1. Borowiak K, von Kriegstein K. {{Intranasal oxytocin modulates brain responses to voice-identity recognition in typically developing individuals, but not in ASD}}. {Translational psychiatry}. 2020; 10(1): 221.
Faces and voices are prominent cues for person-identity recognition. Face recognition behavior and associated brain responses can be enhanced by intranasal administration of oxytocin. It is unknown whether oxytocin can also augment voice-identity recognition mechanisms. To find it out is particularly relevant for individuals who have difficulties recognizing voice identity such as individuals diagnosed with autism spectrum disorder (ASD). We conducted a combined behavioral and functional magnetic resonance imaging (fMRI) study to investigate voice-identity recognition following intranasal administration of oxytocin or placebo in a group of adults diagnosed with ASD (full-scale intelligence quotient > 85) and pairwise-matched typically developing (TD) controls. A single dose of 24 IU oxytocin was administered in a randomized, double-blind, placebo-controlled and cross-over design. In the control group, but not in the ASD group, administration of oxytocin compared to placebo increased responses to recognition of voice identity in contrast to speech in the right posterior superior temporal sulcus/gyrus (pSTS/G) – a region implicated in the perceptual analysis of voice-identity information. In the ASD group, the right pSTS/G responses were positively correlated with voice-identity recognition accuracy in the oxytocin condition, but not in the placebo condition. Oxytocin did not improve voice-identity recognition performance at the group level. The ASD compared to the control group had lower right pSTS/G responses to voice-identity recognition. Since ASD is known to have atypical pSTS/G, the results indicate that the potential of intranasal oxytocin to enhance mechanisms for voice-identity recognition might be variable and dependent on the functional integrity of this brain region.
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2. Caballero C, Mistry S, Torres EB. {{Age-Dependent Statistical Changes of Involuntary Head Motion Signatures Across Autism and Controls of the ABIDE Repository}}. {Frontiers in integrative neuroscience}. 2020; 14: 23.
The DSM-5 definition of autism spectrum disorders includes sensory issues and part of the sensory information that the brain continuously receives comes from kinesthetic reafference, in the form of self-generated motions, including those that the nervous systems produce at rest. Some of the movements that we self-generate are deliberate, while some occur spontaneously, consequentially following those that we can control. Yet, some motions occur involuntarily, largely beneath our awareness. We do not know much about involuntary motions across development, but these motions typically manifest during resting state in fMRI studies. Here we ask in a large data set from the Autism Brain Imaging Exchange repository, whether the stochastic signatures of variability in the involuntary motions of the head typically shift with age. We further ask if those motions registered from individuals with autism show a significant departure from the normative data as we examine different age groups selected at random from cross-sections of the population. We find significant shifts in statistical features of typical levels of involuntary head motions for different age groups. Further, we find that in autism these changes also manifest in non-uniform ways, and that they significantly differ from their age-matched groups. The results suggest that the levels of random involuntary motor noise are elevated in autism across age groups. This calls for the use of different age-appropriate statistical models in research that involves dynamically changing signals self-generated by the nervous systems.
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3. Frye RE, Cakir J, Rose S, Delhey L, Bennuri SC, Tippett M, Palmer RF, Austin C, Curtin P, Arora M. {{Early life metal exposure dysregulates cellular bioenergetics in children with regressive autism spectrum disorder}}. {Translational psychiatry}. 2020; 10(1): 223.
Neurodevelopmental regression (NDR) is a subtype of autism spectrum disorder (ASD) that manifests as loss of previously acquired developmental milestones. Early life dysregulation of nutritional metals and/or exposure to toxic metals have been associated with ASD, but the underlying biological mechanisms by which metals influence neurodevelopment remain unclear. We hypothesize that metals influences neurodevelopment through dysregulation of bioenergetics. Prenatal and early postnatal metal exposures were measured using validated tooth-matrix biomarkers in 27 ASD cases (13 with NDR) and 7 typically-developing (TD) controls. Mitochondrial respiration and glycolysis were measured in peripheral blood mononuclear cells using the Seahorse XF96. Children with ASD demonstrated lower prenatal and postnatal Copper (Cu) and prenatal Nickel concentrations and Copper-to-Zinc (Cu/Zn) ratio as compared with TD children. Children with ASD and NDR showed greater metal-related disruption of cellular bioenergetics than children with ASD without NDR. For children with ASD and NDR mitochondrial respiration decreased as prenatal Manganese concentration increased and increased as prenatal Zinc concentration increased; glycolysis decreased with increased exposure to prenatal Manganese and Lead and postnatal Manganese. For children with ASD without a history of NDR, glycolysis increased with increased postnatal exposure to Tin. Language and communication scores in children with ASD were positively related to prenatal Cu exposure and Cu/Zn ratio. This study suggests that prenatal nutritional metals may be important for neurodevelopment in children with ASD, and that exposure to toxic metals and differences in nutritional metal exposures is associated with dysregulation of cellular bioenergetics, particularly in the NDR subtype of ASD.
