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Recruiting neurodiverse talent has increasingly featured on the organizational diversity agenda, yet recruitment practices geared toward locating and attracting neurodivergent candidates remain understudied. While research and practice have shown that employee referral is one of the channels through which a significant part of new talent is recruited, little is known about employees' willingness to refer qualified social contacts who are neurodivergent. We address this limitation by investigating employees' willingness to refer highly qualified candidates on the autism spectrum and some conditions under which they are more or less likely to refer such candidates. We explore these aspects in a study of working individuals, using a mixed‐method approach. The quantitative analysis shows that disclosure of an autism condition to potential referrers might pose some advantage, in that it increases the likelihood of being referred, but this advantage accrues only to male candidates. Furthermore, cues that hint at the social dimension of the "ideal worker," commonly used in job recruitment materials, are the strongest deterrent for referrers. The qualitative analysis of the reasons behind decisions to refer sheds light on some mechanisms that might explain these findings. [ABSTRACT FROM AUTHOR]

Based on research on meta‐stereotypes and signaling theory, we examined the effects of organizational signaling on the attraction of autistic applicants. Our model predicted that meta‐stereotypes and the combination of expressed and evidence‐based autism‐conscious signals would have simple and joint effects on candidates' fit perceptions, which would, in turn, affect their job pursuit intentions. Further, we expected that the effect of signaling on our outcomes would be weaker among candidates with strong negative autism meta‐stereotypes. Prior to testing our hypotheses, we conducted a focus group to determine the supports that autistic job seekers deemed most important. As the ability to work from home (WFH) was overwhelmingly the most cited support, we included this as our evidence‐based signal. Specifically, we examined the combined effect of disability‐conscious (vs. disability‐blind) diversity statements and WFH (vs. retirement benefits) on expected fit and subsequent job pursuit intentions. Both meta‐stereotypes and combined signals significantly influenced fit expectations. Further, the autism‐friendly signals significantly affected the fit of candidates with weak and moderate negative meta‐stereotype, but not the fit of candidates with strong meta‐stereotypes. In addition, our results indicate that the signal x meta‐stereotype interaction had an indirect effect on job pursuit intentions. Findings are discussed vis‐à‐vis the research on signaling theory and practical guidance is offered to employers seeking to attract the growing number of autistic job seekers. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective Method Results Discussion Our understanding of the impact of eating disorders (ED) treatment in Autistic people remains elusive. Research has begun to explore ED treatment outcomes and experiences in this population, however current understandings are poorly integrated. The current review therefore sought to explore the impact of ED treatment on Autistic people and those with higher Autistic traits.A convergent, segregated approach was used, independently evaluating quantitative then qualitative studies before integrating findings into a coherent narrative synthesis.Autistic people and people with higher Autistic traits report poorer experiences of treatment and may be at increased risk of inpatient admission and prolonged inpatient treatment, possibly explained by difficulties with treatment timeframes and a lack of autism‐informed support. Both groups reported similar improvements in ED symptoms and BMI. Higher rates of psychosocial difficulties pre‐and post‐treatment were reported in those with higher Autistic traits, and emotion‐focused interventions were felt to be particularly relevant to Autistic presentations of EDs. Concerns were reported as to how well aligned group‐based programs and cognitive‐based interventions are for Autistic individuals and those reporting higher Autistic traits.Future research in diagnosed autism samples is urgently needed to develop a more robust understanding of Autistic outcomes and experiences. Review findings demonstrate the need for increased understanding of ED presentations and the possible need for treatment adaptations, for Autistic people or those with higher Autistic traits. [ABSTRACT FROM AUTHOR]

A substantial portion of interventions designed to support autistic children are also designed to be delivered by caregivers (i.e. are ‘caregiver‐mediated’). Brown et al. (Journal of Child Psychology and Psychiatry, 2024) are one of the first groups to critically examine the baseline skills that caregivers bring as they prepare to learn a class of interventions called Naturalistic Developmental Behavioral Interventions (NDBIs), which are designed to support social communication growth in young autistic children. This commentary commends Brown and colleagues for their focus on caregivers, a linchpin within the increasingly prominent caregiver‐mediated process of intervention delivery. However, it is imperative that future research understand the potential adverse effects and supports that are needed to bolster caregivers in this crucial role. We present six recommendations for research on caregiver‐mediated interventions that build on Brown and colleagues' work and address these needs, which involve: caregiver supports, equitable samples, community settings, adaptive designs, general principles, and implications for NDBI dissemination. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective Method Results Discussion The present meta‐analysis aims to assess whether individuals with anorexia nervosa (AN) demonstrate elevated autistic traits, to explore potential associations between autistic traits and eating disorder symptoms; as well as to estimate the prevalence of a positive screen for autism spectrum disorder (ASD) assessed via Autism Diagnostic Observation Schedule (ADOS), in AN.A systematic literature search was conducted in PsycINFO, MEDLINE, and Web of Science in August 2023 and later updated in April 2024 to identify relevant studies. Twenty‐two studies with 1172 AN patients and 2747 healthy controls (HCs) met the inclusion criteria.There was a significant difference between AN and HC groups in autistic traits (g = 0.88, CI = 0.65–1.12), and a significant but modest correlation was found between autistic traits and severity of eating disorder symptoms (r = 0.28, CI = 0.11–0.44). Proportion meta‐analysis indicated that 29% (CI = 0.19–0.38) of children and adults scored above the cut‐off for ASD.The current findings suggest that AN frequently overlaps with both autistic traits and autistic symptomatology. Therefore, it is essential to evaluate autism and autistic traits in individuals with AN to tailor individualized treatment plans. [ABSTRACT FROM AUTHOR]

There is increasing evidence of mitochondrial dysfunction in autism spectrum disorders (ASD), but the causal relationships are unclear. In an ASD patient whose identical twin was unaffected, we identified a postzygotic mosaic mutation p.Q639* in the TRAP1 gene, which encodes a mitochondrial chaperone of the HSP90 family. Additional screening of 176 unrelated ASD probands revealed an identical TRAP1 variant in a male patient who had inherited it from a healthy mother. Notably, newly generated knock-in Trap1 p.Q641* mice display ASD-related behavioral abnormalities that are more pronounced in males than in females. Accordingly, Trap1 p.Q641* mutation also resulted in sex-specific changes in synaptic plasticity, the number of presynaptic mitochondria, and mitochondrial respiration. Thus, the TRAP1 p.Q639* mutation is the first example of a monogenic ASD caused by impaired mitochondrial protein homeostasis. Synopsis: Evidence suggests mitochondrial homeostasis plays a role in autism spectrum disorders (ASDs), but the causal relationships remain unclear. In the new model of the first monogenic ASD caused by mutation in mitochondrial chaperone, TRAP1 mutant mice display ASD-related phenotypes that are more pronounced in males than in females. A novel TRAP1 p.Q639* mutation in mitochondrial chaperonin identified in ASD-diagnosed monozygotic twin brother and another unrelated ASD patient. Knock-in Trap1 p.Q641* mice display social deficits, more pronounced in males. Sex-specific changes in dendritic spine density, morphology and basal synaptic transmission are observed in Trap1 p.Q641* mice. Decreased number of presynaptic mitochondria and changes in mitochondrial metabolism are detected in Trap1 p.Q641* mice. Evidence suggests mitochondrial homeostasis plays a role in autism spectrum disorders (ASDs), but the causal relationships remain unclear. In the new model of the first monogenic ASD caused by mutation in mitochondrial chaperone, TRAP1 mutant mice display ASD-related phenotypes that are more pronounced in males than in females. [ABSTRACT FROM AUTHOR]

Aim Methods Results Conclusions To study the diagnostic stability of developmental language disorders, other neurodevelopmental disorders and interventions received until age 6 years in children who screened positive for language delay, but not for autism, at age 2.5 years.In 2016, in Gothenburg, Sweden, 100 monolingual or multilingual children underwent language assessment at a mean age of 2.9 years. At age 6 years, 85 of these children underwent language assessment. A review of paediatric records was performed after the clinical assessment to obtain information about other neurodevelopmental disorders and interventions received.At age 6 years, 74/85 (87%) of the children had persistent language disorders, and 20/85 (24%) had been diagnosed with at least one additional neurodevelopmental disorder. Five of them had autism. In general, families only attended half of the offered intervention sessions irrespective of intervention type and no difference between monolingual and multilingual families was found.The persistence of language disorder and the presence of later additional neurodevelopmental disorders highlight the importance of longitudinal and multidisciplinary monitoring of children with delayed language development. Further studies and analyses are warranted to investigate the reasons behind the poor attendance rate for interventions offered. [ABSTRACT FROM AUTHOR]

