1. Barnard-Brak L, Richman DM, Chesnut SR, Little TD. {{Social Communication Questionnaire scoring procedures for autism spectrum disorder and the prevalence of potential social communication disorder in ASD}}. {Sch Psychol Q};2016 (Dec);31(4):522-533.
In analyzing data from the National Database for Autism Research, we utilized Mokken scaling techniques as a means of creating a more effective and efficient screening procedure for autism spectrum disorder (ASD) via the Social Communication Questionnaire (SCQ). With a sample of 1,040, approximately 80% (n = 827) of the sample were males while approximately 20% (n = 213) were females. In regard to ethnicity, approximately 68% of the sample were White/Caucasian, while 7% were African American, 16% were Hispanic, 4% were Asian, and 1% were Native American or American Indian. As the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5) states that, « individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of autism spectrum disorder, » (American Psychiatric Association, 2013, p. 51), the primary labeling difference between the DSM-IV and the DSM-5 would appear to be in identifying social communication disorder as a newly introduced disorder in the DSM-5, which we discuss. Though school psychologists are not dependent on the DSM to the same extent as clinical psychologists to provide services, school psychology is invested in the effective and efficient assessment of ASD. The current study demonstrates how Mokken scaling procedures may be utilized with respect to ASD identification via the SCQ as well as providing information regarding the prevalence of potential social communication disorder as a new disorder and its discrimination with ASD. (PsycINFO Database Record
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2. Duvekot J, van der Ende J, Verhulst FC, Slappendel G, van Daalen E, Maras A, Greaves-Lord K. {{Factors influencing the probability of a diagnosis of autism spectrum disorder in girls versus boys}}. {Autism};2016 (Dec 09)
In order to shed more light on why referred girls are less likely to be diagnosed with autism spectrum disorder than boys, this study examined whether behavioral characteristics influence the probability of an autism spectrum disorder diagnosis differently in girls versus boys derived from a multicenter sample of consecutively referred children aged 2.5-10 years. Based on information from the short version of the Developmental, Dimensional and Diagnostic Interview and the Autism Diagnostic Observation Schedule, 130 children (106 boys and 24 girls) received a diagnosis of autism spectrum disorder according to Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.) criteria and 101 children (61 boys and 40 girls) did not. Higher overall levels of parent-reported repetitive and restricted behavior symptoms were less predictive of an autism spectrum disorder diagnosis in girls than in boys (odds ratio interaction = 0.41, 95% confidence interval = 0.18-0.92, p = 0.03). In contrast, higher overall levels of parent-reported emotional and behavioral problems increased the probability of an autism spectrum disorder diagnosis more in girls than in boys (odds ratio interaction = 2.44, 95% confidence interval = 1.13-5.29, p = 0.02). No differences were found between girls and boys in the prediction of an autism spectrum disorder diagnosis by overall autistic impairment, sensory symptoms, and cognitive functioning. These findings provide insight into possible explanations for the assumed underidentification of autism spectrum disorder in girls in the clinic.
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3. ElGarhy S, Liu T. {{Effects of psychomotor intervention program on students with autism spectrum disorder}}. {Sch Psychol Q};2016 (Dec);31(4):491-506.
The purpose of this study was to examine the effects of a psychomotor intervention program (PIP) on body awareness and psychomotor concepts for students with autism spectrum disorder (ASD). Twenty-eight students (23 boys and 5 girls) with ASD participated in this study. Fourteen students with ASD were randomly assigned to the experimental group (12 boys and 2 girls; mean age of 5.48 years), and 14 students were assigned to the control group (11 boys and 3 girls; mean age of 5.2 years). Students in the experimental group were trained with the PIP activities (targeting body awareness, body concepts, space concepts, and time concepts) three times a week for 10 weeks. Students in the control group followed their regular rehabilitation center educational program for the same period without PIP intervention. The results indicated that students in the experimental group scored significantly better on body awareness, body concepts, space concept, and overall psychomotor concepts than the students in the control group. No significant difference was found on time concepts between the two groups. The findings of this study significantly contribute to the literature by providing researchers and practitioners with parameters on exercise training guidelines to improve body awareness and concepts in students with ASD. It is concluded that PIP is valuable to the improvement of students’ general motor proficiency and to the development of concepts essential for school readiness. (PsycINFO Database Record
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4. Ferraro FR, Hansen R, Deling L. {{Executive Function Index (EFI) performance in nonclinical individuals with high levels of autistic traits}}. {Appl Neuropsychol Adult};2016 (Dec 08):1-6.
