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Background: In this article, we analyze a group therapy session involving four 11- to 13-year-old French-speaking boys with autism spectrum disorder (ASD) and their two female therapists. We focus on speaking turns in which the therapists reformulate the contents of a preceding turn produced by a child. Method: Methodologically, the study is based mainly on conversation analysis. Results: The analyses show that the therapists clearly aim to achieve meaningful learning outcomes with regard to the topic of conversation, and the reformulations constitute an essential tool in this process. Most often, reformulations are used to provide a more compact and more effective formulation of the turn in terms of the topic of conversation. Sometimes, a reformulation is used to assist a speaker who is experiencing problems with the formulation of their utterances. The reformulations also often include signs of approval and constitute positive feedback for the children. In some contexts, for example, in the case of turns including sensitive content, reformulations can constitute a strategy of avoiding repetition.

We present results from a single case study based on semi-structured interviews with a student (a boy in school year 3) diagnosed with autism spectrum disorder and his school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. The student participated in a seven week long long intervention with a total of 12 philosophical dialogues (ranging from 45 to 60 minutes). Two facilitators, both with years of facilitation experience and teacher degree and at least BA in philosophy, facilitated the majority of the dialogues, mainly followed a ”routine” procedure. The student was interviewed in direct connection to the end of the intervention about his experiences from the dialogues and his perceptions about wether and how the dialogues had influenced him. The student’s two teachers, who had participated in the dialogues as participants, were interviewed as a pair, also in direct connection to the end of the intervention, while the school principal was interviewed two years after the study. These staff interviews concerned the staff’s experiences of the influence of the dialogues on the students within the intervention as well as transfer effects to other contexts in school. The data from the study include detailed elaborations from a student perspective of different effects on the student’s communicative and cognitive development, which are in several respects supported also by staff reports. The results show that the student was able, interested, and willing to participate in philosophical dialogues, and our data point to several positive outcomes for the student in the communicative and cognitive domains. Validerad;2023;Nivå 2;2023-05-05 (joosat)

Background: Multiple clinical trials of modern antipsychotics have failed in pediatric samples. One possibility for these failures is the use of a primary outcome measure that was developed for adults. Surprisingly, the psychometric properties of primary outcome measures have never been reported for a pediatric sample using modern methods. The present study’s aim is to use a pediatric sample to evaluate the psychometrics of the most used primary outcome measure in pediatric schizophrenia trials, the Positive and Negative Syndrome Scale (PANSS). Methods: To evaluate the factor structure, item characteristics, and treatment sensitivity of the PANSS in a pediatric sample, secondary analyses of PANSS data at baseline and weekly throughout an 8-week randomized double-blind study of three antipsychotic agents (registered and previously published) were conducted. Subjects were 118 youths receiving outpatient psychiatric treatment for schizophrenia spectrum disorders (Mage=14.26(2.41) years). Outcomes: A 10-item short form, keeping two strongest items for each factor, had r=.89 with the full-length scale. Each of the 5 2-item subscales has alphas ranging from .66 to .84. Item Response Theory (IRT) found that the 10-item scale and 2-item subscores had high reliability across the severity range typical of clinical trials. Criterion validity was high, with equal sensitivity to treatment effects. Interpretation: The short version eliminates weaker items in the pediatric population without loss of sensitivity to treatment effects and thus may be more appropriate for subsequent pediatric trials. Funding: NIMH funded the original protocol; NDA archived the data; Signant paid for secondary statistical analyses. Declaration of Interest: Dr. Findling receives or has received research support, acted as a consultant and/or has received honoraria from Acadia, Adamas, Aevi, Afecta, Akili, Alkermes, Allergan, American Academy of Child & Adolescent Psychiatry, American Psychiatric Press, Arbor, Axsome, Daiichi-Sankyo, Emelex, Gedeon Richter, Genentech, Idorsia, Intra-Cellular Therapies, Kempharm, Luminopia, Lundbeck, MedAvante-ProPhase, Merck, MJH Life Sciences,NIH, Neurim, Otsuka, PaxMedica, PCORI, Pfizer, Physicians Postgraduate Press, Q BioMed, Receptor Life Sciences, Roche, Sage, Signant Health, Sunovion, Supernus Pharmaceuticals, Syneos, Syneurx, Takeda, Teva, Tris, and Validus. Dr. Youngstrom has received royalties from the American Psychological Association and Guilford Press, consulted with Signant Health about psychological assessment, and received funding from NIMH. He is the founder and Executive Director of Helping Give Away Psychological Science (HGAPS.org). Dr. Sikich receives or has received research support from NIMH, NICHD, and Roche. She has received partial salary support from Tris. She has a patent submission through Duke University for a new formulation of intranasal oxytocin. Dr. Frazier receives or has received funding from NIMH, NICHD, Autism Speaks, Roche pharmaceuticals, and Fulcrum. Dr. McClellan receives or has received funding from NIMH. Dr. Daniel is an employee and equity holder in Signant Health. Dr. Busner is an employee and equity holder in Signant Health. Ethical Approval: The secondary analyses were reviewed and approved by the UNC Chapel Hill IRB.

Background Children and adolescents with fragile X syndrome (FXS) manifest significant symptoms of anxiety, particularly in response to face-to-face social interaction. In this study we used functional near-infrared spectroscopy (fNIRS) to reveal a specific pattern of brain activation and habituation in response to face stimuli in young girls with FXS, an important but understudied clinical population. Methods Participants were 32 girls with FXS (age: 11.8 ± 2.9 years) and a control group of 28 girls without FXS (age: 10.5 ± 2.3 years) matched for age, general cognitive function and autism symptoms. Functional NIRS was used to assess brain activation during a face habituation task including repeated upright/inverted faces and greeble (nonface) objects. Results Compared to the control group, girls with FXS showed significant hyper-activation in the frontopolar and dorsal lateral prefrontal cortices in response to all face stimuli (upright + inverted). Lack of neural habituation (and significant sensitization) was also observed in the FXS group in the frontopolar cortex in response to upright face stimuli. Finally, aberrant frontopolar sensitization in response to upright faces in girls with FXS was significantly correlated with notable cognitive-behavioral and social-emotional outcomes relevant to this condition including executive function, autism symptoms, depression and anxiety. Conclusions These findings strongly support a hypothesis of neural hyper-activation and accentuated sensitization during face processing in FXS, a phenomenon that could be developed as a biomarker endpoint for improving treatment trial evaluation in girls with this condition.

Introduction: A neurodevelopmental disorder, autism is typically identified with three primary behavioral consequences, such as social impairment, communication problems, and limited or stereotypical behavior. Because of its co-morbidity and lack of therapeutic options, autism is a global economic burden. A short chain of fatty acid, propionic acid is formed biologically by the gut microbiome. Propionic acid levels that are too high can cause leaky intestines, which can lead to autism-like symptoms. Methods: To induce autism, male Albino Wistar rats were given propionic acid (250 mg/kg/po on the 21st, 22nd, and 23rd postnatal days). Rats also received a ryanodine receptor antagonist (Ruthenium red: 3 mg/kg/po; postnatal 21st to 50th day) to see what influence it had on propionic acid-induced autism. Anxiety, social behavior, and repeated behaviors were all assessed, as well as oxidative stress, inflammatory indicators, neuro signaling proteins, and blood-brain barrier permeability. Results: Ruthenium red was found to counter the propionic acid-induced increases in anxiety, repetitive behavior prefrontal cortex levels of IL-6, TNF-α, TBARS, Evans blue leakage, and water content along with decreases in social behavior, IL-10, and GSH followed by hippocampus CREB and BDNF levels. Conclusion: Ryanodine receptor antagonists presented a neuroprotective effect in propionic acid-induced conditions like autism by modulatory effects on social and repetitive behavior, oxidative stress, neuroinflammation, and neuroprotein changes. Ryanodine receptors can be further explored in depth to manage autism as a condition.

