1. Aaron E, Montgomery A, Ren X, Guter S, Anderson G, Carneiro AMD, Jacob S, Mosconi M, Pandey GN, Cook E, Veenstra-VanderWeele J. {{Whole Blood Serotonin Levels and Platelet 5-HT2A Binding in Autism Spectrum Disorder}}. {J Autism Dev Disord};2019 (Mar 29)
Elevated whole blood serotonin (WB5-HT) is a well-replicated biomarker in autism spectrum disorder (ASD). Decreased platelet serotonin receptor 5-HT2A binding has been reported in ASD. WB5-HT levels and platelet 5-HT2A specific binding were obtained from 110 individuals with ASD and 18 controls. Individuals with ASD had significantly higher WB5-HT levels than controls. There was no difference in the platelet 5-HT2A specific binding between groups. Multiple regression analyses revealed that platelet 5-HT2A binding significantly predicted WB5-HT in the control sample but not in the ASD sample. These results indicate that the relationship between WB5-HT and platelet 5-HT2A binding differs depending on ASD diagnosis, suggesting differences in platelet 5-HT system regulation in ASD.
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2. Aspiranti KB, Bebech A, Ruffo B, Skinner CH. {{Classroom Management in Self-Contained Classrooms for Children with Autism: Extending Research on the Color Wheel System}}. {Behav Anal Pract};2019 (Mar);12(1):143-153.
The color wheel is an evidence-based classroom management system that has been used to decrease inappropriate behaviors and increase on-task behaviors in general education elementary classrooms but not in classrooms for students with autism spectrum disorder (ASD). A multiple-baseline design was used to evaluate the effects of the color wheel system (CWS) on disruptive behaviors (being out of seat for one classroom, inappropriate vocalizations for two classrooms) in three self-contained elementary classrooms for students with ASD. Partial-interval time sampling was used to record class-wide disruptive behaviors. Visual analysis of a time-series graph suggests that the CWS decreased disruptive behaviors across all three classrooms. Discussion focuses on limitations of the study and directions for researchers interested in modifying, applying, and evaluating the effects of the CWS in settings for children with ASD.
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3. Barron BF, Verkuylen L, Belisle J, Paliliunas D, Dixon MR. {{Teaching « Then-Later » and « Here-There » Relations to Children with Autism: an Evaluation of Single Reversals and Transformation of Stimulus Function}}. {Behav Anal Pract};2019 (Mar);12(1):167-175.
The present study demonstrates the utility of relational training for teaching Then-Later and Here-There deictic relations for two children with autism. Mutually entailed single-reversal relations, transfers of stimulus function, and transformations of stimulus function were also evaluated for each participant. The methods were adapted from the PEAK-T curriculum. Results for both participants support the utility of relational training for teaching children with autism basic perspective-taking skills. Both participants were able to generalize the perspective-taking skills to novel sets of stimuli, and demonstrate mutually entailed responding during single-reversal tasks. Both participants were also able to demonstrate transformations of stimulus function for both Then-Later and Here-There deictic relations.
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4. Blaskowitz MG, Hernandez B, Scott PW. {{Predictors of Emergency Room and Hospital Utilization Among Adults With Intellectual and Developmental Disabilities (IDD)}}. {Intellect Dev Disabil};2019 (Apr);57(2):127-145.
Emergency room (ER) and hospital utilization among people with intellectual and developmental disabilities (IDD) are significant contributors to rising healthcare costs. This study identifies predictors of utilization among 597 adults with IDD. Using a retrospective survey of medical charts, descriptive statistics and logistic regressions were conducted. Individual-level risk factors for ER utilization included age, number of chronic health conditions, a diagnosis of cerebral palsy or neurological disorder, mental illness, and polypharmacy. Environmental predictors included community-based supported living. Hospitalization predictors included age and number of chronic illnesses. People residing in group homes were less likely to be admitted. This study found risk factors unique to individuals with IDD that should be addressed with tailored interventions as states transition to Medicaid managed care.
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5. Bogenschutz MD, DeCarlo M, Hall-Lande J, Hewitt A. {{Fiscal Stewardship, Choice, and Control: The Context of Self-Directed Services for People With Intellectual and Developmental Disabilities (IDD) in the United States}}. {Intellect Dev Disabil};2019 (Apr);57(2):158-171.
Self-directed home and community based services (HCBS) waiver services and supports for people with intellectual and developmental disabilities (IDD) have become a viable and widely used method of service provision in the United States. Grounded in theories of self-determination, previous literature on self-direction has suggested high satisfaction and positive outcomes for people who use self-directed programs as well as cost savings for state IDD service systems. This study explored the ways in which state IDD service administrators think about how self-direction may be used as a method of achieving cost savings while providing opportunities for people with IDD and their families to exercise choice and control. Informed by 54 high-level IDD service administrators in 34 states, and guided by a thematic analysis approach to data interpretation, the study found evidence that administrators typically see strong potential for self-direction to have cost-savings benefits, while also fostering choice. In the current political climate, the need for cautious fiscal stewardship may become a stronger driving force behind self-direction for people with IDD in the United States.
