1. Al-Dujaili Z, Al Faraj A. Would Nanoparticles Give Hope for the Treatment of Autism Spectrum Disorder?. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):565-571.

Autism spectrum disorder (ASD) presents lifelong neurodevelopmental challenges and is diagnosed in early childhood. ASD is complex, has multiple causes, and is characterized by communication difficulties, impaired social interaction, and repetitive behaviors. Unfortunately, there are no specific biomarkers for diagnosis or effective treatments yet. However, nanomedicine offers promise for treating central nervous system (CNS) disorders conditions, including ASD. Nanomaterials can cross the blood–brain barrier, target specific cells, disseminate in brain tissue, and serve as carriers for therapeutics. This review emphasizes the importance and potential of nanomedicine, current pharmacological treatments for ASD, challenges in drug development, and recent medical approaches based on nanotechnology to overcome the blood brain barrier and deliver CNS therapeutics. Neurobiological research for future nanomedicine applications will also be highlighted.

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2. Ferreira GJ, Getten J, Pesonen H. Strengths-Based Approaches to Autism Language and Communications Research: Where Are We?. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):572-579.

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3. Polónyiová K, Kruyt J, Ostatníková D. To the Roots of Theory of Mind Deficits in Autism Spectrum Disorder: A Narrative Review. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):580-584.

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4. Kim AA, Holingue C. Co-occurring Autism Spectrum Disorder (ASD) and Eating Disorders (ED): Understanding the Heterogeneity of Study Populations. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):585-588.

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5. Hsiang CHT, Georgas S, Tavener M, Campbell L. Using Family Therapy in the Context of Autism: A Scoping Review. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):589-606.

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6. Castle VE, Sideropoulos V, Jones C, Zhang D, Van Herwegen J, Palikara O. The Impact of COVID-19 on the Mental Health and Wellbeing of Children with Special Education Needs and Disabilities: A Systematic Review. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):607-631.

The COVID-19 pandemic has impacted greatly the mental health of children. We performed a systematic review to better understand the impact of the pandemic on children with special educational needs and disabilities (SEND) across different SEND categories. Following PRISMA guidelines, of 1699 search results, 66 studies were included in our analysis as they met our inclusion criteria concerning: a) children with SEND; b) focus on COVID-19; c) longitudinal or cross-sectional design; d) quantitative or qualitative measures; and e) mental health or well-being outcomes. Our review suggests that there was a typically negative impact on mental health and well-being for children with SEND, yet experiences varied on the basis of individual differences, rather than category of SEND. Findings highlight the need for interventions and policy implementations to improve the everyday mental well-being of this population.

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7. de la Roche L, Kelley E. A Scoping Review of Sex/Gender Differences in Social Communication Skills and Behaviors of Autistic Youth—Are Sex/Gender-Specific Interventions Needed?. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):632-652.

Despite a known male dominance (4:1) in autism diagnoses, there remains a lack of clarity surrounding sex/gender differences in the social communication skills and behaviors of autistic children/adolescents. While research supports the importance of interventions for social-communication skill development in autistic children/adolescents, a review of the literature in the context of intervention application based on sex/gender differences has not occurred. The aim of this review is to provide a synthesis of available literature investigating sex/gender differences in the social communication skills and social skills of autistic children/adolescents. Results indicate preliminary support for sex/gender differences in social behaviors and social-communication skill and behavior development, which may support adaptations to adolescent social skills interventions. There is no evidence supporting adaptations to early interventions.

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8. Marlow K, Agar G, Jones C, Devine RT, Richards C. The Prevalence and Correlates of Self-restraint in Individuals with Autism and/or Intellectual Disability: a Systematic Review and Meta-analysis. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):653-672.

Self-restraint, purposeful restriction of one’s own bodily movements is observed in individuals with neurodevelopmental conditions. Case studies and cross-sectional investigations have reported that self-restraint co-occurs with self-injurious behaviour; however, small sample sizes limit understanding of prevalence and function. We aimed to synthesise the existing literature and estimate the pooled prevalence of self-restraint in autistic individuals and/or individuals with intellectual disability, and the pooled effect size with self-injury.

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9. O’Rourke N, Haverty R, Mannion A, Whelan S, Leader G. Characterisation of Sleep Problems in Angelman Syndrome: A Systematic Review. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):673-686.

