1. Albert KM, Carbone VJ, Murray DD, Hagerty M, Sweeney-Kerwin EJ. {{Increasing the mand repertoire of children with autism through the use of an interrupted chain procedure}}. {Behav Anal Pract};2012 (Winter);5(2):65-76.
Mand training is an essential component of verbal behavior training for any individual who lacks this skill. The current study replicates and extends, with some procedural differences, the work of Hall and Sundberg (1987) by using an interrupted chain procedure to teach mands for missing items to children with autism. The participants were 3 children with autism, ranging between 5 and 8 years of age, who would regularly mand for a wide variety of reinforcers when they were present but would rarely mand for items that were not in sight (i.e., missing items). Participants were first taught to complete 3 behavior chains. Subsequently, the chains were interrupted by removing 1 item needed to complete each chain to contrive motivating operations (MOs) as a means of teaching mands for missing items. Following mand training incorporating vocal prompt and prompt fading procedures, all participants emitted unprompted mands for the missing items within the context of the trained chains and within the context of novel, untrained chains. After teaching mands for missing items, probes were conducted to test for untrained tact acquisition. All participants also demonstrated tact responses relative to the missing items as a result of the mand training.
2. Cocchiola MA, Jr., Martino GM, Dwyer LJ, Demezzo K. {{Toilet training children with autism and developmental delays: an effective program for school settings}}. {Behav Anal Pract};2012 (Winter);5(2):60-64.
Current research literature on toilet training for children with autism or developmental delays focuses on smaller case studies, typically with concentrated clinical support. Limited research exists to support an effective school-based program to teach toileting skills implemented by public school staff. We describe an intervention program to toilet train 5 children with autism or developmental delays who demonstrated no prior success in the home or school setting. Intervention focused on (a) removal of diapers during school hours, (b) scheduled time intervals for bathroom visits, (c) a maximum of 3 min sitting on the toilet, (d) reinforcers delivered immediately contingent on urination in the toilet, and (e) gradually increased time intervals between bathroom visits as each participant met mastery during the preceding, shorter time interval. The program was effective across all 5 cases in a community-based elementary school. Paraprofessional staff implemented the program with minimal clinical oversight.
3. Geiger KB, Carr JE, Leblanc LA, Hanney NM, Polick AS, Heinicke MR. {{Teaching receptive discriminations to children with autism: a comparison of traditional and embedded discrete trial teaching}}. {Behav Anal Pract};2012 (Winter);5(2):49-59.
Discrete trial teaching (DTT) procedures have proven effective in teaching language to children with autism. Discrete trial teaching uses a highly structured, fast-paced format of instruction that is typically conducted in a one-to-one situation at a desk or table with minimal distractions. We compared this traditional model of DTT to a version of DTT in which instruction was embedded within the context of a more naturalistic, activity-based environment. However, all of the other characteristics of DTT (e.g., pacing, tight stimulus control, targets selected by the teacher) were retained. Receptive discriminations were taught to 2 4-year-old boys, diagnosed with autism in traditional or embedded DTT. Results showed that for both boys, traditional and embedded DTT were equally effective and efficient. Additionally, measures were collected on participant affect and a concurrent-chains preference evaluation was used to determine which teaching procedure was preferred by the participants. The two procedures produced similar levels of positive and negative affect and were equally preferred by 1 participant while embedded DTT produced more positive affect and was more preferred by the other.
4. Graff RB, Karsten AM. {{Assessing preferences of individuals with developmental disabilities: a survey of current practices}}. {Behav Anal Pract};2012 (Winter);5(2):37-48.
Although professionals working with individuals with developmental disabilities have much to gain from using systematic methods of reinforcer identification, practitioner knowledge and use of stimulus preference assessments (SPA) has rarely been examined. The purpose of this survey was to assess awareness and implementation of SPAs among professionals who serve people with developmental disabilities within and outside the field of applied behavior analysis. A total of 406 individuals responded to the survey; 246 respondents were recruited via direct email, and 160 respondents were recruited from Internet postings. Fewer than 60% of respondents across all disciplines (i.e., applied behavior analysis, psychology, and special education) reported knowledge of the term stimulus preference assessment. While nearly 90% of behavior analysts reported using at least one direct method of SPA (i.e., an assessment involving direct observation and measurement of behavior), many reported personal lack of knowledge (18.6%) and lack of time (81.4%) as barriers to conducting these assessments on a regular basis. Survey results are discussed in terms of (1) the need for greater awareness and acceptance of reinforcer identification methods among behavior analysts, educators, and other service providers and (2) barrier-specific solutions to potentially increase the regularity of SPA usage in the education and treatment of individuals with developmental disabilities.
