1. Baptista J, Sampaio A, Fachada I, Osorio A, Mesquita AR, Garayzabal E, Duque F, Oliveira G, Soares I. {{Maternal Interactive Behaviours in Parenting Children with Williams Syndrome and Autism Spectrum Disorder: Relations with Emotional/Behavioural Problems}}. {J Autism Dev Disord};2018 (Aug 24)
This study compared maternal responsiveness to children with two neurodevelopmental disorders sharing different but, in some cases, overlapping social phenotypes-Williams syndrome (WS) and autism spectrum disorder (ASD)-and explored the relations between maternal responsiveness and child emotional/behavioural problems (EBP). The sample included 16 pre-schoolers with WS and 43 with ASD, and their mothers. Responsiveness was assessed during a mother-child interaction task. Mothers completed the CBCL 1(1/2)-5, providing a measure of EBP. No significant differences emerged between groups, and most dyads were characterized by less responsive behaviours. Maternal responsiveness proved related to child developmental age, but not with EBP. These results provide further insight into the rearing environment of children with neurodevelopmental disorders, highlighting the need for early relationship-based interventions.
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2. Houseworth J, Stancliffe RJ, Ticha R. {{Association of state-level and individual-level factors with choice making of individuals with intellectual and developmental disabilities}}. {Res Dev Disabil};2018 (Aug 22);83:77-90.
BACKGROUND: State-level factors have not been examined in research on choice, despite findings of between-state differences. AIMS: To examine both individual and state-level factors associated with choice. METHODS AND PROCEDURES: We used multilevel modeling to explore two choice scales, support-related and everyday choice, based on the National Core Indicators (NCI) data from 2013-14. OUTCOMES AND RESULTS: At the individual level, milder ID, greater mobility, fewer problem behaviors, answering questions independently, communicating verbally, and living in a non-agency setting, particularly independent settings, were associated with more choice for both scales. State-level factors overall explained variance for both scales, but were more strongly associated with support-related choice. A higher proportion of people with IDD living independently within the state predicted more support-related choice. High cost of living within a state predicted less everyday choice. Higher proportion of people living with family and lower proportion being served within a state predicted more everyday choice. CONCLUSIONS AND IMPLICATIONS: These findings suggest further study of choice in relation to policies that: (1) increase independent living for individuals with IDD, and (2) assist individuals/families living in high cost states. State differences on important QOL outcomes are likely to be associated with economic and system-based factorsbeyond individual differences.
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3. Lui M, So WC, Tsang YK. {{Neural evidence for reduced automaticity in processing emotional prosody among men with high levels of autistic traits}}. {Physiol Behav};2018 (Aug 26);196:47-58.
This study aimed to examine individual differences in the integration of emotional prosody when processing semantic meaning in speech among men with high and low levels of autistic traits, as measured by the Autism Spectrum Quotient (AQ). The behavioral and neural responses of high- and low-AQ men during semantic valence judgment were compared. The stimuli were positive or negative words spoken with either happy or sad prosody; in other words, the prosody was either congruous or incongruous to the valence of meaning. Participants were required to judge the (positive vs. negative) valence of word meaning as accurately and as quickly as possible while ignoring emotional prosody. Behavioral results showed that high-AQ men responded significantly more slowly than low-AQ men in all stimulus conditions, indicating lower automaticity in processing emotional speech. Neural data revealed that low-AQ men (but not high-AQ men) had significantly increased N200 and N400 amplitudes for incongruous (compared to congruous) stimuli spoken with happy prosody. Our findings supported our hypotheses that high levels of autistic traits are associated with reduced behavioral automaticity and less differential neural resources allocated to processing emotional speech stimuli with different cognitive demands.
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4. Roeyers H. {{Early screening instruments for autism spectrum disorder: promising, but more is needed}}. {Dev Med Child Neurol};2018 (Aug 26)
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5. Shum KK, Cho WK, Lam LMO, Laugeson EA, Wong WS, Law LSK. {{Learning How to Make Friends for Chinese Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial of the Hong Kong Chinese Version of the PEERS(R) Intervention}}. {J Autism Dev Disord};2018 (Aug 24)
This study examined the treatment efficacy of PEERS(R) (Program for the Education and Enrichment of Relational Skills) among Chinese adolescents with autism spectrum disorder (ASD) in Hong Kong. The original PEERS(R) manual was translated into Chinese, and cultural adjustments were made according to a survey among 209 local adolescents in the general population. 72 high-functioning adolescents with ASD were randomly assigned to a treatment or waitlist control group. The 14-week parent-assisted training significantly improved social skills knowledge and social functioning, and also reduced autistic mannerisms. Treatment outcomes were maintained for 3 months after training and replicated in the control group after delayed treatment. The present study represents one of the few randomized controlled trials on PEERS(R) conducted outside North America.
