FN Thomson Reuters Web of Science™ VR 1.0 PT J AU Hall, L Kelley, E AF Hall, Layla Kelley, Elizabeth TI The contribution of epigenetics to understanding genetic factors in autism SO AUTISM LA English DT Article DE autism; autism spectrum disorder; epigenetic; genetic ID X-CHROMOSOME INACTIVATION; CPG-BINDING PROTEIN-2; COPY NUMBER VARIATION; SPECTRUM DISORDERS; RETT-SYNDROME; BRAIN-DEVELOPMENT; NEURODEVELOPMENTAL DISORDERS; MECP2 EXPRESSION; ENVIRONMENTAL-FACTORS; DNA METHYLATION AB Autism spectrum disorder is a grouping of neurodevelopmental disorders characterized by deficits in social communication and language, as well as by repetitive and stereotyped behaviors. While the environment is believed to play a role in the development of autism spectrum disorder, there is now strong evidence for a genetic link to autism. Despite such evidence, studies investigating a potential single-gene cause for autism, although insightful, have been highly inconclusive. A consideration of an epigenetic approach proves to be very promising in clarifying genetic factors involved in autism. The present article is intended to provide a review of key findings pertaining to epigenetics in autism in such a way that a broader audience of individuals who do not have a strong background in genetics may better understand this highly specific and scientific content. Epigenetics refers to non-permanent heritable changes that alter expression of genes without altering the DNA sequence itself and considers the role of environment in this modulation of gene expression. This review provides a brief description of epigenetic processes, highlights evidence in the literature of epigenetic dysregulation in autism, and makes use of noteworthy findings to illustrate how a consideration of epigenetic factors can deepen our understanding of the development of autism. Furthermore, this discussion will present a promising new way for moving forward in the investigation of genetic factors within autism. C1 [Hall, Layla; Kelley, Elizabeth] Queens Univ, Kingston, ON K7L 3N6, Canada. RP Hall, L (reprint author), Queens Univ, Dept Psychol, 62 Arch St, Kingston, ON K7L 3N6, Canada. 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Recently, challenging behaviour has been linked to people with autism spectrum disorders; however, little research has been aimed at exploring staff's experiences of facing such behaviour in services for autism spectrum disorders in particular. A qualitative study using interpretative phenomenological analysis was conducted. This method involves thorough exploration of experiences revealed by individuals. A purposive sample (N = 10) was used. Participants were involved in semi-structured interviews which were later analysed according to the guidelines by Smith and Osborn. Four themes were discovered: intense mental and physical engagement, importance of adaptive coping, ambiguous experience of failure and achievement and destructive emotional reactions. Being exposed to challenging behaviour in services for autism spectrum disorders is a complex multi-component experience. 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Orsmond, Gael I. Coster, Wendy J. Cohn, Ellen S. TI Media use among adolescents with autism spectrum disorder SO AUTISM LA English DT Article DE adolescent; autism spectrum disorder; media use; personal relationships ID PARENTAL MEDIATION; VIDEO GAMES; CHILDREN; TELEVISION; INTERNET; COMMUNICATION; TECHNOLOGY; AGGRESSION; PREVALENCE; BEHAVIOR AB This study explores how adolescents with autism spectrum disorder (ASD) use media, and the factors associated with their media use. A total of 91 adolescents with ASD and their parents completed mail-based surveys. In all, 78% of the adolescents with ASD watched television (approximately 2 h/day), and 98% used computers (approximately 5 h/day) on any given day. They most frequently watched cartoons, played computer or video games that involved shooting, and visited websites that contained information on video games. Adolescents with ASD who watched television with parents reported more positive parent-child relationships. Adolescents with ASD who visited social networking websites or received emails from friends reported more positive friendships. The findings help us understand media-use habits of adolescents with ASD and suggest areas for future research. C1 [Kuo, Melissa H.] Univ Alberta, Edmonton, AB T6G 2G4, Canada. [Orsmond, Gael I.; Coster, Wendy J.; Cohn, Ellen S.] Boston Univ, Boston, MA 02215 USA. RP Kuo, MH (reprint author), Univ Alberta, 2-64 Corbett Hall, Edmonton, AB T6G 2G4, Canada. 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Curtis, Amy B. TI Longitudinal follow-up of factors associated with food selectivity in children with autism spectrum disorders SO AUTISM LA English DT Article DE autism; food selectivity; sensory over-responsivity; sensory processing disorders; restrictive and repetitive behavior ID REPETITIVE BEHAVIOR; FEEDING PROBLEMS AB The objective of this study was to examine food selectivity in children with autism spectrum disorders longitudinally. Additionally explored were the stability of the relationship between food selectivity and sensory over-responsivity from time 1 to time 2 and the association between food selectivity and restricted and repetitive behavior at time 2. A total of 52 parents of children with autism were surveyed approximately 20 months after completing an initial questionnaire. First and second surveys each contained identical parent-response item to categorize food selectivity level and a scale to measure sensory over-responsivity. A new scale to measure restricted and repetitive behaviors was added at time 2. Results comparing time 1 to time 2 indicated no change in food selectivity level and a stable, significant relationship between food selectivity and sensory over-responsivity. The measure of restrictive and repetitive behavior (time 2) was found to significantly predict membership in the severe food selectivity group. However, when sensory over-responsivity and both restricted and repetitive behaviors were included in the regression model, only sensory over-responsivity significantly predicted severe food selectivity. These results support conclusions about the chronicity of food selectivity in young children with autism and the consistent relationship between food selectivity and sensory over-responsivity. C1 [Suarez, Michelle A.; Nelson, Nickola W.; Curtis, Amy B.] Western Michigan Univ, Kalamazoo, MI 49008 USA. 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Nowell, Kerri P. Kubiszyn, Thomas Goin-Kochel, Robin P. TI Psychotropic medication use among children with autism spectrum disorders within the Simons Simplex Collection: Are core features of autism spectrum disorder related? SO AUTISM LA English DT Article DE autism spectrum disorders; core features; psychotropic medication use; Simons Simplex Collection ID PSYCHIATRIC-DISORDERS; PATTERNS; ADOLESCENTS; PREVALENCE; MANAGEMENT; RISK; PARENTS; YOUTH AB Psychotropic medication use and its relationship to autism spectrum core features were examined in a well-characterized but nonstratified North American sample (N = 1605) of children/adolescents diagnosed with autism spectrum disorders utilizing the Autism Diagnostic Observation Schedule and the Autism Diagnostic Interview-Revised, from the multisite Simons Simplex Collection. Analyses included (a) prevalence of psychotropic use (overall, and by classes), (b) correlations between prevalence of use and autism spectrum core features, age, and cognitive functioning, and (c) logistic regression to identify whether these factors were predictive of psychotropic use. Results indicated 41.7% ever used one or more classes of psychotropic medications, with attention deficit hyperactivity disorder medications used most. Small but significant correlations between psychotropic medication use and (a) social impairment (p < .001) and (b) repetitive behaviors (p < .001) were found. Overall, however, autism spectrum disorder core features are weakly related to medication use. Older children used more psychotropics (p < .001), and higher cognitive functioning was associated with less overall psychotropic use (p < .001). Logistic regression indicated that use of psychotropics was predicted by repetitive behaviors (both clinician-observed and parent-reported), age, and cognitive ability level. Limitations inherent to the Simons Simplex Collection sample, methodology, and the correlational analyses are discussed. Directions for future research include investigation of factors more influential than core symptoms on psychotropic treatment (e.g. parent perceptions, comorbid symptoms). C1 [Mire, Sarah S.; Nowell, Kerri P.; Kubiszyn, Thomas] Univ Houston, Houston, TX 77044 USA. [Goin-Kochel, Robin P.] Baylor Coll Med, Houston, TX 77030 USA. RP Mire, SS (reprint author), Univ Houston, Dept Educ Psychol, 491 Farish Hall, Houston, TX 77044 USA. EM ssmire@uh.edu CR Aman MG, 2005, J CHILD ADOL PSYCHOP, V15, P116, DOI 10.1089/cap.2005.15.116 Aman MG, 2003, J AUTISM DEV DISORD, V33, P527, DOI 10.1023/A:1025883612879 Brown R. 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Previous research by Reed et al. using static images of the human body shows that people with autism fail to demonstrate this effect. Using a novel task in which adults, adolescents with autism, and typically developing adolescents judged whether walking stick figurescreated from biological motion recordings and shown at seven orientations between 0 degrees and 180 degrees were normal or distorted, this study shows clear effects of stimulus inversion. Reaction times and inverse efficiency increased with orientation for normal but not distorted walkers, and sensitivity declined with rotation from upright for all groups. Notably, the effect of stimulus inversion was equally detrimental to both groups of adolescents suggesting intact configural processing of the body in motion in autism spectrum disorder. C1 [Cleary, Laura; Looney, Kathy; Brady, Nuala] Univ Coll Dublin, Dublin 4, Ireland. [Fitzgerald, Michael] Trinity Coll Dublin, Dublin, Ireland. 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In this pilot study, the feasibility and outcomes of a 6-week acceptance and commitment therapy-based skills training group were evaluated in a special school setting using a quasi-experimental design (acceptance and commitment therapy/school classes as usual). A total of 28 high-functioning students with autism spectrum disorder (aged 13-21 years) were assessed using self- and teacher-ratings at pre- and post-assessment and 2-month follow-up. All participants completed the skills training, and treatment satisfaction was high. Levels of stress, hyperactivity and emotional distress were reduced in the treatment group. The acceptance and commitment therapy group also reported increased prosocial behaviour. These changes were stable or further improved at the 2-month follow-up. Larger studies are needed to further evaluate the benefits of acceptance and commitment therapy for autism spectrum disorder. C1 [Pahnke, Johan; Hirvikoski, Tatja] Karolinska Inst KIND, Ctr Neurodev Disorders, Dept Womens & Childrens Hlth, S-11330 Stockholm, Sweden. [Lundgren, Tobias] Stockholm Univ, Stockholm, Sweden. [Hursti, Timo] Uppsala Univ, S-75105 Uppsala, Sweden. RP Hirvikoski, T (reprint author), Karolinska Inst KIND, Ctr Neurodev Disorders, Dept Womens & Childrens Hlth, Gavlegatan 22B, S-11330 Stockholm, Sweden. 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Zablotsky, Benjamin Yarger, Heather A. Zimmerman, Andrew Makia, Barraw Lee, Li-Ching TI Sex differences in co-occurring conditions of children with autism spectrum disorders SO AUTISM LA English DT Article DE Autism spectrum disorder; co-occurring conditions; sex ID PERVASIVE DEVELOPMENTAL DISORDERS; PREVALENCE; EPIDEMIOLOGY; DISABILITIES; DIAGNOSIS AB This study investigated differences in co-occurring diagnoses made in females compared to males with autism spectrum disorders in 913 children (746 males and 167 females) living in the United States with a current autism spectrum disorder diagnosis identified via caregiver-reported data from the National Survey of Children's Health 2007. The results indicated that overall, females had significantly fewer reported autism spectrum disorder co-occurring conditions than males. Females, compared to males, with a current autism spectrum disorder diagnosis had lower rates of past learning disorder, current mild learning disorder, and past anxiety diagnoses. Females with a current autism spectrum disorder diagnosis were more likely than males to have been diagnosed with a speech problem in the past, while males with a current autism spectrum disorder diagnosis were more likely than females to have a current diagnosis of a mild learning disability and a past diagnosis of learning disability. In addition, males with a current autism spectrum disorder diagnosis were more likely than females to have two or more co-occurring diagnoses. These findings provide insight into trends in sex differences in autism spectrum disorder co-occurring conditions. C1 [Stacy, Maria E.; Zablotsky, Benjamin; Makia, Barraw; Lee, Li-Ching] Johns Hopkins Bloomberg Sch Publ Hlth, Baltimore, MD 21205 USA. [Yarger, Heather A.] Univ Delaware, Newark, DE 19716 USA. [Zimmerman, Andrew] Massachusetts Gen Hosp Children, Boston, MA USA. RP Lee, LC (reprint author), Johns Hopkins Bloomberg Sch Publ Hlth, Dept Epidemiol, 615 N Wolfe St,Suite E6032, Baltimore, MD 21205 USA. 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Supported employment enables individuals with autism to secure and maintain a paid job in a regular work environment. The objective of this study was to assess the cost-effectiveness of supported employment compared with standard care (day services) for adults with autism in the United Kingdom. Thus, a decision-analytic economic model was developed, which used outcome data from the only trial that has evaluated supported employment for adults with autism in the United Kingdom. The main analysis considered intervention costs, while cost-savings associated with changes in accommodation status and National Health Service and personal social service resource use were examined in secondary analyses. Two outcome measures were used: the number of weeks in employment and the quality-adjusted life year. Supported employment resulted in better outcomes compared with standard care, at an extra cost of 18 pound per additional week in employment or 5600 pound per quality-adjusted life year. 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Wingsiong, Aranda Lunsky, Yona TI Defining crisis in families of individuals with autism spectrum disorders SO AUTISM LA English DT Article DE autism spectrum disorder; crisis; family; qualitative study ID DEVELOPMENTAL-DISABILITIES; INTELLECTUAL DISABILITY; BEHAVIOR PROBLEMS; PARENTING STRESS; CHRONIC ILLNESS; MENTAL-HEALTH; CHILDREN; MOTHERS; FATHERS; ADAPTATION AB Parents of children diagnosed with autism spectrum disorder often report higher levels of depression, anxiety, and mental health-related issues. The combination of stressors and family adjustment difficulties can cause distress which may develop into a crisis. Understanding crisis in the family is important to mental health practice since it can serve as a guide in delivering service to at-risk families. This study investigated the subjective experience of crisis in 155 mothers of children diagnosed with autism spectrum disorder. 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Johnson, Ashley L. Spence, Sarah J. Buka, Stephen L. Morrow, Eric M. Triche, Elizabeth W. TI The association between epilepsy and autism symptoms and maladaptive behaviors in children with autism spectrum disorder SO AUTISM LA English DT Article DE autism spectrum disorder; autism symptoms; epilepsy; hyperactivity; intellectual disability ID INTELLECTUAL DISABILITY; PSYCHIATRIC-DISORDERS; DIAGNOSTIC INTERVIEW; REPETITIVE BEHAVIOR; INDIVIDUALS; PREVALENCE; CHECKLIST; SEIZURES; SCALE; COMMUNICATION AB Epilepsy is common in children with autism spectrum disorder (ASD) but little is known about how seizures impact the autism phenotype. The association between epilepsy and autism symptoms and associated maladaptive behaviors was examined in 2,645 children with ASD, of whom 139 had epilepsy, from the Simons Simplex Collection. Children with ASD and epilepsy had significantly more autism symptoms and maladaptive behaviors than children without epilepsy. However, after adjusting for IQ, only hyperactivity symptoms remained significantly increased (13% higher) in the epilepsy group. Among children with ASD without co-occurring intellectual disability, children with epilepsy had significantly more irritability (20% higher) and hyperactivity (24% higher) symptoms. This is the largest study to date comparing the autism phenotype in children with ASD with and without epilepsy. Children with ASD and epilepsy showed greater impairment than children without epilepsy, which was mostly explained by the lower IQ of the epilepsy group. These findings have important clinical implications for patients with ASD. C1 [Viscidi, Emma W.; Buka, Stephen L.; Morrow, Eric M.; Triche, Elizabeth W.] Brown Univ, Sch Publ Hlth, Providence, RI 02912 USA. [Johnson, Ashley L.; Morrow, Eric M.] Emma Pendleton Bradley Hosp, Riverside, CA USA. [Johnson, Ashley L.; Morrow, Eric M.] Brown Univ, Sch Med, Providence, RI 02912 USA. 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autism spectrum disorder; children; conformity ID JOINT ATTENTION; BEHAVIORS; PRESSURE; CULTURE; ADULTS; AQ AB Perhaps surprisingly, given the importance of conformity as a theoretical construct in social psychology and the profound implications autism has for social function, little research has been done on whether autism is associated with the propensity to conform to a social majority. This study is a modern, child-friendly implementation of the classic Asch conformity studies. The performance of 15 children with autism was compared to that of 15 typically developing children on a line judgement task. Children were matched for age, gender and numeracy and literacy ability. In each trial, the child had to say which of three lines a comparison line matched in length. On some trials, children were misled as to what most people thought the answer was. Children with autism were much less likely to conform in the misleading condition than typically developing children. This finding was replicated using a continuous measure of autism traits, the Autism Quotient questionnaire, which showed that autism traits negatively correlated with likelihood to conform in the typically developing group. This study demonstrates the resistance of children with autism to social pressure. C1 [Yafai, Abdul-Fattah; Verrier, Diarmuid; Reidy, Lisa] Sheffield Hallam Univ, Sheffield S10 2LD, S Yorkshire, England. RP Verrier, D (reprint author), Sheffield Hallam Univ, Sheffield S10 2LD, S Yorkshire, England. 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Teunisse, Jan-Pieter Koot, Hans M. Geurts, Hilde M. TI Verbal fluency in children with autism spectrum disorders: Clustering and switching strategies SO AUTISM LA English DT Article DE autism spectrum disorders; clustering; cognitive flexibility; fluency; switching ID HIGH-FUNCTIONING AUTISM; EXECUTIVE FUNCTIONS; COMMUNICATION DEFICITS; ASPERGER SYNDROME; INDIVIDUALS; ADULTS; SEX; DYSFUNCTION; LANGUAGE; TASK AB This study highlights differences in cognitive strategies in children and adolescents with and without autism spectrum disorders (n = 52) on a verbal fluency task (naming as many words as possible (e.g. animals) within 60 s). The ability to form clusters of words (e.g. farm animals like cow-horse-goat) or to switch between unrelated words (e.g. snake and cat) was analyzed using a coding method that more stringently differentiates between these strategies. Results indicated that children and adolescents with autism spectrum disorders switched less frequently, but produced slightly larger clusters than the comparison group, resulting in equal numbers of total words produced. The currently used measures of cognitive flexibility suggest atypical, but possibly equally efficient, fluency styles used by individuals with autism spectrum disorders. C1 [Begeer, Sander] Univ Sydney, Sydney, NSW 2006, Australia. [Begeer, Sander; Wierda, Marlies; Scheeren, Anke M.; Koot, Hans M.] Vrije Univ Amsterdam, NL-1081 BT Amsterdam, Netherlands. [Begeer, Sander; Wierda, Marlies; Scheeren, Anke M.] Autism Res Amsterdam, Amsterdam, Netherlands. [Teunisse, Jan-Pieter; Geurts, Hilde M.] Dr Leo Kannerhuis Autism Ctr, Amsterdam, Netherlands. [Teunisse, Jan-Pieter] Radboud Univ Nijmegen, NL-6525 ED Nijmegen, Netherlands. [Geurts, Hilde M.] Univ Amsterdam, NL-1012 WX Amsterdam, Netherlands. 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Community views and priorities from the United Kingdom SO AUTISM LA English DT Article DE autism community; autism research; decision-making; priority setting ID SPECTRUM DISORDERS; CHILDREN; AGENDA; ADULTS; HEALTH; PREVALENCE; UK AB The rise in the measured prevalence of autism has been accompanied by much new research and research investment internationally. This study sought to establish whether the pattern of current UK autism research funding maps on to the concerns of the autism community. Interviews and focus groups were conducted with autistic adults, family members, practitioners and researchers to identify their priorities for research. We also captured the views of a large number of stakeholders via an online survey. There was a clear disparity between the United Kingdom's pattern of funding for autism research and the priorities articulated by the majority of participants. There was general consensus that future priorities for autism research should lie in those areas that make a difference to people's day-to-day lives. There needs to be greater involvement of the autism community both in priority setting and in research more broadly to ensure that resources reach where they are most needed and can make the most impact. C1 [Pellicano, Elizabeth; Dinsmore, Adam] Univ London, Inst Educ, London WC1E 7HU, England. [Pellicano, Elizabeth] Univ Western Australia, Nedlands, WA 6009, Australia. [Dinsmore, Adam] Wellcome Trust Res Labs, London, England. [Charman, Tony] Kings Coll London, Inst Psychiat, London WC2R 2LS, England. RP Pellicano, E (reprint author), Care of Pellicano L, Univ London, Inst Educ, Dept Psychol & Human Dev,CRAE, 25 Woburn Sq, London WC1H 0AA, England. 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Fehlings, Michael G. TI Community engagement and knowledge translation: Progress and challenge in autism research SO AUTISM LA English DT Article DE community needs; engagement; knowledge translation; low- and middle-income countries ID SPECTRUM DISORDERS; SCIENCE; IMPLEMENTATION; INTERVENTION; CHILDREN; PARENTS; TIME AB The last decade has seen significant growth in scientific understanding and public awareness of autism. There is still a long road ahead before this awareness can be matched with parallel improvements in evidence-based practice. The process of translating evidence into community care has been hampered by the seeming disconnect between the mainstream scientific research agenda and the immediate priorities of many communities. The need for community engagement in the process of translating knowledge into impact has been recognized. However, there remains little consensus or empirical data regarding the process of such engagement and how to measure its impact. We shed light on a number of engagement models and tools, previously advocated in health research, as they apply to autism research. Furthermore, we illustrate the utility of such tools in supporting identification of knowledge gaps and priorities, using two community-based case studies. The case studies illustrate that information generated from research is indeed relevant and critical for knowledge users in the community. Simple and systematic methods can support the translation and uptake of knowledge in diverse communities, therefore enhancing engagement with research and bridging research findings with immediate community needs. C1 [Elsabbagh, Mayada; Yusuf, Afiqah; Prasanna, Shreya] McGill Univ, Montreal, PQ H3A 1A1, Canada. [Shikako-Thomas, Keiko] McMaster Univ, Hamilton, ON L8S 4L8, Canada. [Ruff, Crystal A.; Fehlings, Michael G.] Toronto Western Hosp, Toronto, ON, Canada. [Ruff, Crystal A.; Fehlings, Michael G.] Univ Toronto, Toronto, ON M5S 1A1, Canada. RP Elsabbagh, M (reprint author), McGill Univ, Dept Psychiat, Ludmer Res & Training Bldg,1033 Pine Ave West, Montreal, PQ H3A 1A1, Canada. 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Few studies within the field of neurodevelopmental disorders, particularly autism spectrum disorders, have involved autistic individuals as partners. This study sought to identify and characterize published participatory research partnerships between researchers and individuals with autism spectrum disorder or other neurodevelopmental disorders and examine the influence of participatory research partnerships on the research process and reported study outcomes. A search of databases and review of gray literature identified seven studies that described participatory research partnerships between academic researchers and individuals with autism spectrum disorder or other neurodevelopmental disorders. A comparative analysis of the studies revealed two key themes: (1) variations in the participatory research design and (2) limitations during the reporting of the depth of the partner's involvement. Both themes potentially limit the application and generalizability of the findings. The results of the review are discussed in relation to the use of evaluative frameworks for such participatory research studies to determine the potential benefits of participatory research partnerships within the neurodevelopmental and autism spectrum disorder populations. C1 [Jivraj, Jamil; Sacrey, Lori-Ann; Newton, Amanda; Zwaigenbaum, Lonnie] Univ Alberta, Edmonton, AB T6G 2R3, Canada. [Nicholas, David] Univ Calgary, Calgary, AB T2N 1N4, Canada. RP Jivraj, J (reprint author), Univ Alberta, Dept Pediat, Glenrose Rehabil Hosp E209, Edmonton, AB T6G 2R3, Canada. 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M. TI Autistic expertise: A critical reflection on the production of knowledge in autism studies SO AUTISM LA English DT Article DE autism; expertise; knowledge production; somatic affordance; tacit knowledge AB The field of autism studies is a highly disputed territory within which competing contradictory discourses abound. In this field, it is the voices and claims of autistic people regarding their own expertise in knowledge production concerning autism that is most recent in the debate, and traditionally the least attended to. In this article, I utilise the theories of Harry Collins and colleagues in order to reflect upon and conceptualise the various claims to knowledge production and expertise within the field of autism studies, from the perspective of an author who has been diagnosed as being on the autism spectrum. The notion that autistic people lack sociality is problematised, with the suggestion that autistic people are not well described by notions such as the 'social brain', or as possessing 'zero degrees of cognitive empathy'. I then argue, however, that there is a qualitative difference in autistic sociality, and question to what extent such differences are of a biological or cultural nature, and to what extent interactional expertise can be gained by both parties in interactions between autistic and non-autistic people. In conclusion, I argue that autistic people have often become distrustful of researchers and their aims, and are frequently frozen out of the processes of knowledge production. Such a context results in a negative feedback spiral with further damage to the growth of interactional expertise between researchers and autistic people, and a breakdown in trust and communication leading to an increase in tension between stakeholder groups. The involvement of autistic scholars in research and improvements in participatory methods can thus be seen as a requirement, if social research in the field of autism is to claim ethical and epistemological integrity. C1 Univ Birmingham, Birmingham B15 2TT, W Midlands, England. RP Milton, DEM (reprint author), Univ Birmingham, Birmingham B15 2TT, W Midlands, England. 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Danis, Marion Hafner-Eaton, Chris TI US state variation in autism insurance mandates: Balancing access and fairness SO AUTISM LA English DT Article DE autism; distributive justice; ethics; health policy; private insurance mandates ID SPECTRUM DISORDER; PRIVATE INSURANCE; SERVICE USE; PREVALENCE; IMPACT; IDENTIFICATION; EXPENDITURES; CHILDREN; TRENDS; COSTS AB This article examines how nations split decision-making about health services between federal and sub-federal levels, creating variation between states or provinces. When is this variation ethically acceptable? We identify three sources of ethical acceptability-procedural fairness, value pluralism, and substantive fairness-and examine these sources with respect to a case study: the fact that only 30 out of 51 US states or territories passed mandates requiring private insurers to offer extensive coverage of autism behavioral therapies, creating variation for privately insured children living in different US states. Is this variation ethically acceptable? To address this question, we need to analyze whether mandates go to more or less needy states and whether the mandates reflect value pluralism between states regarding government's role in health care. Using time-series logistic regressions and data from National Survey of Children with Special Health Care Needs, Individual with Disabilities Education Act, legislature political composition, and American Board of Pediatrics workforce data, we find that the states in which mandates are passed are less needy than states in which mandates have not been passed, what we call a cumulative advantage outcome that increases between-state disparities rather than a compensatory outcome that decreases between-state disparities. Concluding, we discuss the implications of our analysis for broader discussions of variation in health services provision. C1 [Johnson, Rebecca A.; Danis, Marion] NIH, Dept Bioeth, Bethesda, MD 20892 USA. [Hafner-Eaton, Chris] NIH, Div Sci Policy & Sci Liaison, Bethesda, MD 20892 USA. RP Johnson, RA (reprint author), NIH, Dept Bioeth, 10 Ctr Dr, Bethesda, MD 20892 USA. 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A., 2011, J SPECIAL ED LEADERS, V24, P92 NR 45 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD OCT PY 2014 VL 18 IS 7 SI SI BP 803 EP 814 DI 10.1177/1362361314529191 PG 12 WC Psychology, Developmental SC Psychology GA AQ2SH UT WOS:000342638200006 PM 24789870 ER PT J AU Vohra, R Madhavan, S Sambamoorthi, U St Peter, C AF Vohra, Rini Madhavan, Suresh Sambamoorthi, Usha St Peter, Claire TI Access to services, quality of care, and family impact for children with autism, other developmental disabilities, and other mental health conditions SO AUTISM LA English DT Article DE Access to services; autism; autism spectrum disorder health care; burden of autism; developmental disabilities; family impact; mental health condition; quality of care ID SPECTRUM DISORDERS; EXPENDITURES; MEDICAID; SUPPORT; BURDEN AB This cross-sectional study examined perceived access to services, quality of care, and family impact reported by caregivers of children aged 3-17 years with autism spectrum disorders, as compared to caregivers of children with other developmental disabilities and other mental health conditions. The 2009-2010 National Survey of Children with Special Health Care Needs was utilized to examine the association between child's special needs condition and three outcomes (N = 18,136): access to services (difficulty using services, difficulty getting referrals, lack of source of care, and inadequate insurance coverage), quality of care (lack of care coordination, lack of shared decision making, and no routine screening), and family impact (financial, employment, and time-related burden). Multivariate logistic regressions were performed to compare caregivers of children with autism spectrum disorders to caregivers of children with developmental disabilities (cerebral palsy, Down syndrome, developmental delay, or intellectual disability), mental health conditions (attention deficit hyperactivity disorder, anxiety, behavioral/conduct problems, or depression), or both developmental disabilities and mental health conditions. Caregivers of children with autism spectrum disorders were significantly more likely to report difficulty using services, lack of source of care, inadequate insurance coverage, lack of shared decision making and care coordination, and adverse family impact as compared to caregivers of children with developmental disabilities, mental health conditions, or both. C1 [Vohra, Rini; Madhavan, Suresh; Sambamoorthi, Usha; St Peter, Claire] W Virginia Univ, Morgantown, WV 26505 USA. RP Vohra, R (reprint author), W Virginia Univ, Sch Pharm, Dept Pharmaceut Syst & Policy, POB 9510, Morgantown, WV 26505 USA. 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J., 2003, FOCUS AUTISM OTHER D, V18, P228, DOI DOI 10.1177/10883576030180040401 Stewart ME, 2006, AUTISM, V10, P103, DOI 10.1177/1362361306062013 Volkmar Fred, 1999, Journal of the American Academy of Child and Adolescent Psychiatry, V38, p32S Wang L, 2010, J AM ACAD CHILD PSY, V49, P1165, DOI 10.1016/j.jaac.2010.08.003 Warren Z., 2011, COMP EFFECTIVENESS R, V26 White SW, 2009, CLIN PSYCHOL REV, V29, P216, DOI 10.1016/j.cpr.2009.01.003 NR 35 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD OCT PY 2014 VL 18 IS 7 SI SI BP 815 EP 826 DI 10.1177/1362361313512902 PG 12 WC Psychology, Developmental SC Psychology GA AQ2SH UT WOS:000342638200007 PM 24353274 ER PT J AU Pasco, G Clark, B Dragan, I Kalambayi, F Slonims, V Tarpan, AK Wittemeyer, K AF Pasco, Greg Clark, Bruce Dragan, Ioana Kalambayi, Fidelie Slonims, Vicky Tarpan, Adelaide Katerine Wittemeyer, Kerstin TI A training and development project to improve services and opportunities for social inclusion for children and young people with autism in Romania SO AUTISM LA English DT Article DE autism spectrum disorder; awareness raising; computer-based training; low- and middle-income countries; national campaign; Romania; training and development AB In 2010, the Romanian Angel Appeal Foundation launched a 3-year national training and development programme to develop and deliver a model of diagnostic and therapeutic services aimed at promoting social inclusion for children and young people with autism spectrum disorders. The project adopted a number of strategies aimed at developing knowledge and skills among professionals and increasing awareness in political and public spheres: (a) a three-stage training programme designed to increase knowledge of autism spectrum disorders and promote best practice among professionals working in services providing for children with autism spectrum disorders and their families, on a nationwide basis; (b) two online courses for general practitioners and psychiatrists, with content relating to the identification, diagnosis and treatment of autism spectrum disorders; (c) a total of 40 counselling and assistance centres for people with autism spectrum disorders were launched in partnership with local authorities; (d) a national strategy for social and professional integration of people with autism spectrum disorders developed through consultation with political, statutory and voluntary sector partners; and (e) a nationwide media campaign to raise awareness of the needs of children and young people with autism spectrum disorders that reached over eight million people. The project provides a transferable model to achieve important improvements in the quantity and quality of services on a national level within a brief time frame. C1 [Pasco, Greg] Kings Coll London, Inst Psychiat, London SE5 8AF, England. [Clark, Bruce] South London & Maudsley NHS Fdn Trust, London, England. [Dragan, Ioana; Tarpan, Adelaide Katerine] Romanian Angel Appeal Fdn, Bucharest, Romania. [Kalambayi, Fidelie] Univ Bucharest, Bucharest, Romania. [Slonims, Vicky] Kings Coll London, London SE5 8AF, England. [Wittemeyer, Kerstin] Univ Birmingham, Birmingham B15 2TT, W Midlands, England. RP Pasco, G (reprint author), Kings Coll London, Inst Psychiat, De Crespigny Pk, London SE5 8AF, England. EM greg.pasco@kcl.ac.uk CR Elsabbagh M, 2012, AUTISM RES, V5, P160, DOI 10.1002/aur.239 Frost L., 2002, PICTURE EXCHANGE COM, V2nd Kalambayi F, 2011, INTEGRAREA ED COPIIL Kalambayi F, 2013, EVALUAREA REZU UNPUB Khan NZ, 2012, AUTISM RES, V5, P156, DOI 10.1002/aur.1239 NR 5 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD OCT PY 2014 VL 18 IS 7 SI SI BP 827 EP 831 DI 10.1177/1362361314524642 PG 5 WC Psychology, Developmental SC Psychology GA AQ2SH UT WOS:000342638200008 PM 24590469 ER PT J AU Ho, HSW Yi, HS Griffiths, S Chan, DFY Murray, S AF Ho, Hilda S. W. Yi, Huso Griffiths, Sian Chan, Dorothy F. Y. Murray, Stuart TI 'Do It Yourself' in the parent-professional partnership for the assessment and diagnosis of children with autism spectrum conditions in Hong Kong: A qualitative study SO AUTISM LA English DT Article DE autism spectrum conditions; clinical pathway; Hong Kong; parent-professional partnership; qualitative study ID DISORDER; SERVICES; ELECTROACUPUNCTURE; SATISFACTION; DOCTORS; SAMPLE; MODEL AB Timely and appropriate care for children with autism spectrum conditions is affected by the interaction between healthcare professionals and parents. Despite the importance of the parent-professional partnership, there is a dearth of cultural-specific data on parent-professional partnership in the Chinese context. We conducted 10 in-depth life-history interviews with parents of children with autism spectrum conditions in Hong Kong who were diagnosed during preschool years. Using an interpretative phenomenological analytic method, five themes were constructed to represent the context of parent-professional partnership in Hong Kong along the pathway of seeking a diagnosis: (a) access to the assessment and diagnosis of autism spectrum conditions, (b) multiple procedures of assessment, (c) consultation prior to diagnosis and assessment, (d) communication of diagnosis and assessment result and (e) post-assessment isolation. Parental narratives highlight the important domains of parent-professional partnership and reflect the complexity of diagnosis and the lack of a cohesive system. For many parents, the assessment procedure was marred by a series of obstacles, which were further exacerbated by a poorly developed parent-professional partnership. Suggestions for parent-professional partnership development include establishing an evidence-based best practice guideline for Hong Kong, creating pre-assessment information workshops for parents to attend and equipping professionals with knowledge about autism spectrum conditions and enhanced communication skills. C1 [Ho, Hilda S. W.; Yi, Huso; Griffiths, Sian; Chan, Dorothy F. Y.] Chinese Univ Hong Kong, Shatin, Hong Kong, Peoples R China. [Murray, Stuart] Univ Leeds, Leeds LS2 9JT, W Yorkshire, England. RP Yi, HS (reprint author), Chinese Univ Hong Kong, Hlth Eth & Med Humanities Unit, Ctr Global Hlth, Jockey Club Sch Publ Hlth & Primary Care, Shatin, Hong Kong, Peoples R China. EM husoyi@cuhk.edu.hk CR Abbott M, 2013, CLIN CHILD PSYCHOL P, V18, P370, DOI 10.1177/1359104512455813 (APA) APA, 2000, DIAGN STAT MAN MENT Australian Advisory Board on Autism Spectrum Disorders (AABASD), 2007, NAT CALL ACT Baird G, 2001, ARCH DIS CHILD, V84, P468, DOI 10.1136/adc.84.6.468 Bitterman A, 2008, J AUTISM DEV DISORD, V38, P1509, DOI 10.1007/s10803-007-0531-9 Brogan CA, 2003, AUTISM, V7, P31, DOI 10.1177/1362361303007001004 Centers for Disease Control and Prevention, 2012, AUTISM SPECTRUM DISO Chan AS, 2011, EVID-BASED COMPL ALT, V2011 Chen WX, 2008, J ALTERN COMPLEM MED, V14, P1057, DOI 10.1089/acm.2007.0823 Child Assessment Centre of the Department of Health Hong Kong, 2013, SCOP SERV Edge RS, 2005, ETHICS HLTH CARE GUI Efficiency Unit of the Government of the Hong Kong Special Administrative Region, 2003, SERV COMM US PRIV SE Family Health Services Hong Kong, 2013, SCHED INT CHILD HLTH Fereday J, 2010, HEALTH SOC CARE COMM, V18, P624, DOI 10.1111/j.1365-2524.2010.00935.x Fung CW, 2005, BRAIN DEV-JPN, V27, P141, DOI 10.1016/j.braindev.2003.11.007 Goin-Kochel RP, 2006, AUTISM, V10, P439, DOI 10.1177/1362361306066601 Hamilton J, 2009, MED TEACH, V31, P163, DOI 10.1080/01421590802530914 Huang YP, 2011, J CLIN NURS, V21, P198 Hughes R, 2003, RUNNING WALKER MEMOI Hui EC, 1999, CHINESE HLTH CARE ET Keen D, 2007, INT J DISABILITY DEV, V54, P330 Kendall M, 2009, BMJ-BRIT MED J, V339, P196 Labour and Welfare Bureau, 2012, CHILD ASS DIAGN DEV Lasalle B, 2007, FINDING BEN MOTHERS Leung GM, 2005, SOC SCI MED, V61, P577, DOI 10.1016/j.socscimed.2004.12.029 Mansell W, 2004, AUTISM, V8, P387, DOI 10.1177/1362361304045213 Minnes P, 2003, DEV DISABILITIES ONT, P663 Mockett M, 2011, INT J FAMILY MED, V2011 Montes Guillermo, 2009, Pediatrics, V124 Suppl 4, pS407, DOI 10.1542/peds.2009-1255L Moore C, 2004, GEORGE SAM Murray S, 2012, AUTISM National Initiative for Autism: Screening and Assessment (NIASA), 2003, NAT AUT PLAN CHILDR Nissenbaum M. 