Studies have shown cortical alterations in individuals with autism spectrum disorders (ASD) as well as in individuals with high polygenic risk for ASD. An important addition to the study of altered cortical anatomy is the investigation of the underlying brain network architecture that may reveal brain-wide mechanisms in ASD and in polygenic risk for ASD. Such an approach has been proven useful in other psychiatric disorders by revealing that brain network architecture shapes (to an extent) the disorder-related cortical alterations. This study uses data from a clinical dataset—560 male subjects (266 individuals with ASD and 294 healthy individuals, CTL, mean age at 17.2 years) from the Autism Brain Imaging Data Exchange database, and data of 391 healthy individuals (207 males, mean age at 12.1 years) from the Pediatric Imaging, Neurocognition and Genetics database. ASD-related cortical alterations (group difference, ASD-CTL, in cortical thickness) and cortical correlates of polygenic risk for ASD were assessed, and then statistically compared with structural connectome-based network measures (such as hubs) using spin permutation tests. Next, we investigated whether polygenic risk for ASD could be predicted by network architecture by building machine-learning based prediction models, and whether the top predictors of the model were identified as disease epicenters of ASD. We observed that ASD-related cortical alterations as well as cortical correlates of polygenic risk for ASD implicated cortical hubs more strongly than non-hub regions. We also observed that age progression of ASD-related cortical alterations and cortical correlates of polygenic risk for ASD implicated cortical hubs more strongly than non-hub regions. Further investigation revealed that structural connectomes predicted polygenic risk for ASD (r = 0.30, p

The contactin-associated protein-like 2 (CNTNAP2) gene encodes for the CASPR2 protein, which plays an essential role in neurodevelopment. Mutations in CNTNAP2 are associated with neurodevelopmental disorders, including autism spectrum disorder and schizophrenia. Rats with a loss of function mutation in the Cntnap2 gene show increased acoustic startle response (ASR) and decreased prepulse inhibition (PPI). The neural basis of this altered auditory processing in Cntnap2 knock-out rats is currently unknown. Auditory brainstem recordings previously revealed no differences between the genotypes. The next step is to investigate brainstem structures outside of the primary auditory pathway that mediate ASR and PPI, which are the pontine reticular nucleus (PnC) and pedunculopontine tegmentum (PPTg), respectively. Multi-unit responses from the PnC and PPTg in vivo of the same rats revealed sex-specific effects of loss of CASPR2 expression on PnC activity, but no effects on PPTg activity. Female Cntnap2

Purpose of Review: The COVID-19 pandemic and its associated restrictions have had a significant impact on people’s everyday lives, including the lives of Autistic adults. We aimed to (a) synthesise all papers currently published on the impact of the COVID-19 pandemic on autistic adults and (b) identify lessons for the care and support of Autistic adults in pandemic and post-pandemic times. Recent Findings: Fifty-five papers met the inclusion criteria. Most studies focused on the pandemic’s impact on the wellbeing of Autistic adults. Several studies focused on the use of (telehealth) services or the risk of COVID-19 infection/hospitalisation. Summary: Autistic adults were significantly impacted by the pandemic, both directly as indicated by higher COVID-19 infection and hospitalisation rates, but also indirectly due to severe service disruptions and social restrictions. Even though there were large differences observed both between as well as within individuals in terms of the negative/positive effects of the COVID-19 pandemic, most studies reported a negative effect on Autistic adults’ mental health. We draw several lessons from this review for the future care and support of Autistic adults, all of which must be underpinned by participatory research methods, that is, where Autistic community members are actively involved in setting research questions, testing the acceptability of the methods and interpreting and disseminating the results.

Women who contract a viral or bacterial infection during pregnancy have an increased risk of giving birth to a child with a neurodevelopmental or psychiatric disorder. The effects of maternal infection are likely mediated by the maternal immune response, as preclinical animal models have confirmed that maternal immune activation (MIA) leads to long lasting changes in offspring brain and behavior development. The present study sought to determine the impact of MIA-exposure during the first or second trimester on neuronal morphology in dorsolateral prefrontal cortex (DLPFC) and hippocampus from brain tissue obtained from MIA-exposed and control male rhesus monkey (Macaca mulatta) during late adolescence. MIA-exposed offspring display increased neuronal dendritic branching in pyramidal cells in DLPFC infra- and supragranular layers relative to controls, with no significant differences observed between offspring exposed to maternal infection in the first and second trimester. In addition, the diameter of apical dendrites in DLPFC infragranular layer is significantly decreased in MIA-exposed offspring relative to controls, irrespective of trimester exposure. In contrast, alterations in hippocampal neuronal morphology of MIA-exposed offspring were not evident. These findings demonstrate that a maternal immune challenge during pregnancy has long-term consequences for primate offspring dendritic structure, selectively in a brain region vital for socioemotional and cognitive development.

Developments in the study of sexuality in the lives of disabled people have been relatively slow, as the spectre of a medicalised model continues to dominate most debates and invalidate any form of sexual identity. The social model of disability has enabled the amplification of voices that have been previously silenced; however, progress has stalled. Within autism studies, however, the rise of neurodiversity studies coupled with intersectionality, has presented an opportunity to explore sexualities in terms of difference rather than deficiency, therefore bypassing deficit models which have dominated any study of non-heterosexual lives. Such deficit models have focussed upon discovering what it is about autism that leads autistic people to think they are non-heterosexual, often resulting in a lack of support for young LGBT+ people as sexuality is dismissed as a result of autism. Reflecting upon findings from my own ongoing work alongside emerging social research, this article explores important developments and potential future directions. This will highlight the progress made and the barriers remaining. Using a sociological approach and a framework inspired by Plummer, which focusses upon the importance of sexual stories, the article will show that much needs to be done. The diversity of goals and multiplicity of stories means that disabled and autistic sexuality stories have not been accepted into the public consciousness.

Objective: Many women with epilepsy need to continue anti-seizure medications (ASMs) throughout pregnancy. The current study investigated adaptive behaviour outcomes in children exposed to topiramate in the womb. Method: An observational, cross-sectional study was designed, recruiting mother-child-pairs from the UK Epilepsy and Pregnancy Register (UKEPR). Health, developmental histories and Vineland Adaptive Behaviour Scale-Third Edition (VABS-III) assessments were administered via telephone by a blinded researcher, supplemented with prospectively collected pregnancy and medication information. Topiramate monotherapy exposed children were compared to VABS-III normative data as recruitment was disrupted by the COVID-19 pandemic. Results: Thirty-four women with epilepsy from 135 (25%) initially agreed to participate in the study, of whom 26 women completed telephone interviews about their children (n = 28). Children ranged from 2.5 to 17 years of age at the time of assessment. Six topiramate-exposed children were born small for gestational age, and there were significant associations between birthweight, dose and VABS-III scores. Significantly lower scores were observed in topiramate-exposed children (n = 21) with a significant dose-response relationship established after adjustment for parental educational level. Daily mean dosage was 280.21 mg, with high dosages of topiramate associated with a 12-point reduction in VABS-III scores. Additionally, four topiramate-exposed children (19.05%) had diagnoses of Autism Spectrum Disorder, which was significantly higher than UK prevalence rates (1.1%). Conclusions: The findings of poorer adaptive behaviour, higher incidence of ASD and associations with birth weight are of concern and require further validation and replication using larger prospectively-recruited samples and comparator cohorts. Implications for research and clinical practice are discussed.

