1. Anagnostou E, Taylor MJ. {{Review of neuroimaging in Autism Spectrum Disorders: what have we learned and where we go from here}}. {Mol Autism};2011 (Apr 18);2(1):4.
ABSTRACT: Autism spectrum disorder (ASD) refers to a syndrome of social communication deficits and repetitive behaviors or restrictive interests. It remains a behaviorally defined syndrome with no reliable biological markers. The goal of this review is to summarize the available neuroimaging data and examine their implication for our understanding of the neurobiology of ASD. Although there is variability in the literature on structural magnetic resonance literature (MRI), there is evidence of volume abnormalities in both grey and white matter, with a suggestion of some region-specific differences. Early brain overgrowth is probably the most replicated finding in a subgroup of people with ASD, and new techniques, such as cortical-thickness measurements and surface morphometry have begun to elucidate in more detail the patterns of abnormalities as they evolve with age, and are implicating specific neuroanatomical or neurodevelopmental processes. Functional MRI and diffusion tensor imaging techniques suggest that such volume abnormalities are associated with atypical functional and structural connectivity in the brain., and researchers have begun to use magnetic resonance spectroscopy (MRS) techniques to explore the neurochemical substrate of such abnormalities. The data from multiple imaging methods suggests that ASD is associated with an atypically connected brain. We now need to further clarify such atypicalities, and start interpreting them in the context of what we already know about typical neurodevelopmental processes including migration and organization of the cortex. Such an approach will allow us to relate imaging findings not only to behavior, but also to genes and their expression, which may be related to such processes, and to further our understanding of the nature of neurobiologic abnormalities in ASD.
2. Curran MP. {{Aripiprazole: in the treatment of irritability associated with autistic disorder in pediatric patients}}. {Paediatr Drugs};2011 (Jun 1);13(3):197-204.
Aripiprazole is an atypical antipsychotic approved for the treatment of irritability associated with autistic disorder in pediatric patients aged 6-17 years. In two, randomized, double-blind, placebo-controlled studies in pediatric patients aged 6-17 years with irritability associated with autistic disorder, 8 weeks of treatment with aripiprazole 2-15 mg/day, compared with placebo, resulted in significant improvements in the Aberrant Behavior Checklist Irritability subscale score at endpoint (primary endpoint), and the mean Clinical Global Impression-Improvement score. Aripiprazole was generally well tolerated in this patient population in the two 8-week studies and a 52-week study, with most adverse events being mild to moderate in severity. Aripiprazole was associated with weight gain in both the short- and long-term studies; data from the long-term study indicated that the increase in bodyweight reached a plateau at 3-6 months.
3. De Palma G, Catalani S, Franco A, Brighenti M, Apostoli P. {{Lack of Correlation Between Metallic Elements Analyzed in Hair by ICP-MS and Autism}}. {J Autism Dev Disord};2011 (Apr 19)
A cross-sectional case-control study was carried out to evaluate the concentrations of metallic elements in the hair of 44 children with diagnosis of autism and 61 age-balanced controls. Unadjusted comparisons showed higher concentrations of molybdenum, lithium and selenium in autistic children. Logistic regression analysis confirmed the role of risk factor for male gender and showed a slight association with molybdenum concentrations. Unconventional chelation and vitamin-mineral supplementation were ineffective on elemental hair concentrations. A meta-analysis including the present and previous similar studies excluded any association of autism with hair concentrations of mercury, cadmium, selenium, lithium and copper. A slight association was found for lead only, but it was very weak, as strictly dependent on the worst data from one study.
4. Kalbfleisch ML, Loughan AR. {{Impact of IQ Discrepancy on Executive Function in High-Functioning Autism: Insight into Twice Exceptionality}}. {J Autism Dev Disord};2011 (Apr 19)
We examined the impact of IQ discrepancy (IQD) within (1) and above (1+) one standard deviation on executive function in HFA using the BRIEF. We hypothesized that IQD would benefit executive function. IQD 1 is hallmarked by deficits in BRIEF indices and subscales inhibit, shift, initiate, working memory, planning and organization, and monitor (MANCOVA, p < .003, corrected). As IQD increases to 1+, deficits are fewer, corresponding to subscales inhibit, shift, and initiate. Pearson correlations (p < .004, corrected) identify significant relationships for FSIQ and BRIEF Global Composite (r = -.66, p = .002) and Metacognition subscales plan/organize (r = -.64, p = .003) and monitor (r = -.63, p = .004). Results suggest IQD 1+ favoring verbal IQ may support these aspects of executive function in HFA.
