1. Bagni C, Oostra BA. {{Fragile X syndrome: From protein function to therapy}}. {American journal of medical genetics Part A}. 2013 Sep 24.
Fragile X syndrome (FXS) is the leading monogenic cause of intellectual disability and autism. The FMR1 gene contains a CGG repeat present in the 5′-untranslated region which can be unstable upon transmission to the next generation. The repeat is up to 55 CGGs long in the normal population. In patients with fragile X syndrome (FXS), a repeat length exceeding 200 CGGs generally leads to methylation of the repeat and the promoter region, which is accompanied by silencing of the FMR1 gene. The disease is a result of lack of expression of the fragile X mental retardation protein leading to severe symptoms, including intellectual disability, hyperactivity, and autistic-like behavior. The FMR1 protein (FMRP) has a number of functions. The translational dysregulation of a subset of mRNAs targeted by FMRP is probably the major contribution to FXS. FMRP is also involved in mRNA transport to synapses where protein synthesis occurs. For some FMRP-bound mRNAs, FMRP is a direct modulator of mRNA stability either by sustaining or preventing mRNA decay. Increased knowledge about the role of FMRP has led to the identification of potential treatments for fragile X syndrome that were often tested first in the different animal models. This review gives an overview about the present knowledge of the function of FMRP and the therapeutic strategies in mouse and man. (c) 2013 Wiley Periodicals, Inc.
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2. Brent J. {{Commentary on the Abuse of Metal Chelation Therapy in Patients with Autism Spectrum Disorders}}. {Journal of medical toxicology : official journal of the American College of Medical Toxicology}. 2013 Oct 11.
Approximately half a million patients with autism spectrum disorders are subjected to chelation therapy in the US annually. The overwhelming majority of such cases are chelated for non-accepted medical indications. These patients may seek evaluation when a urine sample is assayed after the administration of a chelating agent and the values obtained have been improperly compared to references ranges for non-chelated urines, causing falsely elevated results. Legitimate practitioners confronted with such data must decide, preferably in consultation with the patient or their guardian(s), whether to do further testing using legitimate methodology or to simply dismiss the results of the improper testing. Bayesian principles tell us that further testing is likely to yield results within normal reference ranges. However, under some circumstances, it is useful to do such testing in order to demonstrate that there is no need for chelation therapy. Unnecessary chelation therapy is expensive, can cause significant acute adverse effects, and may be associated with long-term consequences.
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3. Call NA, Shillingsburg MA, Bowen CN, Reavis AR, Findley AJ. {{Direct assessment of preferences for social interactions in children with autism}}. {Journal of applied behavior analysis}. 2013 Aug 14.
Qualitative and quantitative differences in social interactions are core symptoms of the autism spectrum disorder (ASD) diagnostic criteria, although there is heterogeneity among individuals with ASDs. This study used a concurrent operants arrangement to evaluate whether social interactions functioned as positive reinforcement, negative reinforcement, or as neutral stimuli for 6 individuals with autism. Data suggest that clinicians who work with individuals with ASD should ascertain the functional properties of social interactions prior to using them as a consequence in interventions.
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4. De Geyter C, M’Rabet N, De Geyter J, Zurcher S, Moffat R, Bosch N, Zhang H, Heinimann K. {{Similar prevalence of expanded CGG repeat lengths in the fragile X mental retardation I gene among infertile women and among women with proven fertility: a prospective study}}. {Genetics in medicine : official journal of the American College of Medical Genetics}. 2013 Oct 10.
Purpose:We sought to determine the usefulness of fragile X mental retardation 1 (FMR1) carrier testing among young infertile women with or without signs of ovarian insufficiency as compared with fertile women.Methods:Three cohorts of women were recruited to determine the cytosine-guanine-guanine (CGG) repeats trinucleotide repeat length in the 5′-untranslated region of the FMR1 gene in lymphocyte DNA. A total of 199 fertile women, who were reported to have conceived within 3 months, were recruited together with 372 infertile women with ongoing menstrual cycles and 48 infertile women with primary ovarian insufficiency. The various ranges of FMR1 CGG repeat lengths among infertile women were compared with those of fertile controls. In infertile women with ongoing menstrual cycles, the serum concentrations of follicle-stimulating hormone, anti-Muellerian hormone, and inhibin B were measured during the early follicular phase.Results:None of the three categories of FMR1 CGG repeat length expansions (premutation, intermediate range, and high normal range) were more prevalent among infertile women than among fertile women. The CGG repeat length was not correlated with any of the ovarian reserve parameters.Conclusion:In comparison with a generalized preconception screening strategy, infertility as a criterion, even together with reduced ovarian reserve, is not suitable for identifying a higher proportion of women with expanded FMR1 CGG repeat length.Genet Med advance online publication 10 October 2013Genetics in Medicine (2013); doi:10.1038/gim.2013.146.