Television series act as one of the primary sources of information on mental and neurological disorders. However, research on the accurate representation of mental disorders and clinical reality still lacks, especially since it requires an interdisciplinary approach with higher complexity. This article analyses the narrative depiction of depression, autism without intellectual disability, and antisocial personality disorder in three case studies: Atypical (Netflix, 2017-present), My Mad Fat Diary (E4, 2013-2015), and The End of The F***ing World (E4 & Netflix, 2017-2019). The aim is to identify which stereotypes are still predominant on-screen and determine whether they are reliable with their clinical reality. Hence, the authors propose a narrative content analysis based on the medication, symptoms, diagnosis, and treatment according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and Stahl’s Essential Pharmacology Guide. The authors applied a methodology based on the standard analysis measurement of different case studies under a unified pattern for mental disorders’ intrinsic socio-economic and gender aspects. The results showed that TV series try to opt for better representations, but many still perpetuate misconceptions and misrepresentations due to a tension between showing realistic, educational values (edutainment) and opting for a gripping audio-visual and narrative drama. In conclusion, diverse realities are hardly achieved. Moreover, TV series criticise how the anger is placed on oneself instead of the system. Las series de televisión actúan como importantes fuentes de información sobre los trastornos mentales y neurológicos. Sin embargo, la investigación sobre la representación de los trastornos mentales en relación con su realidad clínica sigue siendo escasa, principalmente porque requiere un enfoque interdisciplinario más complejo. Este artículo busca analizar la representación narrativa de la depresión, el autismo sin discapacidad intelectual y el trastorno antisocial de la personalidad mediante tres estudios de caso: Atypical (Netflix, 2017-2021), My Mad Fat Diary (E4, 2013-2015) y The End of The F***ing World (E4 & Netflix, 2017-2019). Además, pretende identificar qué estereotipos siguen predominando en la pantalla. Los autores proponen un análisis de contenido narrativo basado en la medicación, los síntomas, el diagnóstico y el tratamiento, según el Manual Diagnóstico y Estadístico de los trastornos mentales (DSM-5) y la Guía farmacológica esencial de Stahl. Se aplica una metodología basada en la medición del análisis estándar bajo un patrón unificado para los trastornos mentales, añadiendo aspectos socioeconómicos y de género intrínsecos. Los resultados muestran que las series televisivas actuales intentan mejores representaciones, aunque siguen perpetuando ideas y representaciones erróneas dada la tensión entre mostrar valores realistas y educativos (edutainment) u optar por un drama audiovisual y narrativo apasionante. En conclusión, difícilmente se consiguen realidades diversas. Finalmente, queremos señalar que las series más recientes critican cómo la ira se deposita en el individuo en lugar de en el sistema.

Neuron generation persists throughout life in the hippocampus but is altered in animal models of neurological and neuropsychiatric diseases, suggesting that disease-associated decline in cognitive and emotional hippocampal-dependent behaviours might be functionally linked with dysregulation of post-natal neurogenesis. Depletion of the adult neural stem/progenitor cell (NSPCs) pool and neurogenic decline have been recently described in mice expressing synaptic susceptibility genes associated with autism spectrum disorder (ASDs). To gain further insight into mechanisms regulating neurogenesis in mice carrying mutations in synaptic genes related to monogenic ASDs, we used the R451C Neuroligin3 knock-in (Nlgn3 KI) mouse, which is characterized by structural brain abnormalities, deficits in synaptic functions, and reduced sociability. We show that the number of adult-born neurons, but not the size of the NSPC pool, was reduced in the ventral dentate gyrus in knock-in mice. Notably, this neurogenic decline was rescued by daily injecting mice with 10 mg/Kg of the antidepressant fluoxetine for twenty consecutive days. Sustained treatment also improved KI mice sociability and increased the number of c-Fos active adult-born neurons, compared with vehicle-injected KI mice. Our study uncovers neurogenesis-mediated alterations in the brain of R451C KI mouse, showing that the R451C Nlgn3 mutation leads to lasting, albeit pharmacologically reversible, changes in the brain, affecting neuron formation in the adult hippocampus. Our results suggest that fluoxetine can ameliorate social behaviour in KI mice, at least in part, by rescuing adult hippocampal neurogenesis, which may be relevant for the pharmacological treatment of ASDs.

Background Atypical arousal regulation may explain slower mean reaction time (MRT) in autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder compared with typical development. The locus coeruleus–norepinephrine system (LC-NE) underlies arousal regulation and adapts its activity to the utility of a task. LC-NE tonic and phasic activity are indexed by baseline pupil size (BPS) and stimulus-evoked pupillary response (SEPR). Methods The study assessed pupillometry in ASD (n = 31, 3 female/28 male), attention-deficit/hyperactivity disorder (n = 28, 3 female/25 male), and typically developing control subjects (n = 31, 16 female/15 male) during a visuospatial reaction-time task that manipulates arousal by conditions with low and high task utility. We estimated linear mixed models of BPS, SEPR, and MRT in a per-trial analysis to investigate arousal regulation of task performance. Results Slower MRT occurred in the ASD group compared with the typically developing control group during low-utility conditions while controlling for dimensional ASD and attention-deficit/hyperactivity disorder symptoms. In low-utility conditions, BPS and SEPR were inversely related and both were associated with faster MRT. Increased ASD symptoms across groups were associated with higher BPS during low-utility conditions. Changes in BPS and SEPR between task-utility conditions were smaller in the ASD group. Conclusions Slower visuospatial task performance in ASD is specific to low task utility. Arousal was associated with task performance and showed altered activity in ASD. Increased BPS during low-utility conditions suggested increased LC-NE tonic activity as an ASD symptom marker in children. Smaller changes in BPS and SEPR in ASD indicated attenuated LC-NE activity adaptation in response to high-utility conditions. Slower performance and atypical arousal regulation are probably associated with attenuated LC-NE activity adaptation.

Neurodevelopmental disorder, communication problems, and repetitive/stereotypic behaviour are all characteristics of autism, a severe developmental disorder. Even though the pathophysiological causes of autism are still unclear and contested in many cases, genetic and environmental factors (and their interactions) have been identified as contributing factors. While it is widely acknowledged that various factors can cause autism, environmental factors have received a great deal of attention recently. A large part of the international debate has focused on neurotoxins such as Lead, Iron, and Cadmium, with some arguing that these and other toxic metals have a role in the development of the condition. Methods: Between March and December 2020, the study is being performed in Iraq's Al-Anbar province. 75 autistic children and 20 volunteers children served as controls in the study, all of whom had confirmed DSM-V diagnoses. An atomic absorption spectrophotometer is used to test hair samples. Two heavy elements (Lead and Iron) and one trace element (Cadmium) are measured. The results are shown as significant high in Lead ,and Iron concentrations in Autistic compared with Control, and International Normal Value, more than Lead, and Iron considered as risk environment factor for ASD, While a cadmium concentration is expressed significant high in autism and slightly in control compare with International Normal Value, and considered no risk environmental factor in Iraqi populations. It could be due to the pollution of the Iraqi environment.