This study examined the ability of the Executive Function Index (EFI) to detect differences in executive functioning amongst participants with varying levels of subclinical autistic symptoms as quantified by the Autism Spectrum Quotient (ASQ). Participants were a nonclinical college subject sample classified as displaying either Low (0-15 ASQ score, n = 182) ASQ traits or High (16 or higher ASQ score, n = 91) ASQ traits. Participants were given the ASQ (Baron-Cohen et al., 2001) and the EFI (Spinella, 2005 ). High ASQ subjects were significantly impaired (p’s < .04) on the Motivation/Drive (EFI-1) and Organization (EFI-4) subscales of the EFI, as compared to the Low ASQ subjects. However, no High/Low ASQ group differences were observed for EFI-2 (Impulse Control), EFI-3 (Empathy), EFI-5 (Planning) subscales or the EFI-Total Score (p's > .12), although these differences were in the predicted direction (High ASQ < Low ASQ). Use of the EFI as a measure of executive function performance in nonclinical ASQ trait individuals requires further study and may not be sensitive enough of an instrument to assess EF in nonclinical populations with autistic traits. Lien vers le texte intégral (Open Access ou abonnement)
5. Garbacz SA, McIntyre LL, Santiago RT. {{Family involvement and parent-teacher relationships for students with autism spectrum disorders}}. {Sch Psychol Q};2016 (Dec);31(4):478-490.
Family educational involvement and parent-teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and parent-teacher relationships. The present study examined child and family variables that may affect family involvement and parent-teacher relationships for families of children with ASD. Findings suggested (a) parents of children with higher developmental risk reported less family involvement and poorer relationships with their child’s teacher and (b) family histories accessing services predicted family involvement and parent-teacher relationships. Limitations of the current study and implications for science and practice are discussed. (PsycINFO Database Record
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6. Hayward SM, McVilly KR, Stokes MA. {{Challenges for females with high functioning autism in the workplace: a systematic review}}. {Disabil Rehabil};2016 (Dec 07):1-10.
PURPOSE: Individuals with High Functioning Autism (HFA) experience high levels of underemployment and unemployment, resulting in negative economic, social, and health outcomes. Given what is known about labor market participation difficulties experienced by women generally, and the paucity of research concerning women with HFA, this systematic review synthesized what is known about the labor market experiences of women with HFA. METHOD: A systematic review of the literature concerning adult females with HFA in relation to the workplace yielded 1947 results; 11 met inclusion criteria being based on original data, but not necessarily focusing solely on women. RESULTS: The total number participants with HFA across all studies was 731 (M = 66.45, SD = 95.44, Mdn = 18.00) aged between 18 and 70 years (M = 34.38, SD = 7.71); females represented 38% (n = 279) of those sampled. The principal challenges reported for individuals with HFA at work were communication, social interaction, and stress, together with negative mental and physical health. CONCLUSION: These results should be interpreted with caution. Of the studies found, 73% were qualitative and based on small samples. Only one paper differentiated female data in analyses. These factors combined suggest large-scale mixed method research focused on females with HFA is required to gain an accurate insight into the challenges faced in the workplace, to in turn inform intervention and support. However, implications for rehabilitation based on what is known are discussed. Implication for Rehabilitation Unemployment and underemployment of persons with High Functioning Autism (HFA) poses social, health and economic issues for both individuals and the wider community. Those with HFA have the intellectual capacity to make a substantial contribution to the workplace. Based on what is known, some of the challenges for females with HFA might be similar to those experienced by men with HFA, however it is possible that there are gender-based differences (in both type and severity of challenges) that require attention.
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7. Ho KS, Wassman ER, Baxter AL, Hensel CH, Martin MM, Prasad A, Twede H, Vanzo RJ, Butler MG. {{Chromosomal Microarray Analysis of Consecutive Individuals with Autism Spectrum Disorders Using an Ultra-High Resolution Chromosomal Microarray Optimized for Neurodevelopmental Disorders}}. {Int J Mol Sci};2016 (Dec 09);17(12)
Copy number variants (CNVs) detected by chromosomal microarray analysis (CMA) significantly contribute to understanding the etiology of autism spectrum disorder (ASD) and other related conditions. In recognition of the value of CMA testing and its impact on medical management, CMA is in medical guidelines as a first-tier test in the evaluation of children with these disorders. As CMA becomes adopted into routine care for these patients, it becomes increasingly important to report these clinical findings. This study summarizes the results of over 4 years of CMA testing by a CLIA-certified clinical testing laboratory. Using a 2.8 million probe microarray optimized for the detection of CNVs associated with neurodevelopmental disorders, we report an overall CNV detection rate of 28.1% in 10,351 consecutive patients, which rises to nearly 33% in cases without ASD, with only developmental delay/intellectual disability (DD/ID) and/or multiple congenital anomalies (MCA). The overall detection rate for individuals with ASD is also significant at 24.4%. The detection rate and pathogenic yield of CMA vary significantly with the indications for testing, age, and gender, as well as the specialty of the ordering doctor. We note discrete differences in the most common recurrent CNVs found in individuals with or without a diagnosis of ASD.
