1. {{Autism advice for better interaction}}. {Nursing standard (Royal College of Nursing (Great Britain) : 1987)}. 2013 Sep 4;28(1):8.
Adjusting light and noise levels in consulting rooms and arranging appointments at the beginning or end of the day to minimise waiting times and disruption to normal routines can improve interactions with autistic children.
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2. Bink M, Popma A, Bongers IL, van Boxtel GJ, Denissen A, van Nieuwenhuizen C. {{Cardiac Reactivity and Stimulant Use in Adolescents with Autism Spectrum Disorders with Comorbid ADHD Versus ADHD}}. {J Autism Dev Disord}. 2013 Sep 5.
A large number of youngsters with autism spectrum disorders (ASD) display comorbid attention deficit/hyperactivity disorder (ADHD) symptoms. However, previous studies are not conclusive whether psychophysiological correlates, like cardiac reactivity, are different for ASD with comorbid ADHD (ASD+) compared to ADHD. Therefore, the current study investigated (dis)similarities in cardiac reactivity and attention task performance. In a clinical sample, adolescents diagnosed with ASD+ (n = 20) versus ADHD (n = 36) and stimulant medication use (56 %) were compared during a baseline with eyes closed and task performance. Results for cardiac reactivity were similar for both diagnostic groups. Stimulant-medicated adolescents showed decreased adaptation of LF/HF ratio and faster reaction times than stimulant-free adolescents. The current study underlines the psychophysiological overlap of ADHD symptoms in adolescents with ASD+ and adolescents with ADHD.
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3. Eze N, Ofo E, Jiang D, O’Connor AF. {{Systematic Review of Cochlear Implantation in Children With Developmental Disability}}. {Otology & neurotology : official publication of the American Otological Society, American Neurotology Society [and] European Academy of Otology and Neurotology}. 2013 Sep 4.
OBJECTIVE: To perform a systematic review comparing the xoutcome of cochlear implantation in children with developmental disability with children without developmental disability. DATA SOURCES: MEDLINE, EMBASE, andCochrane databases were searched from 1950 or the start date of each database. The search was performed on 1st November 2012, and included articles published ahead of print with no language restrictions. STUDY SELECTION: The initial search presented 441 articles of which 13 met the inclusion criteria. The articles studied children with cochlear implants and developmental disability where expressive and/or receptive language outcomes were compared with children with cochlear implants and normal development. DATA EXTRACTION: Study quality assessment included whether ethical approval was gained, prospective design, eligibility criteria specified, appropriate controls used, adequate follow-up achieved, and defined outcome measures. Cochlear implant outcome analysis included expressive/receptive speech and language development in addition to quality of life and behavior. DATA SYNTHESIS: Because of heterogeneity in postoperative follow-up periods and outcome measures reported, it was not possible to pool the data and perform meta-analysis. Comparisons were made by structured review. CONCLUSION: Seven studies demonstrated a worse outcome for children with developmental disability. Six articles showed no difference in the outcome between the 2 groups. Children with developmental disability may not benefit from cochlear implantation based on traditional assessment tools but appear to improve their environmental awareness and quality of life. More work is needed to define the term benefit when used in this context for this vulnerable group. Autistic children consistently had a negative outcome.
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4. Hsia Y, Wong AY, Murphy DG, Simonoff E, Buitelaar JK, Wong IC. {{Psychopharmacological prescriptions for people with autism spectrum disorder (ASD): a multinational study}}. {Psychopharmacology}. 2013 Sep 5.
RATIONALE: Previous studies on psychotropic drugs prescribing in autism spectrum disorder (ASD) were from the USA or the UK. However, these studies may not be generalizable to other countries. There is a need to understand the extent of psychopharmacological prescribing for ASD treatment at a multinational level to identify areas of prescribing which lack evidence. METHODS: We used the IMS Prescribing Insights database to investigate psychotropic drugs prescribing patterns for ASD treatment in children and adults in 2010-2012. Data were obtained from Europe (France, Germany, Italy, Spain and UK), South America (Mexico and Brazil), North America (Canada and USA) and Asia (Japan). RESULTS: North American countries have the highest prescription rates, followed by the European and South American countries. Prescribing rates were higher in children compared to adults in individual countries. The most commonly prescribed drug for ASD was risperidone in young people (except in UK and Japan). In the UK, methylphenidate (34 %) was the most commonly prescribed for young people and haloperidol (44.1 %) in Japan. In adults, the most commonly prescribed drug class was antipsychotics and particularly risperidone (thioridazine and ziprasidone were the most prescribed antipsychotics in Brazil and USA, respectively). CONCLUSION: There is variation in medication prescription for people with ASD among countries, which may be attributable to diagnostic criteria, clinical guidelines or health care systems. However, there is a lack of evidence of efficacy and safety for many psychotropic drugs prescribed for people with ASD. Research is needed to bridge the evidence gaps in prescribing.
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5. Pastori C, Peschansky VJ, Barbouth D, Mehta A, Silva JP, Wahlestedt C. {{Comprehensive analysis of the transcriptional landscape of the human FMR1 gene reveals two new long noncoding RNAs differentially expressed in Fragile X syndrome and Fragile X-associated tremor/ataxia syndrome}}. {Human genetics}. 2013 Sep 5.
