1. Bergstrom R, Najdowski AC, Tarbox J. {{Teaching children with autism to seek help when lost in public}}. {J Appl Behav Anal};2012 (Spring);45(1):191-195.
Children with autism may not develop safety skills (e.g., help-seeking behaviors) without explicit teaching. One potentially hazardous situation is when a child with autism becomes separated from caregivers in a retail establishment or other public setting. The purpose of this study was to evaluate a treatment package (rules, role playing, and praise) delivered in the natural environment for teaching 3 boys with autism to seek assistance from store employees when they became lost. Treatment was effective, and help-seeking behaviors generalized to untrained stores for all participants.
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2. Kodak T, Fuchtman R, Paden A. {{A comparison of intraverbal training procedures for children with autism}}. {J Appl Behav Anal};2012 (Spring);45(1):155-160.
We compared the effectiveness of three training procedures, echoic and tact prompting plus error correction and a cues-pause-point (CPP) procedure, for increasing intraverbals in 2 children with autism. We also measured echoic behavior that may have interfered with appropriate question answering. Results indicated that echoic prompting with error correction was most effective and the CPP procedure was least effective for increasing intraverbals and decreasing echoic behavior.
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3. Malow BA, Adkins KW, McGrew SG, Wang L, Goldman SE, Fawkes D, Burnette C. {{Erratum to: Melatonin for Sleep in Children with Autism: A Controlled Trial Examining Dose, Tolerability, and Outcomes}}. {J Autism Dev Disord};2012 (Mar 9)
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4. Maras KL, Bowler DM. {{Eyewitness Testimony in Autism Spectrum Disorder: A Review}}. {J Autism Dev Disord};2012 (Mar 10)
Autism spectrum disorder (ASD) is estimated to affect around 1% of the population, and is characterised by impairments in social interaction, communication, and behavioural flexibility. A number of risk factors indicate that individuals with ASD may become victims or witnesses of crimes. In addition to their social and communication deficits, people with ASD also have very specific memory problems, which impacts on their abilities to recall eyewitnessed events. We begin this review with an overview of the memory difficulties that are experienced by individuals with ASD, before discussing the studies that have specifically examined eyewitness testimony in this group and the implications for investigative practice. Finally, we outline related areas that would be particularly fruitful for future research to explore.
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5. Reed P, Hawthorn R, Bolger S, Meredith K, Bishop R. {{Disrupted Stimulus Control But Not Reward Sensitivity in Individuals with Autism Spectrum Disorders: A Matching Law Analysis}}. {J Autism Dev Disord};2012 (Mar 10)
The matching law suggests that behavior is emitted in proportion to the level of reinforcement available. The current study investigated this effect in individuals with autism spectrum disorders (ASD), and focused on the effects of magnitude of reinforcement (Study 1), and rate of reinforcement (Studies 2 and 3), on matching performance. Studies 1 and 2 employed lower functioning children with ASD, and demonstrated matching in both groups, but that the group with ASD displayed greater levels of stimulus bias. Study 3 employed higher functioning children with ASD, and found little evidence of matching, but higher stimulus bias in the group with ASD. These effects suggest a disruption of stimulus control, but not reward sensitivity, in individuals with ASD.
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6. Rodriguez NM, Thompson RH, Schlichenmeyer K, Stocco CS. {{Functional analysis and treatment of arranging and ordering by individuals with an autism spectrum disorder}}. {J Appl Behav Anal};2012 (Spring);45(1):1-22.
Of the diagnostic features of autism, relatively little research has been devoted to restricted and repetitive behavior, particularly topographically complex forms of restricted and repetitive behavior such as rigidity in routines or compulsive-like behavior (e.g., arranging objects in patterns or rows). Like vocal or motor stereotypy, topographically complex forms of restricted and repetitive behavior may be associated with negative outcomes such as interference with skill acquisition, negative social consequences, and severe problem behavior associated with interruption of restricted and repetitive behavior. In the present study, we extended functional analysis methodology to the assessment and treatment of arranging and ordering for 3 individuals with an autism spectrum disorder. For all 3 participants, arranging and ordering was found to be maintained by automatic reinforcement, and treatments based on function reduced arranging and ordering.