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4. Hampton LH, Kaiser AP, Fuller EA. {{Multi-component communication intervention for children with autism: A randomized controlled trial}}. {Autism}. 2020: 1362361320934558.
This study reports the results of a randomized trial for preverbal preschoolers with autism that demonstrates the effects of multiple intervention strategies including caregiver training. About 50% of children with autism are not talking by age 3 and up to 30% of children with autism will remain minimally verbal past age 5. Interventions delivered by clinicians and caregivers have the greatest effects on spoken language and may reduce the rate of those who remain minimally verbal. Sixty-eight children ages 3-5 with autism and their caregivers participated in this randomized trial comparing the communication intervention to a comparison group. A brief, multi-component, communication intervention (including a speech-generating device) for children with autism that addresses core deficits may be effective in improving joint attention skills immediately following intervention and social communication skills 4 months following intervention. Future research is needed to understand for whom and under what conditions this intervention is most effective.
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5. Ketcheson LR, Centeio EE, Snapp EE, McKown HB, Martin JJ. {{Physical activity and motor skill outcomes of a 10-week intervention for children with intellectual and developmental disabilities ages 4-13: A pilot study}}. {Disability and health journal}. 2020: 100952.
BACKGROUND: Children with intellectual and developmental disabilities (IDD) often experience increased barriers to engaging in physical activity (PA) which can stem from lack of gross motor function (GMF) development. Intervening on GMF at an early age can create better opportunities for children with IDD to engage in regular PA. In turn, increased PA can improve health outcomes and increase social skills. OBJECTIVE: The primary objective of this pilot study was to explore the effectiveness of a community-based GMF-focused PA intervention for improving overall motor skills and PA for children with IDD. METHODS: All study participants (n = 24) engaged in 10 weeks of programming for 1 h each week. A convenience sample was utilized. RESULTS: Results indicated no statistically significant changes pre to post for motor skill scores. However, a visual analysis of mean changes showed a consistent pattern of increased scores from pre to post on most skills. Additionally, we found that a change in participant locomotor skills significantly predicted change in Moderate to Vigorous Physical Activity (MVPA), F (1,11) = 5.16, Adj R(2) = .26, p = .04. CONCLUSIONS: These results suggest individualized attention on GMF may help to increase motor skills for children with IDD. This study adds to the small but growing amount of research examining the efficacy of community based adapted PA interventions. Further, study results should support continued exploration of effective approaches to address the motor delays experienced by children with IDD.
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6. Lee GT, Hu X, Liu Y, Ren Y. {{Effects of Video Modeling on the Acquisition, Maintenance, and Generalization of Playing with Imaginary Objects in Children with Autism Spectrum Disorder}}. {Behav Modif}. 2020: 145445520939856.
Many children with autism spectrum disorder (ASD) do not have symbolic play skills. One type of symbolic play involves playing with imaginary objects, in which a child displays play actions without actual objects. The purpose of this study was to evaluate the effects of video modeling on the acquisition, maintenance, and generalization of playing with imaginary objects in young children with ASD. Three male Chinese children (aged 4-5 years) with ASD participated in this study. A multiple-probe across three behaviors design was used. The results indicated that video modeling was effective in establishing and maintaining target symbolic play behaviors for the three children. Generalization to untaught imaginary play activities occurred in all three children.
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7. Lushin V, Marcus S, Gaston D, Beidas R, Lamson A, Goy I, Godina I, Rees J, Rivera R, Mandell D. {{The role of staffing and classroom characteristics on preschool teachers’ use of one-to-one intervention with children with autism}}. {Autism}. 2020: 1362361320932726.
For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff (n = 51) in 12 classrooms across three special education preschools for children with autism, aged 3-6 years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist’s professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff.