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6. Boterberg S, Charman T, Marschik PB, Bolte S, Roeyers H. {{Regression in Autism Spectrum Disorder: A Critical Overview of Retrospective Findings and Recommendations for Future Research: Invited Contribution to the Special Issue of Neuroscience and Biobehavioral Reviews on « Regression in Developmental Disorders »}}. {Neurosci Biobehav Rev};2019 (Mar 24)
Historically, two onset patterns in autism spectrum disorder (ASD) were described: an early onset of symptoms and a regression in which one-third appear to show a loss of previously established skills in the second year of life. Since this phenomenon could represent a distinct ASD subtype and provide more insight into the etiology, diagnosis and prognosis, many studies have compared these two groups. The present review discusses definitions, etiology and methods used in research with a retrospective design and provides an overview of the results on early development and outcomes. However, retrospective research has not provided clear answers on regression as a distinct subtype of ASD and the historic division between early onset and regression does not seem to fit the empirical findings. Based on inconsistent results, future research on onset patterns in ASD needs to be more systematic on the definitions and methods used. Several recommendations to enhance the reliability of future retrospective results are discussed. The combination of a categorical and dimensional approach provides a new interesting framework.
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7. Bottini S, Vetter J, Gillis J. {{Task Interspersal Implementation Practices with Individuals with Autism Spectrum Disorder}}. {Behav Anal Pract};2019 (Mar);12(1):133-142.
Task interspersal is a teaching method frequently used with individuals with autism spectrum disorder (ASD). Although many different procedural variations of task interspersal have been reported in the literature, it is unclear how providers serving individuals with ASD implement task interspersal. The present study surveyed direct care providers to examine which variations of task interspersal they use most frequently, as well as how they choose a particular variation. Results revealed that many different procedural variations are used across providers. Provider discipline background appeared to be associated with differences in selection of specific procedural variations. Findings inform areas for further research as well as consideration of topics for discussion during training and/or supervision with employees and trainees. (1) Providers report frequently interspersing tasks of similar difficulty, despite research supporting the practice of interspersing tasks of varying difficulty. Service providers might consider primarily implementing maintenance among acquisition tasks when using task interspersal. (2) Due to potential problems associated with using the same reinforcement schedules/reinforcers for both tasks (e.g., satiation), providers and supervising BCBAs are encouraged to consider whether using different reinforcement schedules/reinforcers will enhance acquisition outcomes. (3) When selecting a procedural variation, providers reported relying on clinical judgment or guidelines from their organizations more frequently than directly contacting the current literature. It is important that organizations and supervisors provide clear guidelines and recommendations based on the most recent scientific literature and update these as new research is published. (4) Individualization of procedures based on specific client characteristics was found to be inconsistent. Supervisors are encouraged to discuss individualization practices for cases in which consistency of treatment across providers is preferred or necessary for maintenance of skills.
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8. Dixon MR, Blevins A, Belisle J, Bethel B. {{Teaching Children with Autism Extended Verbal Utterances Under Audience Control in the Context of Show-and-Tell}}. {Behav Anal Pract};2019 (Mar);12(1):194-198.
The present study evaluated the efficacy of a discrete-trial-training procedure to bring extended verbal behavior under the convergent control of audience and contextual variables during a show-and-tell activity. Three children with autism were exposed initially to a baseline condition in which they were presented with a preferred item and asked to tell the class about it. Following low rates of responding, a differential reinforcement procedure was implemented that reinforced extending the verbal utterance word length beyond baseline levels allowing for an appropriate display of « show-and-tell » behavior. The results show that the procedures were efficacious in application with three children with autism, providing a method that can be conducted in classroom settings to teach a complex form of verbal operant behavior.
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9. Edfawy M, Guedes JR, Pereira MI, Laranjo M, Carvalho MJ, Gao X, Ferreira PA, Caldeira G, Franco LO, Wang D, Cardoso AL, Feng G, Carvalho AL, Peca J. {{Abnormal mGluR-mediated synaptic plasticity and autism-like behaviours in Gprasp2 mutant mice}}. {Nat Commun};2019 (Mar 29);10(1):1431.
Autism spectrum disorder (ASD) is characterized by dysfunction in social interactions, stereotypical behaviours and high co-morbidity with intellectual disability. A variety of syndromic and non-syndromic neurodevelopmental disorders have been connected to alterations in metabotropic glutamate receptor (mGluR) signalling. These receptors contribute to synaptic plasticity, spine maturation and circuit development. Here, we investigate the physiological role of Gprasp2, a gene linked to neurodevelopmental disabilities and involved in the postendocytic sorting of G-protein-coupled receptors. We show that Gprasp2 deletion leads to ASD-like behaviour in mice and alterations in synaptic communication. Manipulating the levels of Gprasp2 bidirectionally modulates the surface availability of mGluR5 and produces alterations in dendritic complexity, spine density and synaptic maturation. Loss of Gprasp2 leads to enhanced hippocampal long-term depression, consistent with facilitated mGluR-dependent activation. These findings demonstrate a role for Gprasp2 in glutamatergic synapses and suggest a possible mechanism by which this gene is linked to neurodevelopmental diseases.
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10. Fonger AM, Malott RW. {{Using Shaping to Teach Eye Contact to Children with Autism Spectrum Disorder}}. {Behav Anal Pract};2019 (Mar);12(1):216-221.
The current study used a shaping procedure to teach three preschool-aged children diagnosed with autism spectrum disorder to make eye contact with the instructor for a duration of 3 s. Then, eye contact was taught during breaks in instruction. Following the initial intervention, the frequency of reinforcement was decreased while training for generalization across instructors and locations. All three children acquired quick and sustained eye contact, which maintained after 1 month without the need for prompting. This study provides an alternative method for teaching young children diagnosed with autism spectrum disorder to make eye contact without the need for prompting; outlines an approach for teaching eye contact when baseline levels of eye contact are severely low and/or the child is actively avoiding eye contact; describes a successful method for thinning the schedule of reinforcement and introducing instructional demands; and recommends a practical technique for gaining attention before delivering an instructional demand.
