1. NewsCAP: {{Children exposed to antiepileptic drugs in the womb may have an increased risk of autism}}. {Am J Nurs};2009 (Apr);109(4):17.

2. Debbaudt D. {{Patients with autism and other high risks: a growing challenge for healthcare security}}. {J Healthc Prot Manage};2009;25(1):14-26.

3. Gamliel I, Yirmiya N, Jaffe DH, Manor O, Sigman M. {{Developmental Trajectories in Siblings of Children with Autism: Cognition and Language from 4 Months to 7 Years}}. {J Autism Dev Disord};2009 (Mar 27)

We compared the cognitive and language development at 4, 14, 24, 36, 54 months, and 7 years of siblings of children with autism (SIBS-A) to that of siblings of children with typical development (SIBS-TD) using growth curve analyses. At 7 years, 40% of the SIBS-A, compared to 16% of SIBS-TD, were identified with cognitive, language and/or academic difficulties, identified using direct tests and/or parental reports. This sub-group was identified as SIBS-A-broad phenotype (BP). Results indicated that early language scores (14-54 months), but not cognitive scores of SIBS-A-BP and SIBS-A-nonBP were significantly lower compared to the language scores of SIBS-TD, and that the rate of development was also significantly different, thus pinpointing language as a major area of difficulty for SIBS-A during the preschool years.

4. Koenig K, De Los Reyes A, Cicchetti D, Scahill L, Klin A. {{Group Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacy}}. {J Autism Dev Disord};2009 (Mar 27)

A consistent result in the evaluation of group-delivered intervention to promote social reciprocity in children with PDDs is that outcome data are inconclusive. Lack of robust evidence of efficacy confounds understanding of these interventions and their value to the field. It is conceivable that the construct of impaired social reciprocity in PDD presents unique circumstances that require special consideration when evaluating the evidence base. Social reciprocity and impairment in social functioning are complex constructs, which require a multi-dimensional, multi-method approach to intervention and measurement of gains. The existing paradigm for evaluating the evidence base of intervention may need modification to permit a more intricate analysis of the extant research, and increase the sophistication of future research.

5. Lindsley S. {{Autism and education}}. {Newsweek};2009 (Mar 9);153(10):18.