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5. Dewinter J, Vermeiren R, Vanwesenbeeck I, van Nieuwenhuizen C. {{Autism and normative sexual development: a narrative review}}. {Journal of clinical nursing}. 2013 Sep 21.
AIMS AND OBJECTIVES: To explore the existing knowledge on sexuality and autism spectrum disorders. To this end, the concept of normative sexual development was used as an organising framework. BACKGROUND: Sexual health can be seen as a developmental task for all children, adolescents and adults. Core autism features are related with skills central to sexual development and functioning. More insight in sexual development in people with autism is relevant for education, support and interventions by parents and professionals in somatic and mental health care. METHODS: A comprehensive search of scientific online databases and reference lists was conducted. Publications based on qualitative and quantitative research, including case studies, were selected. RESULTS: Fifty-five articles and reports were selected and discussed. Information was grouped according to three domains: sexual behaviour, sexual selfhood and sexual socialisation. CONCLUSION: Sexual development is a part of life for people with autism of all developmental levels and is generally understudied in this population. Most information was available on behavioural aspects and experiences of socialising agents, such as parents and professionals. Developmental processes and the relation between sexual behaviour, selfhood and socialisation remained unclear. RELEVANCE TO CLINICAL PRACTICE: Nurses working in schools, institutions and general health care support children, adolescents and adults with autism and advice their families, teachers, other educators and caregivers on sexuality issues. They can have an important role in daily assessment and support of this developmental domain by actively enquiring about the different aspects of sexual development and by offering information. Our findings offer an overview on the existing knowledge and support the idea that sexual development is normative for people with autism just as for anybody else.
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6. Dupere S, Macdonald RP, Ahearn WH. {{Using video modeling with substitutable loops to teach varied play to children with autism}}. {Journal of applied behavior analysis}. 2013 Sep;46(3):662-8.
Children with autism often engage in repetitive play with little variation in the actions performed or items used. This study examined the use of video modeling with scripted substitutable loops on children’s pretend play with trained and untrained characters. Three young children with autism were shown a video model of scripted toy play that included a substitutable loop that allowed various characters to perform the same actions and vocalizations. Three characters were modeled with the substitutable loop during training sessions, and 3 additional characters were present in the video but never modeled. Following video modeling, all the participants incorporated untrained characters into their play, but the extent to which they did so varied.
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7. Fisher WW, Rodriguez NM, Owen TM. {{FUNCTIONAL ASSESSMENT AND TREATMENT OF PERSEVERATIVE SPEECH ABOUT RESTRICTED TOPICS IN AN ADOLESCENT WITH ASPERGER SYNDROME}}. {Journal of applied behavior analysis}. 2013 Mar;46(1):307-11.
A functional analysis showed that a 14-year-old boy with Asperger syndrome displayed perseverative speech (or « restricted interests ») reinforced by attention. To promote appropriate speech in a turn-taking format, we implemented differential reinforcement (DR) of nonperseverative speech and DR of on-topic speech within a multiple schedule with stimuli that signaled the contingencies in effect and who was to select the topic. Both treatments reduced perseverative speech, but only DR of on-topic speech increased appropriate turn taking during conversation. Treatment effects were maintained when implemented by family members and novel therapists.
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8. Gokey KM, Wilder DA, Welch T, Collier A, Mathisen D. {{Fading a concurrent activity during self-control training for children with autism}}. {Journal of applied behavior analysis}. 2013 Aug 12.