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The aim of this study was to examine risk and protective factors that could help to explain variation in exposure to bullying within this group. A sample of 722 teachers and 119 parents reported on their child's experience of being bullied. This response variable was regressed onto a range of explanatory variables representing individual and contextual factors. The teacher-and parent-rated regression models were statistically significant, explaining large proportions of variance in exposure to bullying. Behaviour difficulties and increased age were associated with bullying in both models. Positive relationships and attending a special school were associated with a decrease in bullying in the teacher model, with use of public/school transport predicting an increase. In the parent model, special educational needs provision at School Action Plus (as opposed to having a Statement of Special Educational Needs) was a significant risk factor, and higher levels of parental engagement and confidence were associated with reductions in bullying. These findings are discussed in relation to the autism spectrum conditions literature, and opportunities for intervention are considered. C1 [Hebron, Judith; Humphrey, Neil] Univ Manchester, Manchester M13 9PL, Lancs, England. RP Hebron, J (reprint author), Univ Manchester, Sch Educ, Oxford Rd, Manchester M13 9PL, Lancs, England. 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Camacho, Fabian Leslie, Douglas TI Psychotropic medication trends among children and adolescents with autism spectrum disorder in the Medicaid program SO AUTISM LA English DT Article DE autism spectrum disorder; children and adolescents; Medicaid; psychotropic medications ID PREVALENCE; PATTERNS; MANAGEMENT; DRUGS AB This study characterized psychotropic medication use among Medicaid-enrolled children and adolescents with autism spectrum disorders by examining trends over time, including length of treatment and polypharmacy using 4 years of administrative claims data from 41 state Medicaid programs (2000-2003). The data set included nearly 3 million children and adolescents who were 17 years or younger. Approximately, 65% of children with autism spectrum disorder received a psychotropic medication. The results indicate an increasing overall trend in the use of psychotropic drugs among children and adolescents with autism spectrum disorders. Among the different classes of psychotropic drugs, antipsychotics were the most common. Increasing trends in polypharmacy were observed both within and between medication classes. C1 [Schubart, Jane R.; Camacho, Fabian; Leslie, Douglas] Penn State Univ, Hershey, PA 17033 USA. RP Schubart, JR (reprint author), Penn State Univ, Coll Med, Dept Surg Med & Publ Hlth Sci, 500 Univ Dr, Hershey, PA 17033 USA. 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Elia, Maurizio TI Effects of repetitive transcranial magnetic stimulation in performing eye-hand integration tasks: Four preliminary studies with children showing low-functioning autism SO AUTISM LA English DT Article DE autism spectrum disorders; premotor cortex; rehabilitation; transcranial magnetic stimulation ID SPECTRUM DISORDERS; TOOL USE; MOTOR; ATTENTION; CORTEX; BRAIN; INTERFERENCE; PREVALENCE; DEFICITS AB This report, based on four studies with children with low-functioning autism, aimed at evaluating the effects of repetitive transcranial magnetic stimulation delivered on the left and right premotor cortices on eye-hand integration tasks; defining the long-lasting effects of high-frequency repetitive transcranial magnetic stimulation; and investigating the real efficacy of high-frequency repetitive transcranial magnetic stimulation by comparing three kinds of treatments (high-frequency repetitive transcranial magnetic stimulation, a traditional eye-hand integration training, and both treatments combined). Results showed a significant increase in eye-hand performances only when high-frequency repetitive transcranial magnetic stimulation was delivered on the left premotor cortex; a persistent improvement up to 1 h after the end of the stimulation; better outcomes in the treatment combining high-frequency repetitive transcranial magnetic stimulation and eye-hand integration training. Based on these preliminary findings, further evaluations on the usefulness of high-frequency repetitive transcranial magnetic stimulation in rehabilitation of children with autism are strongly recommended. C1 [Panerai, Simonetta; Tasca, Domenica; Lanuzza, Bartolo; Trubia, Grazia; Ferri, Raffaele; Musso, Sabrina; Di Guardo, Giuseppe; Barone, Concetta; Gaglione, Maria P.; Elia, Maurizio] IRCCS Assoc Oasi Maria SS, Troina, EN, Italy. [Alagona, Giovanna] Azienda Osped Emergenza Cannizzaro, Catania, Italy. RP Panerai, S (reprint author), Oasi Inst Res Mental Retardat & Brain Aging, Via Conte Ruggero 73, I-94018 Troina, EN, Italy. 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Muncer, Steven J. TI Parents' views of the National Autistic Society's EarlyBird Plus Programme SO AUTISM LA English DT Article DE autism; EarlyBird Plus; parent training programme; post-diagnostic support; psychoeducation ID PRESCHOOL-CHILDREN; SPECTRUM DISORDER; DOWN-SYNDROME; INTERVENTION; DIAGNOSIS; MOTHERS AB Parent training interventions are recommended for parents soon after their child's autism spectrum condition diagnosis with the aim of improving parents' psychological well-being and coping, as well as the child's behaviour. This report explores parents' views of the EarlyBird Plus Programme through data collected routinely in the post-programme questionnaire. Participants' reported increased understanding of autism and improvements in their communication with their child and their ability to manage their child's behaviour. Parents appeared to value the opportunity to meet with other parents, and the programme seemed acceptable to the majority of parents who attended. C1 [Cutress, Anna L.; Muncer, Steven J.] Univ Teesside, Middlesbrough TS1 3BA, Cleveland, England. RP Cutress, AL (reprint author), Univ Teesside, Sch Hlth & Social Care, Clin Psychol Programme, Middlesbrough TS1 3BA, Cleveland, England. EM k0106145@tees.ac.uk CR Boyd B. A., 2002, FOCUS AUTISM OTHER D, V17, P208, DOI DOI 10.1177/10883576020170040301 Braiden H, 2010, CHILD CARE PRACT, V16, P377 BRISTOL MM, 1987, J AUTISM DEV DISORD, V17, P469, DOI 10.1007/BF01486964 Clubb M, 2012, GOOD AUTISM PRACTICE, V13, P69 Dabrowska A, 2010, J INTELL DISABIL RES, V54, P266, DOI 10.1111/j.1365-2788.2010.01258.x Drew A, 2002, EUR CHILD ADOLES PSY, V11, P266, DOI 10.1007/s00787-002-0299-6 Dumas J. 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In this study, we examined the possibility of promoting imitation and joint attention by means of a training programme specifically designed for low-intensity, non-residential treatment. Two matched groups of 18 children each participated in the study. The experimental group, receiving the training programme, improved significantly more on joint attention than the group receiving only treatment as usual. Only the experimental group obtained a significantly higher imitation score during the post-test compared to the pre-test. This study shows that it is possible to promote joint attention with a low-intensity treatment programme. The results concerning imitation are more modest. Future replications should involve measures of stability and generalization. C1 [Warreyn, Petra; Roeyers, Herbert] Univ Ghent, B-9000 Ghent, Belgium. RP Warreyn, P (reprint author), Univ Ghent, Dept Expt Clin & Hlth Psychol, Res Grp Dev Disorders, Henri Dunantlaan 2, B-9000 Ghent, Belgium. 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This preliminary randomized controlled open trial with a parallel design developed two group interventions for adults with autism spectrum disorders and intelligence within the normal range: cognitive behavioural therapy and recreational activity. Both interventions comprised 36 weekly 3-h sessions led by two therapists in groups of 6-8 patients. A total of 68 psychiatric patients with autism spectrum disorders participated in the study. Outcome measures were Quality of Life Inventory, Sense of Coherence Scale, Rosenberg Self-Esteem Scale and an exploratory analysis on measures of psychiatric health. Participants in both treatment conditions reported an increased quality of life at post-treatment (d = 0.39, p < 0.001), with no difference between interventions. No amelioration of psychiatric symptoms was observed. The dropout rate was lower with cognitive behavioural therapy than with recreational activity, and participants in cognitive behavioural therapy rated themselves as more generally improved, as well as more improved regarding expression of needs and understanding of difficulties. Both interventions appear to be promising treatment options for adults with autism spectrum disorder. The interventions' similar efficacy may be due to the common elements, structure and group setting. Cognitive behavioural therapy may be additionally beneficial in terms of increasing specific skills and minimizing dropout. C1 [Hesselmark, Eva; Plenty, Stephanie; Bejerot, Susanne] Karolinska Inst, Dept Clin Neurosci, Stockholm, Sweden. [Bejerot, Susanne] St Goran Hosp, VUB KOGNUS, Northern Stockholm Psychiat, SE-11281 Stockholm, Sweden. RP Hesselmark, E (reprint author), St Goran Hosp, VUB KOGNUS, Northern Stockholm Psychiat, SE-11281 Stockholm, Sweden. 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This study examined explicit (i.e. prompted) and implicit (i.e. spontaneous) variants of social cognition testing in autism spectrum disorder. A sample of 19 adolescents with autism spectrum disorder and 19 carefully matched typically developing controls completed the Dewey Story Test. 'Explicit' (multiple-choice answering format) and 'implicit' (free interview) measures of social cognition were obtained. Autism spectrum disorder participants did not differ from controls regarding explicit social cognition performance. However, the autism spectrum disorder group performed more poorly than controls on implicit social cognition performance in terms of spontaneous perspective taking and social awareness. Findings suggest that social cognition alterations in autism spectrum disorder are primarily implicit in nature and that an apparent absence of social cognition difficulties on certain tests using rather explicit testing formats does not necessarily mean social cognition typicality in autism spectrum disorder. C1 [Callenmark, Bjorn] Stockholm Cty Council, Stockholm, Sweden. [Callenmark, Bjorn; Kjellin, Lars] Orebro Cty Council, Orebro, Sweden. [Kjellin, Lars] Univ Orebro, Orebro, Sweden. [Ronnqvist, Louise] Umea Univ, S-90187 Umea, Sweden. [Bolte, Sven] Karolinska Inst, S-10401 Stockholm, Sweden. RP Bolte, S (reprint author), Karolinska Inst KIND, CAP Res Ctr, Ctr Neurodev Disorders, Dept Womens & Childrens Hlth, Gavlegatan 22 B, S-11330 Stockholm, Sweden. EM sven.bolte@ki.se CR Baird J. 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Campbell, Susan B. Butler, Derrecka Iverson, Jana M. TI Maternal verbal responses to communication of infants at low and heightened risk of autism SO AUTISM LA English DT Article DE autism spectrum disorder; communication development; gesture; parent verbal responsiveness ID YOUNG-CHILDREN; SIBLINGS; LANGUAGE; MOTHERS; SPECTRUM; GESTURES AB This study investigates mothers' responses to infant communication among infants at heightened genetic risk (high risk) of autism spectrum disorder compared to infants with no such risk (low risk). A total of 26 infants, 12 of whom had an older sibling with autism spectrum disorder, were observed during naturalistic in-home interaction and semistructured play with their mothers at 13 and 18 months of age. Results indicate that overall, mothers of low-risk and high-risk infants were highly and similarly responsive to their infants' communicative behaviors. However, examination of infant vocal and gestural communication development together with maternal verbal responses and translations (i.e. verbally labeling a gesture referent) suggests that delays in early communication development observed among high-risk infants may alter the input that these infants receive; this in turn may have cascading effects on the subsequent development of communication and language. C1 [Leezenbaum, Nina B.; Campbell, Susan B.; Iverson, Jana M.] Univ Pittsburgh, Pittsburgh, PA 15260 USA. [Butler, Derrecka] No Illinois Univ, De Kalb, IL 60115 USA. RP Leezenbaum, NB (reprint author), Univ Pittsburgh, Dept Psychol, 3309 Sennott Sq,210 S Bouquet St, Pittsburgh, PA 15260 USA. 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How typically developing children respond initially to children with autism SO AUTISM LA English DT Article DE autism spectrum disorder; facial expressivity; first impressions; friendship formation ID PHYSICAL ATTRACTIVENESS; IMPRESSION-FORMATION; ASPERGERS-SYNDROME; 1ST IMPRESSIONS; EMOTION; INTERVENTION; CONSEQUENCES; PERCEPTIONS; ADOLESCENTS; LONELINESS AB Research investigating expressivity in children with autism spectrum disorder has reported flat affect or bizarre facial expressivity within this population; however, the impact expressivity may have on first impression formation has received little research input. We examined how videos of children with autism spectrum disorder were rated for expressivity by adults blind to the condition. We further investigated the friendship ratings given by 44 typically developing children to the same videos. These ratings were compared to friendship ratings given to video clips of typically developing children. Results demonstrated that adult raters, blind to the diagnosis of the children in the videos, rated children with autism spectrum disorder as being less expressive than typically developing children. These autism spectrum disorder children were also rated lower than typically developing children on all aspects of our friendship measures by the 44 child raters. Results suggest that impression formation is less positive towards children with autism spectrum disorder than towards typically developing children even when exposure time is brief. C1 [Stagg, Steven D.] Anglia Ruskin Univ, Cambridge CB1 1PT, England. [Slavny, Rachel; Hand, Charlotte; Cardoso, Alice; Smith, Pamela] Univ London, London WC1E 7HU, England. RP Stagg, SD (reprint author), Anglia Ruskin Univ, East Rd, Cambridge CB1 1PT, England. 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Burrell, T. Lindsey Jaquess, David L. TI The Autism MEAL Plan: A parent-training curriculum to manage eating aversions and low intake among children with autism SO AUTISM LA English DT Article DE autism; food selectivity; intervention; mealtime problems; parent training; pediatric feeding disorders ID SPECTRUM DISORDERS; FEEDING PROBLEMS; FOOD SELECTIVITY; DISRUPTIVE BEHAVIOR; TREATMENT PROGRAM; YOUNG-CHILDREN; OUTCOMES; INTERVENTION; FAMILIES; STRESS AB Feeding problems represent a frequent concern reported by caregivers of children with autism spectrum disorders, and growing evidence suggests atypical patterns of intake may place this population at risk of nutritional and/or related medical issues, including chronic vitamin and mineral deficiencies, poor bone growth, and obesity. This combination of factors emphasizes a clear need to identify and disseminate evidence-based treatment of feeding problems associated with autism spectrum disorders. Behavioral intervention represents an effective treatment for chronic feeding concerns in this population; however, evidence has largely been established with trained therapists working in highly structured settings. This pilot study seeks to fill this gap in the literature by describing and evaluating the Autism MEAL Plan, a behaviorally based parent-training curriculum to address feeding problems associated with autism spectrum disorders. We assessed the feasibility of the intervention in terms of program content and study protocol (e. g. recruitment and retention of participants, assessment procedures), as well as efficacy in terms of changes in feeding behaviors. A total of 10 families participated in the treatment condition, and the program was evaluated using a waitlist control design (n = 9), representing the first randomized-control study of a feeding intervention in autism spectrum disorders. Results provide provisional support regarding the utility of the program, including high social validity, parent perception of effectiveness, and reduced levels of caregiver stress following intervention. Implications, limitations, and future directions for this line of research are discussed. C1 [Sharp, William G.; Burrell, T. Lindsey; Jaquess, David L.] Marcus Autism Ctr, Atlanta, GA 30329 USA. [Sharp, William G.; Jaquess, David L.] Emory Univ, Sch Med, Atlanta, GA 30322 USA. [Burrell, T. Lindsey] Texas Tech Univ, Lubbock, TX 79409 USA. RP Sharp, WG (reprint author), Marcus Autism Ctr, Pediat Psychol & Feeding Disorders Program, 1920 Briarcliff Rd, Atlanta, GA 30329 USA. 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Method: A total of 32 children aged 9-13 years were randomised to immediate or delayed therapy using the 'Exploring Feelings' manual (Attwood, 2004). Child and parent groups were run in parallel, for seven weekly sessions, under the supervision of experienced psychologists. The primary blinded outcome measures addressed change in overall functioning and in severity of the primary anxiety diagnosis after 3 months. Results: Children met diagnostic criteria for 1-6 anxiety disorders (median 3). At end point, both parents and children in the immediate therapy group were more likely to report a reduction in anxiety symptoms. Fidelity of delivery of the group therapy was high, and attendance was 91%. Conclusions: This pilot trial established that children and families were willing to be recruited and randomised, the outcome measures were acceptable, the format and content of the groups were feasible within UK child and adolescent mental health services, the intervention was appreciated by families and attrition was very small. C1 [McConachie, Helen; Rodgers, Jacqui; Freeston, Mark; Hemm, Cahley; Steen, Nick; Le Couteur, Ann] Newcastle Univ, Newcastle Upon Tyne NE1 4LP, Tyne & Wear, England. [McLaughlin, Eleanor; Grahame, Victoria; Taylor, Helen; Honey, Emma; Tavernor, Laura] Northumberland Tyne & Wear NHS Fdn Trust, Newcastle Upon Tyne, Tyne & Wear, England. RP McConachie, H (reprint author), Newcastle Univ, Royal Victoria Infirm, Inst Hlth & Soc, Sir James Spence Inst, 3rd Floor, Newcastle Upon Tyne NE1 4LP, Tyne & Wear, England. EM helen.mcconachie@ncl.ac.uk CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Anderson S, 2006, BEHAV COGN PSYCHOTH, V34, P293, DOI 10.1017/S1352465805002651 Arain M, 2010, BMC MED RES METHODOL, V10, P1 Attwood T, 2004, EXPLORING FEELINGS C Blackburn IM, 2001, BEHAV COGN PSYCHOTH, V29, P431, DOI 10.1017/S1352465801004040 Bogels SM, 2006, CLIN PSYCHOL REV, V26, P834, DOI 10.1016/j.cpr.2005.08.001 Braun V., 2006, QUALITATIVE RES PSYC, V3, P77, DOI DOI 10.1191/1478088706QP063OA Brookman-Frazee LI, 2012, J AUTISM DEV DISORD, V42, P1651, DOI 10.1007/s10803-011-1406-7 Cappadocia MC, 2011, RES AUTISM SPECT DIS, V5, P70, DOI 10.1016/j.rasd.2010.04.001 Chalfant AM, 2007, J AUTISM DEV DISORD, V37, P1842, DOI 10.1007/s10803-006-0318-4 Chandler S, 2007, J AM ACAD CHILD PSY, V46, P1324, DOI 10.1097/chi.0b013e31812f7d8d Chorpita BF, 2011, CLIN PSYCHOL-SCI PR, V18, P154 Creswell C, 2007, CLIN CHILD FAM PSYCH, V10, P232, DOI 10.1007/s10567-007-0019-3 DONABEDIAN A, 1966, MILBANK FUND Q, V44, P166, DOI 10.2307/3348969 Donoghue Kate, 2011, Clin Child Psychol Psychiatry, V16, P89, DOI 10.1177/1359104509355019 Drahota A, 2011, J AUTISM DEV DISORD, V41, P257, DOI 10.1007/s10803-010-1037-4 Eaves LC, 2008, J AUTISM DEV DISORD, V38, P739, DOI 10.1007/s10803-007-0441-x Ford T, 2008, J CHILD PSYCHOL PSYC, V49, P900, DOI 10.1111/j.1469-7610.2008.01927.x Ford T, 2003, J AM ACAD CHILD PSY, V42, P1203, DOI 10.1097/01.chi.0000081820.25107.ae Greenaway R, 2010, J AUTISM DEV DISORD, V40, P1179, DOI 10.1007/s10803-010-0977-z Guy W, 1976, ECDEU ASSESSMENT MAN, P218 Hedges DW, 2009, HUM PSYCHOPHARM CLIN, V24, P35, DOI 10.1002/hup.989 Jamieson R, 2012, THESIS NEWCASTLE U N Julious SA, 2005, PHARM STAT, V4, P287, DOI 10.1002/pst.185 Kazdin AE, 2001, CLIN PSYCHOL-SCI PR, V8, P143, DOI 10.1093/clipsy/8.2.143 Kim-Cohen J, 2003, ARCH GEN PSYCHIAT, V60, P709, DOI 10.1001/archpsyc.60.7.709 Lancaster GA, 2004, J EVAL CLIN PRACT, V10, P307, DOI 10.1111/j..2002.384.doc.x Liber JM, 2008, J CHILD PSYCHOL PSYC, V49, P886, DOI 10.1111/j.1469-7610.2008.01877.x Lord C., 1999, AUTISM DIAGNOSTIC OB Lyneham HJ, 2007, J AM ACAD CHILD PSY, V46, P731, DOI 10.1097/chi.0b013e318046a09 MacNeil BM, 2009, RES AUTISM SPECT DIS, V3, P1, DOI 10.1016/j.rasd.2008.06.001 Mazefsky CA, 2011, RES AUTISM SPECT DIS, V5, P164, DOI 10.1016/j.rasd.2010.03.006 Medical Research Council, 2008, DEV EVALUATING COMPL Merikangas KR, 2010, J AM ACAD CHILD PSY, V49, P980, DOI 10.1016/j.jaac.2010.05.017 Milne DL, 1999, J BEHAV THER EXP PSY, V30, P81, DOI 10.1016/S0005-7916(99)00011-7 Moree BN, 2010, RES AUTISM SPECT DIS, V4, P346, DOI 10.1016/j.rasd.2009.10.015 Murray L, 2009, PSYCHOL MED, V39, P1413, DOI 10.1017/S0033291709005157 Nauta MH, 2004, BEHAV RES THER, V42, P813, DOI 10.1016/S0005-7967(03)00200-6 Ozsivadjian Ann, 2011, Clin Child Psychol Psychiatry, V16, P203, DOI 10.1177/1359104511404749 Palinkas LA, 2011, ADM POLICY MENT HLTH, V38, P44, DOI 10.1007/s10488-010-0314-z Reaven J, 2011, BRAIN RES, V1380, P255, DOI 10.1016/j.brainres.2010.09.075 Reaven J, 2012, J CHILD PSYCHOL PSYC, V53, P410, DOI 10.1111/j.1469-7610.2011.02486.x Rodgers J, 2012, J AUTISM DEV DISORD, V42, P2404, DOI 10.1007/s10803-012-1531-y Roth A. 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We examined three groups of children (18-60 months) comparable in age (18-24 month, 24-36 month, 36-60 preschool subgroups) and gender distribution: n = 86 with Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.) autism spectrum disorders; n = 76 with developmental delay without autism spectrum disorders; and n = 97 with typical development. The Three-Item Direct Observation Screen test included the following (a) Joint Attention, (b) Eye Contact, and (c) Responsiveness to Name. The parent Social Communication Questionnaire ratings had a sensitivity of .73 and specificity of .70 for diagnosis of autism spectrum disorders. The Three-Item Direct Observation Screen test item Joint Attention had a sensitivity of .82 and specificity of .90, Eye Contact had a sensitivity of .89 and specificity of .91, and Responsiveness to Name had a sensitivity of .67 and specificity of .87. In the Three-Item Direct Observation Screen test, having at least one of the three items positive had a sensitivity of .95 and specificity of .85. Age, diagnosis of autism spectrum disorder, and developmental level were important factors affecting sensitivity and specificity. The results indicate that augmentation of autism spectrum disorder screening by observational items completed by trained pediatric-oriented professionals can be a highly effective tool in improving screening performance. If supported by future population studies, the results suggest that primary care practitioners will be able to be trained to use this direct procedure to augment screening for autism spectrum disorders in the community. C1 [Oner, Pinar; Oner, Ozgur] Dr Sami Ulus Childrens Hosp, Child & Adolescent Psychiat Dept, Autism Ctr Excellence, TR-06100 Ankara, Turkey. [Munir, Kerim] Childrens Hosp Boston, Boston, MA USA. [Munir, Kerim] Harvard Univ, Sch Med, Cambridge, MA 02138 USA. RP Oner, O (reprint author), Dr Sami Ulus Childrens Hosp, Dept Child & Adolescent Psychiat, TR-06100 Ankara, Turkey. 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TI The presence of migraines and its association with sensory hyperreactivity and anxiety symptomatology in children with autism spectrum disorder SO AUTISM LA English DT Article DE anxiety; autism; hyperreactivity; migraines; sensory processing ID OVER-RESPONSIVITY; SYMPTOMS AB Migraine headaches are associated with sensory hyperreactivity and anxiety in the general population, but it is unknown whether this is also the case in autism spectrum disorders. This pilot study asked parents of 81 children (aged 7-17 years) with autism spectrum disorders to report their child's migraine occurrence, sensory hyperreactivity (Sensory Over-Responsivity Inventory), and anxiety symptoms (Spence Child Anxiety Scale). Children with autism spectrum disorders who experienced migraine headaches showed greater sensory hyperreactivity and anxiety symptomatology (p < 0.01; medium effect size for both) than those without migraines. Sensory hyperreactivity and anxiety symptomatology were additionally correlated (rho = 0.31, p = 0.005). This study provides preliminary evidence for a link between migraine headaches, sensory hyperreactivity, and anxiety symptomatology in autism spectrum disorders, which may suggest strategies for subtyping and exploring a common pathogenesis. C1 [Sullivan, Jillian C.; Miller, Lucy J.; Nielsen, Darcy M.; Schoen, Sarah A.] Sensory Proc Disorder Fdn, Greenwood Village, CO 80111 USA. [Miller, Lucy J.; Schoen, Sarah A.] Rocky Mt Univ Hlth Profess, Provo, UT USA. [Miller, Lucy J.] Univ Colorado Denver, Denver, CO USA. RP Sullivan, JC (reprint author), Sensory Proc Disorder Fdn, 5420 S Quebec St,Suite 135, Greenwood Village, CO 80111 USA. EM jillian.sullivan@cantab.net CR Allison C, 2012, J AM ACAD CHILD PSY, V51, P202, DOI 10.1016/j.jaac.2011.11.003 Arruda MA, 2012, CEPHALALGIA, V32, P1093, DOI 10.1177/0333102412454226 BLAU JN, 1985, J NEUROL, V232, P275, DOI 10.1007/BF00313864 Casanova MF, 2008, MED HYPOTHESES, V70, P73, DOI 10.1016/j.mehy.2007.04.025 Gargus JJ, 2009, ANN NY ACAD SCI, V1151, P133, DOI 10.1111/j.1749-6632.2008.03572.x Goadsby PJ, 2007, TRENDS MOL MED, V13, P39, DOI 10.1016/j.molmed.2006.11.005 Green SA, 2010, J AUTISM DEV DISORD, V40, P1495, DOI 10.1007/s10803-010-1007-x Kinnealey M., 1999, OCCUPATIONAL THERAPY, V6, P195, DOI DOI 10.1002/OTI.97 Lane AE, 2010, J AUTISM DEV DISORD, V40, P112, DOI 10.1007/s10803-009-0840-2 Lane SJ, 2012, AM J OCCUP THER, V66, P595, DOI 10.5014/ajot.2012.004523 Riva G, 2003, CYBERPSYCHOL BEHAV, V6, P73, DOI 10.1089/109493103321167983 Schoen SA, 2008, AM J OCCUP THER, V62, P393 SELBY G, 1960, J NEUROL NEUROSUR PS, V23, P23, DOI 10.1136/jnnp.23.1.23 Spence SH, 2003, J ANXIETY DISORD, V17, P605, DOI 10.1016/S0887-6185(02)00236-0 White SW, 2009, CLIN PSYCHOL REV, V29, P216, DOI 10.1016/j.cpr.2009.01.003 Zohsel K, 2006, PAIN, V123, P10, DOI 10.1016/j.pain.2005.12.015 NR 16 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD AUG PY 2014 VL 18 IS 6 BP 743 EP 747 DI 10.1177/1362361313489377 PG 5 WC Psychology, Developmental SC Psychology GA AQ2SE UT WOS:000342637900013 PM 24072661 ER PT J AU Chandler, F Dissanayake, C AF Chandler, Felicity Dissanayake, Cheryl TI An investigation of the security of caregiver attachment during middle childhood in children with high-unctioning autistic disorder SO AUTISM LA English DT Article DE attachment; high-functioning autism; security ID PERVASIVE DEVELOPMENTAL DISORDERS; PEER ATTACHMENT; YOUNG-CHILDREN; MOTHER; PARENT; ASSOCIATIONS; METAANALYSIS; ADOLESCENCE; PERCEPTIONS; BEHAVIORS AB Previous research has investigated caregiver attachment relationships in children with autism during early childhood, with few differences found from matched control groups. However, little is known of this relationship during middle childhood (ages 8-12 years). In this study, the aim was to establish whether there are differences in the security of attachment in children with high-functioning autism compared to typically developing children. A secondary aim was to establish whether caregivers' perceptions of their child's attachment to them accorded with the children's own reports. Twenty-one children with high-functioning autism and 17 typically developing children were administered the Kerns Security Scale and the Inventory of Parent and Peer Attachment-Revised, and caregivers completed the same questionnaires from the viewpoint of their child. There were no differences between the groups in the children's and parents' reports of attachment security. Parents' and children's reports were moderately correlated on the Kerns Security Scale but were not correlated on the Inventory of Parent and Peer Attachment-Revised. 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Schreiber, Dana R. Olino, Thomas M. Minshew, Nancy J. TI The association between emotional and behavioral problems and gastrointestinal symptoms among children with high-functioning autism SO AUTISM LA English DT Article DE abdominal pain; autism spectrum disorder; behavior; Child Behavior Checklist; gastrointestinal ID PERVASIVE DEVELOPMENTAL DISORDERS; SPECTRUM DISORDERS; YOUNG-PEOPLE; PREVALENCE; INDIVIDUALS; ADOLESCENTS; ASDS AB This study investigated the association between gastrointestinal symptoms and a broad set of emotional and behavioral concerns in 95 children with high-functioning autism and IQ scores >= 80. Gastrointestinal symptoms were assessed via the Autism Treatment Network's Gastrointestinal Symptom Inventory, and data were gathered on autism symptom severity, adaptive behavior, and multiple internalizing and externalizing problems. The majority (61%) of children had at least one reported gastrointestinal symptom. Emotional and behavioral problems were also common but with a high degree of variability. Children with and without gastrointestinal problems did not differ in autism symptom severity, adaptive behavior, or total internalizing or externalizing problem scores. However, participants with gastrointestinal problems had significantly higher levels of affective problems. This finding is consistent with a small body of research noting a relationship between gastrointestinal problems, irritability, and mood problems in autism spectrum disorder. More research to identify the mechanisms underlying this relationship in autism spectrum disorder is warranted. Future research should include a medical assessment of gastrointestinal concerns, longitudinal design, and participants with a range of autism spectrum disorder severity in order to clarify the directionality of this relationship and to identify factors that may impact heterogeneity in the behavioral manifestation of gastrointestinal concerns. C1 [Mazefsky, Carla A.; Schreiber, Dana R.; Olino, Thomas M.; Minshew, Nancy J.] Univ Pittsburgh, Pittsburgh, PA 15213 USA. RP Mazefsky, CA (reprint author), Univ Pittsburgh, Dept Psychiat, 3811 OHara St,Webster Hall,Suite 300, Pittsburgh, PA 15213 USA. EM mazefskyca@upmc.edu CR Achenbach TM, 2001, MANUAL ASEBA SCH AGE Adamson J., 2011, BMC COMPLEM ALTERN M, V11, P1 ALFVEN G, 1993, ACTA PAEDIATR, V82, P484, DOI 10.1111/j.1651-2227.1993.tb12728.x Autism Treatment Network, 2005, AUT TREATM NETW GI S Brereton AV, 2006, J AUTISM DEV DISORD, V36, P863, DOI 10.1007/s10803-006-0125-y Buie T, 2010, PEDIATRICS, V125, pS1, DOI 10.1542/peds.2009-1878C Buie T, 2010, PEDIATRICS, V125, pS19, DOI 10.1542/peds.2009-1878D Carr EG, 2007, J AUTISM DEV DISORD, V37, P413, DOI 10.1007/s10803-006-0176-0 Constantino JN, 2005, SOCIAL RESPONSIVENES Ebesutani C, 2010, J PSYCHOPATHOL BEHAV, V32, P373, DOI 10.1007/s10862-009-9174-9 Gorrindo P, 2012, AUTISM RES, V5, P101, DOI 10.1002/aur.237 Hartley SL, 2008, J INTELL DISABIL RES, V52, P819, DOI 10.1111/j.1365-2788.2008.01065.x Internet System for Assessing Autistic Children (ISAAC), 2003, DAT ENTR FORMS TEMPL Lecavalier L, 2006, J AUTISM DEV DISORD, V36, P1101, DOI 10.1007/s10803-006-0147-5 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947 Maenner MJ, 2012, J AUTISM DEV DISORD, V42, P1520, DOI 10.1007/s10803-011-1379-6 Mannion A, 2013, RES AUTISM SPECT DIS, V7, P35, DOI 10.1016/j.rasd.2012.05.002 Mazefsky CA, 2012, PERSPECTIVES LANGUAG, V19, P38 Mazurek MO, 2013, J ABNORM CHILD PSYCH, V41, P165, DOI 10.1007/s10802-012-9668-x McAtee M, 2004, J POSIT BEHAV INTERV, V6, P148, DOI 10.1177/10983007040060030301 Nikolov RN, 2009, J AUTISM DEV DISORD, V39, P405, DOI 10.1007/s10803-008-0637-8 Rogers SJ, 2009, AUTISM RES, V2, P125, DOI 10.1002/aur.81 Saps M, 2009, J PEDIATR-US, V154, P322, DOI 10.1016/j.jpeds.2008.09.047 Sparrow SS, 2005, VINELAND ADAPTIVE BE Valicenti-McDermott M, 2006, J DEV BEHAV PEDIATR, V27, pS128, DOI 10.1097/00004703-200604002-00011 Wang LW, 2011, J DEV BEHAV PEDIATR, V32, P351, DOI 10.1097/DBP.0b013e31821bd06a Wechsler D, 1999, WECHSLER ABBREVIATED NR 28 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD JUL PY 2014 VL 18 IS 5 BP 493 EP 501 DI 10.1177/1362361313485164 PG 9 WC Psychology, Developmental SC Psychology GA AJ3JP UT WOS:000337562700003 PM 24104507 ER PT J AU McStay, RL Dissanayake, C Scheeren, A Koot, HM Begeer, S AF McStay, Rebecca L. Dissanayake, Cheryl Scheeren, Anke Koot, Hans M. Begeer, Sander TI Parenting stress and autism: The role of age, autism severity, quality of life and problem behaviour of children and adolescents with autism SO AUTISM LA English DT Article DE age; autism; autism severity; parenting stress; problem behaviour; quality of life ID DOUBLE ABCX MODEL; SPECTRUM DISORDERS; INTELLECTUAL DISABILITY; PRESCHOOL-CHILDREN; SYMPTOM SEVERITY; MENTAL-HEALTH; CHALLENGING BEHAVIORS; SOCIAL SUPPORT; RISK MARKERS; MOTHERS AB While stress is a common experience for parents caring for a child with a developmental disability, current measures fail to distinguish between general stress in parents and the demands of parenting and perceptions of parenting skills (parenting stress). This study examined differences in 'parenting stress' reported by parents of children with autism and typically developing children. This study examined the role of child characteristics (age, autism severity, child quality of life and problem behaviour) on parenting stress in 150 parents of cognitively able children and adolescents with autism. The results revealed that child hyperactivity was the only factor significantly related to parenting stress in parents of children with autism, overruling measures of autism severity and child quality of life. This finding indicates the significant influence of problematic behaviours on parenting demands and perceptions of parenting skills in parents of children with autism, over other child characteristics conceived as within the parent's control. Study implications for future research are discussed. C1 [McStay, Rebecca L.; Dissanayake, Cheryl] La Trobe Univ, Bundoora, Vic 3086, Australia. [Scheeren, Anke; Koot, Hans M.; Begeer, Sander] Vrije Univ Amsterdam, Amsterdam, Netherlands. [Begeer, Sander] Univ Sydney, Sydney, NSW 2006, Australia. 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Elder, Lauren Gulsrud, Amanda Kasari, Connie TI The association between parental interaction style and children's joint engagement in families with toddlers with autism SO AUTISM LA English DT Article DE autism spectrum disorder; joint engagement; parental directiveness; parental responsivity; social initiations; toddlers ID ATTENTION AB Purpose: This study examines the relationship between parental interaction style (responsive vs directive) and child-initiated joint engagement within caregiver-child interactions with toddlers diagnosed with autism spectrum disorders. Method: Videotaped interactions of 85 toddler-caregiver dyads were coded for child engagement and both parental responsiveness and directiveness. Results: Altogether, children spent less than one-third of the interaction jointly engaged. After controlling for child characteristics, parental style was associated with the initiator (child or parent) of joint engagement. Specifically, responsiveness predicted total time in child-initiated joint engagement, while directiveness predicted total time in parent-initiated joint engagement. Children's social behaviours were associated with child-initiated joint engagement. Discussion: Social initiations are a key target for children with autism spectrum disorders. Results demonstrate that child initiations and global social behaviour ratings are associated with parental responsivity. Responsivity may be a critical factor to facilitate children's initiations. C1 [Patterson, Stephanie Y.] Univ Calif Los Angeles, Los Angeles, CA 90095 USA. [Elder, Lauren] Autism Speaks, New York, NY USA. [Gulsrud, Amanda; Kasari, Connie] Univ Calif Los Angeles, Ctr Autism Res & Treatment, Los Angeles, CA 90095 USA. RP Patterson, SY (reprint author), Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, Moore Hall,2027,Box 951521, Los Angeles, CA 90095 USA. EM sypatterson@ucla.edu CR Adamson LB, 2004, CHILD DEV, V75, P1171, DOI 10.1111/j.1467-8624.2004.00732.x Adamson LB, 2001, J APPL DEV PSYCHOL, V22, P439, DOI 10.1016/S0193-3973(01)00089-2 Adamson LB, 2009, J AUTISM DEV DISORD, V39, P84, DOI 10.1007/s10803-008-0601-7 Fey ME, 2006, J SPEECH LANG HEAR R, V49, P526, DOI 10.1044/1092-4388(2006/039) Kasari C, 2012, J AM ACAD CHILD PSY, V51, P487, DOI 10.1016/j.jaac.2012.02.019 Kasari C, 2010, J AUTISM DEV DISORD, V40, P1045, DOI 10.1007/s10803-010-0955-5 Lord C., 1999, AUTISM DIAGNOSTIC OB Mahoney G, 2003, TOPICS EARLY CHILD S, V23, P74, DOI DOI 10.1177/02711214030230020301 Mullen E, 1995, MULLEN SCALES EARLY Ruble LA, 2007, J AUTISM DEV DISORD, V37, P1457, DOI 10.1007/s10803-006-0222-y Tomasello M., 2001, LANG ACQUIS, P133 Warren SF, 2007, MENT RETARD DEV D R, V13, P330, DOI 10.1002/mrdd.20177 NR 12 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD JUL PY 2014 VL 18 IS 5 BP 511 EP 518 DI 10.1177/1362361313483595 PG 8 WC Psychology, Developmental SC Psychology GA AJ3JP UT WOS:000337562700005 PM 24104518 ER PT J AU Freuler, AC Baranek, GT Tashjian, C Watson, LR Crais, ER Turner-Brown, LM AF Freuler, Ashley C. Baranek, Grace T. Tashjian, Christene Watson, Linda R. Crais, Elizabeth R. Turner-Brown, Lauren M. TI Parent reflections of experiences of participating in a randomized controlled trial of a behavioral intervention for infants at risk of autism spectrum disorders SO AUTISM LA English DT Article DE autism; early intervention; parent experience; qualitative ID CHILDREN; STRESS; DIAGNOSIS; MOTHERS AB Background: Despite the mounting evidence of efficacy of early intervention for children with autism spectrum disorders, there is little research that considers the various perceptions and resources with which parents respond to the pressures and opportunities associated with participation in early intervention. Research is particularly lacking surrounding experiences of parents with infants who are at risk of autism spectrum disorders but do not (yet) have a diagnosed condition. Objectives: This qualitative study aimed to explore the experiences of caregivers following their participation in a randomized controlled trial of Adapted Responsive Teaching, a parent-infant relationship-focused intervention for infants at risk of autism spectrum disorders in a community sample. Parents were randomized into either the treatment group, in which they participated in the Adapted Responsive Teaching intervention, or the community services group, in which they were provided with information regarding local early intervention services and were encouraged, but not required to, seek community services as part of their inclusion in the randomized controlled trial. Methods: Semistructured interviews were conducted with families following the completion of the randomized controlled trial. Participants consisted of 13 mothers and 4 fathers. Five dyads were interviewed together for a total of 14 families. Child ages ranged from 39 to 46 months at the time of interview. Analysis was conducted on 14 interviews from 10 families who were randomized into the treatment group and 4 families randomized into the community services group. Analysis was informed by a thematic analysis approach, which involved a systematic process of coding and theme identification both across and within groups. Results: Themes that emerged across groups included Working against all odds, Value of the personal relationship, Getting the ball rolling, and Getting dad on board. One broad theme represented the data within the groups: Win-win (Adapted Responsive Teaching group) and Navigating amidst ambiguity (community services group). Conclusions: This study illuminates the personal experiences and contextual influences affecting families who are participating in the randomized controlled trial through early identification of "risk" status for autism spectrum disorders in their infants. Insights gained from these interviews may serve to refine and enhance intervention models and to enhance early intervention services for families. C1 [Freuler, Ashley C.; Baranek, Grace T.; Tashjian, Christene; Watson, Linda R.; Crais, Elizabeth R.; Turner-Brown, Lauren M.] Univ N Carolina, Chapel Hill, NC 27599 USA. RP Freuler, AC (reprint author), Univ N Carolina, Div Occupat Sci & Occupat Therapy, Dept Allied Hlth Sci, Bondurant Hall,CB 7122, Chapel Hill, NC 27599 USA. 