5. Green L. {{The well-being of siblings of individuals with autism}}. {ISRN Neurol};2013;2013:417194.
Objective. The purpose of this review of the literature was to summarise studies regarding the psychosocial impact of growing up with a sibling with autism and to identify gaps in the related literature. Methods. Electronic databases were reviewed in order to critically appraise the 14 articles relevant to the topic. The search included a combination of the following key words: autism *, quality of life, well-being, sibling *, ASD, ASD sibling *, family, adjust *, psychological functioning. Results. The majority of studies involved mixed children and adolescent samples, leading to confounding results and an inability to draw accurate conclusions about these distinct life stages. Autism appears to contribute to unique environmental stressors for the typically developing sibling. When experienced in the context of additional demographic risk factors, these stressors can result in difficulties adjusting to the demands of a special-needs child. Despite some vulnerability to behavioural and emotional dysfunction in at-risk children, siblings have the potential to not only adjust but to thrive in the face of disability adversity. Conclusion. Growing up with a sibling with autism appears to manifest in both positive and negative outcomes for siblings, depending upon important demographical, family, and individual variables.
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6. Hoglund Carlsson L, Norrelgen F, Kjellmer L, Westerlund J, Gillberg C, Fernell E. {{Coexisting disorders and problems in preschool children with autism spectrum disorders}}. {ScientificWorldJournal};2013;2013:213979.
Objectives. To analyze cooccurring disorders and problems in a representative group of 198 preschool children with autism spectrum disorders (ASD) who had had interventions at a specialized habilitation center. Methods. Parents and children were seen by a research team. Data were based on parental interviews, pediatric assessments, and tests of the child. Information on autistic symptoms, general cognitive function, speech and language, motor function, epilepsy, vision, hearing, activity level, behavior, and sleep was collected. Results. Three ASD categories were used: (1) autistic disorder (AD), (2) autistic-like condition (ALC) or Asperger syndrome, and (3) one group with autistic symptoms/traits but not entirely all its criteria met for ASD. Children with autism had a mean of 3.2 coexisting disorders or problems, the ALC/Asperger group had a mean of 1.6, and children with autistic traits had a mean of 1.6. The most common disorder/problems in the total group pertained to language problems (78%), intellectual disability (ID) (49%), below average motor function (37%), and severe hyperactivity/ADHD (33%). Conclusions. The results accord with the concept of early symptomatic syndromes eliciting neurodevelopmental clinical examination (ESSENCE), and highlight the need of considering ASD in a broad perspective taking also other cooccurring developmental disorders into account.
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7. Kaluzna-Czaplinska J, Zurawicz E, Michalska M, Rynkowski J. {{A focus on homocysteine in autism}}. {Acta Biochim Pol};2013 (Jun 6)
Homocysteine is an amino acid, which plays several important roles in human physiology. A wide range of disorders, including neuropsychiatric disorders and autism, are associated with increased homocysteine levels in biological fluids. Various B vitamins: B6 (pyridoxine), B12 (cobalamin), and B9 (folic acid) are required as co-factors by the enzymes involved in homocysteine metabolism. Therefore, monitoring of homocysteine levels in body fluids of autistic children can provide information on genetic and physiological diseases, improper lifestyle (including dietary habits), as well as a variety of pathological conditions. This review presents information on homocysteine metabolism, determination of homocysteine in biological fluids, and shows abnormalities in the levels of homocysteine in the body fluids of autistic children.
8. Kamio Y, Inada N, Koyama T, Inokuchi E, Tsuchiya K, Kuroda M. {{Effectiveness of Using the Modified Checklist for Autism in Toddlers in Two-Stage Screening of Autism Spectrum Disorder at the 18-Month Health Check-Up in Japan}}. {J Autism Dev Disord};2013 (Jun 6)
To determine whether the Modified Checklist for Autism in Toddlers (M-CHAT) in conjunction with the routine 18-month health check-up identifies Japanese toddlers with autism spectrum disorder (ASD). Two-stage screening using the M-CHAT was conducted with 1,851 children attending the check-up. Final ASD diagnosis was confirmed at age >/=3 years. Screening identified 20/51 children with ASD: 12/20 true positives were developmentally delayed, whereas 16/22 false negatives were high-functioning. Sensitivity was 0.476, specificity 0.986, positive predictive value 0.455, and likelihood ratio 33.4 for children with ASD. With a few modifications, M-CHAT screening successfully detected toddlers with ASD with and without developmental delay and is a promising screening tool to complement existing community surveillance.
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9. Suren P, Susser E, Stoltenberg C. {{Maternal folic acid supplementation and risk of autism–reply}}. {JAMA};2013 (Jun 5);309(21):2208.
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10. Vahabzadeh A, McDougle CJ. {{Maternal folic acid supplementation and risk of autism}}. {JAMA};2013 (Jun 5);309(21):2208.
