1. Davidsson M, Hult N, Gillberg C, Sarneo C, Gillberg C, Billstedt E. {{Anxiety and depression in adolescents with ADHD and autism spectrum disorders; correlation between parent- and self-reports and with attention and adaptive functioning}}. {Nord J Psychiatry};2017 (Aug 24):1-7.
BACKGROUND: Adolescents with attention-deficit/hyperactive disorder (ADHD) or autism spectrum disorder (ASD) are at high risk of anxiety and depression. This is important to identify in the clinical assessment to understand its impact. AIMS: The aim of this study is to investigate the correlation between parent- and self-reports of anxiety and depression in adolescents with ADHD or ASD, as well as the correlation with adaptive functioning and performance on an attention test. METHOD: A total of 65 adolescents with an ADHD diagnosis (n = 24) or an ASD diagnosis (n = 41) filled out Beck Youth Inventories of Emotional and Social Impairment (BYI) to assess depression and anxiety and completed a Continuous Performance Test (QbTest) measuring ADHD symptoms. Parents of the participants completed the internalizing domain in the Five to Fifteen questionnaire (FTF), measuring symptoms of anxiety and depression, and the Vineland Adaptive Behavior Scales (VABS) about the adolescent’s adaptive functioning. RESULTS: Approximately a third of the study group self-reported substantial internalizing mental symptoms not always recognized by parents, and not always obvious in adaptive function or performance at ADHD test. Correlations between BYI and FTF were low. The BYI depression inventory correlated negatively with VABS and positively with activity level in a subgroup medicated for ADHD. There was a stronger correlation between girls BYI and FTF results as compared with boys. CONCLUSIONS: The results highlight the need for identification of anxiety and depression, using both self- and parent report. Present anxiety and depression symptoms do not seem to affect the clinical assessment of ASD and ADHD.
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2. Hopkins Z, Yuill N, Branigan HP. {{Inhibitory control and lexical alignment in children with an autism spectrum disorder}}. {J Child Psychol Psychiatry};2017 (Aug 24)
BACKGROUND: Two experiments investigated the contribution of conflict inhibition to pragmatic deficits in children with autism spectrum disorder (ASD). Typical adults’ tendency to reuse interlocutors’ referential choices (lexical alignment) implicates communicative perspective-taking, which is regulated by conflict inhibition. We examined whether children with ASD spontaneously lexically aligned, and whether conflict inhibition mediated alignment. METHODS: Children with ASD and chronological- and verbal-age-matched typically developing controls played a picture-naming game. We manipulated whether the experimenter used a preferred or dispreferred name for each picture, and examined whether children subsequently used the same name. RESULTS: Children with ASD spontaneously lexically aligned, to the same extent as typically developing controls. Alignment was unrelated to conflict inhibition in both groups. CONCLUSIONS: Children with ASD’s referential communication is robust to impairments in conflict inhibition under some circumstances. Their pragmatic deficits may be mitigated in a highly structured interaction.
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3. Kearney KB, Brady MP, Hall K, Honsberger T. {{Using Peer-Mediated Literacy-Based Behavioral Interventions to Increase First Aid Safety Skills in Students With Developmental Disabilities}}. {Behav Modif};2017 (Aug 01):145445517725866.
Many adolescents with developmental disabilities do not learn the safety skills needed to maintain physical well-being in domestic and community environments. Literacy-based behavioral interventions (LBBIs) that combine print, pictures, and behavioral rehearsal are effective for promoting acquisition and maintenance of self-care skills, but have not been investigated as safety skill intervention. Also, LBBIs have primarily been implemented by teachers and other professionals. In this study, a peer partner was taught to deliver an LBBI story to students so they would learn to perform a basic first aid routine: cleaning and dressing a wound. Results showed that students’ accuracy with the first aid routine increased after a peer delivered the LBBI instructional package, and maintained after the peer stopped delivering it. This study demonstrates the effectiveness of the LBBI instructional package for teaching first aid safety skills, and extends previous research showing the efficacy of peers in delivering this intervention.
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4. Krezmien MP, Travers JC, Camacho K. {{Suspension rates of students with autism or intellectual disabilities in Maryland from 2004 to 2015}}. {J Intellect Disabil Res};2017 (Aug 24)
BACKGROUND: Little research exists on suspension of students with autism or intellectual disabilities. We examined suspension rates of students with autism or intellectual disability in Maryland from 2004 to 2015 to understand whether race and disability status predicted the odds of being suspended. METHOD: We used school enrollment data and school suspension data in Maryland for analysis. Descriptive statistics by race and disability category were calculated. Logistic regression was used to examine differences in odds of suspension by race and by disability (ID and autism) each year. RESULTS: Suspension rates in Maryland decreased overall from 2004 to 2015, but African American students with intellectual disability or no disability were significantly more likely to be suspended. White students with autism and White students with intellectual disability had significantly higher odds of suspension than White students without a disability. CONCLUSIONS: Overall risk for suspension in Maryland decreased over time. African American students with autism or intellectual disability, as well as white students with autism or intellectual disability, experienced significantly higher odds of suspension when compared to their White students without a disability. This relatively unexplored issue commands attention from researchers and policymakers alike.
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5. Maxwell-Horn A, Malow BA. {{Sleep in Autism}}. {Semin Neurol};2017 (Aug);37(4):413-418.
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6. Nakanishi M, Nomura J, Ji X, Tamada K, Arai T, Takahashi E, Bucan M, Takumi T. {{Functional significance of rare neuroligin 1 variants found in autism}}. {PLoS Genet};2017 (Aug);13(8):e1006940.
Genetic mutations contribute to the etiology of autism spectrum disorder (ASD), a common, heterogeneous neurodevelopmental disorder characterized by impairments in social interaction, communication, and repetitive and restricted patterns of behavior. Since neuroligin3 (NLGN3), a cell adhesion molecule at the neuronal synapse, was first identified as a risk gene for ASD, several additional variants in NLGN3 and NLGN4 were found in ASD patients. Moreover, synaptopathies are now known to cause several neuropsychiatric disorders including ASD. In humans, NLGNs consist of five family members, and neuroligin1 (NLGN1) is a major component forming a complex on excitatory glutamatergic synapses. However, the significance of NLGN1 in neuropsychiatric disorders remains unknown. Here, we systematically examine five missense variants of NLGN1 that were detected in ASD patients, and show molecular and cellular alterations caused by these variants. We show that a novel NLGN1 Pro89Leu (P89L) missense variant found in two ASD siblings leads to changes in cellular localization, protein degradation, and to the impairment of spine formation. Furthermore, we generated the knock-in P89L mice, and we show that the P89L heterozygote mice display abnormal social behavior, a core feature of ASD. These results, for the first time, implicate rare variants in NLGN1 as functionally significant and support that the NLGN synaptic pathway is of importance in the etiology of neuropsychiatric disorders.