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Mazurek, Micah O. TI Video game access, parental rules, and problem behavior: A study of boys with autism spectrum disorder SO AUTISM LA English DT Article DE autism; in-room media; oppositional behavior; video game rules; video games ID MEDIA USE; CHILDREN; TELEVISION; ADOLESCENTS; BEDROOM; OVERWEIGHT; HABITS; RISK; TIME; AGE AB Environmental correlates of problem behavior among individuals with autism spectrum disorder remain relatively understudied. The current study examined the contribution of in-room (i.e. bedroom) access to a video game console as one potential correlate of problem behavior among a sample of 169 boys with autism spectrum disorder (ranging from 8 to 18 years of age). Parents of these children reported on (1) whether they had specific rules regulating their child's video game use, (2) whether their child had in-room access to a variety of screen-based media devices (television, computer, and video game console), and (3) their child's oppositional behaviors. Multivariate regression models showed that in-room access to a video game console predicted oppositional behavior while controlling for in-room access to other media devices (computer and television) and relevant variables (e. g. average number of video game hours played per day). Additionally, the association between in-room access to a video game console and oppositional behavior was particularly large when parents reported no rules on their child's video game use. The current findings indicate that both access and parental rules regarding video games warrant future experimental and longitudinal research as they relate to problem behavior in boys with autism spectrum disorder. C1 [Engelhardt, Christopher R.; Mazurek, Micah O.] Univ Missouri, Columbia, MO 65203 USA. RP Engelhardt, CR (reprint author), Univ Missouri, Dept Psychol Sci, 210 McAlester Hall, Columbia, MO 65203 USA. 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Ronald, Angelica Happe, Francesca TI Pathological demand avoidance: Exploring the behavioural profile SO AUTISM LA English DT Article DE atypical autism; autism spectrum disorder; conduct problems and callous-unemotional traits; pathological demand avoidance; phenotype ID CONDUCT PROBLEMS; CHILDREN; DISORDERS; CHILDHOOD; AUTISM; PSYCHOPATHOLOGY; ADHD; TWIN AB 'Pathological Demand Avoidance' is a term increasingly used by practitioners in the United Kingdom. It was coined to describe a profile of obsessive resistance to everyday demands and requests, with a tendency to resort to 'socially manipulative' behaviour, including outrageous or embarrassing acts. Pathological demand avoidance is thought to share aspects of social impairment with autism spectrum disorders, but autism spectrum disorder-appropriate strategies, such as routine and repetition, are described as unhelpful. Outrageous acts and lack of concern for their effects draw parallels with conduct problems and callous-unemotional traits. However, reward-based techniques, effective with conduct problems and callous-unemotional traits, seem not to work in pathological demand avoidance. Despite increasing interest and controversy over the pathological demand avoidance label, there is only one published study to date. We present the first systematic comparison of the behavioural profile of children receiving the term pathological demand avoidance (N = 25) to children with autism spectrum disorders (N = 39) or conduct problems and callous-unemotional traits (N = 28), using parent-report indices of psychopathology. The pathological demand avoidance group displayed comparable levels of autistic traits and peer problems to the autism spectrum disorders group and anti-social traits approaching those seen in the conduct problems and callous-unemotional traits group. Emotional symptoms in pathological demand avoidance exceeded both comparison groups. Findings highlight the extreme behavioural impairment associated with pathological demand avoidance and the need to explore whether behavioural overlap reflects a similar neurocognitive basis to existing groups. C1 [O'Nions, Elizabeth; Viding, Essi; Greven, Corina U.; Happe, Francesca] Kings Coll London, London SE5 8AF, England. [Viding, Essi] UCL, London WC1E 6BT, England. [Greven, Corina U.] Radboud Univ Nijmegen, Med Ctr, NL-6525 ED Nijmegen, Netherlands. [Ronald, Angelica] Birkbeck, London, England. RP O'Nions, E (reprint author), Kings Coll London, MRC Social Genet & Dev Psychiat Ctr, Inst Psychiat, Denmark Hill, London SE5 8AF, England. 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Hunter, Samuel T. TI Enhancing work outcomes of employees with autism spectrum disorder through leadership: Leadership for employees with autism spectrum disorder SO AUTISM LA English DT Article DE autism; job attitudes; leadership; performance ID TRANSFORMATIONAL LEADERSHIP; CHARISMATIC LEADERSHIP; TRANSACTIONAL LEADERSHIP; TASK PREFERENCES; ADULTS; EMPLOYMENT; CONSEQUENCES; ORGANIZATION; METAANALYSIS; ANTECEDENTS AB The focus of this study was to identify leader behaviors that elicit successful engagement of employees with autism spectrum disorder, a population that is powerfully emerging into the workplace. The ultimate goal was to improve the quality of life of employees with autism spectrum disorder by facilitating an environment leading to their success. 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A., 2010, LEADERSHIP ORG NR 48 TC 1 Z9 1 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD JUL PY 2014 VL 18 IS 5 BP 545 EP 554 DI 10.1177/1362361313483020 PG 10 WC Psychology, Developmental SC Psychology GA AJ3JP UT WOS:000337562700009 PM 23886575 ER PT J AU Swanson, AR Warren, ZE Stone, WL Vehorn, AC Dohrmann, E Humberd, Q AF Swanson, Amy R. Warren, Zachary E. Stone, Wendy L. Vehorn, Alison C. Dohrmann, Elizabeth Humberd, Quentin TI The diagnosis of autism in community pediatric settings: Does advanced training facilitate practice change? SO AUTISM LA English DT Article DE autism spectrum disorders; diagnosis; screening ID SPECTRUM DISORDERS; MODIFIED CHECKLIST; CHILDREN; TODDLERS; STAT; AGE AB The increased prevalence of autism spectrum disorder and documented benefits of early intensive intervention have created a need for flexible systems for determining eligibility for autism-specific services. This study evaluated the effectiveness of a training program designed to enhance autism spectrum disorder identification and assessment within community pediatric settings across the state. Twenty-seven pediatric providers participated in regional trainings across a 3.5-year period. Trainings provided clinicians with strategies for conducting relatively brief within-practice interactive assessments following positive autism spectrum disorder screenings. Program evaluation was measured approximately 1.5 years following training through (a) clinician self-reports of practice change and (b) blind diagnostic verification of a subset of children assessed. Pediatric providers participating in the training reported significant changes in screening and consultation practices following training, with a reported 85% increase in diagnostic identification of children with autism spectrum disorder within their own practice setting. In addition, substantial agreement (86%-93%) was found between pediatrician diagnostic judgments and independent, comprehensive blinded diagnostic evaluations. Collaborative training methods that allow autism spectrum disorder identification within broader community pediatric settings may help translate enhanced screening initiatives into more effective and efficient diagnosis and treatment. C1 [Swanson, Amy R.; Warren, Zachary E.; Vehorn, Alison C.; Dohrmann, Elizabeth] Vanderbilt Univ, Nashville, TN 37203 USA. 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Shattuck, Paul T. Cooper, Benjamin P. Roux, Anne M. Wagner, Mary TI Prevalence and correlates of postsecondary residential status among young adults with an autism spectrum disorder SO AUTISM LA English DT Article DE adult; autism; residence; transition ID EMERGING ADULTHOOD; UNITED-STATES; TRANSITION; CHILDREN; HOME; POPULATION; PATTERNS; SCHOOL; YOUTH; LIFE AB This study examined the prevalence and correlates of three living arrangements (with a parent or guardian, independently or with a roommate, or in a supervised setting) among a nationally representative sample of postsecondary young adults with an autism spectrum disorder. We assessed living arrangements since leaving high school. Compared with young adults with other disability types (learning disabilities, intellectual disabilities, or emotional disturbances), those with an autism spectrum disorder were more likely to have lived with a parent or guardian and least likely ever to have lived independently since leaving high school. Members of the autism spectrum disorder group were less likely to have ever lived elsewhere and more likely to live under supervision since leaving high school compared to persons with emotional disturbances and learning disabilities. Group differences persisted after controlling for functional ability and demographic characteristics. Correlates of residential independence included being White, having better conversation ability and functional skills, and having a higher household income. Further research is needed to investigate how these residential trends relate to the quality of life among families and young adults. C1 [Anderson, Kristy A.] Univ Wisconsin, Madison, WI 53705 USA. 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Eng, Charis TI Demographic and clinical correlates of autism symptom domains and autism spectrum diagnosis SO AUTISM LA English DT Article DE autism spectrum disorder; autism symptoms; diagnosis; prediction ID SOCIAL RESPONSIVENESS SCALE; GENERAL-POPULATION; CHILDREN; TRAITS; DISORDERS; VALIDATION; VALIDITY; CRITERIA; TWIN; AGE AB Demographic and clinical factors may influence assessment of autism symptoms. This study evaluated these correlates and also examined whether social communication and interaction and restricted/repetitive behavior provided unique prediction of autism spectrum disorder diagnosis. We analyzed data from 7352 siblings included in the Interactive Autism Network registry. Social communication and interaction and restricted/repetitive behavior symptoms were obtained using caregiver-reports on the Social Responsiveness Scale. Demographic and clinical correlates were covariates in regression models predicting social communication and interaction and restricted/repetitive behavior symptoms. Logistic regression and receiver operating characteristic curve analyses evaluated the incremental validity of social communication and interaction and restricted/repetitive behavior domains over and above global autism symptoms. Autism spectrum disorder diagnosis was the strongest correlate of caregiver-reported social communication and interaction and restricted/repetitive behavior symptoms. The presence of comorbid diagnoses also increased symptom levels. Social communication and interaction and restricted/repetitive behavior symptoms provided significant, but modest, incremental validity in predicting diagnosis beyond global autism symptoms. These findings suggest that autism spectrum disorder diagnosis is by far the largest determinant of quantitatively measured autism symptoms. Externalizing (attention deficit hyperactivity disorder) and internalizing (anxiety) behavior, low cognitive ability, and demographic factors may confound caregiver-report of autism symptoms, potentially necessitating a continuous norming approach to the revision of symptom measures. Social communication and interaction and restricted/repetitive behavior symptoms may provide incremental validity in the diagnosis of autism spectrum disorder. C1 [Frazier, Thomas W.; Embacher, Rebecca; Eng, Charis] Cleveland Clin, Cleveland, OH 44104 USA. [Youngstrom, Eric A.] Univ N Carolina, Chapel Hill, NC USA. [Hardan, Antonio Y.] Stanford Univ, Stanford, CA 94305 USA. [Constantino, John N.] Washington Univ, St Louis, MO USA. [Law, Paul] Kennedy Krieger Inst, Baltimore, MD 21205 USA. [Findling, Robert L.] Univ Hosp Case Med Ctr, Cleveland, OH 44106 USA. RP Frazier, TW (reprint author), Cleveland Clin, Ctr Autism CRS10, 2801 Martin Luther King Jr Dr, Cleveland, OH 44104 USA. 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Swanson, Amy Sarkar, Nilanjan Warren, Zachary E. TI Pilot clinical application of an adaptive robotic system for young children with autism SO AUTISM LA English DT Article DE autism spectrum disorder; joint attention; robotics; technology ID SPECTRUM DISORDERS; JOINT ATTENTION; MOBILE ROBOT; INTERVENTIONS; IMITATION AB It has been argued that clinical applications of advanced technology may hold promise for addressing impairments associated with autism spectrum disorders. This pilot feasibility study evaluated the application of a novel adaptive robot-mediated system capable of both administering and automatically adjusting joint attention prompts to a small group of preschool children with autism spectrum disorders (n = 6) and a control group (n = 6). Children in both groups spent more time looking at the humanoid robot and were able to achieve a high level of accuracy across trials. 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(Tamar) Perez-Diaz, Fernando Gal, Eynat TI Innovative technology- based interventions for autism spectrum disorders: A meta- analysis SO AUTISM LA English DT Article DE autism spectrum disorders; computer; innovative technology; meta-analysis; remediation; robotics; systematic review; training; virtual reality ID COMPUTER-ASSISTED-INSTRUCTION; HIGH-FUNCTIONING AUTISM; COMPLEX EMOTION RECOGNITION; ASPERGER-SYNDROME; VIRTUAL-REALITY; SOCIAL-SKILLS; INTERACTIVE MULTIMEDIA; COMMUNICATION-SKILLS; ANIMATED TUTOR; CHILDREN AB This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre-post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide evidence for the overall effectiveness of technology-based training. The overall mean effect size for posttests of controlled studies of children with autism spectrum disorders who received technology-based interventions was significantly different from zero and approached the medium magnitude, d = 0.47 (confidence interval: 0.08-0.86). The influence of age and IQ was not significant. Differences in training procedures are discussed in the light of the negative correlation that was found between the intervention durations and the studies' effect sizes. The results of this meta-analysis provide support for the continuing development, evaluation, and clinical usage of technology-based intervention for individuals with autism spectrum disorders. C1 [Grynszpan, Ouriel] Univ Paris 06, F-75252 Paris 05, France. [Grynszpan, Ouriel; Perez-Diaz, Fernando] CNRS, USR 3246, F-75700 Paris, France. [Weiss, Patrice L. (Tamar); Gal, Eynat] Univ Haifa, IL-31999 Haifa, Israel. 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T., 1997, EXPRESSIVE VOCABULAR Wolf F. M., 1986, METAANALYSIS QUANTIT Yamamoto J, 1999, RES DEV DISABIL, V20, P355, DOI 10.1016/S0891-4222(99)00017-7 Zakzanis KK, 2001, ARCH CLIN NEUROPSYCH, V16, P653, DOI 10.1016/S0887-6177(00)00076-7 NR 97 TC 2 Z9 2 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD MAY PY 2014 VL 18 IS 4 BP 346 EP 361 DI 10.1177/1362361313476767 PG 16 WC Psychology, Developmental SC Psychology GA AF0BU UT WOS:000334377400001 PM 24092843 ER PT J AU White, SW Smith, LA Schry, AR AF White, Susan W. Smith, Laura A. Schry, Amie R. TI Assessment of global functioning in adolescents with autism spectrum disorders: Utility of the Developmental Disability- Child Global Assessment Scale SO AUTISM LA English DT Article DE adolescents; autism; global functioning; treatment ID RANDOMIZED CONTROLLED-TRIAL; ANXIETY; INTERVENTION; INDIVIDUALS; CHALLENGES; ISSUES AB Assessment of global functioning is an important consideration in treatment outcome research; yet, there is little guidance on its evidence-based assessment for children with autism spectrum disorders. This study investigated the utility and validity of clinician-rated global functioning using the Developmental Disability-Child Global Assessment Scale in a sample of higher functioning adolescents with autism spectrum disorders and comorbid anxiety disorders enrolled in a randomized controlled trial (n = 30). Pretreatment Developmental Disability-Child Global Assessment Scale scores correlated with severity of autism spectrum disorders core symptoms (r = -.388, p = .034), pragmatic communication (r = .407, p = .032), and verbal ability (r = .449, p = .013) and did not correlate with severity of anxiety symptoms or with parent-reported adaptive behavior. Change in Developmental Disability-Child Global Assessment Scale scores during treatment was associated with autism spectrum disorders symptomatic improvement (r = .414, p = .040) and with improved general communication (r = .499, p = .013). Results support the importance of assessing global functioning in addition to symptom change and treatment response in clinical trials. C1 [White, Susan W.; Smith, Laura A.; Schry, Amie R.] Virginia Tech, Blacksburg, VA 24061 USA. RP White, SW (reprint author), Virginia Tech, Dept Psychol, 109 Williams Hall 0436, Blacksburg, VA 24061 USA. EM sww@vt.edu CR Achenbach TM, 2005, J CLIN CHILD ADOLESC, V34, P541, DOI 10.1207/s15374424jccp3403_9 AMAN MG, 1985, AM J MENT DEF, V89, P485 Bass M, 2009, J AUTISM DEV DISORD, V39, P1261, DOI 10.1007/s10803-009-0734-3 Billstedt E, 2005, J AUTISM DEV DISORD, V35, P351, DOI 10.1007/s10803-005-3302-5 Bishop D. V. M., 2003, CHILDRENS COMMUNICAT Chambless DL, 1998, J CONSULT CLIN PSYCH, V66, P7, DOI 10.1037//0022-006X.66.1.7 Constantino JN, 2005, SOCIAL RESPONSIVENES FRICK PJ, 1994, J AM ACAD CHILD PSY, V33, P529, DOI 10.1097/00004583-199405000-00011 Gadow K. D., 1997, ADOLESCENT SYMPTOM I Gadow K. 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K., 1996, ANXIETY DISORDERS IN Silverman WK, 2005, J CLIN CHILD ADOLESC, V34, P380, DOI 10.1207/s15374424jccp3403_2 Sparrow SS, 2005, VINELAND ADAPTIVE BE Sukhodolsky DG, 2008, J ABNORM CHILD PSYCH, V36, P117, DOI 10.1007/s10802-007-9165-9 Volkmar FR, 2011, EVIDENCE-BASED PRACTICES AND TREATMENTS FOR CHILDREN WITH AUTISM, P365, DOI 10.1007/978-1-4419-6975-0_14 Wagner A, 2007, BIOL PSYCHIAT, V61, P504, DOI 10.1016/j.biopsych.2007.01.001 Wechsler D, 1999, WECHSLER ABBREVIATED White SW, 2013, J AUTISM DEV DISORD, V43, P382, DOI 10.1007/s10803-012-1577-x White SW, 2009, CLIN PSYCHOL REV, V29, P216, DOI 10.1016/j.cpr.2009.01.003 Wolery M, 2002, J AUTISM DEV DISORD, V32, P463, DOI 10.1023/A:1020598023809 NR 35 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD MAY PY 2014 VL 18 IS 4 BP 362 EP 369 DI 10.1177/1362361313481287 PG 8 WC Psychology, Developmental SC Psychology GA AF0BU UT WOS:000334377400002 PM 23965288 ER PT J AU Locke, J Rotheram-Fuller, E Xie, M Harker, C Mandell, D AF Locke, Jill Rotheram-Fuller, Erin Xie, Ming Harker, Colleen Mandell, David TI Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention SO AUTISM LA English DT Article DE autism spectrum disorder; intervention; social deficits ID SKILLS INTERVENTIONS AB Although social impairments are considered the hallmark deficit of autism, many behavioral intervention studies rely on cognitive functioning as a primary outcome. Fewer studies have examined whether changes in cognition are associated with changes in social functioning. This study examined whether cognitive gains among 192 students from 47 kindergarten-through-second-grade autism support classrooms participating in a year-long behavioral intervention study were associated with gains in social functioning. Children's gains in cognitive ability were modestly associated with independent assessors' and teachers' evaluations of social functioning but were not associated with changes in parent ratings. Observed social gains were not commensurate with gains in cognition, suggesting the need both for interventions that directly target social functioning and relevant field measures of social functioning. C1 [Locke, Jill; Xie, Ming; Mandell, David] Univ Penn, Philadelphia, PA 19104 USA. [Rotheram-Fuller, Erin] Temple Univ, Philadelphia, PA 19122 USA. [Harker, Colleen] Univ Washington, Seattle, WA 98195 USA. RP Locke, J (reprint author), Univ Penn, 3535 Market St,3rd Floor, Philadelphia, PA 19104 USA. EM jlocke@upenn.edu RI Mandell, David/H-2730-2012 OI Mandell, David/0000-0001-8240-820X CR Arick J., 2004, STAR PROGRAM STRATEG Arick J. R., 2003, FOCUS AUTISM OTHER D, V18, P75, DOI [10.1177/108835760301800201, DOI 10.1177/108835760301800201] Cohen I. L., 2005, PDD BEHAV INVENTORY Cunningham AB, 2012, J AUTISM DEV DISORD, V42, P593, DOI 10.1007/s10803-011-1280-3 Dawson G, 2010, PEDIATRICS, V125, pE17, DOI 10.1542/peds.2009-0958 Elliott C., 2007, DIFFERENTIAL ABILITY Fombonne E, 2010, PEDIATRICS Gotham K, 2009, J AUTISM DEV DISORD, V39, P693, DOI 10.1007/s10803-008-0674-3 Harrison P., 2003, ADAPTIVE BEHAV ASSES, V2nd Kasari C, 2012, J CHILD PSYCHOL PSYC, V53, P431, DOI 10.1111/j.1469-7610.2011.02493.x Kasari C, 2011, J AUTISM DEV DISORD, V41, P533, DOI 10.1007/s10803-010-1076-x Kasari C, 2002, J AUTISM DEV DISORD, V32, P447, DOI 10.1023/A:1020546006971 Koegel R. 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Curtin, Carol Anderson, Sarah E. Maslin, Melissa Lividini, Keith Bandini, Linda G. TI Comparison of sedentary behaviors between children with autism spectrum disorders and typically developing children SO AUTISM LA English DT Article DE autism spectrum disorders; body mass index; children; sedentary behavior; television viewing ID NUTRITION EXAMINATION SURVEY; PHYSICAL-ACTIVITY; SCREEN TIME; NATIONAL-HEALTH; WEIGHT STATUS; US CHILDREN; MEDIA USE; ADOLESCENTS; OBESITY; ADIPOSITY AB Time spent in sedentary behavior is largely due to time spent engaged with electronic screen media. Little is known about the extent to which sedentary behaviors for children with autism spectrum disorder differ from typically developing children. We used parental report to assess and compare time spent in sedentary behaviors for 53 children with autism spectrum disorder and 58 typically developing children aged 3-11 years. We also determined how sedentary behavior was related to child weight status (body mass index z-score). Overall, children with autism spectrum disorder spent an hour more in sedentary behaviors on weekdays compared to typically developing children (5.2 vs 4.2 h, p = 0.03), and most of this difference was due to screen time. The age- and sex-adjusted estimate of weekday total daily screen time was 1.6 h (typically developing) compared to 2.5 h (autism spectrum disorder, p = 0.004 for difference). A significant relationship between BMI z-score and total sedentary behavior time on weekend days was observed among young children with ASD, but not among TD children. The modest association between weekend sedentary behaviour time and BMI z-score among children with ASD suggests that sedentary behaiour is linked to relative weight status in these children. Further research is needed to confirm these findings and identify causal pathways. C1 [Must, Aviva; Phillips, Sarah M.] Tufts Univ, Sch Med, Boston, MA 02111 USA. [Curtin, Carol; Maslin, Melissa; Bandini, Linda G.] Univ Massachusetts, Sch Med, Amherst, MA 01003 USA. [Anderson, Sarah E.] Ohio State Univ, Columbus, OH 43210 USA. [Lividini, Keith] HarvestPlus Int Food Policy Res Inst, Washington, DC USA. RP Must, A (reprint author), Tufts Univ, Sch Med, Dept Publ Hlth & Community Med, 136 Harrison Ave, Boston, MA 02111 USA. EM aviva.must@tufts.edu CR Anderson SE, 2008, BMC PUBLIC HEALTH, V8, DOI 10.1186/1471-2458-8-366 Baggett CD, 2010, INT J OBESITY, V34, P1193, DOI 10.1038/ijo.2010.31 Bandini LG, 2013, AUTISM, V17, P44, DOI 10.1177/1362361312437416 Barnett TA, 2010, AM J EPIDEMIOL, V172, P255, DOI 10.1093/aje/kwq125 Biddle SJH, 2004, J R SOC PROMO HEALTH, V124, P29, DOI 10.1177/146642400312400110 Brown JE, 2011, SOC INDIC RES, V101, P221, DOI 10.1007/s11205-010-9656-x Charlop-Christy MH, 2002, J APPL BEHAV ANAL, V35, P213, DOI 10.1901/jaba.2002.35-213 Chonchaiya W, 2011, ACTA PAEDIATR, V100, P1033, DOI 10.1111/j.1651-2227.2011.02166.x Corbett BA, 2005, J EARLY INTENSIVE BE, V2, P1 Crespo CJ, 2001, ARCH PEDIAT ADOL MED, V155, P360 Curtin C, 2010, J PEDIAT, V157, P259 Danielsen YS, 2011, ACTA PAEDIATR, V100, P253, DOI 10.1111/j.1651-2227.2010.02098.x Elliott C. 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J., 2010, GENERATION M2 MEDIA Rutter M., 2003, AUTISM DIAGNOSTIC IN Shane HC, 2008, J AUTISM DEV DISORD, V38, P1499, DOI 10.1007/s10803-007-0527-5 Sharif I, 2010, J ADOLESCENT HEALTH, V46, P52, DOI 10.1016/j.jadohealth.2009.05.012 Sisson SB, 2009, INT J PEDIATR OBES, V4, P353, DOI 10.3109/17477160902934777 Sparrow SS, 2005, VINELAND ADAPTIVE BE Troiano RP, 2008, MED SCI SPORT EXER, V40, P181, DOI 10.1249/mss.0b013e31815a51b3 Villani S, 2001, J AM ACAD CHILD PSY, V40, P392, DOI 10.1097/00004583-200104000-00007 Zimmerman FJ, 2005, ARCH PEDIAT ADOL MED, V159, P619, DOI 10.1001/archpedi.159.7.619 NR 38 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD MAY PY 2014 VL 18 IS 4 BP 376 EP 384 DI 10.1177/1362361313479039 PG 9 WC Psychology, Developmental SC Psychology GA AF0BU UT WOS:000334377400004 PM 24113339 ER PT J AU Wu, CC Chiang, CH AF Wu, Chin-Chin Chiang, Chung-Hsin TI The developmental sequence of socialcommunicative skills in young children with autism: A longitudinal study SO AUTISM LA English DT Article DE autism; developmental sequence; social-communicative skills ID JOINT ATTENTION; PRETEND PLAY; IMITATION; LANGUAGE; DISORDER AB To explore the different developmental trajectories of social-communicative skills in children with autism and typically developing infants, two longitudinal studies were conducted. In Study 1, we examined the developmental sequence of social-communicative skills in 26 typically developing infants when they were 9 months old and reexamined them when they were 12 and 15 months old. The results indicated a reliable developmental sequence of social-communicative skills in infants with typical development. In Study 2, we explored the emergence sequence of social-communicative skills of 23 children with autism and 23 children with developmental delay between the ages of 2 and 4 years. The results demonstrated that the developmental sequence of social-communicative skills in young children with autism and children with developmental delays was different. C1 [Wu, Chin-Chin] Kaohsiung Med Univ, Dept Psychol, Kaohsiung, Taiwan. [Chiang, Chung-Hsin] Natl Chengchi Univ, Dept Psychol, Taipei 11605, Taiwan. [Chiang, Chung-Hsin] Natl Chengchi Univ, Res Ctr Mind Brain & Learning, Taipei 11605, Taiwan. RP Chiang, CH (reprint author), Natl Chengchi Univ, Dept Psychol, 64,Sec 2,ZhiNan Rd, Taipei 11605, Taiwan. 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J., 2006, IMITATION SOCIAL MIN, P277 Rogers SJ, 2003, J CHILD PSYCHOL PSYC, V44, P763, DOI 10.1111/1469-7610.00162 Rutter M., 2003, AUTISM DIAGNOSTIC IN Sigman M, 1999, MONOGR SOC RES CHILD, V64, P1, DOI 10.1111/1540-5834.00002 Stone WL, 1997, J ABNORM CHILD PSYCH, V25, P475, DOI 10.1023/A:1022685731726 Stone WL, 2000, J AUTISM DEV DISORD, V30, P607, DOI 10.1023/A:1005647629002 Striano T, 2005, BRIT J DEV PSYCHOL, V23, P1 Turner L, 2003, SOC RES CHILD DEV TA NR 31 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD MAY PY 2014 VL 18 IS 4 BP 385 EP 392 DI 10.1177/1362361313479832 PG 8 WC Psychology, Developmental SC Psychology GA AF0BU UT WOS:000334377400005 PM 23921662 ER PT J AU Geurts, HM de Wit, S AF Geurts, Hilde M. de Wit, Sanne TI Goal- directed action control in children with autism spectrum disorders SO AUTISM LA English DT Article DE autism; goal-directed action; habit; response inhibition; working memory ID OBSESSIVE-COMPULSIVE DISORDER; BEHAVIOR QUESTIONNAIRE CSBQ; REPETITIVE BEHAVIORS; INHIBITORY CONTROL; PREFRONTAL CORTEX; COGNITIVE CONTROL; BASAL GANGLIA; NEUROBIOLOGY; STRIATUM; SYMPTOMS AB Repetitive behavior is a key characteristic of autism spectrum disorders. Our aim was to investigate the hypothesis that this abnormal behavioral repetition results from a tendency to over-rely on habits at the expense of flexible, goal-directed action. Twenty-four children with autism spectrum disorders and 24 age- and gender-matched controls (8-12 years) initially learned to give specific responses to different pictorial stimuli in order to gain valuable outcomes. Subsequently, in the slips-of-action test, some of these outcomes were no longer valuable. Children needed to refrain from responding when stimuli were shown that signaled the availability of those outcomes while continuing to respond for the still-valuable outcomes. Reliance on habits should lead to slips of action toward no longer valuable outcomes. Therefore, the children's ability to respond selectively for still-valuable outcomes provides a measure of relative habitual versus goal-directed control. Two additional tasks were included to control for general task characteristics (i.e. working memory and inhibition). Children with autism spectrum disorders learned equally well as controls and were not impaired at flexibly adjusting their behavior to devaluation of the outcomes or stimuli. We found no evidence for a disruption in the balance between goal-directed and habitual behavioral control in children with autism spectrum disorders. C1 [Geurts, Hilde M.; de Wit, Sanne] Univ Amsterdam, Dept Psychol, NL-1018 XA Amsterdam, Netherlands. [Geurts, Hilde M.; de Wit, Sanne] Univ Amsterdam, Cognit Sci Ctr Amsterdam, NL-1018 XA Amsterdam, Netherlands. [Geurts, Hilde M.] Autism Clin, Oosterbeek, Netherlands. [Geurts, Hilde M.] Dutch Autism & ADHD Res Ctr dArc, Amsterdam, Netherlands. RP Geurts, HM (reprint author), Univ Amsterdam, Dept Brain & Cognit, Weesperpl 4, NL-1018 XA Amsterdam, Netherlands. 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Anderson, Connie M. Law, Paul TI Risk factors for bullying among children with autism spectrum disorders SO AUTISM LA English DT Article DE autism spectrum disorder; bullying; schools; special needs ID LEARNING-DISABILITIES; PEER VICTIMIZATION; PSYCHOSOCIAL ADJUSTMENT; PSYCHIATRIC-DISORDERS; ASPERGER-SYNDROME; MIDDLE SCHOOL; SELF-ESTEEM; PREVALENCE; INCLUSION; STUDENTS AB Although children with disabilities have been found to be at an increased risk of bullying, there are limited studies investigating predictors of bullying involvement in children with autism spectrum disorders. The current study presents findings from 1221 parents of children diagnosed with autism spectrum disorder who were selected from a national web-based registry. Parents completed a survey dedicated to the school and bullying experiences of their child, and multivariate logistic regression analyses were conducted to identify child and school risk factors for involvement as victim, bully, or bully-victim. Additional analyses examined the risk of bullying involvement based on the amount of time spent in general education classrooms. Children diagnosed with Asperger's disorder, attending a public school or a school with a general education population, were at the greatest risk of being victimized in the past month. Children with comorbid conditions and a high level of autistic traits were the most likely to be victims, bullies, and bully-victims. Finally, children in full inclusion classrooms were more likely to be victimized than those who spend the majority of their time in special education settings. Future research studies should be invested in finding appropriate supports for children with autism spectrum disorder placed in inclusive settings. C1 [Zablotsky, Benjamin; Bradshaw, Catherine P.] Johns Hopkins Bloomberg Sch Publ Hlth, Baltimore, MD 21205 USA. [Anderson, Connie M.] Towson Univ, Baltimore, MD USA. [Law, Paul] Kennedy Krieger Inst, Baltimore, MD USA. 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Baron-Cohen, Simon TI Sensory over- responsivity in adults with autism spectrum conditions SO AUTISM LA English DT Article DE autism spectrum conditions; autistic traits; Sensory Over-Responsivity Scale ID QUOTIENT AQ; CHILDRENS VERSION; OVER-RESPONSIVITY; ASPERGER-SYNDROME; DISORDERS; PROFILE; PATTERNS; MODULATION; VALIDITY AB Anecdotal reports and empirical evidence suggest that sensory processing issues are a key feature of autism spectrum conditions. This study set out to investigate whether adults with autism spectrum conditions report more sensory over-responsivity than adults without autism spectrum conditions. Another goal of the study was to identify whether autistic traits in adults with and without autism spectrum conditions were associated with sensory over-responsivity. Adults with (n = 221) and without (n = 181) autism spectrum conditions participated in an online survey. The Autism Spectrum Quotient, the Raven Matrices and the Sensory Processing Scale were used to characterize the sample. Adults with autism spectrum conditions reported more sensory over-responsivity than control participants across various sensory domains (visual, auditory, tactile, olfactory, gustatory and proprioceptive). Sensory over-responsivity correlated positively with autistic traits (Autism Spectrum Quotient) at a significant level across groups and within groups. Adults with autism spectrum conditions experience sensory over-responsivity to daily sensory stimuli to a high degree. A positive relationship exists between sensory over-responsivity and autistic traits. Understanding sensory over-responsivity and ways of measuring it in adults with autism spectrum conditions has implications for research and clinical settings. C1 [Tavassoli, Teresa; Baron-Cohen, Simon] Univ Cambridge, Cambridge CB2 1TN, England. [Tavassoli, Teresa] Icahn Sch Med Mt Sinai, Seaver Autism Ctr, New York, NY 10129 USA. [Miller, Lucy J.; Schoen, Sarah A.] Sensory Therapies & Res STAR Ctr, Greenwood Village, CO 80111 USA. [Miller, Lucy J.; Schoen, Sarah A.; Nielsen, Darci M.] Sensory Proc Disorder Fdn, Greenwood Village, CO USA. [Miller, Lucy J.] Univ Colorado Denver, Denver, CO USA. [Miller, Lucy J.; Schoen, Sarah A.] Rocky Mt Univ Hlth Profess, Provo, UT 84606 USA. RP Tavassoli, T (reprint author), Icahn Sch Med Mt Sinai, Seaver Autism Ctr, 1428 Madison Ave, New York, NY 10129 USA. 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The sample included 70 families of young children with autism spectrum disorders. All parents were enrolled in a short education program, providing them with basic information and resources on advocating for a young child with autism spectrum disorders (Parent Advocacy Coaching). Longitudinal change in children's intervention program in the community was evaluated over a period of about 27 months, starting 12 months prior to enrollment in Parent Advocacy Coaching. Results revealed large individual differences in the intensity of children's individual and school-based services. Despite this variability, only two child characteristics (age, gender) emerged as independent predictors. In contrast, the intensity of children's intervention programs was independently predicted by a broad range of demographic characteristics, including parental education, child ethnicity and race, and family composition. Finally, even after child characteristics and family demographics were statistically controlled, results revealed associations between specific parental cognitions (parenting efficacy, understanding of child development) and the subsequent rate of change in the intensity of children's intervention programs. Implications for improving educational programs that aim to enhance parent advocacy are discussed. C1 [Siller, Michael; Reyes, Nuri; Hutman, Ted; Sigman, Marian] Univ Calif Los Angeles, Los Angeles, CA USA. [Siller, Michael; Hotez, Emily] CUNY, New York, NY USA. [Reyes, Nuri] Virginia Tech, Nashville, TN USA. RP Siller, M (reprint author), CUNY Hunter Coll, Dept Psychol, RM 611 HN,695 Pk Ave, New York, NY 10065 USA. 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TI Adaptation of the " ten questions" to screen for autism and other neurodevelopmental disorders in Uganda SO AUTISM LA English DT Article DE autism spectrum disorder screening and assessment; developing countries; low- and middle-income countries; neurodevelopmental disorder screening and assessment; Uganda ID CHILDHOOD DISABILITY; CHILDREN; PREVALENCE; VALIDITY; EPILEPSY; JAMAICA; RELIABILITY; IMPAIRMENT; BANGLADESH; COUNTRIES AB Neurodevelopmental disorders are recognized to be relatively common in developing countries but little data exist for planning effective prevention and intervention strategies. In particular, data on autism spectrum disorders are lacking. For application in Uganda, we developed a 23-question screener (23Q) that includes the Ten Questions screener and additional questions on autism spectrum disorder behaviors. We then conducted household screening of 1169 children, 2-9 years of age, followed by clinical assessment of children who screened positive and a sample of those who screened negative to evaluate the validity of the screener. We found that 320 children (27% of the total) screened positive and 68 children received a clinical diagnosis of one or more moderate to severe neurodevelopmental disorders (autism spectrum disorder; cerebral palsy; epilepsy; cognitive, speech and language, hearing, or vision impairment), including 8 children with autism spectrum disorders. Prevalence and validity of the screener were evaluated under different statistical assumptions. Sensitivity of the 23Q ranged from 0.55 to 0.80 and prevalence for 1 neurodevelopmental disorders from 7.7/100 children to 12.8/100 children depending on which assumptions were used. The combination of screening positive on both autism spectrum disorders and Ten Questions items was modestly successful in identifying a subgroup of children at especially high risk of autism spectrum disorders. We recommend that autism spectrum disorders and related behavioral disorders be included in studies of neurodevelopmental disorders in low-resource settings to obtain essential data for planning local and global public health responses. C1 [Kakooza-Mwesige, Angelina; Ssebyala, Keron; Karamagi, Charles; Kiguli, Sarah] Makerere Univ, Mulago Natl Referral Hosp, Kampala, Uganda. [Smith, Karen; Anderson, Meredith C.; Smith, Daniel; Grether, Judith K.] Sequoia Fdn, USA Kaiser Permanente Div Res, Berkeley, CA 94703 USA. [Croen, Lisa A.] St Louis Univ, Sch Publ Hlth & Social Justice, St Louis, MO 63103 USA. [Trevathan, Edwin] Univ Calif Davis, Davis, CA 95616 USA. [Hansen, Robin] Sequoia Fdn, Berkeley, CA 94703 USA. 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Hume, Kara A. TI Observational learning by individuals with autism: A review of teaching strategies SO AUTISM LA English DT Article DE autism; group instruction; modeling; observational learning ID SMALL-GROUP INSTRUCTION; SPECTRUM DISORDERS; REINFORCEMENT CONTINGENCIES; DEVELOPMENTAL-DISABILITIES; PRESCHOOL-CHILDREN; IN-VIVO; BEHAVIOR; SKILLS; ACQUISITION; STUDENTS AB Observational learning is the process used to explain the acquisition of novel behaviors or performance of previously acquired behaviors under novel conditions after observing the behavior of another person and the consequences that follow the behavior. Many learners with autism do not attend to environmental stimuli at a level sufficient to learn a range of prosocial behaviors through observation of others. Modeling, group or dyadic instruction, and explicit observation training can improve the extent to which individuals with autism learn through observation. 