1. Beck KB, MacKenziem KT, Kirby AV, McDonald K, Moura I, Breitenfeldt K, Rutenberg E, Kumar T, Mancino J, Sabatello M, Roth S, Nicolaidis C. Guidelines for the Creation of Accessible Consent Materials and Procedures: Lessons from Research with Autistic People and People with Intellectual Disability. Autism Adulthood. 2025.

Informed, voluntary, ongoing consent is a central tenet of ethical research. However, consent processes are prone to exclusionary practices and inaccessibility. Consent materials are often too long and complex to foster understanding and ensure that people make truly informed decisions to participate in research. While this complexity is problematic for all people, these challenges are compounded for autistic people and people with intellectual disability. Consent materials and procedures rarely incorporate accommodations for processing and communication differences common in autism and intellectual disability. Failure to provide such accommodations ultimately threatens the conduct of ethical research. We describe lessons learned across multiple major U.S. research institutions that improved informed consent materials and procedures, with the goal of fostering responsible inclusion in research for autistic people and people with intellectual disability. We used these alternative materials and procedures in multiple research projects with samples of autistic people and people with intellectual disability. Each contributing team partnered with university human research participant protections personnel, accessibility experts, community members, and researchers to develop rigorous procedures for improving the readability and accessibility of informed consent materials. We present guidelines for designing consent materials and procedures and assert that participatory methods are vital to the success of ongoing accessibility initiatives. Adoption of understandable consent materials and accessible consent procedures can cultivate more equitable, respectful, and inclusive human research practices. Future work should expand on this work to design inclusive practices for populations with additional considerations.

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2. Betancort-Avero S, Ferrera-Fernández M, González-de la Torre H, Auyanet-Franchy J, Rodríguez-Suárez CA. Adapting Pediatric Emergency Services for Children with Autism Spectrum Disorder: A Phenomenological Approach. Children (Basel). 2025; 12(9).

Background/Objectives: Children with Autism Spectrum Disorder (ASD) who attend pediatric emergency services face challenges related to their sensory, cognitive, and behavioral characteristics. This study explored the perceptions of healthcare professionals and parents regarding the need to implement adaptations, particularly a sensory-adapted room, for children with ASD in pediatric emergency departments. Methods: A phenomenological qualitative study was conducted through semi-structured interviews (October-December 2024) until data saturation. Participants included healthcare professionals and parents of children diagnosed with ASD. Intentional coding and co-occurrence analysis were performed using Atlas.ti (version 25.0.1). The study was approved by the Research Ethics Committee (code: 204-458-1). Results: Eighteen informants participated (10 professionals and 8 parents). Professionals’ interviews revealed three themes and eight subthemes: Professional Training (approach strategies; training received; perceived needs), Hospital Environment (resource allocation; infrastructure; perceived needs during the emergency visit), and Emotional Aspects (emotional experience related to patient care; professionals’ personal perceptions). Parents’ interviews yielded four themes and ten subthemes: Professional Training (perceptions of staff training; demonstrated emotional competencies; socioemotional relationships during care), Hospital Environment (infrastructure; perceived needs during emergency visits), Emotional Aspects (families’ experiences; emotions during care), and ASD (diagnostic characteristics; children’s needs; sensory regulation). Conclusions: Pediatric emergency services should be adapted to better meet the needs of children with ASD. Both healthcare professionals and parents recognize the importance of such adaptations, particularly sensory-adapted spaces. The main barriers identified were a lack of professional training, inadequate hospital environments, and stress affecting both patients and provider. Priority measures include continuous ASD-specific training programs, improvements in sensory infrastructure, and more flexible clinical protocols, advancing toward a more inclusive and comprehensive model of care.

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3. Cai C, Ran Q, Lu M, Song C, Jiang Z. Leisure Screen Time and the Risk of Six Neurodevelopmental Disorders: A Two-Sample Mendelian Randomization Study. Brain Behav. 2025; 15(9): e70884.

BACKGROUND: Neurodevelopmental disorders (NDDs)-including autism spectrum disorder, attention deficit hyperactivity disorder (ADHD), intellectual disability, learning disability, speech disorder, and Tourette disorder-impact brain development and impair social, learning, and occupational functioning. We performed a Mendelian randomization (MR) analysis using summary data from global genome-wide association studies to investigate the potential causal relationship between leisure screen time (LST) and NDDs risk. METHODS: Our dataset comprised 703,901 participants of European ancestry from 51 studies, with 256,725 individuals in the LST-valid sample. We investigated causal associations with six types of NDDs using five MR methods: inverse-variance weighted (IVW), MR Egger, weighted median, simple mode, and weighted mode. IVW was the primary method due to its efficiency and precision. Heterogeneity and horizontal pleiotropy were assessed using IVW and MR Egger, while the other methods served as sensitivity analyses to confirm robustness. RESULTS: The IVW method revealed that each standard deviation increase in LST was associated with a reduced risk of ADHD (OR = 0.68; 95% CI: 0.52-0.89) and an elevated risk of intellectual disability (OR = 1.66; 95% CI: 1.26-2.18). These associations were consistent with the weighted median analysis (ADHD: OR = 0.68; 95% CI: 0.47-0.98; intellectual disability: OR = 1.51; 95% CI: 1.06-2.14). CONCLUSIONS: Our findings suggest that genetic predisposition to increased LST is causally associated with a lower risk of ADHD but a higher risk of intellectual disability, with no evidence for a causal relatawdionship with the other four NDDs. Larger or longitudinal studies are needed for further validation.

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4. Candy C, Ryan D, Milne E, Dickinson A. Dissociation Between Subjective Sensory Reactivity and Visual Perceptual Sensitivity in Autistic and Non-Autistic Adults: A Brief Report. Brain Behav. 2025; 15(9): e70865.

BACKGROUND: Autistic individuals frequently report atypical sensory experiences, typically assessed using self- or proxy-report questionnaires such as the Sensory Profile. However, it remains unclear whether these subjective reports reflect differences in low-level perceptual sensitivity, with previous studies yielding mixed results. OBJECTIVE: We aimed to determine whether self-reported sensory responsiveness, assessed via the Adult Sensory Profile (ASP), is associated with low-level visual perceptual sensitivity (orientation discrimination thresholds) in autistic and non-autistic adults. METHODS: Thirty-two autistic and thirty-two neurotypical adults completed a visual orientation discrimination task and the ASP. Spearman correlations and Bayesian analyses quantified associations between orientation discrimination thresholds and ASP sensory scores across and within diagnostic groups. RESULTS: Autistic adults reported significantly greater sensory differences than neurotypical adults across all ASP quadrants. However, orientation discrimination thresholds were not significantly associated with ASP scores within either group or across the full sample. Bayesian analyses provided anecdotal to moderate evidence supporting no association between self-reported sensory experiences and orientation discrimination performance. CONCLUSION: Our findings suggest that self-reported sensory differences, as captured by the ASP, do not reflect variations in low-level visual perceptual sensitivity. These results reinforce the importance of multilevel assessment frameworks to better understand the complex and varied sensory experiences reported by autistic individuals.

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5. Castro K, Riesgo R, Gadia C. Autism spectrum disorder: overdiagnosis or a new pandemic?. J Pediatr (Rio J). 2025; 102 Suppl 1: 101439.

OBJECTIVE: To critically analyze the factors influencing prevalence estimates of Autism Spectrum Disorder (ASD), considering methodological, clinical, etiological, and sociocultural determinants that shape epidemiological data and diagnostic practices. DATA SYNTHESIS: In recent decades, a substantial increase in ASD prevalence has been observed globally. This phenomenon is shaped by a combination of factors, including changes in diagnostic criteria, improved detection methods, expanded access to health services, and greater public awareness. However, it also raises concerns about possible overdiagnosis, particularly in complex clinical contexts. The interpretation of prevalence data is influenced by methodological designs, population characteristics, and sociocultural dynamics. SUMMARY OF THE FINDINGS: The absence of biological markers, the high rate of psychiatric comorbidities, and disparities in access to qualified professionals further complicate the diagnostic process. These elements highlight the need for caution when comparing data across studies, time periods, or geographic regions. CONCLUSION: The ASD prevalence reflects a multifaceted process that demands careful and comprehensive interpretation. A deeper understanding of this scenario requires critical reflection on how diagnoses are established, interpreted, and applied. Strengthening diagnostic practices and epidemiological approaches is essential for ensure more accurate data and support informed decision-making in health policies.