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11. Glaze DG, Neul JL, Kaufmann WE, Berry-Kravis E, Condon S, Stoms G, Oosterholt S, Della Pasqua O, Glass L, Jones NE, Percy AK. {{Double-blind, randomized, placebo-controlled study of trofinetide in pediatric Rett syndrome}}. {Neurology};2019 (Mar 27)
OBJECTIVE: To determine safety, tolerability, and pharmacokinetics of trofinetide and evaluate its efficacy in female children/adolescents with Rett syndrome (RTT), a debilitating neurodevelopmental condition for which no pharmacotherapies directed at core features are available. METHODS: This was a phase 2, multicenter, double-blind, placebo-controlled, parallel-group study, in which safety/tolerability, pharmacokinetics, and clinical response to trofinetide were characterized in 82 children/adolescents with RTT, aged 5 to 15 years. Sixty-two participants were randomized 1:1:1:1 to receive placebo twice a day (bid) for 14 days, followed by placebo, 50, 100, or 200 mg/kg bid of trofinetide for 42 days. Following blinded safety data review, 20 additional participants were randomized 1:1 to the 200 mg/kg or placebo bid groups. Safety assessments included adverse events, clinical laboratory tests, physical examinations, and concomitant medications. Clinician- and caregiver-based efficacy measurements assessed clinically relevant, phenotypic dimensions of impairment of RTT. RESULTS: All dose levels were well tolerated and generally safe. Trofinetide at 200 mg/kg bid showed statistically significant and clinically relevant improvements relative to placebo on the Rett Syndrome Behaviour Questionnaire, RTT-Clinician Domain Specific Concerns-Visual Analog Scale, and Clinical Global Impression Scale-Improvement. Exploratory analyses suggested that observed changes correlated with trofinetide exposure. CONCLUSION: These results, together with those from a previous adolescent/adult trial, indicate trofinetide’s potential for treating core RTT symptoms and support further trials. CLASSIFICATION OF EVIDENCE: This study provides Class I evidence that for children/adolescents with RTT, trofinetide was safe, well-tolerated, and demonstrated improvement over placebo at 200 mg/kg bid in functionally important dimensions of RTT.
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12. Glod M, Riby DM, Rodgers J. {{Short report: Relationships between sensory processing, repetitive behaviors, anxiety, and intolerance of uncertainty in autism spectrum disorder and Williams syndrome}}. {Autism Res};2019 (Mar 28)
Autism spectrum disorder (ASD) and Williams syndrome (WS) share psychopathology relating to sensory processing and repetitive behaviors. The relationships between the sensory features and repetitive behaviors in both disorders, and the mechanisms underlying these relationships are not well understood. The aim of this study was to examine the relationships between sensory processing, repetitive behaviors, anxiety, and intolerance of uncertainty in children with ASD and those with WS to better understand the complexity of psychopathology in these disorders. Parents of 19 children with ASD and 16 children with WS, aged between 4 and 9 years, were asked to complete questionnaires assessing their children’s sensory experiences, anxiety symptoms, severity and frequency of repetitive behaviors, and level of intolerance of uncertainty. Serial mediation analysis was performed. Direct significant relationships between sensory features and repetitive behaviors were found only for the ASD group. The relationship between sensory processing difficulties and repetitive behaviors was mediated via intolerance of uncertainty in WS. The findings support the value of considering the complexity of the mechanisms underlying the relationship between sensory processing and repetitive behaviors across neurodevelopmental disorders and the mechanisms underlying these aspects of psychopathology in these groups. Understanding these relationships will shed light on some of the most challenging and intractable characteristics of both conditions and inform suitable interventions to improve quality of life for individuals with either ASD or WS. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In autism spectrum disorder (ASD) and Williams syndrome (WS) difficulties processing the sensory aspects of the environment, repetitive behaviors and high levels of anxiety co-occur, but the relationships between these features are not well understood. This study found that sensory difficulties were directly associated with repetitive behaviors in children with ASD, but not WS, and in WS this relationship was mediated by intolerance of uncertainty. The findings support the value of considering the complexity of the mechanisms underlying the relationship between sensory processing and repetitive behaviors across neurodevelopmental disorders.
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13. Goldman SE, Sanderson KA, Lloyd BP, Barton EE. {{Effects of School-Home Communication With Parent-Implemented Reinforcement on Off-Task Behavior for Students With ASD}}. {Intellect Dev Disabil};2019 (Apr);57(2):95-111.
School-home communication is highly valued for parents of students with autism spectrum disorders (ASD) and other developmental disabilities. However, parents report poor communication as a common barrier to developing partnerships with schools. Using a multiple baseline design, we evaluated the effects of a school-home note intervention with parent-implemented reinforcement for decreasing off-task behavior of students with ASD at school. We also evaluated social validity (i.e., feasibility and acceptability) of the intervention and outcomes. Only two of the four participants showed clear behavior change, which precluded the demonstration of functional relations. However, all participating parents and teachers reported the school-home note and parent-implemented contingent reinforcement were highly feasible and acceptable, and indicated positive outcomes relating to improved family-school partnership and communication. Findings of this study, which meets single-case design standards and quality indicators, are discussed in terms of future research and practice.