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8. Manzi F, Savarese G, Mollo M, Iannaccone A. {{Objects as Communicative Mediators in Children With Autism Spectrum Disorder}}. {Front Psychol}. 2020; 11: 1269.
In recent years, the socio-material perspective has informed an important interdisciplinary debate concerning the role of the physical world (i.e., the objects) in human psychological development. Several studies in the field of developmental psychology showed positive achievements in explaining the relationship between the subject and the social context through a socio-material approach, in particular in the early development. The importance of objects was also recognized in children with autism spectrum disorder (ASD), showing that these children are characterized by alterations in the use of the objects from early development. Some studies highlighted that objects could be a facilitator in the interactions between children with ASD and peers. However, the role of objects was not sufficiently investigated in interactions between children with ASD and adults. The main purpose of the present study was to investigate in children with ASD the communicative function that the activities with objects assume in the interactions with adults, highlighting the mediator role of objects in these interactions. More generally, this study also aims to highlight the relevance of adopting a socio-material perspective to explore some neglected aspects of the psychological activity of children with ASD. To test this hypothesis, we conducted an extensive exploratory study, collecting data from a sample of 3-year-old (N = 18; F = 3) and 4-year-old (N = 26; F = 3) with ASD. Children were observed in a free-play situation with an adult. They were free to choose an object from a predefined set. Through quantitative data, we have described the general characteristics of the manipulation of objects; through qualitative data, we aimed to capture and describe, in microgenetic sequences, some characteristics of children’s activities, defined as socio-material. The analysis of the socio-material activities suggested the role of objects as mediator of the interactions between children with ASD and adults.
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9. Melvin CL, Langdon PE, Murphy GH. {{« They’re the hardest group to treat, that changes the least ». Adapted sex offender treatment programmes for individuals with Autism Spectrum Disorders: Clinician views and experiences}}. {Res Dev Disabil}. 2020; 105: 103721.
AIMS: Clinicians working with individuals with autism spectrum disorders (ASD) who display sexual offending behaviours may face challenges during treatment, as a result of the cognitive and behavioural profile associated with ASD. This research explored the views and experiences of those running adapted sex offender treatment groups with men with ASD. METHOD: Semi-structured interviews with group facilitators (n = 12) focused on service user engagement and response to the core components of the treatment programme (e.g. increasing victim empathy, addressing cognitive distortions, etc.), and gathered the experiences of those working with men with ASD who display sexual offending behaviours. RESULTS: Grounded Theory was used to develop a model conceptualising the potential impact of ASD on treatment outcomes, and this emerged predominantly through clinician’s views of risk of re-offending. Benefits of attending a group included: the presence of other group members, a forum to develop pro-social roles and relationships, and increased opportunity for monitoring. Challenges regarding empathy, specifically emotional empathy, and shifts in cognitive distortions were felt particularly pertinent to those with ASD, as well as questions over internalisation of therapy. CONCLUSION: Despite identification of a number of challenges, adapted sex offender treatment programmes were considered beneficial for men with ASD, especially in light of a dearth of evidenced-based alternatives.
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10. Rivard M, Mello C, Mercier C, Lefebvre C, Millau M, Morin M, Morin D, Abouzeid N, Chatenoud C. {{Development of a questionnaire to assess the quality of service trajectories in autism spectrum disorder from families’ perspective}}. {J Appl Res Intellect Disabil}. 2020.
BACKGROUND: ETAP-1 was created to evaluate the quality of services trajectory from families’ perspective. The items of ETAP-1 were developed from previous studies on integrated care, existing quality assessments, and consultations with families and experts in evaluation and in autism spectrum disorder (ASD). METHOD: The questionnaire was completed by 200 parents of children aged 5 and under who were recently diagnosed with ASD or intellectual disability. Of these, 183 received diagnostic evaluation through a clinic specialized in ASD; the other 17 underwent diagnostic evaluation in hospital settings. RESULTS: Factor analysis supported the a priori dimensions of quality and distinctions between experiences before and during diagnostic evaluation. The instrument had high internal consistency, convergent and discriminant validity with other measures and was sensitive to differences in service delivery models. DISCUSSION: ETAP-1 is useful in organizing information on families’ experiences throughout their services trajectories and according to a dynamic perspective.
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11. Tse AC, Yu C, Lee PH. {{Comparing sleep patterns between children with autism spectrum disorder and children with typical development: A matched case-control study}}. {Autism}. 2020: 1362361320936827.