Background: The conceptualisation of autism as a disorder where Theory of Mind (ToM) and pragmatics are fundamentally impaired has prompted a wealth of research on autistic deficits, most of which is characterised by two main assumptions: first, that autistic people would display said deficits, if present, with any conversation partner and in any situation; second, that neurotypical people do not present these deficits, regardless of the conversation partner. However, this is not necessarily reflected in autistic accounts of the way they experience social cognition and pragmatics. Aims: The present paper aims to investigate the autistic experience of communication with both autistic and neurotypical people, with a particular focus on their perception of the ability of autistic and neurotypical people to understand their communicative intentions. Methods & Procedures: Participants, 23 adult Italian autistic people without intellectual disability or language disorders, were recruited online. Two virtual focus groups of 2 hours each were conducted, transcribed and analysed through thematic analysis with a descriptive phenomenological approach by two independent researchers. Outcomes & Results: Six themes were developed from the analysis, the most relevant being Autistic–Autistic communication and Autistic ToM. The results, in line with the Double Empathy theory, suggest there seem to be important differences between neurotypical and autistic people's ToM. These appear to make it easier for autistic people to communicate with one another, as well as to create difficulties for neurotypical people to understand autistic people, not just the other way around. Conclusions & Implications: These results seem to confirm that challenges in cross‐neurotype communication are better interpreted as mutual miscomprehension and reciprocal differences in ToM rather than deficits on the autistic part. This calls for a reframing of ToM and/or the need for autistic ToM as a construct, of which neurotypical people seem to be lacking. Moreover, these insights should be taken into account for speech and language therapy and clinical practice in general, advocating for a neurodiversity‐informed view of co‐constructed communication as well as for a broader societal change in which therapists can play a crucial role, through participatory approaches or raising awareness in their daily practice. WHAT THIS PAPER ADDS: What is already known on the subject: Autism is conceived as characterised by social cognition and communication difficulties, often linked to Theory of Mind (ToM) deficits. However, recent research suggested variations in ToM abilities within the autistic population and proposed alternative theories like the Double Empathy theory. Nevertheless, only a few studies examined how autistic individuals perceive communication across neurotypes. What this study adds: Autistic individuals seem to find it easier to communicate with other autistic people, and they identify specific characteristics of neurotypical communication that hinder successful communication. Moreover, neurotypical people are perceived as having difficulties in autistic ToM, which seems to emerge as a relevant and needed construct in light of the Double Empathy problem. What are the clinical implications of this work?: These findings can inform speech and language therapy and clinical practice about the potential gains of raising awareness on the Double Empathy problem and the higher communication ease inside the autistic community, alongside individualised support. Participatory approaches and closer collaboration with the autistic community also seem to be crucial for therapists to help improve communication experiences for autistic individuals. [ABSTRACT FROM AUTHOR]

Background: Parental input plays a central role in typical language acquisition and development. In autism spectrum disorder (ASD), characterized by social communicative and language difficulties, parental input presents an important avenue for investigation as a target for intervention. A rich body of literature has identified which aspects of grammatical complexity and lexical diversity are most associated with child language ability in both typical development and autism. Yet, the majority of these studies are conducted with English‐speaking children, thus potentially overlooking nuances in parental input derived from cross‐linguistic variation. Aims: To examine the differences in verbal parental input to Bulgarian‐ and English‐speaking children with ASD. To examine whether aspects of verbal parental input found to be concurrent predictors of English‐speaking children's expressive language ability are also predictors of the expressive language of Bulgarian‐speaking children with ASD. Methods & Procedures: We compared parental input to Bulgarian‐speaking (N = 37; 2;7–9;10 years) and English‐speaking (N = 37; 1;8–4;9 years) children with ASD matched on expressive language. Parent–child interactions were collected during free play with developmentally appropriate toys. These interactions were transcribed, and key measures of parental input were extracted. Outcomes & Results: English‐speaking parents produced more word tokens and word types than Bulgarian‐speaking parents. However, Bulgarian parents produced more verbs in relation to nouns and used more statements and exclamations but asked fewer questions than English‐speaking parents. In addition, child age and parents' use of questions were significant concurrent predictors of child expressive vocabulary. Conclusions & Implications: This is one of the first studies to conduct a cross‐linguistic comparison of parental input in ASD. The differences found emphasize the need to further study parental input to Bulgarian children and adapt naturalistic parent‐mediated interventions to the local language and its specific characteristics. WHAT THIS PAPER ADDS: What is already known on the subject: A rich body of literature has identified the specific aspects of grammatical complexity, lexical diversity, and question‐asking that are concurrently and longitudinally associated with the language ability of children with typical development and of children with ASD. Yet, the majority of these studies are conducted with English‐speaking children. What this paper adds to the existing knowledge: The present study finds that there are specific differences in verbal parental input to Bulgarian‐ and English‐speaking children with autism in terms of lexical composition and question‐asking. Bulgarian parents used more verbs than nouns, and the opposite pattern was found for English‐speaking parents. In addition, Bulgarian parents asked fewer questions but used more statements and exclamations. Nevertheless, parental question use was significantly correlated with children's language ability across both groups, suggesting that question‐asking should be further examined as a potential target for parent‐mediated language interventions for Bulgarian children with autism. What are the potential or actual clinical implications of this work?: Most language and social communication interventions for autism are designed and piloted with English‐speaking children. These interventions are often simply translated and used in different countries, with different populations and in different contexts. However, considering that one of the defining characteristics of autism is language difficulty, more studies should examine (1) how these language difficulties manifest in languages other than English, and (2) what characterizes verbal parental input in these other contexts. Such research investigations should inform future language and social communication interventions. The present study emphasizes the cross‐linguistic differences between Bulgarian‐ and English‐speaking parents' verbal input to their children with autism. [ABSTRACT FROM AUTHOR]

There is currently limited research on early, intensive behavioral intervention (EIBI) within Australia. The purpose of this paper was to provide a programmatic description and preliminary findings of an intervention approach which provides a high level of intensity of intervention to preschool aged children diagnosed with autism spectrum disorder (ASD). A total of 154 children with autism participated in the program from 2011 to 2022. At the group level, children who received 27 hr per week of intervention showed significant gains on standardized cognitive and adaptive behavior measures during an average one year of intervention. Further examination of the response to intervention at an individual level demonstrated that 84% of children showed an acceleration in their rate of learning during intervention, with 52% more than doubling their rate of learning in this time. Age was determined to predict improvement in developmental trajectory, but intake cognitive abilities did not. In general, children who commenced intervention at a younger age made substantial improvements in their rate of learning, but children who commenced intervention at an older age made even greater improvements relative to their skills at commencement. The results as well as limitations given the exploratory nature of this paper are discussed, along with implications for addressing the needs of young autistic children in Australia. [ABSTRACT FROM AUTHOR]

This study explores the efficacy of mand for information (MFI) training in individuals with autism, with a particular focus on the extension of this training to non‐native English speakers and the promotion of generalization across various contexts. The "What is this?" MFI was taught to four native Turkish‐speaking participants under various establishing operations (EOs). Notably, these MFIs were effectively embedded within tact training trials and delivered in a language other than English, thereby extending the research on MFI to a different language. Furthermore, the generalization of the MFIs was observed as participants maintained their proficiency across individuals, settings, and novel stimuli. Social validity data confirmed the acceptability of MFI training among parents, highlighting its potential to enhance communication skills. Follow‐up assessments were conducted 4 weeks post‐training indicating maintenance of the MFIs. [ABSTRACT FROM AUTHOR]

Solving mathematical story problems has proven to be a challenge for primary school students with and without developmental disabilities. The present study replicates a behavior analytic study (Neef et al.) by teaching three autistic Chinese students in inclusive education classes to solve addition/subtraction story problems by acquiring an overt precurrent behavior chain. The intervention was effective for all participants by employing a multiple baseline design across behaviors. Additionally, the study extends Neef et al. by conducting maintenance, generalization, and social validity assessments, and expands the teaching format to distance learning (telehealth). The results and limitations are discussed based on Skinner's conceptualization of problem‐solving and its clinical application in teaching complex mathematical skills to students with developmental disabilities. [ABSTRACT FROM AUTHOR]

