1. Adams SN, Dadabhay A, Neille J. {{An Exploration into Mothers’ Experiences of Feeding Children with Autism Spectrum Disorder in South Africa}}. {Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP)}. 2020: 1-10.
OBJECTIVES: To explore the experiences of mothers feeding their children with autism spectrum disorder (ASD) in South Africa as well as to better understand the impact of context and culture on feeding disorders. PARTICIPANTS AND METHODS: A qualitative research design was employed. Seven mothers of 8 children (1 mother had twins), aged 4-9 years, who were diagnosed with ASD and who had associated feeding difficulties participated in the study. Semi-structured interviews were conducted, and data were transcribed and analysed using inductive thematic analysis. RESULTS: Findings indicated that children with ASD and feeding difficulties increase parental stress and anxiety. Novel findings pertaining to context and culture showed the negative impact feeding difficulties have on the siblings, the role taken on by the mother as the caregiver and the provider, and an additional financial burden associated with feeding a child with ASD. CONCLUSIONS: Findings add to the field of speech therapy by providing awareness of the challenges experienced by these mothers as well as those that are unique to the South African context. In addition, the current study provides insight into the experiences of mothers from different contexts and cultural backgrounds to those reported in previous literature.
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2. Baribeau DA, Vigod S, Pullenayegum E, Kerns CM, Mirenda P, Smith IM, Vaillancourt T, Volden J, Waddell C, Zwaigenbaum L, Bennett T, Duku E, Elsabbagh M, Georgiades S, Ungar WJ, Zaidman Zait A, Szatmari P. {{Co-occurring trajectories of anxiety and insistence on sameness behaviour in autism spectrum disorder}}. {The British journal of psychiatry : the journal of mental science}. 2020: 1-8.
BACKGROUND: Children with autism spectrum disorder (ASD) have increased susceptibility to anxiety disorders. Variation in a common ASD symptom, insistence on sameness behaviour, may predict future anxiety symptoms. AIMS: To describe the joint heterogeneous longitudinal trajectories of insistence on sameness and anxiety in children with ASD and to characterise subgroups at higher risk for anxiety. METHOD: In a longitudinal ASD cohort (n = 421), insistence on sameness behaviour was measured using the Autism Diagnostic Interview-Revised at approximately ages 3, 6 and 11 years. Anxiety was quantified at 8 time points between ages 3 and 11 years using the Child Behavior Checklist (CBCL) (parent report). Clusters of participants following similar trajectories were identified using group-based and joint trajectory modelling. RESULTS: Three insistence on sameness trajectories were identified: (a) ‘low-stable’ (41.7% of participants), (b) ‘moderate-increasing’ (52.0%) and (c) ‘high-peaking’ (i.e. increasing then stabilising/decreasing behaviour) (6.3%). Four anxiety trajectories were identified: (a) ‘low-increasing’ (51.0%), (b) ‘moderate-decreasing’ (16.2%), (c) ‘moderate-increasing’ (19.6%) and (d) ‘high-stable’ (13.1%). Of those assigned to the ‘high-peaking’ insistence on sameness trajectory, 95% jointly followed an anxiety trajectory that surpassed the threshold for clinical concern (T-score >65) by middle childhood (anxiety trajectories 3 or 4). Insistence on sameness and anxiety trajectories were similar in severity and direction for 64% of the sample; for 36%, incongruous patterns were seen (e.g. decreasing anxiety and increasing insistence on sameness). CONCLUSIONS: The concurrent assessment of insistence on sameness behaviour and anxiety in ASD may help in understanding current symptom profiles and anticipating future trajectories. High preschool insistence on sameness in particular may be associated with elevated current or future anxiety symptoms.
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3. Barzy M, Ferguson HJ, Williams DM. {{Perspective influences eye movements during real-life conversation: Mentalising about self versus others in autism}}. {Autism}. 2020: 1362361320936820.
Previous lab-based studies suggest that autistic individuals are less attentive to social aspects of their environment. In our study, we recorded the eye movements of autistic and typically developing adults while they engaged in a real-life social interaction with a partner. Results showed that autistic adults were less likely than typically developing adults to look at the experimenter’s face, and instead were more likely to look at the background. Moreover, the perspective that was adopted in the conversation (talking about self versus others) modulated the patterns of eye movements in autistic and non-autistic adults. Overall, people spent less time looking at their conversation partner’s eyes and face and more time looking at the background, when talking about an unfamiliar other compared to when talking about themselves. This pattern was magnified among autistic adults. We conclude that allocating attention to social information during conversation is cognitively effortful, but this can be mitigated when talking about a topic that is familiar to them.