Tämä artikkeli käsittelee autismikirjon varhaisnuorten puheen prosodian havaittua epätyypillisyyttä. Kyseessä on pilottitutkimus, jonka aineisto koostuu viiden 11–13-vuotiaan suomea äidinkielenään puhuvan autismikirjon pojan ja kuuden samanikäisen neurotyypillisen pojan puhenäytteistä. Puhenäytteet on kerätty spontaanista puheesta. Aineiston pohjalta koostettiin havaintokoe, jonka suoritti 50 neurotyypillistä yliopisto-opiskelijaa. Tulokset osoittavat, että neurotyypilliset aikuiset pitävät autismikirjon varhaisnuorten puheen prosodiaa epätyypillisempänä kuin samanikäisten neurotyypillisten verrokkien puheen prosodiaa. Epätyypillisyyden vaikutelma voi akustisten analyysien ja arvioijien kirjallisten vastausten perusteella aiheutua esimerkiksi laulunomaisesta tai poukkoilevasta sävelkulusta, katkonaisesta puherytmistä, suurista sävelkulun vaihteluista tai poikkeavan tasaisesta sävelkulusta. Epätyypillisyyden vaikutelmaa voivat korostaa mm. morfosyntaktiset ongelmat (kuten esimerkiksi väärät sijamuodot tai katkonaiset lauserakenteet), epäselvät sanat tai veltto artikulointi. Nariseva ääni, joka oli tavallinen piirre puhenäytteissä, ei sen sijaan kiinnittänyt arvioijien huomiota. Autismikirjon poikien puheen arveltiin usein olevan ei-syntyperäisen suomen puhujan tuottamaa, vaikka kaikki informantit olivat syntyperäisiä, yksikielisiä suomen puhujia. Arvioijien oli myös usein vaikeaa ymmärtää, mitä autismikirjon henkilöt sanoivat puhenäytteissä. Tutkimuksen tulokset kasvattavat tietoisuutta prosodisista erityispiirteistä suomenkielisillä autismikirjon varhaisnuorilla., This study explores the perceived atypicality of the prosody of persons with autism spectrum disorder (ASD). The data consist of speech samples produced by 11- to 13-year-old Finnish- speaking boys with ASD (n = 5), and by age- and gender-matched controls (n = 6). The speech samples have been collected from spontaneous speech. A perception test was administered to 50 neurotypical university students ( n = 50). The results show that neurotypical adults find the prosody of preadolescent boys with ASD more atypical than the prosody of age- and gender-matched controls. According to the acoustic analyses and the written answers of the raters, the perceptions of atypicality may be generated by sing-song-like or bouncing pitch, disconnected speech rhythm, large pitch excursions or flatness of pitch. The impression of atypicality is further emphasized if there are occurrences of morpho-syntactic problems (such as wrong case endings and disconnected syntactic structures), if some words are unintelligible and if articulation is lethargic, for example. A creaky voice, which was common in the speech samples, did not attract the attention of the raters. The speech of the informants with ASD was frequently thought to have been produced by a non-native speaker of Finnish, although all the informants were monolingual speakers of the language. The raters also found it difficu to understand what the informants with ASD were saying in the speech samples. The results of this study have clinical implications in terms of increasing awareness of prosodic deficiencie among Finnish-speaking preadolescents with ASD.

It is a general acknowledgment that regular exercise improves physical and mental health. However, there are few studies on the benefits of sports activities for individuals with Autism Spectrum Disorder. This qualitative study used an interpretive descriptive approach. Seven volunteer parents who had children with autism between the ages of 10-23 attending a special education and rehabilitation center on the European Side of Istanbul were included in our study. Data was analyzed thematically. As a result, it was revealed that sports activities generally decrease the hyperactive and aggressive behaviors of individuals with autism, help the development of speech and communication skills, increase eye contact, increase joint flexibility and balance, improve attention and perception, and contribute positively to their socialization. In our study, it was mentioned by the parents that the most frequently preferred sports activity was swimming. Although individuals with autism subject to our study were reported to have benefited from sports activities, they could not continue sports activities regularly. The most important reason for this, was stated as the problem of accessibility to sports facilities. As a result; it can be concluded that sports activities are positively effective in overcoming physical, mental, behavioral and social problems in individuals with Autism Spectrum Disorder in general. Furthermore, we think that during sports activities, individuals with autism can find a chance to meet different people other than their families, thus improving their communication skills., Düzenli spor yapmanın fiziksel ve ruhsal sağlığı iyileştirdiği genel bir kabuldür. Fakat Otizm Spektrum Bozukluğuna sahip bireyler için spor etkinliklerinin yararlarına ilişkin az sayıda çalışma vardır. Bu nitel çalışmada yorumlayıcı betimsel bir yaklaşım kullanılmıştır. Çalışmamıza İstanbul Avrupa Yakası'nda bir özel eğitim ve rehabilitasyon merkezine devam eden 10-23 yaş arasında otizmli çocuğu olan yedi gönüllü ebeveyn dahil edildi. Veriler tematik olarak analiz edilmiştir. Yapılan görüşmeler sonucunda; spor etkinliklerinin genel olarak otizmli bireylerin hiperaktif, agresif davranışlarını azalttığı, konuşma ve iletişim becerilerinin gelişmesine yardımcı olduğu, göz temasını arttırdığı, eklem esnekliği ve dengeyi arttırdığı, dikkat ve algı artışında iyileşme sağladığı, otizmli bireylerin sosyalleşmesine olumlu katkılar sağladığı belirtilmiştir. Araştırmamızda en sık tercih edilen spor etkinliğinin ise yüzme sporu olduğu ifade edilmiştir. Araştırmamıza katılan otizmli bireyler spor etkinliklerinden fayda görmelerine rağmen düzenli biçimde spor etkinliklerine devam edememişlerdir; bunun en önemli nedeni ise spor imkanlarının erişilebilirliği problemi olarak belirtilmiştir. Sonuç olarak; spor etkinliklerinin, araştırmamızda yer alan Otizm Spektrum Bozukluğuna sahip bireylerde, genel anlamda fiziksel, ruhsal, davranışsal ve sosyal problemleri aşmalarında olumlu yönde etkili olduğu ortaya çıkmıştır. Ayrıca spor etkinlikleri sırasında otizmli bireylerin sosyal ortamlarda ailesi dışında farklı insanlarla karşılaşmalarının da iletişim becerilerinin iyileştirilmesinde önemli olduğunu düşünmekteyiz.

The research project highlights the use and creation of multimedia learning objects to improve the learning of special needs students. The researcher investigated how the audiovisual context had progressed into a new approach to learning that sharpens the analytical reasoning and rational social skills of special needs students. This research proposed a two-group pre-test – post-test qualitative research to measure the impact of multimedia learning objects in improving the learning abilities of students with special needs in schools. The experiment aimed to see that a multimedia education paradigm may benefit two groups of students with different learning impairments. It was aimed toward students with Autism or Down Syndrome under the age of 15. Many of these students are taught in ordinary special needs classrooms without special intervention tools. The findings suggest that multimedia technology in learning can assist students with learning disabilities. The well-thought-out system benefited autistic students, demonstrating the educational potential of a multimedia system. A plan targeted to one particular disability group may be more effective than a comprehensive system that tries to fulfill the needs of many different disability groups.

Our previous cross-sectional investigation (Chetcuti et al., 2020) showed that infants with autism traits could be divided into distinct subgroups based on temperament. This longitudinal study builds on this existing work by exploring the continuity of temperament subgroup classifications and their associations with behavioral/clinical phenotypic features from infancy to toddlerhood. 103 infants (68% male) showing early signs of autism were referred to the study by community healthcare professionals and seen for assessments when aged around 12-months (Time 1), 18-months (Time 2), and 24-months (Time 3). Latent profile analysis revealed inhibited/low positive, active/negative reactive, and sociable/well-regulated subgroups at each timepoint, and a unique reactive/regulated subgroup at Time 3. Cross-tabulations indicated a significant likelihood of children having a recurrent subgroup classification from one timepoint to the next, and no apparent patterns to the movement of children who did change from one subgroup to another over time. Temperament subgroups were associated with concurrent child social-emotional functioning and autism traits, but unrelated to child age, sex, or developmental level. These findings suggest that temperament subgroup classifications might represent a reliable and very early indicator of autism characteristics and social-emotional functioning among infants/toddlers with autism traits.

The aim of this narrative review was to examine intersectionality within critical autism studies. A growing body of evidence has demonstrated the importance of intersectional frameworks in highligh...

