1. Alon R, Catz O. Burden, Openness to Sharing, and Parental Attention: Dimensions of Emerging Adult Siblings’ Acceptance of a Brother or Sister With Developmental Disabilities. J Autism Dev Disord. 2026.

PURPOSE: This study examined emerging adult siblings’ acceptance of a sibling with developmental disabilities as a multidimensional construct and assessed how diagnosis (autism, down syndrome [DS], cerebral palsy [CP]), perceived independent functioning, and socio-cultural factors (gender and religious sector-secular, National religious, ultra-Orthodox) predict three dimensions of acceptance: perceived burden, openness to sharing, and perceived parental attention. METHODS: A sample of 775 Jewish-Israeli emerging adult siblings (Mage = 22.17) of individuals with autism, DS, and CP completed the Sibling Acceptance Questionnaire and a demographic survey. Hierarchical regressions examined predictors of overall acceptance and its three dimensions. RESULTS: Siblings of individuals with autism reported higher overall acceptance and fewer perceived burdens and limitations than siblings of individuals with DS or CP, as well as greater openness to sharing than siblings of individuals with DS. Greater perceived independent functioning of the sibling with a disability was associated with higher overall acceptance, fewer perceived burdens and limitations, and greater openness to sharing. While women generally reported higher acceptance than men, gender differences in overall acceptance, burden and limitation, and parental attention were smaller in the autism group. National-religious participants demonstrated the highest acceptance levels, whereas both secular/traditional and ultra-Orthodox participants reported lower openness to sharing than National-religious participants. CONCLUSION: Sibling acceptance in emerging adulthood is a nuanced, multidimensional orientation shaped by the interplay of diagnostic demands, family demographics, and cultural contexts. Interventions should be dimension-specific and culturally responsive to support brothers and sisters as their sibling relationships become more elective in adulthood.

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2. Anbar JS, Catalan A, Bozek T, Andrews J. Differences in Community Recognition of Autism Between Special Education and Clinicians: Insights From Public Health Surveillance in Arizona. J Autism Dev Disord. 2026.

PURPOSE: Public health surveillance of autism spectrum disorder (ASD) relies on identifying the condition in educational and/or clinical contexts. However, the criteria used to operationalize ASD for special education exceptionality and for clinical diagnosis emphasize different features of the condition. This study examined whether educational and clinical methods of community recognition of ASD identify the same children. METHODS: Data from the Arizona site of the Autism and Developmental Disabilities Monitoring Network (n = 873) were used to assess (1) associations between record source availability and community recognition of ASD, (2) agreement between special education exceptionality and ICD-based clinical identification, and (3) sociodemographic predictors of community recognition category using multinomial regression. RESULTS: Having multiple record sources was associated with recognition of ASD through both educational and clinical systems. Among children with both education and clinical records, agreement between special education exceptionality and ICD coding was minimal (Cohen’s κ=-0.001). Special education exceptionality demonstrated moderate sensitivity but low specificity relative to ICD coding. Distinct sociodemographic patterns characterized recognition pathways, with children residing in higher social vulnerability areas more likely to be identified through special education exceptionality only. Non-Hispanic African American children were significantly more likely to be identified through a single-system recognition pathway rather than through both educational and clinical systems. CONCLUSION: Educational and clinical systems identify overlapping but systematically different subsets of children with ASD. These differences in community recognition have important implications for public health surveillance and highlight the influence of institutional frameworks on how autism is identified in the community.

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3. Austin A, Loomes R, Duffy F. Eating Disorder Focused Family Therapy with Autistic Children and Young People: A Narrative Review of Recent Developments. Curr Psychiatry Rep. 2026; 28(1).

PURPOSE OF REVIEW: This review aims to report the recent advances for eating disorder focused family therapy (FT-ED) for Autistic children and young people, including outcomes, experiences, and suggested adaptations. RECENT FINDINGS: Quantitative studies suggest that Autistic children and young people (and those with high autistic traits) receiving outpatient FT-ED are more likely to require escalation to more intensive levels of care compared to non-autistic peers. Qualitative research shows that Autistic young people and their parents/carers often report poor experiences of FT-ED. Clinicians report a lack of confidence, particularly when adapting care from a manualised approach. Commonly suggested adaptations include environmental adjustments (e.g., quiet spaces, dimmed lights), sensory-informed understanding of food and eating preferences (e.g., accounting for historical eating behaviour), communication adaptations (e.g., passports and clear, literal language), psychoeducation on autism and eating disorders, careful consideration of externalization, and use of separated sessions. Given that Autistic children and young people and their parents report poorer experiences of FT-ED relative to their non-autistic peers, adaptations that accommodate autistic needs while not interfering with ED recovery should be considered. Further development of guidelines and decision-making tools may support FT-ED clinicians to deliver effective and inclusive care.

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4. Bevan SL, Dai Y, Liu J. Caregiver-Teacher Agreement in Preschool ASD-Related Behaviors: Findings from the Jintan China Child Cohort. J Sch Nurs. 2026: 10598405261473669.

