1. Barnard-Brak L, Davis TN, Schmidt M, Richman DM. {{Effects associated with on- and off-label stimulant treatment of core autism and ADHD symptoms exhibited by children with autism spectrum disorder}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-8.
OBJECTIVE: Families of children with autism spectrum disorder are barraged by different treatment options. Some of these options have the support of empirical evidence while others do not. Stimulant treatments are typically utilized to treat symptoms of ADHD indicating an on-label use of such treatment. METHODS: This study examines the association of stimulant treatment with the on- (symptoms of ADHD) and off- (symptoms of ASD) label symptoms among children with ASD via a non-clinical, population-based sample. RESULTS: Results indicate no significant association of stimulant treatment with a reduction of on- or off-label symptoms among children with ASD. CONCLUSION: Stimulant medications utilized in the treatment of DSM core symptoms of autism spectrum disorder would be considered an off-label use because there is limited evidence to support that stimulants are effective in treating core symptoms of ASD, which is supported by the results of the current study.
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2. Benvenuto A, Battan B, Benassi F, Gialloreti LE, Curatolo P. {{Effectiveness of community-based treatment on clinical outcome in children with autism spectrum disorders: An Italian prospective study}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-9.
OBJECTIVE: Little is known about outcomes of Autism Spectrum Disorders (ASDs) interventions in real-life settings. The main aim of this naturalistic study was to collect real-life data on the actual ASDs treatment practices in Italy. METHODS: A cohort of 48 children undergoing community-based interventions was observed in terms of personal and environmental characteristics, treatment typology and outcomes. RESULTS: An earlier start of treatment was associated with an improvement of autistic symptoms, independently from symptoms severity (p < 0.05), but not with improvements in terms of intelligence quotient (p = 0.8). Children belonging to lower socioeconomic status families began treatment later (48.0 months) than those belonging to middle (39.8 months) or upper (39.2 months) classes (p < 0.05), and received less hours of treatment. CONCLUSION: The study showed that ASDs interventions should be observed not only in experimental settings, but also in naturalistic environments, so to appraise the actual effectiveness of integrating different treatment methods in community settings.
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3. Chen YW, Cordier R, Brown N. {{A preliminary study on the reliability and validity of using experience sampling method in children with autism spectrum disorders}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-7.
OBJECTIVE: This study investigated the feasibility of using experience sampling method (ESM) to study everyday experiences in children with autism spectrum disorders. METHODS: Six boys, aged 8-12 years, with high-functioning autism or Asperger syndrome carried an iPod touch with a pre-installed ESM survey about what they were doing, where, with whom and the quality of their experiences and associated emotions. They were randomly signalled seven times daily for seven consecutive days to respond to the survey. RESULTS: The average signal response rates (56.8%) was acceptable and the mean time of survey completion (1 minute 53 seconds) was within acceptable range. Split-week analysis supported the consistency of experiences reporting while correlations among theoretically linked quality of experiences and emotions showed the internal logic of participants’ responses; thus supporting internal reliability and validity, respectively. CONCLUSION: The study demonstrated the feasibility and usefulness of using ESM in exploring participants’ everyday life experiences.
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4. Cordier R, Brown N, Chen YW, Wilkes-Gillan S, Falkmer T. {{Piloting the use of experience sampling method to investigate the everyday social experiences of children with Asperger syndrome/high functioning autism}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-8.
OBJECTIVE: This pilot study explored the nature and quality of social experiences of children with Asperger Syndrome/High Functioning Autism (AS/HFA) through experience sampling method (ESM) while participating in everyday activities. METHODS: ESM was used to identify the contexts and content of daily life experiences. Six children with AS/HFA (aged 8-12) wore an iPod Touch on seven consecutive days, while being signalled to complete a short survey. RESULTS: Participants were in the company of others 88.3% of their waking time, spent 69.0% of their time with family and 3.8% with friends, but only conversed with others 26.8% of the time. Participants had more positive experiences and emotions when they were with friends compared with other company. Participating in leisure activities was associated with enjoyment, interest in the occasion, and having positive emotions. CONCLUSIONS: ESM was found to be helpful in identifying the nature and quality of social experiences of children with AS/HFA from their perspective.