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4. Basilico B, Morandell J, Novarino G. {{Molecular mechanisms for targeted ASD treatments}}. {Current opinion in genetics & development}. 2020; 65: 126-37.
The possibility to generate construct valid animal models enabled the development and testing of therapeutic strategies targeting the core features of autism spectrum disorders (ASDs). At the same time, these studies highlighted the necessity of identifying sensitive developmental time windows for successful therapeutic interventions. Animal and human studies also uncovered the possibility to stratify the variety of ASDs in molecularly distinct subgroups, potentially facilitating effective treatment design. Here, we focus on the molecular pathways emerging as commonly affected by mutations in diverse ASD-risk genes, on their role during critical windows of brain development and the potential treatments targeting these biological processes.
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5. Bertrams A, Schlegel K. {{Speeded reasoning moderates the inverse relationship between autistic traits and emotion recognition}}. {Autism}. 2020: 1362361320937090.
Autistic people typically have difficulty recognizing other people’s emotions and to process nonverbal cues in an automatic, intuitive fashion. This usually also applies to people who-regardless of an official diagnosis of autism-achieve high values in autism questionnaires. However, some autistic people do not seem to have any problems with emotion recognition. One explanation may be that these individuals are able to compensate for their lack of intuitive or automatic processing through a quick conscious and deliberate analysis of the emotional cues in faces, voices, and body movements. On these grounds, we assumed that the higher autistic people’s ability to reason quickly (i.e. to make quick logical inferences), the fewer problems they should have with determining other people’s emotions. In our study, we asked workers on the crowdsourcing marketplace MTurk to complete a questionnaire about their autistic traits, to perform emotion recognition tests, and to complete a test of the ability to reason under time constraints. In our sample of 217 people, we found the expected pattern. Overall, those who had higher values in the autism questionnaire scored lower in the emotion recognition tests. However, when reasoning ability was taken into account, a more nuanced picture emerged: participants with high values both on the autism questionnaire and on the reasoning test recognized emotions as well as individuals with low autistic traits. Our results suggest that fast analytic information processing may help autistic people to compensate problems in recognizing others’ emotions.
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6. Boada L, Lahera G, Pina-Camacho L, Merchán-Naranjo J, Díaz-Caneja CM, Bellón JM, Ruiz-Vargas JM, Parellada M. {{Social Cognition in Autism and Schizophrenia Spectrum Disorders: The Same but Different?}}. {J Autism Dev Disord}. 2020.
Social cognition impairment is a core shared phenotype in both schizophrenia spectrum disorders (SSD) and autism spectrum disorders (ASD). This study compares social cognition performance through four different instruments in a sample of 147 individuals with ASD or SSD and in healthy controls. We found that both clinical groups perform similarly to each other and worse than healthy controls in all social cognition tasks. Only performance on the Movie for the Assessment of Social Cognition (MASC) test was independent of age and intelligence. Proportionately, individuals in the control group made significantly more overmentalization errors than both patients group did and made fewer undermentalization errors than patients with SSD did. AUC analyses showed that the MASC was the instrument that best discriminated between the clinical and control groups. Multivariate analysis showed negative symptom severity as a potential mediator of the association between social cognition deficit and poor global functioning.
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7. Burke SL, Li T, Grudzien A, Garcia S. {{Brief Report: Improving Employment Interview Self-efficacy Among Adults with Autism and Other Developmental Disabilities Using Virtual Interactive Training Agents (ViTA)}}. {J Autism Dev Disord}. 2020.
This study evaluated the measurable impact of the use of virtual interactive training agents (ViTA) as a way to practice interviewing and gain confidence in responding to questions asked during job interviews. Of the total participants (n = 153), the majority were male (72.55%) with an average age of 21.71 years old (SD = 3.14 years). Autism spectrum disorders (ASDs; 64.71%) and intellectual disability (40%) were the most frequently reported diagnoses. Using a within-subjects repeated measures design, the repeated measures linear regression analysis found that the average self-efficacy score increased by 0.31 (p = 0.002), and statistically significant increases were found in all three subscales. Further development of virtual reality interventions like ViTA, that improve outcomes for adults with ASDs and other developmental disabilities, is warranted.
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8. Darnell RB. {{The Genetic Control of Stoichiometry Underlying Autism}}. {Annual review of neuroscience}. 2020; 43: 509-33.
