1. Alecsiuk B, Ríos Pistoia MF, Vaucheret Paz E. [Executive Function Deficits in Parents of Children with Autism Spectrum Disorder]. Vertex. 2026; 37(173, jul.-sept.): 59-66.

INTRODUCTION: Multiple studies have described subtle characteristics similar to those of Autism Spectrum Disorder (ASD) in first-degree relatives of people with ASD. Individuals with ASD also commonly present deficits in executive functions, which may be associated with their social difficulties. We aimed to evaluate executive functions in parents of children with ASD and their correlation with empathy and systematization indices. METHODS: We included 60 individuals divided into two groups: an Experimental Group of parents of children with ASD (n=30) and a Control Group of parents of children without ASD (n=30). Participants were assessed using neuropsychological tests (Coding, Digit Span, Symbol Search, Stroop, Wisconsin, attention test, Trail Making Test) and completed the empathy-systematization scale. RESULTS: The Experimental Group showed lower performance in executive functions, including working memory (working memory index, p=0.02; Coding, p=0.03; Digit Span, p=0.02) and processing speed and attention (Symbol Search, p=0.003; D2 concentration index, p=0.005). No significant differences were observed between the groups in empathy and systemizing quotients. Correlational analyses identified only a few significant associations, of weak magnitude, between these quotients and specific neuropsychological measures. CONCLUSION: Parents of children with ASD showed poorer executive functioning, without corresponding differences in empathizing and systemizing. These findings may be relevant when developing guidance and support interventions for parents of children with ASD.

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2. Chen H, Xiang X, Li T, Chen J, Wu Q, Mou Q, Zhang Q, Yang T. Association Between Vitamins Related to Brain Development and Sleep in Children with Autism Spectrum Disorders. Nat Sci Sleep. 2026; 18: 597708.

PURPOSE: Sleep problems and nutritional abnormalities are common in children with autism spectrum disorder (ASD), yet the relationships between specific vitamin status, sleep characteristics, and ASD symptoms remain unclear. This study investigated the associations between neurodevelopment-related vitamin levels, sleep problems, and clinical features in children with ASD. PATIENTS AND METHODS: This cross-sectional study included 605 children with ASD aged 2-7 years. Blood vitamin levels were measured using high-performance liquid chromatography-tandem mass spectrometry. Sleep problems were assessed using the Children’s Sleep Habits Questionnaire (CSHQ) and ASD symptoms were evaluated using the Social Responsiveness Scale (SRS), Childhood Autism Rating Scale (CARS), and Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). RESULTS: Vitamin A (VA) deficiency was the most prominent nutritional abnormality, followed by vitamin D (VD) deficiency. VA levels differed significantly by sex, whereas VD levels varied across age groups. Several dimensions of sleep problems showed significant differences according to both sex and age. Lower VA levels were associated with greater sleep problems, including higher bedtime resistance, daytime sleepiness, and higher total CSHQ scores (all P < 0.05). Lower VD levels were associated with greater severity of core ASD symptoms (all P < 0.05), but not with sleep problems. Greater sleep problems were consistently associated with more severe ASD symptoms. CONCLUSIONS: VA and VD deficiencies are prevalent among children with ASD. VA levels were associated with sleep problems, whereas VD status was associated with ASD symptom severity. These findings suggest that nutritional status may be associated with specific clinical features of ASD and warrant further investigation in longitudinal studies.

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3. Clayton P, Kent R, Stanworth K, Vu M, Happé F, Hollocks MJ. Exploring Positive Identity in Autistic Adolescents: A Feasibility and Acceptability Study of a Co-designed Group Intervention. Clin Child Psychol Psychiatry. 2026: 13591045261494878.