Resumo A partir de um conjunto heterogêneo de materiais (relatos autobiográficos, textos e reflexões produzidas por autistas e pessoas com demência, cenas e conversas em pesquisa de campo, imagens), este artigo mapeia relações entre formas expressivas dos modos de ver, mostrar e escrever processos neurológicos-mentais-cognitivos demenciais e neurodivergentes enquanto experiências que abrem possibilidades para pensar linguagem, pessoa, corpo, mente, mundo. Os materiais que transitam do pré-verbal ao verbal evidenciam tensões do fazer e da escrita etnográficos. Falas truncadas, palavras embaralhadas, desaparecidas, palavras-imagens, movimentos corporais em silêncio trazem desafios metodológicos, epistemológicos, ontológicos e éticos. Destacamos momentos que autistas e pessoas com demência nos falam de um mundo-outro e exploramos conceitualmente a experiência do entre para ficarmos no “limiar do entendimento”, traçar “linhas de fuga” ou “de errância” e aí transbordar o autismo e a demência da biomedicina para outras direções: da patologia ao páthos, do sintoma à experiência e a outro mundo possível. Abstract From a heterogeneous set of materials (autobiographical accounts, texts and reflections produced by autistics and people with dementia, scenes and conversations in field research, images), this article maps relations between expressive forms of the ways of seeing, showing and writing neurological-mental-cognitive dementia and neurodivergent processes as experiences that open possibilities for thinking language, person, body, mind, world. The materials that transition from pre-verbal to verbal highlight tensions of ethnographic doing and writing. Truncated speech, scrambled and missing words, word-images, silent body movements bring methodological, epistemological, ontological, and ethical challenges. We highlight moments when autistics and people with dementia tell us about a world-other and we conceptually explore the experience of the in-between to stay at the “threshold of understanding”. We trace “lines of escape” or “of wandering” and then overflow autism and dementia from biomedicine to other directions: from pathology to pathos, from symptom to experience and to another possible world.

Introduction: Autism is a heterogeneous neurodevelopmental disorder associated with social, cognitive and behavioral impairments. These impairments are often reported along with alteration of the brain structure such as abnormal changes in the grey matter (GM) density. However, it is not yet clear whether these changes could be used to differentiate various subtypes of autism spectrum disorder (ASD). Method: We compared the regional changes of GM density in ASD, Asperger's Syndrome (AS) individuals and a group of healthy controls (HC). In addition to regional changes itself, the amount of GM density changes in one region as compared to other brain regions was also calculated. We hypothesized that this structural covariance network could differentiate the AS individuals from the ASD and HC groups. Therefore, statistical analysis was performed on the MRI data of 70 male subjects including 26 ASD (age=14-50, IQ=92-132), 16 AS (age=7-58, IQ=93-133) and 28 HC (age=9-39, IQ=95-144). Result: The one-way ANOVA on the GM density of 116 anatomically separated regions showed significant differences among the groups. The pattern of structural covariance network indicated that covariation of GM density between the brain regions is altered in ASD. Conclusion: This changed structural covariance could be considered as a reason for less efficient segregation and integration of information in the brain that could lead to cognitive dysfunctions in autism. We hope these findings could improve our understanding about the pathobiology of autism and may pave the way towards a more effective intervention paradigm.

Smoothly curved objects elicit feelings of pleasantness, and tend to be preferred over angular objects. Furthermore, individual differences (i.e., art expertise, openness to experience, holistic thinking), and the complexity of the stimuli are known to moderate the effect. We extended the study of individual differences to two theoretically-relevant groups. Study 1 compared liking for curvature in individuals with autism and a matched neurotypical control group (for age, gender and IQ). Because preference for curvature depends on both sensory (visuospatial) and affective input, for which individuals with autism exhibit anomalies, we hypothesized a difference in preference for curved stimuli between the two groups. Study 2 examined preference for curvature in a group of quasi-expert students of design. Because working architects and designers tend to regard curved interior spaces as beautiful, we hypothesized to replicate this effect within quasi-experts as well, thereby extending the effect across levels of expertise. Using an identical methodology across both studies, we administered abstract stimuli consisting of irregular polygons (angular vs. curved) and patterns of coloured lines (angular vs. curved), as well as concrete stimuli consisting of images of interior spaces. Preference for curvature was confirmed with abstract stimuli in all three groups. For interior design, the curvature effect diminished in magnitude, and this was especially evident in individuals with autism. Interestingly, quasi-experts preferred rectilinear over curvilinear interiors. We discuss the results in relation to the impact of individual differences and expertise on preference for curvature, and their implication for design studies in ecologically valid settings.

The present study applies an approach to analyze the stress induced on people on the autism condition. Dedicated questionnaires were prepared, in order to guarantee an inclusive participation and then applied by means of two different surveys in living and extended care unit environments. Results permit to highlight that: (i) the four comfort domains show similar sensitivity trends, with acoustics having the greatest impact on people with autism spectrum disorder (ASD), while thermo-hygrometric, visual and IAQ sensitivity decreases as the stress scale increases; (ii) Severity of autism influenced the acoustic sensitivity, while age and the considered environment influenced thermo-hygrometric, visual and IAQ sensitivities. The proposed approach can be applied to well-being studies involving people with other types of conditions which could alter their perception of the built environment.

Cel pracyCel: ocena zmian w zakresie objętości istoty szarej w grupie adolescentów z ASD, spełniających kryteria dla zespołu Aspergera.MetodaMateriał i metoda: Badania morfometryczne oparte o pomiar voksela (Voxel Based Morphometry) wykonano u 37 nastolatków płci męskiej, w wieku od 12 do 19 lat (śr. 14,3 ± 2,0), z zaburzeniami ze spektrum autyzmu, którzy spełniali kryteria DSM-IV-TR dla zespołu Aspergera oraz 15 prawidłowo rozwijających się nastolatków dobranych pod względem wieku. Analizy statystyczne przeprowadzono na poziomie pWynikiWyniki: w grupie ASD wykazano zmniejszenie objętości istoty szarej w zakręcie przedśrodkowym i zaśrodkowym, górnym i środkowym zakręcie czołowym, górnym i dolnym płaciku ciemieniowym, przedklinku, przedniej i tylnej korze obręczy, zakręcie wrzecionowatym, zakręcie parahipokampalnym, zakręcie językowatym, środkowym obszarze potylicznym, klinku i zakręcie kątowym, okolicach bruzd ostrogowych oraz móżdżku; większość zmian była zlokalizowana obustronnie.WnioskiWnioski: zmniejszenie objętości istoty szarej w grupie osób z ASD w obszarach kory mózgowej, które funkcjonalnie można powiązać z charakterem deficytów obserwowanych w zaburzeniach ze spektrum autyzmu, podkreśla rolę nieprawidłowej budowy licznych struktur OUN w powstawaniu objawów obserwowanych w sferze poznawczej i behawioralnej.

Cel pracyCel: ocena aktywacji fMRI w trakcie wykonywania zadań semantycznych u adolescentów z ASD.MetodaMateriał: 44 praworęcznych nastolatków płci męskiej w wieku 12-19 lat (śr. 14,3 ± 2,0) - 31 z zaburzeniami ze spektrum autyzmu, którzy spełniali kryteria DSM-IV-TR dla zespołu Aspergera oraz 13 prawidłowo rozwijających się nastolatków dobranych pod względem wieku i ręczności. Metoda: Badania czynnościowe (fMRI) przeprowadzono w czasie podejmowania decyzji semantycznych i kontrolnych decyzji fonologicznych w trzech kategoriach zadań: rzeczowniki konkretne, czasowniki o znaczeniach mnogich, słowa opisujące stany umysłu. Analizy statystyczne przeprowadzono na poziomie pWynikiWyniki: w grupie ASD niższy sygnał BOLD wykazano w wielu obszarach mózgu (m.in. przedklinek, tylna część zakrętu obręczy, zakręt kątowy, zakręt parahipokampalny) niezależnie od kategorii zadania oraz sposobu przetwarzania. Najmniejsze różnice dla przetwarzania semantycznego stwierdzono dla rzeczowników konkretnych, największe dla słów opisujących stany umysłu.WnioskiWnioski: obecność odmiennych wzorców aktywacji w grupie ASD podkreśla rolę nieprawidłowej organizacji funkcjonalnej obszarów OUN związanych nie tylko z funkcjami językowymi w powstawaniu deficytów semantycznych.