Autism is a common and complex neurologic disorder whose scientific underpinnings have begun to be established in the past decade. The essence of this breakthrough has been a focus on families, where genetic analyses are strongest, versus large-scale, case-control studies. Autism genetics has progressed in parallel with technology, from analyses of copy number variation to whole-exome sequencing (WES) and whole-genome sequencing (WGS). Gene mutations causing complete loss of function account for perhaps one-third of cases, largely detected through WES. This limitation has increased interest in understanding the regulatory variants of genes that contribute in more subtle ways to the disorder. Strategies combining biochemical analysis of gene regulation, WGS analysis of the noncoding genome, and machine learning have begun to succeed. The emerging picture is that careful control of the amounts of transcription, mRNA, and proteins made by key brain genes-stoichiometry-plays a critical role in defining the clinical features of autism.
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9. Dimian AF, Symons FJ, Wolff JJ. {{Delay to Early Intensive Behavioral Intervention and Educational Outcomes for a Medicaid-Enrolled Cohort of Children with Autism}}. {J Autism Dev Disord}. 2020.
Increased prevalence of autism spectrum disorder (ASD) has underscored the need for early intervention services. Early Intensive Behavioral Intervention (EIBI) is among the most common evidence-based approaches, however, stakeholders report significant waitlists. The effects of these delays to intervention are unknown. The purpose of this study was to evaluate the effects of delay to EIBI for preschool aged children with ASD on later educational outcomes. Medicaid records from Minnesota (2008-2010) were used to evaluate a cohort diagnosed with ASD and their later educational outcomes from 2010 to 2014 (n = 667) using generalized estimating equations. Approximately 70% of children experienced a delay to EIBI and children that experienced less delay and started EIBI at a younger age had better educational outcomes.
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10. Engel KS, Ehri LC. {{Reading Comprehension Instruction for Young Students with Autism: Forming Contextual Connections}}. {J Autism Dev Disord}. 2020.
Central coherence is the ability to perceive and connect salient information in a context such as a narrative text. Individuals with autism exhibit a detail-focused cognitive style of processing information that overlooks connections and shows weak central coherence. A six-session instructional intervention to foster coherence processing was administered to first and second graders (N = 10) while a control group (N = 10) received an irrelevant treatment, mean age 7.06 years, 18 males and 2 females. Results showed that the instruction benefited children’s comprehension of narrative text. The intervention improved children’s ability to retell a narrative text and improved first graders’ use of sequence words to retell a story compared to control students. Findings carry implications for designing reading instruction for this special population.
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11. Gillespie-Lynch K, Hotez E, Zajic M, Riccio A, DeNigris D, Kofner B, Bublitz D, Gaggi N, Luca K. {{Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students}}. {Autism}. 2020: 1362361320929453.
We do not know very much about the writing skills of autistic university students. Studies with autistic children and teenagers show that some autistic young people have difficulties writing. Other autistic people are talented writers. In fact, some autistic people would rather write than speak. Good writers often imagine other people’s points of view when writing. Autistic people sometimes have difficulties understanding others’ points of view. Yet, autistic people often work much harder to understand others’ points of view than not-autistic people do. We collaborated with autistic university student researchers to see if autistic university students are better or worse at writing than nonautistic students. Autistic university students in our study were better writers than nonautistic students. Autistic students in our study had higher nonverbal intelligence than nonautistic students. Autistic students also put themselves under more pressure to write perfectly than nonautistic students did. Autistic students did not show any difficulties understanding other minds. This study shows that some autistic university students have stronger writing skills and higher intelligence than nonautistic university students. Yet, autistic students may be too hard on themselves about their writing. Fun activities that help students explore their ideas without pressure (like theater games) may help autistic students be less hard on their writing. Teachers can help autistic students express themselves through writing by encouraging them to write about their interests, by giving them enough time to write, and by letting them write using computers if they want to. This study shows that collaborations with autistic people can help us understand strengths that can help autistic people succeed.
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12. Gordillo ML, Chu A, Long K. {{Mothers’ Adjustment to Autism: Exploring the Roles of Autism Knowledge and Culture}}. {Journal of pediatric psychology}. 2020.
