Therapeutic Effects of Electroencephalogram-Based Bioelectric Stimulation on Cognitive–Behavioural Outcomes in Children With Dual Diagnosis of Autism Spectrum Disorder and Intellectual Disability
Bibliographic record
Abstract
OBJECTIVES: This investigation evaluates the interventional effects of electroencephalogram-based bioelectric stimulation (EBBS) on intellectual development and behavioural symptoms in children with autism spectrum disorder (ASD) and comorbid intellectual disability (ID). METHODS: By utilising a retrospective cohort design, the research team analysed 310 clinically diagnosed cases of ASD and ID that were stratified into two intervention groups: a conventional group (n = 163) receiving conventional interventions (behavioural applied behaviour analysis (ABA) therapy and structured instruction) and an observation group (n = 147) receiving the same behavioural interventions combined with EBBS. Before and following the treatment, the childhood autism rating scale (CARS), Montreal cognitive assessment (MoCA), developmental age and developmental quotient (DQ) and infants-junior middle school students' social-life abilities scale (S-M) were employed to assess symptom alleviation, cognitive capabilities and quality of life. The levels of serum 25-hydroxyvitamin D [25(OH)D], folic acid (FA) and brain-derived neurotrophic factor (BDNF) were also measured. RESULTS: After treatment, the observation group showed significantly lower CARS scores; increased post-treatment serum levels of 25(OH)D, FA and BDNF; and improved MoCA scores than the conventional group (p < 0.05). Regarding developmental age and DQ, the observation group demonstrated significant improvements in the subscales of fine motor skills, language, adaptive ability and social interaction after intervention (p < 0.05). Additionally, the S-M total scores and all quality-of-life indicators were superior in the observation group (p < 0.05). CONCLUSION: EBBS has the potential to collaboratively enhance the cognitive function, behavioural symptoms and quality of life of children with comorbid ASD and ID.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".