Improving social communication and reducing challenging forms of restricted and repetitive behaviors (i.e., stereotypy) are often the focus of behavioral interventions for individuals with autism and other developmental disabilities. Interventions incorporating augmentative and alternative communication (AAC) systems are utilized to improve independent communication. However, using electronic AAC devices (e.g., iPads) may increase stereotypic behaviors (i.e., pressing the same icon on an AAC device two or more times within 2 s), which may impact the development and maintenance of communication skills. There is a shortage of research focusing on AAC‐related stereotypy, with only one study that includes a systematic assessment and treatment evaluation (Cook et al., 2017). The purpose of the current investigation was to conduct a functional analysis screening procedure that only included play and no‐interaction conditions to adequately assess the function of AAC‐related stereotypy. We sought to ask, how client‐specific modifications to functional assessment procedures affect the outcomes of functional assessments of AAC‐related stereotypy. Initial findings suggest that AAC‐related stereotypy is often automatically reinforced, but its occurrence can be sensitive to the presence/absence of specific environmental stimuli. [ABSTRACT FROM AUTHOR]

Equivalence‐based instruction (EBI) and transfer of function are effective with neurotypical adults and children; however, only one study to date evaluated their effectiveness with children with autism spectrum disorder (ASD). We used EBI to teach three preschool children with ASD to form three age‐appropriate classes (categories) consisting of three stimuli each. We directly taught two relations between stimuli in each class (e.g., firefighter‐doctor; doctor‐teacher), and the remaining relations between the stimuli (e.g., doctor‐firefighter, teacher‐doctor, doctor‐teacher, teacher‐doctor) emerged. Then, we taught participants to respond as listeners when asked about the function of a stimulus in each category (e.g., point to a state when asked, "Point to a place where people live"). As a result, the respective function transferred among the other stimuli in each category. This study supports the effectiveness of EBI and transfer of function with children with ASD learning age‐appropriate skills in an applied setting. [ABSTRACT FROM AUTHOR]

Oral hygiene is an important self‐care skill that some children may lack, especially children with autism spectrum disorder (ASD). Although some studies have evaluated procedures for teaching toothbrushing, no previous studies have demonstrated procedures for teaching flossing, which is essential for oral hygiene. This study evaluated an intervention for teaching water flossing to two children with ASD and two children without an ASD diagnosis. The intervention package included backward chaining, video modeling, and reinforcement, with some components implemented by a caregiver and some components implemented by an experimenter via telehealth. Behavioral skills training was used to train caregivers prior to implementation of the study. Results indicated that the intervention package was effective in teaching all participants to independently floss their teeth with a water flosser. Effects maintained for all participants 1‐week after completion of teaching. Questionnaires given to caregivers, participants, and dental professionals indicated high social validity. [ABSTRACT FROM AUTHOR]

Social stimuli are some of the most commonly used reinforcers. Previous research shows that preference for social stimuli can be identified using paired‐stimulus preference assessments (PSPA) employing various stimulus modes (e.g., pictures of the actual social stimuli). To date, no study has evaluated the correspondence in preference for social stimuli identified via PSPAs completed using three differing stimulus modes. Therefore, this study compared the correspondence in preference hierarchy identified via PSPAs completed using video of the social stimuli (VSM), pictures of the actual social stimuli (PSM‐A), and drawings of the social stimuli (PSM‐D) and whether preference hierarchy remained stable over repeated administration of the PSPAs (i.e., 1 month). Moreover, we assessed participants' preference for the three types of stimulus modes. Results demonstrated that during the initial PSPAs, preference hierarchies were most similar across the PSPAs completed using VSM and PSM‐A, that preference was most stable across repeated administration of the PSPAs completed using the VSM, and that participants' preference for differing stimulus modes was idiosyncratic. Moreover, the PSPAs completed using the VSM required the longest amount of time to create materials and administer the assessment. [ABSTRACT FROM AUTHOR]

The purpose of this study was to replicate previous research that examined the effects of tact and listener instruction on the emergence of bidirectional intraverbals, and to extend this research line to include teaching a foreign language to students with autism spectrum disorders (ASD) via telehealth. The study participants were four Chinese native primary school‐aged students. An adaptive alternative treatment design was used to compare the effects of tact and listener instruction on bidirectional intraverbals, and pre‐probe and post‐probe data demonstrated that both forms of instruction led to bidirectional intraverbal relations, with tact instruction being relatively more effective. Maintenance and social validity were assessed for all participants, and booster instructions were provided as needed. The results were discussed in the context of inclusive education and improving foreign language instruction for students with special needs. [ABSTRACT FROM AUTHOR]

Children with autism spectrum disorder (ASD) experience challenges with social skills when interacting with peers, which can affect their ability to form friendships and participate in inclusive settings. This study evaluated text messaging prompts and prompt fading delivered by a smart watch to increase social initiations of three adolescent students with ASD and their peers without ASD. We used a single‐case, multiple probe across participants design to assess participants' level of and type of independent and prompted appropriate social initiations without and with the intervention. Textual prompts substantially increased each participant's social initiations compared to baseline. Two participants remained reliant on textual prompts to make initiations, whereas the third was less reliant on prompts and continued to make independent initiations after prompts were completely faded. Participants' social skills gains maintained up to 3 weeks following intervention and participants and parents reported agreement with the goals, procedures, and outcomes of the strategy. [ABSTRACT FROM AUTHOR]

When an individual has limited language, concurrent‐chains schedules offer an objective means of assessing preference among behavior‐change procedures so that recipients can be incorporated into the treatment selection process. We initially attempted to use a concurrent‐chains schedule to assess children's preference for different types of token systems. However, upon observing children engaging in patterned selections, we evaluated procedures for eliminating biased selections. This was done using simple and salient terminal‐link arrangements with seven children diagnosed with autism spectrum disorder. For five of seven children, manipulating the number of successive forced‐choice trials to the reinforcement link was sufficient to produce discriminated responding. Removing the academic task in the terminal link was necessary for two children. For all participants, discriminated responding maintained when the initial exposure arrangement was reinstated. Results are discussed regarding the potential effects of a history of errorless teaching biasing selections during concurrent‐chains schedules. [ABSTRACT FROM AUTHOR]

The present study evaluated the use of auditory scripts and script‐fading procedures to teach three children with autism to request additional instruction, select teaching materials, and solicit confirmation during discrete‐trial teaching. Scripts were placed on instructional materials to evoke initiations, and script fading strategies were used to transfer stimulus control to the materials used for each discrete‐trial activity. A multiple‐probe across‐activities design was used. Generalization of initiations was promoted by teaching to multiple exemplars, including common stimuli, and using naturally maintaining contingencies. The results showed that scripts and script‐fading procedures were effective in increasing the number of initiations made during discrete‐trial teaching, and generalization across activities, settings, and instructors. These procedures provide a way to increase the number of opportunities for initiations during discrete‐trial teaching in place of passively waiting between instructor‐initiated trials. [ABSTRACT FROM AUTHOR]

The SETD1B gene, located on chromosome 12q24, is one of the chromatin‐modifying genes involved in epigenetic regulation of gene transcription. The phenotype of pathogenic variants in the SETD1B gene includes intellectual disability, seizures, and language delay (IDDSELD, OMIM 619000). In this study, we present a family consisting of consanguineous parents who died of cancer and their offspring. This family includes two cases diagnosed with autism spectrum disorder (ASD); six cases diagnosed with schizophrenia, bipolar disorder, or schizoaffective disorder; there cases diagnosed with cancer; and five cases who died of unknown causes in early childhood. Three affected members of this family agreed to genetic testing. We used whole exome sequencing. We report a novel in‐frame deletion variant of the SETD1B gene in a family with cases diagnosed with schizoaffective disorder and ASD without seizures and intellectual disability. It was found that the phenotypic features were inherited for at least three generations in the family we presented, and it was shown that the pathogenic variant of the SETD1B gene was transmitted from the affected parent to his affected children. In addition, the father was diagnosed with both schizoaffective disorder and leukemia. We proposed an association between rare variants of SETD1B and phenotypes of ASD and schizoaffective disorder without seizures and intellectual disability. The SETD1B gene is included in both the ASD genetic database of SFARI (https://gene.sfari.org/) and the cancer database of COSMIC (https://cancer.sanger.ac.uk/cosmic). However, there are very few reports of SETD1B gene variants as clinical entities. To our knowledge, the SETD1B gene variant has not been previously reported in an individual diagnosed with both a neuropsychiatric disorder and cancer. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by marked differences in communication patterns, reciprocal social interactions, and restricted, stereotyped, and repetitive interests and activities. Various behavioral problems in ASD, more so when accompanied by coexisting psychopathology, can sometimes lead to legal problems. In this study, the cases in which an opinion was requested in terms of criminal responsibility with the diagnosis of ASD in the 5‐year period between 2018 and 2022 in the expertise department of psychiatric observation, where psychiatric cases were hospitalized and observed in the Council of Forensic Medicine (CFM), which is the official expert institution in Türkiye, were retrospectively evaluated. The mean age of the group whose criminal responsibility was reduced or removed was 22.9 years (±7.52) and the mean IQ score was 76.63 ± 18.94. The most common crime in this group was intentional injury (5/11), and it is noteworthy that the victims of these crimes were usually relatives of people with ASD (5/6). The criminal acts of people with ASD are usually single‐movement, spontaneous, unplanned, impulsive acts. In addition, although there is no problem in cognitive perception in people with high functioning ASD (HF‐ASD), various forensic situations may arise due to defects in emotional awareness. When we look at the practices of the CFM in Türkiye, it is seen that in cases where the diagnosis of ASD is clear and can be associated with the crime, criminal responsibility is usually completely eliminated. In HF‐ASD types, although it is important to be associated with the crime, it is seen that criminal responsibility is generally reduced. [ABSTRACT FROM AUTHOR]