INTRODUCTION: Autism spectrum disorder (ASD) service-use disparities are well-documented among racial/ethnic minorities. Yet the nuanced impact that culture has on barriers to ASD service-use has not been sufficiently explored among these populations. This study explores the interrelatedness of culture and service-use barriers (i.e., parent ASD knowledge and adjustment) among culturally diverse mothers of children with ASD. METHODS: Twenty mothers from the Boston area participated in semi-structured qualitative interviews regarding their experiences with ASD. Applied thematic analysis was used to analyze data stratified by ethnicity (Latina vs. non-Latina) and nativity (immigrant vs. U.S. born). RESULTS: All mothers had similar gains in ASD knowledge after their children’s ASD diagnoses. Non-Latina mothers (immigrant and U.S. born) felt empowered by their gained ASD knowledge, while Latina mothers struggled to fully accept their child’s diagnosis and were unable to apply their general ASD knowledge to better understand their child’s ASD-related needs. Culturally based stigma against ASD, including rejection from the Latino community and internalized self-blame, appeared to drive Latina mothers’ beliefs that ASD is an invalid diagnosis for their child. CONCLUSION: Latina mothers’ desire for community acceptance in the context of ASD stigma was a particularly salient cultural value among Latina mothers in this sample. Findings suggest that parent-focused ASD education programs may not sufficiently address ASD service-use disparities for Latina mothers. Rather, ASD education programs that address informational and cultural needs may better promote ASD adjustment among ethnic minority families.
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13. Grant JE, Chamberlain SR. {{Autistic Traits in Young Adults Who Gamble}}. {CNS spectrums}. 2020: 1-21.
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14. Hawlader MDH, Alam MM, Zaman S, Ara A, Nasrin P, Akter S, Nabi MH. {{Prenatal, perinatal, and postnatal determinants of autism spectrum disorder (ASD) in Bangladesh: A school-based comparative study}}. {Asian J Psychiatr}. 2020; 54: 102304.
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15. Hendel Y, Meiri G, Flusser H, Michaelovski A, Dinstein I, Menashe I. {{Factors Affecting Family Compliance with Genetic Testing of Children Diagnosed with Autism Spectrum Disorder}}. {J Autism Dev Disord}. 2020.
There is broad consensus about the importance of post-diagnostic genetic testing for children with ASD. However, the extent of compliance with these tests and the factors affecting compliance have rarely been examined. We surveyed a sample of 114 families with a child with ASD in Israel, where such genetic testing is funded by the government. We found that only one-third of these families completed post-diagnosis genetic testing for their child. The main factor influencing compliance was the doctor’s recommendation (OR 11.6; 95% CI 3.2-42.4; p < 0.001). Furthermore, > 50% of the non-compliant families reported that genetic testing was irrelevant to them. Our findings highlight the importance of providing clear recommendations and explanations regarding the benefits and relevance of post-diagnosis genetic testing for children with ASD.
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16. Kloosterboer SM, de Winter BCM, Reichart CG, Kouijzer MEJ, de Kroon MMJ, van Daalen E, Ester WA, Rieken R, Dieleman GC, van Altena D, Bartelds B, van Schaik RHN, Nasserinejad K, Hillegers MHJ, van Gelder T, Dierckx B, Koch BCP. {{Risperidone plasma concentrations are associated with side-effects and effectiveness in children and adolescents with autism spectrum disorder}}. {British journal of clinical pharmacology}. 2020.
AIM: Risperidone is the most commonly prescribed antipsychotic drug to children and adolescents worldwide, but is associated with serious side-effects, including weight gain. This study assessed the relationship of risperidone and 9-hydroxyrisperidone trough concentrations, maximum concentrations and 24-h area-under-the curves with BMI z-scores in children and adolescents with autism spectrum disorder (ASD) and behavioral problems. Secondary outcomes were metabolic, endocrine, extrapyramidal and cardiac side-effects and effectiveness. METHODS: Forty-two children and adolescents (32 males) aged 6-18 years were included in a 24 week prospective observational trial. Drug plasma concentrations, side-effects and effectiveness were measured at several time points during follow-up. Relevant pharmacokinetic covariates, including medication adherence and CYP2D6, CYP3A4, CYP3A5 and P-glycoprotein (ABCB1) genotypes, were measured. Non-linear mixed-effects modeling (NONMEM®) was used for a population pharmacokinetic analysis with 205 risperidone and 205 9-hydroxyrisperidone concentrations. Subsequently, model-based trough concentrations, maximum concentrations and 24-h area-under-the curves were analyzed to predict outcomes using generalized and linear mixed-effects models. RESULTS: A risperidone two-compartment model combined with a 9-hydroxyrisperidone one-compartment model best described the measured concentrations. Off all pharmacokinetic parameters, higher risperidone sum trough concentrations best predicted higher BMI z-scores during follow-up (p<0.001). Higher sum trough concentrations also predicted more sedation (p<0.05), higher prolactin levels (<0.001), and more effectiveness measured with ABC-irritability score (p<0.01). CONCLUSION: Our results indicate a therapeutic window exists, which suggests that therapeutic drug monitoring of risperidone might increase safety and effectiveness in children and adolescents with ASD and behavioral problems. Lien vers le texte intégral (Open Access ou abonnement)
17. Mazza M, Pino MC, Vagnetti R, Peretti S, Valenti M, Marchetti A, Di Dio C. {{Discrepancies between explicit and implicit evaluation of aesthetic perception ability in individuals with autism: a potential way to improve social functioning}}. {BMC psychology}. 2020; 8(1): 74.
