1. Blanchette CA, Amirova J, Bohbot VD, West GL. {{Autistic traits in neurotypical individuals are associated with increased landmark use during navigation}}. {PsyCh journal}. 2018.
People adopt two distinct learning strategies during navigation. « Spatial learners » navigate by building a cognitive map using environmental landmarks, and display more grey matter in the hippocampus. Conversely, « response learners » memorize a series of rigid turns to navigate and display more grey matter in the caudate nucleus of the striatum. Evidence has linked these two structures with autism spectrum disorder (ASD) and autistic traits in non-clinical populations. Both people with ASD and neurotypical people with higher levels of autistic traits have been shown to display more grey matter in the hippocampus and less functional activity in the caudate nucleus. We therefore tested 56 healthy participants who completed the Autism Quotient (AQ) Scale and the 4-on-8 Virtual Maze (4/8 VM), which determines the reliance on landmarks during navigation. We found that people who relied on landmarks during navigation also displayed significantly higher scores on the AQ Scale. Because spatial strategies are associated with increased attention to environmental landmark use and are supported by the hippocampus, our results provide a potential behavioral mechanism linking higher autistic traits (e.g., increased attention to detail and increased sensory processes) to increased hippocampal grey matter.
Lien vers le texte intégral (Open Access ou abonnement)
2. Kawakami S, Uono S, Otsuka S, Zhao S, Toichi M. {{Everything has Its Time: Narrow Temporal Windows are Associated with High Levels of Autistic Traits Via Weaknesses in Multisensory Integration}}. {Journal of autism and developmental disorders}. 2018.
The present study examined whether fundamental sensory functions such as temporal processing and multisensory integration are related to autistic traits in the general population. Both a narrower temporal window (TW) for simultaneous perception, as measured by a temporal order judgement task, and a reduced ability to engage in multisensory integration during the sound-induced flash illusion task were related to higher levels of autistic traits. Additionally, a narrow TW is associated with high levels of autistic traits due to a deficiency in multisensory integration. Taken together, these findings suggest that alterations in fundamental functions produce a cascading effect on higher-order social and cognitive functions, such as those experienced by people with autism spectrum disorder.
Lien vers le texte intégral (Open Access ou abonnement)
3. Manfredonia J, Bangerter A, Manyakov NV, Ness S, Lewin D, Skalkin A, Boice M, Goodwin MS, Dawson G, Hendren R, Leventhal B, Shic F, Pandina G. {{Automatic Recognition of Posed Facial Expression of Emotion in Individuals with Autism Spectrum Disorder}}. {Journal of autism and developmental disorders}. 2018.
Facial expression is impaired in autism spectrum disorder (ASD), but rarely systematically studied. We focus on the ability of individuals with ASD to produce facial expressions of emotions in response to a verbal prompt. We used the Janssen Autism Knowledge Engine (JAKE((R))), including automated facial expression analysis software (FACET) to measure facial expressions in individuals with ASD (n = 144) and a typically developing (TD) comparison group (n = 41). Differences in ability to produce facial expressions were observed between ASD and TD groups, demonstrated by activation of facial action units (happy, scared, surprised, disgusted, but not angry or sad). Activation of facial action units correlated with parent-reported social communication skills. This approach has potential for diagnostic and response to intervention measures. Trial Registration NCT02299700.
Lien vers le texte intégral (Open Access ou abonnement)
4. Mulder PA, Huisman S, Landlust AM, Moss J, Piening S, Hennekam RC, van Balkom IDC. {{Development, behaviour and autism in individuals with SMC1A variants}}. {Journal of child psychology and psychiatry, and allied disciplines}. 2018.
INTRODUCTION: Development and behaviour in Cornelia de Lange Syndrome (CdLS), including autism characteristics, have been described infrequently stratified to genetic cause and only a few studies have considered behavioural characteristics in relation to developmental level. Here, we describe the behavioural phenotype in individuals with CdLS with SMC1A variants. METHODS: We performed an international, interdisciplinary study on 51 individuals with SMC1A variants. Results of questionnaire studies are compared to those in individuals with Down Syndrome and with Autism Spectrum Disorder. Results on cognition and self-injurious behaviour (SIB) are compared to those in individuals with CdLS caused by NIPBL variants. For Dutch participants with SMC1A variants we performed direct in-person assessments of cognition, autism, and added an interview and questionnaire on adaptive behaviour and sensory processing. RESULTS: Individuals with SMC1A variants show a higher cognitive level and less SIB than individuals with NIPBL variants. Individuals with SMC1A variants without classic CdLS phenotype but with a Rett-like phenotype show more severe intellectual disability and more SIB compared to those with a CdLS phenotype. Autism is less present if outcomes in direct in-person assessments are evaluated taking developmental level into account compared to results based on a questionnaire. CONCLUSIONS: Behaviour in individuals with CdLS should be evaluated taking genetic cause into account. Detailed interdisciplinary approaches are of clinical importance to inform tailored care and may eventually improve quality of life of patients and families.