Background: Atypical patterns of social engagement and joint attention behaviors are diagnostic criteria for people with autism spectrum disorder. Experimental tasks using eye‐tracking methodologies have, however, shown inconsistent results. The development of tasks with greater ecological validity and relevance for developmentally appropriate social milestones has been identified as important for the field. Methods: We developed a novel, dynamic eye‐tracking task emulating a shared book reading (SBR) scenario. Four SBR videos of an adult reader engaging with the viewer while reading a children's picture book and including sequenced bids for joint attention were developed. Participants included 90 children (N = 56 autistic children, N = 34 neurotypical children; aged 3–12). Social attention was also measured in a live free play task between participants and an experimenter. Results: Compared to neurotypical children, autistic children displayed reduced attention to socially salient stimuli including the reader's face and picture book across SBR videos and during joint attention bids specifically. In contrast, they showed increased attention to nonsalient background stimuli compared to their neurotypical peers. These attention patterns in autistic children were associated with reduced verbal and nonverbal cognitive skills and increased symptoms associated with autism. Interestingly, positive correlations in the frequency of eye gaze between SBR and free play suggested a potential predictive value for social attention in live social interactions. Conclusions: Findings highlight the utility of SBR eye‐tracking tasks in understanding underlying divergences in social engagement and joint attention between autistic and neurotypical children. This commonly practiced early childhood activity may provide insights into the relationship between social engagement and learning to reveal how such attentional patterns might influence broader developmental and educational outcomes. [ABSTRACT FROM AUTHOR]

There is a paradoxical paradigm operating in neurodiverse families with autistic children, indicating increased stress alongside enrichment of family life. An emerging body of research has shown that the use of family therapy can improve family functioning and relationships in neurodiverse families. The current study uses constructivist grounded theory to explore clinicians' experiences and perceptions of utilising family therapy in the context of autism. Study findings suggest that clinicians integrate therapeutic techniques from diverse family therapy approaches to improve family relations by bridging different ways of learning and communicating as well as facilitating multiple perspectives. Integrating therapeutic techniques across diverse approaches further encompasses working with the systems around the individual with autism. To adapt family therapy in the context of autism, it is suggested that clinicians examine their own perspectives and beliefs about autism and keep a curious stance during the process. [ABSTRACT FROM AUTHOR]

Purpose: Understanding the experiences of people with developmental disabilities during the initial period of COVID‐19 pandemic. Methods: Individuals with developmental disabilities and their caregivers completed baseline and up to five follow‐up online surveys using the CRISIS‐AFAR measures, between July 2020 and September 2021. We used qualitative (thematic analysis) and quantitative (MANOVA) analytic methods. Results: One hundred and eighteen participants (64 caregivers on individuals 6–62 years, 54 self‐reporting individuals aged 17–55 years) completed baseline survey; 46 participants (23 caregivers, 23 self‐reporting adults) completed ≥1 follow‐up. Qualitative themes included uncertainty, and negative and positive influences on behaviours and routines, daily life and mental wellness. Those experiencing positive impacts did not stably perceive so longitudinally. Conclusions: Despite both negative and positive influences on individuals with developmental disabilities and their families, the prolonged pandemic had wide‐ranging repercussions. Emergency preparedness planning should consider the disruptive effects of public health measures on routine and support for this vulnerable population. [ABSTRACT FROM AUTHOR]

Longitudinal research can assess how diverging development of multiple cognitive skills during infancy, as well as familial background, are related to the emergence of neurodevelopmental conditions. Sensorimotor and effortful control difficulties are seen in infants later diagnosed with autism; this study explored the relationships between these skills and autism characteristics in 340 infants (240 with elevated familial autism likelihood) assessed at 4–7, 8–10, 12–15, 24, and 36 months. We tested: (1) the relationship between parent‐reported effortful control (Rothbart's temperament questionnaires) and sensorimotor skills (Mullen Scales of Early Learning), using random intercept cross‐lagged panel modelling; (2) whether household income and maternal education predicted stable individual differences in cognition; (3) sensorimotor and effortful control skills as individual and interactive predictors of parent‐reported autism characteristics (Social Responsiveness Scale) at 3 years, using multiple regression; and (4) moderation of interactions by familial likelihood. Sensorimotor skills were longitudinally associated with effortful control at the subsequent measurement point from 12–15 months. Socioeconomic status indicators did not predict stable between‐infant differences in sensorimotor or effortful control skills. Effortful control skills were longitudinally related to 3‐year autism characteristics from the first year of life, with evidence for an interaction with sensorimotor skills at 24 months. Effects of effortful control increased with age and were particularly important for infants with family histories of autism. Results are discussed in relation to different theoretical frameworks: Developmental Cascades and Anterior Modifiers in the Emergence of Neurodevelopmental Disorders. We suggest a role for 24‐month effortful control in explaining the emergent autism phenotype. Research Highlights: Sensorimotor skills longitudinally predicted effortful control from 12–15 months onward but effortful control did not longitudinally predict sensorimotor skills during infancy.Measures of effortful control skills taken before the age of 1 predicted continuous variation in autism characteristics at 36 months, with associations increasing in strength with age.Effortful control (measured at 12–15 and 24 months) was a stronger predictor of 36‐month autism characteristics in infants with elevated familial likelihood for autism.The relationship between 24‐month sensorimotor skills and 36‐month autism characteristics was stronger in infants with weaker effortful control skills. [ABSTRACT FROM AUTHOR]

While distinct diagnoses, the behavioral presentation of ritualistic/repetitive behaviors seen in obsessive compulsive disorder (OCD) and autism spectrum disorder (ASD) can present similarly. This results in difficulty with accurate diagnosis and implementation of evidence‐based treatments. OCD is characterized by prolonged and recurrent unwanted thoughts, known as obsessions, which cause a feeling of intense anxiety or distress. As a result, people with OCD perform repetitive behaviors known as compulsions to help alleviate distress. ASD is characterized as a developmental disorder causing persistent challenges associated with social communication, restricted and repetitive behaviors (RRB), and impairment in functioning. While the definitions are distinct, accurate conceptualization is not always clear. The picture can become even more complex with comorbidities. To parse these behaviors apart, we can consider the course of the behavior and assess the function. With better ability to differentiate, we can have a clearer picture of how to support the youth and family. [ABSTRACT FROM AUTHOR]

The primary purpose of this current study was to identify knowledge of special education and mental health professionals in anxiety‐related problems of children with autism spectrum disorder (ASD) in four Different Categories: Separation Anxiety (SA), Uncertainty (U), Performance Anxiety (PA), and anxiety Arousal (AA). Three hundred eighteen participants across the United States (199 special education teachers, 97 school counselors, and 22 school psychologists) participated. The finding indicated that special education teachers and school counselors have significantly less training and expertise to identify anxiety symptoms in typically developing children and children with ASD than school psychologists (p <.05). Moreover, school counselors have significantly limited knowledge in identifying and treating anxiety issues in children with ASD (p <.05). Findings showed that school counselors could not determine precisely whether symptoms of uncertainty events existed because of anxiety issues or ASD characteristics. School psychologists and special education teachers identified the uncertainty of children with ASD as characteristics of children with ASD, not anxiety symptoms. Implications were discussed. Practitioner points: Schools can play a significant role in delivering support to anxiety issues of children with autism spectrum disorder (ASD).School psychologists have more knowledge in identifying anxiety symptoms of children with and without ASD, but it is still limited.Special education teachers and school counselors have significantly limited knowledge in identifying and treating anxiety issues in children with ASD. [ABSTRACT FROM AUTHOR]