BACKGROUND: The capacity to evaluate beauty plays a crucial role in social behaviour and social relationships. It is known that some characteristics of beauty are important social cues that can induce stereotypes or promote different behavioural expectations. Another crucial capacity for success in social interactions is empathy, i.e. the ability to understand and share others’ mental and emotional states. Individuals with Autism Spectrum Disorder (ASD) have an impairment of empathic ability. We showed in a previous study that empathy and aesthetic perception abilities closely related. Indeed, beauty can affect different aspects of empathic behaviour, and empathy can mediate the aesthetic perception in typically developing (TD) individuals. Thus, this study evaluates the ability of aesthetic perception in ASD individuals compared to TD individuals, using the Golden Beauty behavioural task adapted for eye-tracking in order to acquire both explicit and implicit evidences. In both groups, the relationship between empathic and aesthetic perception abilities was also evaluated. METHODS: Ten ASD individuals (age ± SD:20.7 ± 4.64) and ten TD individuals (age ± SD:20.17 ± 0.98) participated in the study. Participants underwent empathy tasks and then the Golden Beauty task. To assess differences in the participants’ performance, we carried out a repeated measures general linear model. RESULTS: At the explicit level, our behavioural results show an impairment in aesthetic perception ability in ASD individuals. This inability could have relevance for their ability to experience pleasure during social interactions. However, at the implicit level (eye-tracking results), ASD individuals conserved a good ability to feel aesthetic pleasure during the Golden Beauty task, thus indicating a discrepancy between the explicit and implicit evaluation of the beauty task. Finally, beauty perception appears to be linked to empathy when neither of these capacities is compromised, as demonstrated in the TD group. In contrast, this link is missed in ASD individuals. CONCLUSION: Overall, our results clearly show that individuals with autism are not completely blind to aesthetic pleasure: in fact, they retain an implicit ability to experience beauty. These findings could pave the way for the development of new protocols to rehabilitate ASD social functioning, exploiting their conserved implicit aesthetic perception.
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18. Pearson DA, Santos CW, Aman MG, Arnold LE, Lane DM, Loveland KA, Mansour R, Ward AR, Casat CD, Jerger S, Schachar RJ, Bukstein OG, Cleveland LA. {{Effects of Extended-Release Methylphenidate Treatment on Cognitive Task Performance in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder}}. {J Child Adolesc Psychopharmacol}. 2020.
Objective: To examine the effectiveness of four doses of psychostimulant medication, combining extended-release methylphenidate (ER-MPH) in the morning with immediate-release MPH (IR-MPH) in the afternoon, on cognitive task performance. Method: The sample comprised 24 children (19 boys and 5 girls) who met the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition Text Revision (DSM-IV-TR) criteria for an autism spectrum disorder (ASD) on the Autism Diagnostic Interview-R and the Autism Diagnostic Observation Schedule, and had significant symptoms of attention-deficit/hyperactivity disorder (ADHD). This sample consisted of elementary school-age, community-based children (mean chronological age = 8.8 years, SD = 1.7; mean intelligence quotient = 85; SD = 16.8). Effects of placebo and three dose levels of ER-MPH (containing 0.21, 0.35, and 0.48 mg/kg equivalent of IR-MPH) on cognitive task performance were compared using a within-subject, crossover, placebo-controlled design. Each of the four MPH dosing regimens (placebo, low-dose MPH, medium-dose MPH, and high-dose MPH) was administered for 1 week; the dosing order was counterbalanced across children. Results: MPH treatment was associated with significant performance gains on cognitive tasks tapping sustained attention, selective attention, and impulsivity/inhibition. Dose/response was generally linear in the dose range studied, with no evidence of deterioration in performance at higher MPH doses in the dose range studied. Conclusion: The results of this study suggest that MPH formulations are associated with significant improvements on cognitive task performance in children with ASD and ADHD.
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19. Rae JP, Ramey M. {{Correction and repair: a comparative analysis of a boy with ASD interacting with a parent and with an ABA trainer}}. {Clinical linguistics & phonetics}. 2020: 1-27.