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14. Gordon-Lipkin E, Peacock G. {{The Spectrum of Developmental Disability with Zika Exposure: What Is Known, What Is Unknown, and Implications for Clinicians}}. {J Dev Behav Pediatr};2019 (Mar 26)
Clinicians who treat children with neurodevelopmental disabilities may encounter infants with congenital Zika syndrome or those exposed to Zika virus (ZIKV), either in utero or postnatally, in their practice and may have questions about diagnosis, management, and prognosis. In this special report, we reviewed the current literature to provide a comprehensive understanding of the findings and needs of children exposed to ZIKV in utero and postnatally. The current literature is sparse, and thus, this review is preliminary. We found that infants and children exposed to ZIKV in utero have a variety of health and developmental outcomes that suggest a wide range of lifelong physical and developmental needs. Postnatal exposure does not seem to have significant long-lasting health or developmental effects. We provide a comprehensive examination of the current knowledge on health and developmental care needs in children exposed to Zika in utero and postnatally. This can serve as a guide for health care professionals on the management and public health implications of this newly recognized population.
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15. Hansen B, DeSouza AA, Stuart AL, Alice Shillingsburg M. {{Clinical Application of a High-Probability Sequence to Promote Compliance with Vocal Imitation in a Child with Autism Spectrum Disorder}}. {Behav Anal Pract};2019 (Mar);12(1):199-203.
The current study aimed to evaluate the effects of the high-probability (high-p) instructional procedure involving motor imitation on the levels of compliance with vocal imitation in a 3-year-old boy with autism spectrum disorder (ASD). We used a multiple-baseline design across three stimuli sets to demonstrate effects of the procedure over compliance with vocal imitation responses. Results demonstrated that the high-p procedural sequence was effective in increasing the levels of compliance with vocal imitation. We discuss these finding in terms of the operant mechanisms and clinical applications of increased compliance.
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16. Helt MS, Fein DA, Vargas JE. {{Emotional contagion in children with autism spectrum disorder varies with stimulus familiarity and task instructions}}. {Dev Psychopathol};2019 (Mar 29):1-11.
Although deficits in cognitive empathy are well established in individuals with autism spectrum disorder (ASD), the literature on emotional empathy, or emotional contagion, in individuals with ASD is sparse and contradictory. The authors tested susceptibility to contagious yawning and laughter in children with ASD (n = 60) and typically developing (TD) children (n = 60), ages 5-17 years, under various conditions, to elucidate factors that may affect emotional contagion in these populations. Although TD children showed equal amounts of emotional contagion across conditions, children with ASD were highly influenced by the familiarity of the target stimulus, as well as task instructions that encourage eye gaze to target. More specifically, children with ASD exhibited less contagious yawning and laughter than their TD peers except when their attention was explicitly directed to the eyes or (and even more so) when their parents served as the stimulus targets. The authors explore the implications of these findings for theories about the mechanisms underlying empathic deficits in ASD as well as the clinical implications of having parents involved in treatment.
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17. Hisle-Gorman E, Landis CA, Susi A, Schvey NA, Gorman GH, Nylund CM, Klein DA. {{Gender Dysphoria in Children with Autism Spectrum Disorder}}. {LGBT Health};2019 (Mar 28)
PURPOSE: While gender dysphoria (GD) and autism spectrum disorder (ASD) are generally identified in isolation, research on gender-referred or person-centered language (individuals who are gender-referred or have autism suggests) individuals suggests a possible overrepresentation of ASD in persons with GD and GD in persons with ASD. We investigated diagnosed GD in patients formally diagnosed with ASD and matched controls in the Military Health System. METHODS: We performed a retrospective case-cohort study of GD diagnoses in children aged 2-18 years with and without ASD utilizing health care records from 2000 to 2013. Cases were formally diagnosed with ASD and matched to five controls by date of birth, gender marker, and enrollment time. Outpatient visits for GD were identified by relevant International Classification of Diseases, Ninth Revision codes. Logistic regression analysis determined odds ratios (ORs) and 95% confidence intervals (95% CIs) of GD diagnoses by ASD. RESULTS: A total of 48,762 children with diagnosed ASD were identified, and each matched to five controls, for a total of 292,572 children. Cases and controls were each 80% assigned male at birth. The median end age of included children was 11.6 years. Of included children, 66 (0.02%) had diagnosed GD. Children with ASD were over four times as likely to be diagnosed with a condition indicating GD (OR 4.38 [95% CI 2.64-7.27], p < 0.001) compared with matched controls. CONCLUSION: This study corroborates previous research indicating an overrepresentation of GD in children with ASD. Further research is needed to understand the association and to demonstrate approaches to providing optimal care to these children. Lien vers le texte intégral (Open Access ou abonnement)
18. Irwin M, Harstad E, Deister D, Augustyn M. {{Features of Catatonia in a 12-Year-Old Boy with Autism Spectrum Disorder}}. {J Dev Behav Pediatr};2019 (Mar 26)
CASE: Thomas is a 12-year-old boy with autism spectrum disorder who presents to his primary care clinician with symptoms of worsening mood in the last 3 months. On review of his last school testing, his cognitive abilities are found to be within the average range, with a relative vulnerability with his processing speed. He can speak in sentences to communicate and answer questions, but he rarely picks up on conversational bids. He has had difficulties developing friendships and often prefers to play by himself.Thomas has a long history of some features of anxiety and depression for which it was recommended that he establish care with a therapist, but his family has had a hard time finding a provider for him. At this visit, the mother reports that for the past several months he has been more anxious, sad, and easily overwhelmed. He seems irritable at home and school and cries often. His family has been advocating for him to receive increased school supports, as school is a source of anxiety for him, but there are no recent changes in school services. There is a family history of both anxiety and depression. Given his worsening mood functioning, Thomas was started on selective serotonin reuptake inhibitor (SSRI) medication in addition to again recommending a therapist. Weekly phone call check-ins and an in-person clinic visit in 1 month are planned.About 1 month after starting the SSRI medication, he is still not showing any improvement in mood functioning, and his family reports he seems more « sluggish » than usual. There are no side effects reported with the medication, and the dose is increased to see whether it will help. However, about 2 weeks later, he is seen again in the clinic because there are increasing concerns. He continues to be « sluggish. » During the clinic visit, he lies down on the examination table, sometimes holding his head off the edge of the table, which he has never done before. He responds very slowly to the questions and often says « I don’t know, I don’t know, » almost in an automatic way. His mother reports that he is now engaging in some repetitive hand movements which he had not done previously. He is no longer able to shower independently. He is still eating and drinking adequately. What would you do next?
