1. Albin M, Rosenbaum P, Bode-Akinboye E, Hamdani Y, Phoenix M. How Do Speech-Language Pathology Social Communication Interventions Incorporate the Strengths and Perspectives of Autistic Children and Their Families: A Scoping Review. Autism. 2026: 13623613261448948.

PURPOSE: It is important to understand how social communication interventions for autistic people align with neurodiversity-affirming approaches, including strength-based and family-centered care principles. In this scoping review, we explored how the strengths and perspectives of autistic children and their families are included in speech-language pathology social communication interventions. We searched OVID Medline, Embase, PsycINFO, and Web of Science databases, used supplementary search methods, and conducted a gray literature search. Data were extracted using the Population, Concept, and Context framework for scoping reviews. MAJOR FINDINGS: 26 articles were included in our analysis. Most studies described only deficits associated with autism. Most studies explicitly reported parents’ perspectives on intervention goals, activities, or outcome measures; children’s perspectives were rarely included. Most speech-language pathology documents from the gray literature recommended strength-based, and family-centered service delivery. CONCLUSION: Strength-based and family-centered values have been recommended in speech-language pathology practice for decades yet were not consistently reflected in social communication interventions for autistic children. Our discussion offers several suggestions for taking a strength-based approach to speech-language pathology practice and advancing child and family involvement toward shared decision-making. Our ideas may prompt speech-language pathology researchers and clinicians to reflect on their own approaches to autism and social communication interventions.Lay Abstract/Plain Language SummaryWhy was this study done?Autistic children and youth often participate in social communication interventions. These interventions can be delivered by healthcare professionals including speech-language pathologists. It is important to find out if these interventions talk about autistic people’s strengths and if they include autistic people’s and their families’ perspectives. These principles are important to make sure that interventions are neurodiversity-affirming. To answer this question, we searched for academic articles that talked about speech-language pathology social communication interventions for autistic children and youth. We used a research methodology called a scoping review. We wanted to find out whether and how these speech-language pathology interventions included the strengths and perspectives of autistic children and their families.What did the researchers find?We included 26 articles and analyzed them. We found that most studies described only the deficits associated with autism. Most studies included the perspectives of parents in their interventions, but children’s perspectives were rarely reported. We also looked at speech-language pathology documents related to autism and found that most of these documents recommended strength-based and family-centered services.What are important takeaways?Most existing social communication interventions in the field of speech-language pathology focused on autistic people’s deficits and used person-first language (e.g., person with autism) which describes autism as a diagnosis to have rather than an aspect of someone’s identity. Our discussion about our paper suggests how researchers and clinicians can incorporate autistic people’s strengths and be neurodiversity-affirming in their interventions. We also discuss ways to involve autistic children and their families in intervention decision-making, including as co-researchers. We hope that this paper will encourage speech-language pathology researchers and clinicians to think about how they view autism, and if their interventions are neurodiversity-affirming.

Lien vers le texte intégral (Open Access ou abonnement)

2. Bandini L, Vinceti B, Urbano T, Plazzi G, Filippini T, Vinceti M. The impact of maternal vitamin D levels during pregnancy and risk of autism spectrum disorder and attention deficit hyperactivity disorder diagnosis and symptoms in offspring: a systematic review and dose-response meta-analysis. Eur Child Adolesc Psychiatry. 2026.

