1. Eyles DW. {{Vitamin D and Autism, Does skin colour modify risk?}}. {Acta Paediatr} (Mar 8)
2. Fernell E, Barnevik-Olsson M, Bagenholm G, Gillberg C, Gustafsson S, Saaf M. {{Serum levels of 25-hydroxyvitamin D in mothers of Swedish and of Somali origin who have children with and without autism}}. {Acta Paediatr} (Mar 5)
Abstract Aim: To analyse serum levels of 25-hydroxyvitamin D in mothers of Somali origin and those of Swedish origin who have children with and without autism as there is a growing evidence that low vitamin D impacts adversely on brain development. Method: Four groups of mothers were invited to participate; 20 with Somali origin with at least one child with autism, 20 with Somali origin without a child with autism, 20 of Swedish origin with at least one child with autism and 20 with Swedish origin without a child with autism. Two blood samples were collected from each individual; during autumn and spring. Results: Between 12 and 17 mothers from the different groups accepted to participate, both groups of mothers of Somali origin had significantly lower values of 25-hydroxyvitamin D compared with Swedish mothers. The difference of 25-hydroxyvitamin D between mothers of Somali origin with and without a child with autism was not significant. Conclusion: Our findings of low vitamin D levels in Somali women entail considerable consequences in a public health perspective. The observed tendency, i.e. the lowest values in mothers of Somali origin with a child with autism was in the predicted direction, supporting the need for further research of vitamin D levels in larger samples of Somali mothers of children with and without autism.
3. Koegel LK, Singh AK, Koegel RL. {{Improving Motivation for Academics in Children with Autism}}. {J Autism Dev Disord} (Mar 10)
Many children with autism show very little interest in academic assignments and exhibit disruptive behavior when assignments are presented. Research indicates that incorporating specific motivational variables such as choice, interspersal of maintenance tasks, and natural reinforcers during intervention leads to improvements in core symptoms of autism and may possibly be effective in academic areas. Using a multiple baseline across children and behaviors design with four pre- and elementary school children with autism, we assessed whether the above variables could be incorporated into academic tasks to improve performance and interest. Results indicated that the intervention decreased the children’s latency to begin academic tasks, improved their rate of performance and interest, and decreased their disruptive behavior. Theoretical and applied implications are discussed.
4. Martineau J, Andersson F, Barthelemy C, Cottier JP, Destrieux C. {{Atypical activation of the mirror neuron system during perception of hand motion in autism}}. {Brain Res} (Mar 12);1320:168-175.
Disorders in the autism spectrum are characterized by deficits in social and communication skills such as imitation, pragmatic language, theory of mind, and empathy. The discovery of the « mirror neuron system » (MNS) in macaque monkeys may provide a basis from which to explain some of the behavioral dysfunctions seen in individuals with autism spectrum disorders (ASD).We studied seven right-handed high-functioning male autistic and eight normal subjects (TD group) using functional magnetic resonance imaging during observation and execution of hand movements compared to a control condition (rest). The between group comparison of the contrast [observation versus rest] provided evidence of a bilateral greater activation of inferior frontal gyrus during observation of human motion than during rest for the ASD group than for the TD group. This hyperactivation of the pars opercularis (belonging to the MNS) during observation of human motion in autistic subjects provides strong support for the hypothesis of atypical activity of the MNS that may be at the core of the social deficits in autism.
5. Miano S, Ferri R. {{Epidemiology and management of insomnia in children with autistic spectrum disorders}}. {Paediatr Drugs} (Apr 1);12(2):75-84.