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Gantman, Alexander Ellingsen, Ruth Frankel, Fred Dillon, Ashley R. TI Predicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA Program for the Education and Enrichment of Relational Skills SO AUTISM LA English DT Article DE adolescents; autism spectrum disorders; friendship; predictors; Program for the Education and Enrichment of Relational Skills; social skills ID ASPERGER-SYNDROME; CHILDREN AB This study seeks to examine the predictors of positive social skills outcomes from the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills, an evidence-based parent-assisted social skills program for high-functioning middle school and high school adolescents with autism spectrum disorders. The results revealed that adolescents with higher parent-reported baseline social skills and lower self-reported perceived social functioning demonstrated greater improvement in social skills following the intervention. C1 [Dillon, Ashley R.] Pacific Grad Sch Psychol, Palo Alto, CA USA. RP Chang, YC (reprint author), Univ Calif Los Angeles, Semel Inst Neurosci & Human Behav, 300 Med Plaza,Suite 1273, Los Angeles, CA 90095 USA. EM yjchang@mednet.ucla.edu CR Bauminger N, 2000, CHILD DEV, V71, P447, DOI 10.1111/1467-8624.00156 Eaves LC, 2008, J AUTISM DEV DISORD, V38, P739, DOI 10.1007/s10803-007-0441-x Ghaziuddin M, 1996, J AUTISM DEV DISORD, V26, P585, DOI 10.1007/BF02172348 Gresham F. M., 1990, SOCIAL SKILLS RATING Kaufman A. S., 2004, KAUFMAN BRIEF INTELL Knott F, 2006, AUTISM, V10, P609, DOI 10.1177/1362361306068510 Koning C, 2001, AUTISM, V5, P23, DOI 10.1177/1362361301005001003 Laugeson EA, 2011, SOCIAL SKILLS FOR TEENAGERS WITH DEVELOPMENTAL AND AUTISM SPECTRUM DISORDERS, P1 Meyer JA, 2006, AUTISM, V10, P383, DOI 10.1177/1362361306064435 Orsmond GI, 2004, J AUTISM DEV DISORD, V34, P245, DOI 10.1023/B:JADD.0000029547.96610.df Piers EV, 2002, PIERS HARRIS CHILDRE Sherer L, 2005, J CONSULT CLIN PSYCH, V73, P525 Sparrow SS, 2005, VINELAND ADAPTIVE BE Wechsler D., 2003, WECHSLER INTELLIGENC White SW, 2007, J AUTISM DEV DISORD, V37, P1858, DOI 10.1007/s10803-006-0320-x Wood JJ, 2009, J CHILD PSYCHOL PSYC, V50, P224, DOI 10.1111/j.1469-7610.2008.01948.x NR 16 TC 1 Z9 1 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD MAY PY 2014 VL 18 IS 4 BP 467 EP 470 DI 10.1177/1362361313478995 PG 4 WC Psychology, Developmental SC Psychology GA AF0BU UT WOS:000334377400013 PM 24108192 ER PT J AU Marrus, N Veenstra-VanderWeele, J Hellings, JA Stigler, KA Szymanski, L King, BH Carlisle, LL Cook, EH Pruett, JR AF Marrus, Natasha Veenstra-VanderWeele, Jeremy Hellings, Jessica A. Stigler, Kimberly A. Szymanski, Ludwik King, Bryan H. Carlisle, L. Lee Cook, Edwin H., Jr. Pruett, John R., Jr. CA Amer Acad Child Adolescent TI Training of child and adolescent psychiatry fellows in autism and intellectual disability SO AUTISM LA English DT Article DE autism; intellectual disability; education; fellowship training ID PSYCHOTROPIC MEDICATION USE; SPECTRUM DISORDERS AB Patients with autism spectrum disorders and intellectual disability can be clinically complex and often have limited access to psychiatric care. Because little is known about post-graduate clinical education in autism spectrum disorder and intellectual disability, we surveyed training directors of child and adolescent psychiatry fellowship programs. On average, child and adolescent psychiatry directors reported lectures of 3 and 4 h per year in autism spectrum disorder and intellectual disability, respectively. Training directors commonly reported that trainees see 1-5 patients with autism spectrum disorder or intellectual disability per year for outpatient pharmacological management and inpatient treatment. Overall, 43% of directors endorsed the need for additional resources for training in autism spectrum disorder and intellectual disability, which, coupled with low didactic and clinical exposure, suggests that current training is inadequate. C1 [Marrus, Natasha; Pruett, John R., Jr.] Washington Univ, Sch Med, St Louis, MO 63110 USA. [Veenstra-VanderWeele, Jeremy] Vanderbilt Univ, Nashville, TN USA. [Hellings, Jessica A.] Ohio State Univ, Nisonger Ctr, Columbus, OH 43210 USA. [Stigler, Kimberly A.] Indiana Univ, Sch Med, Bloomington, IN 47405 USA. [Szymanski, Ludwik] Boston Childrens Hosp, Boston, MA USA. [King, Bryan H.; Carlisle, L. Lee] Univ Washington, Sch Med, Seattle, WA 98195 USA. [King, Bryan H.; Carlisle, L. Lee] Seattle Childrens Hosp, Seattle, WA USA. [Cook, Edwin H., Jr.] Univ Illinois, Chicago, IL USA. RP Marrus, N (reprint author), Washington Univ, Sch Med, Dept Psychiat, Div Adolescent & Child, 660 South Euclid Ave,Box 8134, St Louis, MO 63110 USA. EM marrusn@psychiatry.wustl.edu CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Boyle CA, 2011, PEDIATRICS, V127, P1034, DOI 10.1542/peds.2010-2989 Chiri G, 2012, MATERN CHILD HLTH J, V16, P1081, DOI 10.1007/s10995-011-0833-6 Einfeld SL, 2006, JAMA-J AM MED ASSOC, V296, P1981, DOI 10.1001/jama.296.16.1981 Esbensen AJ, 2009, J AUTISM DEV DISORD, V39, P1339, DOI 10.1007/s10803-009-0750-3 Hales DJ, 2010, RESIDENT CENSUS CHAR Hodapp Robert M., 1996, P362 King BH, 2009, ARCH GEN PSYCHIAT, V66, P583, DOI 10.1001/archgenpsychiatry.2009.30 Mandell DS, 2008, PEDIATRICS, V121, pE441, DOI 10.1542/peds.2007-0984 Reinblatt SP, 2004, PSYCHIAT SERV, V55, P312, DOI 10.1176/appi.ps.55.3.312 Ruedrich S, 2007, ACAD PSYCHIATR, V31, P430, DOI 10.1176/appi.ap.31.6.430 Sheehan K., 2001, J COMPUTER MEDIATED, V6 Szymanski L, 1991, REPORT TASK FORCE PS Young Margaret B., 2012, Morbidity and Mortality Weekly Report, V61, P1 NR 14 TC 1 Z9 1 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD MAY PY 2014 VL 18 IS 4 BP 471 EP 475 DI 10.1177/1362361313477247 PG 5 WC Psychology, Developmental SC Psychology GA AF0BU UT WOS:000334377400014 PM 24113341 ER PT J AU Mazurek, MO AF Mazurek, Micah O. TI Loneliness, friendship, and well-being in adults with autism spectrum disorders SO AUTISM LA English DT Article DE adults; anxiety; loneliness; friendship; depression; autism spectrum disorders ID HIGH-FUNCTIONING CHILDREN; GLOBAL SELF-ESTEEM; QUOTIENT AQ; SOCIAL RELATIONSHIPS; DEPRESSIVE SYMPTOMS; PEER RELATIONSHIPS; VALIDITY EVIDENCE; ASPERGER-SYNDROME; COLLEGE-STUDENTS; ADOLESCENT BOYS AB This study examined the relations among loneliness, friendship, and emotional functioning in adults (N = 108) with autism spectrum disorders. Participants completed self-report measures of symptoms of autism spectrum disorders, loneliness, number and nature of friendships, depression, anxiety, life satisfaction, and self-esteem. The results indicated that loneliness was associated with increased depression and anxiety and decreased life satisfaction and self-esteem, even after controlling for symptoms of autism spectrum disorders. In addition, greater quantity and quality of friendships were associated with decreased loneliness among adults with autism spectrum disorders. Multivariate models indicated that friendship did not moderate the relationship between loneliness and well-being; however, number of friends provided unique independent effects in predicting self-esteem, depression, and anxiety above and beyond the effects of loneliness. This was the first study to examine the relations among these aspects of social and emotional functioning in adults with autism spectrum disorders, and the results indicate that this topic warrants further clinical and research attention. C1 [Mazurek, Micah O.] Univ Missouri, Columbia, MO 65211 USA. RP Mazurek, MO (reprint author), Univ Missouri, Dept Hlth Psychol, Thompson Ctr Autism & Neurodev Disorders, 205 Portland St, Columbia, MO 65211 USA. 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These individuals have achieved social and language skills within the average range for their ages, receive little or no school support, and are referred to as having achieved "optimal outcomes." Performance of 32 individuals who achieved optimal outcomes, 41 high-functioning individuals with a current autism spectrum disorder diagnosis (high-functioning autism), and 34 typically developing peers was compared on measures of decoding, reading comprehension, mathematical problem solving, and written expression. Groups were matched on age, sex, and nonverbal IQ; however, the high-functioning autism group scored significantly lower than the optimal outcome and typically developing groups on verbal IQ. All three groups performed in the average range on all subtests measured, and no significant differences were found in performance of the optimal outcome and typically developing groups. The high-functioning autism group scored significantly lower on subtests of reading comprehension and mathematical problem solving than the optimal outcome group. These findings suggest that the academic abilities of individuals who achieved optimal outcomes are similar to those of their typically developing peers, even in areas where individuals who have retained their autism spectrum disorder diagnoses exhibit some ongoing difficulty. C1 [Troyb, Eva; Orinstein, Alyssa; Tyson, Katherine; Helt, Molly; Eigsti, Inge-Marie; Fein, Deborah] Univ Connecticut, Storrs, CT 06269 USA. [Stevens, Michael] Yale Univ, Sch Med, New Haven, CT 06520 USA. RP Troyb, E (reprint author), Univ Connecticut, Dept Psychol, 406 Babbidge Rd,Unit 1020, Storrs, CT 06269 USA. 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Hunter, Simon C. TI Maladaptive cognitive appraisals in children with high-functioning autism: Associations with fear, anxiety and theory of mind SO AUTISM LA English DT Article DE appraisal; fear; cognition ID PERVASIVE DEVELOPMENTAL DISORDERS; THREAT PERCEPTION ABNORMALITIES; OBSESSIVE-COMPULSIVE DISORDER; SPECTRUM DISORDERS; SOCIAL ANXIETY; ASPERGER-SYNDROME; CONTROLLED-TRIAL; CHILDHOOD ANXIETY; COVARIATION BIAS; SYMPTOMS AB Despite the well-documented success of cognitive restructuring techniques in the treatment of anxiety disorders, there is still little clarity on which cognitions underpin fear and anxiety in children with high-functioning autism spectrum disorder. This study examined whether certain cognitive appraisals, known to be associated with fear and anxiety in typically developing groups, may help explain these emotions in children with high-functioning autism spectrum disorder. It also investigated relations between these cognitive appraisals and theory of mind. Appraisals, fear and anxiety were assessed using a vignette approach in 22 children with high-functioning autism spectrum disorders and 22 typically developing children. The two groups differed significantly on all four appraisal types. Anxiety was negatively correlated with future expectancy and positively with problem-focused coping potential in the high-functioning autism spectrum disorder group but was not correlated with appraisals in the typically developing group. The two appraisals associated with fear were emotion-focused coping potential (in the high-functioning autism spectrum disorder group only) and self-accountability (in the typically developing group only). Linear regression analysis found that appraisals of emotion-focused coping potential, problem-focused coping potential and future expectancy were significant predictors of theory-of-mind ability in the high-functioning autism spectrum disorders group. 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TI Long-term outcomes of parent-assisted social skills intervention for high-functioning children with autism spectrum disorders SO AUTISM LA English DT Article DE social skills; autism; follow-up; intervention; children ID BEHAVIOR CHECKLIST; ASPERGER-SYNDROME; LONELINESS; INDIVIDUALS; ADOLESCENTS AB This study aims to evaluate the long-term outcome of Children's Friendship Training, a parent-assisted social skills intervention for children. Prior research has shown Children's Friendship Training to be superior to wait-list control with maintenance of gains at 3-month follow-up. Participants were families of children diagnosed with autism spectrum disorder who completed Children's Friendship Training 1-5 years earlier. They were recruited through mail, phone, and email. Information collected included parent and child completed questionnaires and a phone interview. Data were collected on 24 of 52 potential participants (46%). With an average of 35-month follow-up, participants had a mean age of 12.6 years. Results indicated that participants at follow-up were invited on significantly more play dates, showed less play date conflict, improved significantly in parent-reported social skills and problem behaviors, and demonstrated marginally significant decreases in loneliness when compared to pre-Children's Friendship Training. C1 [Mandelberg, Josh; Frankel, Fred; Cunningham, Tina; Gorospe, Clarissa; Laugeson, Elizabeth A.] Univ Calif Los Angeles, Los Angeles, CA 90095 USA. RP Frankel, F (reprint author), Univ Calif Los Angeles, Semel Inst Neurosci & Human Behav, 300 UCLA Med Plaza, Los Angeles, CA 90095 USA. 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Abellan, Raquel Campos, Arturo Navarro, Ignacio Sevilla, Javier Pardo, Carlos Amati, Fabian TI Using Tic-Tac software to reduce anxiety-related behaviour in adults with autism and learning difficulties during waiting periods: A pilot study SO AUTISM LA English DT Article DE technology; autism; time perception; anxiety-related behaviours ID SPECTRUM DISORDERS; TIME PERCEPTION; CHILDREN; PERFORMANCE; THINKING AB Deficits in the perception of time and processing of changes across time are commonly observed in individuals with autism. This pilot study evaluated the efficacy of the use of the software tool Tic-Tac, designed to make time visual, in three adults with autism and learning difficulties. This research focused on applying the tool in waiting situations where the participants exhibited anxiety-related behaviour. The intervention followed a baseline and intervention (AB) design, and a partial interval recording procedure was used to code the presence of stereotypes, nervous utterances, wandering or other examples of nervousness during the selected waiting situations. The results showed that the use of Tic-Tac resulted in lower levels of anxiety-related behaviour in all three participants, compared to the baseline, suggesting that this software may be an effective technology for helping people with autism with organisation and predictability during waiting periods. The results are discussed in terms of limitations and implications for further study. C1 [Campillo, Cristina; Herrera, Gerardo; Abellan, Raquel; Campos, Arturo; Navarro, Ignacio; Sevilla, Javier; Pardo, Carlos; Amati, Fabian] Univ Valencia, Paterna Valencia 46980, Spain. [Remirez de Ganuza, Conchi; Cuesta, Jose L.] Autismo Burgos, Burgos, Spain. RP Herrera, G (reprint author), Univ Valencia, Autism & Learning Difficulties Grp, C Catedrat Jose Beltran 2, Paterna Valencia 46980, Spain. 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Landa, Rebecca J. TI Association between severity of behavioral phenotype and comorbid attention deficit hyperactivity disorder symptoms in children with autism spectrum disorders SO AUTISM LA English DT Article DE comorbidity; symptom severity; autism; attention deficit hyperactivity disorder ID PERVASIVE DEVELOPMENTAL DISORDERS; DEFICIT/HYPERACTIVITY DISORDER; ADHD; ADOLESCENTS; ANXIETY; PSYCHOPATHOLOGY; SAMPLE AB Autism spectrum disorder and attention deficit hyperactivity disorder are neurodevelopmental disorders that cannot be codiagnosed under existing diagnostic guidelines (Diagnostic and Statistical Manual of the American Psychiatric Association, 4th ed., text rev.). However, reports are emerging that attention deficit hyperactivity disorder is sometimes comorbid with autism spectrum disorder. In the current study, we examined rates of parent-reported clinically significant symptoms of attention deficit hyperactivity disorder in school-aged children (4-8 years) with autism spectrum disorder, most of whom were first enrolled in our research protocols as toddlers. Results revealed that children with autism spectrum disorder and attention deficit hyperactivity disorder had lower cognitive functioning, more severe social impairment, and greater delays in adaptive functioning than children with autism spectrum disorder only. Implications for clinical practice include the need to assess for attention deficit hyperactivity disorder symptoms at an early age in children diagnosed with autism spectrum disorder. Research is needed to determine efficacious interventions for young children with autism spectrum disorder with comorbid attention deficit hyperactivity disorder to optimize outcomes. C1 [Rao, Patricia A.; Landa, Rebecca J.] Kennedy Krieger Inst, Baltimore, MD 21211 USA. 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Bedford, Rachael Charman, Tony Elsabbagh, Mayada Johnson, Mark H. Hill, Elisabeth L. CA BASIS Team TI Motor development in children at risk of autism: A follow-up study of infant siblings SO AUTISM LA English DT Article DE autism spectrum disorder; motor development; infant siblings; broader autism phenotype; face processing ID BRUININKS-OSERETSKY TEST; HIGH-FUNCTIONING AUTISM; COORDINATION DISORDER; SPECTRUM DISORDERS; MOVEMENT-ABC; SHORT-FORM; IMPAIRMENT; SKILLS; FACE; IDENTIFICATION AB Recently, evidence of poor or atypical motor skills in autism spectrum disorder has led some to argue that motor impairment is a core feature of the condition. The current study uses a longitudinal prospective design to assess the development of motor skills of 20 children at increased risk of developing autism spectrum disorder, who were recruited and tested at 9 and 40 months of age, on the basis of having an older sibling diagnosed with the condition. All children completed a range of motor, face processing, IQ and diagnostic assessments at a follow-up visit (aged 5-7 years), providing a detailed profile of development in this group from a number of standardised, parental report and experimental measures. A higher proportion of children than expected demonstrated motor difficulties at the follow-up visit and those highlighted by parental report as having poor motor skills as infants and toddlers were also more likely to have lower face processing scores and elevated autism-related social symptoms at 5-7 years, despite having similar IQ levels. These data lend support to the argument that early motor difficulties may be a risk factor for later motor impairment as well as differences in social communication and cognition, traits that are related to autism spectrum disorder. C1 [Leonard, Hayley C.; Hill, Elisabeth L.] Univ London, London SE14 6NW, England. 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Manangan, Christen N. Sparrow, Joanne K. Wilson, Beverly J. TI The relation of parent-child interaction qualities to social skills in children with and without autism spectrum disorders SO AUTISM LA English DT Article DE social skills; parent-child interactions; autism spectrum disorders ID HIGH-FUNCTIONING AUTISM; YOUNG-CHILDREN; COMPETENCE; RECOMMENDATIONS; INTERVENTIONS; EXPRESSION; BEHAVIORS; MEDIATION; EMOTION; FAMILY AB This study examined associations between parent-child interactions and the development of social skills in 42 children (21 typically developing and 21 with autism spectrum disorders) between the ages of 3 years, 0 months and 6 years, 11 months. We expected that positive parent-child interaction qualities would be related to children's social skills and would mediate the negative relation between children's developmental status (typical development vs autism spectrum disorders) and social skills. Videotapes of parents and children during a 5-min wordless book task were coded for parent positive affect and emotional support as well as parent-child cohesiveness. Emotional support and cohesiveness were significantly related to children's social skills, such that higher emotional support and cohesiveness were associated with higher social skills, R-2 = .29, p = .02, and R-2 = .38, p = .002, respectively. Additionally, cohesiveness mediated the relation between children's developmental status and social skills. These findings suggest that parent emotional support and cohesiveness between parents and children positively influence children's social skills. Parent positive affect was unrelated to social skills. Implications of these findings for social skills interventions are discussed, particularly for young children with autism spectrum disorders. C1 [Haven, Erin L.; Manangan, Christen N.; Sparrow, Joanne K.; Wilson, Beverly J.] Seattle Pacific Univ, Seattle, WA 98119 USA. RP Haven, EL (reprint author), Seattle Pacific Univ, Dept Clin Psychol, 3307 3rd Ave West Suite 107, Seattle, WA 98119 USA. EM ehaven@spu.edu CR Baker JK, 2007, AM J MENT RETARD, V112, P375, DOI 10.1352/0895-8017(2007)112[0375:POSSIY]2.0.CO;2 Bellini S, 2007, REM SPEC EDUC, V28, P153, DOI 10.1177/07419325070280030401 Bennett KS, 2007, INT J DISABIL DEV ED, V54, P381, DOI 10.1080/10349120701654555 Bijstra JO, 1998, EUR J PSYCHOL EDUC, V13, P569 Carson JL, 1996, CHILD DEV, V67, P2217, DOI 10.1111/j.1467-8624.1996.tb01853.x Charlop M. 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R., 2004, BEHAV ASSESSMENT SYS, V2nd Shrout PE, 2002, PSYCHOL METHODS, V7, P422, DOI 10.1037//1082-989X.7.4.422 Siller M, 2008, DEV PSYCHOL, V44, P1691, DOI 10.1037/a0013771 Skibbe LE, 2010, READ WRIT, V23, P53, DOI 10.1007/s11145-008-9149-3 Vickerstaff S, 2007, J AUTISM DEV DISORD, V37, P1647, DOI 10.1007/s10803-006-0292-x White SW, 2009, J AUTISM DEV DISORD, V39, P1006, DOI 10.1007/s10803-009-0713-8 Wilson BJ, 2012, RELATIONS SELF UNPUB Zhou Q, 2002, CHILD DEV, V73, P893, DOI 10.1111/1467-8624.00446 NR 40 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD APR PY 2014 VL 18 IS 3 BP 292 EP 300 DI 10.1177/1362361312470036 PG 9 WC Psychology, Developmental SC Psychology GA AD7OY UT WOS:000333454700010 PM 24072662 ER PT J AU Begeer, S De Rosnay, M Lunenburg, P Stegge, H Terwogt, MM AF Begeer, Sander De Rosnay, Marc Lunenburg, Patty Stegge, Hedy Terwogt, Mark Meerum TI Understanding of emotions based on counterfactual reasoning in children with autism spectrum disorders SO AUTISM LA English DT Article DE upward; relief; counterfactual; downward; emotion; regret; autism ID HIGH-FUNCTIONING CHILDREN; FALSE BELIEF; AGE-DIFFERENCES; THINKING; REGRET; DISAPPOINTMENT; DISSOCIATION; PRESCHOOLERS; EXPERIENCE; LOOKING AB The understanding of emotions based on counterfactual reasoning was studied in children with high-functioning autism spectrum disorders (n = 71) and in typically developing children (n = 71), aged 6-12 years. Children were presented with eight stories about two protagonists who experienced the same positive or negative outcome, either due to their own action or by default. Relative to the comparison group, children with high-functioning autism spectrum disorder were poor at explaining emotions based on downward counterfactual reasoning (i.e. contentment and relief). There were no group differences in upward counterfactual reasoning (i.e. disappointment and regret). In the comparison group, second-order false-belief reasoning was related to children's understanding of second-order counterfactual emotions (i.e. regret and relief), while children in the high-functioning autism spectrum disorder group relied more on their general intellectual skills. Results are discussed in terms of the different functions of counterfactual reasoning about emotion and the cognitive style of children with high-functioning autism spectrum disorder. 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Kase, Colleen Mandell, David S. TI Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placements SO AUTISM LA English DT Article DE inclusion; autism spectrum disorders; preschool; early intervention; community practices ID INTENSIVE BEHAVIORAL INTERVENTION; YOUNG-CHILDREN; COMMUNICATION INTERVENTIONS; JOINT ATTENTION; FOLLOW-UP; PRESCHOOLERS; DISABILITIES; CLASSROOMS; SEVERITY; LANGUAGE AB Little comparative research examines which community-based preschool intervention placements produce the best outcomes for which children with autism spectrum disorders. Autism-specific placements can provide intensive evidence-based care; however, inclusion settings provide interaction with typically developing peers, the importance of which is increasingly recognized. This study examined the association between early intervention placement in three settings (autism-only, mixed disability, or inclusive) and cognitive outcomes upon entry into elementary school in an urban school district for 98 preschool-aged children with autism spectrum disorders. Initial child and demographic characteristics were similar among the three placements. Controlling for initial cognitive scores and other covariates, cognitive outcomes for children in inclusive placements were better than those of children in mixed disability settings. A consistent pattern emerged that suggested the particular importance of inclusive placements for children with initially greater social impairments, greater adaptive behavior impairments, and at least a baseline level of language skills. Opportunities to interact with typically developing peers may be particularly beneficial for certain subgroups of young children with autism spectrum disorders. 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Jain, Anjali Yang, Wenya Kelly, Jonathan P. Kaiser, Marygrace Becker, Laura Lawer, Lindsay Newschaffer, Craig J. TI Does a claims diagnosis of autism mean a true case? SO AUTISM LA English DT Article DE validation study; autism; Administrative data; chart review ID SPECTRUM DISORDERS; PSYCHIATRIC-DISORDERS; INSURED POPULATION; HEALTH PLAN; CHILDREN; MEDICAID; EXPENDITURES; VALIDATION; VALIDITY; SURVEILLANCE AB The purpose of this study was to validate autism spectrum disorder cases identified through claims-based case identification algorithms against a clinical review of medical charts. Charts were reviewed for 432 children who fell into one of the three following groups: (a) more than or equal to two claims with an autism spectrum disorder diagnosis code (n = 182), (b) one claim with an autism spectrum disorder diagnosis code (n = 190), and (c) those who had no claims for autism spectrum disorder but had claims for other developmental or neurological conditions (n = 60). The algorithm-based diagnoses were compared with documented autism spectrum disorders in the medical charts. The algorithm requiring more than or equal to two claims for autism spectrum disorder generated a positive predictive value of 87.4%, which suggests that such an algorithm is a valid means to identify true autism spectrum disorder cases in claims data. C1 [Burke, James P.; Becker, Laura] OptumInsight, Eden Prairie, MN USA. [Jain, Anjali; Yang, Wenya; Kelly, Jonathan P.] Lewin Grp, Falls Church, VA 22042 USA. [Kaiser, Marygrace] Eureka Coll, Eureka, CA USA. [Lawer, Lindsay; Newschaffer, Craig J.] Drexel Univ, Sch Publ Hlth, Philadelphia, PA USA. RP Jain, A (reprint author), Lewin Grp, 3130 Fairview Pk Dr 500, Falls Church, VA 22042 USA. 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The Modified Checklist for Autism in Toddlers was filled out independently by 191 parents while they were waiting for the well-child examination of their child. A high screen-positive rate was found. Because of this high false-positive rate, a second study was done in which the Modified Checklist for Autism in Toddlers was administered by health-care staff in a short interview with two groups of parents. The first group (the high-risk group) comprised 80 children aged 18-36 months, who were initially diagnosed with pervasive developmental disorders. The second group (the low-risk group) comprised 538 children of the same age, who were followed regularly by the well-child clinic. Two screen positives were found in the low-risk group. These two children, a random sample of 120 children from the low-risk group, and all the high-risk group were invited to a clinical evaluation. The diagnostic power of the Modified Checklist for Autism in Toddlers was assessed against clinical diagnosis and the Childhood Autism Rating Scale. The positive predictive value of the Modified Checklist for Autism in Toddlers was found to be 75%. Our findings led us to conclude that the Modified Checklist for Autism in Toddlers is a useful tool in Turkey for screening of pervasive developmental disorders in primary care, but in our culture, it is completed more accurately when health-care personnel ask the parents the questions. This study shows that Modified Checklist for Autism in Toddlers screening should be adapted based on culture and setting. C1 [Kara, Bulent] Kocaeli Univ, Kocaeli, Turkey. [Mukaddes, Nahit Motavalli; Altinkaya, Isilay; Guentepe, Dilek; Gokcay, Gulbin; Ozmen, Meral] Istanbul Univ, TR-34390 Istanbul, Turkey. RP Mukaddes, NM (reprint author), Istanbul Univ, Dept Child & Adolescent Psychiat, Istanbul Sch Med, Valikonagi Cad 106 D 13 Nisantasi, TR-34390 Istanbul, Turkey. 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Booth, Tom McKenzie, Karen TI Structural validation of the abridged Autism Spectrum Quotient-Short Form in a clinical sample of people with autism spectrum disorders SO AUTISM LA English DT Article DE Autism Spectrum Quotient; confirmatory factor analysis; psychometric evaluation ID HIGH-FUNCTIONING AUTISM; SEX-DIFFERENCES; AQ; ADULTS; RELIABILITY; VALIDITY AB The primary aim of this article was to provide a structural validation of the 28-item Autism Spectrum Quotient-Short Form questionnaire in a sample of adults with clinically diagnosed autism spectrum disorders (n = 148). Confirmatory factor analysis demonstrated that the proposed structure, comprising a second-order Social Skills factor subsuming first-order factors of Social Skills, Routine, Switching and Imagination, and a Numbers/Patterns factor showed good acceptable fit to the data ((2) = 464.27(345), p < .05; comparative fit index = .91; Tucker Lewis index = .90; root mean squared error of approximation = .048; weighted root mean square residual = 0.98). Summed mean scores for the total sample, and males and females separately, showed no significant differences to previously reported means, with the exception of Numbers/Patterns, for which the current sample reported significantly lower means in both males (t = 3.37, p < 0.001) and females (t = 2.33, p < 0.05). The results provide support for both the proposed structure of the AQ-S and the stability of total and subscale mean scores in different samples of participants with autism spectrum disorder diagnoses. 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Y., 2002, THESIS U CALIFORNIA NR 26 TC 2 Z9 2 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD FEB PY 2014 VL 18 IS 2 BP 69 EP 75 DI 10.1177/1362361312467708 PG 7 WC Psychology, Developmental SC Psychology GA 292SC UT WOS:000329921500002 PM 23188884 ER PT J AU Wiggins, LD Piazza, V Robins, DL AF Wiggins, Lisa D. Piazza, Vivian Robins, Diana L. TI Comparison of a broad-based screen versus disorder-specific screen in detecting young children with an autism spectrum disorder SO AUTISM LA English DT Article DE autism; Modified Checklist for Autism in Toddlers; Parents Evaluation of Developmental Status; screening ID PERVASIVE DEVELOPMENTAL DISORDERS; MODIFIED CHECKLIST; PRIMARY-CARE; RELIABILITY; DIAGNOSIS; TODDLERS; SAMPLE; TIME AB The goals of our study were to (a) compare agreement between autism spectrum disorder diagnosis and outcome of the Modified Checklist for Autism in Toddlers and Parents Evaluation of Developmental Status in a sample of toddlers and (b) examine specific concerns noted for toddlers who screened negative on the Modified Checklist for Autism in Toddlers or Parents Evaluation of Developmental Status but were later diagnosed with autism spectrum disorder. Participants were administered the Modified Checklist for Autism in Toddlers and Parents Evaluation of Developmental Status during well-child visits. Families were invited for a clinical evaluation if autism spectrum disorder symptoms were noted on the Modified Checklist for Autism in Toddlers and Modified Checklist for Autism in Toddlers Follow-Up Interview or if autism spectrum disorder concerns were noted by the pediatrician. Fifty-two children completed the Modified Checklist for Autism in Toddlers, Parents Evaluation of Developmental Status, and a clinical evaluation, and 30 of these children were diagnosed with an autism spectrum disorder. Modified Checklist for Autism in Toddlers results showed higher agreement with autism spectrum disorder diagnosis than any individual Parents Evaluation of Developmental Status screen result, although the latter detected many children with other developmental concerns. Children who screened negative on the Modified Checklist for Autism in Toddlers or Parents Evaluation of Developmental Status but were diagnosed with autism spectrum disorder had concerns noted in sensory response and proto-declarative pointing that can be considered in the context of screen results. In sum, our findings support universal autism spectrum disorder-specific screening in addition to general developmental screening and offer considerations to encourage early identification of toddlers with autism spectrum disorder. C1 [Wiggins, Lisa D.; Piazza, Vivian; Robins, Diana L.] Georgia State Univ, Atlanta, GA 30333 USA. RP Wiggins, LD (reprint author), Georgia State Univ, Dept Psychol, 1600 Clifton Rd MS E-86, Atlanta, GA 30333 USA. 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Luyster, Rhiannon Spencer, Amelia Gunn Lord, Catherine TI Attachment in young children with autism spectrum disorders: An examination of separation and reunion behaviors with both mothers and fathers SO AUTISM LA English DT Article DE Autism Spectrum Disorders; Attachment; parents; fathers ID DIAGNOSTIC OBSERVATION SCHEDULE; PERVASIVE DEVELOPMENTAL DISORDERS; HIGH-FUNCTIONING AUTISM; PARENTAL SENSITIVITY; MENTAL-RETARDATION; 2ND YEAR; MECHANISMS; SECURITY; FAMILIES; QUALITY AB Most studies examining attachment in children with autism spectrum disorder used a strange situation paradigm and have found few significant group differences between children with autism spectrum disorder and comparisons. However, these studies predominantly used formal attachment categorizations (e.g. secure vs insecure), a method that may obscure more nuanced differences between groups. In this study, we utilized a qualitative approach to examine attachment behaviors in young children with autism spectrum disorder. Based on the results of previous studies, we looked at (a) parental gender, (b) child diagnosis, and (c) child cognitive skills to examine the role of these three factors on attachment behaviors elicited during a modified strange situation paradigm. Participants were 2- to 3-year-old children with autism spectrum disorder (n = 166) or nonspectrum disorders (n = 45), as well as a sample of 56 children with typical development. Over the three groups, 393 observations of a modified strange situation paradigm with mothers and 127 observations with fathers were collected. Parental gender, child diagnosis, and child cognitive skills each had significant main effects on attachment behaviors elicited during reunion. These results underscore the importance of the father's role in parent-child interactions, with implications for both clinical and research efforts. In addition, the results emphasize the importance of considering a child's diagnosis and cognitive skills when examining attachment behaviors. C1 [Grzadzinski, Rebecca L.; Lord, Catherine] Weill Cornell Med Coll, White Plains, NY 10605 USA. [Grzadzinski, Rebecca L.; Lord, Catherine] New York Presbyterian Hosp, White Plains, NY 10605 USA. [Grzadzinski, Rebecca L.] Columbia Univ, Teachers Coll, New York, NY 10027 USA. [Luyster, Rhiannon] Emerson Coll, Boston, MA 02116 USA. [Spencer, Amelia Gunn] Birmingham Southern Coll, Birmingham, AL USA. RP Grzadzinski, RL (reprint author), Weill Cornell Med Coll, Ctr Autism & Dev Brain, 21 Bloomingdale Rd,Bard House, White Plains, NY 10605 USA. 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Leezenbaum, Nina B. Iverson, Jana M. TI Object exploration at 6 and 9 months in infants with and without risk for autism SO AUTISM LA English DT Article DE autism spectrum disorder; motor development; object exploration ID MANIPULATIVE EXPLORATION; LANGUAGE-DEVELOPMENT; SPECTRUM DISORDERS; ATTENTION; CHILDREN; SIBLINGS; BEHAVIOR; DISENGAGEMENT; COMMUNICATION; PERCEPTION AB During the first year of life, infants spend substantial amounts of time exploring objects they encounter in their daily environments. Perceptuo-motor information gained through these experiences provides a foundation for later developmental advances in cognition and language. This study aims to examine developmental trajectories of visual, oral, and manual object exploration in infants with and without risk for autism spectrum disorder before the age of 1 year. A total of 31 infants, 15 of whom had an older sibling with autism and who were therefore at heightened risk for autism spectrum disorder, played with sounding and nonsounding rattles at 6 and 9 months of age. The results suggest that heightened-risk infants lag behind their low-risk peers in the exploration of objects. The findings are discussed in terms of how delays in object exploration in infancy may have cascading effects in other domains. C1 [Koterba, Erin A.] Univ Tampa, Tampa, FL 33606 USA. [Leezenbaum, Nina B.; Iverson, Jana M.] Univ Pittsburgh, Pittsburgh, PA 15260 USA. RP Koterba, EA (reprint author), Univ Tampa, Dept Psychol, Box Q,401 W Kennedy Blvd, Tampa, FL 33606 USA. 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E., 1993, MERGING SENSES Thelen E, 2004, MOVEMENT ACTION LEAR, P49, DOI 10.1016/B978-012671860-7/50040-9 Toth K, 2007, J AUTISM DEV DISORD, V37, P145, DOI 10.1007/s10803-006-0336-2 Wimmers RH, 1998, DEV PSYCHOBIOL, V32, P235 Yirmiya N, 2006, J CHILD PSYCHOL PSYC, V47, P511, DOI 10.1111/j.1469-7610.2005.01528.x NR 43 TC 3 Z9 3 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD FEB PY 2014 VL 18 IS 2 BP 97 EP 105 DI 10.1177/1362361312464826 PG 9 WC Psychology, Developmental SC Psychology GA 292SC UT WOS:000329921500005 PM 23175749 ER PT J AU Klusek, J Losh, M Martin, GE AF Klusek, Jessica Losh, Molly Martin, Gary E. TI Sex differences and within-family associations in the broad autism phenotype SO AUTISM LA English DT Article DE autism; broad autism phenotype; endophenotype; gender; personality; pragmatic language; sex ID PERVASIVE DEVELOPMENTAL DISORDERS; SPECTRUM DISORDERS; FETAL TESTOSTERONE; MULTIPLE-INCIDENCE; PERSONALITY-TRAITS; PARENTS; CHILDREN; INDIVIDUALS; RELATIVES; LANGUAGE AB While there is a strong sex bias in the presentation of autism, it is unknown whether this bias is also present in subclinical manifestations of autism among relatives, or the broad autism phenotype. This study examined this question and investigated patterns of co-occurrence of broad autism phenotype traits within families of individuals with autism. Pragmatic language and personality features of the broad autism phenotype were studied in 42 fathers and 50 mothers of individuals with autism using direct assessment tools used in prior family studies of the broad autism phenotype. Higher rates of aloof personality style were detected among fathers, while no sex differences were detected for other broad autism phenotype traits. Within individuals, pragmatic language features were associated with the social personality styles of the broad autism phenotype in mothers but not in fathers. A number of broad autism phenotype features were correlated within spousal pairs. Finally, the associations were detected between paternal broad autism phenotype characteristics and the severity of children's autism symptoms in all three domains (social, communication, and repetitive behaviors). Mother-child correlations were detected for aspects of communication only. Together, the findings suggest that most features of the broad autism phenotype express comparably in males and females and raise some specific questions about how such features might inform studies of the genetic basis of autism. 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The objectives were to determine autism spectrum disorder prevalence in the year 2006 in New Jersey and to identify changes in the prevalence of autism spectrum disorder or in the characteristics of the children with autism spectrum disorder, between 2002 and 2006. The cohorts included 30,570 children, born in 1998 and 28,936 children, born in 1994, residing in Hudson, Union, and Ocean counties, New Jersey. Point prevalence estimates by sex, ethnicity, autism spectrum disorder subtype, and previous autism spectrum disorder diagnosis were determined. For 2006, a total of 533 children with autism spectrum disorder were identified, consistent with prevalence of 17.4 per 1000 (95% confidence interval = 15.9-18.9), indicating a significant increase in the autism spectrum disorder prevalence (p < 0.001), between 2002 (10.6 per 1000) and 2006. The rise in autism spectrum disorder was broad, affecting major demographic groups and subtypes. Boys with autism spectrum disorder outnumbered girls by nearly 5:1. Autism spectrum disorder prevalence was higher among White children than children of other ethnicities. Additional studies are needed to specify the influence of better awareness of autism spectrum disorder prevalence estimates and to identify possible autism spectrum disorder risk factors. More resources are necessary to address the needs of individuals affected by autism spectrum disorder. C1 [Zahorodny, Walter; Rosato, Nancy Scotto] New Jersey Dept Hlth, Trenton, NJ USA. [Shenouda, Josephine; Peng, Bo] Univ Med & Dent New Jersey, Newark, NJ 07103 USA. [Howell, Sandra] New Jersey Dept Hlth & Senior Serv, Trenton, NJ USA. [Mehta, Uday] Childrens Specialized Hosp, Mountainside, NJ USA. RP Zahorodny, W (reprint author), Univ Med & Dent New Jersey, New Jersey Med Sch, Room F-570 MSB,185 South Orange Ave, Newark, NJ 07103 USA. 