1. {{Children with autism spectrum disorders in emergency care}}. {Emerg Nurse};2016 (Jun 10);24(3):17.
In the US, an estimated one in 88 children aged eight has an autistic spectrum disorder. The increased psychiatric comorbidity of 72% of these children also leads to admissions for psychiatric or behavioural problems.
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2. Akers JS, Higbee TS, Pollard JS, Pellegrino AJ, Gerencser KR. {{An evaluation of photographic activity schedules to increase independent playground skills in young children with autism}}. {J Appl Behav Anal};2016 (Jun 10)
We used photographic activity schedules to increase the number of play activities completed by children with autism during unstructured time on the playground. All 3 participants engaged in more playground activities during and after training, and they continued to complete activities when novel photographs were introduced.
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3. Bishop SL, Huerta M, Gotham K, Alexandra Havdahl K, Pickles A, Duncan A, Hus Bal V, Croen L, Lord C. {{The autism symptom interview, school-age: A brief telephone interview to identify autism spectrum disorders in 5-to-12-year-old children}}. {Autism Res};2016 (Jun 10)
This study reports on the initial validation of the Autism Symptom Interview (ASI), School-Age, a brief (15-20 min) phone interview derived from questions from the Autism Diagnostic Interview-Revised (ADI-R). The ASI, School-Age was administered by interviewers with minimal training to parents of children ages 5 to 12 who had all been previously identified with (or referred for assessment of) ASD or another neurodevelopmental disorder. Children then underwent a comprehensive assessment to determine a best-estimate clinical diagnosis of ASD (n = 159) or non-ASD (e.g. language disorder, intellectual disability, ADHD; n = 130). Clinicians who conducted the assessments were blind to ASI results. ROC analyses compared ASI scores to clinical diagnosis. Due to the small number of participants with non-ASD diagnoses who were classified as nonverbal (i.e. not yet using phrases on a daily basis), it was not possible to assess sensitivity and specificity of the nonverbal algorithm in this sample. The verbal algorithm yielded a sensitivity of 0.87 (95% CI = 0.81-0.92) and a specificity of 0.62 (95% CI = 0.53-0.70). When used in conjunction with the Autism Diagnostic Observation Schedule (ADOS), sensitivity and specificity were 0.82 (95% CI = 0.74-0.88) and 0.92 (95% CI = 0.86-0.96), respectively. Internal consistency and test-retest reliability were both excellent. Particularly for verbal school age children, the ASI may serve as a useful tool to more quickly ascertain or classify children with ASD for research or clinical triaging purposes. Additional data collection is underway to determine the utility of the ASI in children who are younger and/or nonverbal. Autism Res 2016. (c) 2016 International Society for Autism Research, Wiley Periodicals, Inc.
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4. Boujut E, Dean A, Grouselle A, Cappe E. {{Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout}}. {J Autism Dev Disord};2016 (Jun 9)
The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions.
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5. Dekker V, Nauta MH, Mulder EJ, Sytema S, de Bildt A. {{A Fresh Pair of Eyes: A Blind Observation Method for Evaluating Social Skills of Children with ASD in a Naturalistic Peer Situation in School}}. {J Autism Dev Disord};2016 (Jun 11)
The Social skills Observation Measure (SOM) is a direct observation method for social skills used in naturalistic everyday situations in school. This study describes the development of the SOM and investigates its psychometric properties in 86 children with Autism spectrum disorder, aged 9.8-13.1 years. The interrater reliability was found to be good to excellent. The convergent validity was low in relation to parent and teacher reports of social skills, and also to parent interview on adaptive social functioning. Therefore this direct observation seems to provide additional information on the frequency and quality of social behaviors in daily life situations. As such it contributes to parent and teacher information as a blind measurement to evaluate Social Skills Training.
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6. Eapen V. {{Early identification of autism spectrum disorder: Do we need a paradigm shift?}}. {Aust N Z J Psychiatry};2016 (Jun 9)
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7. Ferreira X, Oliveira G. {{[Autism and Early Neurodevelopmental Milestones]}}. {Acta Med Port};2016 (Mar);29(3):168-175.