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6. Cianfa A, Guerrera S, Fucà E, Annechini E, Napoli V, Vicari S, Valeri G. Clinical and sociodemographic factors related to the timing of autism diagnosis in an Italian cohort of children. Front Psychiatry. 2025; 16: 1638341.

INTRODUCTION: The onset of features associated with « Autism Spectrum Condition » can vary significantly in both timing and presentation. A formal diagnosis often does not align with the emergence of early signs due to challenges in recognizing the initial manifestations of neurodevelopmental differences. Current research shows limited consensus regarding clinical and sociodemographic factors linked to early versus late diagnoses, underscoring the need for further investigation. METHODS: Data were retrospectively collected from clinical records of children evaluated for suspected autism at the Child and Adolescent Neuropsychiatry Unit of an Italian pediatric hospital between 2016 and 2023. The standardized evaluation included neuropsychiatric examination, assessment of cognitive and adaptive functioning, evaluation of autistic traits, and a comprehensive psychopathological profile. Correlational analyses examined clinical and sociodemographic variables associated with diagnosis timing, while a linear regression model was used to identify independent predictors. Inclusion criteria included a first diagnosis of autism or high likelihood of autism, and an age between 18 and 71 months. Exclusion criteria included known genetic conditions or a prior autism diagnosis. RESULTS: The final sample included 150 children (mean age: 43.71 ± 13.6 months; 123 males, 27 females). Among clinical variables, cognitive and developmental differences and parental recognition of early communication variations were linked to earlier diagnosis, while a distinct emotional-behavioral profile was associated with later diagnosis. Regarding sociodemographic factors, being a first-born child and higher parental stress were correlated with delayed diagnosis. Parental age and education showed no significant associations. Only cognitive and developmental profiles, along with early symptom recognition (ADI-D), emerged as the strongest predictors of early diagnosis. Conclusions: These results emphasize the critical need to enhance early identification of autism and to minimize the adverse effects associated with delayed diagnosis. They also underline the clinical relevance of caregiver education-particularly for first-time parents-as a strategy to facilitate timely recognition and intervention.

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7. Ciccone O, Lepri A, Camanni G, Vallasciani M, Elisei S. PREPARATION AND DESENSITIZATION IN VIEW OF PERFORMING VIDEO ELECTROENCEPHALOGRAPHY IN CHILDREN WITH AUTISM SPECTRUM DISORDER: A CASE SERIES. Psychiatr Danub. 2025; 37(Suppl 1): 413-6.

EEG recording in children on the autism spectrum is often a challenging task due to their frequent hypersensitivity to even mild sensory stimuli and difficulty coping with novel situations outside of familiar routines. This article describes the video electroencephalography (EEG) preparation process carried out with five children diagnosed with Autism Spectrum Disorder (ASD), using a structured protocol of gradual exposure and environmental desensitization involving outpatient staff and the presence of parents. The high success rate in both EEG acquisition and patient cooperation underscores the clinical importance of structured preparation and desensitization protocols in facilitating EEG procedures for children and adolescents with ASD. In this study, gradual and playful exposure – anchored in predictable routines and symbolic play – helped modulate sensory input, addressing a core challenge in ASD. The intervention also leveraged the psychological benefits of increased environmental predictability, which plays a crucial role in reducing anxiety driven by uncertainty in individuals on the autism spectrum. Moreover, the active involvement of caregivers likely supported co-regulation and emotional safety, further contributing to the successful outcomes observed. These findings advocate for the integration of individualized, behaviourally informed protocols into routine clinical practice for neurophysiological assessments in children with ASD.

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8. Dawe-Lane EO, Saunders R, Flouri E, Mandy WPL. Emotion and peer problems in autistic adolescents: The role of puberty, school adjustment and bullying. JCPP Adv. 2025; 5(3): e12305.

BACKGROUND: Emotion and peer problems tend to increase in autistic young people during adolescence. However, the extent to which endogenous (e.g., pubertal maturation) and exogenous (e.g., school adjustment, bullying) factors contribute to trajectories of emotion and peer problems in autistic young people is unclear. METHODS: Using data from the Millennium Cohort Study (MCS), we fitted latent growth curves to model initial levels and growth in emotion and peer problems during adolescence. We used generalised structural equation models to investigate whether pubertal maturation, school adjustment, bullying, and timing of autism diagnosis (none, early [<8 years] or late [≥8 years]) predict initial levels and growth of emotion and peer problems in autistic and non-autistic young people, separately for males (n = 780) and females (n = 172). RESULTS: In females, there were significant interactions between timing of diagnosis and (a) school adjustment and (b) bullying. In females with a late diagnosis of autism, lower school adjustment and greater bullying were associated with greater growth of emotion problems during adolescence. Furthermore, in females with an early diagnosis, lower school adjustment was associated with greater initial levels of peer problems. In males, later pubertal maturation was associated with greater growth of emotion and peer problems during adolescence, irrespective of autism diagnosis. In males with an early diagnosis of autism, greater bullying was associated with greater growth of emotion problems during adolescence. CONCLUSION: School adjustment and bullying were associated with increasing emotion and peer problems in autistic adolescents, but their relative contribution varied according to timing of autism diagnosis and sex. Overall, this study supports the need for early identification and intervention for young autistic people experiencing poor school adjustment and bullying during adolescence.

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9. de Oliveira CA, Iorio EL, Espíndola FS. Potential Benefits of a Noninvasive Neuromodulation Protocol in Autism Spectrum Disorder with Multiple Comorbidities: A Case Report. Pediatr Rep. 2025; 17(5).

This case report describes a patient (male, 10 years old) with Autism Spectrum Disorder (ASD) and multiple comorbidities, including epilepsy, gastrointestinal and sleep disturbances, and obesity. Whole-exome sequencing (WES) identified two variants of uncertain significance (VUS) in the GRID2 gene. Mutations in this gene are associated with spinocerebellar ataxia type 18 (SCA18). However, this finding did not correlate with the clinical presentation of the patient. This study evaluates the effects of Radio Electric Asymmetric Conveyer (REAC) stimulation on the cognitive-behavioral dysfunctions of a child with severe ASD and multiple comorbidities. Two stimulation protocols-Neuro Postural Optimization (NPO) and Neuro Psychophysical Optimization (NPPO)-and REAC were performed sequentially. After five weeks of treatment, a 34.9% reduction in total scores on the Autism Treatment Evaluation Checklist (ATEC) and an 8.2% on the Autism Behavior Checklist (ABC) were observed. Assessment of the severity of ASD symptoms using the Childhood Autism Rating Scale (CARS) tool showed less pronounced improvement. The REAC intervention yielded a reduction in Social Relating impairment and an improvement in Sensory/Cognitive Awareness. Further research in this area should employ extended REAC protocols to replicate and amplify clinical responses among individuals with ASD.

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10. Do V, Nelson C, Eliason SHY. Ableism and Structural Inequities: A Refugee Child With Developmental Disabilities. Hosp Pediatr. 2025; 15(10): 871-8.

Amir, a 5-year-old racialized refugee from Syria with suspected autism spectrum disorder, was admitted with respiratory distress and fever. His case highlights the systemic barriers faced by families with children with the experience of disability navigating the health care system compounded by the family’s refugee status and the challenges of hospital care. Despite supportive measures, Amir’s prolonged hospitalization was marked by communication difficulties, cultural misunderstandings, and a lack of developmental accommodation. Behavioral challenges related to Amir’s developmental disability were both not anticipated and misinterpreted, leading to stigmatizing labels and inadequate interventions. These challenges were further exacerbated by structural issues, such as the family’s lack of health insurance and the lack of comprehensive refugee health records. This case underscores the importance of addressing intersectional inequities in pediatric care. Refugee families often face unique barriers, including trauma from displacement, fear of persecution from their home country, socioeconomic instability, and limited access to health care resources. For children with developmental disabilities, ableism within health care systems further contributes to suboptimal care and adverse outcomes. We discuss actionable strategies to improve equity in health care delivery, including the use of consistent interpreter services to support communication and the integration of a framework such as the World Health Organization International Classification of Functioning, Disability and Health to ensure care that is both culturally responsive and inclusive in addressing the full diversity intersectional barriers that can be experienced by families. By examining Amir’s experience, we highlight the need for systemic changes to create accessible health care environments that meet the needs of diverse populations.

