1. Brewer N, Young RL, Barnett E. {{Erratum to: Measuring Theory of Mind in Adults with Autism Spectrum Disorder}}. {J Autism Dev Disord};2017 (May 09)

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2. Hannon MD, Hannon LV. {{Fathers’ Orientation to their Children’s Autism Diagnosis: A Grounded Theory Study}}. {J Autism Dev Disord};2017 (May 09)

Sixteen fathers of individuals with autism were interviewed to develop a grounded theory explaining how they learned about their children’s autism diagnosis. Results suggest the orientation process entails at least two phases: orienting oneself and orienting others. The orienting oneself phase entailed fathers having suspicion of developmental differences, engaging in research and education activities, having their children formally evaluated; inquiring about their children’s prognosis, and having curiosities about autism’s etiology. The orienting others phase entailed orientating family members and orienting members of their broader communities. Recommendations for responsive service provision, support for fathers, and future research are offered.

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3. Lemonnier E, Villeneuve N, Sonie S, Serret S, Rosier A, Roue M, Brosset P, Viellard M, Bernoux D, Rondeau S, Thummler S, Ravel D, Ben-Ari Y. {{Effects of bumetanide on neurobehavioral function in children and adolescents with autism spectrum disorders}}. {Transl Psychiatry};2017 (May 09);7(5):e1124.

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4. Lucas R, Thomas L, Norbury CF. {{Can Children with Autism Spectrum Disorders Learn New Vocabulary From Linguistic Context?}}. {J Autism Dev Disord};2017 (May 09)

This study investigated whether children with autism spectrum disorders (ASD) can learn vocabulary from linguistic context. Thirty-five children with ASD (18 with age-appropriate structural language; 17 with language impairment [ALI]) and 29 typically developing peers were taught 20 Science words. Half were presented in linguistic context from which meaning could be inferred, whilst half were accompanied by an explicit definition. Children with ASD were able to learn from context. Condition did not influence phonological learning, but receptive semantic knowledge was greatest in the context condition, and expressive semantic knowledge greatest in the definitional condition. The ALI group learnt less than their peers. This suggests that at least some vocabulary should be taught explicitly, and children with ALI may need additional tuition.

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5. May T, Sciberras E, Brignell A, Williams K. {{Autism spectrum disorder: updated prevalence and comparison of two birth cohorts in a nationally representative Australian sample}}. {BMJ Open};2017 (May 09);7(5):e015549.

OBJECTIVES: This study aimed to (1) provide an update on the prevalence of parent-reported autism spectrum disorder (ASD) diagnosis and new information about teacher-reported ASD in two nationally representative Australian cohorts at ages 10-11 years, (2) examine differences in cohort demographic and clinical profiles and (3) compare the prevalence of teacher-reported ASD and any changes in categorisation over time across the cohorts. DESIGN: Secondary analyses were undertaken using data from the Longitudinal Study of Australian Children (LSAC). PARTICIPANTS: Children were recruited at kindergarten age (K cohort; birth year 1999/2000) and birth (B cohort; birth year 2003/2004), with follow-up of every 2 years for six waves. PRIMARY OUTCOME MEASURES: Parent-reported and teacher-reported ASD diagnosis was ascertained at three time points (waves 4-6). RESULTS: At age 10-11 years, the adjusted prevalence of parent-reported ASD diagnosis was 3.9% (95% CI 3.2 to 4.5) and 2.4% (95% CI 1.6 to 2.9) in the B and K cohorts, respectively. Teacher-reported prevalence of ASD was 1.7% (95% CI 1.2 to 2.1) in the B cohort and 0.9% (95% CI 0.56 to 1.14) in the K cohort. Parents reported fewer conduct and peer problems and teachers more pro-social behaviour in B relative to K cohort ASD children. Children reported only by parents in the later-born B cohort had milder behaviour problems than parent-agreed and teacher-agreed cases. Although individual switching to ASD from other categories from 8-9 to 10-11 years was low (K cohort n=5, B cohort n=6), teachers reported more children with ASD in the B than K cohort at 10-11 years and fewer children with emotional/ behavioural problems. CONCLUSIONS: The higher prevalence of parent-reported and teacher-reported ASD diagnosis in the later-born cohort may be partially explained by identifying children with milder behavioural problems as ASD and a change in the use of diagnostic categories in schools.

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6. Qin Y, Chen Y, Yang J, Wu F, Zhao L, Yang F, Xue P, Shi Z, Song T, Huang C. {{Serum glycopattern and Maackia amurensis lectin-II binding glycoproteins in autism spectrum disorder}}. {Sci Rep};2017 (May 09);7:46041.