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8. Joshi G. {{Are there lessons to be learned from the prevailing patterns of psychotropic drug use in patients with autism spectrum disorder?}}. {Acta Psychiatr Scand};2017 (Jan);135(1):5-7.
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9. LaFauci G, Adayev T, Kascsak R, Brown WT. {{Detection and Quantification of the Fragile X Mental Retardation Protein 1 (FMRP)}}. {Genes (Basel)};2016 (Dec 09);7(12)
The final product of FMR1 gene transcription, Fragile X Mental Retardation Protein 1 (FMRP), is an RNA binding protein that acts as a repressor of translation. FMRP is expressed in several tissues and plays important roles in neurogenesis, synaptic plasticity, and ovarian functions and has been implicated in a number of neuropsychological disorders. The loss of FMRP causes Fragile X Syndrome (FXS). In most cases, FXS is due to large expansions of a CGG repeat in FMR1-normally containing 6-54 repeats-to over 200 CGGs and identified as full mutation (FM). Hypermethylation of the repeat induces FMR1 silencing and lack of FMRP expression in FM male. Mosaic FM males express low levels of FMRP and present a less severe phenotype that inversely correlates with FMRP levels. Carriers of pre-mutations (55-200 CGG) show increased mRNA, and normal to reduced FMRP levels. Alternative splicing of FMR1 mRNA results in 24 FMRP predicted isoforms whose expression are tissues and developmentally regulated. Here, we summarize the approaches used by several laboratories including our own to (a) detect and estimate the amount of FMRP in different tissues, developmental stages and various pathologies; and (b) to accurately quantifying FMRP for a direct diagnosis of FXS in adults and newborns.
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10. Larkin W, Hawkins RO, Collins T. {{Using trial-based functional analysis to design effective interventions for students diagnosed with autism spectrum disorder}}. {Sch Psychol Q};2016 (Dec);31(4):534-547.
Functional behavior assessments and function-based interventions are effective methods for addressing the challenging behaviors of children; however, traditional functional analysis has limitations that impact usability in applied settings. Trial-based functional analysis addresses concerns relating to the length of time, level of expertise required, and the contrived nature of functional analyses conducted in analogue settings. The current study expanded on previous research by assessing the function of challenging behaviors for 3 early childhood education students with autism spectrum disorder through trial-based functional analyses within an educational setting. The study also evaluated the outcomes of corresponding individualized function-based interventions for the students, all of which resulted in decreases in problem behaviors and increases in classroom engagement. Implications for practice include the feasibility of using trial-based functional analysis to inform intervention design within applied settings. (PsycINFO Database Record
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11. Leonard H, Cobb S, Downs J. {{Clinical and biological progress over 50 years in Rett syndrome}}. {Nat Rev Neurol};2016 (Dec 09)
In the 50 years since Andreas Rett first described the syndrome that came to bear his name, and is now known to be caused by a mutation in the methyl-CpG-binding protein 2 (MECP2) gene, a compelling blend of astute clinical observations and clinical and laboratory research has substantially enhanced our understanding of this rare disorder. Here, we document the contributions of the early pioneers in Rett syndrome (RTT) research, and describe the evolution of knowledge in terms of diagnostic criteria, clinical variation, and the interplay with other Rett-related disorders. We provide a synthesis of what is known about the neurobiology of MeCP2, considering the lessons learned from both cell and animal models, and how they might inform future clinical trials. With a focus on the core criteria, we examine the relationships between genotype and clinical severity. We review current knowledge about the many comorbidities that occur in RTT, and how genotype may modify their presentation. We also acknowledge the important drivers that are accelerating this research programme, including the roles of research infrastructure, international collaboration and advocacy groups. Finally, we highlight the major milestones since 1966, and what they mean for the day-to-day lives of individuals with RTT and their families.