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5. Downs J, Torode I, Ellaway C, Jacoby P, Bunting C, Wong K, Christodoulou J, Leonard H. {{Family satisfaction following spinal fusion in Rett syndrome}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-7.
PURPOSE: We evaluated family satisfaction following spinal fusion in girls with Rett syndrome. METHODS: Families participating in the population-based and longitudinal Australian Rett Syndrome Database whose daughter had undergone spinal fusion provided data on satisfaction overall, care processes and expected changes in health and function. Content analysis of responses to open-ended questions was conducted. RESULTS: Families reported high levels of overall satisfaction and consistently high ratings in relation to surgical and ICU care. Outstanding clinical care and the development of strong partnerships with clinical staff were much appreciated by families, whereas poor information exchange and inconsistent care caused concerns. CONCLUSIONS: Family satisfaction is an important outcome within a patient-centred quality of care framework. Our findings suggest strategies to inform the delivery of care in relation to spinal fusion for Rett syndrome and could also inform the hospital care of other children with disability and a high risk of hospitalization.
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6. El Zein F, Solis M, Lang R, Kim MK. {{Embedding perseverative interest of a child with autism in text may result in improved reading comprehension: A pilot study}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-5.
OBJECTIVE: We investigated the effects of embedding the perseverative interest (PI) of a child with autism (i.e. cars) within texts on reading comprehension. METHODS: A PI text condition (text altered to include cars) was compared with a non-PI text condition (same story without cars inserted) in an alternating treatment design. Dependent variables were responses to reading comprehension questions and number of words uttered during an oral retell (i.e. curriculum-based measures [CBMs]). The reading level, instructional routines, and therapist where held constant across the randomly alternated conditions. RESULTS: Both CBMs suggested that reading comprehension was enhanced when the story included the child’s PI. CONCLUSIONS: These preliminary findings suggest that embedding the PIs of students with autism spectrum disorder within readings may result in more accurate responses to reading comprehension questions and more detailed oral retelling. These findings are discussed in terms of potential directions for future research.
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7. Falkmer M, Black M, Tang J, Fitzgerald P, Girdler S, Leung D, Ordqvist A, Tan T, Jahan I, Falkmer T. {{Local visual perception bias in children with high-functioning autism spectrum disorders; do we have the whole picture?}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-6.
OBJECTIVE: While local bias in visual processing in children with autism spectrum disorders (ASD) has been reported to result in difficulties in recognizing faces and facially expressed emotions, but superior ability in disembedding figures, associations between these abilities within a group of children with and without ASD have not been explored. METHODS: Possible associations in performance on the Visual Perception Skills Figure-Ground test, a face recognition test and an emotion recognition test were investigated within 25 8-12-years-old children with high-functioning autism/Asperger syndrome, and in comparison to 33 typically developing children. RESULTS: Analyses indicated a weak positive correlation between accuracy in Figure-Ground recognition and emotion recognition. No other correlation estimates were significant. CONCLUSION: These findings challenge both the enhanced perceptual function hypothesis and the weak central coherence hypothesis, and accentuate the importance of further scrutinizing the existance and nature of local visual bias in ASD.
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8. Falkmer M, Oehlers K, Granlund M, Falkmer T. {{Can you see it too? Observed and self-rated participation in mainstream schools in students with and without autism spectrum disorders}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-10.
OBJECTIVES: To examine the degree to which observations can capture perception of participation, observed and self-rated levels of interactions for students with and without autism spectrum disorders (ASD) were explored. METHODS: Frequencies and levels of involvement in interactions with classmates were observed and compared in 22 students with ASD and 84 of their classmates in mainstream schools, using a standardized protocol. Self-reported participation measurements regarding interactions with classmates and teachers from five questionnaire items were correlated with the observations. In total, 51 516 data points were coded and entered into the analyses, and correlated with 530 questionnaire ratings. RESULTS: Only one weak correlation was found in each group. Compared with classmates, students with ASD participated less frequently, but were not less involved when they actually did. CONCLUSIONS: Observations alone do not capture the individuals’ perception of participation and are not sufficient if the subjective aspect of participation is to be measured.
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9. Gipson TT, Poretti A, Thomas EA, Jenkins KT, Desai S, Johnston MV. {{Autism Phenotypes in Tuberous Sclerosis Complex: Diagnostic and Treatment Considerations}}. {Journal of child neurology}. 2015 Aug 24.