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11. Fieldhouse R. Gestational diabetes linked to autism in study: what scientists say. Nature. 2025.

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12. Fitri A, Dewi WN, Hamidy MY, Saam Z. The autistic child friendly school environment model for behavioral development in children with autism. J Educ Health Promot. 2025; 14: 358.

BACKGROUND: Autism spectrum disorder (ASD) presents unique challenges in educational settings, particularly in resource-limited regions such as Indonesia. This study explores the impact of the Autistic Child-Friendly School Environment (Lingkungan Sekolah Ramah Anak Autis/LISRAA) model, an autism-friendly school environment, on the behavioral development of children with autism. MATERIALS AND METHODS: A mixed-methods approach, combining narrative inquiry and quasi-experimental design, was employed. Data were collected through interviews, focus group discussions, and the Autism Behavior Checklist (ABC). Identical sensory-friendly adjustments, including noise control, lighting modifications, and quiet zones, were implemented across selected schools to ensure uniformity. Behavioral outcomes were assessed before and after the intervention using paired samples t-tests. RESULTS: The findings reveal significant improvements in behavioral outcomes following the implementation of the LISRAA model. The mean ABC score improved significantly from 5.00 at pre-test to 15.33 at post-test 1 (P < 0.001), demonstrating enhanced focus, reduced hyperactivity, and improved emotional regulation. Although a slight decrease to 14.67 was observed at post-test 2, this change was not statistically significant (P = 0.102), indicating sustained behavioral improvements over time, despite a minor reduction in post-test 2 scores. Reduced variability in scores post-intervention also demonstrated greater consistency in behavioral improvements among participants. CONCLUSION: This study highlights the effectiveness of the LISRAA model in fostering behavioral improvements for children with autism, even in resource-limited settings. Structured sensory-friendly environments and consistent support significantly enhance focus, emotional regulation, and hyperactivity. These findings contribute to the growing body of literature on autism-friendly educational practices and provide a foundation for scaling up sustainable interventions in resource-limited settings.

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13. Fogelström A, Skoglund C, Hagel E, Wester T, Löf Granström A, Mesas-Burgos C. Neurodevelopmental disorders in children with congenital abdominal wall defects: a national population-based study. Pediatr Surg Int. 2025; 41(1): 303.

PURPOSE: One in 4000 Swedish children is born with abdominal wall defect (AWD). Little is known about their neurodevelopmental trajectory and long-term morbidity. The aim was to determine the risk of neurodevelopmental disorders in children born with omphalocele or gastroschisis. METHODS: This was a population-based national cohort study including children born with omphalocele or gastroschisis in Sweden 1997-2016. Individuals with chromosomal abnormality were excluded. Ten age and sex-matched unexposed individuals were randomly selected for every AWD case. Main outcomes were autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). Data were collected from the national health registers. RESULTS: During the study period, 496 children were born with AWD and included in the exposed cohorts. The unexposed cohorts consisted of 4943 children. Neurodevelopmental diagnoses were found in 11 (6.1%) children with omphalocele and 15 (4.8%) children with gastroschisis compared to 63 (3.5%) and 113 (3.6%) in the unexposed cohorts (p = 0.096 and p = 0.275). Children with omphalocele had higher risk of ASD (HR = 3.51, 95% CI 1.59-7.78) than unexposed peers (p = 0.02). There was no significant difference in ADHD incidence. CONCLUSIONS: Children with AWD may have similar risk of ADHD as age- and sex-matched peers. While the omphalocele cohort had a higher incidence of ASD, the overall incidence remained relatively low. LEVEL OF EVIDENCE: II.

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14. Gradskova A, Pavlichenko A, Karpenko O. IS SOCIAL ANXIETY ALWAYS «SOCIAL»? AN INVESTIGATION OF PERSONALITY COGNITIVE AND AUTISTIC FACTORS. Psychiatr Danub. 2025; 37(Suppl 1): 272-7.

BACKGROUND: Social anxiety (SA) disorder is a common psychological condition; however, its boundaries with autism spectrum disorder remain a subject of debate. This study examines the contribution of personality, cognitive, and autistic traits to manifestations of SA in adults. To assess how personality, cognitive, and autistic traits affect SA and to define the impact of autistic features on its development. METHODS: The study included 72 adults (42 women, 30 men) over 18, with different levels of SA and autistic traits. Participants completed several questionnaires: Social Anxiety and Social Phobia Questionnaire, HEXACO-60-PI-R60 Personality Questionnaire, Hostility Scale, Cognitive Styles Questionnaire, Autism Spectrum Quotient, Behavior Self-Regulation Style Questionnaire, and an Emotional Intelligence Test. RESULTS: Two groups were studied: (A) high SA with low autistic traits, and (B) high SA with high autistic traits. T-tests and regression analyses were used. No significant differences in overall SA were found between the groups; however, individuals with pronounced autistic traits exhibited greater anxiety in situations requiring initiative and being under observation. Group B demonstrated higher scores on all autism spectrum scales and distinctive personality profiles (low extraversion, high honesty/humility, vigilance, and negativism. Regression analysis revealed distinct predictive factors for SA in the two groups. For Group A this included the following parameters: Liveliness, lower Sociability, decreased Modeling of Conditions, heightened Sentimentality and increased Attention to Detail (89% of the variance in SA scores). For Group B they included low Social Self-Esteem, reduced Flexibility, diminished Reliability, elevated Dependence, and stronger Field Independence (92% of the variance in SA scores). CONCLUSION: Personality and cognitive predictors of SA differ depending on the presence of autistic traits. The data confirm the necessity of a differentiated diagnostic and therapeutic approach. Future studies should employ longitudinal research designs to investigate causal relationships between variables.

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15. Grillo VD, Venuti P. An exploratory study on autistic socialization in VRChat’s social virtual environments. Res Dev Disabil. 2025; 165: 105105.

SCOPE: This qualitative exploratory study examines if and how autistic individuals navigate social virtual environments, with a focus on VRChat, a leading platform. The research aims to understand VRChat’s impact on autistic users’ well-being, social connectedness, and overall quality of life. Given the ongoing reconceptualization of autism, this study explores the intersection of digital and virtual technology and autistic socialization. METHODS: Reflexive Thematic Analysis was employed to analyze self-generated content from autistic individuals on YouTube and Reddit. A PRISMA-adapted data selection framework was utilized to systematically identify and collect publicly available content. The final dataset consisted of 30 user-generated pieces, including videos, comments, and discussions, totaling over 450 min of audiovisual material and 1500 textual messages. Data were anonymized and thematically analyzed by multiple researchers through an iterative, inductive process, ensuring the inclusion of diverse autistic perspectives. In addition, a top-down perspective to the initial inductive analysis, thanks to theoretical triangulation, ensured a comprehensive interpretation of the data. RESULTS: This paper primarily focuses on three themes (Scope of Use – Diverse Applications of VRChat; Autistic Life Experience; Overall Perceptions of VRChat) and their corresponding subthemes related to autistic users’ experiences. Findings indicate that VRChat functions as a « virtual third place, » offering autistic individuals a unique space for social engagement, self-expression, awareness-raising, and community building. The platform provides a safer environment where autistic users can share personal experiences, navigate social challenges, and explore their identities in ways that may be less or not accessible in offline settings. DISCUSSION: VRChat appears to facilitate ‘Autistic Socialization’ by accommodating diverse communication styles and fostering a sense of belonging. Its affordances and features enable autistic users to interact in ways that support their social, sensory, and emotional well-being. Additionally, the findings suggest that VRChat serves as a platform for voicing and addressing ‘Autistic Suffering,’ including the socio-cultural challenges associated with neurodivergence. These insights contribute to discussions on the Double Empathy Problem and highlight the potential of virtual spaces in promoting neurodivergent social inclusion both online and offline. CONCLUSIONS: Digital and virtual environments play a crucial role in supporting autistic self-narration, social connectedness, and well-being. Given the context-dependent nature of human interactions, further research is needed to explore how technology mediated communication can inform inclusive social practices in real-life settings. Future studies should develop and test interventions aimed at solving the Double Empathy Problem to improve quality of life.