Suicide is a complex, multifaceted crisis affecting children and adolescents, and has become a major public health concern. While there is a plethora of research on this topic among neurotypically developing youth, much less is known about the nature of suicidality in autistic individuals. Autistic youth show an increased vulnerability for suicidal tendencies that are poorly understood among school mental health (SMH) professionals, who report a range of competency and self‐efficacy to address suicidality in school settings (Debski et al., 2007; O'Neill et al., 2020). Co‐occurring mental health difficulties pose significant challenges in the early detection of suicide risk in autistic youth. Given that suicide is the leading cause of death among autistic individuals, the incidence of suicidality among autistic youth is of particular concern. This article provides a practice‐friendly review of the research outlining innate vulnerabilities that present risk factors for suicide among autistic youth, along with assessment considerations that help inform the management of suicide risk in autistic youth. We conclude with recommendations for integrating a multi‐tiered neurodiverse‐affirming approach with sensitivity for student intersecting identities and system‐level influences on student mental health that enables SMH professionals to create supportive school environments for autistic youth that prevent further harm. Practitioner Points: Autistic youth show higher rates of suicidality compared to rates seen in nonautistic youth.Common approaches to suicide screening and prevention in schools do not adequately address issues of mental health, self‐harm, and suicidal intent in autism.A neurodiverse‐informed approach can help school mental health professionals understand suicide risk presentation and enhance safe and affirming school environments. [ABSTRACT FROM AUTHOR]

Recognizing Mendelian causes is crucial in molecular diagnostics and counseling for patients with autism spectrum disorder (ASD). We explored facial dysmorphism and facial asymmetry in relation to genetic causes in ASD patients and studied the potential of objective facial phenotyping in discriminating between Mendelian and multifactorial ASD. In a cohort of 152 ASD patients, 3D facial images were used to calculate three metrics: a computational dysmorphism score, a computational asymmetry score, and an expert dysmorphism score. High scores for each of the three metrics were associated with Mendelian causes of ASD. The computational dysmorphism score showed a significant correlation with the average expert dysmorphism score. However, in some patients, different dysmorphism aspects were captured making the metrics potentially complementary. The computational dysmorphism and asymmetry scores both enhanced the individual expert dysmorphism scores in differentiating Mendelian from non‐Mendelian cases. Furthermore, the computational asymmetry score enhanced the average expert opinion in predicting a Mendelian cause. By design, our study does not allow to draw conclusions on the actual point‐of‐care use of 3D facial analysis. Nevertheless, 3D morphometric analysis is promising for developing clinical dysmorphology applications in diagnostics and training. [ABSTRACT FROM AUTHOR]

Background: Self‐determination refers to setting goals and making decisions regarding one's own life with support from others as needed. Research on people with intellectual and developmental disabilities has established the importance of self‐determination for quality of life outcomes, such as increased independence and life satisfaction. However, self‐determination has not been characterised specifically in fragile X syndrome (FXS), the leading inherited cause of intellectual disability. Relative to youth with other forms of intellectual and developmental disabilities, youth with FXS may face exceptional barriers to the development of self‐determined behaviour. In addition to intellectual disability, the FXS behavioural profile is characterised by high rates of autism and anxiety that may further limit opportunities for youth with FXS. The heritable nature of the condition can also yield a distinctive family environment, with siblings and parents also living with fragile X or its associated conditions. Considering these unique challenges, the present study examined self‐determination in young adult males and females with FXS and explored whether factors such as language skills, adaptive behaviour and autism traits were associated with self‐determination capacity and opportunities. Methods: The present study included 9 females and 36 males with FXS between the ages of 17 and 25 years. Caregivers (mothers or fathers) completed the American Institute for Research Self‐Determination Assessment, which is a questionnaire that yields three scores: self‐determination capacity, opportunities for self‐determination at home and opportunities for self‐determination at school. Results: Caregivers endorsed a wide range of self‐determination capacity and opportunities, with ratings for opportunities at home and school exceeding ratings of capacity. Better adaptive behaviour skills were associated with more self‐determination capacity, and the presence of more autism traits was associated with fewer opportunities at school. Conclusions: Results from this study contribute to our understanding of avenues to best support young adults with FXS as they transition to adulthood. Our findings also have implications for practice, such that interventions targeting adaptive behaviours and self‐determination may be an effective approach for promoting autonomy and independence for young adults with FXS. Additionally, caregivers and educators should continue to provide opportunities to practise self‐determination, regardless of their perception of capacity. [ABSTRACT FROM AUTHOR]

Prior epidemiological studies investigating the association between delivery mode (i.e., vaginal birth and cesarean section [C‐section]) and autism spectrum disorder (ASD) and intellectual disability (ID) risk have reported mixed findings. This study examined ASD and ID risks associated with primary and repeat C‐section within diverse US regions. During even years 2000–2016, 8‐years‐olds were identified with ASD and/or ID and matched to birth records [ASD only (N = 8566, 83.6% male), ASD + ID (N = 3445, 79.5% male), ID only (N = 6158, 60.8% male)] using the Centers for Disease Control and Prevention's Autism and Developmental Disabilities Monitoring Network methodology. The comparison birth cohort (N = 1,456,914, 51.1% male) comprised all births recorded in the National Center for Health Statistics corresponding to birth years and counties in which surveillance occurred. C‐section rates in the birth cohort demonstrated significant regional variation with lowest rates in the West. Overall models demonstrate increased odds of disability associated with primary and repeat C‐section. Adjusted models, stratified by region, identified significant variability in disability likelihood associated with repeat C‐section: increased odds occurred for all case groups in the Southeast, for ASD only and ID only in the Mid‐Atlantic, and no case groups in the West. Regional variability in disability risk associated with repeat C‐section coincides with differences in birth cohorts' C‐section rates. This suggests increased likelihood of disability is not incurred by the procedure itself, but rather C‐section serves as a proxy for exposures with regional variability that influence fetal development and C‐section rates. Lay Summary: Prior studies of the risk of developmental disabilities associated with repeat cesarean sections—typically a planned procedure—report mixed results. The current study examined a diverse US population to investigate autism spectrum disorder and intellectual disability risks associated with the cesarean section procedure. Significant differences were found in both cesarean section rates and the link between planned cesarean sections and the risk of developmental disability across geographic regions. [ABSTRACT FROM AUTHOR]

This 24‐week single‐blind trial tested a modular approach for young autistic children (MAYAC) that was delivered for fewer hours per week and modified based on child progress and parental input compared to comprehensive behavioral intervention treatment as usual (CBI, TAU). Participants were autistic children, ages 18–60 months of age. MAYAC was initially 5 h of intervention per week, one of which was parent training and the other four direct therapy focusing on social communication and engagement, but additional modules could be added for up to 10 h per week. Comprehensive behavior intervention was delivered for ≥15 h per week. Outcome measures included the Vineland Adaptive Behavior Scales; VABS, the Ohio Autism Clinical Improvement Scale – Autism Severity; OACIS – AS and the Pervasive Developmental Disorder Behavior Inventory – Parent; PDDBI‐P. Implementation and parent satisfaction measures were also collected. Fifty‐six children, mean age of 34 months, were randomized. Within‐group analysis revealed significant improvements from baseline to week 24 for both MAYAC (p < 0.0001) and CBI, TAU (p < 0.0001) on the VABS. The noninferiority test was performed to test between group differences and MAYAC was not inferior to CBI, TAU on the VABS (p = 0.0144). On the OACIS – AS, 48.0% of MAYAC and 45.5% of CBI were treatment responders there were no significant changes on the PDDBI‐P, for either group. Treatment fidelity was high for both groups (>95%) as was parent satisfaction. Findings from this small trial are promising and suggest MAYAC may be an alternative for some young autistic children and their families to CBI, TAU. Lay Summary: In a 24‐week randomized control trial, we tested a modular approach for young autistic children of a lower dose with modifications made based on the child's progress compared to a comprehensive behavioral intervention of more hours. Fifty‐six young children with autism, ages 18–60 months received either the modular approach or the comprehensive behavior intervention. The two approaches were comparable in improving adaptive behaviors and overall autism severity. The findings of this small trial suggest a modular, less intensive approach may be an alternative for some young autistic children and their families to more traditional comprehensive behavior intervention treatment. [ABSTRACT FROM AUTHOR]