Screening for autism spectrum disorder (ASD) relies on caregiver reports during primary care visits, yet teachers offer an underutilized perspective for school nurses conducting community-based assessments. This study describes caregiver-teacher concordance on ASD-related behaviors in preschool children and identifies predictors of differences in ASD-related behavior ratings in the Jintan China Child Cohort (N = 1,209) using the Child Behavior Checklist and Teacher Report Form.Only 4.1% of children were identified with concernts by both informants and 24.7% showed disagreement; mothers reported concerns more often than teachers. Threshold-based concern ratings were positively associated (OR = 2.07, p < .001) and concordance was small (κ = 0.11, p < .001). Prenatal secondhand smoke exposure was associated with greater teacher concern (β = -0.48, p = .019); co-sleeping arrangements (β = 0.66, p = .020) and birth complications (β = 0.43, p = .036) were associated with greater maternal concern. We provide three fictional vignettes for school nursing practice.

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5. Binsfeld CR, Grubba LS, Schmidt C, Lopes LFD. Employment of Adults With Autism Spectrum Disorder: An Integrative Review of Barriers and Facilitators. J Autism Dev Disord. 2026.

PURPOSE: This study aimed to synthesize the international literature on the employment of adults with autism spectrum disorder (ASD), identifying the main barriers and facilitators influencing access, inclusion, and retention in the labor market. METHODS: An integrative review was conducted following established integrative review guidelines, with a systematic search across seven national and international databases. Empirical studies published between 2013 and 2026 were included. Two independent reviewers performed study selection and data extraction. A qualitative thematic analysis was applied to synthesize the findings. RESULTS: Twenty-two empirical studies met the inclusion criteria. The thematic synthesis identified key barriers, including limited autism awareness within organizations, communication challenges, stigma, inflexible workplace practices, and inadequate managerial support. Key facilitators included supportive leadership, reasonable accommodations, structured communication, organizational flexibility, and recognition of autistic strengths. Overall, the findings highlight the central role of organizational, interpersonal, and contextual factors in shaping employment outcomes for autistic adults. CONCLUSIONS: Employment outcomes for adults with ASD are strongly influenced by workplace structures, managerial practices, and organizational culture rather than individual characteristics alone. The findings underscore the need for evidence-based organizational strategies and public policies aimed at fostering inclusive and sustainable employment. Future research should prioritize intervention studies and longitudinal designs examining how organizational practices and leadership shape long-term employment retention.

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6. Chen S, Asgel Z, Zaks N, McCormack C, Janecka M. Maternal genetic liability to autism spectrum disorders and pregnancy outcomes. Arch Womens Ment Health. 2026; 29(5).

PURPOSE: Few studies have examined the increased risk for pregnancy complications in women with autism spectrum disorder (ASD) diagnosis. The autism genetic propensity in relation to the complications of pregnancy and birth remains unknown, and is an area critical for informing maternal health and reproductive guidance. Here, we assessed whether maternal genetic liability to ASD is associated with pregnancy complications. METHODS: The study comprised 28,985 females with at least one pregnancy-related record from the UK Biobank (UKB) cohort. Individual polygenic risk scores (PRS) for ASD were calculated, and pregnancy complications were defined using ICD-10 diagnostic codes. Associations between ASD PRS and pregnancy outcomes were evaluated using logistic regression models adjusted for maternal age at first conception. In the secondary analyses, we used schizophrenia (SCZ) PRS, and analyzed broader, ICD-based clusters of pregnancy outcomes. RESULTS: Maternal ASD PRS showed no nominally significant associations with pregnancy outcomes. Maternal SCZ PRS was nominally associated with a reduced risk of spontaneous delivery (O80) and forceps/vacuum delivery (O81); however, no associations remained significant after FDR correction. CONCLUSION: Higher genetic liability to ASD was not significantly associated with an increased risk of pregnancy complications in the UKB sample. Findings should be interpreted with caution, given the limitations of PRS, potential selection bias in UKB, and the relatively small sample size of females with pregnancy outcomes in the UKB.

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7. Colombi C, Barbaro J, Dwyer P, Kim SH. Editorial: Very early identification and intervention for infants with prodromes of autism. Front Psychiatry. 2026; 17: 1910179.

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8. Costenbader R, Norris M, Rice CE, Shively KB, Stephenson KG. Evaluating the Autism Spectrum Rating Scale Parent and Teacher Reports (6 to 18 years) to Predict an Autism Diagnosis in a Clinical Sample. Child Psychiatry Hum Dev. 2026.