Attention-deficit/hyperactivity disorder (ADHD) and autism are neurodevelopmental disorders that emerge in childhood. There is increasing recognition that ADHD and autism frequently co-occur. Yet, questions remain among clinicians regarding the best ways to evaluate and treat co-occurring autism and ADHD. This review outlines issues relevant to providing evidence-based practice to individuals and families who may be experiencing difficulties associated with co-occurring autism and ADHD. After describing the complexities of the co-occurrence of autism and ADHD, we present practical considerations for best practice assessment and treatment of co-occurring autism and ADHD. Regarding assessment, this includes considerations for interviewing parents/caregivers and youth, using validated parent and teacher rating scales, conducting cognitive assessments, and conducting behavior observations. Regarding treatment, consideration is given to behavioral management, school-based interventions, social skills development, and the use of medications. Throughout, we note the quality of evidence that supports a particular component of assessment or treatment, highlighting when evidence is most relevant to those with co-occurring autism and ADHD across stages of development. In light of the current evidence for assessment and treatment of co-occurring autism and ADHD, we conclude by outlining practical implications for clinical and educational practice.

Autism spectrum disorder (ASD) is a neurological condition that directly affects brain functions and can culminate in delayed intellectual development, problems in verbal communication, difficulties in social interaction, and stereotyped behaviors. Its etiology reveals a genetic basis that can be strongly influenced by socio-environmental factors. Ion channels controlled by ligand voltage-activated calcium, sodium, and potassium channels may play important roles in modulating sensory and cognitive responses, and their dysfunctions may be closely associated with neurodevelopmental disorders such as ASD. This is due to ionic flow, which is of paramount importance to maintaining physiological conditions in the central nervous system and triggers action potentials, gene expression, and cell signaling. However, since ASD is a multifactorial disease, treatment is directed only to secondary symptoms. Therefore, this research aims to gather evidence concerning the principal pathophysiological mechanisms involving ion channels in order to recognize their importance as therapeutic targets for the treatment of central and secondary ASD symptoms.

Az „én” és az identitás fejlődése szempontjából az óvodás évek meghatározóak. Jelen tanulmányban ezért elsősorban az óvodáskorra jellemző fejlődési út kerül több irányból bemutatásra, kiegészítve a „tipikus” fejlődés fonalát autizmus spektrumba tartozó tanítványok identitásának alakulására vonatkozó tapasztalatok megosztásával. Az autizmus spektrumba tartozó gyermekek nemi identitás fejlődésére vonatkozó kutatások szűk körűek, többségében egyéni eseteket bemutató leírások (Mukkades, 2002; Schalkwyk, Klingensmith és Volkmar, 2015).A kis mintás kutatás (N = 4) arra kereste a választ, hogy a nemekről való tudás milyen jellemzői figyelhetők meg az autizmus spektrumba tartozó óvodások esetében. Az 5–7 év közötti, jó képességű, integrált óvodába járó, autizmus spektrumba tartozó fiúgyermekekkel folytatott beszélgetés és közös játék tapasztalatai azt mutatták, hogy a nemekről alkotott tudásuk és saját nemi identitásuk a „tipikus” fejlődési utat követve történik.

Peer reviewed: True, Autism and attention deficit hyperactivity disorder are common behaviourally diagnosed conditions. One of the key aspects of diagnosis is clinical judgement. Yet despite decades of research, it is only in recent times that researchers have started exploring clinicians' perspectives on diagnosing these conditions. We aimed to add to this body of knowledge by conducting interviews with 17 experienced health care professionals in the United Kingdom to hear their perspectives on diagnosing autism and attention deficit hyperactivity disorder. Clinicians reflected that for some children and young people, diagnosis is reasonably straightforward; however, in other situations, decisions are made on more pragmatic grounds (i.e. will this be helpful). We identified some differences of opinion between professionals and organisation which adds to the complexity of applying a diagnosis. We recommend several areas for future research and point to some practical and philosophical implications of the work.

The aim of this meta-analysis is to investigate the effectiveness of serious games on social and cognitive skills of children with an intellectual disability (ID) and/or autism spectrum disorder (ASD). Randomised controlled trials of the effectiveness of serious games were identified through a systematic search of PubMed, Web of Science, PsycINFO, and Embase, using keywords related to serious games and the target groups. Eleven studies with a total of 654 participants (mean age 4–11 years) were included. The methodological quality of the studies was assessed using the Cochrane risk of bias assessment tool V2. Serious games were associated with improved adaptive and cognitive skills of children with ID or ASD compared with controls, with a small effect size (g = 0.420, 95% confidence interval 0.130–0.710; p = .009; number needed to treat = 4.28), with moderate to high heterogeneity. Multiple influence analyses showed that zero heterogeneity could be achieved with exclusion of three studies, one by one, while retaining a significant effect size. Moderation analyses showed no significant differences between the skills examined, the type of controls, involvement of another person, duration of the intervention, or age of the children. These findings indicate that serious games are linked to improvements in adaptive and cognitive functioning of children with ID or ASD, but the association is not necessarily straightforward. Although more study is needed into the effective elements of these games, these results represent an important first step in implementing serious games proven to strengthen daily functioning and social participation of children with ID or ASD.

Introduction: Schizophrenia (SZ) and Autism Spectrum Disorders (ASD) both have life-long and negative impacts on the individuals. In contrast to ASD, SZ occurs “rarely” in childhood (before the age of 13) which is called Childhood-Onset Schizophrenia (COS). Although COS and ASD have distinct pathologies, they exhibit common characteristics since they were described first. One of the most important commonalities is overlapping language and communication features. Till now, it is known that there is no integrative model related to the mutual language characteristics and underlying neurogenetic factors covering both of these disorders. Therefore, this literature review aimed to reveal previous research reporting both diverging and converging language issues with regards to these populations. The information presented in this review also aimed to help special education professionals about noticing the children who might present the features of COS. For this aim, firstly, the historical backgrounds of the disorders were given. Later, the language and communication features of COS and ASD including the overlapping characteristics were presented in light of previous research.Discussion: Studies showed that pragmatic limitations could be observed within both populations. Atypical language characteristics such as echolalia and self-talk could also be mutually observed. A need for future studies exploring the morphological and semantic levels of COS and ASD was emphasized. Furthermore, it was proposed that retrospective and prospective studies could be designed with a large sample. The connection between language and pretend play or executive functions could be examined.

The aim of this meta-analysis is to investigate the effectiveness of serious games on social and cognitive skills of children with an intellectual disability (ID) and/or autism spectrum disorder (ASD). Randomised controlled trials of the effectiveness of serious games were identified through a systematic search of PubMed, Web of Science, PsycINFO, and Embase, using keywords related to serious games and the target groups. Eleven studies with a total of 654 participants (mean age 4–11 years) were included. The methodological quality of the studies was assessed using the Cochrane risk of bias assessment tool V2. Serious games were associated with improved adaptive and cognitive skills of children with ID or ASD compared with controls, with a small effect size (g = 0.420, 95% confidence interval 0.130–0.710; p = .009; number needed to treat = 4.28), with moderate to high heterogeneity. Multiple influence analyses showed that zero heterogeneity could be achieved with exclusion of three studies, one by one, while retaining a significant effect size. Moderation analyses showed no significant differences between the skills examined, the type of controls, involvement of another person, duration of the intervention, or age of the children. These findings indicate that serious games are linked to improvements in adaptive and cognitive functioning of children with ID or ASD, but the association is not necessarily straightforward. Although more study is needed into the effective elements of these games, these results represent an important first step in implementing serious games proven to strengthen daily functioning and social participation of children with ID or ASD.

IntroductionThis study aimed to compare phone, email, or text message recruitment strategies for engaging parents of autistic children in an online survey.MethodIn this randomized study, a sample of 1,624 parents of autistic children spectrum disorder (autism) from an integrated health system in Southern California were sent an initial mailed letter and email simultaneously for baseline survey outreach. Then, participants were randomly assigned to one of three follow-up recruitment groups: phone, email, or text message. We compared the efficacy of recruitment strategies in multivariate models.ResultsAll three follow-up methods were equally effective for eliciting a survey response. Parents of girls were less likely to respond to survey outreach attempts than parents of boys.DiscussionMultiple modalities of survey recruitment, including digital and mobile approaches, effectively recruit parents of children in research.