We evaluated a modified technique for teaching self-control and increasing the duration of waiting for access to a preferred item among 3 children with autism. Participants initially chose an immediate small reinforcer over a delayed large reinforcer and a delayed large reinforcer with a concurrent activity requirement for the duration of the delay. When the delay to the larger reinforcer with the concurrent activity requirement was gradually increased from 0 s to the terminal delay, participants switched to and maintained selection of that option, thereby demonstrating increased self-control. Finally, the duration of the concurrent activity was gradually reduced without changing the duration of the delay to the large reinforcer. All 3 participants continued to select the delayed large reinforcer, showing self-controlled responding in the absence of a concurrent activity.
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9. Herbert MR, Sage C. {{Autism and EMF? Plausibility of a pathophysiological link part II}}. {Pathophysiology : the official journal of the International Society for Pathophysiology / ISP}. 2013 Oct 7.
Autism spectrum conditions (ASCs) are defined behaviorally, but they also involve multileveled disturbances of underlying biology that find striking parallels in the physiological impacts of electromagnetic frequency and radiofrequency radiation exposures (EMF/RFR). Part I (Vol 776) of this paper reviewed the critical contributions pathophysiology may make to the etiology, pathogenesis and ongoing generation of behaviors currently defined as being core features of ASCs. We reviewed pathophysiological damage to core cellular processes that are associated both with ASCs and with biological effects of EMF/RFR exposures that contribute to chronically disrupted homeostasis. Many studies of people with ASCs have identified oxidative stress and evidence of free radical damage, cellular stress proteins, and deficiencies of antioxidants such as glutathione. Elevated intracellular calcium in ASCs may be due to genetics or may be downstream of inflammation or environmental exposures. Cell membrane lipids may be peroxidized, mitochondria may be dysfunctional, and various kinds of immune system disturbances are common. Brain oxidative stress and inflammation as well as measures consistent with blood-brain barrier and brain perfusion compromise have been documented. Part II of this paper documents how behaviors in ASCs may emerge from alterations of electrophysiological oscillatory synchronization, how EMF/RFR could contribute to these by de-tuning the organism, and policy implications of these vulnerabilities. It details evidence for mitochondrial dysfunction, immune system dysregulation, neuroinflammation and brain blood flow alterations, altered electrophysiology, disruption of electromagnetic signaling, synchrony, and sensory processing, de-tuning of the brain and organism, with autistic behaviors as emergent properties emanating from this pathophysiology. Changes in brain and autonomic nervous system electrophysiological function and sensory processing predominate, seizures are common, and sleep disruption is close to universal. All of these phenomena also occur with EMF/RFR exposure that can add to system overload (‘allostatic load’) in ASCs by increasing risk, and can worsen challenging biological problems and symptoms; conversely, reducing exposure might ameliorate symptoms of ASCs by reducing obstruction of physiological repair. Various vital but vulnerable mechanisms such as calcium channels may be disrupted by environmental agents, various genes associated with autism or the interaction of both. With dramatic increases in reported ASCs that are coincident in time with the deployment of wireless technologies, we need aggressive investigation of potential ASC-EMF/RFR links. The evidence is sufficient to warrant new public exposure standards benchmarked to low-intensity (non-thermal) exposure levels now known to be biologically disruptive, and strong, interim precautionary practices are advocated.
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10. Humphreys T, Polick AS, Howk LL, Thaxton JR, Ivancic AP. {{AN EVALUATION OF REPEATING THE DISCRIMINATIVE STIMULUS WHEN USING LEAST-TO-MOST PROMPTING TO TEACH INTRAVERBAL BEHAVIOR TO CHILDREN WITH AUTISM}}. {Journal of applied behavior analysis}. 2013 Jun;46(2):534-8.
A common recommendation with least-to-most prompting is to repeat the discriminative stimulus (SD ) with each successive prompt (Cooper, Heron, & Heward, 2007). However, few studies have evaluated this recommendation. We compared repeating the SD to presenting the SD once when teaching intraverbal behavior to children with autism. Results showed that both methods produced acquisition, and repeating the SD produced no greater efficiency in acquisition.
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11. Jones J, Lerman DC, Lechago S. {{Assessing stimulus control and promoting generalization via video modeling when teaching social responses to children with autism}}. {Journal of applied behavior analysis}. 2013 Sep 20.