Studies have reported high prevalence rates of sleep problems in Angelman Syndrome (AS), relating to abnormal sleep–wake cycles and reduced sleep duration. This systematic review aimed to characterise sleep problems in AS, investigate how they are assessed and identify the treatments/interventions prescribed. A systematic search of PsycINFO, PubMed and Psychology & Behavioral Sciences Collection was conducted using pre-determined search terms. Relevant studies published between 2016 and mid-2020 were included to expand on earlier reviews. Seven articles quantifying sleep problems, assessment and treatment/intervention in children and adults with AS were reviewed (N = 266). Findings demonstrated reduced total sleep duration (M = 538 min), longer night-awakenings (M = 67 min) and reduced sleep efficiency (78%) in AS compared with typically developing peers. Medication was highly prescribed historically/currently (n = 176, 66.2%). This review highlights the clinically significant presence of sleep problems with the majority of individuals requiring medical intervention. Decreased sleep duration, sleep efficiency and increased night-awakenings represent the most significant sleep problems across studies. Findings suggest sleep problems begin in infancy but improve in adulthood. This finding should be considered with caution as only two studies included an adult sample. Priorities for future research should focus on longitudinal studies to determine whether sleep problems improve with age in AS.

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10. Yao D, Chen J, Cao J, Lin S, Yuan S, Wang M, Zhang Q. Application of the Acceptance and Commitment Therapy in Autism Spectrum Disorder and Their Caregivers: A Scoping Review. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):687-701.

The global prevalence of autism spectrum disorder (ASD) is increasing, leading to long-term challenges for both individuals with ASD and their parents. To address these issues, Acceptance and Commitment Therapy (ACT) has emerged as a promising approach. This scoping review aimed to examine the existing literature on the application of ACT in the field of ASD. A systematic search of databases including PubMed, PsycINFO, and Scopus yielded 18 articles that met the inclusion criteria. In conclusion, ACT holds promise as a therapeutic intervention for individuals with ASD and their parents. Nonetheless, further research is necessary to explore its effectiveness and determine the most suitable strategies for adapting the intervention to meet the unique needs of this population.

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11. Westgate V, Sewell O, Caramaschi D, O’Mahen H. Autistic Women’s Experiences of the Perinatal Period: A Systematic Mixed Methods Review. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):702-729.

The perinatal period has challenges for autistic women. This review synthesises evidence on the experiences of autistic women during the perinatal period. This mixed methods evidence synthesis followed JBI guidance for mixed methods systematic reviews. The Mixed Methods Appraisal Tool assessed study quality. Thematic analysis was used to synthesise findings. Thirteen studies were included. Themes identified included sensory demands of the perinatal period are frequently overwhelming; experiencing healthcare as an autistic person is challenging; parenting as an autistic mother has difficulties but also rewards; predictability and control are important in labour and birth. Individualised care with reasonable adjustments can make a difference to the perinatal experiences of autistic women. Despite challenges, autistic women also have many strengths as mothers.

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12. Deniz E, Francis G, Torgerson C, Toseeb U. Parent-Mediated Play-Based Interventions to Improve Social Communication and Language Skills of Preschool Autistic Children: A Systematic Review and Meta-analysis. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):730-750.

Play-based interventions are gaining popularity amongst autistic children. Parents are uniquely placed to deliver these interventions as they are most familiar with their child’s strengths and challenges. Accordingly, reporting the effectiveness of play-based interventions and/or parent-delivered or mediated early-year interventions have been popular topics in the literature in the last decade. Despite this, little is known about the efficacy of parent-mediated play-based interventions on the developmental outcomes of autistic children. To close this gap in knowledge, we conducted a systematic review and meta-analysis of randomised controlled trials and quasi-experiments focusing on social communication skills, language skills, and autistic characteristics of preschool autistic children (0–6-year-old) in non-educational settings. Overall, 26 studies met the inclusion criteria 21 of which were included in the synthesis. Of the included studies, 20 studies reported social communication skills, 15 studies reported language skills, and 12 studies reported autistic characteristics. Pooling effect sizes across the included studies showed that parent-mediated play-based interventions were effective on social communication (d =  .63) and language skills (d =  .40) as well as autistic characteristics (d =   − .19) of preschool autistic children. Our findings suggest that parent-mediated play-based interventions hold promise for improving social functioning and related autistic characteristics for preschool autistic children.

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13. van t Hooft P, Moeijes J, Hartman C, van Busschbach J, Hartman E. Aquatic Interventions to Improve Motor and Social Functioning in Children with ASD: A Systematic Review. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):751-771.

Children with autism spectrum disorder (ASD) often have motor impairments. A promising strategy to improve motor and social functioning in children with ASD may be an aquatic intervention because of the properties of water. This systematic review investigated the characteristics and effects of aquatic interventions on motor and social skills in children with ASD. Searches in six databases on studies conducted between 2000 and 2023 resulted in 19 intervention studies involving 429 children aged 3 to 17 years with ASD. Best evidence syntheses and meta-analyses were used to evaluate the effects. Aquatic interventions guided by a combination of professionals in influencing behavior and in aquatic skills improved motor and social skills and significantly decreased autistic behavior in children with ASD.

