1. Baghdadli A, Rattaz C, Michelon C, Pernon E, Munir K. {{Correction to: Fifteen-Year Prospective Follow-Up Study of Adult Outcomes of Autism Spectrum Disorders Among Children Attending Centers in Five Regional Departments in France: The EpiTED Cohort}}. {J Autism Dev Disord}. 2019.
The original version of this article unfortunately contained the following omissions.
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2. Charlton AS, Smith IC, Mazefsky CA, White SW. {{The Role of Emotion Regulation on Co-occurring Psychopathology in Emerging Adults with ASD}}. {J Autism Dev Disord}. 2019.
Deficits in emotion regulation (ER) are commonly observed in individuals with ASD and may contribute to elevated rates of psychiatric comorbidity. The objective of this study was to understand the relationship between ER (self-and caregiver-reported) and clinician-assigned mood and anxiety disorders in emerging adults with ASD (n = 27). Individuals with an anxiety or mood disorder demonstrated significantly greater involuntary engagement (IE) for ER than those without an anxiety or unipolar depression diagnosis. Furthermore, those without anxiety or depression reported significantly more voluntary engagement (VE). However, consistent with prior findings outside of ASD, IE appears closely associated with internalizing diagnoses, even when VE is also utilized. Research on clinical approaches to reduce reliance on involuntary approaches to emotion management should be pursued.
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3. Connor A, Sung C, Strain A, Zeng S, Fabrizi S. {{Building Skills, Confidence, and Wellness: Psychosocial Effects of Soft Skills Training for Young Adults with Autism}}. {J Autism Dev Disord}. 2019.
Recognizing that social functioning and mental health are linked to social participation and employment outcomes, this pilot study examined the preliminary outcomes of an eight-session, work-related social skills training program designed for young adults with high-functioning autism (HFASD). Results indicate statistically significant improvements in social cognition, social function, and social confidence. Furthermore, participants (n = 26) reported statistically significant reductions in anxiety, and a trend toward lessening depressive symptoms. These results suggest that: (1) social skills training is suitable for individuals with HFASD and clinically-significant levels of anxiety and/or depression, and (2) bolstered social functioning may have broader, cyclical impacts on social confidence, psychological wellness, and social and vocational participation in this population.
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4. El-Maghraby A, Williams L. {{Treating dental patients with autism spectrum disorder}}. {General dentistry}. 2019; 67(2): 14-6.
5. Goldstein J, Ross DA, Moreno De Luca D. {{Found in Translation: Autism Genetics and the Quest for Its Rosetta Stone}}. {Biol Psychiatry}. 2019; 85(7): e29-e30.
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6. Hoyland AL, Naerland T, Engstrom M, Torske T, Lydersen S, Andreassen OA. {{Atypical event-related potentials revealed during the passive parts of a Go-NoGo task in autism spectrum disorder: a case-control study}}. {Mol Autism}. 2019; 10: 10.
Background: The core features of autism spectrum disorder (ASD) are easily recognizable in non-structured clinical and real-life situations. The features are often difficult to capture in structured laboratory settings, and the results from tests do not necessarily reflect symptom severity. We investigated neurophysiological processing in the passive parts of a cued Go-NoGo task, using the active parts of the test as a comparator. Methods: Forty-nine adolescents diagnosed with ASD and 49 typically developing (TD) adolescents (age 12-21 years) were included. Daily life executive function was assessed with the Behavior Rating Inventory of Executive Function (BRIEF). We applied a visual cued Go-NoGo task and recorded event-related potentials (ERPs). We investigated occipital N1, a component related to early perception of visual stimuli, and P3a, a fronto-central component related to switching of attention, in the passive and active parts of the test. Results: During the passive parts, the ASD group had statistically significantly longer N1 latency (p < 0.001, Cohens d = 0.75) and enhanced amplitude of P3a (p = 0.002, Cohens d = 0.64) compared to the TD, while no significant differences were observed in the active parts. Both components correlated significantly with the Behavioral Regulation Index of the BRIEF (partial correlation r = 0.35, p = 0.003). Conclusion: Delayed N1 response, indicating altered visual perception, and enhanced P3a response, indicating increased neural activation related to attention allocation, were found during the passive parts of a Go-NoGo task in ASD participants. These abnormal ERP signals in the non-structured settings were associated with everyday executive function, suggesting that neurophysiolocal measures related to atypical control of alertness and "hyper-awareness" underlie daily life dysfunction in ASD. Assessments during passive settings have a potential to reveal core neurobiological substrates of ASD. Lien vers le texte intégral (Open Access ou abonnement)
7. Iadarola S, Perez-Ramos J, Smith T, Dozier A. {{Understanding stress in parents of children with autism spectrum disorder: A focus on under-represented families}}. {International journal of developmental disabilities}. 2019; 65(1): 20-30.