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12. Lung FW, Chiang TL, Lin SJ, Shu BC. {{Urban and Education Disparity for Autism Spectrum Disorders in Taiwan Birth Cohort Study}}. {J Autism Dev Disord};2016 (Dec 07)
This study aimed to determine the optimal cut-off for autism spectrum disorder (ASD) screening in 66-month-old children, and to explore the distribution of ASD screening and diagnosis in Taiwan. The Taiwan Birth Cohort Study dataset was used (N = 20,095). The Modified Checklist for Autism in Toddlers (M-CHAT) cut-off point of 13/14 was considered optimal for screening of children at 66 months. More children were diagnosed with ASD in urban areas. Parents of children diagnosed with ASD had a higher level of education, but parents of children with a lower level of education were screened as being at higher risk of ASD. Urban disparity and parental level of education effected parental awareness of the illness and the rate of ASD diagnosis.
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13. McDonald CA, Lopata C, Donnelly JP, Thomeer ML, Rodgers JD, Jordan AK. {{Informant discrepancies in externalizing and internalizing symptoms and adaptive skills of high-functioning children with autism spectrum disorder}}. {Sch Psychol Q};2016 (Dec);31(4):467-477.
Assessment of clinical symptoms requires information from multiple informants. Discrepancies between informants’ ratings can have significant implications in school settings (e.g., access to services, treatment planning, progress monitoring). This study examined parent-teacher discrepancies for ratings of internalizing and externalizing symptoms, and adaptive skills of high-functioning children with autism spectrum disorder. A total of 236 Behavior Assessment System for Children-2nd Edition ratings of children with high-functioning children with autism spectrum disorder from 2 informant groups (parents and teachers) were analyzed. Each informant pair (n = 118 parents/caregivers and n = 118 teachers) rated the same child. Scores on the Internalizing Problems, Externalizing Problems, and Adaptive Skills Composites were examined for mean differences, level of agreement, linear relationship, and moderators of discrepancies. There were no significant mean differences between raters for the Internalizing and Externalizing Composites or their constituent scales (except Hyperactivity). Parent-teacher ratings on these composites and scales were significantly correlated (generally moderate), and the discrepancies were not moderated by the included child or parent variables. In contrast, teacher ratings were significantly higher than parents for the Adaptive Skills Composite and several of its constituent scales. Correlations between informants on the Adaptive Skills Composite were significant (low-to-moderate), with notable variability in the correlations among its constituent scales. The degree of parent-teacher discrepancy differed significantly across the Adaptive Skills Composite score range, but it was not moderated by the included child or parent variables. This study suggests a reduced likelihood of informant discrepancies for externalizing and internalizing symptoms, with larger discrepancies expected when assessing adaptive skills. (PsycINFO Database Record
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14. Ogawa S, Lee YA, Yamaguchi Y, Shibata Y, Goto Y. {{Associations of Acute and Chronic Stress Hormones with Cognitive Functions in Autism Spectrum Disorder}}. {Neuroscience};2016 (Dec 09)
Extensive studies have reported cognitive abnormalities in neurodevelopmental disorders, such as autism spectrum disorder (ASD). Another line of evidence suggests that stress also affects cognitive functions. In this study, we investigated whether there were associations between stress hormones and cognitive functions in ASD and typically developing (TD) children. Cognitive functions in ASD and typically developing (TD) children were evaluated with a battery of psychological tests for working memory, behavioral flexibility, and social cognition for emotional assessments of others. ASD children exhibited higher hair and salivary cortisol, which reflects chronic and acute stress hormone levels of subjects, respectively, than TD children. Autism-spectrum quotient (AQ) scores were positively correlated with hair cortisol and the scores of Spence Children’s Anxiety Scale in ASD children. In addition, a negative correlation was present between spatial working memory performance and hair cortisol in ASD, but not in TD, children. These results suggest that chronic stress hormone elevation may have relationships with some aspects of cognitive dysfunction in ASD subjects.
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15. Siddiqui MF, Elwell C, Johnson MH. {{Mitochondrial Dysfunction in Autism Spectrum Disorders}}. {Autism Open Access};2016 (Sep 27);6(5)
Autism spectrum disorders (ASD) are classified as neurodevelopmental disorders characterised by diminished social communication and interaction. Recently, evidence has accrued that a significant proportion of individuals with autism have concomitant diseases such as mitochondrial disease and abnormalities of energy generation. This has therefore led to the hypothesis that autism may be linked to mitochondrial dysfunction. We review such studies reporting decreased activity of mitochondrial electron transport chain (ETC) complexes and reduced gene expression of mitochondrial genes, in particular genes of respiratory chain complexes, in individuals with autism. Overall, the findings support the hypothesis that there is an association of ASD with impaired mitochondrial function; however, many of the studies have small sample sizes and there is variability in the techniques utilised. There is therefore a vital need to utilise novel imaging techniques, such as near-infrared spectroscopy, that will allow non-invasive measurement of metabolic markers for neuronal activity such as cytochrome c oxidase, in order to better establish the link between autism and mitochondrial dysfunction.