Rating scales are widely used in autism spectrum disorder (ASD) evaluations to provide information about developmental history and behavior across settings. Despite frequent use, limited research has examined the diagnostic utility of the Autism Spectrum Rating Scale (ASRS) in clinical settings. This study evaluated the ability of the ASRS to predict ASD diagnoses in a clinical sample. We conducted a chart review of 2,200 youth ages 8-18 years (M = 10, SD = 3) who completed comprehensive autism evaluations and either received an ASD diagnosis (n = 1101) or did not (n = 1119). We analyzed parent and teacher ASRS forms using t-tests and receiver operating characteristic analyses. The DSM subscale scores were significantly higher in the ASD group, though effect sizes were small. Teacher ratings performed slightly better than parent ratings, but overall diagnostic accuracy was poor (AUC = 0.62). Findings suggest the ASRS may aid screening but has limited diagnostic utility in high base-rate clinical settings.

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9. Falih BS, Sabir MK, Aydın A. A Novel EEG-Based Topographic Brain Map-Driven Deep Learning Method for Autism Spectrum Disorder Detection in Children. Brain Topogr. 2026; 39(5).

Autism Spectrum Disorder (ASD) is a neurological and developmental condition that affects children’s social and cognitive skills, leading to repetitive behaviors, challenges in social interaction, communication difficulties, and restricted interests. Early diagnosis of autism can help mitigate its severity and long-term effects. This study proposes an automated electroencephalography (EEG)-based ASD detection method using data from Iraq and Poland. EEG signals underwent preprocessing, which included noise removal using a band-pass filter and artifact subspace reconstruction to ensure clean signals. Following preprocessing, features were extracted from the EEG channel power spectral density (PSD), and topographic brain maps (TBMs) were generated as inputs for deep feature extraction models, including AlexNet and GoogLeNet. Analysis of variance (ANOVA) was employed for feature selection (FS). Two types of linear classifiers, namely linear Support Vector Machine (SVM-L) and Linear Discriminant Analysis (LDA), were used for classification. The alpha band yielded the highest accuracy, reaching 98% (Iraq dataset, GoogLeNet + FS + SVM-L) and 96.5% (Poland dataset, AlexNet-FC6 + FS + SVM-L). The proposed method was evaluated against previous approaches using the same datasets, showing a substantial improvement in performance. Moreover, the study applied cross-dataset validation combined with feature fusion, achieving an average accuracy approximately 93%. These results highlight the need to evaluate the proposed approach on larger datasets to further ensure model generalization.

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10. Fang C, Chen JH, Jonson-Reid M. Beyond Intervention: A Scoping Review of Parent Engagement in Parent-Implemented Intervention for Autistic Children. J Autism Dev Disord. 2026.

PURPOSE: Parent-implemented interventions (PII) are evidence-based practices that improve developmental and functional outcomes for autistic children. However, limited attention has been given to the processes of parent engagement within PII, despite its potential to shape intervention sustainability and effectiveness. This scoping review examined how parent engagement has been incorporated and reported in parent-implemented interventions for autistic children in the United States. METHODS: Following PRISMA-ScR guidelines, PubMed and EBSCO (nine sub-databases) were searched for peer-reviewed studies published between January 2013 and October 2023. Eligible studies were randomized controlled trials conducted in the United States, focused on autistic children, and included a parent-implemented component. Two reviewers independently screened records (94% initial agreement). RESULTS: Forty-two articles representing 29 unique trials were synthesized. Developmental interventions primarily employed dyadic or combined training formats, while non-developmental interventions more often used parent-only approaches. Fewer than half of the trials reported structured opportunities for parental involvement in planning or problem-solving. Clinician fidelity was consistently measured, whereas parent fidelity was assessed less frequently and often without independent raters. Parent engagement was measured as an outcome in fewer than half of the trials and examined as a predictor or moderator in only a small subset, where higher engagement predicted greater child gains. CONCLUSION: Parent engagement processes remain inconsistently reported in PII research despite their centrality to intervention delivery. Greater attention to structured involvement, standardized fidelity measures, and long-term maintenance is needed. Clinically, embedding collaborative problem-solving and sustained supports may strengthen parents’ competence and enhance intervention outcomes for autistic children.

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11. Gosse G, Kumar S, Banwell H, Pate J. ‘I Do Often Feel Like We Were Given a Magic Wand’ – Children’s and Families’ Experiences of Allied Health Services for Developmental and Disability Needs in Rural and/or Remote South Australia. Health Expect. 2026; 29(4): e70820.