Objectives: Parents of children with autism spectrum disorder (ASD) report high levels of stress that can interfere with important child and family treatments. Limited past research considers how the caregiving experience and social determinants of health may contribute to treatment engagement and outcomes, particularly in under-represented families, who already experience service and health disparities. We aimed to assess the experiences of caring for an individual with ASD, with specific emphasis on perceptions of stress. Methods: Three key informant interviews were conducted with parents (n=1) and providers (n=2) of children with ASD to refine interview guide questions. Once questions were refined, four focus groups (n=17) and one key informant interview were conducted with parents of children with ASD who were (a) non-white, (b) Spanish speakers, (c) of limited financial resources, and/or (d) living in rural counties. All participants lived in Western New York, with the majority residing in Rochester. Content analysis by two independent coders was used to identify and refine themes. Results: Themes included: (a) caregiving for an individual with ASD can cause interference with family functioning, (b) misperceptions of ASD contribute to caregiver stress, (c) culture contributes to stressors for parents, and (d) service navigation difficulties are a significant source of stress. Suggestions for interventions to address parents stress included: modular and integrative treatments for multiple content areas, addressing cultural barriers to treatment engagement, and education on ASD to the community. Conclusions: Parent-focused interventions for caregivers of children with ASD should specifically explore and address service and health disparities for parents, especially those predicated on race, ethnicity, rurality, and language of origin. Interventions should also be individualized to parent characteristics and experiences. In future research on parent training, the unique contributions of caregiver stress and other characteristics (e.g., race-related stress, geographic location) should be included as potential modifiers of treatment.
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8. Lopez Cazaux S, Lefer G, Rouches A, Bourdon P. {{Toothbrushing training programme using an iPad((R)) for children and adolescents with autism}}. {European archives of paediatric dentistry : official journal of the European Academy of Paediatric Dentistry}. 2019.
AIM: To improve the oral health of children and teenagers with autism spectrum disorder (ASD) by using an iPad((R))-based training programme. METHODS: Fifty-two children and teenagers with ASD (aged 3-19 years) educated in schools or in care centres participated in this cohort study and followed for 8 months. A training programme for teaching toothbrushing behaviours was proposed to the educational staff. Quotation grids enabled assessment of the programme’s efficacy. RESULTS: Showed an improvement in toothbrushing. The children’s autonomy increased and oral care was more easily implemented when steps were taken by the caregivers. Wilcoxon analysis showed significant improvement in each variable related to toothbrushing. CONCLUSIONS: The iPad((R)) is an attractive and easy device for people with ASD to use. Its use in a training programme for teaching toothbrushing behaviours was efficient.
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9. Makushkin EV, Makarov IV, Pashkovskiy VE. {{[The prevalence of autism: genuine and imaginary]}}. {Zh Nevrol Psikhiatr Im S S Korsakova}. 2019; 119(2): 80-6.