INTRODUCTION: Autism spectrum disorder, also referred to in this study as autism, is a neurodevelopmental chronic disease that manifests early in childhood by impairment in social interaction, communication and repetitive behavior. Since there are no specific biomarkers available, the diagnosis is based exclusively on clinical criteria. The purpose of the present study is to determine which are the early psychomotor development or neurodevelopmental milestones that present a significant correlation with the severity of the main symptoms of autism, development quotients, and adaptive function. MATERIAL AND METHODS: We performed a retrospective study on a sample of 1572 individuals with a diagnosis of autism that were monitored at Hospital Pediatrico do Centro Hospitalar e Universitario de Coimbra, in the Neurodevelopment and Autism Unit. We analyzed six early psychomotor developmental milestones: age of acquisition of ‘walking’, ‘first words’, ‘first phrases’, ‘daytime control of bladder sphincter’, ‘night-time control of bladder sphincter’, and age of first complaints. Afterwards, we divided the sample in three subgroups regarding clinical severity, according to the Childhood Autism Rating Scale, and we analyzed significant differences among each other concerning the six milestones established beforehand. RESULTS: The milestone ‘age of first phrases’ was, from the six milestones, the one with a stronger correlation with the variables of clinical manifestations of autism, development/intelligence quotients, and adaptive function. In division of the sample into subgroups of clinical severity, it was the most severe that showed later ages of acquisition of the neurodevelopmental milestones and earlier ages of first complaints. DISCUSSION: This study proves the clinical utility to know the age of achievement of early psychomotor developmental skills, since they act as predictors of clinical severity of autism, cognition, and adaptive function of a wide population with autism. Therefore, this data contribute for prognostic and prediction of autism progression. CONCLUSION: Taking into account the results of this study, it is strongly recommended to all clinicians who have contact with autistic children, to record the ‘age of acquisition of first phrases’.
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8. Fisch GS, Falk RE, Carey JC, Imitola J, Sederberg M, Caravalho KS, South S. {{Deletion 2q37 syndrome: Cognitive-behavioral trajectories and autistic features related to breakpoint and deletion size}}. {Am J Med Genet A};2016 (Jun 9)
Subtelomeric deletions have been reported in approximately 2.5% of individuals with developmental disabilities. Subtelomeric deletion 2q37 has been detected in many individuals diagnosed with intellectual disabilities (ID) and autism spectrum disorders (ASD). Previously, genotype-phenotype correspondences were examined for their relationship to breakpoints 37.1, 37.2, or 37.3. Our purpose was to ascertain whether there were phenotypic differences at these breakpoints, elucidate the cognitive-behavioral phenotype in del2q37, and examine the genotype-phenotype association in the deletion with respect to cognitive-behavioral profiles and ASD. We administered a comprehensive cognitive-behavioral battery to nine children diagnosed with del 2q37, ages 3.9-17.75 years. ID for five tested with the Stanford-Binet (4th Edition) (SBFE) ranged from severe to mild [IQ Range: 36-59]. Adaptive behavior scores from the Vineland Adaptive Behavior Scale (VABS) were much below adequate levels (DQ Range: floor value [« 19 »] to 55). Autism scores from the Child Autism Rating Scale (CARS) ranged from 22 [non-autistic] to 56 [extremely autistic]; 5/8 [63%] children received scores on the autism spectrum. Participants with the largest deletions, 10.1 and 9.5 Mb, attained the highest IQ and DQ scores while those with the smallest deletions, 7.9 and 6.6 Mb, made the lowest IQ and DQ scores. No association between deletion breakpoint and phenotype were found. Assessment of the various deleted regions suggested histone deacetylase 4 gene (HDAC4) was a likely candidate gene for ASD in our sample. However, two earlier reports found no association between HDAC4 haploinsufficiency and ASD. (c) 2016 Wiley Periodicals, Inc.