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19. Ishikawa N, Omori M, Yamamoto JI. {{Modeling Training of Child’s Echoic Conversational Response for Students with Autism Spectrum Disorder: To Be a Good Listener}}. {Behav Anal Pract};2019 (Mar);12(1):1-11.
Students with autism spectrum disorder (ASD) often have difficulties in responding to conversation with verbal language. These students often repeat what they hear, and their echoic behavior has a potentially communicative function. We define the echoic behavior when an individual repeats a peer’s topic word with appropriate prosody within 3 s as the child’s echoic conversational response. In this study, we examined the acquisition of the child’s echoic conversational response skills and whether these skills could provide and generalize natural conversation for 4 students with ASD. During the training, students were instructed to imitate the topic word that the experimenter had used in the latest conversation. Students learned the child’s echoic conversational response skills and improved their conversation skills. They even showed a slight generalization for nontraining materials through trainings and improvements in responding with new verbal responses. These findings suggested that expanding speakers’ repertoires for students with ASD might facilitate improvement of natural conversation skills.
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20. Koegel LK, Glugatch LB, Koegel RL, Castellon FA. {{Targeting IEP Social Goals for Children with Autism in an Inclusive Summer Camp}}. {J Autism Dev Disord};2019 (Mar 29)
Children with autism spectrum disorder demonstrate challenges in socialization that can interfere with their participation in common childhood activities and can persist or worsen if not addressed. The purpose of this study was to assess whether individualized education program (IEP) social goals could be targeted by a supervised paraprofessional during a short-term inclusive summer camp program. Data were collected using a concurrent multiple baseline design across four children. Results showed that following a 2-week summer camp program all participants made social improvements, reaching their year-long IEP goals, that maintained at follow-up in natural environments. Further, the paraprofessionals reached fidelity of implementation. Findings are discussed in terms of the value and feasibility of providing social interventions in inclusive summer camps.
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21. Kourassanis-Velasquez J, Jones EA. {{Increasing Joint Attention in Children with Autism and Their Peers}}. {Behav Anal Pract};2019 (Mar);12(1):78-94.
Joint attention (JA) and peer interactions are significantly impaired in children with autism spectrum disorder (ASD). Empirically demonstrated interventions exist to address JA with adults, but few with peers. Training peers through instructions, modeling (both live and video models), role play, and feedback may help facilitate JA in children with ASD. We examined the effects of peer training with live and video models on typically developing (TD) peer strategies to facilitate JA and JA behavior in children with ASD. TD peers showed some improvement in prompting and reinforcing JA. Children with ASD showed overall increases in JA with trained and novel peers that were also observed by parents, professionals, and peers. Findings are discussed with respect to variables to consider when teaching JA to children with ASD and their peers as well as the need to further examine the relationship between peer training and JA in children with autism.
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22. Liu C, Li T, Wang Z, Zhou R, Zhuang L. {{Scalp acupuncture treatment for children’s autism spectrum disorders: A systematic review and meta-analysis}}. {Medicine (Baltimore)};2019 (Mar);98(13):e14880.
BACKGROUND: Autism spectrum disorder (ASD) is a neurodevelopment disorder without definitive cure. Previous studies have provided evidences for efficacy and safety of scalp acupuncture in children with ASD. However, the efficacy of scalp acupuncture treatment (SAT) in children with ASD has not been evaluated systematically. The objective of this study is to evaluate the efficacy of SAT in children with ASD. METHODS: Information from 6 databases, including MEDLINE, EMBASE, Cochrane database, AMED, China National Knowledge Infrastructure, and Wanfang Data, were retrieved from the inception of each database from 1980 through September 2018. Randomized controlled trials evaluating the efficacy of SAT for patients with ASD were included. The primary outcome measures were the Childhood Autism Rating Scale (CARS) and Autism Behavior Checklist (ABC). The secondary outcome measures were Psychoeducational Profile (Third Edition) (PEP-3) scores. Risk of bias assessment and data synthesis were conducted with Review Manager 5.3 software. Methodological quality was assessed with the Cochrane risk of bias tool. RESULTS: Fourteen trials with 968 participants were conducted and 11 of the trials were suitable for meta-analysis. Compared with behavioral and educational interventions, SAT significantly decreased the overall CARS scores for children under 3 years old (mean difference (MD) = 3.08, 95% confidence interval (CI) [-3.96, -2.19], P < .001) and above 3 years old (MD = 5.29, 95% CI [-8.53, -2.06], P < .001), ABC scores (MD = 4.70, 95% CI [-6.94, -2.79], P < .001). Furthermore, SAT significantly improved PEP-3 scores in communication (MD = 3.61, 95% CI [2.85, 4.37], P < .001), physical ability (MD = 2.00, 95% CI [1.16, 2.84], P < .001), and behavior (MD = 2.76, 95% CI [1.80, 2.71], P < .001). CONCLUSION: SAT may be an effective treatment for children with ASD. Given the heterogeneity and number of participants, randomized controlled trials of high quality and design are required before widespread application of this therapy. Lien vers le texte intégral (Open Access ou abonnement)
23. Lucock ZR, Sharp RA, Jones RSP. {{Behavior-Analytic Approaches to Working with People with Intellectual and Developmental Disabilities who Develop Dementia: a Review of the Literature}}. {Behav Anal Pract};2019 (Mar);12(1):255-264.