INTRODUCTION: Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) have a complex etiology involving both genetic and environmental factors, with mechanisms still unclear. In this review, we investigated the association between maternal 25-hydroxyvitamin D status during pregnancy and the risk of diagnosis and symptoms of ASD and ADHD in offspring in developmental age. METHODS: We searched online databases up to February 13, 2026. We conducted a quantitative meta-analysis by comparing the exposure categories and using a dose-response approach across the entire exposure range. RESULTS: We included 15 eligible studies: 8 related to ASD and ASD symptoms, 5 related to ADHD and ADHD symptoms, and 2 to both. Comparing high versus low maternal vitamin D status, we found an inverse association with both lower ASD risk (RR = 0.91; 95% CI 0.87-0.96) and ADHD risk (RR = 0.90; 95% CI 0.82-0.99). In the dose-response pooled analysis, ASD risk linearly decreased by 9% for every 10 nmol/L increase in maternal serum vitamin D levels. Higher vitamin D levels were also inversely associated with ADHD symptoms, though estimates were statistically imprecise due to the limited number of studies. CONCLUSIONS: Higher vitamin D status during pregnancy appears to be linearly associated with a reduced risk of ASD and ADHD diagnoses and symptoms in offspring, with no evidence of thresholds across the investigated exposure range. These findings suggest the opportunity to assess vitamin D levels during pregnancy, and to consider its supplementation in deficiency cases, to support fetal brain development and promote neuroprotection.

Lien vers le texte intégral (Open Access ou abonnement)

3. Chakhunashvili K, Chakhunashvili DG, Sangaranachiar CKM, Sangaranachiar S. Screen time and autism like behavior: Cross-sectional study from Georgia. Prev Med Rep. 2026; 67: 103503.

OBJECTIVES: Early childhood is a critical neurodevelopmental period during which environmental exposures may influence cognitive, language, and social outcomes. Screen media use has become increasingly prevalent in infancy and toddlerhood, yet evidence regarding its association with autism screening outcomes remains inconsistent. METHODS: A cross-sectional observational study was conducted among children aged 16-30 months. Surveys were completed by primary caregivers between April 2025 and January 2026 through in-clinic recruitment and online distribution. Autism screening was performed using the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F). All variables were parent-reported. RESULTS: Higher average daily screen time at assessment and over the preceding six and twelve months was significantly associated with higher M-CHAT-R/F scores. Screen exposure before 12 months of age was associated with a greater likelihood of moderate- and high-risk screening classifications. In multivariate models, earlier exposure and longer screen time duration remained significant positive predictors of M-CHAT-R/F scores. CONCLUSION: Both the timing and duration of screen exposure were associated with increased autism screening risk scores. Although causal inferences cannot be made and effect sizes were small to moderate, the findings support current pediatric recommendations discouraging screen exposure during infancy.

Lien vers le texte intégral (Open Access ou abonnement)

4. Colonetti NS, Costa MA, Silveira HP, Freitas APS, Gonçalves CL. Development and Institutional Implementation of a Prehospital Emergency Care Protocol for Individuals with Autism Spectrum Disorder. Prehosp Emerg Care. 2026: 1-10.

OBJECTIVES: Prehospital emergency environments are characterized by high sensory load, time pressure, and unpredictable dynamics – conditions that may exacerbate distress and behavioral dysregulation in individuals with Autism Spectrum Disorder (ASD). Despite increasing emergency service utilization among individuals with ASD, structured prehospital protocols tailored to their needs remain limited. To describe the development and institutional implementation of a prehospital emergency care protocol adapted for individuals with ASD within a state-level emergency medical service system. METHODS: A structured, multi-stage protocol development process was conducted between September 2023 and OCTOBER 2024. The process included (1) targeted literature review on ASD-specific emergency care (2), interdisciplinary expert meetings involving a psychologist, physician, ASD researcher, and emergency medical services trained firefighter, and (3) iterative refinement of operational procedures adapted from existing institutional standard operating protocols. Consensus was reached through structured discussions until full agreement was achieved among panel members. The final protocol was formally approved and implemented by the Santa Catarina Military Fire Department (Brazil) as an official Standard Operating Procedure (No. 03/2024). RESULTS: The resulting protocol provides operational guidance across five stages of prehospital care: emergency call triage, approach to scene, on-scene primary and secondary assessment, in-ambulance management, and transfer of care. Key components include sensory load reduction strategies, structured communication guidance, caregiver involvement, behavioral crisis management considerations, and environmental adaptations during transport. Institutional adoption enabled integration into routine training activities and operational workflows. CONCLUSIONS: To our knowledge, this study presents the first institutionally implemented state-level prehospital protocol in Brazil specifically designed for individuals with ASD. The protocol offers a structured, operationally feasible framework to improve safety, reduce sensory distress, and support emergency responders in managing neurodivergent patients. Future research should evaluate its impact on responder confidence, care quality, and patient-centered outcomes.