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7. Saylor S, Sidener TM, Reeve SA, Fetherston A, Progar PR. {{Effects of three types of noncontingent auditory stimulation on vocal stereotypy in children with autism}}. {J Appl Behav Anal};2012 (Spring);45(1):185-190.
We evaluated the effects of 3 types of noncontingent auditory stimulation (music, white noise, recordings of vocal stereotypy) on 2 children with autism who engaged in high rates of vocal stereotypy. For both participants, the music condition was the most effective in decreasing vocal stereotypy to near-zero levels, resulted in the highest parent social validity ratings, and was selected as most preferred in treatment preference evaluations.
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8. Shetreat-Klein M, Shinnar S, Rapin I. {{Abnormalities of joint mobility and gait in children with autism spectrum disorders}}. {Brain Dev};2012 (Mar 6)
Aims: Abnormalities of gross motor function in children with autism are well known to clinicians but have not received much empirical documentation and, with the exception of stereotypies, are not among its diagnostic criteria. We recorded the characteristics of gait and prevalence of toe walking, the range of passive joint mobility, and age at walking in children with DSM IV autism spectrum disorders (ASDs) and in age- and gender-matched typically developing peers (mean age 4years 6months, range 22months-10years 9months). Methods: We evaluated maximum range of mobility at the elbow, wrist, metacarpo-phalangeal, and ankle joints and videoed children walking and running. Two neurologists blind to diagnosis independently scored features of gait clinically. Results: Children with ASDs had significantly greater joint mobility (p<.002), more gait abnormalities (p<.0001), and on average walked 1.6months later than their non-autistic peers. Interpretation: This study indicates that attention should be directed to motor abnormalities as well as sociability, communication, and restricted and repetitive behaviors in individuals with ASDs. Motor deficits add to children’s other handicaps. They indicate that ASDs affect a broader range of central nervous system circuitry than often appreciated.
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9. Storch EA, Arnold EB, Jones AM, Ale CM, Wood JJ, Ehrenreich-May J, Lewin AB, Mutch PJ, Murphy TK. {{The Role of Co-Occurring Disruptive Behavior in the Clinical Presentation of Children and Adolescents with Anxiety in the Context of Autism Spectrum Disorders}}. {Child Psychiatry Hum Dev};2012 (Mar 10)
This study explored the impact of disruptive behavior disorder (DBD) comorbidity on theoretically relevant correlates among 87 children and adolescents with autism spectrum disorders (ASD) and clinically significant anxiety. Relative to youth with ASD and anxiety alone, participants with ASD, anxiety, and DBD: (a) presented with significantly more severe anxiety symptoms per clinician-, parent-, and self-report; (b) were more likely to be prescribed antipsychotic medication but were no more likely to receive additional psychosocial and educational interventions; and (c) experienced significantly greater functional impairment and family interference. These results suggest that co-occurring DBD in the context of ASD and anxiety confers greater risk for heightened symptom severity and functional impairment, and may be linked with increased prescription of antipsychotic medication.
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10. Wang J, Lee LC, Chen YS, Hsu JW. {{Assessing Autistic Traits in a Taiwan Preschool Population: Cross-Cultural Validation of the Social Responsiveness Scale (SRS)}}. {J Autism Dev Disord};2012 (Mar 10)
The cross-cultural validity of the Mandarin-adaptation of the social responsiveness scale (SRS) was examined in a sample of N = 307 participants in Taiwan, 140 typically developing and 167 with clinically-diagnosed developmental disorders. This scale is an autism assessment tool that provides a quantitative rather than categorical measure of social impairment in the general population. SRS total and subscale scores distinguished significantly between autism spectrum disorder and other developmental disorders (p < 0.01). Total SRS scores and sensitivity and specificity of the scale for diagnosing developmental disorders in the Taiwan study were similar to those observed in Western studies. These findings support the cross-cultural validity of the SRS scale for detecting autistic traits and for distinguishing between autism and other neuropsychiatric conditions.