Behavior analysis has made contributions in the development of evidence-based interventions for people with intellectual and developmental disabilities (IDD), and there is a growing evidence base for behavior-analytic interventions for older adults with dementia. As there is an increased number of adults with IDD living to old age, and an increased prevalence of comorbid dementia in people with IDD, a review of the behavior-analytic contributions with this population is warranted. We searched Web of Science and PsycInfo and manually reviewed the last 20 years of five behavioral journals. Six behavior-analytic studies with people with IDD and dementia were identified, and all but one were published outside of core behavior-analytic journals. These articles were analyzed in terms of Baer, Wolf, and Risley’s (Journal of Applied Behavior Analysis, 1, 91-97, 1968) seven dimensions of applied behavior analysis (ABA). The possible explanations and implications of these findings are discussed with consideration of the unique features of a comorbid diagnosis of IDD and dementia that may make it appropriate for increased focus in behavior-analytic research and practice.
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24. Moricke E, Greven CU, Visser JC, Oosterling IJ, Buitelaar JK, Rommelse NNJ. {{Social-communicative and attention problems in infancy and toddlerhood as precursors of preschool autistic traits}}. {Atten Defic Hyperact Disord};2019 (Mar);11(1):113-122.
This longitudinal study focused on early behavioural problems and autistic traits. In a stratified, population-derived sample of 119 children, mothers reported through questionnaires on externalizing, internalizing, and social-communicative characteristics of their child in infancy (14 months) and toddlerhood (37 months), and on autistic traits at preschool age (4-5 years). Children with consistently normal behaviour from infancy to toddlerhood showed lower autistic traits at preschool age than children with deviant behaviour on one or both time points. High autistic traits at preschool age were predominantly preceded by problems in interaction, communication, language, play, and affect in infancy and/or toddlerhood, but also by inattention in toddlerhood. Adequate support and specific interventions in these domains are needed in an attempt to diminish further derailment of the child’s behaviour and development, and to prevent the full manifestation of ASD or related disorders such as ADHD.
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25. Mottron L. {{Detrimental »Sensitivity » framework misses the positive performance, role and autonomy of autistic perception}}. {Cogn Neurosci};2019 (Mar 28):1-2.
Perception in autism is associated with positive emotions and intense interests, but sensory hypersensitivity represents a limited and poorly representative aspect of what characterizes autistic perception, which is a strength. An enhanced role of perception contributes to written and oral language learning, and to higher-order intelligence. However, perceptual atypicalities are highly domain- and individual-specific, which makes it risky to elaborate general physiological models of autistic perception in the current state of knowledge and phenotype delineation.
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26. Murphy C, Lyons K, Kelly M, Barnes-Holmes Y, Barnes-Holmes D. {{Using the Teacher IRAP (T-IRAP) interactive computerized programme to teach complex flexible relational responding with children with diagnosed autism spectrum disorder}}. {Behav Anal Pract};2019 (Mar);12(1):52-65.
The research used an alternating-treatments design to compare relational responding for five children with diagnosed autism spectrum disorder (ASD) in two teaching conditions. Both conditions used applied behavior analysis; one was usual tabletop teaching (TT), and one was an interactive computerized teaching program, the Teacher-Implicit Relational Assessment Programme (T-IRAP; Kilroe, Murphy, Barnes-Holmes, & Barnes-Holmes, Behavioral Development Bulletin, 19(2), 60-80, 2014). Relational skills targeted were coordination (same/different), with nonarbitrary and arbitrary stimuli. Participants’ relational learning outcomes were compared in terms of speed of responding and accuracy (percentage correct) in T-IRAP and TT conditions. Results showed significantly increased speed for all five participants during T-IRAP teaching across all procedures; however, accuracy was only marginally increased during T-IRAP. Pre- and posttraining comparison of participant scores on the Peabody Picture Vocabulary Test, Fourth Edition (Dunn & Dunn, 2007), and the Kaufman Brief Intelligence Test (Kaufman & Kaufman, 1990) was conducted. An improvement in raw scores on both measures was evident for one participant who learned complex arbitrary relations; no changes were shown for participants who learned only basic nonarbitrary relations.
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27. Ng R, Heinrich K, Hodges EK. {{Brief Report: Neuropsychological Testing and Informant-Ratings of Children with Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder, or Comorbid Diagnosis}}. {J Autism Dev Disord};2019 (Mar 29)
This study aimed to examine the neuropsychological correlates of child patients diagnosed with ADHD, autism spectrum disorder (ASD), or comorbid ASD + ADHD through a multidisciplinary ASD evaluation clinic. Patients completed standardized tests of intellectual, attention, social-affective/cognitive, and executive functioning; and a semi-structured assessment commonly used for autism diagnosis. The majority of patients were medicated for ADHD concerns during testing. Parents and teachers also completed inventories of day-to-day social and attentional functioning. Group effects were found across objective social measures but not across related respondent-ratings. In contrast, group differences were observed in parent-ratings of attention difficulties, but not on standardized tests of attention or executive functioning. Findings underscore importance of integrating objective and functional measures when assessing ASD and/or ADHD.