Applied Behaviour Analysis (ABA) is a widely used therapeutic intervention for children with autism spectrum disorder (ASD) yet there has been little research into the interactional organization of ABA sessions. We report a comparative case study of two interactions in which the same child, a 12-year-old boy with ASD, interacts with his father and interacts with an Applied Behaviour Analysis (ABA) trainer. Both interactions occur at home and are drawn from a small corpus (2 h) of children with ASD in domestic settings. Drawing on CA to delineate the sequential relationships between the actions of the adult participant and the child, we present a quantitative and microstructural analysis of 156 directive sequences in order to examine the similarities and differences between the two interactions. We first show that the rate of the production of directives is higher in the ABA session. The analysis then demonstrates the applicability of Schegloff, Jefferson and Sacks’ (1977) treatment of repair in conversation to some problems that occur in how the child responses to adults’ directives. However, we show that whilst some correction-initiations target problems with hearing, speaking, and understanding, some target substantive problems. We identify a practice, explicating an error, whereby correction-initiations are expanded to point out the nature of the error. This practice can show that the correction-target is being construed as a substantive error. In such cases, the correction-initiation is not a subtype of repair-initiation in the sense of Schegloff, Jefferson and Sacks’ (1977) analysis of repair.
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20. Shire SY, Shih W, Bracaglia S, Kodjoe M, Kasari C. {{Peer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention}}. {Autism}. 2020: 1362361320935689.
Although young children may participate in education and intervention programs that take place in classrooms or groups, there is little information about how toddlers with special needs, and specifically toddlers with autism, are engaging with their peers. This study takes place in a public center-based early intervention program for toddlers with autism. Classrooms of toddlers were randomly assigned to an individual social communication intervention or the same intervention adapted to include a peer. Children in both groups made gains in social communication and play skills. Children who had the peer intervention were more engaged with peers when an adult was present, but not when the children were unsupported. This article adds information about early skills that may be important for children to master so that they have more success when trying to interact with their peers. These skills include understanding language (referred to as « receptive language » at 12 months or more) and play skills including building and stacking (referred to as « combination play »-for example, building with blocks or completing a puzzle) and extending familiar actions to themselves, others, and figures (referred to as « presymbolic play »-for example, putting a bottle to the doll or to themselves). Understanding which skills to target can help practitioners focus their instruction to build children’s skills toward connecting with peers through play.
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21. Skoczek A, Prochownik P, Gancarczyk U, Libiszewska N, Podolec P, Podolec N, Komar M. {{Psychological correlates of patients’ identity suffering from atrial septal defect (ASD) and patent foramen ovale (PFO)}}. {Journal of thoracic disease}. 2020; 12(5): 1999-2018.
BACKGROUND: The work presents a research project carried out in hospital with participation of 100 (50 female, 50 male) patients with congenital heart defects [atrial septal defect (ASD) and patent foramen ovale (PFO)]. The aim of the study was to identify specific personality traits of patients with congenital heart defects and to check the psychological functioning of patients by examining: the level of anxiety, impulsiveness, tendency to risk-taking, empathy, neuroticism, extraversion, psychoticism and lying. The presented results and their statistical analyses showed specific personality traits of patients with congenital heart defects. METHODS: The research was conducted by psychologist Adrianna Skoczek. We performed a psychological clinical assessment and conducted the psychological tests like Eysenck Personality Questionnaire-Revised Short Version [EPQ-R(S)] and Eysenck’s Impulsivity Inventory (IVE) by Hans J. Eysenck and Sybil G. Eystenck, the State-Trait Anxiety Inventory (STAI) by C. D. Spielberger, R. L. Gorsuch, R. E. Lushene describing personality traits of patients. RESULTS: The level of extraversion was statistically significantly higher than the level of all other variables. The level of lies was significantly different from the level of psychoticism, which in turn was statistically significantly lower than all other. In the case of the examined women, statistically significant differences were found only between the level of psychoticism and all other analyzed variables. CONCLUSIONS: The conducted research shows that patients suffering from ASD or PFO have specific personality traits what allow to better understanding of suffering patients.
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22. Tchanturia K, Dandil Y, Li Z, Smith K, Leslie M, Byford S. {{A novel approach for autism spectrum condition patients with eating disorders: Analysis of treatment cost-savings}}. {European eating disorders review : the journal of the Eating Disorders Association}. 2020.