We taught social responses to young children with autism using an adult as the recipient of the social interaction and then assessed generalization of performance to adults and peers who had not participated in the training. Although the participants’ performance was similar across adults, responding was less consistent with peers, and a subsequent probe suggested that the recipient of the social behavior (adults vs. peers) controlled responding. We then evaluated the effects of having participants observe a video of a peer engaged in the targeted social behavior with another peer who provided reinforcement for the social response. Results suggested that certain irrelevant stimuli (adult vs. peer recipient) were more likely to exert stimulus control over responding than others (setting, materials) and that video viewing was an efficient way to promote generalization to peers.
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12. Kenzer AL, Bishop MR, Wilke AE, Tarbox JR. {{Including unfamiliar stimuli in preference assessments for young children with autism}}. {Journal of applied behavior analysis}. 2013 Sep;46(3):689-94.
This study examined the inclusion of familiar and unfamiliar stimuli in a paired-stimulus preference assessment and subsequent progressive-ratio reinforcer assessment for 3 children with an autism spectrum disorder (ASD). Results showed that highly preferred unfamiliar stimuli functioned as reinforcers. These findings suggest that the inclusion of unfamiliar stimuli in preference assessments may facilitate the identification of additional reinforcers for children with an ASD.
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13. Lechago SA, Howell A, Caccavale MN, Peterson CW. {{Teaching « how? » mand-for-information frames to children with autism}}. {Journal of applied behavior analysis}. 2013 Aug 9.
The current study extends the mand-for-information literature by examining a method to teach mand-for-information frames, targeting 2 frames for the « How? » mand (« How do I? » and « How many? »). Using separate behavior chains to target the 2 frames, we taught 3 children with autism to emit mands for information with 1 behavior chain and assessed generalization with the remaining behavior chains. Behavior chains that the participants were unable to perform independently and that produced a desirable outcome for the participant (e.g., tornado water) were used to contrive the relevant motivating operation. For all 3 participants, mands for information generalized across motivating operations and response topographies.
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14. Leezenbaum NB, Campbell SB, Butler D, Iverson JM. {{Maternal verbal responses to communication of infants at low and heightened risk of autism}}. {Autism}. 2013 Oct 10.
This study investigates mothers’ responses to infant communication among infants at heightened genetic risk (high risk) of autism spectrum disorder compared to infants with no such risk (low risk). A total of 26 infants, 12 of whom had an older sibling with autism spectrum disorder, were observed during naturalistic in-home interaction and semistructured play with their mothers at 13 and 18 months of age. Results indicate that overall, mothers of low-risk and high-risk infants were highly and similarly responsive to their infants’ communicative behaviors. However, examination of infant vocal and gestural communication development together with maternal verbal responses and translations (i.e. verbally labeling a gesture referent) suggests that delays in early communication development observed among high-risk infants may alter the input that these infants receive; this in turn may have cascading effects on the subsequent development of communication and language.
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15. Leon Y, Lazarchick WN, Rooker GW, Deleon IG. {{ASSESSMENT OF PROBLEM BEHAVIOR EVOKED BY DISRUPTION OF RITUALISTIC TOY ARRANGEMENTS IN A CHILD WITH AUTISM}}. {Journal of applied behavior analysis}. 2013 Jun;46(2):507-11.
A functional analysis suggested that the problem behavior of a 9-year-old girl with autism was maintained by gaining the opportunity to restore ritualistic toy arrangements that had been disrupted. Functional communication training and extinction produced clear decreases in problem behavior in 2 contexts: 1 in which we removed a play item, and 1 in which we merely relocated the item and blocked its rearrangement.
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16. Lepper TL, Petursdottir AI, Esch BE. {{Effects of operant discrimination training on the vocalizations of nonverbal children with autism}}. {Journal of applied behavior analysis}. 2013 Sep;46(3):656-61.
We evaluated the effects of operant discrimination training (ODT) on the vocalizations of 3 boys with autism. We compared ODT to a stimulus-stimulus pairing (SSP) condition and a control condition in an adapted alternating-treatments design. ODT increased the target vocalizations of all participants compared to the control condition, and its effects were similar to SSP. All participants preferred ODT to SSP.