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16. Stichter JP, Riley-Tillman TC, Jimerson SR. {{Assessing, understanding, and supporting students with autism at school: Contemporary science, practice, and policy}}. {Sch Psychol Q};2016 (Dec);31(4):443-449.
Over the past 3 decades, there has been an unprecedented increase in students identified as eligible for special education as a result of students meeting criteria for autism spectrum disorder (ASD). The increasing number of students with ASD in the schools presents significant challenges to teachers, school psychologists, and other school professionals working with this population. Although there is considerable research addressing assessment, identification, and support services for children with ASD, there is a need for further research focused on these topics within the school context. Employing a diverse array of methodologies, the articles in this special topic section address several gaps in the literature, including (a) the application of evidence-based programs within the school context, (b) the social validity of well-established evidence-based practices with both parents and educators, (c) the assessment of social communication, (d) intervention and assessment of spatial and body awareness for children with ASD, (e) the use of peer-mediated discreet trial training, and (f) discrepancies across informants for both externalizing and internalizing symptoms associated with ASD. The results of these studies provide school psychologists and other education professionals with specific directions for advocacy and service delivery that aim to enhance school outcomes for students with ASD. (PsycINFO Database Record
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17. Wadsworth HM, Maximo JO, Lemelman AR, Clayton K, Sivaraman S, Deshpande HD, Ver Hoef L, Kana RK. {{The Action Imitation Network and Motor Imitation in Children and Adolescents with Autism}}. {Neuroscience};2016 (Dec 09)
While deficits in imitation had been reported in children with autism spectrum disorder (ASD), its exact nature remains unclear. A dysfunction in mirroring mechanisms (through action imitation) has been proposed by some studies to explain this, although some recent evidence points against this hypothesis. The current study used behavior and functional MRI to examine the integrated functioning of the regions that are considered part of the Action Imitation network (AIN) in children and adolescents with ASD during a motor imitation task. Fourteen ASD and 15 age-and-IQ-matched typically developing (TD) children were asked to imitate a series of hand gestures in the MRI scanner. Intact performance on imitation (accurate imitation of hand gestures outside the scanner) in both ASD and TD groups was accompanied by significantly lower activity in ASD participants, relative to TD, in right angular gyrus, precentral gyrus, and left middle cingulate. In addition, autism traits were found to be significantly correlated with activation in the right angular gyrus. Overall, the findings of this study support the role of AIN in imitation and a potential difference in the recruitment of this network in ASD children.
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18. Young KR, Radley KC, Jenson WR, West RP, Clare SK. {{Peer-facilitated discrete trial training for children with autism spectrum disorder}}. {Sch Psychol Q};2016 (Dec);31(4):507-521.
In 2 studies, we evaluated the feasibility and efficacy of peer-mediated, school-based discrete trial training (DTT) for students with autism spectrum disorder (ASD). In the first, 6 typically developing elementary-age students were trained to use DTT procedures to teach target academic skills to 3 students with ASD who had been educated in a self-contained setting. A multiple probe-across-tutors design was applied to evaluate the accuracy with which the tutors implemented the DTT protocol. Results of the study indicated that training was effective in increasing the integrity of implementation of the DTT protocol. In addition, improvements in integrity were maintained following termination of training. To assess the effectiveness of the ability of previously untrained tutors to teach new, target behaviors to different children with ASD, a second study was conducted. Five of the 6 tutors taught 2 or 3 skills in a multiple probe fashion to children with ASD whom they had not previously tutored. Results suggest that peer tutors effectively generalized skills, as shown by participants with ASD who demonstrated rapid improvements in level and trend of target behaviors. Observations of social engagement during unstructured periods were conducted prior to and following intervention as a measure of social validity. Substantial increases in duration of engagement were noted, suggesting that peer-mediated DTT may result in meaningful improvements in both academic skills and inclusion with peers. (PsycINFO Database Record
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19. Zajic MC, McIntyre N, Swain-Lerro L, Novotny S, Oswald T, Mundy P. {{Attention and written expression in school-age, high-functioning children with autism spectrum disorders}}. {Autism};2016 (Dec 09)
High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties.