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16. Hu B, Liang Q, Jiang H. Effects of exercise dosage on children with autism spectrum disorder: a systematic review and meta-analysis of randomized controlled trials. Front Child Adolesc Psychiatry. 2025; 4: 1647280.

OBJECTIVE: To investigate the effects of exercise doses recommended by the American College of Sports Medicine (ACSM) on motor skills, social interaction, behavioral patterns, and verbal and non-verbal communication domains in children with autism. METHODS: A systematic search was conducted across PubMed, Embase, Web of Science, and the Cochrane Library, focusing on the effects of physical activity on children with autism. Randomized controlled trials comparing exercise interventions with no intervention were included, and changes in motor skills, social interaction, behavioral patterns,and communication domains were assessed using standardized mean differences (SMD), 95% confidence intervals (CI), and p-values (p < 0.05).Interventions were categorized based on high or low adherence to exercise prescriptions developed or recommended by ACSM.Studies in which ≥70% of components met ACSM criteria were classified as having high adherence, while those with <70% were classified as having low adherence, based on thresholds established in previous literature. A fixed-effects or random-effects model was applied for meta-analysis, and subgroup comparisons were conducted. RESULTS: A total of 27 studies (29 exercise interventions) involving 1,012 participants were included. In the motor skills domain,the pooled standardized mean difference (SMD) was 1.35, 95% confidence interval (CI) [0.66,2.03]. Subgroup analysis revealed that the high-adherence group showed an SMD of 1.44, 95% CI [0.51,2.36], while the low-adherence group showed an SMD of 1.26, 95% CI [0.15,2.36]. For the social interaction domain,the overall SMD was -0.22, 95% CI [-0.54,0.99]. The high-adherence subgroup had an SMD of -0.41, 95% CI [-0.62,-0.21], whereas the low-adherence group had an SMD of 0.42, 95% CI [-0.50,1.33]. In the behavioral patterns domain, the overall SMD was -0.79, 95% CI [-1.26,-0.32]. Subgroup analysis indicated an SMD of -0.42, 95% CI [-0.73,-0.11] for the high-adherence group and -2.79, 95% CI [-5.63,0.06] for the low-adherence group.For the verbal and non-verbal communication domain, the overall SMD was 0.33, 95% CI [-0.31,0.97]. Subgroup SMD were 0.21,95% CI [-0.14,0.57] for the high-adherence group and 0.59, 95% CI [-1.67,2.84] for the low-adherence group. CONCLUSION: Exercise interventions had a significant positive impact on motor skills and behavioral patterns in children with autism spectrum disorder (ASD). Interventions with high adherence to ACSM-recommended exercise dosages were more effective in improving motor skills, social interaction,and behavioral patterns compared to low-adherence dosages.Future evidence-based exercise prescriptions may be established for children with ASD, optimizing motor-functional outcomes. SYSTEMATIC REVIEW REGISTRATION: PROSPERO, identifier (CRD42024565241).

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17. Kabarite A, Ferreira GMM, Pitangueira JC, Arimatéa RS, da Costa Rebello de Mendonça R, Marcello RS, Schulz TG, Riesgo RDS, Castro K. A Longitudinal Transdisciplinary Approach for Autism Spectrum Disorder. Children (Basel). 2025; 12(9).

Background/Objectives: Autism Spectrum Disorder (ASD) presents complex developmental challenges that require coordinated, individualized interventions. This study aimed to evaluate the effectiveness of a transdisciplinary, family-centered approach in improving clinical and functional outcomes in children and adolescents with ASD. Methods: A longitudinal study was conducted with 53 participants aged 2 to 16 years, all with confirmed ASD diagnoses. Assessments were performed at baseline, 6 months, and 12 months. Participants received personalized, evidence-based interventions provided by a multidisciplinary team working within a transdisciplinary model. Therapies were delivered individually and in groups, with flexible intervention phases tailored to each participant’s evolving needs. Outcomes were measured using the Clinical Global Impression (CGI), Global Assessment of Functioning (GAF), and the Aberrant Behavior Checklist (ABC). Results: Clinical and functional improvements were observed over the 12-month period. Most participants reached high functional levels by the end of the study. Caregivers reported notable reductions in support needs, while therapist ratings confirmed more moderate improvements. Decreases in behavioral challenges, sensory difficulties, and sleep disturbances were observed, alongside gains in adaptability and functional play. Greater family involvement was associated with more favorable outcomes. Conclusions: A transdisciplinary, family-centered intervention model was beneficial in supporting developmental progress in children and adolescents with ASD. The findings highlight the importance of flexible, team-based care and emphasize the critical role of family engagement in achieving positive long-term outcomes.

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18. Keller J, Mandy WPL, Herle M, Carter Leno V. Adolescent eating behaviours: associations with autistic and ADHD traits in childhood and the mediating role of anxiety. J Child Psychol Psychiatry. 2025.

BACKGROUND: Autistic individuals and individuals with ADHD are more likely to experience eating disorders, yet the reasons for this are not well understood. We investigated whether childhood neurodivergent (i.e. autistic and ADHD) traits are associated with patterns of emotional/restrained eating and externally driven eating behaviours in adolescence, whether these associations differed by sex and if they are mediated by anxiety. METHODS: We tested the association between parent-reported childhood (age 7 years) autistic and ADHD (i.e. hyperactivity/impulsivity, inattention) traits and self-reported adolescent (age 13) eating behaviours in a large population-representative prospective cohort (N = 7,572; Avon Longitudinal Study of Parents and Children). We performed multi-group longitudinal analysis stratified by sex to understand whether sex moderates’ associations between neurodevelopmental traits and adolescent eating behaviours. Mediation models tested the extent to which observed associations were driven by mid-childhood (age 10) anxiety symptoms. All analyses were adjusted for child sex, child ethnicity, maternal education levels and maternal age at birth. RESULTS: Individuals who had higher childhood autistic traits were more likely to report emotional/restrained (b = 0.59, 95% CI [0.29, 0.88], p < .001, B = 0.07) and externally driven (b = 0.17, 95% CI [0.05, 0.28], p < .01, B = 0.06) eating behaviours during adolescence. Additionally, individuals with higher childhood inattention traits were more likely to report externally driven eating behaviours (b = 0.10, 95% CI [0.03, 0.19], p = .02, B = 0.05). No sex differences were identified in the associations. Mediation models suggested a significant indirect effect of anxiety for the association between autistic traits and emotional/restrained eating (b = 0.08, bootstrapped 95% CIs [0.02, 0.13]). CONCLUSIONS: Autistic and ADHD traits in childhood may share some eating behaviour phenotypes in adolescence (externally driven eating), whereas others are specific to autism (emotional/restrained eating). We present evidence for the role of anxiety in underpinning the association between autistic traits and emotional/restrained eating behaviours, suggesting an important potential intervention target.

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19. Kelley HH, Aller TB. Transcendent Spirituality and Psychological Flexibility Among Adults on the Autism Spectrum in the United States. J Relig Health. 2025.

Using structural equation modeling to analyze two waves of longitudinal data from 306 adults on the autism spectrum in the USA, we assessed whether transcendent spirituality (feeling connected to a higher being) was associated with psychological flexibility (the ability to respond to uncomfortable internal sensations in a flexible, values-driven manner), psychological inflexibility, and satisfaction with life over a 10-week period. While we identified no significant associations between transcendent spirituality and psychological inflexibility, we found that spirituality was longitudinally associated with psychological flexibility and satisfaction with life. Psychological flexibility mediated the association between spirituality and satisfaction with life. Implications are offered.

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20. Khairetdinov O, Rubakova L, Pavlova M, Asatryan E, Tavormina G, Vlasov A. APPLICATION OF TELEMEDICINE TECHNOLOGIES IN THE DIAGNOSIS OF AUTISM SPECTRUM DISORDERS IN CHILDREN: A NARRATIVE REVIEW. Psychiatr Danub. 2025; 37(Suppl 1): 85-90.