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17. Lerman DC, Hawkins L, Hoffman R, Caccavale M. {{TRAINING ADULTS WITH AN AUTISM SPECTRUM DISORDER TO CONDUCT DISCRETE-TRIAL TRAINING FOR YOUNG CHILDREN WITH AUTISM: A PILOT STUDY}}. {Journal of applied behavior analysis}. 2013 Jun;46(2):465-78.
We evaluated a behavioral skills training program for adults with autism spectrum disorder and mild or no intellectual disabilities who were interested in learning the skills used by behavior therapists to work with young children with autism and other developmental disabilities. Four adults, aged 21 to 30 years, participated. We trained each individually using verbal and written instructions, modeling, and role play with feedback to teach 2 basic skills to an adult who played the role of a young child with autism. We evaluated generalization of the discrete-trial training skills by having the participant (a) teach the adult confederate 2 additional targets that we had not included in training and (b) teach a new skill to a young child with autism. Results indicated that 3 of the 4 participants rapidly acquired discrete-trial training skills and that these skills generalized to new targets with the confederate adults and to teaching an actual child with autism.
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18. Maaswinkel H, Zhu L, Weng W. {{Assessing Social Engagement in Heterogeneous Groups of Zebrafish: A New Paradigm for Autism-Like Behavioral Responses}}. {PloS one}. 2013;8(10):e75955.
Because of its highly developed social character, zebrafish is a promising model system for the study of the genetic and neurochemical basis of altered social engagement such as is common in autism and schizophrenia. The traditional shoaling paradigm investigates social cohesion in homogeneous groups of zebrafish. However, the social dynamics of mixed groups is gaining interest from a therapeutic point of view and thus warrants animal modeling. Furthermore, mutant zebrafish are not always available in large numbers. Therefore, we developed a new paradigm that allows exploring shoaling in heterogeneous groups. The effects of MK-801, a non-competitive antagonist of the glutamate N-methyl-D-aspartate (NMDA) receptor, on social cohesion were studied to evaluate the paradigm. The drug has previously been shown to mimic aspects of autism and schizophrenia. Our results show that a single MK-801-treated zebrafish reduced social cohesion of the entire shoal drastically. Preliminary observations suggest that the social dynamics of the shoal as a whole was altered.
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19. Mandy W, Charman T, Puura K, Skuse D. {{Investigating the cross-cultural validity of DSM-5 autism spectrum disorder: Evidence from Finnish and UK samples}}. {Autism}. 2013 Oct 10.
The recent Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition (DSM-5) reformulation of autism spectrum disorder has received empirical support from North American and UK samples. Autism spectrum disorder is an increasingly global diagnosis, and research is needed to discover how well it generalises beyond North America and the United Kingdom. We tested the applicability of the DSM-5 model to a sample of Finnish young people with autism spectrum disorder (n = 130) or the broader autism phenotype (n = 110). Confirmatory factor analysis tested the DSM-5 model in Finland and compared the fit of this model between Finnish and UK participants (autism spectrum disorder, n = 488; broader autism phenotype, n = 220). In both countries, autistic symptoms were measured using the Developmental, Diagnostic and Dimensional Interview. Replicating findings from English-speaking samples, the DSM-5 model fitted well in Finnish autism spectrum disorder participants, outperforming a Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV) model. The DSM-5 model fitted equally well in Finnish and UK autism spectrum disorder samples. Among broader autism phenotype participants, this model fitted well in the United Kingdom but poorly in Finland, suggesting that cross-cultural variability may be greatest for milder autistic characteristics. We encourage researchers with data from other cultures to emulate our methodological approach, to map any cultural variability in the manifestation of autism spectrum disorder and the broader autism phenotype. This would be especially valuable given the ongoing revision of the International Classification of Diseases-11th Edition, the most global of the diagnostic manuals.
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20. Marrus N, Veenstra-Vanderweele J, Hellings JA, Stigler KA, Szymanski L, King BH, Carlisle LL, Cook EH, Jr., The American Academy of Child Adolescent Psychiatry A, Intellectual Disability C, Pruett JR, Jr. {{Training of child and adolescent psychiatry fellows in autism and intellectual disability}}. {Autism}. 2013 Oct 10.