Tuberous sclerosis complex is a multisystem, chronic genetic condition characterized by systemic growth of benign tumors and often accompanied by epilepsy, autism spectrum disorders, and intellectual disability. Nonetheless, the neurodevelopmental phenotype of these patients is not often detailed. The authors describe 3 individuals with tuberous sclerosis complex who share common characteristics that can help to identify a distinct profile of autism spectrum disorder. These findings include typical cognitive development, expressive and pragmatic language deficits, and anxiety. The authors also describe features specific to tuberous sclerosis complex that require consideration before diagnosing an autism spectrum disorder. Identifying distinct profiles of autism spectrum disorder in tuberous sclerosis complex can help optimize treatment across the life span.
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10. Gonzales HK, O’Reilly M, Lang R, Sigafoos J, Lancioni G, Kajian M, Kuhn M, Longino D, Rojeski L, Watkins L. {{Research involving anxiety in non-human primates has potential implications for the assessment and treatment of anxiety in autism spectrum disorder: A translational literature review}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-18.
OBJECTIVE: The purpose of this translational review (i.e. moving from basic primate research toward possible human applications) was to summarize non-human primate literature on anxiety to inform the development of future assessments of anxiety in non-verbal individuals with autism spectrum disorder (ASD). METHODS: Systematic searches of databases identified 67 studies that met inclusion criteria. Each study was analysed and summarised in terms of (a) strategies used to evoke anxiety, (b) non-verbal behavioural indicators of anxiety and (c) physiological indicators of anxiety. RESULTS: Eighteen strategies were used to evoke anxiety, 48 non-verbal behavioural indicators and 17 physiological indicators of anxiety were measured. CONCLUSIONS: A number of the strategies used with non-human primates, if modified carefully, could be considered in the ongoing effort to study anxiety in individuals with ASD. Potential applications to the assessment of anxiety in humans with ASD are discussed.
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11. Hall T, Kriz D, Duvall S, Nguyen-Driver M, Duffield T. {{Healthcare transition challenges faced by young adults with autism spectrum disorder}}. {Clinical pharmacology and therapeutics}. 2015 Aug 24.
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12. Heavner K, Burstyn I. {{A Simulation Study of Categorizing Continuous Exposure Variables Measured with Error in Autism Research: Small Changes with Large Effects}}. {International journal of environmental research and public health}. 2015 Aug;12(8):10198-234.
Variation in the odds ratio (OR) resulting from selection of cutoffs for categorizing continuous variables is rarely discussed. We present results for the effect of varying cutoffs used to categorize a mismeasured exposure in a simulated population in the context of autism spectrum disorders research. Simulated cohorts were created with three distinct exposure-outcome curves and three measurement error variances for the exposure. ORs were calculated using logistic regression for 61 cutoffs (mean +/- 3 standard deviations) used to dichotomize the observed exposure. ORs were calculated for five categories with a wide range for the cutoffs. For each scenario and cutoff, the OR, sensitivity, and specificity were calculated. The three exposure-outcome relationships had distinctly shaped OR (versus cutoff) curves, but increasing measurement error obscured the shape. At extreme cutoffs, there was non-monotonic oscillation in the ORs that cannot be attributed to « small numbers. » Exposure misclassification following categorization of the mismeasured exposure was differential, as predicted by theory. Sensitivity was higher among cases and specificity among controls. Cutoffs chosen for categorizing continuous variables can have profound effects on study results. When measurement error is not too great, the shape of the OR curve may provide insight into the true shape of the exposure-disease relationship.
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13. Horlin C, Black M, Falkmer M, Falkmer T. {{Proficiency of individuals with autism spectrum disorder at disembedding figures: A systematic review}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-10.
OBJECTIVE: This systematic review examines the proficiency and visual search strategies of individuals with autism spectrum disorders (ASD) while disembedding figures and whether they differ from typical controls and other comparative samples. METHODS: Five databases, including Proquest, Psychinfo, Medline, CINAHL and Science Direct were used to identify published studies meeting the inclusion and exclusion criteria. RESULTS: Twenty articles were included in the review, the majority of which matched participants by mental age. Outcomes discussed were time taken to identify targets, the number correctly identified, and fixation frequency and duration. CONCLUSIONS: Individuals with ASD perform at the same speed or faster than controls and other clinical samples. However, there appear to be no differences between individuals with ASD and controls for number of correctly identified targets. Only one study examined visual search strategies and suggests that individuals with ASD exhibit shorter first and final fixations to targets compared with controls.
