1. Arciuli J, Stevens K, Trembath D, Simpson IC. {{The Relationship between Parent Report of Adaptive Behavior and Direct Assessment of Reading Ability in Children with Autism Spectrum Disorders}}. {J Speech Lang Hear Res};2013 (Aug 7)
PURPOSE: This study was designed to shed light on the profile of reading ability in children with autism spectrum disorders (ASD). A key aim was to examine the relationship between parent report of adaptive behavior and direct assessment of reading ability in these children. METHOD: We investigated children’s reading ability, using the Wide Ranging Achievement Test-IV (Wilkinson & Robertson, 2006) and the Neale Analysis of Reading Ability-III (Neale, 2007). We collected parent report data using the Vineland Adaptive Behavior Scales-II (Sparrow, Balla, & Cicchetti, 2005). Participants were 21 children with ASD (6-11 years) and their primary care-givers. RESULTS: Direct assessment of children’s reading ability showed that some children with ASD have difficulty learning to read and exhibit particular weaknesses in comprehension. Results revealed positive relationships between VABS-II scores in the Adaptive Communication Domain and direct assessment of children’s reading ability across three measures of reading (i.e., word-level accuracy, passage-level accuracy and passage-level comprehension). CONCLUSIONS: While literacy levels vary amongst children with ASD, some clearly struggle with reading. There is a significant relationship between parent self-report of adaptive behavior and direct assessment of children’s reading ability.
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2. Freckelton IS. {{Autism Spectrum Disorder: Forensic Issues and Challenges for Mental Health Professionals and Courts}}. {J Appl Res Intellect Disabil};2013 (Sep);26(5):420-434.
Autism spectrum disorder (ASD), as defined in DSM-V, can be relevant in a variety of ways to decision-making by courts and tribunals. This includes the family, disciplinary, discrimination and criminal law contexts. By reviewing decisions made by superior courts in a number of common law jurisdictions, this article identifies a pivotal role for mental health professionals closely familiar with both the disorder and forensic exigencies to educate courts about the inner world of those with ASD. Highlighting areas of criminality that court decisions have dealt with, especially in relation to persons with Asperger’s Disorder, as defined by DSM-IV, it calls for further research on the connection between ASD, on the one hand, and conduct, capacities and skills, on the other hand. It urges enhancement of awareness of the forensic repercussions of the disorder so that expert evidence can assist the courts more humanely and informedly to make criminal justice and other decisions.
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3. Hasegawa N, Kitamura H, Murakami H, Kameyama S, Sasagawa M, Egawa J, Endo T, Someya T. {{Neural activity in the posterior superior temporal region during eye contact perception correlates with autistic traits}}. {Neurosci Lett};2013 (Aug 9);549:45-50.
The present study investigated the relationship between neural activity associated with gaze processing and autistic traits in typically developed subjects using magnetoencephalography. Autistic traits in 24 typically developed college students with normal intelligence were assessed using the Autism Spectrum Quotient (AQ). The Minimum Current Estimates method was applied to estimate the cortical sources of magnetic responses to gaze stimuli. These stimuli consisted of apparent motion of the eyes, displaying direct or averted gaze motion. Results revealed gaze-related brain activations in the 150-250ms time window in the right posterior superior temporal sulcus (pSTS), and in the 150-450ms time window in medial prefrontal regions. In addition, the mean amplitude in the 150-250ms time window in the right pSTS region was modulated by gaze direction, and its activity in response to direct gaze stimuli correlated with AQ score. pSTS activation in response to direct gaze is thought to be related to higher-order social processes. Thus, these results suggest that brain activity linking eye contact and social signals is associated with autistic traits in a typical population.
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4. Kern JK, Geier DA, Sykes LK, Geier MR. {{Evidence of neurodegeneration in autism spectrum disorder}}. {Transl Neurodegener};2013 (Aug 8);2(1):17.