This study compared the sleep pattern between children with autism spectrum disorders and children with typical development using a matched case-control design (matched age, gender, and body mass index). Significant differences were found in night-time sleep duration (total amount of sleep at night), sleep efficiency (percentage of time spent asleep), sleep-onset latency (length of time that it takes to transit from awake to asleep), and wake after sleep onset (total amount of time spent awake after defined sleep onset). Findings showed that children with autism spectrum disorder had poorer sleep quality than children with typical development. Mechanisms underlying the differences should be further explored in order to develop an effective treatment intervention.
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12. Wadhera T, Kakkar D. {{Conditional entropy approach to analyze cognitive dynamics in autism spectrum disorder}}. {Neurological research}. 2020: 1-10.
OBJECTIVE: Preliminary evidence has documented functional connectivity during the cognitive task in Autism Spectrum Disorder (ASD). However, evidence of effective neural connectivity with respect to information flow between different brain regions during complex tasks is missing. The present paper aims to provide insights into the cognition-based neural dynamics reflecting information exchange in brain network under cognitive load in ASD. METHODS: Twenty-two individuals with ASD (8-18 years) and 18 Typically Developing (TD; 6-17 years) individuals participated in the cognitive task of differentiating risky from neutral stimuli. The Conditional Entropy (CE) technique is applied upon task-activated Electroencephalogram (EEG) to measure the causal influence of the activity of brain’s one Region of interest (ROI) over another. RESULTS: A higher CE in frontal ROI and left hemisphere reflected atypical brain complexity in ASD. The absence of causal effect, poor Coupling Strength (CS; measured using CE) and hemisphere lateralization is responsible for lower cognition in ASD. However, the persistent information exchange during the task reflects the existence of certain alternative paths when other direct paths remained disconnected due to cognitive impairment. The Support Vector Machine (SVM) classifier showed that CE can identify the atypical information exchange with an accuracy of 96.89% and area under curve = 0.987. DISCUSSION: The statistical results reflect a significant change in the information flow between different ROIs in ASD. A correlation of CS and behavioral domain suggests that the cognitive decline could be predicted from the connectivity patterns. Thus, CS could be a potential biomarker to identify cognitive status at a higher discrimination rate in ASD.
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13. Yahya AS, Khawaja S. {{Supporting Patients With Autism During COVID-19}}. {The primary care companion for CNS disorders}. 2020; 22(4).
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14. Yousaf A, Waltes R, Haslinger D, Klauck SM, Duketis E, Sachse M, Voran A, Biscaldi M, Schulte-Rüther M, Cichon S, Nöthen M, Ackermann J, Koch I, Freitag CM, Chiocchetti AG. {{Quantitative genome-wide association study of six phenotypic subdomains identifies novel genome-wide significant variants in autism spectrum disorder}}. {Translational psychiatry}. 2020; 10(1): 215.
Autism spectrum disorders (ASD) are highly heritable and are characterized by deficits in social communication and restricted and repetitive behaviors. Twin studies on phenotypic subdomains suggest a differing underlying genetic etiology. Studying genetic variation explaining phenotypic variance will help to identify specific underlying pathomechanisms. We investigated the effect of common variation on ASD subdomains in two cohorts including >2500 individuals. Based on the Autism Diagnostic Interview-Revised (ADI-R), we identified and confirmed six subdomains with a SNP-based genetic heritability h(2)(SNP) = 0.2-0.4. The subdomains nonverbal communication (NVC), social interaction (SI), and peer interaction (PI) shared genetic risk factors, while the subdomains of repetitive sensory-motor behavior (RB) and restricted interests (RI) were genetically independent of each other. The polygenic risk score (PRS) for ASD as categorical diagnosis explained 2.3-3.3% of the variance of SI, joint attention (JA), and PI, 4.5% for RI, 1.2% of RB, but only 0.7% of NVC. We report eight genome-wide significant hits-partially replicating previous findings-and 292 known and novel candidate genes. The underlying biological mechanisms were related to neuronal transmission and development. At the SNP and gene level, all subdomains showed overlap, with the exception of RB. However, no overlap was observed at the functional level. In summary, the ADI-R algorithm-derived subdomains related to social communication show a shared genetic etiology in contrast to restricted and repetitive behaviors. The ASD-specific PRS overlapped only partially, suggesting an additional role of specific common variation in shaping the phenotypic expression of ASD subdomains.