Patients with autism spectrum disorders and intellectual disability can be clinically complex and often have limited access to psychiatric care. Because little is known about post-graduate clinical education in autism spectrum disorder and intellectual disability, we surveyed training directors of child and adolescent psychiatry fellowship programs. On average, child and adolescent psychiatry directors reported lectures of 3 and 4 h per year in autism spectrum disorder and intellectual disability, respectively. Training directors commonly reported that trainees see 1-5 patients with autism spectrum disorder or intellectual disability per year for outpatient pharmacological management and inpatient treatment. Overall, 43% of directors endorsed the need for additional resources for training in autism spectrum disorder and intellectual disability, which, coupled with low didactic and clinical exposure, suggests that current training is inadequate.
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21. McGhan AC, Lerman DC. {{An assessment of error-correction procedures for learners with autism}}. {Journal of applied behavior analysis}. 2013 Sep;46(3):626-39.
Prior research indicates that the relative effectiveness of different error-correction procedures may be idiosyncratic across learners, suggesting the potential benefit of an individualized assessment prior to teaching. In this study, we evaluated the reliability and utility of a rapid error-correction assessment to identify the least intrusive, most effective procedure for teaching discriminations to 5 learners with autism. The initial assessment included 4 commonly used error-correction procedures. We compared the total number of trials required for the subject to reach the mastery criterion under each procedure. Subjects then received additional instruction with the least intrusive procedure associated with the fewest number of trials and 2 less effective procedures from the assessment. Outcomes of the additional instruction were consistent with those from the initial assessment for 4 of 5 subjects. These findings suggest that an initial assessment may be beneficial for identifying the most appropriate error-correction procedure.
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22. Miguel CF, Kobari-Wright VV. {{The effects of tact training on the emergence of categorization and listener behavior in children with autism}}. {Journal of applied behavior analysis}. 2013 Sep;46(3):669-73.
We evaluated the effects of tact training on the emergence of categorization and listener behavior using a nonconcurrent multiple baseline design across 2 children with autism. Participants learned to tact the category name of 9 pictures that belonged to 3 different categories. We assessed whether participants accurately matched pictures by category and selected the correct comparisons when hearing their category names. After training, participants categorized and emitted listener behavior. One participant did not categorize until asked to tact the samples. These results suggest that tact training may be an efficient way to produce listener and categorization in children diagnosed with autism.
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23. Must A, Phillips SM, Curtin C, Anderson SE, Maslin M, Lividini K, Bandini LG. {{Comparison of sedentary behaviors between children with autism spectrum disorders and typically developing children}}. {Autism}. 2013 Oct 10.
Time spent in sedentary behavior is largely due to time spent engaged with electronic screen media. Little is known about the extent to which sedentary behaviors for children with autism spectrum disorder differ from typically developing children. We used parental report to assess and compare time spent in sedentary behaviors for 53 children with autism spectrum disorder and 58 typically developing children aged 3-11 years. We also determined how sedentary behavior was related to child weight status (body mass index z-score). Overall, children with autism spectrum disorder spent an hour more in sedentary behaviors on weekdays compared to typically developing children (5.2 vs 4.2 h, p = 0.03), and most of this difference was due to screen time. The age- and sex-adjusted estimate of weekday total daily screen time was 1.6 h (typically developing) compared to 2.5 h (autism spectrum disorder, p = 0.004 for difference). A significant relationship between BMI z-score and total sedentary behavior time on weekend days was observed among young children with ASD, but not among TD children. The modest association between weekend sedentary behaviour time and BMI z-score among children with ASD suggests that sedentary behaiour is linked to relative weight status in these children. Further research is needed to confirm these findings and identify causal pathways.
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24. Panerai S, Tasca D, Lanuzza B, Trubia G, Ferri R, Musso S, Alagona G, Di Guardo G, Barone C, Gaglione MP, Elia M. {{Effects of repetitive transcranial magnetic stimulation in performing eye-hand integration tasks: Four preliminary studies with children showing low-functioning autism}}. {Autism}. 2013 Oct 10.