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14. Horovitz M, Matson JL. {{The baby and infant screen for children with autism traits-part 2: The development of age-based cutoffs}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-8.
OBJECTIVE: To create age-based scoring procedures for the BISCUIT-Part 2, an assessment measure of comorbid psychopathology in infants and toddlers aged 17-37 months. METHOD: The standard deviation from the mean method was used to develop separate age-based cutoffs for those with an autism spectrum disorder (ASD) and those with non-ASD related developmental delays, using a sample of 2867 infants and toddlers and their parents. RESULTS: As age increased in those with ASD, higher cutoff scores were indicated. Less variation was seen in the cutoff scores established for those with non-ASD related delays. CONCLUSION: The findings suggest that as children with ASD grow older, symptoms of comorbidity become more prevalent and easier to detect. The implications of these results, as well as possible areas of future research, are discussed.
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15. Khowaja K, Salim SS. {{Correction: Heuristics to Evaluate Interactive Systems for Children with Autism Spectrum Disorder (ASD)}}. {PloS one}. 2015;10(8):e0136977.
[This corrects the article DOI: 10.1371/journal.pone.0132187.].
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16. Ledbetter-Cho K, Lang R, Davenport K, Moore M, Lee A, Howell A, Drew C, Dawson D, Charlop MH, Falcomata T, O’Reilly M. {{Effects of script training on the peer-to-peer communication of children with autism spectrum disorder}}. {Journal of applied behavior analysis}. 2015 Aug 24.
A multiple baseline design across participants was used to demonstrate the effects of a script-training procedure on the peer-to-peer communication of 3 children with autism spectrum disorder during group play with peers. Both scripted and unscripted initiations as well as responses to peers increased for all 3 participants. Stimulus generalization across novel toys, settings, and peers was observed. Novel unscripted initiations, responses, and appropriate changes in topics during peer-to-peer exchanges were analyzed by considering the cumulative frequency of these behaviors across phases of the study. Treatment gains were maintained during 4-week follow-up sessions. Results are discussed in terms of recommendations for practitioners, response variability, and potential future avenues of research.
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17. Lydon S, Healy O, Reed P, Mulhern T, Hughes BM, Goodwin MS. {{A systematic review of physiological reactivity to stimuli in autism}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-21.
OBJECTIVE: The prevalence of abnormal behavioural responses to a variety of stimuli among individuals with autism has led researchers to examine whether physiological reactivity (PR) is typical in this population. This article reviewed studies assessing PR to sensory, social and emotional, and stressor stimuli in individuals with autism. METHODS: Systematic searches of electronic databases identified 57 studies that met our inclusion criteria. Studies were analysed to determine: (a) participant characteristics; (b) physiological measures used; (c) PR to sensory, social and emotional or stressor stimuli; (d) the relation between PR and behavioural or psychological variables and (e) baseline physiological activity. A novel measure of methodological quality suitable for use with non-randomized, non-interventional, psychophysiological studies was also developed and applied. RESULTS: Individuals with autism were found to respond differently than typically developing controls in 78.6%, 66.7% and 71.4% of sensory, social and emotional, and stressor stimulus classes, respectively. However, this extant literature is characterized by variable and inconsistent findings, which do not appear to be accounted for by varying methodological quality, making it difficult to determine what specific factors differentiate individuals with autism who present with atypical PR from those who do not. CONCLUSIONS: Despite this uncertainty, individual differences in PR are clearly present in autism, suggesting additional research is needed to determine the variables relating to PR among those with ASD and to examine the possible existence of physiological subtype responders in the population.
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18. Machado Junior SB, Celestino MI, Serra JP, Caron J, Ponde MP. {{Risk and protective factors for symptoms of anxiety and depression in parents of children with autism spectrum disorder}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-8.