Postmortem investigations in autism have identified anomalies in neural cytoarchitecture across limbic, cerebellar, and neocortical networks. These anomalies include narrow cell mini‐columns and variable neuron density. However, difficulty obtaining sufficient post‐mortem samples has often prevented investigations from converging on reproducible measures. Recent advances in processing magnetic resonance diffusion weighted images (DWI) make in vivo characterization of neuronal cytoarchitecture a potential alternative to post‐mortem studies. Using extensive DWI data from the Adolescent Brain Cognitive Developmentsm (ABCD®) study 142 individuals with an autism diagnosis were compared with 8971 controls using a restriction spectrum imaging (RSI) framework that characterized total neurite density (TND), its component restricted normalized directional diffusion (RND), and restricted normalized isotropic diffusion (RNI). A significant decrease in TND was observed in autism in the right cerebellar cortex (β = −0.005, SE =0.0015, p = 0.0267), with significant decreases in RNI and significant increases in RND found diffusely throughout posterior and anterior aspects of the brain, respectively. Furthermore, these regions remained significant in post‐hoc analysis when the autism sample was compared against a subset of 1404 individuals with other psychiatric conditions (pulled from the original 8971). These findings highlight the importance of characterizing neuron cytoarchitecture in autism and the significance of their incorporation as physiological covariates in future studies. Lay Summary: Children with autism have differences in neuron structure unique from the general population and populations with attention, anxiety, and depression disorders. Brain imaging data on over 11,000 children was acquired at ages 9 and 11 years‐of‐age. Estimates of neuron density were derived from brain imaging data using recently validated techniques and comparative groups were composed using parent reported diagnosis of autism and other common psychiatric disorders. Consistent macro‐structural changes in brain have been difficult to replicate and micro‐structural changes have been historically difficult to acquire with other methodologies. We identified regional differences in the density of neuron cell bodies, neuron branching, and total neuron density in those with a reported diagnosis of autism. Findings were consistent when compared against those with other psychiatric disorders in post‐hoc analysis. These findings demonstrate the viability and importance of investigating in vivo changes to neurons in those with autism to advance our current understanding of related physiology. [ABSTRACT FROM AUTHOR]

Autistic children frequently have one or more co‐occurring psychological, behavioral, or medical conditions. We examined relationships between child behaviors, sleep, adaptive behavior, autistic traits, mental health conditions, and health in autistic children using network analysis. Network analysis is hypothesis generating and can inform our understanding of relationships between multiple conditions and behaviors, directing the development of transdiagnostic treatments for co‐occurring conditions. Participants were two child cohorts from the Autism Treatment Network registry: ages 2–5 years (n = 2372) and 6–17 years (n = 1553). Least absolute‐shrinkage and selection operator (LASSO) regularized partial correlation network analysis was performed in the 2–5 years cohort (35 items) and the 6–17 years cohort (36 items). The Spinglass algorithm determined communities within each network. Two‐step expected influence (EI2) determined the importance of network variables. The most influential network items were sleep difficulties (2 items) and aggressive behaviors for young children and aggressive behaviors, social problems, and anxious/depressed behavior for older children. Five communities were found for younger children and seven for older children. Of the top three most important bridge variables, night‐waking/parasomnias and anxious/depressed behavior were in both age‐groups, and somatic complaints and sleep initiation/duration were in younger and older cohorts respectively. Despite cohort differences, sleep disturbances were prominent in all networks, indicating they are a transdiagnostic feature across many clinical conditions, and thus a target for intervention and monitoring. Aggressive behavior was influential in the partial correlation networks, indicating a potential red flag for clinical monitoring. Other items of strong network importance may also be intervention targets or screening flags. Lay Summary: Most autistic children also have other conditions and behaviors. These conditions and behaviors are often related to each other. Learning about important links between these conditions and behaviors may help us to offer better support for autistic children. We looked at how mental health, physical health, sleep, everyday skills, and autistic signs are linked. We found sleep problems and aggression were most strongly linked to other conditions and behaviors. Sleep problems were the most important condition; mood and anxiety were also important. Our findings can help people decide if an autistic child needs more support and help to develop and offer useful treatments. [ABSTRACT FROM AUTHOR]

Autistic individuals exhibit differences in their use and understanding of nonverbal communication; however, individual patterns of nonverbal strengths and challenges vary significantly. This heterogeneity can complicate the diagnostic and screening processes and can result in delayed or missed diagnoses. In this study, we characterize various profiles of nonverbal communication skills among 215 pre‐verbal children with autism (Mage = 36.27 months, range = 18–70) and explore how these profiles are related to screening outcomes, diagnostic certainty, and developmental and behavioral features. We conducted a latent class analysis of nine items assessing nonverbal communication skills from the Toddler Module and Module 1 of the Autism Diagnostic Observation Schedule, 2nd Edition. Five nonverbal profiles were identified that differentiated children based on the form, function, and frequency of their nonverbal communication skills. Furthermore, screening outcomes and clinician certainty in autism diagnosis varied by nonverbal profile. False negative screening outcomes based on parent report were highest for children who used a range of nonverbal skills but with limited frequency or consistency. Clinicians, on the other hand, tended to have high certainty in an autism diagnosis for children with this profile, and instead rated their lowest certainty in diagnosing children who demonstrated consistent integration of eye contact with their nonverbal communication. The profiles identified in this study could be clinically useful in helping to identify children at highest likelihood of being overlooked during the screening or diagnostic processes, providing an opportunity to improve early identification and intervention for autism. Lay Summary: Each person with autism has a unique way of using nonverbal behaviors, such as gestures and eye contact, to communicate. Our study showed that the autism screening and diagnosis processes may be affected by the patterns of nonverbal behaviors used by autistic children who are not yet using words. This information can help parents and clinicians know what patterns of nonverbal behaviors to look for during an autism assessment to get the most accurate diagnosis and access to services more quickly. [ABSTRACT FROM AUTHOR]

Cognitive markers may in theory be more sensitive to the effects of intervention than overt behavioral measures. The current study tests the impact of the Intervention with the British Autism Study of Infant Siblings—Video Interaction for Promoting Positive Parenting (iBASIS‐VIPP) on an eye‐tracking measure of social attention: dwell time to the referred object in a gaze following task. The original two‐site, two‐arm, assessor‐blinded randomized controlled trial (RCT) of this intervention to increase parental awareness, and responsiveness to their infant, was run with infants who have an elevated familial likelihood for autism (EL). Fifty‐four EL infants (28 iBASIS‐VIPP intervention, 26 no intervention) were enrolled, and the intervention took place between 9 months (baseline) and 15 months (endpoint), with gaze following behavior measured at 15 months. Secondary intention to treat (ITT) analysis showed that the intervention was associated with significantly reduced dwell time to the referent of another person's gaze (β = −0.32, SE = 0.14, p = 0.03) at 15‐month treatment endpoint. Given the established link between gaze following and language, the results are considered in the context of a previously reported, non‐significant and transient trend toward lower language scores at the treatment endpoint (Green et al. (2015) The Lancet Psychiatry, 2(2), 133–140). Future intervention trials should aim to include experimental cognitive measures, alongside behavioral measures, to investigate mechanisms associated with intervention effects. Lay Summary: The current study tests the impact of the Intervention with the British Autism Study of Infant Siblings—Video Interaction for Promoting Positive Parenting (iBASIS‐VIPP) on an eye‐tracking measure of social attention: looking time to the object of another person's gaze. Infants who received the iBASIS‐VIPP intervention spent less time looking to the object of another person's gaze. This may be linked to the previously reported trend of slightly lower language scores immediately after the intervention. These findings emphasize the need for future trials to include more fine‐grained, experimental measures of social interaction, alongside broad assessment measures, and to better understand how the intervention might change behavior. [ABSTRACT FROM AUTHOR]