Lien vers le texte intégral (Open Access ou abonnement)
5. Roberts JR, Dawley EH, Reigart JR. {{Children’s low-level pesticide exposure and associations with autism and ADHD: a review}}. {Pediatric research}. 2018.
Pesticides are chemicals that are designed specifically for the purpose of killing or suppressing another living organism. Human toxicity is possible with any pesticide, and a growing body of literature has investigated possible associations with neurodevelopmental disorders. Attention deficit disorder with or without hyperactivity (ADHD) and autism spectrum disorder (ASD) are two of these specific disorders that have garnered particular interest. Exposure to toxic chemicals during critical windows of brain development is a biologically plausible mechanism. This review describes the basic laboratory science including controlled pesticide dosing experiments in animals that supports a mechanistic relationship in the development of ADHD and/or ASD. Epidemiological relationships are also described for low-level pesticide exposure and ADHD and/or ASD. The available evidence supports the hypothesis that pesticide exposure at levels that do not cause acute toxicity may be among the multifactorial causes of ADHD and ASD, though further study is needed, especially for some of the newer pesticides.
Lien vers le texte intégral (Open Access ou abonnement)
6. Sacrey LR, Zwaigenbaum L, Bryson S, Brian J, Smith IM, Raza S, Roberts W, Szatmari P, Vaillancourt T, Roncadin C, Garon N. {{Developmental trajectories of adaptive behavior in autism spectrum disorder: a high-risk sibling cohort}}. {Journal of child psychology and psychiatry, and allied disciplines}. 2018.
BACKGROUND: Children with autism spectrum disorder (ASD) often experience impairments in adaptive behavior. METHODS: Developmental trajectories of adaptive behavior in ASD were examined in children from high-risk (siblings of children diagnosed with ASD, n = 403) and low-risk (no family history of ASD, n = 163) families. Children were assessed prospectively at 12, 18, 24, and 36 months of age using the Vineland Adaptive Behavior Scales and underwent a blind independent diagnostic assessment for ASD at 36 months of age. RESULTS: The semi-parametric group-based modeling approach using standard scores on the Adaptive Behavior Composite revealed three distinct developmental trajectories: (a) Group 1 (21.2% of sample) showed average performance at 12 months and a declining trajectory; (b) Group 2 (52.8% of the sample) showed average performance at 12 months with a slightly declining trajectory; and (c) Group 3 (26.0% of the sample) showed a higher level of adaptive behavior at 12 months and a stable trajectory. The Mullen Scales of Early Learning Early Learning Composite and the Autism Observation Scale for Infants total score at 6 and 12 months predicted trajectory membership. CONCLUSIONS: The results emphasize heterogeneous development associated with ASD and the need for interventions tailored to individual presentations.
Lien vers le texte intégral (Open Access ou abonnement)
7. Vause T, Jaksic H, Neil N, Frijters JC, Jackiewicz G, Feldman M. {{Functional Behavior-Based Cognitive-Behavioral Therapy for Obsessive Compulsive Behavior in Children with Autism Spectrum Disorder: A Randomized Controlled Trial}}. {Journal of autism and developmental disorders}. 2018.
Children with autism spectrum disorder (ASD) experience obsessions and compulsions similar to those specified in DSM-5 for obsessive compulsive disorder yet little controlled research exists on treating these behaviours. Thirty-seven children (7-13 years old) were randomly assigned to a 9-week functional behavior-based cognitive behavior therapy (Fb-CBT) or Treatment As Usual. Independent assessors administered measures pre- and post-treatment and at 6-months. Two primary outcome measures indicated statistically significant differences between groups, with large corrected effect sizes (Hedge’s g = 1.00 and 1.15, respectively). This is the first known RCT to exclusively treat obsessive compulsive behaviors (OCBs) in children and youth with high functioning (IQ >/= 70) ASD, and suggests that Fb-CBT treatment shows promise in decreasing these behaviors and improving quality of life. Trial Registration This trial was registered with ClinicalTrials.gov (ID: NCT03123146).
Lien vers le texte intégral (Open Access ou abonnement)
8. Vivanti G, Dissanayake C, Duncan E, Feary J, Capes K, Upson S, Bent CA, Rogers SJ, Hudry K. {{Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial}}. {Autism : the international journal of research and practice}. 2018: 1362361318801341.
A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing. Blind-rated indicators of teaching quality showed similar results across settings, which were above the local benchmark. Children showed improvements across blinded proximal measures of spontaneous vocalization, social interaction, and imitation and across distal measures of verbal cognition, adaptive behavior, and autism symptoms irrespective of intervention setting. Mothers of participants experienced a reduction in stress irrespective of child intervention setting. Across both settings, age at intervention start was negatively associated with gains in verbal cognition. Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible, with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms.