BackgroundCultivating a positive identity may buffer against the adverse mental health outcomes often experienced by autistic individuals. Group settings can provide valuable spaces for identity consolidation. This study evaluated the feasibility and acceptability of a co-designed group intervention promoting positive identity and self-esteem among autistic adolescents.MethodsA six-week group intervention was co-developed with eight autistic adolescents. Sixteen autistic adolescents (13-16 years; 10 females, 5 males, 1 non-binary) and their caregivers participated. Psychometric measures were collected pre- and post-intervention to assess self-esteem (Rosenberg Self-Esteem Scale), wellbeing (Warwick-Edinburgh Mental Wellbeing Scale), and autistic identity (Multidimensional Social Identification Scale). Feasibility was assessed through recruitment, retention, attendance, and data completeness; acceptability was evaluated via session ratings and post-group interviews analysed using inductive thematic analysis.ResultsThe intervention showed high feasibility (6.25% attrition) and acceptability, with positive feedback on content and facilitation. Themes highlighted the importance of shared experience, social connection, and adaptive delivery.ConclusionsThis novel co-designed intervention was feasible and acceptable for autistic adolescents and caregivers, supporting identity-affirming, post-diagnostic approaches within clinical services. Having a positive view of yourself and your identity may help protect autistic young people from mental health difficulties. Group programmes can provide a supportive space where young people can connect with others who share similar experiences and develop a stronger sense of who they are. This study looked at whether a new group programme, designed together with autistic young people, was practical to run and acceptable to participants. Eight autistic young people helped to create a six-week group programme focused on building positive autistic identity and self-esteem. Sixteen autistic young people aged 13 to 16 years, along with their caregivers, took part. Young people completed questionnaires before and after the programme about their self-esteem, wellbeing, and feelings about being autistic. Researchers also looked at how many people joined the programme, attended sessions, stayed involved, and completed the questionnaires. Participants shared feedback through ratings and interviews after the group finished. The programme was successful in attracting and keeping participants, with only one young person leaving before the end. Feedback from young people and caregivers was very positive. Participants valued meeting others with similar experiences, feeling understood, building social connections, and having a group that could adapt to their needs. Overall, the findings suggest that this co-designed group programme is both practical to deliver and well received by autistic young people and their families. It may offer a useful way for services to support young people in developing a positive autistic identity and greater self-confidence following an autism diagnosis. eng.

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4. Cure G, Gulboy E. A systematic review and meta-analysis of educator-implemented functional communication training. J Appl Behav Anal. 2026; 59(4): e70088.

This meta-analysis examined whether educator-implemented functional communication training is an evidence-based treatment for challenging behavior exhibited by individuals with developmental disabilities. Fifteen single-case experimental studies from three countries involving 40 individuals with disabilities were analyzed. Visual analysis indicated strong functional relations between functional communication training and student outcomes. Multilevel meta-analysis of aggregated outcomes across all students indicated statistically significant effects in the expected directions for communication outcomes (Hedges’s g = 3.06, 95% CI [2.42, 3.70]) and challenging behavior (Hedges’s g = -2.65, 95% CI [-3.40, -1.91]). Moderator analyses showed that outcome type significantly predicted effect size, whereas publication year, setting, research design, diagnostic category, functional analysis type, and training components did not. Overall risk of bias was low, although blinding risk was high. Findings support educator-delivered functional communication training as an effective and empirically supported intervention for the treatment of challenging behavior.

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5. Davidson C, Quinton K, Raoof A, Westgate V, Alexander RT. ‘Life changer as a general adult psychiatrist’: delivering a National Autism Training Programme for Psychiatrists. BJPsych Bull. 2026: 1-7.

Autistic people are at high risk of mental health problems, yet psychiatrists report limited training and confidence with respect to autism. The National Autism Training Programme for Psychiatrists aimed to improve recognition and earlier diagnosis of autism and to promote reasonable adjustments and autism-informed practice. Over 1500 psychiatrists completed the foundation course, and over 250 undertook the enhanced course. Substantial improvements were observed in ten core autism-related competencies, alongside widespread reports of changes to individual clinical practice. The programme is among the largest autism training initiatives ever delivered to psychiatrists and provides important lessons for future programmes.

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6. Long KA, Suswaram S, Adebogun MB, Wilson JS, 3rd, Eilenberg J, Paredes Molina A, Krishnan S, Litardo O, Feng W, Chu A, Kim Y, Kuhn J, Guthrie KM, Cruz JD, Orsmond GI. Development and non-randomized pilot trial of Families FORWARD: a new program for families of autistic youth transitioning to adulthood. J Pediatr Psychol. 2026.