OBJECTIVE: In the current economic context, it is critical to ensure that eating disorder (ED) treatments are both effective and cost-effective. We describe the impact of a novel clinical pathway developed to better meet the needs of autistic patients with EDs on the length and cost of hospital admissions. METHOD: The pathway was based on the Institute for Healthcare’s Model of Improvement methodology, using an iterative Plan, Do, Study, Act format to introduce change and to co-produce the work with people with lived experience and with healthcare professionals. We explored the change in length and cost of admissions before and after the pathway was introduced. RESULTS: Preliminary results suggest that the treatment innovations associated with this pathway have led to reduced lengths of admission for patients with the comorbidity, which were not seen for patients without the comorbidity. Estimated cost-savings were approximately £22,837 per patient and approximately £275,000 per year for the service as a whole. CONCLUSION: Going forward, our aim is to continue to evaluate the effectiveness and cost-effectiveness of investment in the pathway to determine whether the pathway improves the quality of care for patients with a comorbid ED and autism and is good value for money.
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23. Terlouw G, van ‘t Veer JT, Prins JT, Kuipers DA, Pierie JEN. {{Design of a Digital Comic Creator (It’s Me) to Facilitate Social Skills Training for Children With Autism Spectrum Disorder: Design Research Approach}}. {JMIR mental health}. 2020; 7(7): e17260.
BACKGROUND: Children with autism spectrum disorder (ASD) often face difficulties in social situations and are often lagging in terms of social skills. Many interventions designed for children with ASD emphasize improving social skills. Although many interventions demonstrate that targeted social skills can be improved in clinical settings, developed social skills are not necessarily applied in children’s daily lives at school, sometimes because classmates continue to show negative bias toward children with ASD. Children with ASD do not blame the difficult social situations they encounter on their lack of social skills; their main goal is to be accepted by peers. OBJECTIVE: This study aims to design a comic creator-It’s me-that would create comics to serve as transformational boundary objects to facilitate and enact a horizontal interaction structure between high-functioning children with ASD and their peers, aiming to increase mutual understanding between children at school. METHODS: This research project and this study are structured around the Design Research Framework in order to develop the comic through an iterative-incremental process. Three test sessions, which included 13, 6, and 47 children, respectively, were initiated where the focus shifted in time from usability during the first two tests to the initial assessment of acceptance and feasibility in the third session. A stakeholder review, which included six experts, took place after the second test session. RESULTS: A digital comic creator, It’s me, was produced within this study. Children can create their own personal comic by filling in a digital questionnaire. Based on concepts of peer support, psychoeducation, and horizontal interaction, It’s me has a rigorous base of underlying concepts that have been translated into design. Based on the first test sessions, the comic has shown its potential to initiate personal conversations between children. Teachers are convinced that It’s me can be of added value in their classrooms. CONCLUSIONS: It’s me aims to initiate more in-depth conversations between peers, which should lead to more mutual understanding and better relationships between children with ASD and their peers. The first test sessions showed that It’s me has the potential to enact horizontal interaction and greater understanding among peers. It’s me was designed as a boundary object, aiming to connect the objectives of different stakeholders, and to trigger reflection and transformation learning mechanisms. The applied design research approach might be of added value in the acceptance and adoption of the intervention because children, professionals, and teachers see added value in the tool, each from their own perspectives.
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24. Wink LK, Reisinger DL, Horn P, Shaffer RC, O’Brien K, Schmitt L, Dominick KR, Pedapati EV, Erickson CA. {{Brief Report: Intranasal Ketamine in Adolescents and Young Adults with Autism Spectrum Disorder-Initial Results of a Randomized, Controlled, Crossover, Pilot Study}}. {J Autism Dev Disord}. 2020.
Dysregulation of glutamate neurotransmission plays a critical role in autism spectrum disorder (ASD) pathophysiology and is a primary target for core deficit research treatment trials. The mechanism of action of ketamine has striking overlap with the theory of ASD as a disorder of synaptic communication and neuronal networks. This two-dose, double-blind, placebo controlled, cross-over pilot trial of intranasal (IN) ketamine targeting core social impairment included individuals with ASD (N = 21) between 14 and 29 years. Participants were randomized to received two doses of IN ketamine (30 and 50 mg) and two doses of matching placebo. No significant impact was noted on the Aberrant Behavior Checklist Social Withdraw subscale. The IN ketamine was well tolerated, with only transient mild adverse effects.
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25. Yang X, Li H, Ge J, Chao H, Li G, Zhou Z, Liu J. {{The level of GNE and its relationship with behavioral phenotypes in children with autism spectrum disorder}}. {Medicine}. 2020; 99(28): e21013.