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9. Kirkovski M, Rogasch NC, Saeki T, Fitzgibbon BM, Enticott PG, Fitzgerald PB. {{Single Pulse Transcranial Magnetic Stimulation-Electroencephalogram Reveals No Electrophysiological Abnormality in Adults with High-Functioning Autism Spectrum Disorder}}. {J Child Adolesc Psychopharmacol};2016 (Jun 10)
OBJECTIVE: Neuroimaging and electrophysiological research have revealed a range of neural abnormalities in autism spectrum disorder (ASD), but a comprehensive understanding remains elusive. We utilized a novel methodology among individuals with ASD and matched controls, combining transcranial magnetic stimulation (TMS) with concurrent electroencephalogram (EEG) recording (TMS-EEG) to explore cortical function and connectivity in three sites implicated in the neuropathophysiology of ASD (dorsolateral prefrontal cortex, primary motor cortex, and temporoparietal junction). As there is evidence for neurobiological gender differences in ASD, we also examined the influence of biological sex. METHODS: TMS pulses were applied to each of the three sites (right lateralized) during 20-channel EEG recording. RESULTS: We did not identify any differences in the EEG response to TMS between ASD and control groups. This finding remained when data were stratified by sex. Nevertheless, traits and characteristics associated with ASD were correlated with the neurophysiological response to TMS. CONCLUSION: While TMS-EEG did not appear to clarify the neuropathophysiology of ASD, the relationships identified between the neurophysiological response to TMS and clinical characteristics warrant further investigation.
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10. Ludlow AK, Wilkins AJ. {{Atypical Sensory behaviours in children with Tourette’s Syndrome and in children with Autism Spectrum Disorders}}. {Res Dev Disabil};2016 (Jun 7);56:108-116.
Certain visual disturbances make it difficult to read text and have been attributed to visual stress, also called « pattern-related visual stress ». 12 Children with ASD, 12 children with Tourette’s syndrome and without ASD and 12 controls, all matched on age and non verbal ability, participated in an experiment exploring sensory behaviours and visual stress. Reading rate and accuracy were assessed with the Wilkins Rate of Reading test with and without the Intuitive Overlays. Both the children with Tourette’s and the children with ASD showed a higher prevalence of atypical sensory behaviours and symptoms of visual stress than the typically developing control children. Six out of twelve children with Tourette’s syndrome (50%) read more accurately and over 15% more quickly with a coloured overlay. Four of the 12 children with ASD and none of the control children read over 15% more quickly with an overlay. The findings are discussed in relation to problems in sensory modulation.
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11. Miyajima M, Omiya H, Yamashita K, Miyata T, Yambe K, Matsui M, Denda K. {{The effects of cognitive remediation therapy using the frontal/executive program for autism spectrum disorder}}. {Int J Psychiatry Med};2016 (Apr);51(3):223-235.
OBJECTIVE: The cognitive features and treatment of autism spectrum disorder have been the subject of much debate in recent years. Therapeutic approaches to date have focused on skills acquisition, support tailored to the characteristics of autism spectrum disorder, and interventions in social cognitive functioning; there have been few reports describing interventions aimed at neurocognitive dysfunction. In this study, we focus on impairment of executive functioning in autism spectrum disorder patients and investigate improvements in executive functioning and their generalization to social functioning. METHOD: The intervention adopted for this study was cognitive remediation therapy using the frontal/executive program. To investigate the effectiveness of frontal/executive program, 15 subjects who consented to participate in the study were randomly assigned to an intervention group or control group. Frontal/executive program was administered to the intervention group for about six months. Both groups were evaluated using the same scales: BACS-J, WCST, and CPT for cognitive assessment; SCoRS-J, GAF, and LASMI for social functioning; and GSE for self-efficacy. RESULTS: Both groups had lower scores for cognitive functioning than normal individuals at baseline. After completion of frontal/executive program, the intervention group showed improved performance on BACS-J for overall score, digit sequencing, verbal fluency, and Tower of London tasks. Improvements were also seen on SCoRS-J and LASMI scales of social functioning. CONCLUSIONS: This was the first study to use frontal/executive program to focus on neurocognitive dysfunction in autism spectrum disorder patients. Frontal/executive program is effective in improving impaired executive functioning in autism spectrum disorder patients and may also lead to improvements in some aspects of social functioning.