OBJECTIVE: Autistic youth and their families describe transitioning to adulthood as overwhelming. Yet, there are few evidence-based, family focused transition programs broad enough to serve youths’ wide range of autism-related and background characteristics. We report on the community-engaged development of Families FORWARD (Focusing On Relationships, Well-being, And Responsibility aheaD), a new family based, individualized transition planning program (Phase 1) and non-randomized pilot trial findings regarding acceptability, feasibility, and clinical promise (Phase 2). METHODS: Phase 1 involved qualitative interviews with autistic youth, parents/caregivers, and professionals (N = 31) regarding transition-related experiences, existing service gaps, and feedback on the Families FORWARD concept. In Phase 2, 14 families participated in a trial of Families FORWARD delivered remotely by community-based coaches. Families completed pre/post measures of program skills (family communication, knowledge), mechanistic targets (self-efficacy, stage of change), and outcomes (transition planning activities, perceived stress) and exit interviews. Feasibility and acceptability benchmarks were specified a priori. A community advisory board of racially and ethnically diverse autistic young adults, parents, and professionals guided the research. RESULTS: Phase 1 identified the need for flexible, skills-based, collaborative transition programs and highlighted the relevance of proposed program skills (family communication, collaborative goal-setting, problem solving, systems navigation). In Phase 2, all feasibility, acceptability, and clinical promise benchmarks were met. Exit interviews highlighted how family communication and structured goal-setting improved collaborative, youth-centered planning. CONCLUSIONS: Across racial and ethnic backgrounds and autism characteristics, Families FORWARD shows promise for improving transition outcomes. Centering community input during program development likely increased relevance and feasibility.

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7. Rankins EM, Aichele S, Granger DA, Hepburn S, Gabriels R, Schmid AA, Peters BC. Effects of Incorporating Horses into Occupational Therapy on Adrenocortical and Sympathetic Nervous System Reactivity and Regulation in Autistic Children: A Randomized Controlled Trial. J Autism Dev Disord. 2026.

PURPOSE: The study prospectively investigated adrenocortical and autonomic nervous system reactivity and regulation as autistic children participated in a randomized controlled trial of occupational therapy in an equine environment (OT-Equine). METHODS: Autistic children (n = 72, ages 6-11 yrs) were randomly assigned for 10 weeks to OT-Equine or clinic-based occupational therapy (OT-Clinic). Saliva samples (later assayed for cortisol and alpha-amylase, [sAA]) were collected before (pre-session), during (within-session), immediately after (post-session), and 20-minutes after (post-session + 20) each 1-hour weekly session. Data were analyzed with a generalized linear mixed-effects model. RESULTS: Across the 10 sessions, pre-session sAA significantly increased (exp(b) = 1.02 per week, p < 0.05). Within sessions, sAA increased (exp(b) = 1.22; p < 0.01) during therapy and recovered post-session + 20. Group differences in sAA changes were non-significant. By contrast, pre-session cortisol concentrations were stable across the 10-weeks (exp(b) = 1.01; p > 0.05). Within session, however, cortisol concentrations decreased from pre- to post- and post-session + 20, with greater reductions among OT-Equine participants (exp(b) = 0.77; p < 0.01). Changes in cortisol were associated with improved treatment outcomes. CONCLUSION: The pattern of reactivity and recovery in sAA suggests that children experienced autonomic/sympathetic arousal in response to therapy sessions, perhaps associated with excitement and positive affect. Moreover, stable pre-session cortisol concentrations across sessions for both groups, and declining cortisol concentrations within sessions for the OT-Equine group, suggests OT-Equine participants also held subjective experiences characterized by familiarity and low levels of distress. Taken together, findings suggest the integration of horses into occupational therapy for autistic children creates an exciting positive therapeutic environment, associated with improved treatment outcomes. The study was registered as a clinical trial at clinicaltrials.gov (NCT05846932, registered April 26, 2023).

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8. Reyes-Beaman S. Elephants in the room; evidence, inference and autistic psychiatrists: commentary on Doherty et al. BJPsych Open. 2026; 12(6): e255.

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9. Stuntzner-Gibson K, Zhang P, He B, Diaz L, Geng Y. Zebrafish behavioral phenomics reveals functional subtypes of autism risk genes. Mol Psychiatry. 2026.