Lien vers le texte intégral (Open Access ou abonnement)

5. Essel C, Kwakye IN, Adom-Fynn D, Antwi AO, Awuah DB, Agyei RK, Kugbey N. Challenges and coping experiences in caring for children with Autism Spectrum Disorder (ASD) in central region, Ghana. BMC Psychol. 2026.

BACKGROUND: Caregiving for children with Autism Spectrum Disorder (ASD) is a demanding role, particularly in low-resource settings. This study explored the challenges and coping experiences of caregivers of children with ASD in the Central Region of Ghana. METHODS: An Exploratory-Descriptive Qualitative (EDQ) approach was adopted, guided by a constructivist epistemological stance. Seventeen participants, including family (parent and guardians) and institutional caregivers (staff) were selected. Participants were selected from a Special School, which serves children with developmental and learning disabilities, using a purposive sampling technique. A semi-structured interview guide was used to collect data and analyzed using Braun and Clarke’s six-phase thematic analysis framework, employing an inductive approach to generate themes from the data. FINDINGS: Caregivers experienced multiple constraints, including poor public assistance, inadequate rest, inability to meet the financial demands of caregiving, and inadequate knowledge of care. Despite these challenges, caregivers exhibited proactive self-care behaviours, such as prompt attention to ailments and self-medication practices. Participants also employed a variety of coping strategies to manage the physical, emotional, and financial burden of caregiving. These strategies included seeking emotional support from family and peers, engaging in diversionary therapy, and applying relaxation techniques to sustain their caregiving roles. CONCLUSIONS: ASD caregiving is a public health and social welfare concern. It highlights the need for culturally sensitive support systems, increased awareness, caregiver education, and stronger policy interventions to improve caregiver wellbeing and child development outcomes.

Lien vers le texte intégral (Open Access ou abonnement)

6. Li J, Shum KK. Social Motivation in Autism Spectrum Disorder: A Mixed-Methods Exploration Using Eye-Tracking, Behavioral Tasks, Self- and Parent-Reports, and Qualitative Insights. Autism. 2026: 13623613261445631.

Social motivation diminishment is a core autism feature, yet prior research has been inconsistent, focusing on single dimensions and overlooking heterogeneity in motivational expressions among autistic individuals. This mixed-methods study compared social motivation in 104 individuals with autism (male: 74, M(age) = 18.55 years) and 192 non-autistic peers (male: 101, M(age) = 16.65 years), using eye-tracking and behavioral tasks, self-/parent-reports, and qualitative analysis of open-ended responses. Quantitative analyses revealed autistic participants had lower self-determined motivation, driven by reduced intrinsic motivation and identified regulation. Parent-report results corroborated lower perceived social motivation in the autistic group. The eye-tracking task showed decreased orientation to social stimuli, and behavioral task indicated reduced willingness to exert effort for social rewards, with no significant associations with age or autistic trait. Qualitative data highlighted that despite challenges, many autistic participants valued friendship and sought connection through shared activities, often preferring compact, stable social networks. The group-level quantitative findings align with social motivation theory but underscore heterogeneity, showing that diminished social motivation in autism may stem from contextual challenges rather than uniform amotivation. This study advances the understanding of social motivation dynamics, emphasizing the need for inclusive assessments that recognize diverse motivational expressions and prioritize subjective experiences.Lay AbstractSocial motivation refers to how much people want to engage with others, notice social cues, and seek connections. Researchers have long debated whether autistic people’s social challenges stem from lower social motivation. However, past studies often focused on only one aspect of social motivation and ignored individual differences among autistic people. We recruited 104 autistic and 192 non-autistic adolescents and young adults. Participants and their caregivers completed questionnaires about social motivation from their own and caregivers’ perspectives. We used two behavioral tasks to measure how much attention participants devoted to social content, and how willing they were to exert effort for social rewards. Open-ended questions captured autistic participants’ perspectives on friendship dynamics, social inclusion, and the meaning of social connection. We found that autistic participants reported lower social motivation, a finding supported by parent reports. They spent less time looking at social content and exerted less effort to obtain social rewards than non-autistic peers. However, their open-ended responses showed that they sought social connection through shared activities, preferred small and stable social networks, and found joy and belonging in close friendships, despite challenges such as the strain of social interaction. Our results can help professionals avoid misinterpreting autistic people’s social behaviors, and help families and peers recognize autistic individuals’ expressions of social interest, reducing unfair judgments and promoting more respectful interactions. In addition, these findings support the development of assessments and social programs that reflect autistic perspectives.