BACKGROUND: Children in rural and remote areas are increasingly developmentally vulnerable compared to metropolitan peers. Allied health professionals are positioned to provide services to support children with developmental and disability needs but face barriers to delivering services in rural and remote areas. Research has highlighted the need to understand context, for quality care delivery; however, critical gaps remain in understanding assets within our communities. OBJECTIVE: The aim of this study was to explore parents/carers and children’s experiences receiving services for disability and developmental needs in rural and remote South Australia. DESIGN: Qualitative appreciative inquiry methodology using semi-structured interviews and. SETTING AND PARTICIPANTS: Participants were purposefully recruited via snowball sampling through allied health professionals and included parents/carers and children receiving allied health services for developmental and/or disability needs. RESULTS: Thirteen parents, one carer and eight children participated in interviews. Findings were inductively structured into a socio-ecological framework. Themes included ‘the importance of having fun’, ‘therapy makes us grow’, ‘my child and therapist are parts of the community’, ‘consistent, knowledgeable and caring therapists’, ‘flexible environments and health services’ and ‘accessing funding models and the healthcare system’. DISCUSSION: These findings tell us that the value of ‘fun’ and community within health services should not be overlooked. Parents/carers value therapists’ individual qualities, seeing their children grow and being supported to understand the healthcare system. CONCLUSIONS: Children’s and parents/carers perspectives should be centred so communities are positioned to drive sustainable and practical improvements in allied health service delivery. PATIENT OF PUBLIC CONTRIBUTION: This study sought experiences from parents/carers and children with developmental or disability needs in rural and remote South Australia. The lead author is an allied health professional who has been working with this population. All participants were sent the results for feedback. The findings will inform stakeholders developing models of care for delivering allied health services to this population.

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12. Hamad O, Klára S, Elmadani M, Mbaabu G, Tóth L, Horváth É, Mesmar A, Máté O. Enhancing emergency department care for individuals with autism spectrum disorder across the lifespan: a systematic review. Front Health Serv. 2026; 6: 1835710.

OBJECTIVE: This systematic review aims to synthesize existing evidence on emergency department (ED) experiences, service-delivery challenges, and environmental and communication factors affecting autistic people and to identify strategies and interventions reported to improve patient comfort, safety, and satisfaction. METHODS: A comprehensive search was conducted across databases, including PubMed, Scopus, Web of Science, and the Cochrane Library, for peer-reviewed articles published between January 1, 2014, and December 31, 2024. Data extraction was performed using standardized forms, and quality assessment was conducted using the Mixed Methods Appraisal Tool (MMAT). Data synthesis involved narrative thematic analysis to identify key barriers and facilitators to emergency department care for autistic people. The reporting of this review follows the PRISMA guidelines. RESULTS: Eleven studies met the inclusion criteria and revealed consistent barriers affecting autistic people in emergency departments. Across settings, communication difficulties, sensory overload, long waiting times, and limited staff preparedness were the most frequently reported challenges. These factors contributed to heightened distress, behavioral escalation, and reduced satisfaction for patients and families. Facilitators identified in the literature included ASD-specific staff training, sensory-adapted environments, structured care routines, and active caregiver involvement. While not all barriers are easily modifiable, several environmental, communication, and workflow-related factors appear potentially amenable to service-level interventions. The findings further indicate that autism-specific staff training, sensory-friendly adaptations, and caregiver-supported care approaches may improve the ED experience for autistic patients and their families. DISCUSSION: The findings underscore the multifaceted challenges ASD patients face in EDs, exacerbated by sensory overload and communication difficulties. Addressing these issues requires a comprehensive approach, including staff education, environmental adjustments, and efficient triage systems. Engaging parents as partners in care also emerged as critical for delivering patient-centered care. CONCLUSION: This review emphasizes the urgent need for systemic reforms in ED care for ASD patients. Strategies such as sensory-friendly environments, enhanced staff training, and patient-centered policies can improve patient outcomes and satisfaction. Future research should focus on evaluating the long-term impacts of these interventions and identifying innovative solutions to meet the complex needs of this vulnerable population. SYSTEMATIC REVIEW REGISTRATION: https://www.crd.york.ac.uk/PROSPERO/view/CRD42024532107, PROSPERO CRD42024532107.

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13. Holloway E. The first 100 days: Parental perceptions of the transition to residential care of an autistic adult with intellectual disability. J Intellect Disabil. 2026: 17446295261477155.

Studies of the transition of disabled children to adult services suggest that family involvement is a key factor in promoting positive outcomes. Few studies, however, include parental perspectives on transition, or focus on adults with intellectual disability. This article identifies the preoccupations of a mother of an autistic man with intellectual disability as he moves from the family home to a residential setting. Drawing on an analysis of blog posts made over a period of 100 days, and a review of the wider literature, key challenges and opportunities for the residential setting and person moving from the family home, as well as for the parent, are identified. It is suggested that the effective transition of an autistic adult with intellectual disability to a residential setting is likely to involve support for parents, as well as support from parents. Recommendations for improving the parental experience of transition are made.

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14. Horwat P, Dezor-Garus J, Pawlak M, Gotz-Więckowska A. Severe visual impairment as a complication of autism spectrum disorder. Doc Ophthalmol. 2026.