Challenges in social functioning are considered a core criterion for diagnosing autism. Although motor skills, executive functioning (EF), and theory of mind (ToM) abilities independently affect social challenges and are interconnected, these abilities' shared contribution to the explanation of social functioning in autism remains under‐investigated. To address this disparity, we examined the motor, EF, and ToM abilities of 148 autistic and non‐autistic youth (ages 6–16 years), evaluating these variables' impact on social ability and their interconnections. Our mediation model exploring the contribution of motor, EF, and ToM skills explained 85% of the variance in social functioning (Social Responsiveness Scale—SRS‐2). Analysis yielded a direct path from study group to SRS‐2‐social (typically developing‐TD > autistic) and two main parallel indirect joint paths: (a) Group ➔ motor ➔ EF ➔ SRS‐2‐social; and (b) Group ➔ motor ➔ ToM ➔ SRS‐2‐social. In two secondary indirect paths, autistic children showed lower motor skills, which in turn explained their higher EF and/or ToM impairment, which in turn explained their higher social skills impairment. Put differently, our results suggest that better EF and TOM proficiency may compensate for poorer motor skills. Findings also indicated that the collective impact of motor, EF, and ToM skills on social functioning, along with the mediating role played by EF and ToM on the social‐motor linkage, may contribute to understanding individual differences in the social functioning of autistic children. These conclusions call for the inclusion of motor, EF, and ToM activities into daily practices to facilitate social functioning. Lay Summary: This study investigated the impact of motor skills, executive functioning, and theory of mind (ToM) on autistic children's social functioning. Analyzing 148 children ages 6–16, we found that better social skills were linked with better motor skills, executive functioning, and ToM abilities in both autistic and non‐autistic children. Moreover, when jointly combined, these three factors contributed more significantly to better social skills in both groups. Our findings emphasize the importance of incorporating activities targeting these three aspects into autistic children's daily practices, to create possible mechanisms that support social behavior in this population. [ABSTRACT FROM AUTHOR]

Anxiety and depression are prevalent among autistic adolescents and may be difficult to accurately diagnose and treat given various factors (e.g., diagnostic overshadowing, heterogeneity). Therefore, efforts to examine transdiagnostic factors (i.e., distress tolerance, behavioral activation) may afford more parsimonious means for assessment and treatment. To our knowledge, there has been little research on distress tolerance, behavioral activation, and depressive and anxiety symptoms in autistic adolescents to guide diagnostic practices and treatment planning. In the current study, we examined the interrelationships between these transdiagnostic factors and depressive and anxiety symptoms using ratings from 100 verbally fluent autistic adolescents without intellectual disability (Mage = 13.70, SDage = 2.23, Range: 11:00–17:11 years) and 100 of their caregivers. Many adolescents reported male sex assigned at birth (61%), cisgender (87%), not Hispanic/Latinx (90%), and White (80%) identities. A series of correlational analyses were employed to examine associations between these constructs from youth and caregiver perspectives, and multiple linear regression analyses were conducted to explore the mediating roles of distress tolerance and behavioral activation. Preliminary results show that low distress tolerance and behavioral activation were associated with more severe internalizing symptoms per self‐ and caregiver‐report. Some differences by rater emerged, which highlight the importance of multi‐informant ratings in autism. Results from mediation analyses may show that behavioral activation may be more salient to assessments and treatment planning for depression than distress tolerance, while distress tolerance may be important for both anxiety and depression; however, findings are preliminary given the cross‐sectional nature of the data. Findings suggest that these transdiagnostic concepts may be important to individualizing treatment approaches, including the timing of certain approaches, for anxiety and/or depression in autistic adolescents. Lay Summary: Anxiety and depression are common among autistic adolescents and may be difficult to accurately diagnose and treat. Therefore, efforts to examine transdiagnostic factors (i.e., shared traits across mental health conditions), such as distress tolerance and behavioral activation, may afford more parsimonious means for assessment and treatment. In the current study, we examined the interrelationships between distress tolerance, behavioral activation, and depressive and anxiety symptoms using ratings from 100 autistic adolescents (11:00–17:11 years) and 100 of their caregivers. Results show that low distress tolerance and behavioral activation were associated with more severe anxiety and depressive symptoms per self‐ and caregiver‐report. Findings also show that behavioral activation may be more relevant to treatment planning for depression than distress tolerance, while distress tolerance may be important for both anxiety and depression. [ABSTRACT FROM AUTHOR]

Background: Autism Spectrum Disorders (ASD) encompass a range of conditions characterized by difficulties in social interaction and communication. Managing dental treatment for children with autism presents challenges due to their reluctance to interact with dentists, which can be as high as 65%. Objectives: This prospective non‐randomized study, conducted at the Kazakh‐Russian Medical University from January 15, 2023, to June 20, 2023, aimed to assess the efficacy of air abrasion caries treatment (AAbCT) compared to the standard method. Intervention: The intervention involved applying air abrasion (AAb) treatment without anesthesia using aluminum oxide powder in the AAbCT group, while the control group received cavity preparation with local anesthesia. Results: In this study, it was noted that the AAb method of tooth preparation was not different in efficacy from the traditional method for a population of children with autism, and could be used without anesthesia. A greater willingness to cooperate was noted (p =.0372). Conclusion: The AAb is an effective and safe treatment for children with ASD. Further studies needed to investigate its efficacy and safety in combination with behavioral interventions. [ABSTRACT FROM AUTHOR]

Introduction: The use of the internet has surged significantly over the years. Patients and caregivers of patients with autism spectrum disorder (ASD) might consult the internet for oral health‐related information. Hence, this study aimed to assess the quality and readability of online information available in the English language regarding oral health in ASD. Methods: Online search using Google.com was conducted using the terms "Autism and dental care," "Autism and oral health," and "Autism and dentistry". The first 100 websites for each term were screened. Quality of information was assessed using the Patient Education Materials Assessment Tool for printed material (PEMAT‐P) and the Journal of American Medical Association (JAMA) benchmarks. A PEMAT score higher than 70% is considered acceptable for readability and actionability. The JAMA benchmarks are authorship, attribution, disclosure, and currency. Readability was evaluated using the Flesch reading ease score and Simple Measure of Gobbledygook (SMOG) readability formula. Results: Out of the 300 screened websites, 66 were eventually included. The mean PEMAT understandability and actionability scores were 77.13%, and 42.12%, respectively. Only 12.1% of the websites displayed all four JAMA benchmarks. The mean Flesch score was 10th–12th grade level, and the mean SMOG score was 10th grade level. Conclusion: While the understandability of the information was acceptable, the readability and actionability were too challenging for lay people. Health care professionals and organizations involved in patient education should place more efforts in promoting the quality of online information targeting patients with ASD. [ABSTRACT FROM AUTHOR]

Astrocytes are important regulators of neuronal development and activity. Their activation plays a key role in the response to many central nervous system (CNS) pathologies. However, reactive astrocytes are a double‐edged sword as their chronic or excessive activation may negatively impact CNS physiology, for example, via abnormal modulation of synaptogenesis and synapse function. Accordingly, astrocyte activation has been linked to neurodegenerative and neurodevelopmental disorders. Therefore, the attenuation of astrocyte activation may be an important approach for preventing and treating these disorders. Since zinc deficiency has been consistently linked to increased pro‐inflammatory signaling, we aimed to identify cellular zinc‐dependent signaling pathways that may lead to astrocyte activation using techniques such as immunocytochemistry and protein biochemistry to detect astrocyte GFAP expression, fluorescent imaging to detect oxidative stress levels in activated astrocytes, cytokine profiling, and analysis of primary neurons subjected to astrocyte secretomes. Our results reveal a so far not well‐described pathway in astrocytes, the platelet activation factor receptor (PAFR) pathway, as a critical zinc‐dependent signaling pathway that is sufficient to control astrocyte reactivity. Low zinc levels activate PAFR signaling‐driven crosstalk between astrocytes and neurons, which alters excitatory synapse formation during development in a PAFR‐dependent manner. We conclude that zinc is a crucial signaling ion involved in astrocyte activation and an important dietary factor that controls astrocytic pro‐inflammatory processes. Thus, targeting zinc homeostasis may be an important approach in several neuroinflammatory conditions. [ABSTRACT FROM AUTHOR]