OBJECTIVE: The severity of symptoms of anxiety and depression was evaluated in 102 parents of children with autism spectrum disorders (ASD) and correlated with the severity of their child’s behavioral symptoms. DESIGN: An observational, cross-sectional study. METHODS: The Portuguese versions of the Hospital Anxiety and Depression Scale and the Aberrant Behavior Checklist were used to assess symptoms in the parents and in their children. MAIN OUTCOMES AND RESULTS: Depression was present in 26.7% of parents and anxiety in 33.7%. Severe behavioral symptoms in the child increased the likelihood of severe anxiety and depression symptoms in the parents by a factor of 35. If the child had severe behavioral symptoms and the father lived in the family home, the likelihood of severe symptoms of anxiety and depression in the parents was 95.2% lower. CONCLUSION: The presence of the father living in the family home acted as a buffer against parents’ symptoms.
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19. Mandy W, Murin M, Baykaner O, Staunton S, Cobb R, Hellriegel J, Anderson S, Skuse D. {{Easing the transition to secondary education for children with autism spectrum disorder: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD)}}. {Autism}. 2015 Aug 24.
In mainstream education, the transition from primary to secondary school (‘school transition’) is difficult for children with autism spectrum disorder, being marked by high levels of emotional and behavioural difficulties. The Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) is a new, manualised school transition intervention. We investigated its feasibility and efficacy for children diagnosed with autism spectrum disorder (N = 37; mean age = 11.47 years; mean IQ = 85.24) using an unblinded, non-randomised, controlled design. Teachers found the intervention feasible and acceptable. Children receiving STEP-ASD (n = 17) showed a large (Cohen’s d = 0.88) reduction in school-reported emotional and behavioural difficulties, whereas controls (n = 20) showed a slight increase (d = -0.1) (p = 0.010). These encouraging findings suggest the value of STEP-ASD as a low-intensity intervention for reducing problem behaviours and distress in children with autism spectrum disorder as they transition to mainstream secondary school.
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20. McCrimmon AW, Matchullis RL, Altomare AA. {{Resilience and emotional intelligence in children with high-functioning autism spectrum disorder}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-8.
PURPOSE: This article presents the results of an investigation of resilience factors and their relation to emotional intelligence (EI) as an area of potential strength for children with high-functioning autism spectrum disorder (HFASD). Based upon previous research with young adults, it was hypothesized that children with HFASD would demonstrate reduced EI and differential relations between EI and resilience as compared to typically developing (TD) children. METHODS: Forty children aged 8-12 years (20 with HFASD and 20 TD control children) completed measures of resilience and EI. RESULTS: Children with HFASD did not significantly differ from TD children on either measure. However, several significant correlations between resilience and EI were found in the HFASD sample. CONCLUSIONS: The findings suggest that EI may be a unique area of interest for this population, particularly for interventions that propose to capitalize upon potentially inherent strengths. Implications of these results for intervention are discussed.
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21. McLay L, Church J, Sutherland D. {{Variables affecting the emergence of untaught equivalence relations in children with and without autism}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-13.
OBJECTIVE: This study examined the formation of equivalence classes among children with ASD and typically developing children. DESIGN: A single-subject AB and BA design was used. METHODS: Two of the six equivalence relations were taught. Participants were then tested to determine whether the remaining four equivalence relations were acquired without teaching. Half of the children were taught naming responses first, then selecting responses. Half were taught in the reverse order. RESULTS: Five out of 10 participants with ASD demonstrated the emergence of all four untaught relations. The remaining five participants showed variability. Nine of the 10 typically developing children demonstrated emergence of all untaught relations. Variation in teaching conditions had no significant effect on outcomes. CONCLUSIONS: Many children with ASD are capable of generalising to untaught equivalence relations. The results fail to support the claim that acquisition of naming responses is a pre-requisite for the emergence of untaught equivalence relations.
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22. McLay LK, France K. {{Empirical research evaluating non-traditional approaches to managing sleep problems in children with autism}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-12.
OBJECTIVE: This paper examines the efficacy of non-behavioural and non-pharmacological approaches to the treatment of sleep disturbance in individuals with autism spectrum disorder. METHODS: A systematic search of electronic databases and reference lists identified eight studies that met inclusion criteria. Studies were evaluated according to (a) treatment used, (b) participants, (c) experimental design, (d) baseline measures, (e) dependent variables, (f) follow-up measures, (g) reliability and treatment integrity, (h) results and certainty of evidence and (i) implications for treatment. RESULTS: Positive outcomes were reported for the use of massage therapy and vitamin supplements. Aromatherapy was reported to have no effect on sleep. No studies were found that examined other non-traditional treatment approaches, nor did any of the studies provide conclusive evidence. CONCLUSIONS: The limited corpus of evidence and the methodological limitations suggests that the efficacy of non-traditional approaches to treatment of sleep problems in individuals with autism is yet to be demonstrated.
