss some limitations of the LuDiCa intervention. Conclusion In summary, our study offers initial experimental evidence demonstrating the positive impact of LuDiCa on social interaction behaviors among both autistic and neurotypical adolescents within an inclusive setting.
RESUMO
Prenatal stress is associated with changes in body weight and size, and with disorders of the skeletal bone development process. However, there is a lack of documentation on the impact of prenatal stress on skull bone anatomy during the gestation period. Therefore, this research focuses on the short-term effects of prenatal stress on the skull bone anatomy of CF-1 mice on the day of birth. Methodology: Gestating females were divided at random into two groups (control and stressed). The experimental group was subjected to the stress of movement restriction during the final week of gestation. Upon birth the body weight of the progeny was evaluated (control group, n=34; stressed group, n=29). They were then cleaned and stained with alizarin red in order to evaluate the length, width and suture spaces of the skull bone anatomy from superior and inferior views. Results: Gestational stress significantly altered the skull bone anatomy (p<0.05) of the offspring at birth in comparison with the control group. Conclusion: Prenatal stress alters the skull bone anatomy of the CF-1 mouse at birth.
El estrés prenatal se ha asociado con alteraciones en el peso y tamaño corporal, además de trastornos en el proceso de osificación del esqueleto en desarrollo. Sin embargo, existen escasos antecedentes acerca del impacto del estrés prenatal sobre la anatomía ósea craneal durante el periodo de gestación. Por lo tanto, la presente investigación estudió los efectos a corto plazo del estrés prenatal sobre la anatomía ósea craneal del ratón CF-1 en el día de nacimiento. Las hembras gestantes fueron divididas aleatoriamente en dos grupos (control y estresado), el grupo experimental fue sometido a estrés por restricción de movimiento durante la última semana de gestación. Al nacimiento se evaluó el peso corporal de la progenie (grupo control n:34; grupo estresado n:29), para posteriormente diafanizar y teñir con alizarina roja, evaluando dimensiones longitudinales, anchos y espacios suturales de la anatomía de los huesos de cráneo por la vista superior e inferior. El estrés gestacional alteró significativamente la anatomía de los huesos de cabeza ósea (p<0,05) de las crías en el momento del nacimiento con respecto a los controles. El estrés prenatal altera la anatomía de los huesos craneales del ratón CF-1 evaluado al nacer.