This report, based on four studies with children with low-functioning autism, aimed at evaluating the effects of repetitive transcranial magnetic stimulation delivered on the left and right premotor cortices on eye-hand integration tasks; defining the long-lasting effects of high-frequency repetitive transcranial magnetic stimulation; and investigating the real efficacy of high-frequency repetitive transcranial magnetic stimulation by comparing three kinds of treatments (high-frequency repetitive transcranial magnetic stimulation, a traditional eye-hand integration training, and both treatments combined). Results showed a significant increase in eye-hand performances only when high-frequency repetitive transcranial magnetic stimulation was delivered on the left premotor cortex; a persistent improvement up to 1 h after the end of the stimulation; better outcomes in the treatment combining high-frequency repetitive transcranial magnetic stimulation and eye-hand integration training. Based on these preliminary findings, further evaluations on the usefulness of high-frequency repetitive transcranial magnetic stimulation in rehabilitation of children with autism are strongly recommended.
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25. Pearson A, Ropar D, de CHAF. {{A review of visual perspective taking in autism spectrum disorder}}. {Frontiers in human neuroscience}. 2013;7:652.
Impairments in social cognition are a key symptom of autism spectrum disorder (ASD). People with autism have great difficulty with understanding the beliefs and desires of other people. In recent years literature has begun to examine the link between impairments in social cognition and abilities which demand the use of spatial and social skills, such as visual perspective taking (VPT). Flavell (1977) defined two levels of perspective taking: VPT level 1 is the ability to understand that other people have a different line of sight to ourselves, whereas VPT level 2 is the understanding that two people viewing the same item from different points in space may see different things. So far, literature on whether either level of VPT is impaired or intact in autism is inconsistent. Here we review studies which have examined VPT levels 1 and 2 in people with autism with a focus on their methods. We conclude the review with an evaluation of the findings into VPT in autism and give recommendations for future research which may give a clearer insight into whether perspective taking is truly impaired in autism.
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26. Potter JN, Hanley GP, Augustine M, Clay CJ, Phelps MC. {{TREATING STEREOTYPY IN ADOLESCENTS DIAGNOSED WITH AUTISM BY REFINING THE TACTIC OF « USING STEREOTYPY AS REINFORCEMENT »}}. {Journal of applied behavior analysis}. 2013 Jun;46(2):407-23.
Use of automatically reinforced stereotypy as reinforcement has been shown to be successful for increasing socially desirable behaviors in persons with intellectual disabilities (Charlop, Kurtz, & Casey, 1990; Hanley, Iwata, Thompson, & Lindberg, 2000; Hung, 1978). A component analysis of this treatment was conducted with 3 adolescents who had been diagnosed with autism, and then extended by (a) progressively increasing the quantitative and qualitative aspects of the response requirement to earn access to stereotypy, (b) arranging objective measures of client preference for contingent access to stereotypy compared to other relevant treatments for their automatically reinforced stereotypy, and (c) assessing the social validity of this treatment with other relevant stakeholders. Implications for addressing stereotypy and increasing the leisure skills of adolescents with autism are discussed.
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27. Schmidt C. {{Severe Autism, Often Slighted, Now Targeted for Study}}. {Science (New York, NY)}. 2013 Oct 11;342(6155):179.
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28. Vladescu JC, Kodak TM. {{Increasing instructional efficiency by presenting additional stimuli in learning trials for children with autism spectrum disorders}}. {Journal of applied behavior analysis}. 2013 Aug 9.
The current study examined the effectiveness and efficiency of presenting secondary targets within learning trials for 4 children with an autism spectrum disorder. Specifically, we compared 4 instructional conditions using a progressive prompt delay. In 3 conditions, we presented secondary targets in the antecedent or consequence portion of learning trials, or in the absence of prompts and reinforcement. In the fourth condition (control), we did not include secondary targets in learning trials. Results replicate and extend previous research by demonstrating that the majority of participants acquired secondary targets presented in the antecedent and consequent events of learning trials.
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29. Wiskow KM, Klatt KP. {{The effects of awareness training on tics in a young boy with Tourette syndrome, Asperger syndrome, and attention deficit hyperactivity disorder}}. {Journal of applied behavior analysis}. 2013 Sep;46(3):695-8.
Previous research has shown habit reversal training (HRT) to be effective in reducing tics. In some studies, tics have been reduced by implementing only a few components of HRT. The current study investigated the first step, awareness training, for treating tics in a young boy with Asperger syndrome, Tourette syndrome, and attention deficit hyperactivity disorder. The results showed a reduction in all tics.