Lien vers le texte intégral (Open Access ou abonnement)

7. Luo L, Gao X, Pang T, Pang K, Wang T, Guo H, Yang L, Chang S. Decomposing the genetic risk of autism spectrum disorder into discrete molecular subtypes underlie clinical heterogeneity based on transcriptome profile. J Transl Med. 2026.

BACKGROUND: Autism spectrum disorder (ASD) is a highly heterogeneous neurodevelopmental condition with a complex genetic architecture. While over a thousand risk genes have been cataloged, a fundamental challenge remains how this vast genetic landscape translates into diverse clinical manifestations. To address this, we propose a « many-to-few » framework, shifting from traditional « many-to-one » convergence model toward an intrinsic organizational architecture where disparate ASD risk genes funnel into discrete molecular dimensions. METHODS: By leveraging similarity network fusion (SNF) to integrate bulk and single-nucleus RNA sequencing data, we decomposed the 311 ASD reliable risk genes into three stable, spatiotemporally distinct molecular subtypes. These subtypes represent coordinated expression programs that integrate functionally diverse genes, such as those involved in synaptic signaling, mRNA stabilization, and histone modification. Mapping de novo variants from the SPARK cohort onto these subtypes enabled stratification of probands into three genetically defined subgroups (S1-S3) with divergent clinical profiles. RESULTS: Transcriptomic decomposition partitioned the 311 reliable risk genes into three stable molecular subtypes, Synaptic Signaling (C1), mRNA Stabilization (C2), and Histone Modification (C3), exhibiting divergent spatiotemporal trajectories and cell-type-specific enrichment. Patient subgroups stratified based on these molecular subtypes displayed significant differences in adaptive functioning, core symptoms, and psychiatric comorbidities, while a reference group (S4) lacking de novo variants of these highly reliable ASD risk genes exhibited the most preserved functions. Furthermore, diverging rare and common genetic liability profiles across subgroups, particularly between S1 and S3, provide empirical support for a molecular subtype-based liability threshold model. CONCLUSIONS: Our study establishes a biologically informed framework that links intrinsic molecular subtypes to multidimensional phenotypic constellation, advancing mechanistic insight and offering translational potential for precision stratification and intervention.

Lien vers le texte intégral (Open Access ou abonnement)

8. Mohamadzade A, Hassanzadeh S, Faramarzi S, Shokoohi-Yekta M. Addressing Social Skills in Autistic Children: Feasibility and Parental Insights on Hanen’s More Than Words. J Autism Dev Disord. 2026.

PURPOSE: Communication differences in autistic children may challenge parent-child interactions and social development. This study investigated the feasibility of implementing Hanen’s More Than Words (HMTW) among Iranian families and its impact on social communication in autistic children. METHODS: A sequential explanatory mixed-methods design was employed. In the quantitative phase, 22 autistic children were assigned to a controlled trial within a pretest, posttest, and follow-up framework, divided into an intervention and a control group. Parents in the intervention group received HMTW training for three months. After the follow-up, parents from the intervention group participated in semi-structured interviews analyzed using thematic analysis. RESULTS: Quantitative data demonstrated observable changes in the social communication of autistic children, characterized by an increase in mutually engaging behaviors and a decrease in behaviors that typically disrupted social interactions. Qualitative findings revealed four main themes: change in parental attitude and increased awareness, parent-perceived utility of HMTW Strategies for facilitating communication, psycho-emotional challenges of parents and personal issues, and the HMTW limitations in addressing behavior problems. These results suggest the potential usefulness of HMTW strategies in supporting social interactions, while also highlighting the gap in attention to the psychosocial needs of parents and strategies for managing challenging behaviors. CONCLUSION: In general, following cultural adaptation, the HMTW can be utilized as a feasible and acceptable parent-mediated early intervention to change the social skills of Iranian autistic children. However, integrating psychosocial support for parents in addition to complementary behavioral interventions, may enhance the implementation and potential impact of the program.