Children with autism spectrum disorder (ASD) are usually unable to express abdominal discomfort properly, and thus gastrointestinal symptoms (GIS) are sometimes shadowed by aggression, which is sometimes misunderstood as a behavioral characteristic of ASD. Several studies have reported interesting correlations between the severity of behavioral and gastrointestinal symptoms in ASD children. The present study aimed to investigate the potential effects of probiotics as an adjuvant therapy to modulate the clinical status of ASD children. This study included 40 children with ASD aged 2-5 years. The feeding product was prepared from whey powder (without casein) and some minced cooked yellow vegetables in adequate ratios fortified with the studied probiotic strains (Bifidobacterium spp. and Lactobacillus spp.). Bifidobacterium strains were assessed from stool samples of children with ASD. Bifidobacterium strains were analyzed in the stools of ASD children. Recruited ASD patients received 10 g of the nutritional supplement once a day for 3 months. Childhood Autism Rating Scale (CARS) and Autism Diagnostic Interview-Revised (ADIR) were reevaluated clinically. Questionnaire on Pediatric Gastrointestinal Symptoms-Rome III Version was used for all children with ASD before and after. There is a significant increase in the colony counts of both Bifidobacterium spp. and Lactobacillus spp., which present in the stool of ASD children after probiotic supplementation for 3 months. It was highly significant in the case of Bifidobacterium spp. (p value 0.000) and a significant increase in Lactobacillus spp. (p value 0.015). The present study showed reduced anxiety and observation of deep sleep for children with ASD (80%) after taking the supplementation. This indicates that probiotics may have a potential effect in reducing symptoms and severity of ASD and in correcting dysbiosis.

Choline, folic acid, and Vitamin D are essential for fetal brain development that may be the first steps in the pathogenesis of the psychotic spectrum. Micronutrient deficiencies have been associated with changes in fetal brain development, manifest as early problems in childhood behavior, and cognition, and later as increased incidence of psychotic and autism spectrum disorders. Micronutrient supplements may not only prevent deficiency, but they may also positively affect brain development in the context of other maternal risk factors, including maternal infection, stress, inflammation, and substance abuse. Many genes associated with later psychotic illness are highly expressed in the fetal brain, where they are responsible for various neurodevelopmental mechanisms. Interaction of micronutrient vitamins with these genetically programmed mechanisms to prevent pathological brain development associated with later psychosis is under active investigation. In addition to their effects on brain development, micronutrient vitamins have effects on other aspects of gestation and fetal development, including the prevention of premature delivery and other developmental abnormalities. Supplemental micronutrient vitamins should be part of good prenatal care, as has already happened for folic acid and Vitamin D and is now advocated by the American Medical Association for choline. The benefits of these micronutrient supplements include protection of brain development and the possibility of decreased risk for future psychotic disorders in those children who are either genetically or environmentally vulnerable. The purpose of this review is to present the current evidence supporting the safety and effectiveness of micronutrients in gestation and to suggest areas for future research.

In recent years, the prevalence of autism spectrum disorder (ASD) has been proliferating rapidly around the world. This paper aims to provide a comprehensive survey of the diagnosis and intervention for autistic children. Two assessment framework are introduced first to provide theoretical support for autistic engineering technologies: international classification of diagnosis (ICD) and international classification of functionalities (ICF). Then autistic diagnosis and intervention techniques are presented respectively with different modalities. Multi-modal sensing strategies for autism assessment are summarized subsequently. Finally the paper is concluded with future directions and challenges. This paper overviews state-of-the-art researches in the field of autistic diagnosis and intervention theory and applications giving priority to ICF based solutions.

International audience; Purpose: Neurodevelopmental disorders (NDDs), such as intellectual disability (ID) and autism spectrum disorder (ASD), exhibit genetic and phenotypic heterogeneity, making them difficult to differentiate without a molecular diagnosis. The Clinical Genome Resource Intellectual Disability/Autism Gene Curation Expert Panel (GCEP) uses systematic curation to distinguish ID/ASD genes that are appropriate for clinical testing (ie, with substantial evidence supporting their relationship to disease) from those that are not.Methods: Using the Clinical Genome Resource gene-disease validity curation framework, the ID/Autism GCEP classified genes frequently included on clinical ID/ASD testing panels as Definitive, Strong, Moderate, Limited, Disputed, Refuted, or No Known Disease Relationship.Results: As of September 2021, 156 gene-disease pairs have been evaluated. Although most (75%) were determined to have definitive roles in NDDs, 22 (14%) genes evaluated had either Limited or Disputed evidence. Such genes are currently not recommended for use in clinical testing owing to the limited ability to assess the effect of identified variants.Conclusion: Our understanding of gene-disease relationships evolves over time; new relationships are discovered and previously-held conclusions may be questioned. Without periodic re-examination, inaccurate gene-disease claims may be perpetuated. The ID/Autism GCEP will continue to evaluate these claims to improve diagnosis and clinical care for NDDs.

Elevated caregiver strain is common and linked to poor health in parents of children with autism. Yet, little research has examined caregiver strain longitudinally and in geographically diverse samples of parents whose children have autism. This study aimed to (1) examine change in caregiver strain and (2) determine correlates of improved caregiver strain in North American parents of children with autism. This was a secondary analysis of data from the Autism Treatment Network Registry Call-Back Study, conducted from 2015 to 2017 on a random sample of children with autism spectrum disorder at 12 clinical sites in the United States or Canada. Child assessments and parent-reported questionnaires were completed at two time points 1 year apart. Caregiver strain was assessed with the Caregiver Strain Questionnaire. In total, 368 children had caregiver strain data at both times. Mean caregiver strain in parents did not significantly change between Times 1 and 2 (mean difference = 0.05, t(360) = 0.1, p = 0.92). Improved caregiver strain between Times 1 and 2 was associated with improved child adaptive functioning and externalizing problem behaviors. Caregiver strain was persistent and multi-factorial. Parent training to manage challenging child behaviors and adaptively cope may benefit this vulnerable parent population. Lay abstract Caregiver strain is the adverse impact that parents of children with emotional and behavioral issues including autism often experience (e.g. negative consequences of caregiving such as financial strain and social isolation; negative feelings that are internal to the caregiver such as worry and guilt; and negative feelings directed toward the child such as anger or resentment). This study showed that on average caregiver strain did not significantly change in North American parents of children with autism during a 2-year period. Improved caregiver strain was linked to improved child functioning and behavior. Routine assessment of caregiver strain and referral to evidence-based programming and supports may help alleviate some of the burden that families of children with autism commonly experience.

Previous research has shown that children with autism spectrum disorder (ASD) may struggle to engage in social play, which may impact their willingness to engage in contextually appropriate cooperative play (Koegel et al., 2014). Researchers suggest that activity schedules targeting cooperative play may increase appropriate play for children with ASD (Brodhead et al.,2014; Pellegrino, 2018). However, previous studies did not include opportunities for interactive choice responding or the implementation of generic picture cues during script training. We investigated the impact of a linked digital activity schedule on promoting cooperative thematic play in children with ASD. Six children with ASD engaged in cooperative thematic play scenarios with a peer while utilizing the linked digital activity schedule with time delay prompts. Results indicate that the implementation of the linked digital activity schedule with time delay prompts facilitated appropriate thematic play responding for all participants. However, the intervention did not produce significant evidence of increased novel vocal responses, higher affect, or consistent generalization of contextually appropriate cooperative play to the home setting. Overall, caregivers expressed support for the linked digital activity schedule teaching procedures. These findings suggest that linked digital activity schedules may be an effective approach to promoting cooperative thematic play in children with ASD. However, further research is needed to explore strategies for enhancing the efficacy of this approach for broader developmental outcomes.