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14. Kurzeja O, Flynn S, Grindle CF, Sutherland D, Hastings RP. Teaching Reading Skills to Individuals with Autism and/or Intellectual Disabilities Using Computer-Assisted Instruction: a Systematic Review. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):772-797.

Reading is an essential life skill that can lead to independence. However, many individuals with autism and/or intellectual disabilities find this skill difficult to acquire. Computer-assisted instruction (CAI) is one approach that combines recommended reading elements (e.g., phonics, fluency, and comprehension) with evidence-based teaching strategies to support the development of reading skills. The first aim of this systematic review (PROSPERO: CRD42021253686) was to identify CAI reading programs and their effectiveness for individuals with autism and/or intellectual disability. A second aim was to evaluate the views and experiences of those with autism and/or intellectual disability, their teachers, and other stakeholders about CAI reading programs. Electronic searches of 7 databases identified a total of 3539 records for review, with 262 full-text articles evaluated, and 47 papers included in the review for data extraction and quality appraisal. The review identified both single-component and multicomponent CAI reading programs that were commercially available interventions (e.g., Headsprout©, ABRACADABRA) and bespoke interventions (e.g., personalized e-books). Thirty-four of the 47 studies reported positive outcomes in terms of effectiveness. However, the quality of these studies was often poor, and the description of the interventions was often limited (e.g., rationale for the intervention, who delivered it and how), leading to concerns about the rigor of the evidence base. Stakeholders’ views and experiences were reported in half of the evaluated studies. CAI reading programs were reported as enjoyable and easy to use. They were considered effective by the stakeholders. Further research is needed to develop and explore the effectiveness of CAI reading interventions using rigorous study designs, so that individuals with autism and/or intellectual disability can be provided with access to a wider range of evidence-based reading programs.

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15. Murali CN, Sakyi GJ, Goin-Kochel RP, Mire SS. Factors that Influence Uptake of Genetic Testing for Children with Autism Spectrum Disorder: A Scoping Review. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):798-829.

Genetic testing is recommended for all children diagnosed with autism spectrum disorder (ASD), yet available evidence suggests that not all receive appropriate genetic testing. We conducted a scoping review of factors that influence parent/caregiver uptake of genetic testing for their children with ASD. Overall, 37 articles met inclusion criteria. Themes included widespread lack of awareness of genetic testing recommendations but also varying interest in genetic testing once aware. Potential barriers included insurance and financial concerns, logistical challenges, and the lack of belief that genetics can cause ASD. Findings highlight the need to (a) better educate parents about practical benefits of genetic testing and causes of ASD and (b) increase insurance coverage and mitigate costs to improve uptake of genetic testing.

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16. Nadeem ZA, Akram U, Khalid TB, Nadir MA, Akhtar MH. Refractive Errors Linked to Autism Spectrum Disorders in the Pediatric Population and Young Adults: A Systematic Review and Meta-Analysis. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):830-843.

While previous studies have demonstrated significant eye problems in children with autism spectrum disorders (ASDs), refractive errors have not been extensively studied in the context of ASDs. We systematically reviewed twenty-eight articles to assess whether refractive errors are linked with ASDs, and to determine the prevalence of refractive errors in children with ASDs. We found no significant association between ASDs and myopia or hyperopia, but a significantly increased risk of astigmatism was observed in children with ASDs. Pooled results of single-arm studies revealed a 14.1% prevalence of myopia, a 9.8% prevalence of hyperopia, and a 16.5% prevalence of astigmatism in children with ASDs. Future studies should incorporate a prospective design with age-matched comparison groups.

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17. Medeiros HV, Lifter K, Goodwin G, Antonelli R. Assessing Play in Children Developing with Delays: A Scoping Review. Review Journal of Autism and Developmental Disorders;2026 (2026/09/01);13(3):844-860.

Research demonstrates children developing with delays evidence less elaborated play than children developing typically, but methodology for evaluating play is inconsistent. This scoping review reports clinical populations studied and categorical terms used categorizing object play, and compares these categories with a contemporary comprehensive analysis of children’s play. Thirty-four peer-reviewed articles were analyzed for characteristics, definitions, origins, and differentiation of play category descriptions, and comparison to the 21 categories identified in our study of children’s play from 8 to 60 months (Lifter et al., Acta Psychologica 224:103524, 2022). Findings indicated categories across studies tended to overlap with several of the 21 categories, suggesting widely used categories do not capture nuances in play development. Increased standardization and specificity in play assessment can improve interventions to benefit children developing with delays.

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