Autism spectrum disorder (ASD) is a highly heterogeneous neurodevelopmental condition caused by many genetic mutations, each conferring modest individual risk. Despite its genetic complexity and clinical burden, no effective treatments targeting core symptoms are available. Although ASD is diagnosed as a single disorder, accumulating evidence suggests that it comprises biologically distinct subtypes, yet how genetic risk maps onto phenotypic substructure remains poorly defined. Here, we apply zebrafish behavioral phenomics to systematically link ASD risk genes to functional behavioral subtypes in vivo. Using an unsupervised deep learning-based behavioral profiling platform, ZeChat, we characterized the behavioral repertoires of zebrafish mutants for 11 high-confidence ASD risk genes. ZeChat analysis revealed distinct behavioral phenotypes for each mutant that was classified into three behavioral subtypes (Clusters 1-3) via hierarchical clustering of their behavioral fingerprints. By integrating mutant phenotypes with a large neuroactive drug phenomics database, we identified subtype-specific correlations with serotonergic, dopaminergic, and opioid receptor-modulating compounds. Using an orthogonal social preference assay, Fishbook, we further demonstrate subtype-specific pharmacological rescue of social deficits, including selective rescue of the Cluster 3 mutants arid1b, adnp, grin2b, pten, and the Cluster 2 mutants pogz and shank3, by μ-opioid receptor antagonists. Together, these results demonstrate a scalable in vivo framework for behavioral phenomics-driven classification of ASD risk genes into functional subtypes and discovery of targeted rescue strategies.

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10. Wood JJ, Orm S, Wood KS, Straus J, Wolpe S, Morrissey A, Guevara MC, Crowell SE. The emotion regulation and recognition account of empathy-related processes in autism: a multimodal, multilevel case-control study. J Child Psychol Psychiatry. 2026.

BACKGROUND: Recent evidence suggests that many autistic individuals exhibit heightened emotional responsiveness to others’ affect despite greater difficulty recognizing others’ emotions and accurately inferring their perspectives. This study introduces and preliminarily evaluates the Emotion Regulation and Recognition Account (ERRA), a model proposing that susceptibility to emotion dysregulation and challenges with emotion cue interpretation jointly shape empathy-related processing in autism. METHODS: Children aged 6-13 years (N(autistic) = 103; N(non-autistic) = 40) participated; groups were matched demographically. Children watched five videos of youth exhibiting strong affect (e.g. sad and angry) and answered questions about their reactions to and understanding of the videos. These responses were coded for empathy-related processes such as emotional contagion and perspective taking. Electrodermal reactivity to and eye gaze towards the videos were also measured. Multilevel models were employed to test hypothesized pathways in the ERRA. RESULTS: Autistic children experienced greater affective intensity but exhibited less accurate emotion recognition than non-autistic children when observing youth exhibiting strong affect. Greater physiological and affective intensity were associated with greater attention shifting, and more frequent attention shifting among autistic children was associated with less accurate emotion recognition. Less accurate emotion recognition was, in turn, associated with less emotional synchrony and perspective taking, which were linked with less prosocial motivation. CONCLUSIONS: The findings provide initial support for the ERRA by suggesting that, rather than experiencing indifference, many autistic individuals have strong affective reactions when observing others in distress. These reactions may lead to attention shifting, which can reduce awareness of others’ emotional cues, potentially interrupting the unfolding of empathic understanding and responding. Empathy-supporting interventions can build upon the affective responsiveness to others experienced by many autistic individuals.

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11. Zhong S, Jones K, Knight KF, Milton F, Russell G, Zeman A, Happé F. Exploring the experiences of autistic and non-autistic aphantasics: A qualitative study. Neuropsychologia. 2026; 231: 109540.

Visual imagery – the creation of images mentally without the corresponding sensory input – plays an important role in multiple cognitive processes. The lack of conscious visual imagery, known as aphantasia, has been linked to autistic traits. However, there is a lack of qualitative studies exploring the experiences of aphantasics, autistic or non-autistic. The current study aimed to investigate the experiences of autistic and non-autistic aphantasics qualitatively, exploring possible similarities and differences that might shed light on links or differential mechanisms. Qualitative framework analysis and quantifying methods were used to analyse data collected via an online survey. A total of 25 aphantasic adults with a clinical diagnosis of autism, and 25 age-matched non-autistic aphantasic comparison participants, completed a series of questionnaires and an open-ended question, providing data for the current analyses. Three themes were identified, each with four subthemes: imagery (auditory and other sensory imagery, inner speech, spatial and navigation, dreams), thinking (abstract thinking, thinking in words, creativity, memory), and emotions and socialization (own emotions, others’ emotions, social relationship, feeling different). Significantly more non-autistic than autistic participants endorsed the subtheme concerning « auditory and other sensory imagery », while the opposite was the case for the subtheme « verbal thinking ». This is the first study to explore the lived experience of autistic and non-autistic aphantasic adults through qualitative methods. We hope to promote wider public understanding and appreciation of the different, but certainly not deficient, experiences of aphantasia and its intersection with autism.

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