Lien vers le texte intégral (Open Access ou abonnement)

9. Wojnaroski M, Ludwig NN. Autism and epilepsy: Moving beyond prevalence estimates to developmentally informed models of clinical care and research. Dev Med Child Neurol. 2026.

Lien vers le texte intégral (Open Access ou abonnement)

10. Xie Y, Xin M, Ma W. Implicit processing of basic facial expressions in young children with autism: an eye-tracking study. Front Psychol. 2026; 17: 1815115.

BACKGROUND: Implicit processing of facial expressions by individuals serves as the foundation for accurate recognition and comprehension of emotional information. Difficulties in recognizing facial expressions was considered a typical characteristic of children with autism spectrum disorder (ASD). However, it remains unclear whether young children with autism have intact implicit processing of basic facial expressions. AIMS: The present study utilized eye-tracking technology to assess the implicit processing performance of facial expressions in young children with ASD. METHODS: A total of thirty young children with ASD and 30 age-matched children with typical development (TD) were recruited. All children completed an implicit emotional face task that used facial expression photographs of Chinese children. RESULTS: No significant differences in accuracy rates between the two groups in the task. However, children with ASD showed shorter first fixation durations and lower proportion of fixation duration compared to TD children for all emotions. In addition, both groups showed a higher proportion of fixation duration and a greater number of fixations on the eye region of negative emotional faces (e.g., sad faces), as well as on the mouth region of happy faces. They showed a processing preference for the eye region of emotional faces and for fearful expressions. CONCLUSION: These findings indicate that children with ASD have atypical eye movements during the implicit processing of facial expressions, which may result in their difficulties in facial expression recognition.

Lien vers le texte intégral (Open Access ou abonnement)

11. Zhang C, Li L, Wu R, Ge H. Sleep Disturbances Differentially Associated With First and Second Language Receptive Vocabulary in Autistic Children. J Autism Dev Disord. 2026.

PURPOSE: The present study aimed to investigate the relationship between sleep behaviors and receptive vocabulary in bilingual autistic children. While the facilitating role of sleep in language development is well established in typically developing (TD) children, autistic children commonly experience both sleep disturbances and language difficulties. However, little is known about the relationship between these factors, particularly with respect to second language (L2) vocabulary development. This cross-sectional study addresses this important and underexplored issue. METHODS: We examined sleep behaviors in 36 autistic children and 40 typically developing (TD) children (aged 5-10 years) in Hong Kong using a parent-administered sleep questionnaire, the Children’s Sleep Habits Questionnaire (CSHQ). Receptive vocabulary in the first language (L1) and L2 receptive was assessed using standardized tests. RESULTS: Autistic children exhibited significantly greater sleep disturbances than their TD peers, including more frequent night wakings and parasomnias (e.g., bedwetting, sleep talking, and teeth grinding). Importantly, sleep disturbances in autistic children were adversely associated with L2 vocabulary scores (daytime sleepiness: B = -2.26, p = 0.019), but less so with L1. Autistic children who experienced greater daytime sleepiness showed lower L2 vocabulary scores, likely reflecting reduced attention and working memory in the cognitively demanding context of L2 learning. CONCLUSION: These findings highlight the association between sleep behaviors and L2 vocabulary in autistic children. Future longitudinal and intervention-based research should further investigate the directionality of these relationships.

Lien vers le texte intégral (Open Access ou abonnement)