1. Dingfelder HE, Mandell DS. {{Bridging the Research-to-Practice Gap in Autism Intervention: An Application of Diffusion of Innovation Theory}}. {J Autism Dev Disord} (Aug 18)
There is growing evidence that efficacious interventions for autism are rarely adopted or successfully implemented in public mental health and education systems. We propose applying diffusion of innovation theory to further our understanding of why this is the case. We pose a practical set of questions that administrators face as they decide about the use of interventions. Using literature from autism intervention and dissemination science, we describe reasons why efficacious interventions for autism are rarely adopted, implemented, and maintained in community settings, all revolving around the perceived fit between the intervention and the needs and capacities of the setting. Finally, we suggest strategies for intervention development that may increase the probability that these interventions will be used in real-world settings.
2. Kikuchi Y, Senju A, Akechi H, Tojo Y, Osanai H, Hasegawa T. {{Atypical Disengagement from Faces and Its Modulation by the Control of Eye Fixation in Children with Autism Spectrum Disorder}}. {J Autism Dev Disord} (Aug 17)
By using the gap overlap task, we investigated disengagement from faces and objects in children (9-17 years old) with and without autism spectrum disorder (ASD) and its neurophysiological correlates. In typically developing (TD) children, faces elicited larger gap effect, an index of attentional engagement, and larger saccade-related event-related potentials (ERPs), compared to objects. In children with ASD, by contrast, neither gap effect nor ERPs differ between faces and objects. Follow-up experiments demonstrated that instructed fixation on the eyes induces larger gap effect for faces in children with ASD, whereas instructed fixation on the mouth can disrupt larger gap effect in TD children. These results suggest a critical role of eye fixation on attentional engagement to faces in both groups.
3. Mechling LC, Savidge EJ. {{Using a Personal Digital Assistant to Increase Completion of Novel Tasks and Independent Transitioning by Students with Autism Spectrum Disorder}}. {J Autism Dev Disord} (Aug 17)
The purpose of this study was to evaluate the use of a Personal Digital Assistant with multiple prompt levels to increase completion of novel task boxes and transitioning within and between tasks. The study used a multiple probe design across three sets of task boxes replicated with three students with a diagnosis of autism spectrum disorder. Results indicated that: task completion was higher for two of the students compared to baseline conditions using a picture-based task strip; all students were able to complete a greater number of between task transitions using the PDA; students performed within task transitions equally as well using the PDA and the task strip; and one student began to self-fade use of more intrusive prompt levels.
4. Nizamie A, Sengupta U, Mishra BR, Praharaj SK, Nizamie SH. {{Role of Early Multimodal Interventions in a Case with Autistic Regression}}. {Acta Neurol Taiwan} (Mar 15);19(Suppl 1):51-56.
Autistic regression consists of paucity of social and emotional reciprocity, disorders of language and communication, and stereotyped behaviors that are noted after a period of normal or near-normal development for one or two years. We report a case who presented autistic regression symptoms but was improved with comprehensive multi-modal treatment approach in motor, language, and social domains, and also in the activities and skills of daily living.