The majority of the human genome is transcribed but not translated, giving rise to noncoding RNAs (ncRNAs), including long ncRNAs (lncRNAs, >200 nt) that perform a wide range of functions in gene regulation. The Fragile X mental retardation 1 (FMR1) gene is a microsatellite locus that in the general population contains <55 CGG repeats in its 5′-untranslated region. Expansion of this repeat region to a size of 55-200 CGG repeats, known as premutation, is associated with Fragile X tremor and ataxia syndrome (FXTAS). Further expansion beyond 200 CGG repeats, or full mutation, leads to FMR1 gene silencing and results in Fragile X syndrome (FXS). Using a novel technology called « Deep-RACE », which combines rapid amplification of cDNA ends (RACE) with next generation sequencing, we systematically interrogated the FMR1 gene locus for the occurrence of novel lncRNAs. We discovered two transcripts, FMR5 and FMR6. FMR5 is a sense lncRNA transcribed upstream of the FMR1 promoter, whereas FMR6 is an antisense transcript overlapping the 3′ region of FMR1. FMR5 was expressed in several human brain regions from unaffected individuals and from full and premutation patients. FMR6 was silenced in full mutation and, unexpectedly, in premutation carriers suggesting abnormal transcription and/or chromatin remodeling prior to transition to the full mutation. These lncRNAs may thus be useful as biomarkers, allowing for early detection and therapeutic intervention in FXS and FXTAS. Finally we show that FMR5 and FMR6 are expressed in peripheral blood leukocytes and propose future studies that correlate lncRNA expression with clinical outcomes.
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6. Persicke A, Jackson M, Adams AN. {{Brief Report: An Evaluation of TAGteach Components to Decrease Toe-Walking in a 4-Year-Old Child with Autism}}. {J Autism Dev Disord}. 2013 Sep 6.
The current study evaluated the effectiveness of using a modified TAGteach procedure and correction to decrease toe-walking in a 4-year-old boy with autism. Two conditions were analyzed: correction alone and correction with an audible conditioned reinforcing stimulus. Correction alone produced minimal and inconsistent decreases in toe-walking but correction with an audible conditioned stimulus proved most effective in reducing this behavior. This has implications for decreasing toe-walking in other children with autism and may be easily used by teachers and parents.
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7. Rutkowski EM, Brimer D. {{Physical Education Issues for Students With Autism: School Nurse Challenges}}. {The Journal of school nursing : the official publication of the National Association of School Nurses}. 2013 Sep 6.
Extant studies indicate persons with autism have difficulties in social interaction, verbal and nonverbal communication, repetitive behaviors, and poor ability to generalize learned skills. Obesity has also been identified as significantly affecting children with autism spectrum disorders (ASD). Negative experience in physical education (PE) may be the antecedent behavior to lack of activities that are mediators to sedentary lifestyles and contributors to the chronic illnesses associated with overweight and obesity. Students with ASD often cannot perform required activities to meet required PE standards. It is imperative school nurses be aware of the many challenges students with ASD bring into a PE class. School nurses provide education for the members of the school community, including the Individualized Education Plan team, regarding the need for attention to limitations, including physical activity, of students with ASD.
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8. Sacrey LA, Bryson SE, Zwaigenbaum L. {{Prospective Examination of Visual Attention during Play in Infants at High-Risk for Autism Spectrum Disorder: A Longitudinal Study from 6 to 36 Months of Age}}. {Behavioural brain research}. 2013 Sep 1.
Regulation of visual attention is essential to learning about one’s environment. Children with Autism Spectrum Disorder (ASD) exhibit impairments in regulating their visual attention, but little is known about how such impairments develop over time. This prospective longitudinal study is the first to describe the development of components of visual attention, including engaging, sustaining, and disengaging attention, in infants at high-risk of developing ASD (each with an older sibling with ASD). Non-sibling controls and high-risk infant siblings were filmed at 6, 9, 12, 15, 18, 24, and 36 months of age as they engaged in play with small, easily graspable toys. Duration of time spent looking at toy targets before moving the hand towards the target and the duration of time spent looking at the target after grasp were measured. At 36 months of age, an independent, gold standard diagnostic assessment for ASD was conducted for all participants. As predicted, infant siblings subsequently diagnosed with ASD were distinguished by prolonged latency to disengage (‘sticky attention’) by 12 months of age, and continued to show this characteristic at 15, 18, and 24 months of age. The results are discussed in relation to how the development of visual attention may impact later cognitive outcomes of children diagnosed with ASD.
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9. Ziv Y, Hadad BS, Khateeb Y. {{Social Information Processing in Preschool Children Diagnosed with Autism Spectrum Disorder}}. {J Autism Dev Disord}. 2013 Sep 5.
The social cognitive deficiencies of children diagnosed with autism spectrum disorders (ASDs) are well documented. However, the mechanisms underlying these deficiencies are unclear. Therefore, we examined the social information processing (SIP) patterns and social behaviors of 25 preschool children with ASDs in comparison to a matched group of 25 typically developing children. We found children with ASDs to be less likely than typically developing children to efficiently encode social information, to positively construct and evaluate competent responses, and to exhibit prosocial behaviors. They were also more likely than typically developing children to attribute hostile intentions to others in benign social situations, to construct and evaluate more positively aggressive responses, to construct more avoidant responses, and to display more externalizing behaviors. Interestingly, counterintuitive patterns of relationships were found within the ASD group with more competent SIP and theory of mind (ToM) patterns relating to less competent social behaviors. Finally, within the ASD group, more competent SIP patterns were found to be significantly related to higher ToM capacities.