BACKGROUND: The application of telemedicine technologies in providing psychiatric care to children with autism spectrum disorders (ASD) became widespread during the COVID-19 pandemic. This review aims to describe the types, structure, and features of tools used for the remote diagnosis of ASDs in children, based on contemporary scientific literature and our own experience. METHODS: We conducted a descriptive review of scientific studies published from January 2013 to December 2024. Works presented in the electronic databases PubMed, Web of Science, and eLibrary were analyzed. Descriptive analysis was used to summarize the obtained data. RESULTS: The analysis convincingly demonstrates a sufficient representation of remote tools for screening, assessment scales, and structured diagnostic procedures for ASD across various countries, exhibiting high levels of specificity and sensitivity. CONCLUSIONS: The use of telemedicine diagnostic methods in clinical practice contributes to the early detection of ASDs, potentially enhancing the timeliness and effectiveness of medical and correctional interventions.

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21. Kritsotakis G, Morfidi E. Reading Comprehension Challenges in Autism Spectrum Disorder: Linguistic Factors and Figurative Language Proficiency. Autism Dev Lang Impair. 2025; 10: 23969415251371544.

BACKGROUND AND AIMS: Children with autism spectrum disorder (ASD) without intellectual disability often face challenges in understanding written text. However, considerable variability in this area underscores the need to examine their reading profiles and the factors influencing the development of reading comprehension (RC). This study investigates the RC of upper elementary school children with ASD compared to typically developing (TD) peers and explores the role of broader linguistic abilities in RC, with a specific focus on pragmatic competence (e.g., figurative language comprehension). Nonlinguistic factors such as age and nonverbal cognitive capacity are also considered. A secondary aim is to assess the potential heterogeneity in RC and linguistic abilities within the ASD sample. METHODS: In total, 35 children with ASD and 35 TD controls (mean age = 10.7 years, SD = 0.97) were matched for age, gender, and nonverbal cognitive ability using Raven’s Colored Progressive Matrices. Both groups completed assessments of RC, structural language skills (receptive vocabulary and morphosyntax), and figurative language competence. To evaluate variability, the ASD group was divided into two subgroups based on RC performance. RESULTS: Participants with ASD scored significantly lower than their TD peers in RC, morphosyntactic skills, and figurative language comprehension, but no significant differences were observed in receptive vocabulary. For children with ASD, chronological age, nonverbal cognitive ability, and receptive vocabulary accounted for significant variance in RC. In contrast, RC in TD children was predicted by morphosyntactic ability and figurative competence. Furthermore, the substantial heterogeneity within the ASD group was evident, highlighting their variability across the range of examined variables. CONCLUSIONS AND IMPLICATIONS: The findings indicate that children with ASD as a group experience notable difficulties in text comprehension and language processing at the morphosyntactic and pragmatic levels, despite achieving receptive vocabulary and nonverbal cognitive scores comparable to those of their TD peers. The two groups appear to employ distinct strategies for deriving meaning from text. The pronounced variability in RC and linguistic abilities among ASD participants underscores the complexity of their reading and language profiles, highlighting the importance of tailored educational assessments and interventions, which are further discussed.

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22. Landau E, Nayar K, Martin GE, Stevens C, Xing J, Guilfoyle J, Lau JCY, Losh M. Context effects: discourse structure influences narrative ability in autism and first-degree relatives. Front Psychiatry. 2025; 16: 1588429.

INTRODUCTION: Narrative, or storytelling, ability is a well-documented area of difficulty in autism spectrum disorder (ASD) and is an important skill that is related to social-communicative success. Evidence also demonstrates subtle narrative differences among first-degree relatives of autistic individuals, including parents (ASD parents) and siblings (ASD siblings), suggesting narrative ability may reflect genetic influences related to ASD. Less structured contexts, such as free form narrative retellings (i.e., without scaffolding via visual aids), require individuals to reconstruct a previously told narrative from memory and reflect differences in underlying attention, language, and executive functioning. Narrative retellings are impacted in ASD, though work has yet to examine this ability in first-degree relatives. A prior study employed a first telling narrative task (First Telling) involving simultaneous viewing of a picture book among autistic individuals, their parents, siblings, and respective control groups while collecting eye tracking data to extrapolate attentional mechanisms. METHODS: The present study aimed to extend this work by adding an additional less structured narrative retelling (Retell task) to characterize the breakdown in narrative quality between different contexts and assess how narration and visual attention during the First Telling narrative may relate to narrative quality in the Retell task. RESULTS: As predicted, narrative retellings were less sophisticated than first-telling narratives, and the quality of the First Telling was related to the quality of the Retell narrative for all groups. Some overlapping patterns of narrative quality emerged between individuals with ASD, their parents, and siblings. No associations emerged between visual attention in the First Telling and narrative quality in the Retell task. DISCUSSION: Results support previous findings of narrative challenges in ASD and provide evidence that narrative skills may be subtly impacted in first degree relatives, suggesting ASD-related genetic influence on elements of narrative ability. Findings may inform intervention efforts, as the lack of visual supports in the retell task impacted narrative quality in ways that parallel the challenges individuals may face in everyday storytelling and naturalistic conversational interactions.

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23. Larson C, Taverna E, Mohan A, Girolamo T, Fein D, Eigsti IM. The role of language in social-emotional, educational, and vocational outcomes in autism and in individuals who have lost the diagnosis. medRxiv. 2025.

BACKGROUND: There is striking heterogeneity in long-term outcomes associated with an autism diagnosis, and the role of language in outcomes has not been sufficiently characterized. This study characterized the roles of structural language ability and early language milestones in long-term social-emotional, educational, and vocational outcomes in individuals with autism and individuals who have lost the autism diagnosis (LAD) relative to neurotypical (NT) peers, over and above the potential confounding role of social skills. METHODS: Participants were individuals with autism ( n = 39) or LAD ( n = 32) and NT peers ( n = 38) age 12-39 years. Participants completed standardized and survey-based measures of social-emotional functioning and educational and vocational attainment. Language measures were an experimental structural language task (grammaticality judgement) and caregiver-report of early language milestones. Linear and generalized linear models tested how groups differed in the association between language and outcomes. RESULTS: Language was associated with certain outcomes for all groups, though there were group differences in the nature of these associations. In autism relative to LAD and NT peers, structural language was differentially associated with anxiety/depression, and language milestones were differentially associated with social relationships, quality of life, educational attainment, and full-time employment status. CONCLUSIONS: Findings suggest unique pathways of influence between language and outcomes in individuals with autism versus LAD and NT peers. This evidence suggests that current language and early language development must be considered in social-emotional functioning and in educational and vocational supports from childhood through adulthood for individuals diagnosed with autism in childhood.

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24. Ma X, Song K. Rehabilitation therapy for children with autism based on interactive VR-motion serious game intervention: a randomized-controlled trial. Front Public Health. 2025; 13: 1628741.

BACKGROUND: Autism Spectrum Disorder (ASD) poses complex challenges in social communication, behavior, and learning, which traditional therapies often fail to fully address. This study explores an interactive VR-Motion serious game designed for children with ASD, leveraging immersive, controlled environments to enhance social skills, self-care, and emotional regulation. OBJECTIVE: Children with autism often suffer from multiple complications; thus, new serious games that are versatile and easy to use are more suitable for them. This study aims to design and develop a versatile serious game for multifaceted intervention in children with autism, encompassing psychological, social, and learning aspects. We also aim to evaluate the rationality of its design and the effectiveness of its content, with the ultimate goal of providing an effective intervention therapy for children with autism. SUBJECTS AND METHODS: This study used the methods of pre-experiment and formal experiment. The pre-experiment (n = 2): Control group (Average Age = 123.8 months, SD = 32.27 months) experimental group (Average Age = 119.4 months, SD = 29.41 months), in which one male and one female was trained 4 times a week for 4 h each time for 3 weeks. The formal experiment (n = 19): random number sampling method was adopted to sample them into two groups for simultaneous intervention training, 4 times a week for 4 h each time for 16 weeks. (Average Age: 98.76-150.23 month, SD: 17.79-44.81 month, GSex ratio : 5:4). RESULTS: The analysis of formal experimental data shows that the design of this interactive VR-Motion serious game is reasonable and it has a good effect on the training of social communication and self-living ability of autistic children. In the post-test of wish tracking, df = 9; t = -1.155 and p = 0.281, it can be seen that the interactive VR-Motion serious game intervention has a good improvement on the social willingness of autistic children. CONCLUSION: The experimental results show that the design of interactive VR-Motion serious game provides excellent guidance for the simulation of autistic children’s attempts to socialize and experience warm social emotions and introduces correct life situations by cultivating their independent willingness to join social interactions during the game, and it has good benefits in establishing a stable learning environment.

