1. Corejova A, Janosikova D, Pospisilova V, Rauova D, Kyselovic J, Hrabovska A. {{Cessation of Nocturnal Enuresis After Intervention with Methylcobalamin in an 18-Year-Old Patient with Autism}}. {J Child Adolesc Psychopharmacol};2014 (Oct 17)
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2. Delfs CH, Conine DE, Frampton SE, Shillingsburg MA, Robinson HC. {{Evaluation of the efficiency of listener and tact instruction for children with autism}}. {J Appl Behav Anal};2014 (Oct 17)
Recent literature reviews have highlighted the need to better understand the relation between speaker and listener behavior when teaching learners with autism spectrum disorders (ASD). The current study used a modified parallel-treatments design to compare directly the degree to which tact and listener behavior emerged during instruction in the opposite relation for 4 children with ASD. Results showed tact training to be either equally or more efficient than listener training for all participants. However, varied patterns of emergent responding across participants indicate a need for further research. Data on collateral responding during instruction did not suggest that the presence or absence of overt collateral behaviors were predictive of emergence. The results highlight the importance for clinicians and educators to assess emergent tact and listener repertoires periodically.
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3. Dickson V. {{States question whether new CMS policy requires autism coverage}}. {Mod Healthc};2014 (Sep 1);44(35):14.
4. Dumas G, Soussignan R, Hugueville L, Martinerie J, Nadel J. {{Revisiting mu suppression in autism spectrum disorder}}. {Brain Res};2014 (Oct 17);1585:108-119.
Two aspects of the EEG literature lead us to revisit mu suppression in Autism Spectrum Disorder (ASD). First and despite the fact that the mu rhythm can be functionally segregated in two discrete sub-bands, 8-10Hz and 10-12/13Hz, mu-suppression in ASD has been analyzed as a homogeneous phenomenon covering the 8-13Hz frequency. Second and although alpha-like activity is usually found across the entire scalp, ASD studies of action observation have focused on the central electrodes (C3/C4). The present study was aimed at testing on the whole brain the hypothesis of a functional dissociation of mu and alpha responses to the observation of human actions in ASD according to bandwidths. Electroencephalographic (EEG) mu and alpha responses to execution and observation of hand gestures were recorded on the whole scalp in high functioning subjects with ASD and typical subjects. When two bandwidths of the alpha-mu 8-13Hz were distinguished, a different mu response to observation appeared for subjects with ASD in the upper sub-band over the sensorimotor cortex, whilst the lower sub-band responded similarly in the two groups. Source reconstructions demonstrated that this effect was related to a joint mu-suppression deficit over the occipito-parietal regions and an increase over the frontal regions. These findings suggest peculiarities in top-down response modulation in ASD and question the claim of a global dysfunction of the MNS in autism. This research also advocates for the use of finer grained analyses at both spatial and spectral levels for future directions in neurophysiological accounts of autism.
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5. Koenig KP, Feldman JM, Siegel D, Cohen S, Bleiweiss J. {{Issues in implementing a comprehensive intervention for public school children with autism spectrum disorders}}. {J Prev Interv Community};2014;42(4):248-263.
Many students with autism spectrum disorders (ASD) are educated separately from their typically developing peers, while others are placed in inclusive classes but without supports that would help them benefit from less restrictive placements. The needs of students with ASD who are in inclusive settings are often not planned for or met appropriately, resulting in continuing problems and movement to increasingly restrictive environments or private placements. There is a critical need for school models to fill the gap in appropriate services for this population of children with ASD. These models should include those that are inclusive and academically challenging, that can be implemented by many school districts, and that are responsive to the unique combination of strengths and deficits in these students. In the current article, the authors describe the development and core components of the model, and implementation of the ASD Nest program in public schools in New York City.
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6. Oakes A, Ma M, McDuffie A, Machalicek W, Abbeduto L. {{Providing a parent-implemented language intervention to a young male with fragile X syndrome: Brief Report}}. {Dev Neurorehabil};2014 (Oct 17):1-4.