Infants differ in their level of eye movement control, which at the extreme could be linked to autism. We assessed eye movements in 450 twins (225 pairs, 57% monozygotic, 46% female, aged 5–6 months) using the gap‐overlap eye‐tracking task. Shorter latency in the gap condition was associated with having more parent‐rated autistic traits at 2 years. Latency across the task's three conditions was primarily explained by one highly heritable latent factor likely representing individual differences in basic oculomotor efficiency and/or in visual information processing. Additionally, disengagement of attention was linked to unique genetic factors, suggesting that genetic factors involved in visual attention are different from those involved in basic visual information processing and oculomotor efficiency. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim Methods Results Conclusions This study aims to reveal the characteristics of individuals who have lost an autism spectrum disorder (ASD) diagnosis and to evaluate their current psychiatric diagnoses. Additionally, the study aims to compare individuals who have lost ASD with typically developing (TD) individuals and those with ASD in terms of current psychopathology, functionality and sociodemographic and clinical variables.The study included a total of 85 participants aged between 5 and 18, comprising 30 individuals who no longer meet the criteria for ASD (loss of autism diagnosis or LAD), 32 individuals with ASD and 23 TD individuals. While the sociodemographic data form and Childhood Autism Rating Scale (CARS) were completed by the clinician, the Autism Behavior Checklist (ABC) and Social Responsiveness Scale (SRS) were completed by the parents.It was found that the LAD group acquired speaking skills earlier, started special education sooner, received preschool education and physical exercise support for a longer duration and exhibited higher mental capacity and lower symptom severity compared to the ASD group. Moreover, 80% of the LAD group had at least one DSM‐5 diagnosis. Scores on the ABC and SRS indicated a significant difference, with ASD > LAD > TD.Even if ASD regresses, individuals may still experience residual difficulties and remain at risk for other psychopathologies. Therefore, it is crucial to maintain monitoring and support processes. [ABSTRACT FROM AUTHOR]

Aim Methods Results Conclusions This study examined the efficacy of AST‐001 for the core symptoms of autism spectrum disorder (ASD) in children.This phase 2 clinical trial consisted of a 12‐week placebo‐controlled main study, a 12‐week extension, and a 12‐week follow‐up in children aged 2 to 11 years with ASD. The participants were randomized in a 1:1:1 ratio to a high‐dose, low‐dose, or placebo‐to‐high‐dose control group during the main study. The placebo‐to‐high‐dose control group received placebo during the main study and high‐dose AST‐001 during the extension. The a priori primary outcome was the mean change in the Adaptive Behavior Composite (ABC) score of the Korean Vineland Adaptive Behavior Scales II (K‐VABS‐II) from baseline to week 12.Among 151 enrolled participants, 144 completed the main study, 140 completed the extension, and 135 completed the follow‐up. The mean K‐VABS‐II ABC score at the 12th week compared with baseline was significantly increased in the high‐dose group (P = 0.042) compared with the placebo‐to‐high‐dose control group. The mean CGI‐S scores were significantly decreased at the 12th week in the high‐dose (P = 0.046) and low‐dose (P = 0.017) groups compared with the placebo‐to‐high‐dose control group. During the extension, the K‐VABS‐II ABC and CGI‐S scores of the placebo‐to‐high‐dose control group changed rapidly after administration of high‐dose AST‐001 and caught up with those of the high‐dose group at the 24th week. AST‐001 was well tolerated with no safety concern. The most common adverse drug reaction was diarrhea.Our results provide preliminary evidence for the efficacy of AST‐001 for the core symptoms of ASD. [ABSTRACT FROM AUTHOR]

How the temporal dynamics of social interactions are perceived arguably plays an important role in how one engages in social interactions and how difficulties in establishing smooth social interactions may occur. One aspect of temporal dynamics in social interactions is the mutual coordination of individuals' behaviors during social interaction, otherwise known as behavioral interpersonal synchrony (IPS). Behavioral IPS has been studied increasingly in various contexts, such as a feature of the social interaction difficulties inherent to autism. To fully understand the temporal dynamics of social interactions, or reductions thereof in autism, the neural basis of IPS perception needs to be established. Thus, the current study's aim was twofold: to establish the basic neuro‐perceptual processing of IPS in social interactions for typical observers and to test whether it might differ for autistic individuals. In a task‐based fMRI paradigm, participants viewed short, silent video vignettes of humans during social interactions featuring a variation of behavioral IPS. The results show that observing behavioral IPS modulates the Action Observation Network (AON). Interestingly, autistic participants showed similar neural activation patterns as non‐autistic participants which were modulated by the behavioral IPS they observed in the videos, suggesting that the perception of temporal dynamics of social interactions is spared and may not underly reduced behavioral IPS often observed in autism. Nevertheless, a general difference in processing social interactions was found in autistic observers, characterized by decreased neural activation in the right middle frontal gyrus, angular gyrus, and superior temporal areas. These findings demonstrate that although the autistic and non‐autistic groups indeed differed in the neural processing of social interaction perception, the temporal dynamics of these social interactions were not the reason for these differences in social interaction perception in autism. Hence, spared recruitment of the AON for processing temporal dynamics of social interactions in autism does not account for the widely reported attenuation of IPS in autism and for the widely reported and presently observed differences in social interaction perception in autism. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Conclusion Consumer and Community Involvement PLAIN LANGUAGE SUMMARY Supporting daily living skill (DLS) development for autistic people is a component of occupational therapy practice. DLSs are essential for an increased quality of life (QoL), independent living, and community participation. Autistic young people experience poorer outcomes in terms of QoL and independent living than non‐autistic peers. Finding a balance between targeted DLS support to maximise independent living and improve QoL, while avoiding attempts to ‘normalise’ or ‘change’ autistic people, presents as a dilemma for therapists striving to align with neurodiversity‐affirming practice.This theoretical paper explored literature pertaining to DLS and the neurodiversity movement in the context of occupational therapy values and the Canadian Model of Occupational Participation. Consideration of whether targeted DLS support is neurodiversity‐affirming or whether occupational therapists are compelling autistic people to mimic behavioural norms perceived by society was discussed.DLSs are an important factor for maximising QoL, regardless of neurotype. Occupational therapy values align with the core tenets of the neurodiversity movement, and occupational therapists are equipped with the values and skills to support the development of DLSs utilising affirming practice.Occupational therapists should critically reflect on their practice to ensure alignment with the professions core values and recent occupational therapy models, to ensure affirming practice. Further research investigating DLS and neurodiversity‐affirming practice would benefit occupational therapists striving to align with neurodiversity‐affirming practice.No consumer or community involvement. Consumers have been considered throughout the development of this paper through their representation in the literature. This involved a process of reviewing the literature and considering it in the scope of the questions and how occupational therapy sits within the neurodiversity movement.It is important to help autistic people to learn to do everyday things. Everyday things include activities like showering, cleaning, and cooking. These things are important so that autistic people can live on their own. It has shown that autistic young people are less likely to be able to do everyday activities on their own. It is important that therapists help autistic people learn how to do everyday things; however, do not try and change who they are. This is because completing everyday activities is an important part of QoL for all people. [ABSTRACT FROM AUTHOR]

Aim Method Findings Conclusion Recommendations The study was designed to explore the experiences of autistic counsellors living and working in the United Kingdom (UK). The research question was split into four aims: exploring presenting differences, strategies and modalities preferences, challenges and barriers, and training and support needs.Seven autistic counsellors, either self‐identified or diagnosed, completed semi‐structured questionnaires. Patterns and themes were then extracted from the data using a thematic analysis procedure.The data analysis identified four themes: the practical differences of working as an autistic counsellor, working with a similar neurotype, understanding and accommodation within the counselling profession, and representation.Participants felt that being autistic brings unique strengths to the counselling process, and it was identified that while they have been trained to work with allistic (non‐autistic) clients, they found strength in supporting and being supported by those of a similar neurotype. Participants challenged the deficit depiction of autism and, subsequently, the lack of recognition, understanding, accommodation and representation of autistic counsellors within the profession. The participants called for a change in training, within professional bodies, counselling organisations, workplaces and colleagues.Counselling training needs to include autistic trainers, represent and accommodate autistic trainees, as well as support the needs of autistic clients.Counselling bodies need to create safe spaces for autistic counsellors, including the ability to advertise within directories and support the endorsement of neurological differences as strengths. These spaces need to challenge the archaic beliefs around autism through lived experience and the hiring of autistic professionals. Inclusivity should be encouraged within organisations and workplaces, consequently filtering to allistic colleagues. [ABSTRACT FROM AUTHOR]

ABSTRACT Individual education plan (IEP) quality is a strong predictor of student outcomes and progress towards their goals. In the Republic of Ireland, unlike many other jurisdictions, IEPs are not compulsory, regulated or assessed. Therefore, the aim of our co‐produced, mixed‐methods study was to identify and understand the IEP priorities of the autistic community as well as educators supporting autistic students in the Republic of Ireland and Northern Ireland. In total, 109 participants completed the survey. Sixty‐five of the participants were non‐autistic educators, 34 were autistic non‐educators, and 10 were autistic educators. Social inclusion, independence and communication were IEP goals prioritised by all participant groups. Promotion of autistic well‐being was the primary reason for these priorities. The impact of these findings, particularly as they relate to Initial Teacher Education, is discussed. [ABSTRACT FROM AUTHOR]