In this review, the authors analyze the causes of the high prevalence of autism spectrum disorders (ASD) in recent decades. It is shown that the expansion of the boundaries of the ‘autistic spectrum’ concept led to a significant spread of data on its prevalence, depending on the time, diagnostic criteria, country and region. Stability of the diagnosis of ASD is not high and depends on the age of the child. Diagnostic practice in comorbid psychiatric disorders unfairly shifted toward ASD. At the same time, the hypothesis on the uniqueness of autistic manifestations in infancy is not convincingly confirmed. The practical aspect of the problem of the epidemiology of autism does not exclude, but on the contrary, presupposes early detection of nonspecific mental disorders followed by medical-psychological-pedagogical correction.
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10. Mitter N, Ali A, Scior K. {{Stigma experienced by families of individuals with intellectual disabilities and autism: A systematic review}}. {Res Dev Disabil}. 2019; 89: 10-21.
Studies have investigated the experiences of courtesy stigma and affiliate stigma in family members of individuals with intellectual and developmental disabilities (IDD) without a clear distinction between the two. This systematic literature review aimed to evaluate the findings of studies that examined the experiences of stigma in families of individuals with intellectual disabilities and/or autism. A systematic search of PsycINFO, ERIC and Scopus identified relevant articles published between 2012 and 2016, to expand on an earlier review on this topic published in 2012. Ten articles pertaining to eight studies were identified. They revealed that family carers do experience stigma and various consequences related to these, with family culture influencing these experiences. This review identifies a number of psychosocial variables that are associated with the development of courtesy stigma, affiliate stigma and their consequences. It highlights protective factors and strategies family carers use to cope with stigma, and a lack of clarity in distinguishing the concepts of courtesy stigma and affiliate stigma in family members.
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11. Ness SL, Bangerter A, Manyakov NV, Lewin D, Boice M, Skalkin A, Jagannatha S, Chatterjee M, Dawson G, Goodwin MS, Hendren R, Leventhal B, Shic F, Frazier JA, Janvier Y, King BH, Miller JS, Smith CJ, Tobe RH, Pandina G. {{An Observational Study With the Janssen Autism Knowledge Engine (JAKE((R))) in Individuals With Autism Spectrum Disorder}}. {Front Neurosci}. 2019; 13: 111.
Objective: The Janssen Autism Knowledge Engine (JAKE(R)) is a clinical research outcomes assessment system developed to more sensitively measure treatment outcomes and identify subpopulations in autism spectrum disorder (ASD). Here we describe JAKE and present results from its digital phenotyping (My JAKE) and biosensor (JAKE Sense) components. Methods: An observational, non-interventional, prospective study of JAKE in children and adults with ASD was conducted at nine sites in the United States. Feedback on JAKE usability was obtained from caregivers. JAKE Sense included electroencephalography, eye tracking, electrocardiography, electrodermal activity, facial affect analysis, and actigraphy. Caregivers of individuals with ASD reported behaviors using My JAKE. Results from My JAKE and JAKE Sense were compared to traditional ASD symptom measures. Results: Individuals with ASD (N = 144) and a cohort of typically developing (TD) individuals (N = 41) participated in JAKE Sense. Most caregivers reported that overall use and utility of My JAKE was « easy » (69%, 74/108) or « very easy » (74%, 80/108). My JAKE could detect differences in ASD symptoms as measured by traditional methods. The majority of biosensors included in JAKE Sense captured sizable amounts of quality data (i.e., 93-100% of eye tracker, facial affect analysis, and electrocardiogram data was of good quality), demonstrated differences between TD and ASD individuals, and correlated with ASD symptom scales. No significant safety events were reported. Conclusions: My JAKE was viewed as easy or very easy to use by caregivers participating in research outside of a clinical study. My JAKE sensitively measured a broad range of ASD symptoms. JAKE Sense biosensors were well-tolerated. JAKE functioned well when used at clinical sites previously inexperienced with some of the technologies. Lessons from the study will optimize JAKE for use in clinical trials to assess ASD interventions. Additionally, because biosensors were able to detect features differentiating TD and ASD individuals, and also were correlated with standardized symptom scales, these measures could be explored as potential biomarkers for ASD and as endpoints in future clinical studies. Clinical Trial Registration: https://clinicaltrials.gov/ct2/show/NCT02668991 identifier: NCT02668991.