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25. Manzo J, Hernández-Aguilar ME, Toledo-Cárdenas MR, Herrera-Covarrubias D, Coria-Avila GA, Libreros-Jiménez HM, Fernández-Cañedo L, Ortega-Pineda LA. The Long and Winding Road to Understanding Autism. NeuroSci. 2025; 6(3).

Autism Spectrum Disorder presents one of the most complex challenges in contemporary neuroscience. This review adopts an unconventional narrative structure, drawing inspiration from song titles by The Beatles to explore the multifaceted biological, developmental, and social dimensions of autism. Spanning historical perspectives to embryonic origins and adult cognition, we examine critical topics including cortical folding, sensory processing, and the contributions of various brain regions such as the cerebellum and brainstem. The role of mirror neurons and other neural systems in shaping social behavior is discussed, alongside insights from animal models that have advanced our understanding of autism’s underlying mechanisms. Ultimately, this manuscript argues that autism is not merely a biomedical challenge, but a broader societal issue intersecting with education, human rights, and identity. Following the long and winding road of scientific discovery, we advocate for a more empathetic, interdisciplinary, and human-centered approach to autism research. Though the path ahead remains uncertain, every step informed by evidence and driven by collaboration brings us closer to deeper understanding, greater inclusion, and more effective support.

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26. McGuire R, Nico J, Nattress N, Irizarry-Pérez C, Gevarter C. Coaching Bilingual Speech-Language Student Clinicians and Spanish-Speaking Caregivers to Use Culturally Adapted NDBI Techniques with Autistic Preschoolers. Behav Sci (Basel). 2025; 15(9).

A cascading coaching model was used to teach bilingual speech-language pathology (SLP) graduate student clinicians and Spanish-speaking caregivers to implement naturalistic developmental behavioral intervention (NDBI) techniques with autistic preschoolers. Two triads (each consisting of a graduate student clinician, a minimally vocal child diagnosed with autism, and a caregiver) participated in the study. Following the cascading approach, a lead instructor (with limited Spanish conversational skills) coached bilingual student clinicians (in English) to apply culturally adapted NDBI with child participants. Following additional instruction in coaching, student clinicians coached caregivers in Spanish. Effects were evaluated using a multiple methods approach consisting of multiple probes across participants single case experimental design and a qualitative analysis of semi-structured interviews with adult participants. All adult participants increased their use of targeted NDBI skills including elicitation techniques (creating communication temptations, using wait time, and prompting) and response techniques (reinforcing children’s communication with natural consequences and providing a contextually relevant vocal model), demonstrating large to very large effect sizes. Although qualitative findings indicated areas for improvement (e.g., additional Spanish supports for clinicians), thematic analysis revealed additional benefits in terms of positive changes across adult learning, behavior, and perspectives; child communication; and child-caregiver relationships.

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27. Murakami Y, Tanida K, Munechika T, Kurose S, Kimura Y. Autonomy-Supportive Circuit Training Program: Differential effects on adaptive behavior and emotional symptoms in children with and without autism spectrum disorder. PCN Rep. 2025; 4(3): e70205.

AIM: This prospective non-randomized controlled study examined the Autonomy-Supportive Circuit Training Program (ASCTP), a structured physical activity intervention. The primary objective was to assess and compare changes in internalizing (emotional symptoms) and externalizing (behavioral difficulties) traits between children with autism spectrum disorder (ASD) and those with subthreshold ASD following ASCTP participation. METHODS: A total of 28 boys (aged 4-10 years) were divided into an ASD (n = 14) and a non-ASD group (n = 14). The ASCTP intervention was developed and implemented in an exercise-focused daycare center for children with disabilities in Japan. The intervention consisted of a structured 45-min exercise program conducted once a week for 6 months. It emphasized an autonomy-supportive and standardized session structure, implemented by trained facilitators, and was specifically designed to support children’s self-regulation and individualized activity selection. Emotional and behavioral traits were assessed pre- and post-intervention using the Strengths and Difficulties Questionnaire, completed by the parents. Additionally, the children’s lifestyle habits (sleep, screen time, and breakfast consumption) were recorded pre- and post-intervention through parental reports. RESULTS: The ASD group showed a significant reduction in behavioral difficulties, whereas the non-ASD group exhibited an increase in behavioral difficulties (-1 [-2 to 0] vs. 1 [-1 to 1], adjusted p = 0.034, r = 0.45). Although no significant changes in emotional symptoms were present in either group, a decreasing trend was observed. CONCLUSION: Participation in the ASCTP was associated with a reduction in behavioral difficulties in children with ASD, which may reflect the potential benefits of the structured framework of the program. Conversely, the increased behavioral difficulties observed in the non-ASD group may indicate the need for more flexible intervention approaches.

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28. Murphy A, Bailey B, Savage R, Parrila R, Arciuli J. ABRACADABRA literacy instruction delivered by speech-language pathologists to children with autism during the COVID-19 pandemic. Int J Speech Lang Pathol. 2025: 1-14.

PURPOSE: This feasibility study explored literacy instruction for children with autism in an area of socioeconomic disadvantage during the COVID-19 pandemic. METHOD: Fifty-nine autistic children (5-12 years) participated in a baseline assessment before being assigned to one of two instruction conditions or a control group. The first instruction group participants received a total of 13 weeks of literacy instruction using ABRACADABRA (a free online web application), delivered by a speech-language pathologist. The second instruction condition also received a total 13 weeks of ABRACADABRA literacy instruction, supplemented with shared book reading. The control group continued their business-as-usual school and other activities over the 13 weeks. RESULT: Children who participated in instruction made statistically significant gains in their nonword reading skills from pre- to post-instruction with a large effect size. There were no other statistically significant results at the conservative alpha level utilised. However, effect sizes for all reading outcome measures were similar to previous research using ABRACADABRA with autistic children (with medium to large effect sizes observed across various reading accuracy and reading comprehension skills). CONCLUSION: Further research on literacy instruction delivered via via in person sessions and telepractice for children with autism is greatly needed. These findings contribute to the scarce knowledge base of literacy instruction for children with autism and the impact of the COVID-19 pandemic on this group.

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29. Pan Q, Yang Y, Bak MYS, Liu X, Qiu H. Teachers’ knowledge, belief, and experience regarding sex education for students with intellectual and developmental disabilities in China. J Intellect Dev Disabil. 2025: 1-11.

BACKGROUND: Sex education is needed for improved mental and physical health and is a vital part of education for young people. However, sex education for students with intellectual and developmental disabilities is largely absent in China. METHOD: We conducted a survey among 51 special education teachers who worked with students with intellectual and developmental disabilities to explore their knowledge level of sexual and reproductive health, as well as their beliefs and experiences regarding sex education. RESULTS: Results indicated a high knowledge level among teachers and a strong belief in the necessity of sex education. The scarcity of school-based sex education was also reflected in the experiences of special education teachers. CONCLUSION: The implications for breaking the silence around sex, developing comprehensive school-based sex education, and establishing teacher preparation and training systems in terms of sex education for students with intellectual and developmental disabilities are discussed.

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30. Patwardhan A, Li S, Chen J, Choe KY. Three-dimensional quantification of oxytocin neurons in the hypothalamic paraventricular nucleus reveals sex- and subregion-specific differences in two genetic mouse models of autism. J Neuroendocrinol. 2025: e70092.

Oxytocin (OXT), a neuropeptide hormone essential to a wide range of social functions, has drawn increasing attention as a crucial contributor to the neurobiology of autism spectrum disorder (ASD). Central OXT system disruptions have been reported in several genetic mouse models of ASD; however, a detailed and systematic characterization of these phenotypes, and cross-model identification of shared and distinct features, are presently lacking. We integrated whole-brain OXT immunolabeling, SHIELD tissue clearing, light-sheet microscopy, and three-dimensional (3D) machine learning-based cell detection to establish a high-throughput, intact-tissue pipeline and quantified OXT immunopositive (OXT+) neurons across subregions of the paraventricular nucleus of the hypothalamus (PVN) in two genetic mouse models of ASD: Cntnap2 and Fmr1 knockout (KO) mice. We validated this pipeline alongside conventional immunohistochemistry using tissue sections. We show subregion- and sex-specific differences in PVN OXT+ cell counts in the two KO models. Notably, whole-PVN analysis revealed additional subregion- and sex-specific differences that were not evident in section-based quantification. These results identify subregion- and sex-specific differences in PVN OXT+ neuronal distribution as a shared phenotype in two genetic mouse models of ASD. This work highlights the importance of region-specific, high-resolution 3D approaches in intact tissue for quantifying cell populations within anatomically complex brain regions.

