ABSTRACT
BACKGROUND: Autism spectrum disorder (ASD) is a multifaceted neurodevelopmental disorder requiring multimodal intervention and an army of multidisciplinary teams for a proper rehabilitation plan. Accordingly, multiple practice guidelines have been published for different disciplines. However, systematic evidence to detect and intervene must be updated regularly. Our main objective is to compare and summarize the recommendations made in the clinical practice guidelines (CPGs) for ASD in children released from November 2015 to March 2022. METHODS: CPGs were subjected to a systematic review. We developed the inclusion and exclusion criteria and health-related questions, then searched and screened for CPGs utilizing bibliographic and CPG databases. Each of the CPGs used in the study were critically evaluated using the Appraisal of Guidelines for REsearch and Evaluation II (AGREE II) instrument. In a realistic comparison table, we summarized the recommendations. RESULTS: Four eligible CPGs were appraised: Australian Autism CRC (ACRC); Ministry of Health New Zealand (NZ); National Institute for Health and Care Excellence (NICE); and Scottish Intercollegiate Guidelines Network, Healthcare Improvement Scotland (SIGN-HIS). The overall assessments of all four CPGs scored greater than 80%; these findings were consistent with the high scores in the six domains of AGREE II, including: (1) scope and purpose, (2) stakeholder involvement, (3) rigor of development, (4) clarity of presentation, (5) applicability, and (6) editorial independence domains. Domain (3) scored 84%, 93%, 86%, and 85%; domain (5) 92%, 89%, 54%, and 85%; and domain (6) 92%, 96%, 88%, and 92% for ACRC, NICE, NZ, and SIGN-HIS, respectively. Overall, there were no serious conflicts between the clinical recommendations of the four CPGs, but some were more comprehensive and elaborative than others. CONCLUSIONS: All four assessed evidence-based CPGs demonstrated high methodological quality and relevance for use in practice.
ABSTRACT
The neurobehavioral syndrome known as spatial neglect, which could be a result of a brain tumor, is common but difficult to diagnose and manage. This case study describes the evaluation of spatial neglect syndrome psychologically in detail and also builds an initial discussion of the role of the Arabic language, which requires a right-to-left-oriented spatial frame, to understand the severity of the symptoms. We report a case of spatial neglect syndrome after a brain tumor. A 7-year-old boy presented to the CDC clinics with a significant limitation of attention and very poor school achievement. The patient underwent several neuropsychological assessments, including an intellectual IQ test, social and adaptive behavior testing, attention deficit hyperactivity disorder testing, and a battery of neuropsychological tests to detect the presence of spatial neglect, as well as a psychological interview and observation. We present a 7-year-old boy with spatial neglect syndrome who visited the primary children's mental health department. The additional role of the Arabic language could have more of an impact on the symptoms and the proper rehabilitation intervention. After the proper diagnosis and rehabilitation intervention, the child showed a good outcome with regard to his attention and focusing skills as well as his school performance.