The pathophysiology of autistic spectrum disorder (ASD) is not fully understood and there are no diagnostic or predictive biomarkers. Glycosylation modified as many as 70% of all human proteins can sensitively reflect various pathological changes. However, little is known about the alterations of glycosylation and glycoproteins in ASD. In this study, serum glycopattern and the maackia amurensis lectin-II binding glycoproteins (MBGs) in 65 children with ASD and 65 age-matched typically developing (TD) children were compared by using lectin microarrays and lectin-magnetic particle conjugate-assisted LC-MS/MS analyses. Expression of Siaalpha2-3 Gal/GalNAc was significantly increased in pooled (fold change = 3.33, p < 0.001) and individual (p = 0.009) serum samples from ASD versus TD children. A total of 194 and 217 MGBs were identified from TD and ASD sera respectively, of which 74 proteins were specially identified or up-regulated in ASD. Bioinformatic analysis revealed abnormal complement cascade and aberrant regulation of response-to-stimulus that might be novel makers or markers for ASD. Moreover, increase of APOD alpha2-3 sialoglycosylation could sensitively and specifically distinguish ASD samples from TD samples (AUC is 0.88). In conclusion, alteration of MBGs expression and their sialoglycosylation may serve as potential biomarkers for diagnosis of ASD, and provide useful information for investigations into the pathogenesis of ASD. Lien vers le texte intégral (Open Access ou abonnement)

7. Trimmer E, McDonald S, Kelly M, Rushby JA. {{The Physiological and Psychological Effects of Ostracism in Adults with ASD}}. {J Autism Dev Disord};2017 (May 09)

Whilst some form of ostracism is experienced by most people at some point in their lives, it is experienced far more often in individuals with Autism Spectrum Disorder (ASD). Little is known about how this social exclusion is interpreted, experienced or managed. This study aimed to explore the psychological (mood and social needs) as well as the physiological (arousal) effects of ostracism using a well-established paradigm, Cyberball. Results demonstrated no differences between groups on social needs, however, mood was rated as more negatively by ASDs overall. Arousal was increased in when excluded compared with when excluded for ASDs, but not for controls. Overall, individuals with ASD experienced heightened physiological arousal but whilst these individuals reported overall lower mood, this response to ostracism was not expressed as emotionally significant to these individuals, suggesting possible interoceptive difficulties in this population. This highlights the need for both understanding in non-ASD individuals and intervention of this emotional distress in individuals with ASD.

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8. Van Hoorn J, Van Dijk E, Crone EA, Stockmann L, Rieffe C. {{Peers Influence Prosocial Behavior in Adolescent Males with Autism Spectrum Disorders}}. {J Autism Dev Disord};2017 (May 09)

Peer influence has a profound impact on decision-making in typically developing adolescents. In this study, we examined to what extent adolescent males (age 11-17 years; N = 144) with and without autism (ASD) were influenced by peer feedback on prosocial behavior, and which factors were related to individual differences in peer feedback sensitivity. In a public goods game, participants made decisions about the allocation of tokens between themselves and their group-in absence or presence of peer feedback. Adolescents with and without ASD were sensitive to peer feedback on prosocial behavior. More autism traits and social interest were associated with less sensitivity to antisocial feedback, suggesting that peer feedback creates opportunities for social adjustment in those with and without ASD.

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9. Wright C, Shin JH, Rajpurohit A, Deep-Soboslay A, Collado-Torres L, Brandon NJ, Hyde TM, Kleinman JE, Jaffe AE, Cross AJ, Weinberger DR. {{Altered expression of histamine signaling genes in autism spectrum disorder}}. {Transl Psychiatry};2017 (May 09);7(5):e1126.

The histaminergic system (HS) has a critical role in cognition, sleep and other behaviors. Although not well studied in autism spectrum disorder (ASD), the HS is implicated in many neurological disorders, some of which share comorbidity with ASD, including Tourette syndrome (TS). Preliminary studies suggest that antagonism of histamine receptors 1-3 reduces symptoms and specific behaviors in ASD patients and relevant animal models. In addition, the HS mediates neuroinflammation, which may be heightened in ASD. Together, this suggests that the HS may also be altered in ASD. Using RNA sequencing (RNA-seq), we investigated genome-wide expression, as well as a focused gene set analysis of key HS genes (HDC, HNMT, HRH1, HRH2, HRH3 and HRH4) in postmortem dorsolateral prefrontal cortex (DLPFC) initially in 13 subjects with ASD and 39 matched controls. At the genome level, eight transcripts were differentially expressed (false discovery rate <0.05), six of which were small nucleolar RNAs (snoRNAs). There was no significant diagnosis effect on any of the individual HS genes but expression of the gene set of HNMT, HRH1, HRH2 and HRH3 was significantly altered. Curated HS gene sets were also significantly differentially expressed. Differential expression analysis of these gene sets in an independent RNA-seq ASD data set from DLPFC of 47 additional subjects confirmed these findings. Understanding the physiological relevance of an altered HS may suggest new therapeutic options for the treatment of ASD. Lien vers le texte intégral (Open Access ou abonnement)