PURPOSE: To report the irreversible vision loss caused by optic neuropathy in a course of a vitamin A deficiency. METHODS: Electroretinography (ERG) and pattern visual evoked potentials (PVEP) were used to establish a diagnosis, and to monitor the treatment in a child suffering from poor vision likely as a result of vitamin A deficiency. RESULTS: A 13-year-old boy presented with eye pain, dryness, itching, photophobia, and decreased vision for the past 4 weeks. His medical history was significant for autism spectrum disorder, anxiety-depressive disorder, and eating disorder-neophobia. His visual acuity was severely impaired, measuring 1.2 LogMAR in the right eye and 1.0 LogMAR in the left eye. Slit lamp examination revealed keratinization of the conjunctiva and multiple punctate epithelial defects of the cornea. Optical coherence tomography (OCT) confirmed keratomalacia. The patient was referred to the Pediatric Gastroenterology Unit for further investigation and found to have severe malnutrition including hypovitaminosis A (< 0.05 μmol/L). Treatment included vitamin A supplementation, 200 000 IU, bandage contact lenses, moxifloxacin, and lubricant eye drops. Although it was impossible to perform ERG on the initial visit because of patients' poor general and ocular condition, full field ERGs showed generalized retinal dysfunction after 12 days of treatment. After 11 months, full field ERGs revealed retinal function within normal limits, but the patient's vision remained poor. Pattern visual evoked potentials (PVEPs) suggested persistent optic nerve dysfunction. CONCLUSION: Electrophysiological assessments, including ERG and (PVEP) were central to establishing an accurate diagnosis in cases where resolution of anterior segment lesions due to keratomalacia did not result in visual improvement. These tests are critical for the identification and monitoring of nutritional optic neuropathy.

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15. Hoyt CR, Moore HG, Housten AJ, Baumann AA, King AA. Early Developmental Screening and a Home-Based Caregiver Intervention for Infants and Toddlers With Sickle Cell Disease: Protocol for a Prospective Mixed Methods Study. JMIR Res Protoc. 2026; 15: e104084.

BACKGROUND: Sickle cell disease (SCD) is the most common monogenic disorder in humans and occurs predominantly among individuals who identify as Black or African American in the United States. In earlier work, we found that developmental delays were present in more than 50% of children with SCD before the age of 3 years, yet none had been diagnosed or referred to intervention services. Children whose caregivers participated in a home-based caregiver education program demonstrated improved scores on standardized developmental measures. When developmental delays go unidentified, children miss a critical opportunity for intervention during a period of rapid neurological change. Yet few, if any, studies have described the incidence and severity of developmental delays among children with SCD compared to controls. OBJECTIVE: The purpose of this study is to determine the incidence and severity of developmental delays in children with SCD under 3 years of age (aim 1), test a 12-month home-based Sickle Cell Collaboration for Child Development (SCCCD) intervention (aim 2), and conduct a mixed methods study to identify contextual determinants to prepare for future scaling of the SCCCD intervention across health care systems (aim 3). METHODS: Consistent with American Academy of Pediatrics guidelines, children with SCD will be evaluated at 9, 18, and 30 months using the Bayley Scales of Infant Development, Fourth Edition, to determine the incidence of developmental delay over the first 3 years of life compared to demographically matched peers (n=100, aim 1). The SCCCD intervention, adapted from a pilot study, combines skilled occupational therapy, the Parents as Teachers curriculum, and SCD-specific caregiver education, delivered over 12 monthly home visits (n=25, aim 2). Interviews with caregivers who participated in and those who declined the intervention will identify contextual determinants (ie, facilitators and barriers) to inform future testing and broader implementation of the SCCCD (aim 3). RESULTS: This project has been approved by the Institutional Review Board at Washington University School of Medicine (202104034 and 202407080). As of May 31, 2026, a total of 50 participants (26 children with SCD and 24 typically developing children for the comparison cohort) have participated for aim 1. Aim 2 recruitment began in July 2025, and 5 caregiver/child dyads have participated so far. The study is expected to be completed by 2028. CONCLUSIONS: These findings will provide the first prospective characterization of developmental trajectories in children with SCD across the first 3 years of life and establish preliminary evidence for a disease-specific, home-based intervention to improve developmental outcomes in this underserved population. The results will directly inform a future randomized controlled trial of the SCCCD intervention.

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16. Kula W, Sojka M, Szewczyk J, Drozd M, Sobstyl J, Drozd J. When the impossible happens: asymptomatic device migration following percutaneous secundum ASD closure. Postepy Kardiol Interwencyjnej. 2026; 22(2): 327-9.

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17. Kurmashev R, Karaieva M. Failure points in the early autism identification pathway for children aged 0-5 years: Why screening is not diagnosis. Pediatr Investig. 2026.