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TI Examining restricted and repetitive behaviors in young children with autism spectrum disorder during two observational contexts SO AUTISM LA English DT Article DE autism spectrum disorder; naturalistic observation; repetitive behaviors; restricted interests ID DEVELOPMENTAL PROFILE; EARLY RECOGNITION; HOME VIDEOTAPES; FOLLOW-UP; 2ND YEAR; LIFE; AGE; COMMUNICATION; RELIABILITY; AGREEMENT AB This prospective study of the FIRST WORDS (R) Project examined restricted and repetitive behaviors in a sample of 55 toddlers at a mean age of 20 months who were later diagnosed with autism spectrum disorder. Restricted and repetitive behaviors were coded using the Repetitive Movement and Restricted Interest Scales in two video-recorded observation methods-structured sampling procedures in a clinic and naturalistic everyday activities at home. Measures of restricted and repetitive behaviors were higher in the clinic setting than in the home observation, especially for behaviors involving object use. Repetitive movements with objects in the clinic predicted nonverbal developmental scores and Autism Diagnostic Observation Schedule social affect scores at later follow-up. In contrast, repetitive movements with objects at home significantly predicted later Autism Diagnostic Observation Schedule restricted and repetitive behaviors scores. These results support the utility of the Repetitive Movement and Restricted Interest Scales to detect restricted and repetitive behaviors in toddlers and suggest that observations of restricted and repetitive behaviors in clinic and home settings may provide unique and important diagnostic information for improving early detection of autism spectrum disorder. C1 [Stronach, Sheri; Wetherby, Amy M.] Florida State Univ, Tallahassee, FL 32303 USA. RP Stronach, S (reprint author), Florida State Univ, Coll Med, Autism Inst, 1940 North Monroe St Suite 72, Tallahassee, FL 32303 USA. 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TI Pitch discrimination and melodic memory in children with autism spectrum disorders SO AUTISM LA English DT Article DE absolute pitch; autism; melodic memory; pitch discrimination; visual nonverbal reasoning ability ID ABSOLUTE PITCH; PERCEPTION; INDIVIDUALS; PERFORMANCE; LANGUAGE; CONTOUR; ABILITY; SPEECH; IMPAIRMENT; COMPONENTS AB Background: Pitch perception is enhanced among persons with autism. We extended this finding to memory for pitch and melody among school-aged children. Objective: The purpose of this study was to investigate pitch memory in musically untrained children with autism spectrum disorders, aged 7-13 years, and to compare it to that of age- and IQ-matched typically developing children. Methods: The children were required to discriminate isolated tones in two differing contexts as well to remember melodies after a period of 1 week. The tasks were designed to employ both short- and long-term memory for music. For the pitch discrimination task, the children first had to indicate whether two isolated tones were the same or different when the second was the same or had been altered to be 25, 35, or 45 cents sharp or flat. Second, the children discriminated the tones within the context of melody. They were asked whether two melodies were the same or different when the leading tone of the second melody was the same or had been altered to be 25, 35, or 45 cents sharp or flat. Long-term memory for melody was also investigated, as the children attempted to recall four different two-bar melodies after 1 week. Results: The children with autism spectrum disorders demonstrated elevated pitch discrimination ability in the single-tone and melodic context as well as superior long-term memory for melody. Pitch memory correlated positively with scores on measures of nonverbal fluid reasoning ability. Conclusion: Superior short- and long-term pitch memory was found among children with autism spectrum disorders. The results indicate an aspect to cognitive functioning that may predict both enhanced nonverbal reasoning ability and atypical language development. C1 [Stanutz, Sandy; Wapnick, Joel; Burack, Jacob A.] McGill Univ, Montreal, PQ H3A 2T5, Canada. RP Stanutz, S (reprint author), 1105 Edward St, Manotick, ON K4M 1G8, Canada. 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Szatmari, Peter Modi, Bonnie M. Tanel, Nadia Brian, Jessica TI Immunization uptake in younger siblings of children with autism spectrum disorder SO AUTISM LA English DT Article DE autism; autism spectrum disorder; diphtheria-pertussis-tetanus-polio; immunization; measles-mumps-rubella vaccine; younger siblings ID MITOCHONDRIAL DYSFUNCTION; CAUSAL ASSOCIATION; VACCINATION; VACCINES; MEASLES; MMR; PARENTS; MUMPS AB Background: Parental concerns persist that immunization increases the risk of autism spectrum disorder, resulting in the potential for reduced uptake by parents of younger siblings of children with autism spectrum disorder (younger sibs). Objective: To compare immunization uptake by parents for their younger child relative to their older child with autism spectrum disorder (proband) and controls. Design: Immunization status was obtained for 98 younger sibs, 98 probands, and 65 controls. Results: A significant group difference emerged for overall immunization status (Fisher's exact test = 62.70, p < .001). One or more immunizations in 59/98 younger sibs were delayed (47/98; 48%) or declined (12/98; 12.2%); immunizations were delayed in 16/98 probands (16.3%) and declined in only one. All controls were fully immunized, with only 6 (9.2%) delayed. Within the younger sibs group, 25/98 received an autism spectrum disorder diagnosis; 7 of whom (28%) were fully immunized. The rates of autism spectrum disorder diagnosis did not differ between immunized and nonimmunized younger sib groups, although small sample size limits interpretability of this result. Conclusion: Parents who already have one child with autism spectrum disorder may delay or decline immunization for their younger children, potentially placing them at increased risk of preventable infectious diseases. C1 [Abu Kuwaik, Ghassan; Roberts, Wendy; Brian, Jessica] Univ Toronto, Toronto, ON M5S 1A1, Canada. [Abu Kuwaik, Ghassan; Roberts, Wendy; Modi, Bonnie M.] Hosp Sick Children, Toronto, ON M5G 1X8, Canada. [Roberts, Wendy; Brian, Jessica] Bloorview Res Inst, Toronto, ON, Canada. [Zwaigenbaum, Lonnie] Univ Alberta, Edmonton, AB T6G 2M7, Canada. [Zwaigenbaum, Lonnie] Glenrose Rehabil Hosp, Edmonton, AB, Canada. [Bryson, Susan; Smith, Isabel M.] Dalhousie Univ, Halifax, NS B3H 3J5, Canada. [Bryson, Susan; Smith, Isabel M.] IWK Hlth Ctr, Halifax, NS, Canada. [Szatmari, Peter] McMaster Univ, Hamilton, ON L8S 4L8, Canada. [Tanel, Nadia; Brian, Jessica] Holland Bloorview Kids Rehab Hosp, Toronto, ON, Canada. RP Brian, J (reprint author), Holland Bloorview Kids Rehab Hosp, Bloorview Res Inst, Toronto, ON, Canada. 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A total of 62 adolescent males with (n = 31) and without (n = 31) autism spectrum disorders aged 10-17 years completed the Bruininks-Oseretsky Test of Motor Proficiency (2nd ed.), the BROCKPORT Physical Fitness Test, and the bioelectrical impedance analysis. The main findings are as follows: (1) adolescents with autism spectrum disorders had significantly lower scores on all motor proficiency and fitness measures, except body composition, than adolescents without autism spectrum disorders and that (2) the types of associations between the two measures differed significantly across the groups. Specific interventions to maximize motor proficiency and physical fitness in adolescents with autism spectrum disorders are urgently needed. C1 [Pan, Chien-Yu] Natl Kaohsiung Normal Univ, Kaohsiung 80201, Taiwan. RP Pan, CY (reprint author), Natl Kaohsiung Normal Univ, Dept Phys Educ, 116 He Ping First Rd, Kaohsiung 80201, Taiwan. 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P., 1999, BROCKPORT PHYS FITNE NR 32 TC 2 Z9 2 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD FEB PY 2014 VL 18 IS 2 BP 156 EP 165 DI 10.1177/1362361312458597 PG 10 WC Psychology, Developmental SC Psychology GA 292SC UT WOS:000329921500011 PM 22987891 ER PT J AU Tonge, B Brereton, A Kiomall, M Mackinnon, A Rinehart, NJ AF Tonge, Bruce Brereton, Avril Kiomall, Melissa Mackinnon, Andrew Rinehart, Nicole J. TI A randomised group comparison controlled trial of 'preschoolers with autism': A parent education and skills training intervention for young children with autistic disorder SO AUTISM LA English DT Article DE autism; autism spectrum disorders; parent education; evidence-based; preschoolers ID DIAGNOSTIC INTERVIEW; DEVELOPMENTAL DELAY; SPECTRUM DISORDERS; INDIVIDUALS; CHILDHOOD; SYMPTOMS; TODDLERS; PROGRAM; PEOPLE AB Aim: To determine the effect of parent education on adaptive behaviour, autism symptoms and cognitive/language skills of young children with autistic disorder. Method: A randomised group comparison design involving a parent education and counselling intervention and a parent education and behaviour management intervention to control for parent skills training and a control sample. Two rural and two metropolitan regions were randomly allocated to intervention groups (n = 70) or control (n = 35). Parents from autism assessment services in the intervention regions were randomly allocated to parent education and behaviour management (n = 35) or parent education and counselling (n = 35). Results: Parent education and behaviour management resulted in significant improvement in adaptive behaviour and autism symptoms at 6 months follow-up for children with greater delays in adaptive behaviour. Parent education and behaviour management was superior to parent education and counselling. We conclude that a 20-week parent education programme including skills training for parents of young children with autistic disorder provides significant improvements in child adaptive behaviour and symptoms of autism for low-functioning children. C1 [Tonge, Bruce; Brereton, Avril; Kiomall, Melissa; Rinehart, Nicole J.] Monash Univ, Clayton, Vic 3168, Australia. [Mackinnon, Andrew] Univ Melbourne, Melbourne, Vic 3010, Australia. RP Tonge, B (reprint author), Monash Univ, Fac Med Nursing & Hlth Sci, Sch Psychol & Psychiat, Monash Med Ctr, 246 Clayton Rd, Clayton, Vic 3168, Australia. 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TI Referral pattern and special interests in children and adolescents with Asperger syndrome: a Turkish referred sample SO AUTISM LA English DT Article DE Asperger syndrome; children; diagnosis; interests; referral ID HIGH-FUNCTIONING AUTISM; DISORDER; OBSESSIONS; CHILDHOOD; DIAGNOSIS; VALIDITY AB Objectives: To investigate the most frequent reasons for referral, the most common special interests, age at first referral to a mental health service, and the age of diagnosis in children and adolescents with Asperger syndrome living in Turkey. Methods: This study includes 61 children and adolescents diagnosed with Asperger syndrome using strict DSM-IV criteria. Results: The mean age at first referral was 7.9 whereas the mean age when Asperger syndrome was diagnosed was 9.9, which is compatible with other studies. The most frequent reasons for the first referral were attention deficits, hyperactivity, and academic failure, and the most common special interest area was electronic devicess, computer, and technical interests. Conclusions: The types of special interests and referral reasons in our Asperger syndrome sample are very similar to the interest areas and referral reasons of individuals with Asperger syndrome from developed western countries indicating the universality of symptoms. It could be concluded that children and adolescents with Asperger syndrome may refer to mental health services with a variety of symptoms; therefore, it is important to make a detailed assessment of social difficulties especially in school-age children and adolescents for the differential diagnosis of Asperger syndrome. C1 [Tanidir, Canan; Mukaddes, Nahit M.] Istanbul Univ, TR-34510 Istanbul, Turkey. RP Tanidir, C (reprint author), Istanbul Univ, Istanbul Fac Med, Dept Child & Adolescent Psychiat, Enverpasa Cad Regnum Elitkent Sitesi 3B Daire 25, TR-34510 Istanbul, Turkey. 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Data were collected in three regions of France, using a questionnaire designed for the purpose of this study. Among the 530 families contacted, 212 filled in the questionnaire (response rate = 40.8%). Results showed that parents were globally satisfied with providers' involvement and motivation, but they felt they were not involved enough in their child's individualized program, that communication with providers was insufficient and that the services lacked ASD's specific tools and interventions. Among all families interviewed, parents of adolescents were the most unsatisfied and we hypothesized that this could be due to the specific issues regarding developmental changes and concern about the future at this period of life. Congruently with the literature, variables related to parental overall satisfaction were a regular communication with professionals, a specific, regularly updated individual program in which parents are associated, and specialized tools and interventions. The implications of these findings are discussed as well as future directions for clinicians to improve service delivery and allow the persons with ASD and their families to be more involved in the services. C1 [Rattaz, Cecile; Ledesert, Bernard; Baghdadli, Amaria] Autism Resources Ctr, Montpellier, France. [Rattaz, Cecile; Ledesert, Bernard; Baghdadli, Amaria] Univ Montpellier, Lab Epsylon, EA 4556, F-34295 Montpellier 5, France. [Masson, Olivier] Autism Resources Ctr, Lille, France. [Ouss, Lisa] Autism Resources Ctr, Paris, France. [Ropers, Geraldine] Autism Resources Ctr, Besancon, France. RP Rattaz, C (reprint author), CHRU Montpellier, Dept Univ Psychiat Enfant & Adolescent, Ctr Ressources Autisme Languedoc Roussillon, 291 Ave Doyen Giraud, F-34295 Montpellier 5, France. 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TI Relationship satisfaction, parenting stress, and depression in mothers of children with autism SO AUTISM LA English DT Article DE parents; depression; autism; relationship ID SPECTRUM DISORDERS; YOUNG-ADULTS; IMPACT; WELL; SEVERITY AB Mothers of children with autism report higher levels of depression than mothers of children with other developmental disabilities. We explored the relations between child characteristics of diagnostic severity and problem behaviors, parenting stress, relationship quality, and depressive symptoms in 70 mothers of young children with autism. We hypothesized that relationship quality and parenting stress would relate to maternal depression beyond contributions of child characteristics. Multiple regression analysis revealed a main effect of parenting stress above and beyond child problem behaviors and autism severity. A significant interaction emerged, with relationship quality buffering the effect of parenting stress on depression. Results suggest that the relation between child problem behaviors and maternal depression should be considered in conjunction with other measures of marriage and family stress. Relationship quality and parenting stress may also represent important factors to be explicitly considered within intervention paradigms for young children with autism spectrum disorders. C1 [Weitlauf, Amy S.; Vehorn, Alison C.; Taylor, Julie L.; Warren, Zachary E.] Vanderbilt Univ, Nashville, TN 37203 USA. RP Weitlauf, AS (reprint author), Vanderbilt Univ, Vanderbilt Kennedy Ctr, TRIAD, PMB 74,230 Appleton Pl, Nashville, TN 37203 USA. EM amy.s.weitlauf@vanderbilt.edu CR Abidin RR, 1995, PARENTING STRESS IND Achenbach TM, 2001, ACHENBACH CHILD BEHA Benson PR, 2011, J AUTISM DEV DISORD, V41, P1675, DOI 10.1007/s10803-011-1198-9 Blacher J, 2006, J INTELL DISABIL RES, V50, P184, DOI 10.1111/j.1365-2788.2005.00768.x Carter AS, 2009, J CLIN PSYCHOL, V65, P1270, DOI 10.1002/jclp.20634 Elliot C. 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B., 1989, MANUAL DYADIC ADJUST Sparrow S., 2005, VINELAND 2 ADAPTIVE, V2nd Taylor JL, 2011, J AUTISM DEV DISORD, V42, P1411 Warren Z. E., 2011, AUTISM SPECTRUM DISO, P1269 NR 22 TC 2 Z9 2 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD FEB PY 2014 VL 18 IS 2 BP 194 EP 198 DI 10.1177/1362361312458039 PG 5 WC Psychology, Developmental SC Psychology GA 292SC UT WOS:000329921500015 PM 22987895 ER PT J AU Tomeny, TS Barry, TD Bader, SH AF Tomeny, Theodore S. Barry, Tammy D. Bader, Stephanie H. TI Birth order rank as a moderator of the relation between behavior problems among children with an autism spectrum disorder and their siblings SO AUTISM LA English DT Article DE autism; autism spectrum disorder; behavior problems; birth order; siblings ID ADJUSTMENT; QUESTIONNAIRE; DISABILITIES; PDD AB Variability within the literature investigating typically-developing siblings of children with an autism spectrum disorder suggests that the quality of sibling outcomes may depend on specific factors. For this study, 42 parents of a child with an autism spectrum disorder and a typically- developing sibling provided data via online questionnaires. Birth order rank of the child with an autism spectrum disorder significantly moderated the relation between externalizing behaviors in children with an autism spectrum disorder and externalizing behaviors in their typically-developing siblings. Children with an autism spectrum disorder and higher levels of behavior problems had typically-developing siblings with higher levels of behavior problems only when the child with an autism spectrum disorder was older. These results provide a hint of clarification about the complex nature of sibling relations, but a great deal more research is needed to further examine outcomes of typically-developing siblings of children with an autism spectrum disorder. C1 [Tomeny, Theodore S.; Barry, Tammy D.] Univ So Mississippi, Hattiesburg, MS 39406 USA. [Bader, Stephanie H.] Kennedy Krieger Inst, Baltimore, MD USA. RP Barry, TD (reprint author), Univ So Mississippi, Dept Psychol, 118 Coll Dr,5025, Hattiesburg, MS 39406 USA. 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Peter TI The coherence of autism SO AUTISM LA English DT Article DE Autism; blindness; coherence; fractionation; identification; intersubjectivity; syndrome ID CONGENITALLY BLIND-CHILDREN; REPETITIVE BEHAVIORS; LANGUAGE IMPAIRMENT; VISUAL IMPAIRMENTS; SPECTRUM DISORDER; INFANTILE-AUTISM; SOCIAL COGNITION; INTERESTS; MIND AB There is a growing body of opinion that we should view autism as fractionable into different, largely independent sets of clinical features. The alternative view is that autism is a coherent syndrome in which principal features of the disorder stand in intimate developmental relationship with each other. Studies of congenitally blind children offer support for the latter position and suggest that a source of coherence in autism is restriction in certain forms of perceptually dependent social experience. C1 [Hobson, R. Peter] UCL, London WC1N 1EH, England. RP Hobson, RP (reprint author), UCL, Inst Child Hlth, Tavistock Clin, London WC1N 1EH, England. 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Happe, Francesca TI Exploring the 'fractionation' of autism at the cognitive level SO AUTISM LA English DT Article DE autism spectrum disorder; central coherence; cognitive theories; executive function; fractionable triad; Theory of Mind ID WEAK CENTRAL COHERENCE; SPECTRUM DISORDERS; EXECUTIVE FUNCTION; REPETITIVE BEHAVIORS; COMMUNICATION DEFICITS; YOUNG-PEOPLE; DEVELOPMENTAL DISORDERS; GENERAL-POPULATION; ASPERGER SYNDROME; CHILDREN AB Autism spectrum disorders are defined by difficulties across a range of areas: social and communication difficulties and restricted and repetitive behaviours and interests. It has been suggested that this triad of symptoms cannot be explained by a single cause at the genetic, neural or cognitive level. This article reviews the evidence for a fractionable' autism triad at the cognitive level, highlighting questions for future research. C1 [Brunsdon, Victoria E. A.; Happe, Francesca] Kings Coll London, London SE5 8AF, England. 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Ratliff, Kristin R. Gruber, Chris Zhang, Yi Law, Paul A. Constantino, John N. TI Confirmatory factor analytic structure and measurement invariance of quantitative autistic traits measured by the Social Responsiveness Scale-2 SO AUTISM LA English DT Article DE Asperger syndrome; autism; factor structure; pervasive developmental disorder ID OF-FIT INDEXES; GENERAL-POPULATION; SPECTRUM DISORDERS; IMPAIRMENT; TWIN; VALIDATION; COMPONENTS; CHILDREN; EXTREMES; BEHAVIOR AB Understanding the factor structure of autistic symptomatology is critical to the discovery and interpretation of causal mechanisms in autism spectrum disorder. We applied confirmatory factor analysis and assessment of measurement invariance to a large (N = 9635) accumulated collection of reports on quantitative autistic traits using the Social Responsiveness Scale, representing a broad diversity of age, severity, and reporter type. A two-factor structure (corresponding to social communication impairment and restricted, repetitive behavior) as elaborated in the updated Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5) criteria for autism spectrum disorder exhibited acceptable model fit in confirmatory factor analysis. Measurement invariance was appreciable across age, sex, and reporter (self vs other), but somewhat less apparent between clinical and nonclinical populations in this sample comprised of both familial and sporadic autism spectrum disorders. The statistical power afforded by this large sample allowed relative differentiation of three factors among items encompassing social communication impairment (emotion recognition, social avoidance, and interpersonal relatedness) and two factors among items encompassing restricted, repetitive behavior (insistence on sameness and repetitive mannerisms). Cross-trait correlations remained extremely high, that is, on the order of 0.66-0.92. 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Autism spectrum disorder is an increasingly global diagnosis, and research is needed to discover how well it generalises beyond North America and the United Kingdom. We tested the applicability of the DSM-5 model to a sample of Finnish young people with autism spectrum disorder (n = 130) or the broader autism phenotype (n = 110). Confirmatory factor analysis tested the DSM-5 model in Finland and compared the fit of this model between Finnish and UK participants (autism spectrum disorder, n = 488; broader autism phenotype, n = 220). In both countries, autistic symptoms were measured using the Developmental, Diagnostic and Dimensional Interview. Replicating findings from English-speaking samples, the DSM-5 model fitted well in Finnish autism spectrum disorder participants, outperforming a Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV) model. The DSM-5 model fitted equally well in Finnish and UK autism spectrum disorder samples. Among broader autism phenotype participants, this model fitted well in the United Kingdom but poorly in Finland, suggesting that cross-cultural variability may be greatest for milder autistic characteristics. We encourage researchers with data from other cultures to emulate our methodological approach, to map any cultural variability in the manifestation of autism spectrum disorder and the broader autism phenotype. This would be especially valuable given the ongoing revision of the International Classification of Diseases-11th Edition, the most global of the diagnostic manuals. C1 [Mandy, William; Skuse, David] UCL, London WC1E 6BT, England. [Charman, Tony] Kings Coll London, London WC2R 2LS, England. [Puura, Kaija] Tampere Univ Hosp, Tampere, Finland. RP Mandy, W (reprint author), UCL, Res Dept Clin Hlth & Educ Psychol, Gower St, London WC1E 6BT, England. 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Studies suggest that at least 50% of persons with autism spectrum disorder receive psychotropic medications during their life span. This selective review examines recent studies about the use of psychotropic medications in persons with autism spectrum disorder. The aim was to focus on randomized controlled trials conducted from 1990 to 2010 on this topic. A comprehensive literature search was performed using PubMed and Cochrane databases. Out of 105 studies identified for the review, only 24 were randomized controlled trials. Thus, despite the common use of these medications in autism spectrum disorder, more controlled studies are needed to determine their long-term efficacy and safety. C1 [Mohiuddin, Sarah; Ghaziuddin, Mohammad] Univ Michigan, Ann Arbor, MI 48109 USA. RP Ghaziuddin, M (reprint author), Univ Michigan, 1500 E Med Ctr Dr, Ann Arbor, MI 48109 USA. 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Nowlin, Rachel B. Pinkham, Amy E. TI Social cognition, social skill, and the broad autism phenotype SO AUTISM LA English DT Article DE broad autism phenotype; social cognition; social functioning; social skill ID GENERAL-POPULATION; SPECTRUM DISORDERS; FUNCTIONING AUTISM; TRAITS; SCHIZOPHRENIA; INDIVIDUALS; RECOGNITION; ASSOCIATION; PREDICTORS; FAMILY AB Social-cognitive deficits differentiate parents with the broad autism phenotype from non-broad autism phenotype parents more robustly than other neuropsychological features of autism, suggesting that this domain may be particularly informative for identifying genetic and brain processes associated with the phenotype. The current study examined whether the social-cognitive deficits associated with the broad autism phenotype extend to the general population and relate to reduced social skill. A total of 74 undergraduates completed the Broad Autism Phenotype Questionnaire, three standardized social-cognitive tasks, and a live social interaction with an unfamiliar research assistant. Social broad autism phenotype traits were significantly associated with deficits in social cognition and reduced social skill. In addition, the relationship between social broad autism phenotype traits and social skill was partially mediated by social cognition, suggesting that the reduced interpersonal ability associated with the broad autism phenotype occurs in part because of poorer social-cognitive ability. Together, these findings indicate that the impairments in social cognition and social skill that characterize autism spectrum disorder extend in milder forms to the broad autism phenotype in the general population and suggest a framework for understanding how social broad autism phenotype traits may manifest in diminished social ability. 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S., 1993, WIDE RANGE ACHIEVEME NR 42 TC 4 Z9 4 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD NOV PY 2013 VL 17 IS 6 BP 655 EP 667 DI 10.1177/1362361312455704 PG 13 WC Psychology, Developmental SC Psychology GA 241FF UT WOS:000326151100003 PM 22987889 ER PT J AU Poljac, E Poljac, E Wagemans, J AF Poljac, Ervin Poljac, Edita Wagemans, Johan TI Reduced accuracy and sensitivity in the perception of emotional facial expressions in individuals with high autism spectrum traits SO AUTISM LA English DT Article DE Autism spectrum quotient; Broader autistic phenotype; Face perception; Emotion recognition; Facial expression ID RECOGNITION ABILITY; FUNCTIONING AUTISM; FACE RECOGNITION; BASIC EMOTIONS; QUOTIENT AQ; DISORDERS; CHILDREN; PHENOTYPE AB Autism spectrum disorder (ASD) is among other things characterized by specific impairments in emotion processing. It is not clear, however, to what extent the typical decline in affective functioning is related to the specific autistic traits. We employed The Autism Spectrum-Quotient (AQ) to quantify autistic traits in a group of 500 healthy individuals and investigate whether we could detect similar difficulties in the perception of emotional expressions in a broader autistic phenotype. The group with high AQ score was less accurate and needed higher emotional content to recognize emotions of anger, disgust, and sadness. Our findings demonstrate a selective impairment in identification of emotional facial expressions in healthy individuals that is primarily related to the extent of autistic traits. C1 [Poljac, Ervin; Wagemans, Johan] Univ Leuven, Louvain, Belgium. [Poljac, Edita] Univ Oxford, Oxford OX1 2JD, England. RP Poljac, E (reprint author), Univ Leuven KU Leuven, Expt Psychol Lab, Tiensestr 102,Bus 3711, BE-3000 Louvain, Belgium. 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A. Deutschman, Amber A. C. G. Bogels, Susan M. TI Examining the Screen for Child Anxiety-Related Emotional Disorder-71 as an assessment tool for anxiety in children with high-functioning autism spectrum disorders SO AUTISM LA English DT Article DE ASD; anxiety; self-report; child-parent agreement ID PERVASIVE DEVELOPMENTAL DISORDERS; PSYCHIATRIC-DISORDERS; RANDOMIZED-TRIAL; ADOLESCENTS; INTERVIEW; SYMPTOMS; RELIABILITY; THERAPY; SAMPLE; YOUTH AB The psychometric properties of a questionnaire developed to assess symptoms of anxiety disorders (SCARED-71) were compared between two groups of children: children with high-functioning autism spectrum disorder and comorbid anxiety disorders (ASD-group; n = 115), and children with anxiety disorders (AD-group; n = 122). Anxiety disorders were established with a semi-structured interview (ADIS-C/P), using child- as well as parent-report. Internal consistency, construct validity, sensitivity, specificity, and discriminant validity of the SCARED-71 was investigated. Results revealed that the psychometric properties of the SCARED-71 for the ASD-group were quite comparable to the AD-group, however, the discriminant validity of the SCARED-71 child-report was less in the ASD-group. Raising the parental cutoffs of the SCARED-71 resulted in higher specificity rates, which suggests that research should focus more on establishing alternative cutoffs for the ASD-population. C1 [van Steensel, Francisca J. A.; Deutschman, Amber A. C. G.; Bogels, Susan M.] Univ Amsterdam, NL-1018 VZ Amsterdam, Netherlands. RP van Steensel, FJA (reprint author), Univ Amsterdam, Res Inst Child Dev & Educ, Nieuwe Prinsengracht 130, NL-1018 VZ Amsterdam, Netherlands. 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The distress a family may encounter with regard to inability to access recommended services is also poorly understood. In this study, we present preliminary data regarding implementation of clinical recommendations following autism spectrum disorder diagnosis as well as associations of implementation with maternal functioning. In total, 75 mothers of young children diagnosed with autism spectrum disorder through a university-based preschool autism clinic returned surveys regarding access to recommended services as well as maternal mental health and distress. Results indicate that while families were able to implement numerous recommendations, specific categories of intervention were less likely to be received. Challenges implementing recommended services were not related to increased maternal distress. 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E., 2011, AUTISM SPECTRUM DISO, P1269 NR 24 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD NOV PY 2013 VL 17 IS 6 BP 693 EP 700 DI 10.1177/1362361312453881 PG 8 WC Psychology, Developmental SC Psychology GA 241FF UT WOS:000326151100006 PM 23045221 ER PT J AU Yudell, M Tabor, HK Dawson, G Rossi, J Newschaffer, C AF Yudell, Michael Tabor, Holly K. Dawson, Geraldine Rossi, John Newschaffer, Craig CA Working Grp Autism Risk Commun Eth TI Priorities for autism spectrum disorder risk communication and ethics SO AUTISM LA English DT Article DE autism; ethics; risk communication ID RESEARCH PARTICIPANTS; UNDERSTANDING AUTISM; WORKING GROUP; HEALTH; PREVALENCE; PERCEPTION; CHILDREN; ISSUES; ASSOCIATION; INFORMATION AB Autism spectrum disorders are an issue of increasing public health significance. The incidence of autism spectrum disorders has been increasing in recent years, and they are associated with significant personal and financial impacts for affected persons and their families. In recent years, a large number of scientific studies have been undertaken, which investigate genetic and environmental risk factors for autism, with more studies underway. At present, much remains unknown regarding autism spectrum disorder risk factors, but the emerging picture of causation is in many cases complex, with multiple genes and gene-environment interactions being at play. The complexity and uncertainty surrounding autism spectrum disorder risk factors raise a number of questions regarding the ethical considerations that should be taken into account when undertaking autism spectrum disorder risk communication. At present, however, little has been written regarding autism spectrum disorder risk communication and ethics. This article summarizes the findings of a recent conference investigating ethical considerations and policy recommendations in autism spectrum disorder risk communication, which to the authors' knowledge is the first of its kind. Here, the authors discuss a number of issues, including uncertainty; comprehension; inadvertent harm; justice; and the appropriate roles of clinicians, scientists, and the media in autism spectrum disorder risk communication. C1 [Yudell, Michael; Rossi, John; Newschaffer, Craig] Drexel Univ, Philadelphia, PA 19102 USA. [Tabor, Holly K.] Univ Washington, Seattle, WA 98195 USA. [Tabor, Holly K.] Seattle Childrens Res Inst, Seattle, WA USA. [Dawson, Geraldine] Univ N Carolina, Chapel Hill, NC 27515 USA. RP Yudell, M (reprint author), Drexel Univ, Sch Publ Hlth, 1505 Race St,MS 1032, Philadelphia, PA 19102 USA. 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A. Verhulst, Frank C. Greaves-Lord, Kirstin TI The association of quality of social relations, symptom severity and intelligence with anxiety in children with autism spectrum disorders SO AUTISM LA English DT Article DE anxiety; autism spectrum disorders; intelligence; social relations; symptom severity ID PERVASIVE DEVELOPMENTAL DISORDERS; PDD-NOS; INTERNALIZING SYMPTOMS; PSYCHIATRIC-DISORDERS; ADOLESCENTS; VALIDITY; IV; DISABILITIES; CHILDHOOD; DIAGNOSES AB Limited quality of social relations, milder symptom severity and higher intelligence were shown to account for higher anxiety levels in autism spectrum disorders. The current study replicated and extended earlier findings by combining these three determinants of anxiety in autism spectrum disorders in one study. The sample consisted of 134 school-aged children with autism spectrum disorders, of whom 58 (43%) had a co-morbid anxiety disorder according to the Diagnostic Interview Schedule for Children-Parent version. In this sample, we tested associations between these determinants and anxiety univariately and multivariately to clarify the unique contribution of all determinants. Since we hypothesized that the association between limited quality of social relations and anxiety would be amplified by low symptom severity and/or high intelligence, we additionally tested for moderating effects. We found that higher anxiety levels were associated with a lower quality of social relations and lower symptom severity. In this mainly high-functioning sample, intelligence was not related to anxiety levels. No moderation effects were found. Since lower quality of social relations and lower symptom severity are associated with higher anxiety levels in children with autism spectrum disorders, therapeutic interventions aimed at reducing anxiety in autism spectrum disorders should pay attention to improving social relations, and presumably children with a lower symptom severity could benefit most from such interventions. C1 [Verheij, Fop; De Nijs, Pieter F. A.; Verhulst, Frank C.; Greaves-Lord, Kirstin] Sophia Childrens Univ Hosp, Erasmus Med Ctr Rotterdam, NL-3015 GJ Rotterdam, Netherlands. RP Greaves-Lord, K (reprint author), Sophia Childrens Univ Hosp, Erasmus Med Ctr Rotterdam, Dept Child & Adolescent Psychiat, Dr Molewaterpl 60, NL-3015 GJ Rotterdam, Netherlands. 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Murray, Michael J. Smith, Laura A. Arnold, Mariah TI Assessing adolescent social competence using the Social Responsiveness Scale: Should we ask both parents or will just one do? SO AUTISM LA English DT Article DE assessment; autism spectrum disorder; interrater reliability; parent agreement; Social Responsiveness Scale ID AGREEMENT AB There is a paucity of instruments designed to measure social competence of adolescents with autism spectrum disorders. The Social Responsiveness Scale is one of a few that can be used. This study compared differences between mother and father reports of social competence of adolescents. Data were collected from parents of 50 adolescents with and without an autism spectrum disorder diagnosis between the ages of 12 and 17 years. The Social Responsiveness Scale demonstrated high interrater reliability between parents. These results suggest that the Social Responsiveness Scale is an efficient and valuable tool for researchers and clinicians to obtain a more comprehensive understanding of an individual's social skills deficits. Additionally, given the extremely high agreement between mothers and fathers on the ratings of their children's social competence, obtaining data from either parent is sufficient to provide an accurate reflection of social competence at home. C1 [Pearl, Amanda M.; Murray, Michael J.; Arnold, Mariah] Penn State Univ, Coll Med, University Pk, PA 16802 USA. [Smith, Laura A.] Virginia Polytech Inst & State Univ, Blacksburg, VA 24061 USA. RP Pearl, AM (reprint author), Penn State Coll Med, Dept Psychiat, Penn State Milton S Hershey Med Ctr, 500 Univ Dr, Hershey, PA 17033 USA. EM apearl@hmc.psu.edu CR ACHENBACH TM, 1987, PSYCHOL BULL, V101, P213, DOI 10.1037/0033-2909.101.2.213 [Anonymous], 2009, MMWR SURVEILL SUMM, V58, P1 Constantino JN, 2003, J AUTISM DEV DISORD, V33, P427, DOI 10.1023/A:1025014929212 Constantino JN, 2005, SOCIAL RESPONSIVENES De Los Reyes A, 2005, PSYCHOL BULL, V131, P483, DOI DOI 10.1037/0033-2909.131.4.483 De Los Reyes A, 2004, PSYCHOL ASSESSMENT, V16, P330, DOI DOI 10.1037/1040-3590.16.3.330 Duhig AM, 2000, CLIN PSYCHOL-SCI PR, V7, P435, DOI 10.1093/clipsy/7.4.435 Moreno J, 2008, J FAM PSYCHOL, V22, P915, DOI 10.1037/a0014097 Pearl AM, 2010, PENNS PSYCH ASS HARR Posserud MB, 2006, J CHILD PSYCHOL PSYC, V47, P167, DOI 10.1111/j.1469-7610.2005.01462.x Rutter M., 2003, AUTISM DIAGNOSTIC IN Schroeder JF, 2010, J CHILD FAM STUD, V19, P646, DOI 10.1007/s10826-010-9352-0 STOKES TF, 1977, J APPL BEHAV ANAL, V10, P349, DOI 10.1901/jaba.1977.10-349 NR 13 TC 1 Z9 1 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD NOV PY 2013 VL 17 IS 6 BP 736 EP 742 DI 10.1177/1362361312453349 PG 7 WC Psychology, Developmental SC Psychology GA 241FF UT WOS:000326151100009 PM 22914777 ER PT J AU Milne, SL McDonald, JL Comino, EJ AF Milne, Susan L. McDonald, Jenny L. Comino, Elizabeth J. TI Adaptive function in preschoolers in relation to developmental delay and diagnosis of autism spectrum disorders: Insights from a clinical sample SO AUTISM LA English DT Article DE adaptive behaviour; Adaptive Behaviour Assessment System-Second Edition; autism; developmental disability; preschoolers ID BEHAVIOR DOMAINS; DOWN-SYNDROME; CHILDREN; VINELAND; INDIVIDUALS; SCALES AB This study aims to explore the relationship between developmental ability, autism and adaptive skills in preschoolers. Adaptive function was assessed in 152 preschoolers with autism, with and without developmental delay, and without autism, with and without developmental delay. Their overall adaptive function, measured by the general adaptive composite on the Adaptive Behaviour Assessment System, was closely correlated to developmental ability as measured by the general quotient on the Griffith Mental Development Scales. Children with autism performed significantly less well on both scales. Domain scores discriminated between children with and without autism, with poorer performance on both the social and practical domain scores for children with autism, even when controlling for the effects of development. Children with average development, both with and without autism, had lower adaptive skills than expected for their developmental level. The importance of considering domain scores as well as the general adaptive composite when determining support needs is emphasised. C1 [Milne, Susan L.; McDonald, Jenny L.] Campbelltown Hosp, Campbelltown, NSW 2560, Australia. [Comino, Elizabeth J.] Univ NSW, Sydney, NSW, Australia. RP Milne, SL (reprint author), Campbelltown Hosp, Paediat Allied Hlth Unit, POB 149, Campbelltown, NSW 2560, Australia. EM susan.milne@sswahs.nsw.gov.au CR Achenbach T. 