Autism spectrum disorder (ASD) is a serious nervous system disease, and the cause is not known. Sialic acid (SA) is an indispensable nutrient for early brain development. In previous study, it was found that the SA level of ASD group was lower than that of control group. However, the reason for this has not well explained. A case-control study was conducted to understand the association between the SA synthase enzyme regulatory gene and ASD. The study sample included 65 ASD children and 64 healthy children. The levels of the GNE gene were measured, which encodes UDP-GlcNAc 2-epimerase/ManNAc kinase (GNE), a key enzyme in SA biosynthesis. The symptom severity, intelligence development level, and behavioral performance of ASD children were estimated. There was a significant difference in the levels of GNE between the ASD and control groups (t = 2.028, P = .045). Moreover, the levels of GNE were negatively related to stereotypical behaviors according to the Autism Diagnostic Observation Schedule (ADOS) assessment (r = -0.386, P = .039). However, there is no the correlation between the levels of GNE and autistic severity. As evaluated through the Social Responsiveness Scale (SRS), the levels of GNE were negatively associated with autistic mannerisms scores, social cognition scores and SRS total scores in the children with ASD (r = -0.314, P = .020). These results indicate that the GNE gene may be associated with autism spectrum disorder, and it is also related to autistic behavioral performance, such as stereotypical behaviors, autistic mannerisms, and social cognition ability. Our data suggest that future studies to explore the causal relationship between GNE and the etiology of ASD may be needed.
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26. Yui K, Imataka G, Sasaki H, Shiroki R. {{The role of lipid peroxidation in individuals with autism spectrum disorders}}. {Metabolic brain disease}. 2020.
The role of malondialdehyde-modified low-density lipoprotein (MDA-LDL), an oxidized LDL, in the pathophysiology of autism spectrum disorder (ASD) is unclear. We studied association between MDA-LDL and behavioral symptoms in 11 individuals with ASD and 7 age -matched normal controls. Behavioral symptoms were assessed using the Aberrant Behavior Checklists (ABC). Because small sample size in this study, three measures were conducted: first, employment of adaptive Lasso for enhancing the accuracy of prediction and interpretability; second, calculation of coefficient of variation for an appropriate selection of plasma variables; and third, selection of good candidates of plasma variables. Plasma levels of MDA-LDL, eicosapentaenoic acid, docosahexaenoic acid (DHA) and DHA/arachidonic acid ratios were significantly higher, while plasma superoxide dismutase (SOD) levels were significantly lower in the ASD group than in the control group. The total ABC scores were significantly higher in the ASD group than in the control group. Multiple linear regression analysis and the adaptive Lasso revealed association of increased plasma DHA levels with the ABC total scores and increased plasma MDA-LDL levels. Such association between DHA and plasma MDA-LDL levels may contribute to behavior in individuals with ASD.
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27. Zhang M, Jiao J, Hu X, Yang P, Huang Y, Situ M, Guo K, Cai J, Huang Y. {{Exploring the spatial working memory and visual perception in children with autism spectrum disorder and general population with high autism-like traits}}. {PLoS One}. 2020; 15(7): e0235552.
The aim of the study is to compare the spatial working memory and visual perception between children with autism spectrum disorder (ASD) and typically developing control (TDC). Furthermore, this study validated whether this impairment was a feature of autism in general population with different autism-like traits (ALTs). This study contains two parts: case-control study and community population study. The ASD group and the control group were enlisted voluntarily (ASD group, n = 52; control group, n = 32). In the population study, we recruited 2994 children. Based on the scores of Autism Spectrum Quotient (AQ), children were divided into two groups (higher ALTs n = 122, lower ALTs n = 122). The participants completed the cognition tasks focusing on spatial working memory, visual-motor integration, and Intelligence. Analysis of covariance (ANCOVA) was conducted, with potential confounders IQ, age, and gender were controlled. Pearson correlations were computed by controlling the IQ and age as covariate to better understand the relations between visual perception, spatial working memory, and autism-like traits. In the case-control study, the results of cognition tasks focusing on the spatial working memory and visual perception indicated underperformance in children with ASD. In the community population study, we found that individuals with higher ALTs performed worse than children with lower ALTs in spatial working memory. Pearson correlation analysis suggested that a correlation between SWM total errors and visual perception was identified both in the children with ASD and in community population (ASD group, r = -0.592, p<0.001; general population, r = -0.201, p = 0.003). It suggested that spatial working memory deficit was a characteristic of autism, and may be distributed across the general population. Furthermore, we speculated a correlation between spatial working memory and visual perception in children with ASD and in general population. Lien vers le texte intégral (Open Access ou abonnement)
