1. Bandini LG, Gleason J, Curtin C, Lividini K, Anderson SE, Cermak SA, Maslin M, Must A. {{Comparison of physical activity between children with autism spectrum disorders and typically developing children}}. {Autism};2012 (Jul 17)
Regular physical activity is important for promoting health and well-being; however, physical activity behaviors in children with autism spectrum disorders (ASD) have received little attention. We compared physical activity levels among 53 children with ASD and 58 typically developing children aged 3-11 years who participated in the Children’s Activity and Meal Patterns Study (CHAMPS). After adjustment for age and sex the amount of time spent daily in moderate and vigorous activity was similar in children with ASD (50.0 minutes/day and typically developing children 57.1 minutes/day). However, parents reported that children with ASD participated in significantly fewer types of physical activities than did typically developing children (6.9 vs. 9.6, p <.0001) and spent less time annually participating in these activities than typically developing children (158 vs. 225 hours per year, p < 0.0001) after adjusting for age and sex. Although both groups of children engaged in similar levels of moderate and vigorous activity as measured by accelerometry, children with ASD engaged in fewer physical activities and for less time according to parental report, suggesting that some of the activity in children with ASD is not captured by standard questionnaire-based measures.
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2. Gephart E. {{Use of Prevention and Prevention Plus Weight Management Guidelines for Youth With Developmental Disabilities Living in Group Homes}}. {West J Nurs Res};2012 (Jul 19)
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3. Grecucci A, Brambilla P, Siugzdaite R, Londero D, Fabbro F, Rumiati RI. {{Emotional Resonance Deficits in Autistic Children}}. {J Autism Dev Disord};2012 (Jul 18)
According to some theories imitation, defined as an action resonance mechanism, is deficient in autism. In contrast, other theories (e.g., the « top down control of imitation » hypothesis) state that the problem is not in imitation per se but in the way social cues modulate imitative responses. In this study, 15 high-functioning children with autism and 15 matched controls were tested for their ability to imitate finger movements preceded by neutral and emotional facial expressions (primes) in a stimulus-response compatibility task. Hand movements performed after neutral expressions did not differ between the two groups (i.e., they both showed a normal imitative tendency). However, hand movements performed after emotional expressions significantly differed between the two populations, with controls, but not autistic spectrum disorder (ASD), showing enhanced imitation in the emotional condition. This study supports the view that, in ASD, imitation abilities are spared but they are not modulated according to the emotional and social context.
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4. Maras KL, Bowler DM. {{Context reinstatement effects on eyewitness memory in autism spectrum disorder}}. {Br J Psychol};2012 (Aug);103(3):330-342.
The Cognitive Interview is among the most widely accepted forms of police interviewing techniques; however, it is ineffective for witnesses with autism spectrum disorder (ASD). One of its main components involves mentally reinstating the internal and external context that was experienced at encoding. We report evidence showing that it is the mental reinstatement instructions in the absence of any physical cues that individuals with ASD find difficult. In more supported conditions where they physically return to the same environment in which they learnt the material, they recall as much as their typical counterparts. Our findings indicate that recall in ASD is aided by context, but only when supported by the physical environment. These findings have important implications for investigative interviewing procedures for witnesses with ASD.
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5. Ozonoff S. {{Editorial: DSM-5 and autism spectrum disorders – two decades of perspectives from the JCPP}}. {J Child Psychol Psychiatry};2012 (Jul 16)
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6. Reed P, Osborne LA. {{Diagnostic practice and its impacts on parental health and child behaviour problems in autism spectrum disorders}}. {Arch Dis Child};2012 (Jul 17)
Obtaining a diagnosis is a key point in developing a treatment plan for children with autism spectrum disorders (ASD), but little attention has been paid to the impacts of diagnostic practices on families, and the consequent impact on child outcomes. Parents’ experiences during ASD diagnosis for their child can be stressful, and such stress can lead to parental ill health, child-behaviour problems, and poorer child outcomes following treatment. Thus, the conduct of diagnosis may be of particular importance for subsequent child outcomes and parental health. A lack of knowledge regarding best diagnostic practice may ultimately impair treatment efficacy and lead to increased health- and economic-burdens. Given this, the current article examines recent work concerning: parental experiences of ASD diagnoses; general health and psychological functioning of parents of newly-diagnosed children with ASD; aspects of the diagnostic process impacting on parental functioning; and the relationship of parental functioning to child outcomes. These are placed into the context of diagnostic best practice for ASD, and understanding the complex relationship between ASD and family variables.
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7. Singh A, Ganesan S, Pande S, Sridhar AV. {{Unusual cause of small bowel obstruction in an autistic child}}. {BMJ Case Rep};2012;2012
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8. Tsuchiya KJ, Matsumoto K, Yagi A, Inada N, Kuroda M, Inokuchi E, Koyama T, Kamio Y, Tsujii M, Sakai S, Mohri I, Taniike M, Iwanaga R, Ogasahara K, Miyachi T, Nakajima S, Tani I, Ohnishi M, Inoue M, Nomura K, Hagiwara T, Uchiyama T, Ichikawa H, Kobayashi S, Miyamoto K, Nakamura K, Suzuki K, Mori N, Takei N. {{Reliability and Validity of Autism Diagnostic Interview-Revised, Japanese Version}}. {J Autism Dev Disord};2012 (Jul 18)
To examine the inter-rater reliability of Autism Diagnostic Interview-Revised, Japanese Version (ADI-R-JV), the authors recruited 51 individuals aged 3-19 years, interviewed by two independent raters. Subsequently, to assess the discriminant and diagnostic validity of ADI-R-JV, the authors investigated 317 individuals aged 2-19 years, who were divided into three diagnostic groups as follows: autistic disorder (AD), pervasive developmental disorder not otherwise specified, and other psychiatric diagnosis or no diagnosis, according to the consensus clinical diagnosis. As regards inter-rater reliability, intraclass correlation coefficients of greater than 0.80 were obtained for all three domains of ADI-R-JV. As regards discriminant validity, the mean scores of the three domains was significantly higher in individuals with AD than in those of other diagnostic groups. As regards diagnostic validity, sensitivity and specificity for correctly diagnosing AD were 0.92 and 0.89, respectively, but sensitivity was 0.55 for individuals younger than 5 years. Specificity was consistently high regardless of age and intelligence. ADI-R-JV was shown to be a reliable tool, and has sufficient discriminant validity and satisfactory diagnostic validity for correctly diagnosing AD, although the diagnostic validity appeared to be compromised with respect to the diagnosis of younger individuals.
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9. Welberg L. {{Neurodevelopmental disorders: TSCerebellar autism in mice}}. {Nat Rev Neurosci};2012 (Jul 18)