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TI Spontaneous attention to faces in Asperger syndrome using ecologically valid static stimuli SO AUTISM LA English DT Article DE Asperger syndrome; Autism; eye tracking; face perception; social attention ID WILLIAMS-SYNDROME; AUTISM; FIXATION; CHILDREN; INDIVIDUALS; COMPETENCE; DISORDERS; PATTERNS AB Previous eye tracking research on the allocation of attention to social information by individuals with autism spectrum disorders is equivocal and may be in part a consequence of variation in stimuli used between studies. The current study explored attention allocation to faces, and within faces, by individuals with Asperger syndrome using a range of static stimuli where faces were either viewed in isolation or viewed in the context of a social scene. Results showed that faces were viewed typically by the individuals with Asperger syndrome when presented in isolation, but attention to the eyes was significantly diminished in comparison to age and IQ-matched typical viewers when faces were viewed as part of social scenes. We show that when using static stimuli, there is evidence of atypicality for individuals with Asperger syndrome depending on the extent of social context. Our findings shed light on the previous explanations of gaze behaviour that have emphasised the role of movement in atypicalities of social attention in autism spectrum disorders and highlight the importance of consideration of the realistic portrayal of social information for future studies. C1 [Hanley, Mary; McPhillips, Martin; Mulhern, Gerry] Queens Univ Belfast, Belfast BT7 1NN, Antrim, North Ireland. [Riby, Deborah M.] Newcastle Univ, Newcastle Upon Tyne NE1 7RU, Tyne & Wear, England. RP Hanley, M (reprint author), Queens Univ Belfast, Sch Psychol, Belfast BT7 1NN, Antrim, North Ireland. 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Gray, Kylie M. TI The relationship between emotion recognition ability and social skills in young children with autism SO AUTISM LA English DT Article DE Autism; emotion recognition; social skills ID SPECTRUM DISORDERS AB This study assessed the relationship between emotion recognition ability and social skills in 42 young children with autistic disorder aged 4-7 years. The analyses revealed that accuracy in recognition of sadness, but not happiness, anger or fear, was associated with higher ratings on the Vineland-II Socialization domain, above and beyond the influence of chronological age, cognitive ability and autism symptom severity. These findings extend previous research with adolescents and adults with autism spectrum disorders, suggesting that sadness recognition is also associated with social skills in children with autism. C1 [Williams, Beth T.; Gray, Kylie M.] Monash Univ, Sch Psychol & Psychiat, Ctr Dev Psychiat & Psychol, Clayton, Vic 3800, Australia. RP Gray, KM (reprint author), Monash Med Ctr, ELMHS, 246 Clayton Rd, Melbourne, Vic 3168, Australia. 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This qualitative research study included interviews with experienced professionals and observation at autism intervention organizations. Analysis of this empirical data led to three themes regarding this field. First, the development of the field can be described using the Chinese expression, mozhe shitou guohe (feeling stones to cross the river). Owing to limited exposure to outside information, methods are often created independent of research-based best practices. Second, autism intervention in China has had a strong, and until recently, almost exclusive, focus on young children. Finally, there are continued challenges to providing effective services that relate to the desires of parents and professionals to provide more'; a focus on quantity may be preventing a focus on quality. The article concludes with an analysis of the findings and practical implications that may be used by practitioners or scholars planning to do work in China. 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Baranek, Grace T. Reznick, J. Steven Watson, Linda R. Crais, Elizabeth R. TI The First Year Inventory: a longitudinal follow-up of 12-month-old to 3-year-old children SO AUTISM LA English DT Article DE autism screening; First Year Inventory; sensory-regulatory; social-communication ID AUTISM SPECTRUM DISORDERS; PERVASIVE DEVELOPMENTAL DISORDERS; TRAITS QUESTIONNAIRE ESAT; MODIFIED CHECKLIST; DIAGNOSIS; AGE; TODDLERS; INFANTS; INSTRUMENT; SIGNS AB The First Year Inventory is a parent-report measure designed to identify 12-month-old infants at risk for autism spectrum disorder. First Year Inventory taps behaviors that indicate risk in the developmental domains of sensory-regulatory and social-communication functioning. This longitudinal study is a follow-up of 699 children at 3 years of age from a community sample whose parents completed the First Year Inventory when their children were 12 months old. Parents of all 699 children completed the Social Responsiveness Scale-Preschool version and the Developmental Concerns Questionnaire to determine age 3 developmental outcomes. In addition, children deemed at risk for autism spectrum disorder based on liberal cut points on the First Year Inventory, Social Responsiveness Scale-Preschool, and/or Developmental Concerns Questionnaire were invited for in-person diagnostic evaluations. We found 9 children who had a confirmed diagnosis of autism spectrum disorder from the sample of 699. Receiver operating characteristic analyses determined that a two-domain cutoff score yielded optimal classification of children: 31% of those meeting algorithm cutoffs had autism spectrum disorder and 85% had a developmental disability or concern by age 3. These results suggest that the First Year Inventory is a promising tool for identifying 12-month-old infants who are at risk for an eventual diagnosis of autism spectrum disorder. C1 [Turner-Brown, Lauren M.; Baranek, Grace T.; Reznick, J. Steven; Watson, Linda R.; Crais, Elizabeth R.] Univ N Carolina, Chapel Hill, NC 27599 USA. RP Turner-Brown, LM (reprint author), Univ N Carolina, Carolina Inst Dev Disabil, Campus Box 7255, Chapel Hill, NC 27599 USA. 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Morris, Drew Vidal, Julie Anagnostou, Evdokia Roberts, Wendy Taylor, Margot J. TI White matter and development in children with an autism spectrum disorder SO AUTISM LA English DT Article DE autism spectrum disorder; brain structure; development; white matter; diffusion tensor imaging; diffusivity ID VOXEL-BASED MORPHOMETRY; DIFFUSION TENSOR; ASPERGER-SYNDROME; CORPUS-CALLOSUM; BRAIN VOLUME; SPIN-ECHO; ADULTS; MRI; ABNORMALITIES; CONNECTIVITY AB Recent research suggests that brain development follows an abnormal trajectory in children with autism spectrum disorders (ASD). The current study examined changes in diffusivity with age within defined white matter tracts in a group of typically developing children and a group of children with an ASD, aged 6 to 14 years. Age by group interactions were observed for frontal, long distant, interhemispheric and posterior tracts, for longitudinal, radial and mean diffusivity, but not for fractional anisotropy. In all cases, these measures of diffusivity decreased with age in the typically developing group, but showed little or no change in the ASD group. This supports the hypothesis of an abnormal developmental trajectory of white matter in this population, which could have profound effects on the development of neural connectivity and contribute to atypical cognitive development in children with ASD. C1 [Mak-Fan, Kathleen M.; Taylor, Margot J.] Univ Toronto, Dept Psychol, Toronto, ON M5S 1A1, Canada. [Mak-Fan, Kathleen M.; Morris, Drew; Vidal, Julie; Taylor, Margot J.] Hosp Sick Children, Toronto, ON M5G 1X8, Canada. [Anagnostou, Evdokia] Bloorview Kids Rehab, Toronto, ON, Canada. [Anagnostou, Evdokia; Roberts, Wendy] Univ Toronto, Dept Pediat, Toronto, ON, Canada. [Taylor, Margot J.] Hosp Sick Children, NMH Res Inst, Toronto, ON M5G 1X8, Canada. RP Mak-Fan, KM (reprint author), Hosp Sick Children, 555 Univ Ave, Toronto, ON M5G 1X8, Canada. 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TI Predicting language and social outcomes at age 5 for later-born siblings of children with autism spectrum disorders SO AUTISM LA English DT Article DE joint attention; social skills; language; longitudinal; younger siblings of children with ASD ID INFANT JOINT ATTENTION; 2-YEAR-OLDS STAT; SCREENING TOOL; RISK; COGNITION; BEHAVIOR; SKILL; TWIN AB The relation between early joint attention (in which a child coordinates attention between another person and an object or event) and later language and social outcomes was examined in younger siblings of children with autism spectrum disorder (Sibs-ASD) and younger siblings of children with typical development (Sibs-TD). Initial levels of joint attention (at a mean age of 15 months) as well as growth in levels of joint attention (between 15 months and 34 months) were used as potential predictors of outcomes at age 5. The results revealed that initial levels of initiating joint attention (IJA) were associated with language skills at outcome. In addition, growth of responding to joint attention (RJA) was associated with social skills at age 5. These patterns of associations were not significantly different between the Sibs-TD and Sibs-ASD groups. Although the Sibs-ASD group had lower joint attention scores than the Sibs-TD group at younger ages, significant group differences were not found for most measures at age 5. C1 [Malesa, Elizabeth; Foss-Feig, Jennifer; Yoder, Paul; Warren, Zachary; Walden, Tedra] Vanderbilt Univ, Nashville, TN USA. [Stone, Wendy L.] Univ Washington, Seattle, WA 98195 USA. RP Stone, WL (reprint author), Univ Washington, Autism Ctr, CHDD Box 357920,1701 NE Columbia Rd 385, Seattle, WA 98195 USA. 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Sabatos-DeVito, Maura G. Irvin, Dwight W. Boyd, Brian A. Hume, Kara A. Odom, Sam L. TI Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders SO AUTISM LA English DT Article DE autism spectrum disorders; preschool; language; natural environment; LENA system ID YOUNG-CHILDREN; INTENTIONAL COMMUNICATION; QUALITY; RESPONSIVITY; TODDLERS; OUTCOMES; INFANT AB This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data on adult and child language. Standardized assessments were administered to obtain language, cognitive, and autism severity scores for participants. With a mean of over 5 hours of recording across two days several months apart, there was a mean of 3.6 child vocalizations per minute, 1.0 conversational turns (in which either the adult or child respond to the other within 5 seconds) per minute, and 29.2 adult words per minute. Two of the three LENA variables were significantly correlated with language age-equivalents. Cognitive age-equivalents were also significantly correlated with two LENA variables. Autism Diagnostic Observation Schedule severity scores and LENA variables were not significantly correlated. Implications for using the LENA system with children with ASD in the school environment are discussed. C1 [Dykstra, Jessica R.] Univ N Carolina, Div Speech & Hearing Sci, Chapel Hill, NC 27599 USA. [Sabatos-DeVito, Maura G.] Univ N Carolina, Dept Psychol, Chapel Hill, NC 27599 USA. [Irvin, Dwight W.] Univ N Carolina, Dept Educ, Chapel Hill, NC 27599 USA. [Boyd, Brian A.] Univ N Carolina, Div Occupat Sci & Occupat Therapy, Chapel Hill, NC 27599 USA. [Hume, Kara A.; Odom, Sam L.] Univ N Carolina, Frank Porter Graham Child Dev Inst, Chapel Hill, NC 27599 USA. RP Dykstra, JR (reprint author), Univ N Carolina, Div Speech & Hearing Sci, 321 S Columbia St CB 7190, Chapel Hill, NC 27599 USA. 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Rescorla, Leslie de Nijs, Pieter F. A. TI Using the Child Behavior Checklist and the Teacher's Report Form for identification of children with autism spectrum disorders SO AUTISM LA English DT Article DE autism spectrum disorder; Child Behavior Checklist; screening; Teacher's Report Form ID SCREENING QUESTIONNAIRE; ASPERGER-SYNDROME; SOCIETIES; PARENT; CBCL AB This study evaluated the ability of the Child Behavior Checklist and the Teacher's Report Form to identify children with autism spectrum disorders (ASD), using a sample of children with ASD (n = 458), referred children without ASD (n = 1109) and children from the general population (n = 999). A ten items ASD scale was constructed using half of the sample and the ability of this scale to discriminate between children with ASD and the other children was tested for the CBCL and the TRF separately and together in the other half of the sample. Using a cut-off score of 8 the combined CBCL/TRF ASD scale demonstrated high predictive values (NPV 95%, PPV 73%) in identifying children with ASD and children in the general population sample. This might be an acceptable percentage of false positives in general screening, considering the chance that these children might have other behavioural, emotional, and developmental problems which also need psychiatric evaluation. In the referred population, using a cut-off of 13, PPV was 49% and NPV was 85%. The high NPV indicates that in a referred population the scale is especially good at identifying children who do not need evaluation with a more ASD-specific instrument. C1 [Greaves-Lord, Kirstin; van der Ende, Jan; Verhulst, Frank C.; de Nijs, Pieter F. A.] Sophia Childrens Univ Hosp, Erasmus Med Ctr Rotterdam, NL-3015 GJ Rotterdam, Netherlands. [Rescorla, Leslie] Bryn Mawr Coll, Bryn Mawr, PA 19010 USA. RP de Nijs, PFA (reprint author), Sophia Childrens Univ Hosp, Dept Child & Adolescent Psychiat, Erasmus Med Ctr Rotterdam, Dr Molewaterpl 60, NL-3015 GJ Rotterdam, Netherlands. EM p.denijs@erasmusmc.nl CR Achenbach T, 2000, CHILD BEHAV CHECKLIS Achenbach TM, 2001, MANUAL ASEBA SCH AGE American Psychiatric Association, 2000, DIAGN STAT MAN MENT Berument SK, 1999, BRIT J PSYCHIAT, V175, P444, DOI 10.1192/bjp.175.5.444 Biederman J, 2010, J DEV BEHAV PEDIATR, V31, P485, DOI 10.1097/DBP.0b013e3181e56ddd Bolte S, 1999, PSYCHOPATHOLOGY, V32, P93, DOI 10.1159/000029072 Brown NW, 1993, TESTING STRUCTURAL E CDC U. S. 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C., 1997, MANUAL TEACHERS REPO NR 29 TC 2 Z9 2 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2013 VL 17 IS 5 BP 595 EP 607 DI 10.1177/1362361312448855 PG 13 WC Psychology, Developmental SC Psychology GA 207ZW UT WOS:000323644900008 PM 22914776 ER PT J AU Ben-Sasson, A Lamash, L Gal, E AF Ben-Sasson, Ayelet Lamash, Liron Gal, Eynat TI To enforce or not to enforce? The use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder SO AUTISM LA English DT Article DE Technology; Children; High Functioning Autism Spectrum Disorders; Social Intervention; Social Interaction ID COMMUNICATION; ADOLESCENTS; FRIENDSHIP; DEFICITS; PEOPLE AB The goal of this stud was to examine whether a technological touch activated Collaborative Puzzle Game (CPG) increased positive social behaviors in children with high functioning autism spectrum disorder (HFASD). The CPG involved construction of a virtual puzzle by selecting and dragging pieces into the solution area on a touch screen table. The target picture was presented on the top of the screen. Six dyads of children with HFASD (aged 8-11 years) engaged in the CPG in a Free Play (FP) mode in which partners could independently move puzzle pieces versus in an Enforced Collaboration (EC) mode in which partners could only move puzzle pieces together. Videos of the dames were coded for the frequencies of positive and negative social interaction, affect, play, and autistic behaviors. Parents completed the Social Responsiveness Scale (SRS). Wilcoxon Signed-ranks tests indicated that children with HFASD showed significantly higher frequencies of positive social interaction and collaborative play in the EC versus FP modes but there were no differences in negative social behaviors. Differences in social behaviors between partners during the puzzle games were not significant; however there were differences within pair in the severity of social deficits as assessed by the SRS questionnaire. The CPG in an EC mode was effective in promoting positive social interaction by requiring children to work together towards a mutual goal. However, the increased challenge in this mode, particularly for children with lower social-communication skills, suggests the need for establishing selection criteria and mediation steps for such interventions. C1 [Ben-Sasson, Ayelet; Lamash, Liron; Gal, Eynat] Univ Haifa, IL-31905 Haifa, Israel. RP Ben-Sasson, A (reprint author), Univ Haifa, Dept Occupat Therapy, IL-31905 Haifa, Israel. EM asasson@univ.haifa.ac.il CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Asher S. 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R. Vissers, Constance Th W. M. Egger, Jos I. M. Eling, Paul A. T. M. TI On the relationship between autistic traits and executive functioning in a non-clinical Dutch student population SO AUTISM LA English DT Article DE Autism-Spectrum Quotient; executive functioning; non-clinical student population; phonemic fluency; random number generation; Temperament and Character Inventory ID RANDOM NUMBER GENERATION; SPECTRUM QUOTIENT AQ; TRANSCRANIAL MAGNETIC STIMULATION; DORSOLATERAL PREFRONTAL CORTEX; CHARACTER INVENTORY; ASPERGER-SYNDROME; WORKING-MEMORY; VERBAL FLUENCY; FRONTAL-LOBE; PERFORMANCE AB We examined the association between autistic traits and different aspects of executive functioning (EF), using non-clinical Social Science and Science students as participants. Autistic traits, and associated personality traits, were measured using the Autism Quotient (AQ) and the Temperament and Character Inventory (TCI), respectively. EF was examined by means of a random number generation test and a phonemic fluency test. Using appropriate dependent measures, the following EF components were examined: 1) inhibition of prepotent responding, 2) simple output inhibition, 3) working memory monitoring and updating, and 4) switching. No significant relationship was found between the AQ and each of the four components of EF. However, two TCI subscales were reliably correlated with either the working memory or the shifting component. These results were discussed in view of the concept of an autism spectrum with respect to executive abilities. C1 [Maes, Joseph H. R.; Vissers, Constance Th W. M.; Egger, Jos I. M.; Eling, Paul A. T. M.] Radboud Univ Nijmegen, NL-6500 HE Nijmegen, Netherlands. [Vissers, Constance Th W. M.; Egger, Jos I. M.] Vincent van Gogh Inst Psychiatry, Venray, Netherlands. RP Maes, JHR (reprint author), Radboud Univ Nijmegen, Donders Inst Brain Cognit & Behav, POB 9104, NL-6500 HE Nijmegen, Netherlands. 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The proportions of individuals with DS meeting the cut-off for ASD and autism in this sample were 19% and 8%, respectively. We then evaluated the behavioural profile of individuals with DS who scored above cut-off for ASD (DS+ASD; N = 17) compared with those with DS-only (N = 17) and individuals with idiopathic ASD (N = 17), matched for adaptive behaviour skills and ASD symptom severity (ASD group only). Individuals in the DS+ASD and ASD-only groups showed more stereotyped behaviour, repetitive language, overactivity and self-injury than the DS-only group (p < .001). Individuals in the DS+ASD and DS-only groups appeared less withdrawn from their surroundings than those with ASD (p < .004). These findings indicate differences in the behavioural and cognitive profile of individuals with DS+ASD compared with those with DS-only, when controlling for adaptive behaviour skills. Individuals with DS+ASD show broad similarities with individuals with idiopathic ASD with regard to ASD and behavioural characteristics but may also show some areas of subtle difference from this group. C1 [Moss, Jo; Richards, Caroline; Nelson, Lisa; Oliver, Chris] Univ Birmingham, Sch Psychol, Cerebra Ctr Neurodev Disorders, Birmingham B15 2TT, W Midlands, England. [Moss, Jo] Kings Coll London, Inst Psychiat, London WC2R 2LS, England. RP Moss, J (reprint author), Univ Birmingham, Sch Psychol, Cerebra Ctr Neurodev Disorders, Birmingham B15 2TT, W Midlands, England. EM j.f.moss@bham.ac.uk RI Moss, Jo/C-8812-2009 CR Abu-Amero KK, 2010, BMC MED GENET, V11, DOI 10.1186/1471-2350-11-135 Arron K, 2011, J INTELL DISABIL RES, V55, P109, DOI 10.1111/j.1365-2788.2010.01337.x Bell R, 2003, PAEDIATR PERINAT EP, V17, P33, DOI 10.1046/j.1365-3016.2003.00463.x Berument SK, 1999, BRIT J PSYCHIAT, V175, P444, DOI 10.1192/bjp.175.5.444 Bishop V. 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Participants were mothers and children participating in an ongoing longitudinal study of children referred for diagnosis of ASD at age two. Analyses included data from two time points, when child participants were approximately 9 and 14 years old. Linear mixed model analyses were used to examine the relationship between the primary outcome variable, mothers' perceived negative impact across time, and hypothesized predictors. Negative impact increased significantly from late childhood to into adolescence. However, African American mothers with lower education reported significantly lower levels of perceived negative impact at both time points. Findings show that for some families, the transition to adolescence is a period in which mothers experience increased amounts of negative impact and highlight the importance of examining the influence of socioeconomic variables. 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T., 2007, LINEAR MIXED MODELS NR 43 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD JUL PY 2013 VL 17 IS 4 BP 405 EP 417 DI 10.1177/1362361311435155 PG 13 WC Psychology, Developmental SC Psychology GA 301HR UT WOS:000330523900003 PM 22751751 ER PT J AU Byers, ES Nichols, S Voyer, SD Reilly, G AF Byers, E. Sandra Nichols, Shana Voyer, Susan D. Reilly, Georgianna TI Sexual well-being of a community sample of high-functioning adults on the autism spectrum who have been in a romantic relationship SO AUTISM LA English DT Article DE sexuality; autism; Asperger syndrome; relationships ID PERVASIVE DEVELOPMENTAL DISORDERS; PARENTAL PERSPECTIVE; GENDER-DIFFERENCES; ASPERGER SYNDROME; RESPONSE RATES; HELP-SEEKING; ADOLESCENTS; ATTITUDES; BEHAVIOR; EXPERIENCE AB This study explored factors (gender, age, relationship status, symptomatology) associated with the sexual well-being of 141 (56 men and 85 women) adults with high-functioning autism and Asperger syndrome (HFA/AS) living in the community. Participants completed an online survey consisting of a measure of autistic symptoms as well as measures of dyadic and solitary sexual well-being. Canonical correlation analyses showed that participants who were currently in a romantic relationship reported more frequent dyadic affectionate and genital activity and greater sexual assertiveness and sexual satisfaction, pointing to the importance of context in an active sex life. After controlling for the first variate, men and individuals with less autism symptomatology, particularly in the social and communication domains, generally reported significantly greater dyadic sexual well-being, including greater sexual satisfaction, assertiveness, arousability, and desire and lower sexual anxiety and fewer sexual problems. Men also reported better solitary sexual well-being, including more sexual thoughts, more sexual desire, and more frequent solitary sexual activity; however, they had lower sexual knowledge. These results highlight the importance for research and sexuality education with individuals with HFA/AS to conceptualize sexual wellbeing as a multidimensional construct consisting of both dyadic and solitary aspects. C1 [Byers, E. Sandra; Voyer, Susan D.] Univ New Brunswick, Fredericton, NB E3B 5A3, Canada. [Nichols, Shana] ASPIRE Ctr Learning & Dev, Melville, NY USA. [Reilly, Georgianna] SUNY Stony Brook, Stony Brook, NY 11794 USA. RP Byers, ES (reprint author), Univ New Brunswick, Dept Psychol, POB 4400, Fredericton, NB E3B 5A3, Canada. EM byers@unb.ca CR Addis ME, 2003, AM PSYCHOL, V58, P5, DOI 10.1037/0003-066X.58.1.5 Allen D, 2008, J AUTISM DEV DISORD, V38, P748, DOI 10.1007/s10803-007-0442-9 American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Barnhill G. 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Wainer, Allison L. TI Pilot study of a school-based parent training program for preschoolers with ASD SO AUTISM LA English DT Article DE autism; language; parent training; school ID AUTISM SPECTRUM DISORDERS; YOUNG-CHILDREN; EARLY INTERVENTION; DEVELOPMENTAL DELAY; CONTROLLED-TRIAL; EDUCATION; LANGUAGE; SERVICES AB This study investigated the feasibility and preliminary effectiveness of a parenting training program designed for early intervention and early childhood special education (EI/ESCE) programs serving students with autistic spectrum disorders. Thirteen teachers representing three intermediate school districts implemented the intervention with 27 students and their parents. Eighty-nine percent of families completed the program. From pre- to post-intervention parents improved their use of the treatment strategies and children increased their rate of language during a parent-child interaction in their home. Parents and teachers reported significant gains in child mastery of social-communication skills and teachers, but not parents, reported a significant decrease in social impairment. Parents reported a significant decrease in parenting stress. Both groups rated the intervention highly in regard to treatment acceptability, perceived effectiveness, and usability. Findings suggest that this intervention can be feasibly implemented in public EI/ECSE settings, filling an important gap in services for intervention programs serving children with autistic spectrum disorders. C1 [Ingersoll, Brooke R.; Wainer, Allison L.] Michigan State Univ, Dept Psychol, E Lansing, MI 48824 USA. RP Ingersoll, BR (reprint author), Michigan State Univ, Dept Psychol, 105B Psychol Bldg, E Lansing, MI 48824 USA. EM ingers19@msu.edu CR Abidin RR, 1995, PARENTING STRESS IND [Anonymous], 2009, NAT STAND PROJ ADDR Benson P, 2008, AUTISM, V12, P47, DOI 10.1177/1362361307085269 Bernal M. 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Nelson, Keith E. Khan, Kiren S. TI Learning of idiomatic language expressions in a group intervention for children with autism SO AUTISM LA English DT Article ID FIGURATIVE LANGUAGE; COMPREHENSION; CONTEXT; FAMILIARITY; ADOLESCENTS AB In typical development, children learn an extensive range of idioms and other figurative (non-literal) language expressions during childhood and adolescence. However, many children with autism fall far behind in their idiom comprehension and production and never fully reach adult levels. The current study measured the effectiveness of a group idiom intervention for ten children, aged 7 to 12 years, with autism spectrum disorders. This intervention was conducted by a community-based social skills program. The children were initially very low in idiom understanding, but were able to learn and remember the meaning of idiomatic phrases that they were taught during the 2-week-long intervention. The children showed greater increases at a delayed post-test for idioms trained in the intervention than idioms that were untrained controls. Implications for future educational possibilities are discussed. C1 [Whyte, Elisabeth M.; Nelson, Keith E.; Khan, Kiren S.] Penn State Univ, Dept Psychol, University Pk, PA 16802 USA. RP Whyte, EM (reprint author), Penn State Univ, Dept Psychol, 115C Moore Bldg, University Pk, PA 16802 USA. EM emv131@psu.edu CR Abrahamsen E. P., 2000, CHILD LANG TEACH THE, V16, P227, DOI 10.1191/026565900680410198 ACKERMAN BP, 1982, J EXP CHILD PSYCHOL, V33, P439, DOI 10.1016/0022-0965(82)90058-3 Berman RA, 2010, FIRST LANG, V30, P115 BERNSTEIN DK, 1987, FOLIA PHONIATR, V39, P130 Camarata SM, 2006, TREATMENT LANGUAGE D, P237 Colston HL, 2002, METAPHOR SYMBOL, V17, P27, DOI 10.1207/S15327868MS1701_3 Dennis M, 2001, J AUTISM DEV DISORD, V31, P47, DOI 10.1023/A:1005661613288 Dunn L. 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Jellett, Rachel Porter, Rachelle TI Fatigue, wellbeing and parental self-efficacy in mothers of children with an Autism Spectrum Disorder SO AUTISM LA English DT Article DE Mothers; wellbeing; fatigue; parenting; parental self-efficacy; autism ID DEVELOPMENTAL BEHAVIOR CHECKLIST; TYPICALLY DEVELOPING-CHILDREN; COGNITIVE-PROCESSES; MENTAL-RETARDATION; POSTPARTUM PERIOD; SOCIAL SUPPORT; YOUNG-CHILDREN; SLEEP PROBLEMS; STRESS; DISABILITIES AB Raising a child with an Autism Spectrum Disorder (ASD) presents significant challenges for parents that potentially have a impact on their health and wellbeing. The current study examined the extent to which parents experience fatigue and its relationship to other aspects of wellbeing and parenting. Fifty mothers of children with an ASD aged 2-5 years participated in the study. Compared with mothers of typically developing children, mothers of children with an ASD reported significantly higher fatigue, with overall scores in the moderate range. Factors associated with high levels of fatigue were poor maternal sleep quality, a high need for social support and poor quality of physical activity. Fatigue was also significantly related to other aspects of wellbeing, including stress, anxiety and depression, and lower parenting efficacy and satisfaction. The need for interventions to specifically target parental fatigue and its impact on families affected by ASDs both in the short and long term is clearly indicated. C1 [Giallo, Rebecca] Parenting Res Ctr, East Melbourne, Vic 3002, Australia. [Wood, Catherine E.; Jellett, Rachel; Porter, Rachelle] Swinburne Univ Technol, Hawthorn, Vic 3122, Australia. RP Giallo, R (reprint author), Parenting Res Ctr, Level 5,232 Victoria Parade, East Melbourne, Vic 3002, Australia. 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Orsmond, Gael I. Cohn, Ellen S. Coster, Wendy J. TI Friendship characteristics and activity patterns of adolescents with an autism spectrum disorder SO AUTISM LA English DT Article DE Autism spectrum disorder; friendships; parent and adolescent reports; activity patterns ID HIGH-FUNCTIONING CHILDREN; LEISURE ACTIVITIES; ASPERGER-SYNDROME; PERCEPTIONS; DISABILITIES; ADULTS; GIRLS; SEX; COMPANIONSHIP; LONELINESS AB This study compared perceptions of adolescents' friendships between adolescents with an autism spectrum disorder (ASD) and their parents, examined factors associated with friendship qualities, and investigated the adolescents' reports on the activities they did with friends and how activity patterns differed by gender. Ninety-one adolescents with an ASD and their parents completed mail-based surveys during the summer months. Adolescents with an ASD identified more friends than did their parents, but they agreed on the friends' characteristics. About half of the adolescents spent an average of 4 hours per day with friends during the summer months. Male adolescents with an ASD most frequently played video games with friends, whereas females most frequently had conversations with friends. The findings suggest that adolescents with an ASD and their parents identify different peers as the adolescent's friends. The findings also reveal similarities and differences in friendships between adolescents with an ASD and typically developing adolescents. C1 [Kuo, Melissa H.] Univ Alberta, Edmonton, AB T6G 2M7, Canada. [Orsmond, Gael I.; Cohn, Ellen S.; Coster, Wendy J.] Boston Univ, Boston, MA 02215 USA. RP Kuo, MH (reprint author), 2-64 Corbett Hall, Edmonton, AB T6G 2G4, Canada. EM melissa.kuo@ualberta.ca CR Aboud F. 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Barriers to implementation include incompletely developed interventions, limited evidence of their utility in promoting long-term and meaningful change, and poor fit with school environments. To overcome these barriers, interventions need to be detailed in manuals that identify key components yet allow for flexibility, and studies need to evaluate long-term, real-life outcomes. Innovative research strategies also may be important, particularly carrying out research on new interventions in school settings from the outset, conducting partial effectiveness trials in which study personnel administer interventions in school settings, using community-partnered participatory research approaches, and redesigning interventions in a modular format. C1 [Kasari, Connie] Univ Calif Los Angeles, Los Angeles, CA 90095 USA. [Smith, Tristram] Univ Rochester, Rochester, NY 14627 USA. RP Kasari, C (reprint author), Univ Calif Los Angeles, 760 Westwood Blvd,405 Hilgard Ave, Los Angeles, CA 90095 USA. 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Governments have invested significant funds in autism education, and a range of approaches have been implemented in schools, but there is limited research exploring whether these educational strategies are effective and a lack of involvement of teaching professionals in the research. Given that the majority of children and young people with autism spend most of their time in school and not in early or specialised intervention programmes, there is a compelling need to conduct better educational research and implement educational interventions in schools. We argue that building collaborative partnerships between researchers and school practitioners is central to achieving improved understanding of, and outcomes for, pupils on the autism spectrum. This commentary offers perspectives from teachers about their experiences of, and priorities for, research, and also presents a model of collaboration between autism school practitioners and researchers, which could support a more integrated approach to research. We reflect on the strengths and challenges of this as well as outcomes achieved so far. C1 [Parsons, Sarah] Univ Southampton, Southampton SO17 1BJ, Hants, England. [Faulkner, Rachel] Russet House Sch, Enfield, Middx, England. [Ragan, Jude] Queensmill Sch, London, England. [Wallace, Simon] Warneford Hosp, Oxford, England. [Wittemeyer, Kerstin] Univ Birmingham, Birmingham B15 2TT, W Midlands, England. RP Parsons, S (reprint author), Univ Southampton, Southampton Educ Sch, Southampton SO17 1BJ, Hants, England. 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TI The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention SO AUTISM LA English DT Article DE autism; fidelity; implementation science; randomized trials; school-based intervention ID INTENSIVE BEHAVIORAL INTERVENTION; COMMUNICATION-SYSTEM PECS; MENTAL-HEALTH-SERVICES; SPECTRUM DISORDERS; YOUNG-CHILDREN; COMPREHENSIVE TREATMENTS; PIVOTAL RESPONSE; IMPLEMENTATION; DISSEMINATION; CHALLENGES AB This randomized field trial comparing Strategies for Teaching based on Autism Research and Structured Teaching enrolled educators in 33 kindergarten-through-second-grade autism support classrooms and 119 students, aged 5-8 years in the School District of Philadelphia. Students were assessed at the beginning and end of the academic year using the Differential Ability Scales. Program fidelity was measured through video coding and use of a checklist. Outcomes were assessed using linear regression with random effects for classroom and student. Average fidelity was 57% in Strategies for Teaching based on Autism Research classrooms and 48% in Structured Teaching classrooms. There was a 9.2-point (standard deviation = 9.6) increase in Differential Ability Scales score over the 8-month study period, but no main effect of program. There was a significant interaction between fidelity and group. In classrooms with either low or high program fidelity, students in Strategies for Teaching based on Autism Research experienced a greater gain in Differential Ability Scales score than students in Structured Teaching (11.2 vs 5.5 points and 11.3 vs 8.9 points, respectively). In classrooms with moderate fidelity, students in Structured Teaching experienced a greater gain than students in Strategies for Teaching based on Autism Research (10.1 vs 4.4 points). 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Using a unique combination of quantitative, qualitative and social network methods, we investigated the extent and nature of autistic children's friendships from their perspective and from those of their mothers, teachers and classroom peers. Consistent with previous research, children with autism (n = 12), aged between 9 and 11 years, rated their friendships to be of poorer quality than their non-autistic classroom peers (n = 11). There was, however, much variability in autistic children's ratings, which, unexpectedly, was related to neither children's cognitive ability nor their theory of mind ability. Encouragingly, the children generally reported satisfaction with their friendships, and although no child was socially isolated, the degree of inclusion in friendship networks varied widely. Furthermore, autistic children's social motivation emerged as a key factor in parents' and teachers' reports in determining both the nature and extent of their friendships. 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Gal, Eynat TI Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment SO AUTISM LA English DT Article DE children with high-functioning autism spectrum disorder; cognitive behavioral therapy; social engagement; technology ID ASPERGER-SYNDROME; TRAINING-PROGRAM; PEER INTERACTION; INTERVENTION; ADOLESCENTS; SKILLS; ADULTS; MIND; IMPAIRMENT; PERCEPTION AB This study examined the effectiveness of a school-based, collaborative technology intervention combined with cognitive behavioral therapy to teach the concepts of social collaboration and social conversation to children with high-functioning autism spectrum disorders (n = 22) as well as to enhance their actual social engagement behaviors (collaboration and social conversation) with peers. Two computer programs were included in the intervention: "Join-In" to teach collaboration and "No-Problem" to teach conversation. Assessment in the socio-cognitive area included concept perception measures, problem solving, Theory of Mind, and a dyadic drawing collaborative task to examine change in children's social engagement. Results demonstrated improvement in the socio-cognitive area with children providing more active social solutions to social problems and revealing more appropriate understanding of collaboration and social conversation after intervention, with some improvement in Theory of Mind. Improvement in actual social engagement was more scattered. C1 [Bauminger-Zviely, Nirit; Eden, Sigal] Bar Ilan Univ, IL-52900 Ramat Gan, Israel. [Zancanaro, Massimo] FBK, Trento, Italy. [Weiss, Patrice L.; Gal, Eynat] Univ Haifa, IL-31999 Haifa, Israel. RP Bauminger-Zviely, N (reprint author), Bar Ilan Univ, Sch Educ, IL-52900 Ramat Gan, Israel. EM nirit.bauminger@biu.ac.il CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Attwood T, 2004, BEHAV CHANGE, V21, P147, DOI 10.1375/bech.21.3.147.55995 Bauminger N, 2007, J AUTISM DEV DISORD, V37, P1593, DOI 10.1007/s10803-006-0245-4 Bauminger N, 2003, J AUTISM DEV DISORD, V33, P489, DOI 10.1023/A:1025827427901 Bauminger N, 2002, J AUTISM DEV DISORD, V32, P283, DOI 10.1023/A:1016378718278 Bauminger N, 2004, J DEV PHYS DISABIL, V16, P193, DOI 10.1023/B:JODD.0000026616.24896.c8 Bauminger N, 2007, J AUTISM DEV DISORD, V37, P1605, DOI 10.1007/s10803-006-0246-3 Bauminger-Zviely N, 2013, PROMISING COGNITIVE, P226 Beaumont R, 2008, J CHILD PSYCHOL PSYC, V49, P743, DOI 10.1111/j.1469-7610.2008.01920.x Benford S, 2000, P CHI 2000 HAG NETH Bierman KL, 2000, J CLIN CHILD PSYCHOL, V29, P526, DOI 10.1207/S15374424JCCP2904_6 Carter Susan, 2009, Issues Compr Pediatr Nurs, V32, P145, DOI 10.1080/01460860903062782 Centers for Disease Control and Prevention, 2012, PREV AUT SPECTR DIS Channon S, 2001, J AUTISM DEV DISORD, V31, P451 Dautenhahn K, 2004, PRAGMAT COGN, V12, P1, DOI DOI 10.1075/PC.12.1.03DAU Davis M., 2010, J ASSISTIVE TECHNOLO, V4, P38 de Villiers J, 2007, J AUTISM DEV DISORD, V37, P1375, DOI 10.1007/s10803-006-0264-1 Dietz Paul, 2001, P 14 ANN ACM S US IN, P219, DOI DOI 10.1145/502348.502389 Dobson D., 2009, EVIDENCE BASED PRACT Dunn L. 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TI A play and joint attention intervention for teachers of young children with autism: A randomized controlled pilot study SO AUTISM LA English DT Article DE autism; intervention; joint attention; joint engagement; play; preschool; teachers ID SYMBOLIC PLAY; SPECTRUM-DISORDER; LANGUAGE; COMMUNICATION; PRESCHOOLERS; ENGAGEMENT; TODDLERS AB The aim of this study was to pilot test a classroom-based intervention focused on facilitating play and joint attention for young children with autism in self-contained special education classrooms. Thirty-three children with autism between the ages of 3 and 6 years participated in the study with their classroom teachers (n = 14). The 14 preschool special education teachers were randomly assigned to one of three groups: (1) symbolic play then joint attention intervention, (2) joint attention then symbolic intervention, and (3) wait-list control period then further randomized to either group 1 or group 2. In the intervention, teachers participated in eight weekly individualized 1-h sessions with a researcher that emphasized embedding strategies targeting symbolic play and joint attention into their everyday classroom routines and activities. The main child outcome variables of interest were collected through direct classroom observations. Findings indicate that teachers can implement an intervention to significantly improve joint engagement of young children with autism in their classrooms. Furthermore, multilevel analyses showed significant increases in joint attention and symbolic play skills. Thus, these pilot data emphasize the need for further research and implementation of classroom-based interventions targeting play and joint attention skills for young children with autism. C1 [Wong, Connie S.] Univ N Carolina, Chapel Hill, NC 27599 USA. RP Wong, CS (reprint author), Univ N Carolina, Frank Porter Graham Child Dev Inst, Sheryl Mar South CB 8040, Chapel Hill, NC 27599 USA. EM connie.wong@unc.edu CR Adamson LB, 2004, CHILD DEV, V75, P1171, DOI 10.1111/j.1467-8624.2004.00732.x Adamson LB, 2009, J AUTISM DEV DISORD, V39, P84, DOI 10.1007/s10803-008-0601-7 ATLAS JA, 1990, CHILD PSYCHIAT HUM D, V21, P119, DOI 10.1007/BF00706120 BAKEMAN R, 1984, CHILD DEV, V55, P1278, DOI 10.2307/1129997 Charman T, 2003, INT J LANG COMM DIS, V38, P265, DOI 10.1080/136820310000104830 Dykstra JR, 2012, AUTISM, V16, P27, DOI 10.1177/1362361311408933 TOMASELLO M, 1986, CHILD DEV, V57, P1454, DOI 10.1111/j.1467-8624.1986.tb00470.x Hobson R. 