Insomnia is the predominant sleep concern in children with autistic spectrum disorder (ASD), and its nature is most likely multifactorial, with neurochemical (abnormalities in serotonergic transmission or melatonin levels), psychiatric (anxiety), and behavioral (poor sleep habits) etiological factors involved. Children with ASD experience sleep problems similar to those of typically developing children, although the prevalence is markedly higher, occurring in 44-83% of school-aged children with ASD. Caregivers usually report that insomnia is the most frequent sleep disorder, described as disorders of initiating and maintaining sleep, restless sleep, bedtime resistance, co-sleeping, alterations of sleep hygiene, and early awakenings in the morning. Many actigraphic studies have added information on sleep disorders, confirming the questionnaire findings in the majority of cases. There are relatively few polysomnographic data for ASD, compared with questionnaire studies, and most of these studies reported a reduction in total sleep time and more undifferentiated sleep in the youngest patients. These findings were associated with several sleep microstructure alterations during rapid eye movement (REM) sleep, and with non-REM (NREM) sleep microstructure changes that appeared to be related to cognitive impairment rather than to the autistic core. Moreover, few data about other less frequent sleep disorders, such as periodic limb movements disorder and obstructive sleep apnea syndrome, bruxism, and the influence of epilepsy and EEG abnormalities, are available. Both pharmacologic and behavioral interventions have been suggested for the treatment of sleep problems in autistic children. The most common types of behavioral interventions are complete extinction (removing reinforcement to reduce a behavior) and various forms of graduated extinction. Melatonin has shown promising results in the treatment of insomnia in children with ASD. Although controlled studies are limited, there are more data demonstrating the safety and effectiveness of melatonin in ASD than for other sedative/hypnotic drugs. Finally, a dual treatment for insomnia in ASDs with melatonin and behavioral techniques has been suggested. A recent study using a combination of genetic and functional experimental techniques reported evidence that low melatonin concentration caused by a primary deficit in acetylserotonin methyltransferase activity is a risk factor for ASD. Sleep problems usually start at the same age as developmental regression, suggesting a higher vulnerability at this period of life. Further studies, beginning at younger ages, are necessary to better investigate these aspects and the role of melatonin in insomnia in children with ASD.
6. Volden J, Phillips L. {{Measuring Pragmatic Language in Speakers with Autism Spectrum Disorder: Comparing the CCC-2 and the TOPL}}. {Am J Speech Lang Pathol} (Mar 10)
PURPOSE: The purpose of this study was to compare the Children’s Communication Checklist (CCC-2), a parent report instrument, to the Test of Pragmatic Language (TOPL), a test administered to the child, on the ability to identify pragmatic language impairment in speakers with Autism Spectrum Disorder (ASD) who had age-appropriate structural language skills. METHOD: Sixteen rigorously diagnosed children with ASD were matched to 16 typically developing children on age, nonverbal IQ and structural language skill. Both groups were given the TOPL and their parents completed the CCC-2. RESULTS: The CCC-2 identified 13 of the 16 children with ASD as pragmatically impaired while the TOPL identified only 9. Neither test identified any of the children in the control group as having pragmatic language impairment. CONCLUSIONS: In these children with ASD, who displayed age-appropriate levels of structural language skills, the CCC-2 identified pragmatic language impairment better than the TOPL. Clinically, this can be useful in documenting the presence of language dysfunction when traditional standardized language assessments would not reveal communication problems.
7. Zinke K, Fries E, Altgassen M, Kirschbaum C, Dettenborn L, Kliegel M. {{Visuospatial Short-Term Memory Explains Deficits in Tower Task Planning in High-Functioning Children with Autism Spectrum Disorder}}. {Child Neuropsychol} (Mar 10):1-13.
Previous findings on planning abilities in individuals with high-functioning autism spectrum disorder (HFA) are inconsistent. Exploring possible reasons for these mixed findings, the current study investigated the involvement of memory in planning performance in 15 children with HFA and 17 typically developing controls. In addition to planning abilities (measured with the Tower of London), short-term memory and delayed recall for verbal as well as visuospatial material were assessed. Findings suggest that particularly reduced efficiency in visuospatial short-term memory is associated with Tower task planning deficits in children with HFA.
