1. Brendel C, Belakhov V, Werner H, Wegener E, Gartner J, Nudelman I, Baasov T, Huppke P. {{Erratum to: Readthrough of nonsense mutations in Rett syndrome: evaluation of novel aminoglycosides and generation of a new mouse model}}. {J Mol Med (Berl)};2013 (Apr 16)
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2. Huskens B, Verschuur R, Gillesen J, Didden R, Barakova E. {{Promoting question-asking in school-aged children with autism spectrum disorders: Effectiveness of a robot intervention compared to a human-trainer intervention}}. {Dev Neurorehabil};2013 (Apr 15)
Objective: The purpose of the present study was to investigate the effectiveness of an applied behaviour analysis (ABA)-based intervention conducted by a robot compared to an ABA-based intervention conducted by a human trainer in promoting self-initiated questions in children with autism spectrum disorder (ASD). Methods: Data were collected in a combined crossover multiple baseline design across participants. Six children were randomly assigned to two experimental groups. Results: Results revealed that the number of self-initiated questions for both experimental groups increased between baseline and the first intervention and was maintained during follow-up. The high number of self-initiated questions during follow-up indicates that both groups maintained this skill. Conclusions: The interventions conducted by a robot and a human trainer were both effective in promoting self-initiated questions in children with ASD. No conclusion with regard to the differential effectiveness of both interventions could be drawn. Implications of the results and directions for future research are discussed.
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3. Kover ST, McDuffie AS, Hagerman RJ, Abbeduto L. {{Receptive Vocabulary in Boys with Autism Spectrum Disorder: Cross-Sectional Developmental Trajectories}}. {J Autism Dev Disord};2013 (Apr 16)
In light of evidence that receptive language may be a relative weakness for individuals with autism spectrum disorder (ASD), this study characterized receptive vocabulary profiles in boys with ASD using cross-sectional developmental trajectories relative to age, nonverbal cognition, and expressive vocabulary. Participants were 49 boys with ASD (4-11 years) and 80 typically developing boys (2-11 years). Receptive vocabulary, assessed with the Peabody Picture Vocabulary Test, was a weakness for boys with ASD relative to age and nonverbal cognition. Relative to expressive vocabulary, assessed with the Expressive Vocabulary Test, receptive vocabulary increased at a lower rate for boys with ASD. Vocabulary trajectories in ASD are distinguished from typical development; however, nonverbal cognition largely accounts for the patterns observed.
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4. Peterson CC, Slaughter V, Peterson J, Premack D. {{Children with autism can track others’ beliefs in a competitive game}}. {Dev Sci};2013 (May);16(3):443-450.
Theory of mind (ToM) development, assessed via ‘litmus’ false belief tests, is severely delayed in autism, but the standard testing procedure may underestimate these children’s genuine understanding. To explore this, we developed a novel test involving competition to win a reward as the motive for tracking other players’ beliefs (the ‘Dot-Midge task’). Ninety-six children, including 23 with autism (mean age: 10.36 years), 50 typically developing 4-year-olds (mean age: 4.40) and 23 typically developing 3-year-olds (mean age: 3.59) took a standard ‘Sally-Ann’ false belief test, the Dot-Midge task (which was closely matched to the Sally-Ann task procedure) and a norm-referenced verbal ability test. Results revealed that, of the children with autism, 74% passed the Dot-Midge task, yet only 13% passed the standard Sally-Ann procedure. A similar pattern of performance was observed in the older, but not the younger, typically developing control groups. This finding demonstrates that many children with autism who fail motivationally barren standard false belief tests can spontaneously use ToM to track their social partners’ beliefs in the context of a competitive game.
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5. Tuchman RF. {{Deconstructing autism spectrum disorders: clinical perspective}}. {Rev Neurol};2013 (Feb 22);56 Suppl 1:S3-12.
Autism spectrum disorder (ASD) is a term used to describe a heterogeneous group of children whose behaviorally defined characteristics overlap with the clinical manifestations of a variety of distinct behaviorally defined developmental disorders. ASD has many etiologies and strong but complex genetic and molecular underpinnings supporting genetic and phenotypic heterogeneity. Clinical and biological heterogeneity in ASD is consistent with the view of autism spectrum disorders as the expression of atypical brain development resulting in variable clinical manifestations that reflect differences in specific genetic and molecular pathways. It is likely that there are risk genes and early environmental risk factors for ASD that contribute to an altered trajectory of brain and behavioral development. These alterations are hypothesized to lead to altered social interaction and consequently to abnormal development of the neural networks critical for social and communicative interaction. This amplifies the abnormal socio-communicative developmental process leading to the full ASD syndrome. The hope is that interventions can alter these early developmental processes and put an infant back on a more typical developmental trajectory. In this discussion an overview of the limitations of the triad of behaviors used to diagnose ASD, specifically from the perspective of how these issues impact diagnosis and treatment of children with ASD will be presented and the clinical boundaries of the autism spectrum will be explored.
6. Turygin N, Matson JL, Konst M, Williams L. {{The relationship of early communication concerns to developmental delay and symptoms of autism spectrum disorders}}. {Dev Neurorehabil};2013 (Apr 15)
Objective: Parental concerns related to communication are an oft-cited reason that children present to early intervention clinics. We examine the relationship between early communication first concerns (FCs) and symptoms of ASD. Methods: The present study included 3173 toddlers at risk for developmental delay. The Battelle Developmental Inventory, 2nd edition and the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT) were used to examine developmental quotient scores and autism symptoms. Results: Significant results were observed with respect to FC group and gender. A significant effect of FC-Communication group was observed with respect to developmental quotient overall and subscale scores, as well as autism symptom scores. Conclusion: Those with communication disorders are a heterogeneous population and do not account for all children who will meet criteria for a diagnosis of an ASD.
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7. Zwaigenbaum L, Bryson S, Garon N. {{Early Identification of Autism Spectrum Disorders}}. {Behav Brain Res};2013 (Apr 12)
Earlier identification and diagnosis of autism spectrum disorders (ASD) can improve opportunities for children to benefit from intervention and lessen the burden on concerned parents. This review summarizes current knowledge about early signs of autism. Convergent data from both retrospective studies and prospective studies of high-risk infants indicate that ASD symptoms emerge in the first two years of life, affecting multiple developmental domains, mapping onto symptom dimensions consistent with current diagnostic frameworks including social-communication, and repetitive interests/behaviors but also extending to motor delays and atypical regulation of attention and emotion. Recent findings have shed new light on patterns of symptom onset and progression, and promise to inform early detection and diagnosis. Further attention to effective application of new findings and related challenges in building health system capacity to ensure timely access to specialized assessment and interventions is needed to fully realize the promise of improved outcomes resulting from this research.
