1. Brown AB, Elder JH. {{Communication in autism spectrum disorder: a guide for pediatric nurses}}. {Pediatr Nurs};2014 (Sep-Oct);40(5):219-225.
In the United States, one in every 68 children has autism spectrum disorder (ASD) (Centers for Disease Control and Prevention, 2014). ASD is a developmental disorder of the brain that is characterized by impairments in social interaction, communication, and repetitive patterns of behavior (American Psychiatric Association [APA], 2013). Nurses have a duty to provide high quality care to children with ASD. Effective communication is essential to providing quality care. Three main theories attempt to explain how the ASD brain functions and the implications on communication: lack of theory of mind, weak central coherence, and lack of executive function. Children with ASD have difficulties in vocalic, kinesthetic, and proxemic aspects of communication (Notbhom, 2006). Simple adaptations to environment and style can make the communication between nurses and children with ASD easier and more effective (Aylott, 2000; Green et al., 2010).
2. Cascio MA. {{Cross-Cultural Autism Studies, Neurodiversity, and Conceptualizations of Autism}}. {Cult Med Psychiatry};2015 (May 1)
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3. Cermak SA, Stein Duker LI, Williams ME, Dawson ME, Lane CJ, Polido JC. {{Sensory Adapted Dental Environments to Enhance Oral Care for Children with Autism Spectrum Disorders: A Randomized Controlled Pilot Study}}. {J Autism Dev Disord};2015 (May 1)
This pilot and feasibility study examined the impact of a sensory adapted dental environment (SADE) to reduce distress, sensory discomfort, and perception of pain during oral prophylaxis for children with autism spectrum disorder (ASD). Participants were 44 children ages 6-12 (n = 22 typical, n = 22 ASD). In an experimental crossover design, each participant underwent two professional dental cleanings, one in a regular dental environment (RDE) and one in a SADE, administered in a randomized and counterbalanced order 3-4 months apart. Outcomes included measures of physiological anxiety, behavioral distress, pain intensity, and sensory discomfort. Both groups exhibited decreased physiological anxiety and reported lower pain and sensory discomfort in the SADE condition compared to RDE, indicating a beneficial effect of the SADE.
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4. Fiske KE, Isenhower RW, Bamond MJ, Delmolino L, Sloman KN, LaRue RH. {{Assessing the value of token reinforcement for individuals with autism}}. {J Appl Behav Anal};2015 (Apr 30)
The use of token systems has been supported across a variety of populations, but little research has evaluated the reinforcing value of token systems for individuals with autism. We used progressive-ratio schedules to compare the reinforcing value of an established token system, primary reinforcement, and tokens unpaired with reinforcement. Token systems were variably reinforcing for 2 students with autism and more so than primary reinforcement for 1 student. Results support formal assessment of the effectiveness of token systems.
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5. Golan O, Sinai-Gavrilov Y, Baron-Cohen S. {{The Cambridge Mindreading Face-Voice Battery for Children (CAM-C): complex emotion recognition in children with and without autism spectrum conditions}}. {Mol Autism};2015;6:22.
BACKGROUND: Difficulties in recognizing emotions and mental states are central characteristics of autism spectrum conditions (ASC). However, emotion recognition (ER) studies have focused mostly on recognition of the six ‘basic’ emotions, usually using still pictures of faces. METHODS: This study describes a new battery of tasks for testing recognition of nine complex emotions and mental states from video clips of faces and from voice recordings taken from the Mindreading DVD. This battery (the Cambridge Mindreading Face-Voice Battery for Children or CAM-C) was given to 30 high-functioning children with ASC, aged 8 to 11, and to 25 matched controls. RESULTS: The ASC group scored significantly lower than controls on complex ER from faces and voices. In particular, participants with ASC had difficulty with six out of nine complex emotions. Age was positively correlated with all task scores, and verbal IQ was correlated with scores in the voice task. CAM-C scores were negatively correlated with parent-reported level of autism spectrum symptoms. CONCLUSIONS: Children with ASC show deficits in recognition of complex emotions and mental states from both facial and vocal expressions. The CAM-C may be a useful test for endophenotypic studies of ASC and is one of the first to use dynamic stimuli as an assay to reveal the ER profile in ASC. It complements the adult version of the CAM Face-Voice Battery, thus providing opportunities for developmental assessment of social cognition in autism.
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6. Hara M, Ohba C, Yamashita Y, Saitsu H, Matsumoto N, Matsuishi T. {{De novo SHANK3 mutation causes Rett syndrome-like phenotype in a female patient}}. {Am J Med Genet A};2015 (Apr 30)
Rett syndrome (RTT) is a neurodevelopmental disorder predominantly affecting females. Females with the MECP2 mutations exhibit a broad spectrum of clinical manifestations ranging from classical Rett syndrome to asymptomatic carriers. Mutations of genes encoding cyclin-dependent kinase-like 5 (CDKL5) and forkhead box G1 (FOXG1) are also found in early onset RTT variants. Here, we present the first report of a female patient with RTT-like phenotype caused by SHANK3 (SH3 and multiple ankylin repeat domain 3) mutation, indicating that the clinical spectrum of SHANK3 mutations may extend to RTT-like phenotype in addition to (severe) developmental delay, absence of expressive speech, autistic behaviors and intellectual disability. (c) 2015 Wiley Periodicals, Inc.
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7. Queiros FC, Wehby GL, Halpern CT. {{Developmental disabilities and socioeconomic outcomes in young adulthood}}. {Public Health Rep};2015 (May-Jun);130(3):213-221.
OBJECTIVE: We assessed the associations between developmental disabilities and indicators of socioeconomic outcomes (i.e., educational attainment, employment status, occupation type, subjective perception of socioeconomic status [SES], income, and wage rate) among young U.S. adults aged 24-33 years. METHODS: We used data from the National Longitudinal Study of Adolescent Health (n=13,040), a nationally representative study of U.S. adolescents in grades 7-12 during the 1994-1995 school year. Young adult outcomes (i.e., educational attainment, employment status, income, occupation, and subjective SES) were measured in Wave IV (2008 for those aged 24-33 years). Multivariate methods controlled for sociodemographic characteristics and other relevant variables. RESULTS: Nearly 12% of this sample presented with a physical or cognitive disability. Respondents with physical disabilities had lower educational attainment (odds ratio [OR] = 0.69, 95% confidence interval [CI] 0.57, 0.85) and ranked themselves in lower positions on the subjective SES ladder (OR=0.71, 95% CI 0.57, 0.87) than those without a physical disability. Compared with individuals without disabilities, young adults with a cognitive disability also had lower educational attainment (OR=0.41, 95% CI 0.33, 0.52) and, when employed, were less likely to have a professional/managerial occupation (OR=0.50, 95% CI 0.39, 0.64). Young adults with disabilities also earned less annually (-$10,419.05, 95% CI -$4,954.79, -$5,883.37) and hourly (-$5.38, 95% CI -$7.64, -$3.12) than their non-disabled counterparts. CONCLUSION: This study highlights the importance of considering multiple developmental experiences that may contribute to learning and work achievements through the transition from adolescence to young adulthood.