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28. Novack MN, Hong E, Dixon DR, Granpeesheh D. {{An Evaluation of a Mobile Application Designed to Teach Receptive Language Skills to Children with Autism Spectrum Disorder}}. {Behav Anal Pract};2019 (Mar);12(1):66-77.
The current study evaluated the effectiveness of a mobile application, Camp Discovery, designed to teach receptive language skills to children with autism spectrum disorder based on the principles of applied behavior analysis. Participants (N = 28) were randomly assigned to an immediate-treatment or a delayed-treatment control group. The treatment group made significant gains, p < .001, M = 58.1, SE = 7.54, following 4 weeks of interaction with the application as compared to the control group, M = 8.4, SE = 2.13. Secondary analyses revealed significant gains in the control group after using the application and maintenance of acquired skills in the treatment group after application usage was discontinued. Findings suggest that the application effectively teaches the targeted skills. Lien vers le texte intégral (Open Access ou abonnement)
29. Phelps RA, Coker TR. {{First, Do No Harm: Improving Access in Autism Diagnostic Assessments for Children Without Exacerbating Inequities in Care}}. {J Dev Behav Pediatr};2019 (Mar 26)
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30. Pichitpunpong C, Thongkorn S, Kanlayaprasit S, Yuwattana W, Plaingam W, Sangsuthum S, Aizat WM, Baharum SN, Tencomnao T, Hu VW, Sarachana T. {{Phenotypic subgrouping and multi-omics analyses reveal reduced diazepam-binding inhibitor (DBI) protein levels in autism spectrum disorder with severe language impairment}}. {PLoS One};2019;14(3):e0214198.
BACKGROUND: The mechanisms underlying autism spectrum disorder (ASD) remain unclear, and clinical biomarkers are not yet available for ASD. Differences in dysregulated proteins in ASD have shown little reproducibility, which is partly due to ASD heterogeneity. Recent studies have demonstrated that subgrouping ASD cases based on clinical phenotypes is useful for identifying candidate genes that are dysregulated in ASD subgroups. However, this strategy has not been employed in proteome profiling analyses to identify ASD biomarker proteins for specific subgroups. METHODS: We therefore conducted a cluster analysis of the Autism Diagnostic Interview-Revised (ADI-R) scores from 85 individuals with ASD to predict subgroups and subsequently identified dysregulated genes by reanalyzing the transcriptome profiles of individuals with ASD and unaffected individuals. Proteome profiling of lymphoblastoid cell lines from these individuals was performed via 2D-gel electrophoresis, and then mass spectrometry. Disrupted proteins were identified and compared to the dysregulated transcripts and reported dysregulated proteins from previous proteome studies. Biological functions were predicted using the Ingenuity Pathway Analysis (IPA) program. Selected proteins were also analyzed by Western blotting. RESULTS: The cluster analysis of ADI-R data revealed four ASD subgroups, including ASD with severe language impairment, and transcriptome profiling identified dysregulated genes in each subgroup. Screening via proteome analysis revealed 82 altered proteins in the ASD subgroup with severe language impairment. Eighteen of these proteins were further identified by nano-LC-MS/MS. Among these proteins, fourteen were predicted by IPA to be associated with neurological functions and inflammation. Among these proteins, diazepam-binding inhibitor (DBI) protein was confirmed by Western blot analysis to be expressed at significantly decreased levels in the ASD subgroup with severe language impairment, and the DBI expression levels were correlated with the scores of several ADI-R items. CONCLUSIONS: By subgrouping individuals with ASD based on clinical phenotypes, and then performing an integrated transcriptome-proteome analysis, we identified DBI as a novel candidate protein for ASD with severe language impairment. The mechanisms of this protein and its potential use as an ASD biomarker warrant further study.
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31. Silbaugh BC, Falcomata TS. {{Effects of a Lag Schedule with Progressive Time Delay on Sign Mand Variability in a Boy with Autism}}. {Behav Anal Pract};2019 (Mar);12(1):124-132.
For some children with autism, mand training can produce highly repetitive manding unless the environment is arranged in a manner that promotes mand variability. Prior research demonstrated that mand training using a lag schedule and progressive time delay increased variability in vocal manding in children with autism. Whether lag schedules have similar effects on sign mand topographies is unknown. The current study evaluated the effects of mand training with a Lag 1 schedule of reinforcement and progressive time delay (TD) on topographical variability and the development of a sign mand response class hierarchy in a boy with autism. The results suggest independent use of all sign mand topographies occurred, a mand response class hierarchy was developed, and topographically variant sign manding increased under the Lag 1 + TD schedule compared to a Lag 0 schedule of reinforcement. Implications for practitioners, limitations, and directions for future research are discussed.
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32. Uzefovsky F, Bethlehem RAI, Shamay-Tsoory S, Ruigrok A, Holt R, Spencer M, Chura L, Warrier V, Chakrabarti B, Bullmore E, Suckling J, Floris D, Baron-Cohen S. {{The oxytocin receptor gene predicts brain activity during an emotion recognition task in autism}}. {Mol Autism};2019;10:12.