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TI Adapted shared reading at school for minimally verbal students with autism SO AUTISM LA English DT Article DE autism; engagement; literacy; school-based intervention; shared reading; single-case research design ID SPECTRUM DISORDER; JOINT ATTENTION; CHILDREN; DISABILITIES; COMPREHENSION; INSTRUCTION; PATTERNS; STORIES AB Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5-6-year-old children with autism using a multiple baseline/alternating treatment design. Four students and three teachers participated. Teachers conducted adapted shared reading activities with modified books (visual supports, three-dimensional objects, simplified text) and used specific strategies for increasing student engagement. Student performance during adapted activities was compared to performance during standard shared reading sessions. Results: All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%-100% during adapted sessions, compared with 41%-52% during baseline. Average number of correct responses to story comprehension questions was 4.2-4.8 out of 6 during adapted sessions compared with 1.2-2 during baseline. Visual supports, tactile objects, and specific teaching strategies offer ways for minimally verbal students to meaningfully participate in literacy activities. Future research should investigate adapted shared reading activities implemented classroomwide as well as joint engagement, language, and literacy outcomes after using such activities over time. C1 [Mucchetti, Charlotte A.] Univ Calif Los Angeles, Los Angeles, CA 90024 USA. RP Mucchetti, CA (reprint author), Univ Calif Los Angeles, Semel Inst Neurosci & Human Behav, 760 Westwood Plaza,Rm 68-217, Los Angeles, CA 90024 USA. 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S., 2007, INT J SPECIAL ED, V22, P54 NR 31 TC 1 Z9 1 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD MAY PY 2013 VL 17 IS 3 SI SI BP 358 EP 372 DI 10.1177/1362361312470495 PG 15 WC Psychology, Developmental SC Psychology GA 298EQ UT WOS:000330307300008 PM 23592847 ER PT J AU Lloyd, M MacDonald, M Lord, C AF Lloyd, Meghann MacDonald, Megan Lord, Catherine TI Motor skills of toddlers with autism spectrum disorders SO AUTISM LA English DT Article DE autism spectrum disorder; early development; fine motor skills; gross motor skills; motor development; toddlers ID ASPERGER-SYNDROME; CHILDREN; PLAY; AGE AB With increased interest in the early diagnosis and treatment of children with autism spectrum disorders (ASD), more attention has been called to the motor skills of very young children with ASD. This study describes the gross and fine motor skills of a cross-sectional group of 162 children with ASD between the ages of 12 and 36 months, as well as a subset of 58 children followed longitudinally. Gross motor and fine motor age equivalent scores were obtained for all children. A 'motor difference' variable was calculated for each child's gross and fine motor skills by taking the absolute difference of the children's age equivalent motor score and their respective chronological age. In Study 1 (the cross-sectional analysis), ANCOVA (co-varied for nonverbal problem solving) revealed significant group differences in the gross motor and fine motor age difference variables. Post-hoc analysis revealed that gross motor and fine motor differences became significantly greater with each 6-month period of chronological age. In Study 2, 58 children were measured twice, an average of 12 months apart. 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This study examined the extent to which parents of young children with autism match and scaffold their child's play. Sixteen dyads of parents and their children with autism participated in this study along with 16 matched dyads of typically developing children. Both groups were administered a structured play assessment and were observed during a 10-min free play situation. Strategies of play were examined and results revealed that parents of children with autism initiated more play schemes and suggested and commanded play acts more than parents of typical children. They also responded to their child's play acts more often with a higher level play act, while parents of typical children matched/expanded their responses to their child. Parent imitation was also related to longer sequences of play. The findings can guide further research and play intervention for parents. RP Freeman, S (reprint author), Univ Calif Los Angeles, Div Child Psychiat, Semel Inst Neurosci & Human Behav, 78-243B,760 Westwood Plaza, Los Angeles, CA 90024 USA. EM Sfreeman@mednet.ucla.edu CR Adamson LB, 2004, CHILD DEV, V75, P1171, DOI 10.1111/j.1467-8624.2004.00732.x American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th ATWATER JB, 1988, J APPL BEHAV ANAL, V21, P157, DOI 10.1901/jaba.1988.21-157 Bakeman R, 1995, SEQUENTIAL ANAL SDIS Bertsch KM, 2009, J RES ED PSYCHOL, V17, P133 Childress DC, 2011, TOP EARLY CHILD SPEC, V31, P112, DOI 10.1177/0271121410390526 Clarke-Stewart K. 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C., 1999, CHILD LANG TEACH THE, V15, P29, DOI 10.1191/026565999672332808 STAHMER AC, 1992, J APPL BEHAV ANAL, V25, P447, DOI 10.1901/jaba.1992.25-447 Thorndike RL, 1986, STANFORD BINET INTEL UNGERER JA, 1984, CHILD DEV, V55, P1448, DOI 10.2307/1130014 Vygotsky Lev Semyonovitch, 1986, THOUGHT LANGUAGE WULFF SB, 1985, J AUTISM DEV DISORD, V15, P139, DOI 10.1007/BF01531600 NR 48 TC 3 Z9 4 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2013 VL 17 IS 2 BP 147 EP 161 DI 10.1177/1362361312469269 PG 15 WC Psychology, Developmental SC Psychology GA 118ZW UT WOS:000317067200003 PM 23382513 ER PT J AU Reed, P Watts, H Truzoli, R AF Reed, Phil Watts, Helen Truzoli, Roberto TI Flexibility in young people with autism spectrum disorders on a card sort task SO AUTISM LA English DT Article DE behavioural flexibility; discrimination learning; low-functioning autism; stereotyped behaviours ID EXECUTIVE FUNCTION DEFICITS; CHILDREN; DYSFUNCTION; PROFILES; MIND; SET AB Adults with autism spectrum disorders (ASD) have shown deficits in switching between rules governing their behaviour, as have high-functioning children with ASD. However, there are few studies of flexibility in lower-functioning children with ASD. The current study investigated this phenomenon with a group of low-functioning children with ASD compared to a mental-age-matched comparison group. The ASD group learned an initial discrimination task as quickly as the matched comparison group, but when the rule governing the discrimination was shifted, the comparison group learned the task with fewer errors, and made the discrimination more quickly than the groups with ASD. These findings suggest that low-functioning children with ASD do display the predicted deficits in extra-dimensional shift. C1 [Reed, Phil; Watts, Helen] Swansea Univ, Swansea SA2 8PP, W Glam, Wales. [Truzoli, Roberto] Univ Milan, I-20122 Milan, Italy. RP Reed, P (reprint author), Swansea Univ, Dept Psychol, Singleton Pk, Swansea SA2 8PP, W Glam, Wales. EM p.reed@swansea.ac.uk CR Bott L., 2006, Q J EXPT PSYCHOL, V59, P1 Dunn L M., 1982, BRIT PICTURE VOCABUL Geurts HM, 2009, TRENDS COGN SCI, V13, P74, DOI 10.1016/j.tics.2008.11.006 Gilliam J. E., 1995, GILLIAM AUTISM RATIN Gioia GA, 2002, CHILD NEUROPSYCHOL, V8, P121 Gottesman II, 2003, AM J PSYCHIAT, V160, P636, DOI 10.1176/appi.ajp.160.4.636 Happe F, 2006, BRAIN COGNITION, V61, P25, DOI 10.1016/j.bandc.2006.03.004 Hill EL, 2004, DEV REV, V24, P189, DOI 10.1016/j.dr.2004.01.001 HUGHES C, 1994, NEUROPSYCHOLOGIA, V32, P477, DOI 10.1016/0028-3932(94)90092-2 Jesner OS, 2007, COCHRANE DB SYST REV, V24 Lewis MH, 1998, MENT RETARD DEV D R, V4, P80, DOI 10.1002/(SICI)1098-2779(1998)4:2<80::AID-MRDD4>3.0.CO;2-0 Lionello-DeNolf KM, 2008, PSYCHOL REC, V58, P15 Lopez BR, 2005, J AUTISM DEV DISORD, V35, P445, DOI 10.1007/s10803-005-5035-x Osborne LA, 2009, EXCEPT CHILDREN, V76, P54 OZONOFF S, 1991, J CHILD PSYCHOL PSYC, V32, P1081, DOI 10.1111/j.1469-7610.1991.tb00351.x Ozonoff S, 2004, J AUTISM DEV DISORD, V34, P139, DOI 10.1023/B:JADD.0000022605.81989.cc Pennington BF, 1996, J CHILD PSYCHOL PSYC, V37, P51, DOI 10.1111/j.1469-7610.1996.tb01380.x Reed P, 2010, AUTISM, V14, P67, DOI 10.1177/1362361309340030 Reed P, 2007, EXCEPT CHILDREN, V73, P417 Roid G., 1997, LEITER INT PERFORMAN South M, 2007, AUTISM, V11, P437, DOI 10.1177/1362361307079606 Truzoli R., 2002, SVILUPPARE PENSIERO Tsatsanis KD, 2003, J AUTISM DEV DISORD, V33, P23, DOI 10.1023/A:1022274219808 Yerys BE, 2009, AUTISM, V13, P523, DOI 10.1177/1362361309335716 Zelazo PD, 2002, INFANT CHILD DEV, V11, P171, DOI 10.1002/icd.304 NR 25 TC 6 Z9 6 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2013 VL 17 IS 2 BP 162 EP 171 DI 10.1177/1362361311409599 PG 10 WC Psychology, Developmental SC Psychology GA 118ZW UT WOS:000317067200004 PM 21690212 ER PT J AU Aljunied, M Frederickson, N AF Aljunied, Mariam Frederickson, Norah TI Does central coherence relate to the cognitive performance of children with autism in dynamic assessments? SO AUTISM LA English DT Article DE autism; central coherence; dynamic assessment ID SPECTRUM DISORDERS; MIND AB Central coherence refers to an in-built propensity to form meaningful links over a wide range of stimuli and to generalize over as wide a range of contexts as possible. In children with autism this ability is diminished, and the impact of central coherence deficits in children with autism have previously been observed using static measures of learning, such as reading comprehension test performance. In this study, the relationship between central coherence and more dynamic indicators of learning are investigated. The responses of 52 children with autism (mean age 9:10 years) on a test of central coherence and a dynamic assessment task were analysed. All the children showed significant improvements in dynamic assessment test scores after mediation; however, among those with below average nonverbal intelligence scores, weak central coherence was significantly associated with smaller gains in performance after teaching. Implications for the validity of dynamic assessments for children with autism are discussed. C1 [Aljunied, Mariam; Frederickson, Norah] UCL, London WC1H 0AP, England. [Aljunied, Mariam] Minist Educ, Singapore, Singapore. RP Frederickson, N (reprint author), UCL, Dept Psychol, 26 Bedford Way, London WC1H 0AP, England. EM n.frederickson@ucl.ac.uk CR Baron-Cohen Simon, 2000, UNDERSTANDING OTHER Donaldson A. L., 2007, ADV SPEECH LANG PATH, V9, P297, DOI 10.1080/14417040701413720 Eaves LC, 1997, J DEV PHYS DISABIL, V9, P277, DOI 10.1023/A:1024944226971 Feuerstein R., 1979, DYNAMIC ASSESSMENT R Flynn S. 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J., 1998, IQ HUMAN INTELLIGENC McGrew K.S., 1993, SCH PSYCHOL, V49, P7 Mottron L, 2003, J CHILD PSYCHOL PSYC, V44, P904, DOI 10.1111/1469-7610.00174 Reschly D.J., 1997, CONT INTELLECTUAL AS Resing W., 2000, DYNAMIC ASSESSMENT P Schopler E., 1985, COMMUNICATION PROBLE Schopler E., 1995, LEARNING COGNITION A SHAH A, 1983, J CHILD PSYCHOL PSYC, V24, P613, DOI 10.1111/j.1469-7610.1983.tb00137.x SHAH A, 1993, J CHILD PSYCHOL PSYC, V34, P1351, DOI 10.1111/j.1469-7610.1993.tb02095.x Tabachnick B., 2001, USING MULTIVARIATE S Tzuriel D., 1995, COGNITIVE MODIFIABIL Tzuriel D., 2000, DYNAMIC ASSESSMENT P Tzuriel D., 1988, CULTURAL DIVERSITY L TZURIEL D, 1985, J ABNORM CHILD PSYCH, V13, P539, DOI 10.1007/BF00923140 Tzuriel D., 2001, DYNAMIC ASSESSMENT Y UNGERER JA, 1987, J AUTISM DEV DISORD, V17, P3, DOI 10.1007/BF01487256 Wechsler D., 1996, MANUAL WECHSLER INTE White SJ, 2011, J AUTISM DEV DISORD, V41, P1565, DOI 10.1007/s10803-011-1182-4 Witkins H., 1971, MANUAL EMBEDDED FIGU NR 34 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2013 VL 17 IS 2 BP 172 EP 183 DI 10.1177/1362361311409960 PG 12 WC Psychology, Developmental SC Psychology GA 118ZW UT WOS:000317067200005 PM 21715547 ER PT J AU Frenette, P Dodds, L MacPherson, K Flowerdew, G Hennen, B Bryson, S AF Frenette, Priscilla Dodds, Linda MacPherson, Kathleen Flowerdew, Gordon Hennen, Brian Bryson, Susan TI Factors affecting the age at diagnosis of autism spectrum disorders in Nova Scotia, Canada SO AUTISM LA English DT Article DE autism; age of diagnosis; ADHD; maternal age at delivery ID PERVASIVE DEVELOPMENTAL DISORDERS; MENTAL-RETARDATION; CHILDREN; PREVALENCE; IDENTIFICATION; INTERVENTION; EPIDEMIOLOGY; MANAGEMENT; STABILITY; SAMPLE AB While early diagnosis of autism spectrum disorders (ASD) is essential for ensuring timely access to early intervention services, there is limited existing literature investigating factors that delay this diagnosis. This population-based cohort study explored the age at which children in Nova Scotia, Canada, are diagnosed with ASDs and the factors associated with this age. Children diagnosed with an ASD between January 1992 and December 2005 were identified from a cohort of live births in the province between 1990 and 2002. Demographic and clinical variables were extracted from population-based perinatal and administrative health databases and evaluated as predictors of age at ASD diagnosis. Of 122,759 live births, 884 cases of ASDs were identified during the study period. The median age at diagnosis within the cohort was 4.6 years. In adjusted linear regression analysis, a one year increase in maternal age at delivery was associated with a 0.06 decrease in age at ASD diagnosis (p = .0007). Children who were residents of Halifax County received their diagnoses 0.52 years later than residents of other counties (p = .0054). A diagnosis of attention-deficit/hyperactivity disorder (ADHD) was associated with a 1.29-year increase in age at diagnosis (p < .0001). These results suggest that potential exists for improving early detection of ASDs in the province. Future research in this field has the potential to contribute to our understanding of the causal pathways linking the demographic and clinical variables we have identified and the age at diagnosis of ASDs. C1 [Frenette, Priscilla; Dodds, Linda; MacPherson, Kathleen; Flowerdew, Gordon; Hennen, Brian; Bryson, Susan] Dalhousie Univ, Halifax, NS B3K 6R8, Canada. RP Dodds, L (reprint author), Dalhousie Univ, Perinatal Epidemiol Res Unit, 5850-5980 Univ Ave, Halifax, NS B3K 6R8, Canada. 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Woodard, Cooper R. Bodfish, James W. TI Feasibility of exposure response prevention to treat repetitive behaviors of children with autism and an intellectual disability: A brief report SO AUTISM LA English DT Article DE autism; exposure response prevention; repetitive behaviors; treatment ID OBSESSIVE-COMPULSIVE DISORDER; SPECTRUM DISORDERS AB There is a lack of evidence-based behavioral therapies or pharmacotherapies to treat repetitive behaviors found in autism. Effective behavioral therapies are needed to counter any negative consequences these behaviors may have on the child's early learning and socialization. The purpose of this proof-of-principle study was to test the feasibility of modifying exposure response prevention, an evidence-based strategy for obsessive-compulsive disorder, to treat the repetitive behaviors found in autism. Five school-aged participants (ages 5-11) diagnosed with an autism spectrum disorder participated in the study. Our preliminary findings suggest it is feasible, and potentially efficacious, to modify standard exposure response prevention to treat the specific forms of repetitive behaviors found in individuals with autism and comorbid intellectual disabilities. A larger clinical trial is needed to substantiate these preliminary findings. C1 [Boyd, Brian A.] Univ N Carolina, Div Occupat Sci & Occupat Therapy, Chapel Hill, NC 27599 USA. [Woodard, Cooper R.] Groden Ctr, Providence, RI USA. [Bodfish, James W.] Univ N Carolina, Carolina Inst Dev Disabil, Chapel Hill, NC 27599 USA. RP Boyd, BA (reprint author), Univ N Carolina, Dept Allied Hlth Sci, Div Occupat Sci & Occupat Therapy, 2050 Bondurant Hall,CB 7122, Chapel Hill, NC 27599 USA. EM brian_boyd@med.unc.edu CR Bejerot S, 2007, AUTISM, V11, P101, DOI 10.1177/1362361307075699 Bodfish J. W., 1999, W CAROLINA CTR RES R Bodfish JW, 2003, W CAROLINA CTR UNPUB Boyd BA, J AUTISM DE IN PRESS, DOI 10.100071s10803-010-1156-y Green V. 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The aim of the current study was to explore the potential correlates of autobiographical memory performance (including depressed mood, rumination, working memory and theory of mind) in adults with ASD, relative to a group of typical adults matched for age, gender and IQ. Results demonstrated that the adults with ASD reported higher levels of depressed mood and rumination than the typical adults, and also received lower scores on measures of theory of mind and working memory. Correlational analysis suggested that theory of mind and working memory were associated with autobiographical memory performance in the adults with ASD, but no significant relationships were observed between autobiographical memory, depressed mood and rumination in this group. To explore these patterns further, two cases of adults with a dual diagnosis of ASD and depression are discussed. These participants present a profile in line with the idea that depressed mood and rumination do not have the same influence on autobiographical memory in adults with ASD as they do in typical adults. C1 [Crane, Laura; Goddard, Lorna; Pring, Linda] Univ London, London SE14 6NW, England. [Crane, Laura] London S Bank Univ, London, England. RP Crane, L (reprint author), Univ London, Dept Psychol, London SE14 6NW, England. 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Stieben, Jim TI Learning through interaction in children with autism: Preliminary data from asocial-communication-based intervention SO AUTISM LA English DT Article ID INFANT-MOTHER ATTACHMENT; JOINT ATTENTION; MATERNAL SENSITIVITY; SOCIAL COMMUNICATION; YOUNG-CHILDREN; STILL-FACE; LANGUAGE; BEHAVIOR; PLAY; RESPONSIVENESS AB The study evaluates a social-communication-based approach to autism intervention aimed at improving the social interaction skills of children with autism spectrum disorder. We report preliminary results from an ongoing randomized controlled trial of 51 children aged 2 years 0 months to 4 years 11 months. Participants were assigned to either a target treatment or community treatment group. Families in the target treatment group were given 2 hours of therapy and coaching each week in an intervention emphasizing social-interaction and the parent-child relationship. Children in the community treatment group received a variety of services averaging 3.9 hours per week. After 12 months, outcomes were measured to determine changes in the groups in social interaction and communication. In addition, a regression analysis was conducted to determine whether changes in social interaction skills were associated with language development. Results suggest that children in the treatment group made significantly greater gains in social interaction skills in comparison to the community treatment group, but no between-group differences were found for standard language assessments. Initiation of joint attention, involvement, and severity of language delay were found to be significantly associated with improvement of language skills in children with autism. Finally caregiver skills targeted by the intervention were found to be significantly associated with changes in children's interaction skills. C1 [Casenhiser, Devin M.] Univ Tennessee, Dept Audiol & Speech Pathol, Knoxville, TN 37996 USA. 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McAdam, Clair Ota, Mitsuhiko Peppe, Sue Cleland, Joanne TI Emotional recognition in autism spectrum conditions from voices and faces SO AUTISM LA English DT Article DE Emotion; autism spectrum conditions; prosody; vocal emotion ID HIGH-FUNCTIONING AUTISM; FACIAL EXPRESSION; ASPERGER-SYNDROME; NORMAL ADULTS; CHILDREN; MIND; PROSODY; PERCEPTION; DISORDERS AB The present study reports on a new vocal emotion recognition task and assesses whether people with autism spectrum conditions (ASC) perform differently from typically developed individuals on tests of emotional identification from both the face and the voice. The new test of vocal emotion contained trials in which the vocal emotion of the sentence were congruent, incongruent, or neutral with respect to the semantic content. We also included a condition in which there was no semantic content (an 'mmm' was uttered using an emotional tone). Performance was compared between 11 adults with ASC and 14 typically developed adults. Identification of emotion from sentences in which the vocal emotion and the meaning of sentence were congruent was similar in people with ASC and a typically developed comparison group. However, the comparison group was more accurate at identifying the emotion in the voice from incongruent and neutral trials, and also from trials with no semantic content. The results of the vocal emotion task were correlated with performance on a face emotion recognition task. In decoding emotion from spoken utterances, individuals with ASC relied more on verbal semantics than did typically developed individuals, presumably as a strategy to compensate for their difficulties in using prosodic cues to recognize emotions. C1 [Stewart, Mary E.; McAdam, Clair] Heriot Watt Univ, Edinburgh EH14 4AS, Midlothian, Scotland. [Ota, Mitsuhiko] Univ Edinburgh, Edinburgh EH8 9AD, Midlothian, Scotland. [Peppe, Sue; Cleland, Joanne] Queen Margaret Univ, Edinburgh EH21 6UU, Midlothian, Scotland. 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To identify predictive variables that are potentially ameliorable by therapeutic intervention, this study investigated self-reported psychosocial quality of life and associated factors for adults with HFASD. All participants (n = 154) had a diagnosis of autism spectrum disorder, were over 18 years of age, lived in the community, and had used one or more support services during the survey period. The results demonstrated that psychosocial quality of life was lower than that of the general Japanese adult population. Environmental factors, such as mother's support and early diagnosis, were associated with better quality of life, and aggressive behaviors were associated with poorer quality of life, while expressive language level at preschool years, a conventional outcome predictor, did not predict quality of life. These results emphasize that quality of life measures should be included as outcome indicators in treating individuals with HFASD. 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They also tend to rely on emotional rather than problem-focused coping strategies. Seven group-based sessions were offered to two groups of parents of children with ASD in Iran (37 in all). In addition to providing information about ASD emphasis was placed on families sharing their experiences and learning from one another. A pre-post, cross-over design was used to evaluate the specific impact of the course. The changes found among the parents in the first group were replicated with the second group. Moreover the changes were sustained up to 15 weeks after the course ended. Although there were variations across the parents, in general they reported feeling less stress, had better emotional wellbeing and family functioning and made more use of problem-focused coping strategies. The changes were attributed mainly to an increase in the informal supports among the parents and their feelings of empowerment. 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Gleason, James Curtin, Carol Lividini, Keith Anderson, Sarah E. Cermak, Sharon A. Maslin, Melissa Must, Aviva TI Comparison of physical activity between children with autism spectrum disorders and typically developing children SO AUTISM LA English DT Article DE accelerometry; children; physical activity; autism spectrum disorders ID YOUTH; WEIGHT; HEALTH AB Regular physical activity is important for promoting health and well-being; however, physical activity behaviors in children with autism spectrum disorders (ASD) have received little attention. We compared physical activity levels among 53 children with ASD and 58 typically developing children aged 3-11 years who participated in the Children's Activity and Meal Patterns Study (CHAMPS). After adjustment for age and sex the amount of time spent daily in moderate and vigorous activity was similar in children with ASD (50.0 minutes/day and typically developing children 57.1 minutes/day). However, parents reported that children with ASD participated in significantly fewer types of physical activities than did typically developing children (6.9 vs. 9.6, p < .0001) and spent less time annually participating in these activities than typically developing children (158 vs. 225 hours per year, p < 0.0001) after adjusting for age and sex. Although both groups of children engaged in similar levels of moderate and vigorous activity as measured by accelerometry, children with ASD engaged in fewer physical activities and for less time according to parental report, suggesting that some of the activity in children with ASD is not captured by standard questionnaire-based measures. C1 [Bandini, Linda G.; Gleason, James; Curtin, Carol; Maslin, Melissa] Univ Massachusetts, Eunice Kennedy Shriver Ctr, Sch Med, Waltham, MA 02452 USA. [Bandini, Linda G.] Boston Univ, Dept Hlth Sci, Boston, MA 02215 USA. [Lividini, Keith] IFPRI, HarvestPlus, Washington, DC USA. [Anderson, Sarah E.] Ohio State Univ, Div Epidemiol, Coll Publ Hlth, Columbus, OH 43210 USA. [Cermak, Sharon A.] Univ So Calif, Div Occupat Sci & Occupat Therapy, Los Angeles, CA USA. [Must, Aviva] Tufts Univ, Sch Med, Dept Publ Hlth & Community Med, Boston, MA 02111 USA. RP Bandini, LG (reprint author), Univ Massachusetts, Eunice Kennedy Shriver Ctr, Sch Med, 200 Trapelo Rd, Waltham, MA 02452 USA. EM linda.bandini@umassmed.edu CR Blanchard LT, 2006, PEDIATRICS, V117, pE1202, DOI 10.1542/peds.2005-2606 CDC, 2011, PHYS ACT EV CHILDR CDC, 2003, NAT HLTH NUTR EX SUR CDC Division of Nutrition Physical Activity and Obesity, 2011, HLTH WEIGHT ASSESSIN Elliott C. D., 1990, DIFFERENTIAL ABILITY Green D, 2009, DEV MED CHILD NEUROL, V51, P311, DOI 10.1111/j.1469-8749.2008.03242.x Janssen I, 2010, INT J BEHAV NUTR PHY, V7, DOI 10.1186/1479-5868-7-40 Kuczmarski R. J., 2002, VITAL HLTH STAT, V11, P1 Must A, 2005, INT J OBESITY, V29, pS84, DOI 10.1038/sj.ijo.0803064 Pan CY, 2008, J AUTISM DEV DISORD, V38, P1292, DOI 10.1007/s10803-007-0518-6 Pan CY, 2006, J AUTISM DEV DISORD, V36, P597, DOI 10.1007/s10803-006-0101-6 Pan CY, 2005, J PHYS ACT HEALTH, V2, P412 Puyau MR, 2004, MED SCI SPORT EXER, V36, P1625, DOI 10.1249/01.MSS.0000139898.30804.60 Rutter M., 2003, AUTISM DIAGNOSTIC IN Sandt DDR, 2005, ADAPT PHYS ACT Q, V22, P146 Schmalz DL, 2007, J ADOLESCENT HEALTH, V41, P559, DOI 10.1016/j.jadohealth.2007.07.001 Spadano JL, 2003, INT J OBESITY, V27, P1528, DOI 10.1038/sj.ijo.0802440 Sparrow SS, 2005, VINELAND ADAPTIVE BE Troiano RP, 2008, MED SCI SPORT EXER, V40, P181, DOI 10.1249/mss.0b013e31815a51b3 Venkatesan S, 2005, ASIA PACIFIC DISABIL, V16, P68 NR 20 TC 2 Z9 2 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2013 VL 17 IS 1 BP 44 EP 54 DI 10.1177/1362361312437416 PG 11 WC Psychology, Developmental SC Psychology GA 118ZM UT WOS:000317066100005 PM 22807562 ER PT J AU Mouridsen, SE Isager, T Rich, B AF Mouridsen, Svend Erik Isager, Torben Rich, Bente TI Diseases of the gastrointestinal tract in individuals diagnosed as children with atypical autism: A Danish register study based on hospital diagnoses SO AUTISM LA English DT Article DE atypical autism; comorbidity; gastrointestinal diseases ID INFANTILE-AUTISM; POPULATION; DISORDERS; SPECTRUM; ASSOCIATION; SYMPTOMS; COHORT; ASDS AB The purpose of this study is to compare the prevalence and types of diseases (International Classification of Mental and Behavioural Disorders, 10th Edition codes K20-K93) relating to the gastrointestinal tract in a clinical sample of 89 individuals diagnosed as children with atypical autism/pervasive developmental disorder not otherwise specified with 258 controls from the general population. All participants were screened through the nationwide Danish National Hospital Register. The average observation time was 32.9 years, and mean age at the end of the observation period was 48.5 years. Among the 89 cases with atypical autism, a total of 22 (24.7%) were registered with at least one diagnosis of any disease of the gastrointestinal tract, against 47 of 258 (18.2%) in the comparison group (p = 0.22; odds ratio = 1.5; 95% confidence interval = 0.8-2.6). Without reaching statistical significance, the rate of diseases of the gastrointestinal tract was particularly high (odds ratio = 1.2) in those with intelligence quotient < 70. Overall, people with atypical autism had about the same frequency of gastric, intestinal and hepatic diseases as had controls. C1 [Mouridsen, Svend Erik] Bispebjerg Hosp, DK-2400 Copenhagen, Denmark. [Isager, Torben] Glostrup Univ Hosp, Glostrup, Denmark. RP Mouridsen, SE (reprint author), Bispebjerg Hosp, DK-2400 Copenhagen, Denmark. EM Svend.Erik.Mouridsen@regionh.dk CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Amiet C, 2008, BIOL PSYCHIAT, V64, P577, DOI 10.1016/j.biopsych.2008.04.030 Analytical Software, 2003, STATISTIX 8 US MAN Andersen TF, 1999, DAN MED BULL, V46, P263 Baird G, 2006, LANCET, V368, P210, DOI 10.1016/S0140-6736(06)69041-7 Bauman ML, 2010, NEUROTHERAPEUTICS, V7, P320, DOI 10.1016/j.nurt.2010.06.001 Buie T, 2010, PEDIATRICS, V125, pS1, DOI 10.1542/peds.2009-1878C Buie T, 2010, PEDIATRICS, V125, pS19, DOI 10.1542/peds.2009-1878D Erickson CA, 2005, J AUTISM DEV DISORD, V35, P713, DOI 10.1007/s10803-005-0019-4 Fombonne E., 2006, PEDIATRICS, V118, P139 Gorrindo P, 2012, AUTISM RES, V5, P101, DOI 10.1002/aur.237 Ibrahim SH, 2009, PEDIATRICS, V124, P680, DOI 10.1542/peds.2008-2933 Maenner MJ, 2012, J AUTISM DEV DISORD, V42, P1520, DOI 10.1007/s10803-011-1379-6 Mosbech J, 1995, Ugeskr Laeger, V157, P3741 Mouridsen SE, 2010, CHILD CARE HLTH DEV, V36, P437, DOI 10.1111/j.1365-2214.2009.01021.x MOURIDSEN SE, 1993, J AUTISM DEV DISORD, V23, P387, DOI 10.1007/BF01046227 Nickelsen T N, 2001, Ugeskr Laeger, V164, P33 Pedersen CB, 2006, DAN MED BULL, V53, P441 Rutter M, 2005, ACTA PAEDIATR, V94, P2, DOI 10.1080/08035250410023124 Santosh PJ, 2006, EUR CHILD ADOLES PSY, V15, P183, DOI 10.1007/s00787-005-0517-0 Smith RA, 2009, AUTISM, V13, P343, DOI 10.1177/1362361309106418 Taylor B, 2002, BRIT MED J, V324, P393, DOI 10.1136/bmj.324.7334.393 Whitehouse AJO, 2011, DEV MED CHILD NEUROL, V53, P457, DOI 10.1111/j.1469-8749.2011.03915.x World Health Organisation, 1992, ICD 10 CLASS MENT BE World Health Organization (WHO), 1971, INT CLASS DIS MAN IN World Health Organization (WHO), 1978, INT CLASS DIS MENT D NR 26 TC 2 Z9 2 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2013 VL 17 IS 1 BP 55 EP 63 DI 10.1177/1362361312455110 PG 9 WC Psychology, Developmental SC Psychology GA 118ZM UT WOS:000317066100006 PM 22987890 ER PT J AU Barbaro, J Dissanayake, C AF Barbaro, Josephine Dissanayake, Cheryl TI Early markers of autism spectrum disorders in infants and toddlers prospectively identified in the Social Attention and Communication Study SO AUTISM LA English DT Article DE autism spectrum disorders; early markers; red flags; prospective; infants; toddlers; surveillance; screening ID TRAITS QUESTIONNAIRE ESAT; FOLLOW-UP; MODIFIED CHECKLIST; HOME VIDEOTAPES; 2ND YEAR; CHILDREN; AGE; DIAGNOSIS; LIFE; RECOGNITION AB The Social Attention and Communication Study involved the successful implementation of developmental surveillance of the early markers of autism spectrum disorders in a community-based setting. The objective in the current study was to determine the most discriminating and predictive markers of autism spectrum disorders used in the Social Attention and Communication Study at 12, 18 and 24 months of age, so that these could be used to identify children with autism spectrum disorders with greater accuracy. The percentage of 'yes/no' responses for each behavioural marker was compared between children with autistic disorder (n = 39), autism spectrum disorder (n = 50) and developmental and/or language delay (n = 20) from 12 to 24 months, with a logistic regression also conducted at 24 months. Across all ages, the recurring key markers of both autistic disorder and autism spectrum disorder were deficits in eye contact and pointing, and from 18 months, deficits in showing became an important marker. In combination, these behaviours, along with pretend play, were found to be the best group of predictors for a best estimate diagnostic classification of autistic disorder/autism spectrum disorder at 24 months. It is argued that the identified markers should be monitored repeatedly during the second year of life by community health-care professionals. C1 [Barbaro, Josephine; Dissanayake, Cheryl] La Trobe Univ, Bundoora, Vic 3086, Australia. RP Barbaro, J (reprint author), La Trobe Univ, Olga Tennison Autism Res Ctr, Sch Psychol Sci, Bundoora, Vic 3086, Australia. EM j.barbaro@latrobe.edu.au CR ADRIEN JL, 1993, J AM ACAD CHILD PSY, V32, P617, DOI 10.1097/00004583-199305000-00019 Allison C, 2008, J AUTISM DEV DISORD, V38, P1414, DOI 10.1007/s10803-007-0509-7 Baird G, 2000, J AM ACAD CHILD PSY, V39, P694, DOI 10.1097/00004583-200006000-00007 Baranek GT, 1999, J AUTISM DEV DISORD, V29, P213, DOI 10.1023/A:1023080005650 Barbaro J, 2012, J AUTISM DEV DISORD, DOI [10.1007/s10803-10012-11441-z, DOI 10.1007/S10803-10012-11441-Z] Barbaro J, 2010, J DEV BEHAV PEDIATR, V31, P376, DOI 10.1097/DBP.0b013e3181df7f3c Barbaro J, 2011, J PEDIATR NURS, V26, P334, DOI 10.1016/j.pedn.2010.04.007 Barbaro J, 2009, J DEV BEHAV PEDIATR, V30, P447, DOI 10.1097/DBP.0b013e3181ba0f9f BARONCOHEN S, 1992, BRIT J PSYCHIAT, V161, P839, DOI 10.1192/bjp.161.6.839 BARONCOHEN S, 1996, BRIT J PSYCHIAT, V168, P158, DOI DOI 10.1192/BJP.168.2.158 Bryson SE, 2008, J AUTISM DEV DISORD, V38, P731, DOI 10.1007/s10803-007-0440-y Chawarska K, 2009, J CHILD PSYCHOL PSYC, V50, P1235, DOI 10.1111/j.1469-7610.2009.02101.x Chawarska K, 2007, J CHILD PSYCHOL PSYC, V48, P128, DOI 10.1111/j.1469-7610.2006.01685.x Clifford SM, 2008, J AUTISM DEV DISORD, V38, P791, DOI 10.1007/s10803-007-0444-7 Dawson G, 2008, DEV PSYCHOPATHOL, V20, P775, DOI 10.1017/S0954579408000370 Dietz C, 2006, J AUTISM DEV DISORD, V36, P713, DOI 10.1007/s10803-006-0114-1 Howell DC, 2010, STAT METHODS PSYCHOL Interactive Autism Network, 2008, 6 IAN Kleinman JM, 2008, J AUTISM DEV DISORD, V38, P827, DOI 10.1007/s10803-007-0450-9 Landa RJ, 2007, ARCH GEN PSYCHIAT, V64, P853, DOI 10.1001/archpsyc.64.7.853 Landa RJ, 2008, NAT CLIN PRACT NEURO, V4, P138, DOI 10.1038/ncpneuro0731 Le Couteur A, 2008, J AUTISM DEV DISORD, V38, P362, DOI 10.1007/s10803-007-0403-3 Lord C., 1999, AUTISM DIAGNOSTIC OB Lord C, 2004, J CHILD PSYCHOL PSYC, V45, P1 Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947 Lord C, 1995, J CHILD PSYCHOL PSYC, V36, P1365, DOI 10.1111/j.1469-7610.1995.tb01669.x Mandell DS, 2005, PEDIATRICS, V116, P1480, DOI 10.1542/peds.2005-0185 Mitchell S, 2006, J DEV BEHAV PEDIATR, V27, pS69, DOI 10.1097/00004703-200604002-00004 Mullen E, 1995, MULLEN SCALES EARLY Nadig AS, 2007, ARCH PEDIAT ADOL MED, V161, P378, DOI 10.1001/archpedi.161.4.378 Oosterling IJ, 2009, J CHILD PSYCHOL PSYC, V51, P250 Osterling JA, 2002, DEV PSYCHOPATHOL, V14, P239 Paul R, 2008, AUTISM RES, V1, P97, DOI 10.1002/aur.12 Robins DL, 2001, J AUTISM DEV DISORD, V31, P131, DOI 10.1023/A:1010738829569 Rogers SJ, 2008, J CLIN CHILD ADOLESC, V37, P8, DOI 10.1080/15374410701817808 Rogers SJ, 2009, AUTISM RES, V2, P125, DOI 10.1002/aur.81 Stone WL, 1999, J CHILD PSYCHOL PSYC, V40, P219, DOI 10.1017/S0021963098003370 Sullivan M, 2007, J AUTISM DEV DISORD, V37, P37, DOI 10.1007/s10803-006-0335-3 Swinkels SHN, 2006, J AUTISM DEV DISORD, V36, P723, DOI 10.1007/s10803-006-0115-0 Turner LM, 2006, AUTISM, V10, P243, DOI 10.1177/1362361306063296 Watson LR, 2007, J AUTISM DEV DISORD, V37, P49, DOI 10.1007/s10803-006-0334-4 Werner E, 2000, J AUTISM DEV DISORD, V30, P157, DOI 10.1023/A:1005463707029 Werner E, 2005, ARCH GEN PSYCHIAT, V62, P889, DOI 10.1001/archpsyc.62.8.889 Wetherby AM, 2008, AUTISM, V12, P487, DOI 10.1177/1362361308094501 Wetherby AM, 2007, J AUTISM DEV DISORD, V37, P960, DOI 10.1007/s10803-006-0237-4 Young RL, 2003, AUTISM, V7, P125, DOI 10.1177/1362361303007002002 Zwaigenbaum L, 2005, INT J DEV NEUROSCI, V23, P143, DOI 10.1016/j.ijdevneu.2004.05.001 NR 47 TC 12 Z9 12 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD JAN PY 2013 VL 17 IS 1 BP 64 EP 86 DI 10.1177/1362361312442597 PG 23 WC Psychology, Developmental SC Psychology GA 118ZM UT WOS:000317066100007 PM 22735682 ER PT J AU Kamp-Becker, I Ghahreman, M Heinzel-Gutenbrunner, M Peters, M Remschmidt, H Becker, K AF Kamp-Becker, Inge Ghahreman, Mardjan Heinzel-Gutenbrunner, Monika Peters, Mira Remschmidt, Helmut Becker, Katja TI Evaluation of the revised algorithm of Autism Diagnostic Observation Schedule (ADOS) in the diagnostic investigation of high-functioning children and adolescents with autism spectrum disorders SO AUTISM LA English DT Article DE ADOS; diagnosis of autism spectrum disorder; Asperger's syndrome; high-functioning autism; sensitivity; specificity ID ADI-R; ASPERGER-SYNDROME; LANGUAGE; VALIDITY; ADULTS; INSTRUMENTS; INFORMATION; IMPAIRMENT; ABILITY AB The Autism Diagnostic Observation Schedule (ADOS) is a semi-structured, standardized assessment designed for use in diagnostic evaluation of individuals with suspected autism spectrum disorder (ASD). The ADOS has been effective in categorizing children who definitely have autism or not, but has lower specificity and sometimes sensitivity for distinguishing children with milder ASDs. Revised ADOS algorithms have been recently developed. The goals of this study were to analyze the predictive validity of different ADOS algorithms for module 3, in particular for high-functioning autism spectrum disorder. The participants were 252 children and adolescents aged between four and 16 years, with a full-scale IQ above 70 (126 with a diagnosis of ASD, 126 with a heterogeneous non-spectrum diagnosis). As a main finding, sensitivity was substantially higher for the newly developed 'revised algorithm', both for autism versus non-spectrum, as well as for the broader ASD versus non-spectrum, using the higher cut-off. The strength of the original algorithm lies in its positive predictive power, while the revised algorithm shows weaknesses in specificity for non-autism ASD. As the ADOS is valid and reliable even for higher functioning ASD, the findings of the present study have been used to make recommendations regarding the best use of ADOS algorithms in a high-functioning sample. C1 [Kamp-Becker, Inge; Ghahreman, Mardjan; Heinzel-Gutenbrunner, Monika; Peters, Mira; Remschmidt, Helmut; Becker, Katja] Univ Marburg, Dept Child & Adolescent Psychiat, D-35033 Marburg, Germany. RP Kamp-Becker, I (reprint author), Univ Marburg, Dept Child & Adolescent Psychiat, D-35033 Marburg, Germany. 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Taylor, Julie Lounds TI Outcomes in adults with autism spectrum disorders: a historical perspective SO AUTISM LA English DT Article DE autism spectrum disorders; follow-up; outcome; adulthood ID QUALITY-OF-LIFE; FOLLOW-UP; ASPERGER-SYNDROME; YOUNG-ADULTS; HIGH-SCHOOL; CHILDREN; INDIVIDUALS; POPULATION; TRANSITION; CHILDHOOD AB In this review, we examine the ways in which researchers have defined successful adult outcomes for individuals with autism spectrum disorders (ASDs) from the first systematic follow-up reports to the present day. The earliest outcome studies used vague and unreliable outcome criteria, and institutionalization was a common marker of poor outcomes. In the past decade, researchers have begun to standardize the measurement of adult outcomes with specific criteria based on friendships, employment, and living arrangements. Although nearly all of these studies have agreed that the majority of adults with ASD have poor outcomes, evolving concepts of what it means to be an adult could have an impact on outcomes measured. For example, some researchers have suggested that taking into account the person-environment fit could reveal a more optimistic picture of outcomes for these adults. Suggestions for future research are discussed. C1 [Henninger, Natalie A.] Vanderbilt Univ, Nashville, TN USA. [Henninger, Natalie A.; Taylor, Julie Lounds] Vanderbilt Kennedy Ctr, Nashville, TN 37203 USA. [Taylor, Julie Lounds] Vanderbilt Univ, Vanderbilt Kennedy Ctr, Sch Med, Nashville, TN USA. [Taylor, Julie Lounds] Monroe Carell Jr Childrens Hosp Vanderbilt, Nashville, TN USA. RP Taylor, JL (reprint author), Vanderbilt Kennedy Ctr, PMB 40-230 Appleton Pl, Nashville, TN 37203 USA. 