1. Coulter RA, Bade A, Tea Y, Fecho G, Amster D, Jenewein E, Rodena J, Lyons KK, Mitchell GL, Quint N, Dunbar S, Ricamato M, Trocchio J, Kabat B, Garcia C, Radik I. {{Eye Examination Testability in Children with Autism and in Typical Peers}}. {Optom Vis Sci}. 2014.
PURPOSE: To compare testability of vision and eye tests in an examination protocol of 9- to 17-year-old patients with autism spectrum disorder (ASD) to typically developing (TD) peers. METHODS: In a prospective pilot study, 61 children and adolescents (34 with ASD and 27 who were TD) aged 9 to 17 years completed an eye examination protocol including tests of visual acuity, refraction, convergence (eye teaming), stereoacuity (depth perception), ocular motility, and ocular health. Patients who required new refractive correction were retested after wearing their updated spectacle prescription for 1 month. The specialized protocol incorporated visual, sensory, and communication supports. A psychologist determined group status/eligibility using DSM-IV-TR (Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision) criteria by review of previous evaluations and parent responses on the Social Communication Questionnaire. Before the examination, parents provided information regarding patients’ sex, race, ethnicity, and, for ASD patients, verbal communication level (nonverbal, uses short words, verbal). Parents indicated whether the patient wore a refractive correction, whether the patient had ever had an eye examination, and the age at the last examination. Chi-square tests compared testability results for TD and ASD groups. RESULTS: Typically developing and ASD groups did not differ by age (p = 0.54), sex (p = 0.53), or ethnicity (p = 0.22). Testability was high on most tests (TD, 100%; ASD, 88 to 100%), except for intraocular pressure (IOP), which was reduced for both the ASD (71%) and the TD (89%) patients. Among ASD patients, IOP testability varied greatly with verbal communication level (p < 0.001). Although IOP measurements were completed on all verbal patients, only 37.5% of nonverbal and 44.4% of ASD patients who used short words were successful. CONCLUSIONS: Patients with ASD can complete most vision and eye tests within an examination protocol. Testability of IOPs is reduced, particularly for nonverbal patients and patients who use short words to communicate.This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License, where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially.
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2. Crasta JE, Benjamin TE, Suresh AP, Alwinesh MT, Kanniappan G, Padankatti SM, Russell PS, Nair MK. {{Feeding Problems Among Children with Autism in a Clinical Population in India}}. {Indian J Pediatr}. 2014.
OBJECTIVES: To compare the prevalence and profile of feeding problems (FP) and their relationship with sensory processing in children with autism and intellectual disability (ID). METHODS: Children between ages 3 to 10 y with autism (N = 41) and ID (N = 56) were recruited and assessed with Brief Autism Mealtime Behavior Inventory, Sensory Profile Questionnaire, Childhood Autism Rating Scale and Binet-Kamat Scale of Intelligence or Gesell’s Developmental Schedule. Assessments were done by independent raters. Bivariate and multivariate analyses were used appropriately. RESULTS: The prevalence of FP were 61 and 46.4 % among children with autism and ID respectively. Feeding problems were severe among children with autism (P 0.001), especially in young children with autism (P 0.05), and gender was not related to FP. Disruptive meal-time behaviors (P 0.001) and food over-selectivity (P 0.02) were significantly more among children with autism in the bivariate and multivariate analysis. Feeding problems and various dimensions of sensory processing were significantly associated after controlling the confounders. CONCLUSIONS: These findings underscore the need for mandatory assessment of FP in children with developmental disabilities, and if present, they need to be addressed with multimodal-multidisciplinary interventions.
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3. de Anda FC, Rosario AL, Durak O, Tran T, Graff J, Meletis K, Rei D, Soda T, Madabhushi R, Ginty DD, Kolodkin AL, Tsai LH. {{Corrigendum: Autism spectrum disorder susceptibility gene TAOK2 affects basal dendrite formation in the neocortex}}. {Nat Neurosci}. 2014; 17(12): 1840.
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4. Dhossche DM. {{Decalogue of Catatonia in Autism Spectrum Disorders}}. {Front Psychiatry}. 2014; 5: 157.
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5. Feinstein NW. {{Making sense of autism: Progressive engagement with science among parents of young, recently diagnosed autistic children}}. {Public Underst Sci}. 2014; 23(5): 592-609.
This exploratory study examines the significance of science to parents whose children were recently diagnosed with an autism spectrum disorder. It asks: (I) In what manner did science emerge in parents’ concerns and resources as they attempted to understand and advocate for their children? (2) Did some parents engage with science in a qualitatively deeper or more intense manner? Using longitudinal data from interviews and a novel data collection strategy called engagement mapping, it shows that parents asked questions and used resources that were strongly associated with science, but these were vastly outnumbered by « near-science » concerns and resources that mingled meanings from science and daily life. Several parents in the study wove together concerns and resources in an iterative pattern referred to here as progressive engagement with science.
6. Lorah ER, Parnell A, Whitby PS, Hantula D. {{A Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder}}. {J Autism Dev Disord}. 2014.
Powerful, portable, off-the-shelf handheld devices, such as tablet based computers (i.e., iPad(R); Galaxy(R)) or portable multimedia players (i.e., iPod(R)), can be adapted to function as speech generating devices for individuals with autism spectrum disorders or related developmental disabilities. This paper reviews the research in this new and rapidly growing area and delineates an agenda for future investigations. In general, participants using these devices acquired verbal repertoires quickly. Studies comparing these devices to picture exchange or manual sign language found that acquisition was often quicker when using a tablet computer and that the vast majority of participants preferred using the device to picture exchange or manual sign language. Future research in interface design, user experience, and extended verbal repertoires is recommended.
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7. Mehling MH, Tasse MJ. {{Impact of Choice on Social Outcomes of Adults with ASD}}. {J Autism Dev Disord}. 2014.
This study explores social outcomes for adults with autism spectrum disorder (ASD) in comparison to adults with developmental disabilities other than ASD by investigating the relationships between the constructs Social Participation and Relationships, Social Determination, and Personal Control. Structural equation modeling (SEM) was used to test a model of the relationships among constructs of interest and structured means analysis was used to test for mean group differences on these constructs. Results indicated that individuals with ASD had lower levels of Social Determination and Friendships than individuals with other developmental disabilities. SEM analyses yielded significant relationships between constructs. Results provide insight with regards to novel statistical, theoretical, and practical approaches to the study of social outcomes for individuals with ASD.
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8. Spriggs AD, Knight V, Sherrow L. {{Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD}}. {J Autism Dev Disord}. 2014.
Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed.
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9. Yuill N. {{Going along with or taking along with: a cooperation continuum in autism?}}. {Front Psychol}. 2014; 5: 1266.