Autism spectrum disorder (ASD) is a neurological disorder in which a significant number of children experience a developmental regression characterized by a loss of previously-acquired skills and abilities. Loss of neurological function in ASD, as observed in affected children who have regressed, can be explained as neurodegeneration. Although there is research evidence of neurodegeneration or progressive encephalopathy in ASD, the issue of neurodegeneration in ASD is still under debate. Evidence of neurodegeneration in the brain in ASD includes: (1) neuronal cell loss, (2) activated microglia and astrocytes, (3) proinflammatory cytokines, (4) oxidative stress, and (5) elevated 8-oxo-guanosine levels. The evidence from this review suggests that neurodegeneration underlies the loss of neurological function in children with ASD who have experienced regression and loss of previously acquired skills and abilities, and that research into treatments to address the issue of neurodegeneration in ASD are warranted.
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5. Korbivcher CF. {{Bion and Tustin: The autistic phenomena}}. {Int J Psychoanal};2013 (Aug);94(4):645-665.
This article examines the implications of the proposal of autistic transformations within the general context of Bion’s theory of Transformations. The aim is to confirm the coherence of this proposal of autistic transformations within the overall structure of Bion’s theory of Transformations. She examines the relation between emotional links and their negatives, particularly -K. She questions in which of the dimensions of the mind the autistic phenomena are located, the relation between autistic phenomena and beta elements, and where to place them in the Grid. The author tries to form metapsychological support for the incorporation of the autistic area in Bion’s theory of Transformations. She argues that, despite the incongruence and imprecision of this incorporation, such autistic phenomena cannot be excluded from the complexus of the human mind and should therefore be accounted for in Bion’s transformations. She discusses the idea that the theory of transformations includes the field of the neurosis and psychosis and deals with emotions, whereas the autistic area is dominated by sensations. The author asks how to add the autistic area to Bion’s theory. Clinical material of a child for whom the non-psychotic part of the personality predominates and who presents autistic nuclei provides material for the discussion.
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6. Quaak I, Brouns MR, Van de Bor M. {{The dynamics of autism spectrum disorders: how neurotoxic compounds and neurotransmitters interact}}. {Int J Environ Res Public Health};2013;10(8):3384-3408.
In recent years concern has risen about the increasing prevalence of Autism Spectrum Disorders (ASD). Accumulating evidence shows that exposure to neurotoxic compounds is related to ASD. Neurotransmitters might play a key role, as research has indicated a connection between neurotoxic compounds, neurotransmitters and ASD. In the current review a literature overview with respect to neurotoxic exposure and the effects on neurotransmitter systems is presented. The aim was to identify mechanisms and related factors which together might result in ASD. The literature reported in the current review supports the hypothesis that exposure to neurotoxic compounds can lead to alterations in the GABAergic, glutamatergic, serotonergic and dopaminergic system which have been related to ASD in previous work. However, in several studies findings were reported that are not supportive of this hypothesis. Other factors also might be related, possibly altering the mechanisms at work, such as time and length of exposure as well as dose of the compound. Future research should focus on identifying the pathway through which these factors interact with exposure to neurotoxic compounds making use of human studies.
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7. Williamson RL, Casey LB, Robertson JS, Buggey T. {{Video self-modeling in children with autism: a pilot study validating prerequisite skills and extending the utilization of VSM across skill sets}}. {Assist Technol};2013 (Summer);25(2):63-71.
Given the recent interest in the use of video self-modeling (VSM) to provide instruction within iPod apps and other pieces of handheld mobile assistive technologies, investigating appropriate prerequisite skills for effective use of this intervention is particularly timely and relevant. To provide additional information regarding the efficacy of VSM for students with autism and to provide insights into any possible prerequisite skills students may require for such efficacy, the authors investigated the use of VSM in increasing the instances of effective initiations of interpersonal greetings for three students with autism that exhibited different pre-intervention abilities. Results showed that only one of the three participants showed an increase in self-initiated greetings following the viewing of videos edited to show each participant self-modeling a greeting when entering his or her classroom. Due to the differences in initial skill sets between the three children, this finding supports anecdotally observed student prerequisite abilities mentioned in previous studies that may be required to effectively utilize video based teaching methods.
