1. Aitken K. {{Response to Book Review: Dietary Interventions in Autism Spectrum Disorders: Why They Work When They do, Why They Don’t When They Don’t : Jessica Kingsley Publishers, Philadelphia, 2009, 272 pp, ISBN 9781843109396}}. {J Autism Dev Disord};2009 (Jul 25)
2. Bigham S.{{ Impaired Competence for Pretense in Children with Autism: Exploring Potential Cognitive Predictors}}. {J Autism Dev Disord};2009 (Jul 25)
Lack of pretense in children with autism has been explained by a number of theoretical explanations, including impaired mentalising, impaired response inhibition, and weak central coherence. This study aimed to empirically test each of these theories. Children with autism (n = 60) were significantly impaired relative to controls (n = 65) when interpreting pretense, thereby supporting a competence deficit hypothesis. They also showed impaired mentalising and response inhibition, but superior local processing indicating weak central coherence. Regression analyses revealed that mentalising significantly and independently predicted pretense. The results are interpreted as supporting the impaired mentalising theory and evidence against competing theories invoking impaired response inhibition or a local processing bias. The results of this study have important implications for treatment and intervention.
3. Brosnan M, Daggar R, Collomosse J. {{The Relationship Between Systemising and Mental Rotation and the Implications for the Extreme Male Brain Theory of Autism}}. {J Autism Dev Disord};2009 (Jul 25)
Within the Extreme Male Brain theory, Autism Spectrum Disorder is characterised as a deficit in empathising in conjunction with preserved or enhanced systemising. A male advantage in systemising is argued to underpin the traditional male advantage in mental rotation tasks. Mental rotation tasks can be separated into rotational and non-rotational components, and circulating testosterone has been found to consistently relate to the latter component. Systemising was found to correlate with mental rotation, specifically the non-rotational component(s) of the mental rotation task but not the rotational component of the task. Systemising also correlated with a proxy for circulating testosterone but not a proxy for prenatal testosterone. A sex difference was identified in systemising and the non-rotational aspect of the mental rotation task.
4. Brownlow C, O’Dell L. {{Representations of autism: implications for community healthcare practice}}. {Community Pract};2009 (Jul);82(7):18-21.
The work presented in this paper is part of a larger project in which online asynchronous discussion groups were employed to examine how a range of contributors–including people with autism, parents of people with autism, and professionals working within the field of autism–view and understand autism. In this paper, we focus on the voices of people with autism. The terminology used in the paper takes its lead from the writings of people with autism, who frequently use the term ‘AS’ to refer to autistic spectrum and Asperger syndrome and ‘NT’, which refers to neurologically typical people without autism. We examine a key theme identified in the online discussion groups–the representation of individuals with autism as occupying a separate world of autism. In doing so, we question an apparent goal of therapeutic interventions–to bring people with autism out of their ‘separate world’ and integrate them into a more typically ‘social world’. We present an alternative understanding of autism that argues for valuing diversity and viewing autism as a difference rather than a deficit. We will discuss some of the implications that this may have for working with people with autism in health and social care practice.
5. Donnelly JL, Luyben PD, Zan CS. {{Increasing eye contact toward learning materials in a toddler with autism}}. {J Prev Interv Community};2009;37(3):170-176.
Individuals with Autism Spectrum Disorder often display deficits in eye contact that limit communicating with others, completing tasks, and attending to relevant stimuli. The participant in this study was a two-and-a-half-year-old boy with autism who seldom looked at materials while attempting three different tasks-assembling the pieces of a puzzle, stacking objects, and looking at pictures. This study compared rates of eye contact toward three target materials under two conditions: when food reinforcers were provided when he made eye contact with task materials and when they were withheld. An initial baseline phase was followed by a continuous reinforcement schedule in the first experimental phase that subsequently was thinned to an intermittent reinforcement schedule in the final phase. Results demonstrated an increase in eye contact toward target materials under both continuous and intermittent reinforcement conditions.
6. Johnson SA, Filliter JH, Murphy RR. {{Discrepancies Between Self- and Parent-Perceptions of Autistic Traits and Empathy in High Functioning Children and Adolescents on the Autism Spectrum}}. {J Autism Dev Disord};2009 (Jul 21)
Self-perception in high-functioning children and adolescents with Autism Spectrum Disorder (ASD) was examined by comparing parent- and self-reports on the Autism Spectrum, Empathy, and Systemizing Quotients (AQ, EQ and SQ). Participants were 20 youths with ASD and 22 typically developing controls. Both parents and participants in the ASD group reported more autistic traits (higher AQ) and less empathy (lower EQ) than the control group. SQ ratings did not differ between groups. Comparisons of self- and parent-reports indicated that youths with ASD reported significantly fewer autistic traits and more empathic features than their parents attributed to them. There were no discrepancies between parent- and self-reports in the control group. Implications regarding the use of self-report in ASD are discussed.
7. Jones LA, Campbell JM. {{Clinical Characteristics Associated with Language Regression for Children with Autism Spectrum Disorders}}. {J Autism Dev Disord};2009 (Jul 25)
We investigated correlates of language regression for children diagnosed with autism spectrum disorders (ASD). Using archival data, children diagnosed with ASD (N = 114, M age = 41.4 months) were divided into four groups based on language development (i.e., regression, plateau, general delay, no delay) and compared on developmental, adaptive behavior, symptom severity, and behavioral adjustment variables. Few overall differences emerged between groups, including similar non-language developmental history, equal risk for seizure disorder, and comparable behavioral adjustment. Groups did not differ with respect to autism symptomatology as measured by the Autism Diagnostic Observation Schedule and Autism Diagnostic Interview-Revised. Language plateau was associated with better adaptive social skills as measured by the Vineland Adaptive Behavior Scales. Implications and study limitations are discussed.
