1. Finnigan E, Starr E. {{Increasing social responsiveness in a child with autism: A comparison of music and non-music interventions}}. {Autism} (Jul);14(4):321-348.
This study sought to determine the effects of using music and non-music interventions on the social responsive and avoidant behaviours of a preschool child with autism. A single-subject alternating treatment design was used in which two interventions were presented in a similar fashion except for the addition of music during the music condition. Four phases took place: baseline (Phase A), alternating treatments (Phase B), a second treatment phase (Phase C) using the condition that proved to be more effective in Phase B, and follow-up (Phase D). Data were collected over a total of 12 treatment sessions for various social responsive and avoidant behaviours. Results indicated that the music intervention was more effective than the non-music intervention in increasing all three social responsive behaviours in both Phases B and C. Furthermore, no avoidant behaviours were observed during the music condition. It is suggested that the music condition was more motivating for the participant than the non-music condition, resulting in more social responsive behaviours.
2. Grant WB, Soles CM. {{Epidemiologic evidence supporting the role of maternal vitamin D deficiency as a risk factor for the development of infantile autism}}. {Dermatoendocrinol};2009 (Jul);1(4):223-228.
This study examines whether maternal vitamin D deficiency is a risk factor for infantile autism disease (IAD). We used epidemiologic data seasonal variation of birth rates and prevalence of IAD for cohorts born before 1985. For seven studies reporting spring-to-summer excess birth rates for IAD, the season progressed from broad near 30 degrees N latitude, spring/summer in midlatitudes, to winter at the highest latitude. Also, using data from 10 studies, we found a strong effective latitudinal (related to wintertime solar ultraviolet B radiation) increase in IAD prevalence. These findings are consistent with maternal vitamin D deficiency’s being a risk factor for IAD, possibly by affecting fetal brain development as well as possibly by affecting maternal immune system status during pregnancy. Further investigation of this hypothesis is warranted.
3. Iarocci G, Rombough A, Yager J, Weeks DJ, Chua R. {{Visual influences on speech perception in children with autism}}. {Autism} (Jul);14(4):305-320.
The bimodal perception of speech sounds was examined in children with autism as compared to mental age-matched typically developing (TD) children. A computer task was employed wherein only the mouth region of the face was displayed and children reported what they heard or saw when presented with consonant-vowel sounds in unimodal auditory condition, unimodal visual condition, and a bimodal condition. Children with autism showed less visual influence and more auditory influence on their bimodal speech perception as compared to their TD peers, largely due to significantly worse performance in the unimodal visual condition (lip reading). Children with autism may not benefit to the same extent as TD children from visual cues such as lip reading that typically support the processing of speech sounds. The disadvantage in lip reading may be detrimental when auditory input is degraded, for example in school settings, whereby speakers are communicating in frequently noisy environments.
4. Lam SF, Wong BP, Leung D, Ho D, Au-Yeung P. {{How Parents Perceive and Feel about Participation in Community Activities: The Comparison between Parents of Preschoolers with and without Autism Spectrum Disorders}}. {Autism} (Jul);14(4):359-377.
The present study compared how parents of preschoolers with and without Autism Spectrum Disorders (ASD) perceived and felt about participation in community activities. A questionnaire survey was conducted with 380 Hong Kong parents of preschoolers with ASD and 214 Hong Kong parents of preschoolers without ASD. The two groups were not different in their willingness and frequency of participation in community activities. However, the psychological processes underneath their willingness were very different. Among the parents of preschoolers with ASD, their willingness was associated with how they perceived the difficulty and importance of the participation and what emotions they experienced during the activities. This pattern of association was not evident among the parents of preschoolers without ASD.
5. Morsanyi K, Holyoak KJ. {{Analogical reasoning ability in autistic and typically developing children}}. {Dev Sci} (Jul);13(4):578-587.
Abstract Recent studies (e.g. Dawson et al., 2007) have reported that autistic people perform in the normal range on the Raven Progressive Matrices test, a formal reasoning test that requires integration of relations as well as the ability to infer rules and form high-level abstractions. Here we compared autistic and typically developing children, matched on age, IQ, and verbal and non-verbal working memory, using both the Raven test and pictorial tests of analogical reasoning. Whereas the Raven test requires only formal analogical reasoning, the other analogy tests require use of real-world knowledge, as well as inhibition of salient distractors. We found that autistic children performed as well as controls on all these tests of reasoning with relations. Our findings indicate that the basic ability to reason systematically with relations, for both abstract and thematic materials, is intact in autism.