Early autism identification in children aged 0-5 years is often discussed in terms of screening accuracy, yet consequential delay frequently occurs across the pathway from first concern to referral, diagnostic assessment, and support. This critical narrative review examines early autism identification as a pathway problem rather than as a single testing event. It synthesizes evidence on developmental surveillance, autism-specific screening, parental and clinician concern, referral conversion, diagnostic waiting, service capacity, inequity, family burden, and pre-diagnostic support. Screening tools can identify an elevated likelihood of autism and may accelerate diagnosis for some screen-positive children, but they cannot confirm diagnosis or safely exclude autism when concern persists, and they do not compensate for failures in follow-up, referral, assessment capacity, or support initiation. Recent evidence supports a cautious interpretation of universal autism screening because diagnostic stability, screening accuracy, and intervention benefit in screen-detected children remain uncertain. Comparative evidence on the Modified Checklist for Autism in Toddlers, Revised with Follow-Up suggests context-dependent performance, including variable sensitivity, low or inconsistent positive predictive value, and age-dependent accuracy. Multicultural surveillance and implementation studies indicate that adding tools without aligning workflow, language support, follow-up systems, and service capacity may not improve pathway performance. The review argues that early autism identification should be evaluated through linked quality measures: response to concern, repeated surveillance following negative or ambiguous screening, referral completion, time to diagnostic assessment, support initiation before diagnostic closure, and equity of access. The clinical priority is not a perfect screening instrument in isolation, but faster, more coherent, and more equitable local pathways that translate concern into timely action.

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18. Liu R, Zhang Y, Lai M, Davydzenka V, Moffitt C, England N, Barbera G, Chen R, Lin DT, Li Y. Graph theory identifies altered prefrontal microcircuit organization in Shank3 mice, a mouse Model of autism. Cell Rep. 2026; 45(8): 117852.

Graph theory provides unique tools to assess complex networks. It has been previously used with functional magnetic resonance imaging (fMRI) datasets to quantify macroscopic-scale connections among different brain regions, readily capturing brain network changes in subjects with Alzheimer’s disease. Here, we apply graph theory to miniscope calcium imaging data recorded from the prefrontal cortex of freely behaving wild-type (WT) and Shank3(fx) mice (a mouse model of autism) during social behavior tasks to compare microscopic-scale functional connections among individual neurons. We demonstrate that Shank3(fx) mice display reduced population-level neural activity and a less-integrated and rigid prefrontal microcircuit. Furthermore, we employ machine learning to predict genotypes and behavioral differences between WT and Shank3(fx) mice using graph-theoretic metrics extracted from prefrontal microcircuits. Our results indicate strong links between altered prefrontal microcircuits and social behavior deficits in the Shank3(fx) mice, highlighting prefrontal microcircuitry as a potential diagnostic and therapeutic target for autism.

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19. McCarthy-Pepin M, Axe JB. A Pilot Study on the Effects of Visual Imagining Teaching With and Without Scenic Picture Prompts on Intraverbal Categorization with Students with Autism. Anal Verbal Behav. 2026; 42(1): 44-69.

Kisamore et al. Journal of Applied Behavior Analysis, 44(2), 255-278 (2011) taught typically developing preschoolers the problem-solving strategy of visual imagining to increase intraverbal categorization (e.g., « Tell me some animals ») responses. The visual imagining teaching involved showing the participants scenes with items to be emitted as intraverbals and instructing them to close their eyes, imagine the items, and state what they saw. The purpose of the current study was to modify and extend the procedures of Kisamore et al. to individuals with autism. In the context of a multiple probe design across categories with sessions conducted remotely, the participants demonstrated increases in intraverbal responses, in some cases with visual imagining teaching alone, and in some cases when also shown « scenic picture prompts » (i.e., scenes without the target items). Behavioral correlates of visual imagining were grouping responses based on trained subcategories and stating untaught items from the scenes. Future research recommendations are discussed, including conducting in-person sessions and fading the scenic picture prompts. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40616-026-00226-4.

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20. Protyasha NF, Pei S, Williamson JR, Sarnie L, Nowinski L, Kosmyna N, Pecukonis M, Townsend PH, Yuditskaya S, McDougle CJ, Quatieri TF, Maes P, Mody M. Exploring motor speech patterns in adults with minimally verbal autism spectrum disorder through surface electromyography. Front Hum Neurosci. 2026; 20: 1757743.

INTRODUCTION: It is well known that standardized neuropsychological testing frequently fails to capture the true capacity and full range of abilities in individuals with minimally verbal autism spectrum disorder (mvASD) due to difficulties with motor speech skills. Here we used Surface Electromyography (sEMG), a non-invasive method that captures action potentials during muscle movements, to examine the motor basis of speech production challenges in adults with minimally verbal autism spectrum disorder (mvASD). METHOD: sEMG data were collected from 8 sensors placed on the face and neck while participants performed four speech tasks: imitation, naming and reading words, and a syllable repetition task (diadochokinetic, DDK). We compared adults with mvASD and neurotypical controls (NT) on RMS amplitude and mean correlation between the sEMG signals and movement complexity measures derived from auto and cross-correlation structures of the signal to capture the dynamic coordination of muscle activity during speech production. Principal component analysis was applied to reduce the eigenvalue features to a compact speech-motor representation used as input to leave-one-out cross-validated predictive models of group. RESULTS: Across all speech tasks, the mvASD group consistently demonstrated stronger correlations between sensor signals from muscles on the face and neck compared to NT. The finding suggests tighter coupling of muscle activity reflecting potentially less differentiated muscle movement control during speech production. This is in keeping with a pattern of lower complexity of motor coordination related to reduced degrees of freedom in mvASD compared to NT participants. CONCLUSION: The findings extend previous work by demonstrating that sEMG features capture differences in muscle coordination patterns between adults with mvASD and neurotypical individuals across multiple speech tasks. Additionally, dimensionality-reduced EMG representations derived from imitation and diadochokinetic (DDK) tasks showed the strongest ability to distinguish between groups, suggesting that speech tasks that involve reproducing the utterances presented may be particularly sensitive to atypical speech-motor control in mvASD. These results support the potential of sEMG as an objective tool for characterizing speech-motor performance and informing assessment approaches for minimally verbal individuals.