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23. Murray AL, Booth T, McKenzie K, Kuenssberg R. {{What Range of Trait Levels Can the Autism-Spectrum Quotient (AQ) Measure Reliably? An Item Response Theory Analysis}}. {Psychological assessment}. 2015 Aug 24.
It has previously been noted that inventories measuring traits that originated in a psychopathological paradigm can often reliably measure only a very narrow range of trait levels that are near and above clinical cutoffs. Much recent work has, however, suggested that autism spectrum disorder traits are on a continuum of severity that extends well into the nonclinical range. This implies a need for inventories that can capture individual differences in autistic traits from very high levels all the way to the opposite end of the continuum. The Autism-Spectrum Quotient (AQ) was developed based on a closely related rationale, but there has, to date, been no direct test of the range of trait levels that the AQ can reliably measure. To assess this, we fit a bifactor item response theory model to the AQ. Results suggested that AQ measures moderately low to moderately high levels of a general autistic trait with good measurement precision. The reliable range of measurement was significantly improved by scoring the instrument using its 4-point response scale, rather than dichotomizing responses. These results support the use of the AQ in nonclinical samples, but suggest that items measuring very low and very high levels of autistic traits would be beneficial additions to the inventory. (PsycINFO Database Record
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24. Ollington N. {{Comparison of a direct and an indirect approach for the functional assessment of insistence on sameness in a child with autism spectrum disorder and a typically developing child}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-8.
OBJECTIVE: To compare indirect and direct functional assessment of insistence on sameness associated with autism spectrum disorder (ASD) and typical development. METHODS: Parents rated the function of insistence on sameness for a 6-year-old boy with ASD (Peter) and a typically developing 4-year-old boy (Nathan) using the Motivation Assessment Scale (MAS). Ratings were compared to the results of a direct assessment. RESULTS: The results of the assessment procedures were mainly consistent for Peter and suggested that his tendency to insist on sameness was maintained by sensory consequences. The finding of an attention function for Nathan in the play-based assessment was consistent with previous functional assessment studies surrounding typically developing children, but in contrast to the MAS. CONCLUSION: While the play-based assessment may be more suitable for assessing the high rate insistence on sameness observed in individuals with ASD, the MAS may be more suitable for low rate insistence on sameness.
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25. Rausa VC, Moore DW, Anderson A. {{Use of video modelling to teach complex and meaningful job skills to an adult with autism spectrum disorder}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-8.
OBJECTIVE: To examine the effectiveness of a video modelling (VM) intervention to teach job-related telephone skills to an adult with Autism Spectrum Disorder (ASD). METHODS: A multiple baseline design across four telephone-relevant behaviours was used to assess the effects of the intervention on the participant’s ability to respond to telephone calls. RESULTS: Use of the VM intervention led to immediate improvements in listening and responding to both orders and complaints; more gradual improvements were also observed in the participant’s professional speech. All skill increases were maintained at follow-up. CONCLUSION: VM may be an effective method of teaching complex vocational skills to adults with ASD, although a stronger focus on social skills may be warranted in the future.
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26. Sundberg M, Sahin M. {{Cerebellar Development and Autism Spectrum Disorder in Tuberous Sclerosis Complex}}. {Journal of child neurology}. 2015 Aug 24.
Approximately 50% of patients with the genetic disease tuberous sclerosis complex present with autism spectrum disorder. Although a number of studies have investigated the link between autism and tuberous sclerosis complex, the etiology of autism spectrum disorder in these patients remains unclear. Abnormal cerebellar function during critical phases of development could disrupt functional processes in the brain, leading to development of autistic features. Accordingly, the authors review the potential role of cerebellar dysfunction in the pathogenesis of autism spectrum disorder in tuberous sclerosis complex. The authors also introduce conditional knockout mouse models of Tsc1 and Tsc2 that link cerebellar circuitry to the development of autistic-like features. Taken together, these preclinical and clinical investigations indicate the cerebellum has a profound regulatory role during development of social communication and repetitive behaviors.