5. Knight VF, Smith BR, Spooner F, Browder D. {{Using Explicit Instruction to Teach Science Descriptors to Students with Autism Spectrum Disorder}}. {J Autism Dev Disord};2011 (Apr 19)
Science content is one area of general curriculum access that needs more investigation. Explicit instruction is effective for teaching students with high incidence disabilities a variety of skills, including science content. In this study, we taught three elementary aged students with autism spectrum disorder to acquire science descriptors (e.g., wet) and then generalization to novel objects, pictures, and within a science inquiry lesson via explicit instruction. A multiple probe across behaviors with concurrent replication across participants design measured the effects of the intervention. All three participants met criterion, some were able to generalize to novel objects, pictures, and objects within science inquiry lesson. Outcomes are discussed from the perspective of implications for practice and future research investigations.
6. Koop SE. {{Scoliosis and Rett syndrome}}. {Dev Med Child Neurol};2011 (Apr 18)
7. Magnuson KM, Constantino JN. {{Characterization of Depression in Children With Autism Spectrum Disorders}}. {J Dev Behav Pediatr};2011 (Apr 15)
Depressive syndromes represent a disabling comorbidity for many children with autism spectrum disorders (ASD); however, the ascertainment of depression can be complicated by phenotypic overlap between the 2 conditions, by ways in which autistic symptomatology can mask cardinal features of depression and by atypical manifestations of depression in children with ASD. These issues have contributed to wide variation in the estimation of prevalence rates of depression in individuals with ASD and invoke the need for new approaches to the specific detection of depression and other neuropsychiatric comorbidities that aggregate in children affected by ASD. The authors review the scientific literature relevant to the occurrence of depression in ASD and consider important parameters of risk, including psychosocial factors such as insight into affectation status, as well as biological factors such as the aggregation of depressive syndromes in certain families affected by autism, which has suggested possible overlap in genetic influences underlying the 2 conditions. Variability in the manifestations of depression across environmental contexts provides important clues to intervention and underscores the potential importance of involving multiple informants in ascertaining depression in children and adolescents with ASD. A practical strategy for evaluating the presence of depression in youth with ASD is synthesized from the available data and discussed.
8. Meyer-Lindenberg A. {{[Autism spectrum disorders.]}}. {Nervenarzt};2011 (Apr 17)
9. Riise R, Brox JI, Sorensen R, Skjeldal OH. {{Spinal deformity and disability in patients with Rett syndrome}}. {Dev Med Child Neurol};2011 (Apr 18)
Aim Rett syndrome is a neurodevelopmental disorder starting in early childhood with devastating consequences both on the brain and on systemic neurons. Scoliosis is a common complication in most of these patients. The aim of the study was to describe the prevalence of scoliosis, classify spinal deformity, and evaluate the association between disability and scoliosis in patients with Rett syndrome. Method Twenty-nine female patients, mean age 14 years 8 months (range 4y 10mo-33y) were included. Outcome parameters were the Barthel Index for evaluation of function, pain, analgesics, and radiological evaluation of the spine including curve size (Cobb’s method) and curve type. None of the patients had surgery before assessment. Results Twenty-five (87%) patients had radiographically verified scoliosis. The median curve was 41 degrees (range 15-77). The curve was classified as C-shaped (neuromuscular) in 16 patients and double curve-shaped in nine. Function was poorer in patients with C-shaped curve (p<0.01). Walking on a level surface (r=0.9) and the ability to ascend or descend stairs (r=0.8) were highly correlated with the Barthel Index. Curve size was moderately correlated with function (r=0.5). Interpretation Function level in females with Rett syndrome measured according to the Barthel Index showed significant correlation to scoliosis curve type. A low score was associated with a C-shaped curve involving all of the spine and pelvis.
10. Stichter JP, O’Connor KV, Herzog MJ, Lierheimer K, McGhee SD. {{Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism}}. {J Autism Dev Disord};2011 (Apr 19)
Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS present unique challenges relating to peers, interpreting complex contextual cues, and transitioning across settings. A paucity of social interventions exist that target elementary-age children with HFA/AS and their combination of core social competence deficit areas: theory of mind (ToM), emotional recognition, and executive functioning. The current study expanded on the Social Competence Intervention (for adolescents; SCI-A), as detailed in Stichter et al. (J Autism Dev Disorders 40:1067-1079, 2010), by adjusting the curriculum to meet the needs of an elementary population. Results indicate significant improvements on direct assessments measuring theory of mind and problem solving, and parent perceptions of overall social abilities and executive functioning for 20 students, aged 6-10, with HFA/AS. The elementary SCI program appears promising, however, additional replications are necessary including expansion to school settings.
11. Zwaigenbaum L, Howarth B. {{For toddlers with autism spectrum disorders, supplementing a comprehensive intervention with interpersonal synchrony improves socially engaged imitation}}. {Evid Based Ment Health};2011 (May);14(2):54.
