1. Altieri L, Neri C, Sacco R, Curatolo P, Benvenuto A, Muratori F, Santocchi E, Bravaccio C, Lenti C, Saccani M, Rigardetto R, Gandione M, Urbani A, Persico AM. {{Urinary p-cresol is elevated in small children with severe autism spectrum disorder}}. {Biomarkers};2011 (Feb 18)
Several studies have described in autistic patients an overgrowth of unusual gut bacterial strains, able to push the fermentation of tyrosine up to the formation of p-cresol. We compared levels of urinary p-cresol, measured by high-performance liquid chromatography-ultraviolet, in 59 matched case-control pairs. Urinary p-cresol was significantly elevated in autistic children smaller than 8 years of age (p < 0.01), typically females (p < 0.05), and more severely affected regardless of sex (p < 0.05). Urinary cotinine measurements excluded smoking-related hydrocarbon contaminations as contributors to these differences. Hence, elevated urinary p-cresol may serve as a biomarker of autism liability in small children, especially females and more severely affected males.
2. Azmitia EC, Singh JS, Whitaker-Azmitia PM. {{Increased Serotonin Axons (Immunoreactive to 5-HT Transporter) in Postmortem Brains from Young Autism Donors}}. {Neuropharmacology};2011 (Feb 14)
Imaging studies of serotonin transporter binding or tryptophan retention in autistic patients suggest that the brain serotonin system is decreased. However, treatment with drugs which increase serotonin (5- HT) levels, specific serotonin reuptake inhibitors (SSRI’s), commonly produce a worsening of the symptoms. In this study we examined 5-HT axons that were immunoreactive to a serotonin transporter (5-HTT) antibody in a number of postmortem brains from autistic patients and controls with no known diagnosis who ranged in age from 2 to 29 years. Fine, highly branched, and thick straight fibers were found in forebrain pathways (e.g. medial forebrain bundle, stria terminalis and ansa lenticularis). Many immunoreactive varicose fine fibers were seen in target areas (e.g. globus pallidus, amygdala and temporal cortex). Morphometric analysis of the stained axons at all ages studied indicated that the number of serotonin axons was increased in both pathways and terminal regions in cortex from autism donors. Our findings provide morphological evidence to warrant caution when using serotonin enhancing drugs (e.g. SSRI’s and receptor agonist) to treat autistic children.
3. Barton EE, Lawrence K, Deurloo F. {{Individualizing Interventions for Young Children with Autism in Preschool}}. {J Autism Dev Disord};2011 (Feb 19)
Increasing numbers of children with autism receive education services in settings with their typically developing peers. In response to this shift in the location of services, there is a growing body of research identifying evidence-based practices for young children with autism in inclusive early childhood classrooms. The purpose of this paper is to organize and translate this research for application by early childhood practitioners in inclusive settings.
4. Chen KL, Chiang FM, Tseng MH, Fu CP, Hsieh CL. {{Responsiveness of the Psychoeducational Profile-third Edition for Children with Autism Spectrum Disorders}}. {J Autism Dev Disord};2011 (Feb 19)
The aim of this study was to examine the responsiveness of the Psychoeducational Profile-third edition (PEP-3) in children with Autism Spectrum Disorders (ASD). We investigated the responsiveness in terms of three types of scores (i.e., raw scores, developmental ages, and percentile ranks) of the subtests and composites of the PEP-3 and three methods of analysis were used: effect size, standardized response mean, and paired t test. The findings generally support the use of the PEP-3 as an outcome measure. We suggest using the raw scores and developmental ages of the PEP-3 when evaluating program effectiveness and developmental changes for children with ASD.
5. Coplan J. {{Autistic spectrum disorders in 3D}}. {Pa Nurse};2010 (Dec);65(4):12-14.
The 3D model of ASD teaches us that: Atypicality of any degree can coexist with any degree of general intelligence; Atypicality fades over time in most children; The higher a child’s IQ, the faster and more completely the atypical features fade; ASD is not just a « childhood disease ». Nurses who deal primarily with adults need to be alert to the possibility that their adult patient with anxiety, depression, alcoholism or « odd behavior » may be a « grown-up who once had ASD », taking into account the lifelong history of social maladaptation that that implies, as well as the recurrence risk for ASD in their offspring.
6. Ingersoll B, Hopwood CJ, Wainer A, Brent Donnellan M. {{A Comparison of Three Self-Report Measures of the Broader Autism Phenotype in a Non-Clinical Sample}}. {J Autism Dev Disord};2011 (Feb 18)
Three self-report measures of the broader autism phenotype (BAP) were evaluated in terms of their internal consistency, distribution of scores, factor structure, and criterion-related validity in a non-clinical sample. All measures showed a continuous distribution. The SRS-A and BAPQ showed expected sex differences and were superior to the AQ in terms of internal consistency. The proposed factor structure of the BAPQ replicated better than the proposed structures of the other measures. All measures showed evidence of criterion validity via correlations with related constructs and each measure incremented the others in predicting related constructs. However, the SRS-A and BAPQ were generally stronger in this domain. Recommendations for the use of these instruments for measuring the BAP in non-clinical populations are discussed.
7. Peter Hobson R. {{Congenital Blindness and Autism}}. {J Autism Dev Disord};2011 (Feb 19)
8. Trepagnier CY, Olsen DE, Boteler L, Bell CA. {{Virtual conversation partner for adults with autism}}. {Cyberpsychol Behav Soc Netw};2011 (Jan-Feb);14(1-2):21-27.
Abstract Autistic Spectrum Disorder (ASD) is notable for severely impaired reciprocal social interaction skills relative to language and intellectual abilities, presenting a major barrier to social integration and vocational success. Evidence-based interventions to address these needs are lacking. We report on the development of a small, prototype conversation simulation to teach conversational skills to adolescents and adults with ASD and average to superior intellectual abilities. We also report on a test of the feasibility and acceptability of the simulation approach with a sample of the target population. The simulation engages the user in a virtual conversation with an on-screen partner whose reactions provide naturalistic feedback geared to the appropriateness of the learner’s response choices. The prototype simulation, which provides for up to 12 potentially unique multi-turn conversations, was used over a period of 2 weeks by 16 adolescents and adults who then rated statements about the system on a linear scale of 1 (disagreement) to 5 (high agreement). The participants highly endorsed the majority of positive statements about the quality and credibility of the interaction and the virtual conversation partner. In contrast, agreement with positive statements about instructional features external to the conversation was moderate. Unexpectedly, most participants strongly agreed that using the simulation had been helpful to them. Further development and testing in the context of a controlled study with randomized assignment to control and experimental groups are needed to determine whether this approach is effective in improving real-world pragmatic language behavior of high-functioning adults with ASD.