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31. Rahdar M, Salimi M, Eskandari K, Nazari M, Davoudi S, Raoufy MR, Mirnajafi-Zadeh J, Hosseinmardi N, Behzadi G, Janahmadi M. Behavioral assessments and differential excitability, oscillatory dynamics in dorsal and ventral hippocampal CA1 neurons in male rats of a prenatal VPA-exposed autism model. Prog Neuropsychopharmacol Biol Psychiatry. 2025: 111507.

The distinct electrophysiological properties of the dorsal (dHPC) and ventral (vHPC) hippocampus play crucial roles in cognitive and emotional processing. This study investigates the variations in firing activities between these hippocampal regions to develop targeted therapies for conditions such as autism. We conducted behavioral assessments and explored the properties of CA1 pyramidal neurons in the dHPC and vHPC using whole-cell patch-clamp recordings in a prenatal Valproic Acid (VPA)-exposed autistic-like model. Additionally, oscillatory activities in the dHPC and vHPC were analyzed through local field potential recordings across specific frequency bands during immobility in awake rats. Our evaluation confirmed ASD-like phenotypes, including social deficits, repetitive behaviors, cognitive impairments, and emotional dysregulation. Significant differences in membrane properties and firing activities were revealed between the dHPC and vHPC regions, examining network alterations and intrinsic neuronal properties. Notably, autism induction increased excitability in dorsal CA1 neurons compared to ventral neurons in the autism-like group. Analysis of delta, theta, and gamma frequency bands showed distinct spectral power differences between control and autism-like groups exposed to VPA. Autistic-like rats exhibited higher delta and theta power, with a significant impact on gamma activity, specifically in the dHPC. These findings provide novel insights into the behavioral and electrophysiological alterations in a prenatal VPA-exposed autistic-like model, emphasizing hippocampal hyperexcitability’s role in ASD. The results underscore the complexity of anatomical and functional distinctions between the dHPC and vHPC, highlighting spectral dynamics and potential pathological alterations in oscillatory patterns under neuropsychiatric conditions.

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32. Rattaz C, Pickles A, Vernhet C, Michelon C, Picot MC, Baghdadli A. Link between children’s oppositional behaviors and parental quality of life post-ASD diagnosis: Mediating role of parental stress and coping strategies. JCPP Adv. 2025; 5(3): e12303.

BACKGROUND: Oppositional behaviors are often an important issue for parents who have a child with autism spectrum disorder (ASD), and have been shown to be related to their Quality of Life (QoL). The present study examines the possible mediation and moderation effects of parenting stress and coping in the relationship between oppositional behaviors in the child with ASD and parental QoL. METHOD: Parental stress, coping strategies, parental QoL and children’s challenging behaviors (CBCL oppositional problem domain) were studied through parent-report (335 mothers and 230 fathers) over two occasions in a cohort of 485 children and adolescents with ASD (398 boys and 87 girls) with a mean age of 6.14 years (SD = 3.46) at baseline. Mediation and moderation effects were examined using structural equation modeling. RESULTS: Strong associations between child behaviors, parental stress and parental QoL were evidenced. Parental stress mediated the relationship between opposition in the child and parental QoL at diagnosis, but this effect was much smaller 3 years after diagnosis. Surprisingly, problem solving and social support, two commonly recommended coping strategies, had little or no effect on reducing impact on QoL 3 years later. CONCLUSIONS: Longitudinal analysis allowed us to estimate the causal pathway between child oppositional behaviors, parental stress and impact on parental QoL. Our findings emphasize the crucial role of parental stress, which can mediate the impact of the children’s oppositional behaviors on parental QoL. They argue for the need to develop specific interventions for parents focusing on parental stress and child’s behavior management.

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33. Sreenivasan SK, Lolayekar N, Rai K, Baksi A, Dutta K, R M. Comparative evaluation of the effect of Snoezelen Distraction Technique on children with Autism and healthy children during dental treatment. J Oral Biol Craniofac Res. 2025; 15(6): 1440-7.

AIM: To compare the effect of Snoezelen distraction technique (SDT) on children with Autism disorder and healthy uncooperative children during dental treatment. METHOD: ology: 17 children diagnosed with Autism (Group 1) and 17 uncooperative healthy children (Group 2) requiring dental treatment were considered for the study. The study comprised of two appointments during which physiological and behavioural parameters were recorded. First appointment, dental treatment was done without any distraction and the second appointment with Snoezelen distraction technique (SDT). RESULTS: In Group 1, there was a statistically significant decrease in mean pulse rate (p < 0.01), mean respiratory rate (p < 0.05) and decrease in the negative behaviour frequencies (p < 0.01) from first to second appointment. In Group 2, there was a statistically significant decrease in the mean pulse rate, respiratory rate values (p < 0.01) and decrease in the negative behaviour (p < 0.05) frequencies from first to second appointment. On comparative evaluation, there was a statistically significant difference seen for the values between the groups (p < 0.05) for the change in respiratory rate with higher values in Group 1. In Appointment 2 there was a statistically significant difference seen in the frequencies between the groups for behaviour (p < 0.01) with a higher frequency for negative behaviour in Group 2 and definitively positive in Group 1. CONCLUSION: In children with Autism and healthy uncooperative children there was a significant change in both physiological and behavioural parameters on using SDT. The changes in these parameters were statistically higher in children with Autism.

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34. Takach KE, Dunham-Carr K, Parra G, Joffe-Nelson L, Jones L, Mankaryous R, Rogers S, Serianni C, Shao M, Zhang B, Hanson E, Puts NA, Cornelissen L, Levin AR. The « Sensory Paradox »: Exploring the Positive Association Between Hyper- and Hypo-Responsivity to Sensory Stimuli in Autism and Beyond. medRxiv. 2025.

BACKGROUND: Differences in sensory processing are a core feature of autism spectrum disorder. Hyper- and hyporesponsivity to sensory stimuli have historically been conceptualized as separate constructs but may co-occur within individuals. Sensory processing may impact both lower and higher-level cognitive processes; thus, it is crucial to understand the relationships between hyper- and hyporesponsivity within and across modalities, as well as the relationship between sensory processing and other aspects of development in both autistic and typically developing (TD) children. METHODS: In 3-4-year-old children ( n =41 autism; n =37 TD), we assessed relationships between sensory hyper- and hyporesponsivity both within and across visual, auditory, touch, and oral sensory modalities as measured by caregiver report. Secondary analyses evaluated relationships between sensory responsivity, social communication, and cognitive abilities. FINDINGS: We found a positive correlation between sensory hyper- and hyporesponsivity (ρ = .788, p < .001). These associations persisted within groups and within and across modalities. There are positive associations between sensory responsivity and social interaction, communication, and nonverbal developmental quotient, with associations between sensory responsivity and social communication driven by associations within the autism group. INTERPRETATION: The positive correlations between hyper- and hyporesponsivity both within and across sensory modalities, which we term the "Sensory Paradox," may provide key clues to understanding sensory processing in autism and other neurodevelopmental disorders by pointing towards neural circuit-level mechanisms that may underlie neurodevelopmental conditions. FUNDING: This study was funded by NIH/NINDS 1R01NS134948-01 (ARL), NIMH T32MH112510 (KDC), the Simons Foundation Autism Research Initiative (Award number 648277, ARL), and the Eagles Autism Foundation (ARL). RESEARCH IN CONTEXT: Evidence before this study: Up to 95% of autistic individuals are impacted by sensory processing differences. Across the full range of the autism spectrum, including individuals with profound ASD and self-advocates who speak publicly on issues of neurodiversity, improving sensory processing challenges is repeatedly noted as a common goal that would improve quality of life. Classical medical evaluation of sensory processing typically focuses on whether the structural pathways for transmission of sensory information are intact. The modulation of sensory information as it traverses these pathways, however, is a field ripe for further understanding. Initial reports have identified both hyper- and hyporesponsivity to sensory stimuli in autism, with some overlap between the two patterns of behavior.Added value of this study: This study demonstrates the seemingly paradoxical finding that hyper- and hyporesponsivity are strongly positively correlated in both autistic and typically developing toddlers. This positive correlation persists within groups and within individual sensory modalities (sight, sound, touch, and oral), as well as across modalities.Implications of all of the available evidence: The current findings, taken together with prior literature, support the Sensory Paradox - a framework for understanding sensory processing and the resulting sensory experience of autistic individuals which may also have key implications for a wider variety of neurological, psychiatric, and developmental conditions. Rather than considering hyper- and hyporesponsivity as static and opposing constructs, future work on the neurobiology, diagnosis, and management of sensory processing will benefit from considering the variable and context-dependent nature of sensory processing within individuals.