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12. Posar A, Visconti P. {{The thousand faces of autism spectrum disorder}}. {Turk pediatri arsivi}. 2018; 53(4): 273-4.
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13. Posar A, Visconti P. {{Infantile autism and Mitteleuropa}}. {Turk pediatri arsivi}. 2018; 53(4): 271-2.
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14. Van Remmerden MC, Hoogland L, Mous SE, Dierckx B, Coesmans M, Moll HA, Lubbers K, Lincken CR, Van Eeghen AM. {{Growing up with Fragile X Syndrome: Concerns and Care Needs of Young Adult Patients and Their Parents}}. {J Autism Dev Disord}. 2019.
Little is known about care needs of young adults with Fragile X Syndrome (FXS). Patient-driven information is needed to improve understanding and support of young adults with FXS. A qualitative study was performed in 5 young adult patients (aged 18-30), and 33 parents of young adults. Concerns and care needs were categorized using the International Classification of Functioning, Disability, and Health. Results indicated concerns on 14 domains for males, and 13 domains for females, including physical, psychological and socio-economical issues. In both groups parents reported high stress levels and a lack of knowledge of FXS in adult care providers. This study revealed concerns on various domains, requiring gender-specific, multidisciplinary transitional care and adult follow-up for patients with FXS.
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15. Verpelli C, Pagano J, Sala C. {{The Up and Down of the N-Methyl-D-Aspartate Receptor That Causes Autism}}. {Biol Psychiatry}. 2019; 85(7): 530-1.
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16. Welsh P, Rodgers J, Honey E. {{Teachers’ perceptions of Restricted and Repetitive Behaviours (RRBs) in children with ASD: Attributions, confidence and emotional response}}. {Res Dev Disabil}. 2019; 89: 29-40.
BACKGROUND: Restricted and Repetitive Behaviours (RRBs) are some of the most difficult behaviours to manage in children with Autism Spectrum Disorders (ASD). Although RRBs frequently occur in educational settings, we know little about the way in which teachers understand these behaviours. AIMS: The study aimed to explore the attributions, emotional response and feelings of confidence held by teachers working in different educational settings when faced with RRBs. METHODS AND PROCEDURES: A single group survey design using behavioural vignettes was adopted in order to elicit teacher beliefs and ratings. OUTCOMES AND RESULTS: Analysis indicated that there were differences in the attributions and confidence ratings held for different types of RRBs. Significant differences were also observed between teachers working in mainstream and specialist educational settings. Emotional response and confidence scores were often predictive of one another alongside factors related to teaching experience. CONCLUSION AND IMPLICATIONS: The findings indicate that teachers from mainstream schools potentially hold less helpful beliefs in response to RRBs and therefore are a professional group who may benefit the most from additional support and training. Further research could consider conducting a qualitative exploration of why teachers hold certain beliefs about RRBs and/or sampling those who are less experienced in working with children with ASD.
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17. Woodcock KA, Cheung C, Gonzalez Marx D, Mandy W. {{Social Decision Making in Autistic Adolescents: The Role of Theory of Mind, Executive Functioning and Emotion Regulation}}. {J Autism Dev Disord}. 2019.
Social decision making is often challenging for autistic individuals. Twenty autistic adolescents made decisions in the socially interactive context of a one-shot ultimatum game, and performance was compared to a large matched typical reference sample. Theory of mind, executive functioning and emotion regulation were measured via direct assessments, self- and parent report. Relative to the reference sample, autistic adolescents proposed fewer fair offers, and this was associated with poorer theory of mind. Autistic adolescents responded similarly to the reference sample when making decisions about offers proposed to them, however they did not appear to down regulate their negative emotion in response to unfair treatment in the same way. Atypical processes may underpin even apparently typical decisions made by autistic adolescents.