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27. Tureck K, Matson JL, Cervantes P, Turygin N. {{Autism severity as a predictor of inattention and impulsivity in toddlers}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-5.
OBJECTIVE: Evaluate how severity of autism spectrum disorder (ASD) symptoms predicts attention-deficit/hyperactivity disorder (ADHD) symptoms in atypically developing toddlers. METHOD: Parents/caregivers of 2300 atypically developing toddlers’ ages 18-37 months were assessed about their children’s behaviours using the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT) Part 1 and the inattention/impulsivity subscale of the BISCUIT-Part 2. RESULTS: ASD symptom severity was positively and significantly correlated with inattention/impulsivity, indicating that children with more severe symptoms of ASD tended to have higher scores on the measure of inattention/impulsivity, R2 = 0.49, F (1, 2298) = 2234.72, p < 0.001. Additionally, ASD symptom severity significantly predicted inattention/impulsivity, beta = 0.70, t (2298) = 47.27, p < 0.001. CONCLUSIONS: ASD symptom severity predicts rates of ADHD symptoms in atypically developing toddlers. The implications of these findings are discussed in the context of other research.
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28. Turygin N, Matson JL, Tureck K. {{The relationship of attention-deficit hyperactivity disorder and autism spectrum disorder to adaptive skills in young children}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-5.
OBJECTIVE: Attention-deficit hyperactivity disorder (ADHD) has been linked to deficits in socialization and communication, similar to those observed in children with ASD. In the present study, we examine the differences in developmental quotient and subscale scores between children with ASD and children with ADHD. METHODS: We compared the developmental scores in a sample of 2990 children who presented to an early intervention program, who met criteria for ASD, inattentive ADHD, hyperactive/impulsive ADHD, combined ASD/ADHD, or are at risk for developmental disorders. RESULTS: The overall developmental quotient did not significantly differ between those in the ADHD inattentive and hyperactive subtype groups. Adaptive skills differed most greatly between the ASD groups and the ADHD/atypically-developing groups. CONCLUSION: The present study represents a first step towards understanding the relationship of ADHD to ASD in early childhood. Young children with ASD symptoms are more greatly impaired than those with symptoms of ADHD.
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29. Urbanowicz A, Leonard H, Girdler S, Ciccone N, Downs J. {{Parental perspectives on the communication abilities of their daughters with Rett syndrome}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-9.
OBJECTIVE: This study describes, from the perspective of parents, how females with Rett syndrome communicate in everyday life and the barriers and facilitators to successful communication. METHODS: Sixteen interviews were conducted with parents with a daughter with Rett syndrome with a pathogenic mutation in the methyl-CpG-binding protein 2 gene. Interviews were recorded and transcribed verbatim. Transcripts were analysed using directed content analysis. RESULTS: All parents reported their daughters were able to express discomfort and pleasure, and make requests and choices using a variety of modalities including vocalisations, body movements and eye gaze. Parents also reported their daughters understood most of what they said and that the level of functional abilities, such as mobility, and environmental factors, such as characteristics of the communication partner, influenced successful communication. CONCLUSIONS: The perspectives of parents are integral to the assessment of communication abilities and have the potential to inform communication interventions for girls and women with Rett syndrome.
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30. Van der Paelt S, Warreyn P, Roeyers H. {{Effect of community interventions on social-communicative abilities of preschoolers with autism spectrum disorder}}. {Developmental neurorehabilitation}. 2015 Aug 24:1-13.
PURPOSE: To evaluate the effect that different intervention methods have on the social-communicative abilities of children with autism spectrum disorder (ASD) in community settings. METHODS: Intervention based on applied behaviour analysis was compared with a more specific intervention programme targeting imitation and joint attention (JA) and with treatment as usual in a sample of 85 children with ASD. Objective measures for imitation, JA, pretend play, language, autism severity and parent report measures were used to assess the effect of six months of intervention. RESULTS: Results revealed no differences between the intervention methods. There was, however, great individual variability in outcome within each treatment method. CONCLUSION: These results suggest that it is important to focus on « What works for whom » instead of trying to find a one-size-fits-all-treatment for children with ASD.