6. Norris M, Lecavalier L. {{Screening accuracy of level 2 autism spectrum disorder rating scales: a review of selected instruments}}. {Autism} (Jul);14(4):263-284.
The goal of this review was to examine the state of Level 2, caregiver-completed rating scales for the screening of Autism Spectrum Disorders (ASDs) in individuals above the age of three years. We focused on screening accuracy and paid particular attention to comparison groups. Inclusion criteria required that scales be developed post ICD-10, be ASD-specific, and have published evidence of diagnostic validity in peer-reviewed journals. The five scales reviewed were: the Social Communication Questionnaire (SCQ), Gilliam Autism Rating Scale/Gilliam Autism Rating Scale-Second Edition (GARS/GARS-2), Social Responsiveness Scale (SRS), Autism Spectrum Screening Questionnaire (ASSQ), and Asperger Syndrome Diagnostic Scale (ASDS). Twenty total studies were located, most examining the SCQ. Research on the other scales was limited. Comparisons between scales were few and available evidence of diagnostic validity is scarce for certain subpopulations (e.g., lower functioning individuals, PDDNOS). Overall, the SCQ performed well, the SRS and ASSQ showed promise, and the GARS/GARS-2 and ASDS demonstrated poor sensitivity. This review indicates that Level 2 ASD caregiver-completed rating scales are in need of much more scientific scrutiny.
7. Van Santen JP, Prud’hommeaux ET, Black LM, Mitchell M. {{Computational prosodic markers for autism}}. {Autism} (May);14(3):215-236.
We present results obtained with new instrumental methods for the acoustic analysis of prosody to evaluate prosody production by children with Autism Spectrum Disorder (ASD) and Typical Development (TD). Two tasks elicit focal stress – one in a vocal imitation paradigm, the other in a picture-description paradigm; a third task also uses a vocal imitation paradigm, and requires repeating stress patterns of two-syllable nonsense words. The instrumental methods differentiated significantly between the ASD and TD groups in all but the focal stress imitation task. The methods also showed smaller differences in the two vocal imitation tasks than in the picture-description task, as was predicted. In fact, in the nonsense word stress repetition task, the instrumental methods showed better performance for the ASD group. The methods also revealed that the acoustic features that predict auditory-perceptual judgment are not the same as those that differentiate between groups. Specifically, a key difference between the groups appears to be a difference in the balance between the various prosodic cues, such as pitch, amplitude, and duration, and not necessarily a difference in the strength or clarity with which prosodic contrasts are expressed.
8. Wachtel LE, Griffin MM, Dhossche DM, Reti IM. {{Brief report: Electroconvulsive therapy for malignant catatonia in an autistic adolescent}}. {Autism} (Jul);14(4):349-358.
A 14-year-old male with autism and mild mental retardation developed malignant catatonia characterized by classic symptoms of catatonia, bradycardia and hypothermia. Bilateral electroconvulsive therapy and lorazepam were required for resolution. The case expands the occurrence of catatonia in autism into its malignant variant.
9. Yoshida W, Dziobek I, Kliemann D, Heekeren HR, Friston KJ, Dolan RJ. {{Cooperation and heterogeneity of the autistic mind}}. {J Neurosci} (Jun 30);30(26):8815-8818.
Individuals with autism spectrum conditions (ASCs) have a core difficulty in recursively inferring the intentions of others. The precise cognitive dysfunctions that determine the heterogeneity at the heart of this spectrum, however, remains unclear. Furthermore, it remains possible that impairment in social interaction is not a fundamental deficit but a reflection of deficits in distinct cognitive processes. To better understand heterogeneity within ASCs, we employed a game-theoretic approach to characterize unobservable computational processes implicit in social interactions. Using a social hunting game with autistic adults, we found that a selective difficulty representing the level of strategic sophistication of others, namely inferring others’ mindreading strategy, specifically predicts symptom severity. In contrast, a reduced ability in iterative planning was predicted by overall intellectual level. Our findings provide the first quantitative approach that can reveal the underlying computational dysfunctions that generate the autistic « spectrum. »
