1. Fleury VP, Thompson JL, Wong C. {{Learning How to Be a Student: An Overview of Instructional Practices Targeting School Readiness Skills for Preschoolers With Autism Spectrum Disorder}}. {Behav Modif};2014 (Sep 26)
Due to difficulties associated with autism spectrum disorder (ASD), many children with ASD will require additional support to actively participate in classroom activities. Therefore, it is important that professionals who work with young children with ASD know what skills to teach and how to teach them. Using the recent evidence-based practice review conducted by the National Professional Development Center on ASD, we have identified studies that targeted school readiness behaviors which can have implications for academic skill development. In this article, we evaluate (a) the types of skills that have been taught to preschool children with ASD, (b) the strategies used to teach specific skills, and (c) other descriptive information, such as who delivered the intervention and the setting in which the intervention took place. We conclude by offering suggestions for future research and considerations for professional development.
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2. Iannuzzi DA, Cheng ER, Broder-Fingert S, Bauman ML. {{Brief Report: Emergency Department Utilization by Individuals with Autism}}. {J Autism Dev Disord};2014 (Sep 27)
To identify medical problems most commonly presenting to emergency departments among individuals with autism as compared to non-autistic persons across age groups. Data was obtained from the 2010 National Emergency Department database and was analyzed by age categories: 3-5, 6-11, 12-15, 16-18 and 19 years and older. Epilepsy emerged as the leading presenting diagnosis among those with Autism spectrum disorder (ASD), ages 16-19 years and 19 over. Psychiatric conditions were primary among ASD individuals aged 12-15 years, accounting for more than 11 % of all visits. In this sample, age-related differences were noted in medical diagnoses among autistic individuals as compared to non-autistic persons.
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3. Jaiswal P, Guhathakurta S, Singh AS, Verma D, Pandey M, Varghese M, Sinha S, Ghosh S, Mohanakumar KP, Rajamma U. {{SLC6A4 markers modulate platelet 5-HT level and specific behaviors of autism: A study from an Indian population}}. {Prog Neuropsychopharmacol Biol Psychiatry};2014 (Sep 24)
Presence of platelet hyperserotonemia and effective amelioration of behavioral dysfunctions by selective serotonin reuptake inhibitors (SSRI) in autism spectrum disorders (ASD) indicate that irregularities in serotonin (5-HT) reuptake and its homeostasis could be the basis of behavioral impairments in ASD patients. SLC6A4, the gene encoding serotonin transporter (SERT) is considered as a potential susceptibility gene for ASD, since it is a quantitative trait locus for blood 5-HT levels. Three functional polymorphisms, 5-HTTLPR, STin2 and 3’UTR-SNP of SLC6A4 are extensively studied for possible association with the disorder, with inconclusive outcome. In the present study, we investigated association of these polymorphisms with platelet 5-HT content and symptoms severity as revealed by childhood autism rating scale in ASD children from an Indian population. Higher 5-HT level observed in ASD was highly significant in children with heterozygous and homozygous genotypes comprising of minor alleles of the markers. Quantitative transmission disequilibrium test demonstrated significant genetic effect of STin2 allele as well as STin2/3’UTR-SNP and 5-HTTLPR/3’UTR-SNP haplotypes on 5-HT levels, but no direct association with overall CARS score and ASD phenotype. Significant genetic effect of the markers on specific behavioral phenotypes was observed for various sub-phenotypes of CARS in quantitative trait analysis. Even though the 5-HT level was not associated with severity of behavioral CARS score, a significant negative relationship was observed for 5-HT levels and level and consistency of intellectual response and general impression in ASD children. Population-based study revealed higher distribution of the haplotype 10/G of STin2/3′-UTR in male controls, suggesting protective effect of this haplotype in male cases. Overall results of the study suggest that SLC6A4 markers have specific genetic effect on individual ASD behavioral attributes, might be through the modulation of 5-HT content.
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4. Lahiri U, Bekele E, Dohrmann E, Warren Z, Sarkar N. {{A Physiologically Informed Virtual Reality Based Social Communication System for Individuals with Autism}}. {J Autism Dev Disord};2014 (Sep 27)
Clinical applications of advanced technology may hold promise for addressing impairments associated with autism spectrum disorders (ASD). This project evaluated the application of a novel physiologically responsive virtual reality based technological system for conversation skills in a group of adolescents with ASD. The system altered components of conversation based on (1) performance alone or (2) the composite effect of performance and physiological metrics of predicted engagement (e.g., gaze pattern, pupil dilation, blink rate). Participants showed improved performance and looking pattern within the physiologically sensitive system as compared to the performance based system. This suggests that physiologically informed technologies may have the potential of being an effective tool in the hands of interventionists.
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5. Wigham S, Rodgers J, South M, McConachie H, Freeston M. {{The Interplay Between Sensory Processing Abnormalities, Intolerance of Uncertainty, Anxiety and Restricted and Repetitive Behaviours in Autism Spectrum Disorder}}. {J Autism Dev Disord};2014 (Sep 27)
Sensory processing abnormalities, anxiety and restricted and repetitive behaviours (RRBs) frequently co-occur in Autism Spectrum Disorders (ASD). Though the relationship between these phenomena is not well understood, emerging evidence indicates intolerance of uncertainty (IU) may play an important role. This study aimed to determine pathways between sensory abnormalities and RRBs, and the role anxiety and IU may have. We gathered caregiver report data for 53 children with ASD aged 8-16 years. We found sensory under responsiveness and sensory over responsiveness were significantly associated with repetitive motor and insistence on sameness behaviours, and the relationships significantly mediated by IU and anxiety. Our findings indicate different mechanisms may underpin repetitive motor and insistence on sameness RRBs, which can inform treatment interventions.
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6. Yerys BE, Herrington JD. {{Multimodal imaging in autism: an early review of comprehensive neural circuit characterization}}. {Curr Psychiatry Rep};2014 (Nov);16(11):496.
There is accumulating evidence that the neurobiology of autism spectrum disorders (ASD) is linked to atypical neural communication and connectivity. This body of work emphasizes the need to characterize the function of multiple regions that comprise neural circuits rather than focusing on singular regions as contributing to deficits in ASD. Multimodal neuroimaging – the formal combination of multiple functional and structural measures of the brain – is extremely promising as an approach to understanding neural deficits in ASD. This review provides an overview of the multimodal imaging approach, and then provides a snapshot of how multimodal imaging has been applied in the study of ASD to date. This body of work is separated into two categories: one concerning whole brain connectomics and the other focused on characterizing neural circuits implicated as altered in ASD. We end this review by highlighting emerging themes from the existing body of literature, and new resources that will likely influence future multimodal imaging studies.