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21. Rodriguez B, Cividini-Motta C, Martinez A. Using Instructive Feedback to Expand Second Language of Children with Autism Spectrum Disorder. Anal Verbal Behav. 2026; 42(1): 70-83.

The misconception that teaching children with autism spectrum disorder (ASD) more than one language will cause delays in language acquisition could lead bilingual caregivers to not speak to their children in their heritage language. Therefore, researchers should investigate whether teaching a second language to children with ASD could hinder acquisition of communication skills. The purpose of this study was to evaluate the effects of direct teaching of Spanish auditory-visual conditional discriminations with instructive feedback in English on the acquisition of primary targets, secondary targets, and emergent relations (i.e., Spanish and English tacts) by children with ASD. All participants’ responding met the mastery criterion for the primary targets and the inclusion of instructive feedback resulted in the acquisition of English auditory-visual conditional discriminations.

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22. Shi Y, Gao F, Liu Z, Cai K, Sun Z, Xu Y, Zou L, Chen A. Dose-related effects of acute cycling on executive function in children with autism spectrum disorder: a within-subject repeated-measures study. Front Psychol. 2026; 17: 1902127.

BACKGROUND: Exercise has shown promise for supporting executive function in children with autism spectrum disorder (ASD), but findings remain inconsistent, partly because exercise dose has not been examined systematically. This study examined the immediate effects of acute cycling with different combinations of intensity and duration on executive function in children with ASD. METHODS: A within-subject repeated-measures design was used. Thirty children with ASD completed one non-exercise sedentary control session at enrollment, followed by four counterbalanced cycling sessions arranged in a 2 × 2 exercise-dose matrix: 20 min low-intensity, 40 min low-intensity, 20 min moderate-intensity, and 40 min moderate-intensity cycling. Exercise intensity was monitored using the heart rate reserve method. Selected executive function components were assessed after each condition using the Early Years Toolbox, including the Go/No-Go task for inhibitory control and the Mr. Ant task for working memory. Repeated-measures analyses of variance were conducted, followed by FDR-corrected planned comparisons between each exercise condition and the sedentary control condition. RESULTS: Significant condition effects were observed for Go reaction time (p = 0.024, partial η(2)  = 0.092), No-Go reaction time (p = 0.006, partial η(2)  = 0.116), Go accuracy (p = 0.046, partial η(2)  = 0.080), No-Go accuracy (p = 0.006, partial η(2)  = 0.115), and the inhibitory-control composite score (p < 0.001, partial η(2)  = 0.405). Moderate-intensity exercise showed the clearest post-session advantages relative to sedentary control, with the 40-min moderate-intensity condition showing the most consistent pattern across inhibitory-control outcomes. For the inhibitory-control composite score, all four exercise conditions were higher than sedentary control. No significant condition effect was found for working memory (p = 0.353, partial η(2)  = 0.037). CONCLUSION: Acute cycling may have selective short-term effects on selected executive function components in children with ASD. Moderate-intensity cycling, particularly a 40-min session under the present protocol, was associated with more favorable inhibitory-control performance, whereas immediate changes in working memory were not observed. These findings should be interpreted in light of the non-counterbalanced sedentary control session. CLINICAL TRIAL REGISTRATION: https://www.chictr.org.cn/showproj.html?proj=248491, ChiCTR2400091872.

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23. Wang W. Physical Activity Interventions for Children and Adolescents With Autism: A Second-Order Meta-Analysis. J Autism Dev Disord. 2026.

