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The article presents a study which investigates the contributions to depression in Latino mothers with and without retarded children. It focuses on Latino mothers' well-being, and how this is affected by having a child with mental retardation. The variable of interest is depression, as depression in adults is one of the nation's major health problems, with significant consequences for children. Also, variables of interest were grouped into five conceptual domains: Demographics, acculturation, health, personal and coping resources, and family climate. Demographic indicators include mothers' age, education, employment status, and family income. Depression was elevated in both Latino samples relative to a normative group. Furthermore, Latino mothers who had children with mental retardation showed significantly higher levels of depressive symptomatology relative to controls. Depression was predicted by low family cohesion, poor health of the mother, absence of spouse or partner, less use of passive appraisal as a coping strategy, and presence of a child with mental retardation.

The article presents interviews with 62 families who have institutionalized their mentally retarded children. It describes aspects of the decision making process, including post-placement adjustment and satisfaction to these families and relates children's age and the size of the placement setting to families' placement experiences. Parents were invited to participate in an interview study, without compensation, to share their experiences with placement. They signed informed consent forms detailing their rights, including confidentiality and freedom to decline answering any questions. Respondents' recollections about the initiation of the placement process were vivid and emotional. The pressures to place a child often had built up over an extended period of time. Over half of the parents interviewed reported no specific precipitating event, noting that placement followed a gradual accumulation of child-related stressors. Twenty-three percent of respondents noted a parent-related event, typically related to one or more life changes-death of a spouse, deteriorating health, or changes in job, finances, marital status, or marital adjustment.

Background: Considering the COVID-19 pandemic, understanding the reliability, validity, social validity, and feasibility of using telehealth to diagnose ASD is a critical public health issue. This paper examines evidence supporting the use of telehealth methods to diagnose ASD and outlines the necessary modifications and adaptations to support telehealth diagnosis. Methods and procedures: Studies were identified by searching PubMed and PsychInfo electronic databases and references lists of relevant articles. Only peer reviewed articles published in English with a focus on using telehealth for the purposes of diagnosing ASD were included. Searches were conducted through June 3rd, 2021. Outcomes and results: A total of 10 studies were identified as meeting inclusion criteria. Of the eight papers that reported on reliability (e.g., accuracy), telehealth methods to diagnose ASD were between 80–91% accurate when compared with traditional in-person diagnosis. Six studies reported on validity (i.e., sensitivity and/or specificity). All six studies calculated sensitivity, with values ranging from 75% and 100%. Five of the six studies calculated specificity, with values ranging from 68.75% and 100%. The seven papers that reported social validity indicated that caregivers, as well as adult participants and clinicians, were mostly satisfied with telehealth. Feasibility was reported by seven studies and suggests that telehealth methods appear largely viable, though some challenges were reported. Conclusions and implications: Although findings reviewed here are promising, more research is needed to verify the accuracy, validity, and feasibility of utilizing telehealth to diagnose ASD. Studies with larger sample sizes and samples across sites will be critical, as these will allow clinicians to identify subjects most likely to benefit from telehealth as well as those more likely to require an in-person assessment. This research is important not only due to the current pandemic, but also due to increased prevalence rates of ASD and an insufficient number of diagnostic providers—particularly in rural and/or otherwise under-served communities. [ABSTRACT FROM AUTHOR]

Background: Families face substantial barriers to timely assessment and intervention services for their children, particularly in remote areas. This study reports results of a survey in an effort to promote better service options for underserved children with autism spectrum disorder (ASD) and their families in the Inland Empire region of California. Method: Parents, medical practitioners, and service providers (N = 90) completed surveys of unmet needs. Results were analyzed quantitatively and qualitatively. Results: Only 13% of participants felt that service/healthcare needs were currently met; specific needs included: (1) increased access to a variety of services, (2) overcoming barriers to treatment and/or evaluation services, and (3) additional training and/or education for medical practitioners and service providers. Conclusions: There is a critical need for increased access to comprehensive assessment and services. Recommendations include increased practitioner training and the development of comprehensive services such as an autism centre that focuses on research, education, and service in developmental disabilities. [ABSTRACT FROM AUTHOR]

The reward system has been implicated as a potential neural mechanism underlying social-communication deficits in individuals with autism spectrum disorder (ASD). However, it remains unclear whether the neural reward system in ASD is sensitive to behavioral interventions. The current study measured the reward positivity (RewP) in response to social and nonsocial stimuli in seven adolescents with ASD before and after participation in the Program for the Education and Enrichment of Relational Skills (PEERS®) intervention. This study also included seven neurotypical adolescents who were tested at two time points but did not receive intervention. We examined the RewP across the course of a task by comparing brain activity during the first versus second half of trials to understand patterns of responsivity over time. Improvements in social skills and decreased social-communication impairments for teens with ASD were observed after PEERS®. Event-related potential (ERP) results suggested increased reward sensitivity during the first half of trials in the ASD group after intervention. Adolescents with ASD who exhibited less reward-related brain activity before intervention demonstrated the greatest behavioral benefits from the intervention. These findings have implications for how neuroscience can be used as an objective outcome measure before and after intervention in ASD. [ABSTRACT FROM AUTHOR]