Abstract Purpose: Although fragile X syndrome (FXS) is the leading inherited cause of intellectual disability, there are no published intervention studies focused on improving communication and language outcomes for affected children. The current study utilized a collaborative coaching approach incorporating strategies from speech-language pathology and applied behavior analysis to examine the efficacy of a naturalistic parent-implemented language intervention for a young boy with FXS. Methods: The mother was taught the language and behavioral support strategies and submitted weekly video recordings of a caregiving routine. Written feedback was provided. Results: Results indicated moderate increases in maternal use of targeted language support strategies and variable performance in maternal use of behavior support strategies. Child use of appropriate requests increased while challenging behaviors decreased. Conclusions: This collaborative approach model should be used to guide future larger scale replications and develop new intervention models.
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7. Price T, Wee CY, Gao W, Shen D. {{Multiple-network classification of childhood autism using functional connectivity dynamics}}. {Med Image Comput Comput Assist Interv};2014;17(Pt 3):177-184.
Characterization of disease using stationary resting-state functional connectivity (FC) has provided important hallmarks of abnormal brain activation in many domains. Recent studies of resting-state functional magnetic resonance imaging (fMRI), however, suggest there is a considerable amount of additional knowledge to be gained by investigating the variability in FC over the course of a scan. While a few studies have begun to explore the properties of dynamic FC for characterizing disease, the analysis of dynamic FC over multiple networks at multiple time scales has yet to be fully examined. In this study, we combine dynamic connectivity features in a multi-network, multi-scale approach to evaluate the method’s potential in better classifying childhood autism. Specifically, from a set of group-level intrinsic connectivity networks (ICNs), we use sliding window correlations to compute intra-network connectivity on the subject level. We derive dynamic FC features for all ICNs over a large range of window sizes and then use a multiple kernel support vector machine (MK-SVM) model to combine a subset of these features for classification. We compare the performance our multi-network, dynamic approach to the best results obtained from single-network dynamic FC features and those obtained from both single- and multi-network static FC features. Our experiments show that integrating multiple networks on different dynamic scales has a clear superiority over these existing methods.
8. Smith T. {{Behavior analysts can be interdisciplinary too: a review of durand’s autism spectrum disorder}}. {J Appl Behav Anal};2014 (Oct 17)
V. Mark Durand’s (2013) book, Autism Spectrum Disorder: A Clinical Guide for General Practitioners, eases readers into the vast scientific literature on individuals with autism spectrum disorder (ASD), encourages behavior analysts to examine our place in this literature, and illustrates how we might communicate effectively with a general audience. Durand shows that we have developed many beneficial interventions for individuals with ASD yet may harbor obsolete views about what ASD is. Moreover, his description of ASD suggests that we should consider expanding our range of treatment targets and serve a broader segment of the ASD population. He also shows that investigators in disciplines outside applied behavior analysis (ABA) have contributed to understanding the causes and characteristics of ASD. Thus, rather than focusing mainly on ABA, Durand portrays ABA as one of many disciplines engaged in productive research on ASD; this portrayal may be both accurate and effective as a communication strategy.
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9. Thurman AJ, McDuffie A, Kover ST, Hagerman R, Channell MM, Mastergeorge A, Abbeduto L. {{Use of Emotional Cues for Lexical Learning: A Comparison of Autism Spectrum Disorder and Fragile X Syndrome}}. {J Autism Dev Disord};2014 (Oct 16)
The present study evaluated the ability of males with fragile X syndrome (FXS), nonsyndromic autism spectrum disorder (ASD), or typical development to learn new words by using as a cue to the intended referent an emotional reaction indicating a successful (excitement) or unsuccessful (disappointment) search for a novel object. Performance for all groups exceeded chance-levels in both search conditions. In the Successful Search condition, participants with nonsyndromic ASD performed similarly to participants with FXS after controlling for severity of ASD. In the Unsuccessful Search condition, participants with FXS performed significantly worse than participants with nonsyndromic ASD, after controlling for severity of ASD. Predictors of performance in both search conditions differed between the three groups. Theoretical and clinical implications are discussed.