PURPOSE: Previous meta-analyses of physical activity interventions for children and adolescents with autism spectrum disorder (ASD) have reported variable effect sizes and substantial heterogeneity, potentially reflecting differences in included primary studies, intervention characteristics, outcome domains, and analytic approaches. This second-order meta-analysis aimed to synthesize existing meta-analytic evidence on the effects of physical activity interventions across developmental domains in children and adolescents with ASD and to examine potential moderators of these effects. METHODS: Thirty-four first-order meta-analyses were included for synthesis. Statistical analyses, including subgroup analyses and meta-regression, were conducted to examine intervention effects and moderators. RESULTS: Physical activity interventions were associated with significant positive effects in children and adolescents with ASD, with an adjusted effect size of g = 0.58. Significant positive effects were observed across developmental domains; motor skills and sleep quality showed the largest effects, whereas executive function and cognitive outcomes showed relatively modest effects. Outdoor activities and ball sports showed larger pooled effects than other intervention types, whereas water-based exercise, dance, and expressive movement did not show statistically significant effects in this analysis. Meta-regression indicated that intervention effects increased progressively with publication year. CONCLUSION: Physical activity interventions may be promising non-pharmacological approaches for multiple developmental outcomes in ASD youth, particularly motor skills, sleep quality, and emotional-behavioral outcomes. Outdoor activities and ball sports showed larger pooled effects, but further research is needed to confirm their consistent superiority across outcomes. The positive association between publication year and effect size warrants investigation, reflecting changes in intervention design, study quality, or publication trends.

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24. Wu G, Shao Y. Peripheral Blood Treg/Th17 Imbalance and Altered Th2 Cytokine Profiles in Children with Autism Spectrum Disorder. Mol Neurobiol. 2026; 63(1).

BACKGROUND: Intestinal microbial imbalance may cause immune abnormalities, contributing to autism spectrum disorder (ASD). This study investigated immune-related cytokines and T cell subpopulations in children with ASD. METHODS: In this retrospective cross-sectional study, forty-five children with ASD and 45 age- and sex-matched healthy controls were enrolled. Serum cytokines [interleukin (IL)-10, IL-4, and IL-5] and peripheral blood T cell subpopulations [regulatory T cells (Treg) and T helper type 17 (Th17) cells] were analyzed and compared between groups. RESULTS: The ASD group exhibited significantly higher Th17 cell proportions (0.41 ± 0.15% vs 0.24 ± 0.13%, P < 0.001), lower Treg cell proportions (5.72 ± 1.92% vs 9.82 ± 0.95%, P < 0.001), and a lower Treg/Th17 ratio (18.33 ± 11.57 vs 50.68 ± 14.12, P < 0.001). Serum IL-10, IL-4, and IL-5 levels were also elevated (IL-10: 59.57 ± 22.41 vs 46.71 ± 15.32 ng/L, P = 0.002). IL-10 levels positively correlated with Th17 cell proportions (r = 0.42, P = 0.004), suggesting a compensatory feedback response. All measurements were performed in peripheral blood. CONCLUSIONS: Children with ASD exhibited a significant Treg/Th17 imbalance skewed toward Th17 predominance, accompanied by elevated IL-10, IL-4, and IL-5, likely reflecting compensatory anti-inflammatory and Th2 responses. These immune markers may serve as potential biomarkers for ASD, although peripheral blood may not fully reflect gut immune status.

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25. Yang G, Gong C, Zheng X, Chen H, Wang Y, Zhang H, Hu F, Wan J, Zhu Z, Sun X, Zhang L, Li R. Early-life exposure to polypropylene microplastics and DEHP induces ASD-relevant neurodevelopmental alterations involving mTOR-regulated autophagy impairment. Ecotoxicol Environ Saf. 2026; 323: 120659.

The health risks of polypropylene plastic, a major food-grade polymer, are often underestimated. Current evidence indicates that infants and young children may ingest millions of polypropylene microplastic particles (PP-MPs) daily, accompanied by co-exposure to di(2-ethylhexyl) phthalate (DEHP). However, the neurotoxic effects of such co-exposure, particularly the underlying molecular mechanisms, remain poorly understood. Here, we established an early-life exposure model by orally administering PP-MPs and/or DEHP to 3-week-old male ICR mice for 28 consecutive days. Based on assessments of neurobehavior, histopathology and representative biomarkers, we found that PP-MPs and/or DEHP exposure caused autism spectrum disorder (ASD)-relevant neurodevelopmental alterations in immature mice, including deficits in spontaneous exploration and social interaction, increased anxiety-like behaviors, neuronal and synaptic damage in the prefrontal cortex, and downregulated expression of the ASD-risk genes Shank3 and Nlgn1. Proteomic analyses of the brain identified the mTOR signaling pathway as a key mechanism involved in the ASD-relevant neurodevelopmental alterations resulting from PP-MPs and/or DEHP exposure. Further quantitative analyses demonstrated activation of the mTOR signaling pathway, coupled with autophagic impairment and dysregulated expression of genes linked to synaptic plasticity following exposure. Notably, inhibiting the mTOR signaling pathway with rapamycin restored autophagic activity and ameliorated the ASD-relevant neurodevelopmental alterations induced by PP-MPs and/or DEHP. Collectively, these findings suggest that mTOR-regulated autophagic impairment may underlie the neurodevelopmental toxicity caused by early-life exposure to PP-MPs and DEHP, providing a theoretical basis for risk assessment and health protection strategies against neurodevelopmental hazards posed by plastic consumer products during early life.

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