8. Odom SL, Boyd BA, Hall LJ, Hume K. {{Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders}}. J {Autism Dev Disord};2009 (Jul 25)
Multiple dimensions of comprehensive treatment models (CTMs) for learners with autism were evaluated in this study. The purpose of the study was to provide evaluative information upon which service providers, family members, and researchers could make decisions about model adoption, selection for a family member, or future research. Thirty CTMs were identified, with the majority based on an applied behavior analysis framework, although a substantial minority followed a developmental or relationship-based model. As a group, CTMs were strongest in the operationalization of their models, although relatively weaker in measurement of implementation, and with notable exceptions, weak in evidence of efficacy.
9. Qiao Y, Riendeau N, Koochek M, Liu X, Harvard C, Hildebrand MJ, Holden JJ, Rajcan-Separovic E, Lewis ME. {{Phenomic determinants of genomic variation in autism spectrum disorders}}.{ J Med Genet};2009 (Jul 21)
Autism Spectrum Disorders (ASDs) are common, heritable neurobiologic conditions of unknown etiology confounded by significant clinical and genetic heterogeneity. We evaluated a broad categorization of phenotypic traits (or phenome) for 100 subjects with ADI-R/ADOS-G confirmed idiopathic ASD undergoing 1Mb BAC array-CGH. Array-CGH uncovered 9 different pathogenic copy number variants (pCNVs) in 9/100 ASD subjects having complex phenotypes (ASD+/- intellectual disability (ID; IQ<70)) and/or physical anomalies), normal karyotype, Fragile X analysis and comprehensive evaluation by a Clinical Geneticist. Unique pCNVs in our cohort included del(5)(p15.2p15.31) (2.4Mb), del(3)(p24.3) (0.1 Mb) and dup(18)(p11.3)(0.9 Mb). Five pCNVs were recurrent in our cohort or were previously described in subjects with ASD+/-ID: (dup(7)(q11.23)(1.5 Mb); del(2)(p15p16.1) (6.1 Mb and 7.9 Mb); del(14)(q11.2) (0.7 Mb) and dup(15)(q11q13) (10 Mb), including del(X)(p11.22) (470 Kb) in 2 autistic brothers. Male: female distribution in subjects with pCNVs was reduced to 1.25:1 from 3.2:1 in the original cohort. We stratified our study population according to a broad spectrum of clinical features and correlated specific phenotypes with respect to CNV load and pathogenicity. Our findings indicate increased prevalence of pCNVs in subjects with microcephaly (<2(nd) %; n=2 of 4 ASD subjects with microcephaly; p=0.04), and ID (n=9 of 64 subjects with ASD and ID; p=0.02). Interestingly, in the absence of ID co-morbidity with an ASD, no pCNVs were found. The relationship between parental ages at delivery and CNV load and pathogenicity was also explored.
10. Robinson S, Goddard L, Dritschel B, Wisley M, Howlin P. {{Executive functions in children with Autism Spectrum Disorders}}. {Brain Cogn};2009 (Jul 21)
Executive dysfunction is a characteristic impairment of individuals with Autism Spectrum Disorders (ASD). However whether such deficits are related to autism per se, or to associated intellectual disability is unclear. This paper examines executive functions in a group of children with ASD (N=54, all IQ70) in relation to a typically developing control group individually matched on the basis of age, gender, IQ and vocabulary. Significant impairments in the inhibition of prepotent responses (Stroop, Junior Hayling Test) and planning (Tower of London) were reported for children with ASD, with preserved performance for mental flexibility (Wisconsin Card Sorting Task) and generativity (Verbal Fluency). Atypical age-related patterns of performance were reported on tasks tapping response inhibition and self-monitoring for children with ASD compared to controls. The disparity between these and previous research findings are discussed. A multidimensional notion of executive functions is proposed, with difficulties in planning, the inhibition of prepotent responses and self-monitoring reflecting characteristic features of ASD that are independent of IQ and verbal ability, and relatively stable across the childhood years.
11. Roll-Pettersson L, Ala’i-Rosales S. {{Using blended and guided technologies in a university course for scientist-practitioners: Teaching Applied Behaviour Analysis to autism professionals}}. {J Intellect Disabil};2009 (Jun);13(2):113-142.
Although the incidence of autism spectrum disorders is increasing worldwide, there is a shortage of professionals trained to provide effective interventions. The article describes an advanced university course in Applied Behaviour Analysis (ABA) and autism tailored to meet the needs of Swedish professionals from multiple disciplines. The course implemented both blended-learning technologies (web, telecommunication, and in vivo) and guided-design (problem-solving) exercises to promote the scientist-practitioner model. Overall, students advanced their skills related to identifying extant scientific literature, choosing appropriate single-subject design evaluation methods, and critically analysing the effects of attempted interventions. Students rated the course as having high social validity and predicted the course content would positively affect their professional practice. The relevance of the course and future directions are discussed in the context of meeting the global need for effective autism intervention professionals.