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6. Taylor JL, Muscatello RA, Corbett BA. {{Differences in anticipatory versus reactive stress to social evaluative threat in adults versus adolescents with autism}}. {Autism Res};2018 (Aug 26)
Social evaluative threat is a potent activator of the hypothalamic-pituitary-adrenocortical (HPA) axis in typically developing (TD) populations. Studies have shown that children and adolescents with autism spectrum disorder (ASD) show a blunted cortisol response to this type of stressor; yet, a previous study in adults with ASD reported a more prototypical stress response. The current study compared 24 adolescents and 17 adults with ASD to investigate a possible developmental lag in autism resulting in a more adaptive stress response to social evaluation with development. Participants were exposed to the trier social stress test (TSST), and salivary cortisol was collected before and after stress induction. Multilevel modeling revealed that relative to adolescents, young adults with ASD evidenced a significant increase in cortisol in response to anticipatory stress, and 23.5% were classified as anticipatory responders. Adolescents, however, had a significant change in slope in response to the TSST, with 37.5% classified as reactive responders. In both groups, the majority of participants did not have a robust stress response to the TSST as would be expected in TD participants. Findings suggest significant differences in the cortisol trajectory; adults with ASD were more likely to show an anticipatory response to being socially evaluated, which was maintained throughout the stressor, whereas the adolescents had a more reactive response pattern with no anticipatory response. Further research is needed to determine if such patterns are adaptive or deleterious, and to determine underlying factors that may contribute to distinct stress profiles and to the overall diminished stress responses. LAY SUMMARY: Many individuals have increased stress when being socially evaluated. The current study shows that adults with ASD have increased stress in anticipation of a task in which individuals are required to give a speech to unfamiliar raters, while adolescents with ASD tend to show a stress response only during the task itself. Further research is necessary to understand whether developmental influences on stress response in ASD have significant impacts on other areas of functioning often affected by stress.
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7. Westerveld MF, Paynter J, O’Leary K, Trembath D. {{Preschool predictors of reading ability in the first year of schooling in children with ASD}}. {Autism Res};2018 (Aug 26)
A high percentage of children with Autism Spectrum Disorder (ASD) show elevated challenges in learning to read. We investigated longitudinal predictors of reading skills in 41 children diagnosed with ASD. All children completed measures of precursor literacy skills at the age of 4-5 years, including phonological awareness, letter sound knowledge, rapid automatic naming, name writing, and phonological memory (digit span), along with measures of word- and passage-level reading skills in their first year of formal schooling. Nonverbal cognition and letter sound knowledge accounted for 53.4% of the variance in regular single word reading at school age, with letter sound knowledge a significant individual predictor. Overall, 18 children showed reading ability scores in the average range on a standardized test of passage-level reading ability, whereas 23 children performed below expectations. These groups differed significantly on all precursor literacy measures (at ages 4-5), except autism symptoms based on parent report. Group membership was significantly predicted by preschool receptive vocabulary, name writing, and rapid automatic naming, with high sensitivity and specificity. These results are discussed in reference to the literature describing early literacy predictors for typically developing children, highlighting key areas for future intervention and support. Autism Res 2018. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Children with autism are at increased risk of persistent reading difficulties. We examined whether preschool reading-related skills linked to later reading ability. Performance on the following three tasks administered at preschool predicted children who showed early reading success versus below expectations in their first year of school: vocabulary, name writing, and rapid naming of familiar objects and shapes. These results can inform future interventions.
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8. Young H, Oreve MJ, Speranza M. {{Clinical characteristics and problems diagnosing autism spectrum disorder in girls}}. {Arch Pediatr};2018 (Aug 21)
BACKGROUND: Autism is a neurodevelopmental disorder with various clinical presentations. It has been historically considered a male disorder. An increasing number of authors stress the existence of sex/gender bias in prevalence and the need to define sex/gender differences in the clinical presentation. REVIEW: Recently, an increasing number of authors have studied the impact of sex/gender on autism’s clinical presentation. The sex ratio of four boys to one girl commonly reported in literature is questioned. Sociocultural and familial influences can impact female clinical presentation as well as the way the difficulties of girls with autism are perceived. Issues of autism diagnostic instruments such as sex/gender bias are also studied since they have an impact on the access to diagnosis for girls. Clinical variability is a part of autism spectrum disorder, but some traits appear to be more specific of the female phenotype: existence of a « camouflage » phenomenon and less unusual play or restricted interests. DISCUSSION: Better understanding and diagnosis of females with autism is required to ensure the access to the support and treatment they need. Professionals must apprehend the sex/gender clinical differences to prevent the frequent misdiagnosis or missed diagnosis of females with autism. CONCLUSION: Pursuing research on sex/gender differences seems necessary to ensure appropriate support and diagnosis of undiagnosed females.