Background: Autism is a highly varied and heritable neurodevelopmental condition, and common variants explain approximately 50% of the genetic variance of autism. One of the genes implicated in autism is the oxytocin receptor (OXTR). The current study combined genetic and brain imaging (fMRI) data to examine the moderating effect of genotype on the association between diagnosis and brain activity in response to a test of cognitive empathy. Methods: Participants were adolescents (mean age = 14.7 +/- 1.7) who were genotyped for single nucleotide polymorphisms (SNPs) within the OXTR and underwent functional brain imaging while completing the adolescent version of the ‘Reading the Mind in the Eyes’ Test (Eyes Test). Results: Two (rs2254298, rs53576) of the five OXTR SNPs examined were significantly associated with brain activity during the Eyes Test, and three of the SNPs (rs2254298, rs53576, rs2268491) interacted with diagnostic status to predict brain activity. All of the effects localized to the right supramarginal gyrus (rSMG) and an overlap analysis revealed a large overlap of the effects. An exploratory analysis showed that activity within an anatomically defined rSMG and genotype can predict diagnostic status with reasonable accuracy. Conclusions: This is one of the first studies to investigate OXTR and brain function in autism. The findings suggest a neurogenetic mechanism by which OXTR-dependent activity within the rSMG is related to the aetiology of autism.
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33. Weisberg HR, Jones EA. {{Individualizing Intervention to Teach Joint Attention, Requesting, and Social Referencing to Children with Autism}}. {Behav Anal Pract};2019 (Mar);12(1):105-123.
Social communication skills such as joint attention (JA), requesting, and social referencing (SR) are deficits in children with autism spectrum disorder (ASD). Shifting gaze is a common response across these skills. In many studies, children respond variably to intervention, resulting in modifications to planned intervention procedures. In this study, we attempted to replicate the procedures of Krstovska-Guerrero and Jones (Journal of Developmental and Physical Disabilities 28; 289-316, 2016) and Muzammal and Jones (Journal of Developmental and Physical Disabilities 29; 203-221, 2017) to teach JA, requesting, and SR. In general, intervention procedures consisting of prompting and reinforcement were effective in teaching requesting, SR, and JA skills to children with ASD. However, not all children acquired each skill, and all children required individualized procedures to acquire some skills. We report the process of deciding how to modify intervention and discuss considerations for practitioners when planning intervention that may improve children’s performance.
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34. Williams-Arya P, Anixt J, Kuan L, Johnson H, Kent B, Bing N, Ehrhardt J, Manning-Courtney P. {{Improving Access to Diagnostic Assessments for Autism Spectrum Disorder Using an Arena Model}}. {J Dev Behav Pediatr};2019 (Mar 26)
OBJECTIVE: To improve access to diagnostic evaluations for children younger than 3 years with concerns for possible autism spectrum disorder. METHODS: A multidisciplinary « arena model » for children younger than 3 years was developed, tested, and implemented over an approximately 2-year period. Arena assessment teams comprised a developmental behavioral pediatrician (DBP), psychologist, and speech language pathologist (SLP). Quality improvement methods were used during the design phase, conducting Plan-Do-Study-Act (PDSA) cycles and collecting feedback from key stakeholders, and during implementation, plotting data on run charts to measure outcomes of the time to initial visit and time to diagnosis. RESULTS: Over the 9-month implementation period, 6 arena assessment teams were formed to provide 60 evaluation slots per month for children younger than 3 years. The time to first visit was reduced from a median of 122 days to 19 days, and the time to final diagnosis was reduced from 139 days to 14 days, maintaining these outcomes at <35 and <18 days, respectively, over a 2-year period. Total visits required decreased from 4 to 5 visits to just 2 visits, and the average assessment cost was reduced by $992 per patient. Feedback from both providers and families participating in this model was overwhelmingly positive. CONCLUSION: Access for young children referred for developmental assessments can be improved through an understanding of supply and demand and the development of creative and flexible care delivery models. Lien vers le texte intégral (Open Access ou abonnement)
35. Zhang-James Y, Vaudel M, Mjaavatten O, Berven FS, Haavik J, Faraone SV. {{Effect of disease-associated SLC9A9 mutations on protein-protein interaction networks: implications for molecular mechanisms for ADHD and autism}}. {Atten Defic Hyperact Disord};2019 (Mar);11(1):91-105.
Na(+)/H(+) Exchanger 9 (NHE9) is an endosomal membrane protein encoded by the Solute Carrier 9A, member 9 gene (SLC9A9). SLC9A9 has been implicated in attention deficit hyperactivity disorder (ADHD), autism spectrum disorders (ASDs), epilepsy, multiple sclerosis and cancers. To better understand the function of NHE9 and the effects of disease-associated variants on protein-protein interactions, we conducted a quantitative analysis of the NHE9 interactome using co-immunoprecipitation and isobaric labeling-based quantitative mass spectrometry. We identified 100 proteins that interact with NHE9. These proteins were enriched in known functional pathways for NHE9: the endocytosis, protein ubiquitination and phagosome pathways, as well as some novel pathways including oxidative stress, mitochondrial dysfunction, mTOR signaling, cell death and RNA processing pathways. An ADHD-associated mutation (A409P) significantly altered NHE9’s interactions with a subset of proteins involved in caveolae-mediated endocytosis and MAP2K2-mediated downstream signaling. An ASD nonsense mutation in SLC9A9, R423X, produced no-detectable amount of NHE9, suggesting the overall loss of NHE9 functional networks. In addition, seven of the NHE9 interactors are products of known autism candidate genes (Simons Foundation Autism Research Initiative, SFARI Gene) and 90% of the NHE9 interactome overlap with SFARI protein interaction network PIN (p < 0.0001), supporting the role of NHE9 interactome in ASDs molecular mechanisms. Our results provide a detailed understanding of the functions of protein NHE9 and its disrupted interactions, possibly underlying ADHD and ASDs. Furthermore, our methodological framework proved useful for functional characterization of disease-associated genetic variants and suggestion of druggable targets. Lien vers le texte intégral (Open Access ou abonnement)