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35. Wawer J, Chojęta A, Wawer GA, Gładki M, Klotzka A, Kociński B, Urbanowicz T, Kocki J, Grywalska E. The Significance of Serum Immunoglobulin Concentrations in Children with Autism Spectrum Disorders: In Search of Potential Blood Biomarkers. Int J Mol Sci. 2025; 26(18).

Autism spectrum disorders (ASD) are a heterogeneous group of neurodevelopmental disorders characterized by a number of dysfunctions in communication, social interactions and repetitive rigid patterns of behavior, interests, and activities. Despite much research, the causes of ASD remain elusive. In addition to genetic and epigenetic etiology, scientists have indicated inflammation, deregulation of cytokines, anti-brain autoantibodies, gut microbiota, and deregulated immunity as mechanisms possibly involved in the development of ASD phenotype. The aim of the study was to analyze the levels of IgA, IgE, and IgM immunoglobulins in the blood serum in patients with ASD to find out whether certain blood parameters are deregulated in that group of patients. The results suggest altered production of the immune cells in ASD patients which may be considered in the assessment of immune functions. Also, PCT% and LYMPH elevated values in patients with ASD might be of clinical relevance, possibly of predictive value for clinical preliminary diagnosis and therapy.

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36. Wojnaroski M, Newton E, Patel AD, Bode RS, Gajarski R, Gallup J, Rose ME, Abdel-Rasoul M, Auer N. Multidisciplinary Intervention for Children With Epilepsy and Autism Spectrum Disorder Admitted for EEG: A New Standard of Care. Neurol Clin Pract. 2025; 15(6): e200543.

BACKGROUND AND OBJECTIVES: Approximately one-third of children with epilepsy develop intractable epilepsy and require multiple-day hospital admission for EEG and neuroimaging to determine other interventions for seizure reduction (Phase 1). Of note, children with epilepsy are at increased risk of autism spectrum disorder (ASD); however, prolonged hospitalization may be difficult due to developmental delays, sensory sensitivities, and challenging behavior. Challenging behavior during or reluctance to complete admission may lead to delayed or incomplete information about seizures and interfere with treatment. To address this need, we created a multidisciplinary team and a novel program, the Phase 1 ASD and epilepsy intervention program. We used quality improvement (QI) methodology, and our aim was to increase the percentage of patients with ASD and epilepsy who participated in a treatment program before Phase 1 admission from 0% to 80% in the first year. METHODS: Participants included children with ASD and epilepsy who were referred for Phase 1 at a large children’s hospital with a level 4 epilepsy center. After referral, caregivers were called to complete an intake and gather information about the child’s development, preferences, and needs for admission. The program includes individualized planning for admission based on the child’s needs, team communication about patient characteristics and needs, and behavior intervention. The intervention was implemented and monitored using QI methodology. RESULTS: All children with ASD referred for Phase 1 were enrolled in the program, and we achieved a centerline shift in the first 2 years, which has been sustained for 5 years (68 of 81 participants, 83.9%). The age of patients ranged from 2 to 18, with a mean age of 10.7 years. Seventy percent were male, and 66.7% were White. All children who participated completed the multiple-day EEG and all required medical procedures. DISCUSSION: Our work demonstrates the feasibility of the program, which is now standard of care at our hospital. Similar interventions can be implemented for Phase 2 admissions or other medical procedures. Children with ASD who participate in a multidisciplinary intervention program can successfully complete potentially challenging hospital admissions, allowing them equitable access to critical care.

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37. Zeilinger EL, Wagner T, Fuchs A, Schroeder M, Brunevskaya N, Pietschnig J, Mikula P, Unseld M. Healthcare disparities in colorectal cancer prevention for people with intellectual and developmental disabilities: A caregiver perspective. Disabil Health J. 2025: 101967.

BACKGROUND: Colorectal cancer (CRC) screening is crucial for early detection, but people with intellectual and developmental disabilities (IDD) face significant healthcare disparities, including lower screening rates. OBJECTIVE: This study explores barriers and facilitators to CRC screening for individuals with IDD from the caregiver perspective. METHODS: Semi-structured interviews were conducted with 13 caregivers (eight women, mean age 45) of individuals with IDD in Austria and analyzed using thematic analysis. A modified version of the Bowel Cancer Awareness Measure (CAM) questionnaire was used to assess CRC-related healthcare literacy of the caregivers. RESULTS: The modified CAM revealed low CRC knowledge among caregivers, with gaps in symptom and risk factor recognition and low self-reported confidence in symptom detection. Four themes emerged from the interviews: (1) Improving access to inclusive healthcare, highlighting systemic healthcare challenges, inclusive environments, clinician expertise, and health education; (2) Managing IDD-specific challenges, including communication difficulties, reliance on routines, and comorbidities; (3) The critical role of caregiver support, focusing on the empowerment of people with IDD; and (4) Challenging stigma and bridging social gaps, addressing stereotypes and social segregation of people with IDD. CONCLUSIONS: This study serves as a case study, illustrating how the exclusion of people with IDD from the design of preventive healthcare perpetuates inequities in CRC screening, and emphasizing the need for more inclusive systems and practices. Addressing these shortcomings requires improved knowledge and educational resources, disability-sensitive training for professionals, accessible healthcare environments and systemic efforts to promote autonomy and reduce stigma.

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38. Zheng LY, He PY, Zhao PY, Duan Y, Wu MY, Wei ST, Wu Y, Dong N, Zheng L, Yao RQ, Yao YM. Nuclear fragile X mental retardation-interacting protein 1-mediated ribophagy regulates immune function of dendritic cells in polymicrobial sepsis. Burns Trauma. 2025; 13: tkaf034.

BACKGROUND: Dendritic cells are crucial in the development of sepsis, yet the effect of ribophagy on dendritic cell activation remains unclear. This study aimed to investigate the potential role of nuclear fragile X mental retardation-interacting protein 1 (NUFIP1), a selective autophagy receptor, on sequestering ribosomes in autophagosomes to maintain dendritic cell function during early stages of sepsis. METHODS: Splenic dendritic cells were isolated using CD11c(+) microbeads and treated with lipopolysaccharide. Sepsis models were generated using cecal ligation and puncture. Expression of dendritic cell surface molecules was detected using flow cytometry. Cytokine level was quantified using enzyme-linked immunosorbent assay kits. Laser scanning confocal microscopy was employed to observe ribophagy and endoplasmic reticulum (ER) morphology. Transmission electron microscopy was used to examine autophagosomes containing ribosomes. Western blotting was performed to determine the levels of ribophagy- and ER stress-associated proteins. RESULTS: The results showed that NUFIP1-mediated ribophagy was significantly activated under septic challenge and facilitated the functional activation of dendritic cells by mitigating excessive ER stress. Deletion of Nufip1 resulted in reduced expression of surface molecules on dendritic cells, inhibited T-cell proliferation, exacerbated peripheral immunosuppression and severe multiple organ damage, and increased mortality. Salubrinal, a specific inhibitor of EIF2A dephosphorylation, rescued dendritic cell dysfunction in septic mice with Nufip1 deficiency. Mechanistically, NUFIP1 interacted directly with ATF4 and regulated its nuclear translocation. CONCLUSIONS: These findings suggest that NUFIP1 regulates ER stress through the EIF2AK3-ATF4-damage-inducible transcript 3 pathway, highlighting its critical regulatory role in sepsis. Thus, NUFIP1 represents a new target for sepsis therapy.

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