Resumo Este estudo investigou o poder de predição das subescalas do Questionário de Capacidades e Dificuldades (SDQ) para o diagnóstico de transtorno de déficit de atenção e hiperatividade (TDAH) e transtorno do espectro autista (TEA) na avaliação de pais e professores. Participaram 108 crianças entre 4 e 12 anos (controles n=72) sendo o grupo clínico composto por crianças com diagnóstico psiquiátrico. Análises multivariadas de variância verificaram as similaridades e diferenças entre os grupos nas subescalas e modelos de regressão logística foram testados para analisar o poder de predição. Os grupos clínicos apresentaram dificuldades em todas as subescalas e as crianças com TEA diferiram-se das com TDAH apenas em sintomas emocionais. O comportamento pró-social foi preditivo para os dois transtornos. Especificidades e divergências foram encontradas no poder preditivo das demais subescalas para ambos os grupos e avaliações. Discute-se o potencial do SDQ para auxílio diagnóstico do TDAH e TEA em diferentes contextos. Abstract This study investigated the predictive power of the Strengths and Difficulties Questionnaire (SDQ) subscales for the diagnosis of attention deficit hyperactivity disorder (ADHD) and autistic spectrum disorder (ASD) in the evaluation of parents and teachers. Participants were 108 children between 4 and 12 years (controls n = 72) and clinical group presented psychiatric diagnosis. Multivariate analysis of variance verified the similarities and differences between the groups in the subscales, and logistic regression models to analyze the predictive power. Clinical groups presented difficulties in all subscales, and the children with ASD differed from those with ADHD only in emotional problems. Pro-social behavior was predictive for both disorders. Specificities and divergences were found in the predictive power of the other subscales for both groups and evaluators. We discuss the relevance of SDQ to aid diagnosis of ADHD and ASD in different contexts. Resumen Este estudio investigó el poder predictivo de las subescalas del Cuestionario de Capacidades y Dificultades (SDQ) para el diagnóstico de trastorno por déficit de atención con hiperactividad (TDAH) y trastorno del espectro autista (TEA) en la evaluación de padres y profesores. Participaron 108 niños entre 4 y 12 años (controles n = 72), estando el grupo clínico compuesto por niños con diagnóstico psiquiátrico. Los análisis multivariados de varianza verificaron las similitudes y diferencias entre grupos en las subescalas y se generaron modelos de regresión logística para analizar el poder predictivo. Los grupos clínicos tenían dificultades en todas las subescalas y los niños con TEA se diferenciaban de los que tenían TDAH solo en los síntomas emocionales. Se encontraron especificidades y divergencias en el poder predictivo de las otras subescalas tanto para grupos como para evaluaciones. Este estudio indicó el potencial de SDQ para ayudar al diagnóstico de TDAH y TEA en diferentes contextos.

People with disabilities in the Bangladeshi society complain of various forms of discrimination, abuse, neglect and embarrassing experiences. Behind this is a huge lack of awareness.Socially there is also a belief that " Disability is a curse and is a punishment for sin." According to a survey conducted by the Bangladesh Bureau of Statistics, the rate of disability in Bangladesh is 9% of the total population. Many of these people are currently working in various respectable positions. But in daily life, these disabled people are often subjected to embarrassing behavior in their daily life. Question is how to befriend them? how to behave?&nbsp

Slides for a presentation given at the 2023 Bioinformatics Open Source Conference

Scoping review: Does Psychoeducation for Non-Epileptic Seizures increase quality of life and/or decrease seizure occurrence? This research examined the content and efficacy of psychoeducational interventions for non-epileptic seizures (NES) in terms of seizure frequency and quality of life. Databases were searched and seventeen eligible studies identified. Findings revealed that components and modalities of interventions varied greatly, though all included information about NES, its symptomology and the mind-body link. Methods of evaluating the interventions also varied and though reporting on significance of findings was inconsistent, there was a general trend in symptom reduction and improvement in general wellbeing. Findings illustrate that psychoeducation has potential benefit as an intervention in its own right, however inconsistency in the findings suggests that psychoeducation is unlikely to be a sufficient intervention as a standalone treatment for most people and may be best placed as a second step in a stepped care model, between initial diagnosis and further psychological treatment. Furthermore, the present literature needs replication and greater sample sizes for more certain conclusions to be drawn. Service Improvement Project: Decision making in NF2 Hearing Interventions The project aimed to understand experiences of people with Neurofibromatosis type 2 (NF2) under the Oxford and South West service, in terms of psychological impact of NF2 and support required for decisions to take up hearing interventions (hearing aids, auditory brain stem implants (ABI) and cochlear implants (CI)). Fifty surveys were completed and analysed. Qualitative findings demonstrated physical symptoms contributed to emotional distress, social isolation and challenged sense of identity. Quantitative findings showed people generally felt informed and ready to take up hearing interventions, with many feeling satisfied with the outcome. People without CI/ABI expressed that surgery risk and visibility of devices were barriers. Service recommendations include increasing accessibility of psychological support before interventions, greater provision of information, and consideration of communication and emotional needs of patients. Theory Driven Research Project: How do autistic traits influence affirmative experiences of gender identity? This research examined the experiences of gender diverse people with differing levels of autism spectrum disorder (ASD) traits in their physical and social affirmations of gender. Responses to an online survey were split into two groups and analysed according to high and low ASD trait levels. Findings revealed that no differences existed between the groups in importance and sense of passing as their identified gender. There were also no differences between groups in social belonging to gender diverse groups and gender congruence. The only significant difference found was that people with higher levels of ASD traits reported lower psychological functioning. Thus, services need to be mindful of ensuring they are autism-informed in their standard approach and recognise the additional stress that ASD can place on wellbeing. This is particularly salient when people belong to multiple minority groups where impression management occurs across an intersection of stigmatised identities.

Introduction: Autism is a complex neurodevelopmental disorder that affects behavior. People with autism also face difficulties in social and emotional reciprocity and a reduced interest in sharing emotions or feelings. They often fail to respond to social interactions. A child with autism spectrum disorder (ASD) may have challenging behaviors that educators, parents, and siblings find difficult. The aim of this article is to present results of the research using Motivation Assessment Scale (MAS) for detecting motivation of the behavior of children with autism in primary school. Methodology: A total number of 35 participants were took part in this research, where 31 participants were children with autism and 4 of the participants were special educators. The research methods used for the study were descriptive and as instrument a questionnaire (MAS-test) was used to detect those situations in which an individual is likely to behave in certain ways, by selecting a behavior that is of particular interest. Results: Our results showed that our respondents have the following behaviors more often: screaming loud, clapping their hands, tendency to hide their head, constantly shaking their head, hitting (face, head, body), dragging, spiting at the educator, parent, adults, singing and vocal stereotypes, talking to themself, crying, desire to go home and scratching. Some of the results show that children’s screaming is motivated by the need of attention, while continuous behavior with hand clapping is motivated by sensory reasons, and avoidance usually is presented by hitting behavior (face, head, body). Conclusion: According to our results we can conclude that challenging behavior is very often in children with autism that visit schools, mainstream or special. To prevent these behaviors, it is necessary to know the motive. Therefore, teachers and professionals need to have knowledge of applying simple tests to detect the behavior of children with autism to prevent it. Children with autism have their own strengths that can only arise when the challenging behavior is removed. These strengths are needed and should be used to successfully pass the educational process and be able to integrate into society. &nbsp

Parent-delivered, low-intensity interventions such asthe Early Start Denver Model (ESDM) could provide acost-effective solution to excessive delays between adiagnosis of autism and the provision of earlyintensive behavioural intervention. In this proof-of-concept study conducted in Quebec, 18 familiesparticipated in a 13-week ESDM-based training andcoaching intervention. Some improvements wereobserved in terms of children’s developmental skillsand, to a lesser degree, challenging behaviours. Parents’ teaching skills (intervention fidelity),parental sense of competence, and family quality oflife also improved between baseline and the end of theprogram. These preliminary findings are promisingand indicate an appropriate level of readiness to conduct the second phase of the evaluation of ESDMfor parents (i.e., P-ESDM).