Pubmed du 13/04/25
1. André TG, Moreira NG, Lucca M, Dutra HS, Carlos DM, Fernandez-Garcia AO, Nascimento LC. Strategies used by the nursing team in the care of autistic children and adolescents: An integrative review. J Pediatr Nurs. 2025.
PROBLEM: Nurses play a crucial role in monitoring children’s growth and development and play a vital role in healthcare facilities, where their presence is constant, providing uninterrupted care and support. The aim of this review to identify the strategies used by the nursing team in caring for autistic children and adolescents METHOD: Integrative literature review, developed in stages, which included: identification of the problem, systematic literature search, quality assessment, data analysis, and presentation of the results. The searches were conducted in seven databases: PubMed, CINAHL, Scopus, Scielo, Embase, Lilacs, and Bdenf, and included articles published in English, Portuguese, and Spanish with no restrictions on period. Controlled descriptors from the Medical Subject Headings (MeSH), CINAHL titles, synonyms, and keywords were used, combined with Boolean operators AND and OR. RESULTS: The final sample included six articles. Analysis of the studies identified four main strategies adopted by the nursing team in caring for autistic children and adolescents: communication; collaboration with parents and use of sensory objects; preparation of the environment and time management; and, finally, continuing education for professionals FINAL CONSIDERATIONS: This study highlights the importance of including autism in the training of future nurses, emphasizing the need for specific preparation to deal with atypical children and adolescents. The strategies identified provide a practical guide to qualifying the care and support offered to this population IMPLICATIONS FOR PRACTICE: The implementation of these strategies can also help improve the emotional well-being of patients and their families, fostering a holistic approach to care.
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2. Socie C, Descamps A, Thouvenin B, Peigné CDF, Abadie V, Ouss L. Eating disorders in children under 4 years of age with autism spectrum disorder: Description and determinants: Eating disorders in children with autism spectrum disorder. Arch Pediatr. 2025.
BACKGROUND: Eating disorders in children with autism spectrum disorder (ASD) are multifactorial and complex, and impair their quality of life. The link between eating difficulties and ASD is still controversial, and few studies have focused on very young children with ASD. OBJECTIVES: Our objectives were: 1) to characterize the eating disorders of ASD children under 4 years; 2) to study the links between these eating disorders and the characteristics of the child (symptoms and severity of ASD, level of development). METHODS: 33 ASD children (18 months to 4 years) were included. Their developmental level was assessed by the Brunet-Lézine Revised test (BL-R) and characteristics of ASD by the Autism Diagnosis Interview-Revised (ADI-R). We used a new questionnaire on eating disorders of children between 9 months and 6 years of age that covered 4 dimensions: eating behavior, oro-motor skills, oral and bodily sensory characteristics, and parental impacts and strategies. RESULTS: 70 % of parents declared eating disorders in their child, with an early frequent onset beyond 12 months of age. These disorders caused significant parental suffering and worries about the future in two-thirds of parents, and more than half of the parents implemented strategies to handle them. We found two striking results: 1) No statistical link was observed between the severity of an eating disorder and the severity of ASD symptoms or the child’s developmental level; 2) Children with better communication and socialization levels had more eating disorders. CONCLUSION: These results show that eating disorders in our population are probably linked with the relational nature of the act of eating.
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3. Tang J, Yang Y, Qu P, Chen J, Li T, Dai Y. The role of HIF-1α silencing in late pregnancy hypoxia-induced autism-like behavior in rat offspring. Brain Res. 2025: 149633.
Autism spectrum disorder (ASD) is a neurodevelopmental disorder that can be caused by a variety of factors. Our previous study indicated that hypoxia-inducible factor 1 alpha (HIF-1α) plays a role in hypoxia-caused autism-like behavior. In this study, we investigated the mechanism by which HIF-1α contributes to prenatal hypoxia-induced autism-like behavior in vivo to provide an experimental basis for the treatment of ASD. We established a prenatal hypoxia model of pregnant rats by placing 17-day pregnant rats into a self-made hypoxia chamber filled with a nitrogen containing 10 %±0.5 % oxygen. Within 24 h after birth, the lateral ventricles of the prenatal hypoxia offspring rats were injected with a recombinant adeno-associated virus designed to silence HIF-1α expression. The autistic behavior of offspring rats in the HIF-1α silenced group was significantly alleviated compared with that of the prenatal hypoxia group. With the silencing of HIF-1α, the activity of phosphatase and tensin homolog (PTEN) increased and the PI3K/AKT pathway was inhibited by negative feedback. The mRNA expression level of vascular endothelial growth factor (VEGF) was decreased in the Si-HIF-1α silenced group and N-methyl D-aspartate receptor subtype 2 (NR2A) expression was downregulated. Thus, our study indicates that HIF-1α plays a role in hypoxia-induced autism-like behavior, and its regulatory effect may be achieved by inhibiting the activity of PTEN, resulting in activation of the PI3K signaling pathway. Synaptic plasticity regulation may also be involved.
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4. Wu D, Moraglia LE, Ravi S, Elison JT, Wolff JJ, Estes A, John TS, Zwaigenbaum L, Marrus N, Hazlett H, Schultz R, Botteron K, Dager SR, Abdi H, Piven J, Swanson MR. Clarifying the developmental association between gesture and later vocabulary for autistic children. Infant Behav Dev. 2025; 79: 102058.
Gestures serve as both a communication and a word-learning tool, with typically developing children consistently showing that early gestures are positively associated with later vocabulary skills. However, many autistic children experience delays and challenges in both gesture and vocabulary skills, and studies also show mixed gesture-vocabulary associations; thus, it is unclear whether gestures in autistic children support emerging vocabulary skills. To address previous conflicting findings, the current conceptual replication study uses linear models with a large sample (N = 451) of 12- to 24-month-old English-raised infants to investigate whether gestures are associated with expressive and receptive vocabulary. Using the infant-sibling design, gesture-vocabulary associations and group moderation were investigated in three groups: infant-siblings of autistic children who later meet the criteria for autism themselves (HL-ASD, n = 73), infant-siblings who did not meet criteria for autism (HL-Neg, n = 238), and a control group without a family history of autism (LL-Neg, n = 140). Both LL-Neg and HL-ASD groups showed positive associations between 12-month gestures and 18-month receptive vocabulary; however, only the LL-Neg group showed a positive association between 12-month gestures and 18-month expressive vocabulary. For 12-month gestures and 24-month receptive and expressive vocabulary, the LL-Neg and HL-Neg groups showed positive association, whereas the HL-ASD group did not. Similarly, the LL-Neg and HL-Neg groups showed positive associations between 18-month gestures and 24-month vocabulary, but the HL-ASD did not. Overall, the LL-Neg group showed significant gesture-vocabulary associations across all tested models, while the HL-ASD only showed one significant positive association.