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TI Prevalence and correlates of autism in a state psychiatric hospital SO AUTISM LA English DT Article DE autism; schizophrenia; hospitalization; adults; differential diagnosis ID SPECTRUM DISORDERS; ASPERGER-SYNDROME; DSM-III; SCHIZOPHRENIA; CHILDREN; ADULTS; ADOLESCENTS; DIAGNOSIS AB This study estimated the ASD prevalence in a psychiatric hospital and evaluated the Social Responsiveness Scale (SRS) combined with other information for differential diagnosis. Chart review, SRS and clinical interviews were collected for 141 patients at one hospital. Diagnosis was determined at case conference. Receiver operating characteristic (ROC) curves were used to evaluate the SRS as a screening instrument. Chi-squared Automatic Interaction Detector (CHAID) analysis estimated the role of other variables, in combination with the SRS, in separating cases and non-cases. Ten percent of the sample had ASD. More than other patients, their onset was prior to 12 years of age, they had gait problems and intellectual disability, and were less likely to have a history of criminal involvement or substance abuse. Sensitivity (0.86) and specificity (0.60) of the SRS were maximized at a score of 84. Adding age of onset <12 years and cigarette use among those with SRS <80 increased sensitivity to 1.00 without lowering specificity. Adding a history substance abuse among those with SRS >80 increased specificity to 0.90 but dropped sensitivity to 0.79. Undiagnosed ASD may be common in psychiatric hospitals. The SRS, combined with other information, may discriminate well between ASD and other disorders. C1 [Mandell, David S.] Univ Penn, Sch Med, Dept Psychiat, Ctr Autism Res, Philadelphia, PA 19104 USA. [Johnson, Donielle N.] Univ Penn, Sch Arts & Sci, Philadelphia, PA 19104 USA. RP Mandell, DS (reprint author), Univ Penn, Sch Med, Dept Psychiat, Ctr Autism Res, 3535 Market St,8th Floor, Philadelphia, PA 19104 USA. 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McDuffie, Andrea Weismer, Susan Ellis Abbeduto, Leonard TI Increasing verbal responsiveness in parents of children with autism: a pilot study SO AUTISM LA English DT Article DE autism; caregiver responsiveness; language intervention; parent-mediated intervention; verbal responsiveness ID YOUNG-CHILDREN; SPECTRUM DISORDER; CONTROLLED-TRIAL; LANGUAGE; COMMUNICATION; INTERVENTION; BEHAVIORS; PREDICT AB Correlational studies have revealed a positive relationship between parent verbal responsiveness and language outcomes in children with autism. We investigated whether parents of young children on the autism spectrum could learn and implement the specific categories of verbal responsiveness that have been suggested to facilitate language development. Parents were taught to increase their verbal responsiveness in the context of a short-term language intervention that included group parent education sessions, as well as individual and small-group coaching sessions of parent-child play interactions. Parents in the treatment group increased their use of comments that: described their child's focus of attention; interpreted or expanded child communication acts; and prompted child communication. Preliminary treatment effects were also noted in children's prompted and spontaneous communication. These results support the use of parent-mediated interventions targeting verbal responsiveness to facilitate language development and communication in young children with autism. C1 [Venker, Courtney E.; McDuffie, Andrea; Weismer, Susan Ellis; Abbeduto, Leonard] Univ Wisconsin, Waisman Ctr, Madison, WI 53705 USA. [Venker, Courtney E.; Weismer, Susan Ellis] Univ Wisconsin, Dept Commun Disorders, Madison, WI 53705 USA. 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L., 2004, PRESCHOOL LANGUAGE S NR 31 TC 9 Z9 9 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD NOV PY 2012 VL 16 IS 6 BP 568 EP 585 DI 10.1177/1362361311413396 PG 18 WC Psychology, Developmental SC Psychology GA 032SY UT WOS:000310740600003 PM 21846665 ER PT J AU Minne, EP Semrud-Clikeman, M AF Minne, Elizabeth Portman Semrud-Clikeman, Margaret TI A social competence intervention for young children with high functioning autism and Asperger syndrome: a pilot study SO AUTISM LA English DT Article DE Autism; Asperger Syndrome; Social Competence; Group Intervention ID SKILLS AB The key features of Asperger Syndrome (AS) and high functioning autism (HFA) include marked and sustained impairment in social interactions. A multi-session, small group program was developed to increase social perception based on the assumption perceptual or interpretive problems underlying these social difficulties. Additionally, the group format espoused a play therapy orientation and the use of sociodramatic play was the primary therapeutic modality used. Qualitative analyses of the data resulted in an explanation of the key changes in social interactions that took place through the course of the intervention. Although each participant's experience in this group was unique, all children in this program demonstrated improvements in their social interactions, as they experienced development both emotionally and behaviorally. Findings suggest that, despite their rigid interests and behavior patterns, the social limitations of these children improved when provided with the necessary environmental resources. C1 [Semrud-Clikeman, Margaret] Univ Minnesota, Sch Med, Minneapolis, MN 55455 USA. RP Minne, EP (reprint author), 4009 Banister Ln,Suite 368, Austin, TX 78704 USA. 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SO AUTISM LA English DT Article DE autism spectrum disorder; memory; hippocampus; prefrontal cortex; parietal cortex; default network ID HIGH-FUNCTIONING AUTISM; LONG-TERM-MEMORY; EPISODIC MEMORY; ASPERGER-SYNDROME; AUTOBIOGRAPHICAL MEMORY; DEVELOPMENTAL AMNESIA; RECOGNITION MEMORY; SPECTRUM DISORDER; IMPAIRED MEMORY; SEMANTIC MEMORY AB In this theoretical note, possible neural causes of episodic memory impairment in individuals with ASD and currently normal intellectual and linguistic function are considered. The neural causes most commonly argued for are hippocampal or prefrontal cortex dysfunction, associated with impaired neural connectivity. It is argued here that a hippocampal dysfunction hypothesis is weakened by differences in cued recall and paired associate learning in individuals with ASD compared with individuals with developmental or acquired hippocampus-related amnesia, and that recent findings on patients with posterior parietal lesions (PPC) offer a better fit with the dissociation between free and cued recall observed in ASD. The PPC forms part of the default system subserving mindreading, among other functions, and an association between PPC dysfunction and memory impairment in ASD is consistent with recent suggestions that neural disconnectivity within the default system underlies behaviours diagnostic of ASD. C1 [Boucher, Jill] City Univ London, Autism Res Grp, London EC1V 0HB, England. [Mayes, Andrew] Univ Manchester, Manchester M13 9PL, Lancs, England. RP Boucher, J (reprint author), City Univ London, Autism Res Grp, Northampton Sq, London EC1V 0HB, England. 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H. Ring, Howard Redley, Marcus Watson, Peter TI Decision-making difficulties experienced by adults with autism spectrum conditions SO AUTISM LA English DT Article DE Autism spectrum conditions; decision-making; experiences; general decision making style ID IOWA GAMBLING TASK; FUNCTIONING AUTISM; PREFRONTAL CORTEX; ANXIETY; DISORDERS; AMYGDALA; CHOICE; STYLE AB Autobiographical and clinical accounts, as well as a limited neuropsychological research literature, suggest that, in some situations, men and women with autism spectrum conditions (ASCs) may have difficulty making decisions. Little is known, however, about how people with ASCs experience decision-making or how they might best be supported to make decisions for themselves. In this study, we compared the decision-making experiences of adults with and without ASCs (n=38 and n=40, respectively) using a novel questionnaire and the General Decision Making Style inventory (GDMS, Scott & Bruce, 1995). 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Bailey, Anthony J. TI Perception of mirror symmetry in autism spectrum disorders SO AUTISM LA English DT Article DE autism; symmetry; Gestalt ID ATTENTION; FORM AB Gestalt grouping in autism spectrum disorders (ASD) is selectively impaired for certain organization principles but for not others. Symmetry is a fundamental Gestalt principle characterizing many biological shapes. Sensitivity to symmetry was tested using the Picture Symmetry Test, which requires finding symmetry lines on pictures. Individuals with ASD showed decreased sensitivity to symmetry and a correlation of test performance with performance IQ. Decreased sensitivity for symmetry in ASD is discussed in relation to reduced visual experience of faces in early development. C1 [Falter, Christine M.] Univ Oxford, Dept Psychiat, Oxford OX3 7JX, England. [Bailey, Anthony J.] Univ British Columbia, Dept Psychiat, Vancouver, BC, Canada. RP Falter, CM (reprint author), Univ Oxford, Warneford Hosp, Dept Psychiat, Oxford OX3 7JX, England. 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SO AUTISM LA English DT Article DE Asperger's disorder; autism; behavioural disturbance; communication; emotional disturbance; motor performance ID HIGH-FUNCTIONING AUTISM; PERVASIVE DEVELOPMENTAL DISORDERS; MOVEMENT-RELATED POTENTIALS; SPECTRUM DISORDERS; CHILDREN; IMPAIRMENT; COORDINATION; PERFORMANCE; CLUMSINESS; DIAGNOSIS AB The relationship of motor proficiency with emotional/behavioural disturbance, autistic symptoms and communication disturbance was investigated in children diagnosed with autism and Asperger's disorder (AD). The Movement Assessment Battery for Children was used as a measure of motor impairment, and the Developmental Behavioural Checklist was used as a measure of emotional/behavioural disturbance in the following groups: AD (n = 22), high functioning autism (HFA) (n = 23), LFA (n = 8) and typically developing children (n = 20). The HFA group had more difficulty with motor items, such as ball skills and balance, than did the AD group. There were significant positive correlations between impairments in motor proficiency (in particular ball skills and balance) and emotional/behavioural disturbance, autistic symptoms and communication disturbance. These findings are consistent with the hypothesis that there are qualitative and quantitative differences in the motor profile between autism and AD. In addition, the association between motor proficiency impairment and emotional/behavioural disturbance in autism and AD emphasizes the importance for screening of co-occurring emotional/behavioural symptoms in individuals with motor difficulties. These findings have implications for the potential use of adjunct motor measures in the diagnosis and definition of autism spectrum disorders. C1 [Papadopoulos, Nicole; Bradshaw, John; Rinehart, Nicole] Monash Univ, Sch Psychol & Psychiat, Ctr Dev Psychiat & Psychol, Clayton, Vic 3800, Australia. [McGinley, Jennifer] Univ Melbourne, Cheltenham, Vic, Australia. 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TI Listeners prefer the laughs of children with autism to those of typically developing children SO AUTISM LA English DT Article DE affect; autism; emotion; laughs; laughter; perception ID HIGH-FUNCTIONING CHILDREN; DOWN-SYNDROME; SPECTRUM DISORDERS; FACIAL EXPRESSIONS; PARENTS; MOTHERS; STRESS; RECOGNITION; VOLUNTARY; ATTENTION AB The purpose of this study was to investigate the impact of laugh sounds produced by 8-to 10-year-old children with and without autism on naive listeners, and to evaluate if listeners could distinguish between the laughs of the two groups. Results showed that listeners rated the laughs of children with autism more positively than the laughs of typically developing children, and that they were slightly above chance levels at judging which group produced the laugh. A subset of participants who reported listening for "uncontrolled" or "longer" laughs were significantly better at discriminating between the laughs of the two groups. 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Pugliese, Cara Scarpa, Angela TI Social anxiety mediates the effect of autism spectrum disorder characteristics on hostility in young adults SO AUTISM LA English DT Article DE autism; adult; social anxiety; hostility; aggression ID HIGH-FUNCTIONING CHILDREN; ASPERGER-SYNDROME; GENERAL-POPULATION; PEER REJECTION; QUOTIENT AQ; SELF-ESTEEM; ADOLESCENTS; AGGRESSION; LONELINESS; PHENOTYPE AB Problems with social anxiety are frequently reported in people with autism spectrum disorders (ASD). It is possible that social anxiety, when present, exacerbates the experience of hostility and other forms of aggression in relation to ASD symptoms. This study sought to determine if social anxiety symptoms mediate the relationship between features of ASD and feelings of hostility in young adults. Self-report measures of social anxiety, ASD, and facets of aggression were collected in a non-clinical sample (n = 618) of college students. Social anxiety was found to partially mediate the relationship between ASD features and self-reported hostility. There was also evidence for inconsistent mediation, such that social anxiety dampened the strength of the relationship between ASD symptoms and verbal and physical aggression. Findings highlight the potential influence of associated psychiatric symptoms in people with ASD. In addition, dimensional conceptualization of ASD symptoms, as opposed to a categorical approach solely, may be a useful approach to studying complex personality processes. C1 [White, Susan Williams; Kreiser, Nicole L.; Pugliese, Cara; Scarpa, Angela] Virginia Tech, Blacksburg, VA 24061 USA. RP White, SW (reprint author), Virginia Polytech Inst & State Univ, 109 Williams Hall, Blacksburg, VA 24061 USA. EM sww@vt.edu CR Abell F, 2005, AUTISM, V9, P515, DOI 10.1177/1362361305057857 Amaral DG, 2003, GENES BRAIN BEHAV, V2, P295, DOI 10.1034/j.1601-183X.2003.00043.x Attwood T., 2007, COMPLETE GUIDE ASPER Austin EJ, 2005, PERS INDIV DIFFER, V38, P451, DOI 10.1016/j.paid.2004.04.022 BARON RM, 1986, J PERS SOC PSYCHOL, V51, P1173, DOI 10.1037/0022-3514.51.6.1173 Baron-Cohen S, 2001, J AUTISM DEV DISORD, V31, P5, DOI 10.1023/A:1005653411471 Bauminger N, 2000, CHILD DEV, V71, P447, DOI 10.1111/1467-8624.00156 Beidel D. C., 2007, SHY CHILDREN PHOBIC Bellini S, 2006, FOCUS AUTISM OTHER D, V21, P138, DOI DOI 10.1177/10883576060210030201 Blackshaw AJ, 2001, AUTISM, V5, P147, DOI 10.1177/1362361301005002005 Burnette CP, 2005, J AUTISM DEV DISORD, V35, P63, DOI 10.1007/s10803-004-1035-5 BUSS AH, 1992, J PERS SOC PSYCHOL, V63, P452, DOI 10.1037//0022-3514.63.3.452 Clark D. 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W., 2011, SOCIAL ANXIETY DISOR, P183, DOI 10.1037/12315-010 White SW, 2009, J AUTISM DEV DISORD, V39, P1006, DOI 10.1007/s10803-009-0713-8 Williamson S, 2008, AUTISM, V12, P391, DOI 10.1177/1362361308091652 NR 61 TC 4 Z9 4 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2012 VL 16 IS 5 BP 453 EP 464 DI 10.1177/1362361311431951 PG 12 WC Psychology, Developmental SC Psychology GA 014CL UT WOS:000309352600002 PM 22589452 ER PT J AU Maljaars, J Noens, I Scholte, E van Berckelaer-Onnes, I AF Maljaars, Jarymke Noens, Ilse Scholte, Evert van Berckelaer-Onnes, Ina TI Evaluation of the criterion and convergent validity of the Diagnostic Interview for Social and Communication Disorders in young and low-functioning children SO AUTISM LA English DT Article DE autism spectrum disorder; DISCO-11; diagnostic interview; validity ID PERVASIVE DEVELOPMENTAL DISORDERS; OBSERVATION-SCHEDULE; MENTAL-RETARDATION; SPECTRUM DISORDERS; REVISED ALGORITHMS; AUTISM; QUESTIONNAIRE; ADOLESCENTS; POPULATION; CHECKLIST AB The Diagnostic Interview for Social and Communication Disorders (DISCO; Wing, 2006) is a standardized, semi-structured and interviewer-based schedule for diagnosis of autism spectrum disorder (ASD). The objective of this study was to evaluate the criterion and convergent validity of the DISCO-11 ICD-10 algorithm in young and low-functioning children. The DISCO-11, Autism Diagnostic Observation Schedule (ADOS), and Social Communication Questionnaire (SCQ) were administered to a Dutch sample of 115 children comprising 52 children with ASD (both with and without intellectual disability), 26 children with intellectual disability (non-ASD), and 37 typically developing children. Results indicated high sensitivity and specificity for DISCO-11 classifications in differentiating ASD from non-ASD according to the clinical classification in children with mild intellectual disability or average intelligence. Among children with a moderate or severe intellectual disability the sensitivity was equally high, but the specificity was significantly lower. The agreement between DISCO-11 and ADOS classifications was substantial, between DISCO-11 and SCQ moderate. The correlations between raw scores of the DISCO and ADOS algorithm or SCQ were both high. In conclusion, the DISCO-11 differentiates accurately between autistic disorder and non-ASD in young children with an average intelligence or mild intellectual disability, but is over inclusive in the lower levels of intellectual disability. C1 [Maljaars, Jarymke] Leiden Univ, Fac Social & Behav Sci, NL-2300 RB Leiden, Netherlands. [Noens, Ilse] Katholieke Univ Leuven, Louvain, Belgium. RP Maljaars, J (reprint author), Leiden Univ, Fac Social & Behav Sci, POB 9555, NL-2300 RB Leiden, Netherlands. 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D., 2007, FOCUS AUTISM OTHER D, V22, P33, DOI [10.1177/10883576070220010401, DOI 10.1177/10883576070220010401] Wing L, 2002, J CHILD PSYCHOL PSYC, V43, P307, DOI 10.1111/1469-7610.00023 Wing L, 2006, DIAGNOSTIC INTERVIEW Witwer AN, 2007, J INTELLECT DEV DIS, V32, P179, DOI 10.1080/13668250701604776 NR 32 TC 4 Z9 4 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2012 VL 16 IS 5 BP 487 EP 497 DI 10.1177/1362361311402857 PG 11 WC Psychology, Developmental SC Psychology GA 014CL UT WOS:000309352600004 PM 21690082 ER PT J AU Kissine, M De Brabanter, P Leybaert, J AF Kissine, Mikhail De Brabanter, Philippe Leybaert, Jacqueline TI Compliance with requests by children with autism: the impact of sentence type SO AUTISM LA English DT Article DE indirect speech acts; naturalistic study; non-literal speech; pragmatics ID ASPERGER-SYNDROME; MIND; COMPREHENSION; DECEPTION; LANGUAGE; EXPLORATION; METAPHOR AB This study assesses the extent to which children with autism understand requests performed with grammatically non-imperative sentence types. Ten children with autism were videotaped in naturalistic conditions. Four grammatical sentence types were distinguished: imperative, declarative, interrogative and sub-sentential. For each category, the proportion of requests complied with significantly exceeded the proportion of requests not complied with, and no difference across categories was found. These results show that children with autism do not rely exclusively on the linguistic form to interpret an utterance as a request. C1 [Kissine, Mikhail] Univ Libre Brussels, FRS FNRS, B-1050 Brussels, Belgium. RP Kissine, M (reprint author), Univ Libre Brussels, FRS FNRS, CP 175,Av FD Roosevelt, B-1050 Brussels, Belgium. EM mkissine@ulb.ac.be CR Capps L., 1998, AUTISM, V2, P325, DOI DOI 10.1177/1362361398024002 CARRELL PL, 1981, J CHILD LANG, V8, P329 Chevallier C, 2010, J AUTISM DEV DISORD, V40, P1104, DOI 10.1007/s10803-010-0960-8 CLARK HH, 1975, J VERB LEARN VERB BE, V14, P56, DOI 10.1016/S0022-5371(75)80006-5 de Villiers J., 2007, MIDWEST STUD PHILOS, V31, P292, DOI DOI 10.1111/J.1475-4975.2007.00151.X Dennis M, 2001, J AUTISM DEV DISORD, V31, P47, DOI 10.1023/A:1005661613288 HAPPE FGE, 1993, COGNITION, V48, P101, DOI 10.1016/0010-0277(93)90026-R Kaland N, 2002, J CHILD PSYCHOL PSYC, V43, P517, DOI 10.1111/1469-7610.00042 Khomsi A., 2001, EVALUATION LANGUAGE LEEKAM SR, 1994, J CHILD PSYCHOL PSYC, V35, P901, DOI 10.1111/j.1469-7610.1994.tb02301.x Macaulay M., PRAGMATICS IN PRESS MacKay G, 2005, CHILD LANG TEACH THE, V20, P13 Martin I, 2004, J AUTISM DEV DISORD, V34, P311, DOI 10.1023/B:JADD.0000029553.52889.15 Norbury CF, 2005, BRIT J DEV PSYCHOL, V23, P383, DOI 10.1348/026151005X26732 Ozonoff S, 1996, BRAIN LANG, V52, P411, DOI 10.1006/brln.1996.0022 PAUL R, 1985, J SPEECH HEAR RES, V28, P475 Pijnacker J, 2009, J AUTISM DEV DISORD, V39, P607, DOI 10.1007/s10803-008-0661-8 REEDER K, 1980, J CHILD LANG, V7, P13 Rundblad G, 2010, AUTISM, V14, P29, DOI 10.1177/1362361309340667 SHATZ M, 1978, COGNITIVE PSYCHOL, V10, P271, DOI 10.1016/0010-0285(78)90001-4 SODIAN B, 1991, CHILD DEV, V62, P468, DOI 10.1111/j.1467-8624.1991.tb01545.x Tager-Flusberg H., 2000, UNDERSTANDING OTHER, P124 Talwar V, 2007, DEV PSYCHOL, V43, P804, DOI 10.1037/0012-1649.43.3.804 The Language Archive of the Max Planck Institute for Psycholinguistics, 2012, ELAN WINNER E, 1991, BRIT J DEV PSYCHOL, V9, P257 NR 25 TC 1 Z9 1 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2012 VL 16 IS 5 BP 523 EP 531 DI 10.1177/1362361311406296 PG 9 WC Psychology, Developmental SC Psychology GA 014CL UT WOS:000309352600006 PM 22399448 ER PT J AU Griffith, GM Totsika, V Nash, S Hastings, RP AF Griffith, Gemma M. Totsika, Vasiliki Nash, Susie Hastings, Richard P. TI 'I just don't fit anywhere': support experiences and future support needs of individuals with Asperger syndrome in middle adulthood SO AUTISM LA English DT Article DE Asperger syndrome; support services; qualitative; adults ID INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS; AUTISM; PERCEPTIONS; PSYCHOLOGY; DIAGNOSIS; MOTHERS; SCHOOL AB The experiences of individuals in middle adulthood with Asperger syndrome have been the subject of little previous research, especially in terms of their experience of support services. In the present research, 11 adults with Asperger syndrome were interviewed. Interpretative phenomenological analysis (IPA) was used to interpret the interviews. Four themes emerged from the analysis: living with Asperger syndrome; employment issues; experiences with mainstream support; and future steps towards supporting adults with Asperger syndrome. The findings highlighted the anxiety, depression, and communication difficulties that people with Asperger syndrome may experience. Much of the available support is perceived as unsuitable for individuals with Asperger syndrome. All participants wanted to remain as independent as possible, and believed an individualized approach to support would be greatly beneficial. Recommendations are made for future practice to help support adults with Asperger syndrome. C1 [Griffith, Gemma M.; Totsika, Vasiliki; Nash, Susie; Hastings, Richard P.] Bangor Univ, Sch Psychol, Bangor II57 2AS, Gwynedd, Wales. RP Griffith, GM (reprint author), Bangor Univ, Sch Psychol, Brigantia Bldg,Penrhalt Rd, Bangor II57 2AS, Gwynedd, Wales. EM griffith@bangor.ac.uk RI Hastings, Richard/D-9657-2013 OI Hastings, Richard/0000-0002-0495-8270 CR American Psychiatric Association (APA), 1994, DIAGN STAT MAN MENT, V4th Baron-Cohen S, 2004, J AUTISM DEV DISORD, V34, P163, DOI 10.1023/B:JADD.0000022607.19833.00 Brocki JM, 2006, PSYCHOL HEALTH, V21, P87, DOI 10.1080/14768320500230185 Carrington S, 2001, AUTISM, V5, P37, DOI 10.1177/1362361301005001004 Department of Health, 2010, FULF REW LIV STRAT A Elliott R, 1999, BRIT J CLIN PSYCHOL, V38, P215, DOI 10.1348/014466599162782 Harker M, 2004, TOMORROWS BIG PROBLE Hendricks DR, 2009, FOCUS AUTISM DEV DIS, V24, P77, DOI 10.1177/1088357608329827 Howard B, 2006, AUTISM, V33, P489 Howlin P, 2004, J CHILD PSYCHOL PSYC, V45, P212, DOI 10.1111/j.1469-7610.2004.00215.x Hurlbutt K., 2002, FOCUS AUTISM OTHER D, V17, P103, DOI [10.1177/10883576020170020501, DOI 10.1177/10883576020170020501] Hurlbutt K, 2004, FOCUS AUTISM OTHER D, V19, P215, DOI DOI 10.1177/10883576040190040301 Huws JC, 2008, J INTELLECT DEV DIS, V33, P99, DOI 10.1080/13668250802010394 Molloy H., 2004, ASPERGER SYNDROME AD Muller E, 2003, J VOCATIONAL REHABIL, V18, P163 Muller E, 2008, AUTISM, V12, P173, DOI 10.1177/1362361307086664 Powell A., 2002, TAKING RESPONSIBILIT Punshon C, 2009, AUTISM, V13, P265, DOI 10.1177/1362361309103795 Reilly DE, 2008, J APPL RES INTELLECT, V21, P546, DOI 10.1111/j.1468-3148.2008.00427.x Smith J. A., 1999, QUALITATIVE HLTH PSY, P218 Smith JA, 2002, J HEALTH PSYCHOL, V7, P131, DOI 10.1177/1359105302007002398 Sturges JE, 2004, QUALITATIVE RES, V4, P107, DOI DOI 10.1177/1468794104041110 Williams E, 2004, THEOR PSYCHOL, V14, P704, DOI 10.1177/0959354304046180 Willig C, 2001, INTRO QUALITATIVE RE NR 24 TC 8 Z9 8 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2012 VL 16 IS 5 BP 532 EP 546 DI 10.1177/1362361311405223 PG 15 WC Psychology, Developmental SC Psychology GA 014CL UT WOS:000309352600007 PM 21610188 ER PT J AU Zeglam, AM Maouna, A AF Zeglam, Adel M. Maouna, Ameena TI Is there a need for a focused health care service for children with autistic spectrum disorders? A keyhole look at this problem in Tripoli, Libya SO AUTISM LA English DT Article DE Tripoli; Libya; Arab countries; Africa; behavior AB Background Autism is a global disorder, but relatively little is known about its presentation and occurrence in many developing countries, including Libya. Aims 1. To estimate the prevalence of autistic spectrum disorders in children referred to Al-Khadra hospital (KH). 2. To increase the awareness among pediatrician and primary health care providers of the importance of considering autism in children presenting with speech and language disorders. Methods Prospective hospital-based study of all children referred to a neurodevelopment clinic between 2005 and 2009 with the diagnosis of either speech and language difficulties or behavioral difficulties. Results A total of 38,508 children were seen in the pediatric outpatient clinics of KH, Tripoli, between 2005 and 2009. Of these, 180 children were referred to the neurodevelopment clinic with history of delayed speech and language and or behavioral difficulties. A diagnosis of autism was made in 128 children, which gives a prevalence of approximately 1 in 300. Conclusion The prevalence of autism in Libya is probably similar to that seen in the USA and the UK. No data were available for comparison from either Arab or other developing countries. Autism is an important differential diagnosis of any language disorder 'and behavioral difficulties'. C1 [Zeglam, Adel M.] Al Fateh Univ, Al Khadra Teaching Hosp, Fac Med, Dept Paediat, Tripoli, Libya. RP Zeglam, AM (reprint author), Al Fateh Univ, Al Khadra Teaching Hosp, Fac Med, Dept Paediat, Tripoli, Libya. EM zeglama@yahoo.com NR 0 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2012 VL 16 IS 4 BP 337 EP 339 DI 10.1177/1362361310393535 PG 3 WC Psychology, Developmental SC Psychology GA 982BT UT WOS:000307017400002 PM 21920990 ER PT J AU Tsai, WC Soong, WT Shyu, YIL AF Tsai, Wen-Che Soong, Wei-Tsuen Shyu, Yea-Ing Lotus TI Toddler autism screening questionnaire: Development and potential clinical validity SO AUTISM LA English DT Article DE Autistic disorder; pre-school children; psychometrics; questionnaires; screening ID SPECTRUM DISORDERS; MODIFIED CHECKLIST; CHILDREN; AGE; DIAGNOSIS AB No feasible screening instrument is available for early detection of children with autism in Taiwan. The existing instruments may not be appropriate for use in Taiwan due to different health care systems and child-rearing cultures. The purpose of this study was to develop and test a screening questionnaire for generic autism. The initial 18-item screening questionnaire was developed by a child psychiatrist using face-to-face interviews with 10 families of children with autism and then tested on a sample of families of 18 children with autism and of 59 typically developing children. Of these 18 items, 15 had fair or better item discrimination (kappa > 0.20) and were selected for the revised screening questionnaire. In the revised questionnaire, cutoff scores of 5 and 6 offered 100% sensitivity and 96.5% specificity, with the area under the receiver operating characteristic curve of 0.983. The revised screening instrument has high sensitivity and specificity, making it potentially useful for screening Taiwanese children at risk for autism. This instrument should be further tested in a population-based study. C1 [Shyu, Yea-Ing Lotus] Chang Gung Univ, Gueishan, Taiwan. [Tsai, Wen-Che] Natl Taiwan Univ Hosp, Taipei, Taiwan. RP Shyu, YIL (reprint author), Chang Gung Univ, Gueishan, Taiwan. 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Two groups, comprising 63 children with clinically ascertained ASDs and 67 typically developing children, were interviewed with the short 3Di translated version. Mean 3Di scale scores in each domain of autistic symptoms (social reciprocity, communication, and repetitive/stereotyped behaviors) were significantly higher in the ASD group than in the typically developing group. The optimal receiver operating characteristics curve cut-off scores were found to be 10, 8, and 3 for social reciprocity domain, communication domain, and repetitive/stereotyped behaviors domain, respectively, which are identical to the original English standardization. Corresponding sensitivities and specificities were 76.2% and 80.9% for the social reciprocity domain; 85.7% and 73.5% for the communication domain; and 66.7% and 80.9% for the repetitive behaviors domain. The areas under the curve were 0.89 (95% CI = 0.84-0.94), 0.88 (95% CI = 0.82-0.94), and 0.79 (95% CI = 0.71-0.87), respectively. 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Koot, Hans M. TI A continuous false belief task reveals egocentric biases in children and adolescents with Autism Spectrum Disorders SO AUTISM LA English DT Article DE Autism Spectrum Disorders; Theory of Mind; Asperger's disorder; Egocentrism; Bias; Social Cognition ID HIGH-FUNCTIONING AUTISM; ASPERGER-SYNDROME; MIND; ADULTS; ACCURACY; SCALE; EYES AB This study reports on a new false belief measure in a sample of 124 children and adolescents with or without high functioning autism (HFASD). In the classic paradigm, a participant predicts in which of two discrete locations a deceived protagonist will look for an object. In the current Sandbox task, the object is buried and reburied in a sandbox, thus creating a continuum between locations. Compared to typically developing individuals (n=62), those with HFASD (n=62) showed a larger egocentric bias on the Sandbox task. 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TI Advancing paternal age and simplex autism SO AUTISM LA English DT Article DE autism spectrum disorder; de novo; multiplex; paternal age; sex differences; simplex ID PERVASIVE DEVELOPMENTAL DISORDERS; ADVANCED PARENTAL AGE; SEX-DIFFERENCES; SPECTRUM DISORDERS; RISK-FACTORS; CHROMOSOME; MUTATION; LINKAGE; REARRANGEMENTS; LOCI AB De novo events appear more common in female and simplex autism spectrum disorder (ASD) cases and may underlie greater ASD risk in older fathers' offspring. This study examined whether advancing paternal age predicts an increase in simplex (n = 90) versus multiplex ASD cases (n = 587) in 677 participants (340 families). Whether or not controlling for maternal age, results support a significant interaction of linear paternal age and sex of the child on simplex family type. Female ASD cases were significantly more likely to be simplex as paternal age increased, but the increase for males was not significant. Findings suggest that ASD arising from non-familial, de novo events may be far less prominent in males than in females, even if more prevalent in males, due to the substantially larger number of male cases attributable to other, more strongly male-biased risk factors. C1 [Puleo, Connor Morrow] Temple Univ, Dept Psychol, Philadelphia, PA 19122 USA. [Schmeidler, James; Reichenberg, Abraham; Kolevzon, Alexander; Soorya, Latha V.; Buxbaum, Joseph D.; Silverman, Jeremy M.] Mt Sinai Sch Med, New York, NY USA. [Schmeidler, James; Reichenberg, Abraham] Kings Coll London, London, England. RP Puleo, CM (reprint author), Temple Univ, Dept Psychol, 1701 N 13th St, Philadelphia, PA 19122 USA. 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Hertz-Picciotto, Irva TI Autism spectrum disorders in Hispanics and non-Hispanics SO AUTISM LA English DT Article ID YOUNG-CHILDREN; DIAGNOSIS; POPULATION; PREVALENCE; BEHAVIOR; CHARGE; HEALTH; SAMPLE AB Objectives. To compare differences in autism between Hispanic and non-Hispanics. We also examined the relationship between multiple language exposure and language function and scores of children. Methods. The Childhood Autism Risks from Genetics and the Environment (CHARGE) study is an ongoing population-based case-control study with children sampled (n=1061) from three strata: those with autism (AU) or autism spectrum disorder (ASD); developmental delay (DD); or the general population (GP). Results. Non-Hispanic cases demonstrated higher cognitive composite scores for the Mullen Scales of Early Learning (MSEL). There were significant associations between multiple language exposure and MSEL subscales for receptive language and expressive language, in both cases (AU/ASD) and TD controls, but not DD controls. Results of multivariate regression analyses suggest several predictors to be associated with lower Mullen expressive language scores including: diagnosis of ASD/AU, speaking to the child in a second language 25-50% of the time and Hispanic ethnicity; while maternal college education was associated with higher scores. Conclusion. Overall, the CHARGE Hispanic group displayed more similarities than differences compared to non-Hispanics in terms of autistic phenotypes and maladaptive & adaptive scores for cases. The relationship between multiple language use and cognitive scores warrants a closer look. C1 [Chaidez, Virginia; Hertz-Picciotto, Irva] Univ Calif Davis, Dept Publ Hlth Sci, Div Environm & Occupat Hlth, Davis, CA 95618 USA. 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TI Object interest in autism spectrum disorder: A treatment comparison SO AUTISM LA English DT Article DE autism; intervention; object interest; play; randomised; RPMT ID PRELINGUISTIC COMMUNICATION; INTENTIONAL COMMUNICATION; VISUAL-ATTENTION; YOUNG-CHILDREN; DISABILITIES; INTERVENTIONS; PRESCHOOLERS; BEHAVIORS; INFANT; DYADS AB A randomized control trial comparing two social communication treatments for children with autism spectrum disorder examined the effect of treatment on object interest. Thirty-two children, 18-60 months, were randomly assigned to the Picture Exchange Communication System (PECS) or Responsive Education and Prelinguistic Milieu Teaching (RPMT) condition. Assessment of object interest was conducted in an unstructured play session with different toys, activities, adult, and location than experienced in treatment. Results indicated children in the RPMT condition showed greater increases in object interest as compared to children in the PECS condition. 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TI The rubber hand illusion in children with autism spectrum disorders: delayed influence of combined tactile and visual input on proprioception SO AUTISM LA English DT Article DE autism; proprioceptive; visual; tactile; multisensory integration; empathy ID MIRROR NEURON SYSTEM; BODY OWNERSHIP; SELF-CONSCIOUSNESS; COGNITIVE EMPATHY; SOCIAL COGNITION; PRETEND PLAY; IMITATION; REPRESENTATION; BRAIN; TOUCH AB In the rubber hand illusion, perceived hand ownership can be transferred to a rubber hand after synchronous visual and tactile stimulation. Perceived body ownership and self-other relation are foundational for development of self-awareness, imitation, and empathy, which are all affected in autism spectrum disorders (ASD). We examined the rubber hand illusion in children with and without ASD. Children with ASD were initially less susceptible to the illusion than the comparison group, yet showed the effects of the illusion after 6 minutes. Delayed susceptibility to the illusion may result from atypical multisensory temporal integration and/or an unusually strong reliance on proprioception. Children with ASD who displayed less empathy were significantly less likely to experience the illusion than those with more intact ability to express empathy. A better understanding of body representation in ASD may elucidate neural underpinnings of social deficits, thus informing future intervention approaches. C1 [Cascio, Carissa J.] Vanderbilt Univ, Dept Psychiat, Nashville, TN 37212 USA. [Burnette, Courtney P.] Univ New Mexico, Ctr Dev & Disabil, Albuquerque, NM 87131 USA. RP Cascio, CJ (reprint author), Vanderbilt Univ, Dept Psychiat, 1601 23rd Ave S,Suite 3057, Nashville, TN 37212 USA. 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As part of a programme of research into early detection of autism, we focussed on an everyday situation: spoon-feeding. We hypothesize that an anticipation deficit may be found very early on by observing whether the baby opens his or her mouth in anticipation of the spoon's approach. The study is based on a retrospective analysis from family home movies. Observation of infants later diagnosed with autism or an autism spectrum disorder (ASD) (n = 13) and infants with typical development (n = 14) between 4 and 6 months old show that the autism/ASD group has an early anticipation deficit. C1 [Brisson, Julie; Foussier, Stephane; Adrien-Louis, Jean] Univ Paris 05, Lab Psychopathol & Proc Sante, Inst Psychol, F-92100 Boulogne, France. [Serres, Josette] Univ Paris 05, Lab Psychol Percept, F-92100 Boulogne, France. [Warreyn, Petra] Univ Ghent, Res Grp Dev Disorders, Ghent, Belgium. RP Brisson, J (reprint author), Univ Paris 05, Lab Psychopathol & Proc Sante, Inst Psychol, 71 Ave Edouard Vaillant, F-92100 Boulogne, France. 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Klohr, Cheryl L. Constantino, John TI Motor impairment in sibling pairs concordant and discordant for autism spectrum disorders SO AUTISM LA English DT Article DE sibling studies; body coordination; manual dexterity; fine manual control; strength; agility; motor coordination; pervasive developmental disorder; endophenotype ID SOCIAL IMPAIRMENT; ASPERGER-SYNDROME; CHILDREN; TRAITS; COORDINATION; SYMPTOMS AB Aim: Although motor impairment is frequently observed in children with autism spectrum disorders (ASD), the manner in which these impairments aggregate in families affected by autism is unknown. We used a standardized measure of motor proficiency to objectively examine quantitative variation in motor proficiency in sibling pairs concordant and discordant for ASD. Methods: Motor impairment of sibling pairs from 67 ASD-affected families comprising 29 concordant pairings and 48 discordant pairings were assessed using the Bruininks Oseretsky Test of Motor Proficiency, 2nd Edition, a standardized measure of motor proficiency. Results: Motor skills were substantially impaired among ASD-affected children and highly correlated with autistic severity and IQ, whereas motor skills in unaffected siblings were essentially normal. Total motor composite scores of at least one standard deviation below the general population mean were seen in 83% of the affected group compared with 6% in the unaffected siblings. Interpretation: Findings indicate that motor impairment constitutes a core characteristic of ASD (not necessarily an ASD endophenotype), which has distinct implications for taxonomy, diagnosis, and approaches to intervention. C1 [Hilton, Claudia List; Zhang, Yi; Whilte, Megan R.; Klohr, Cheryl L.; Constantino, John] Washington Univ, St Louis, MO USA. 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It is concluded that impaired ToM by itself has only limited explanatory power, but that explorations of the psychological precursors of impaired ToM have been fruitful in increasing understanding of mindreading impairments in ASD (where 'mindreading' refers those abilities that underlie triadic interaction as well as ToM). It is argued that early explanations of impaired mindreading are untenable for various reasons, but that impairments of dyadic interaction in ASD that could lead to impaired ability to represent others' mental states may be the critical psychological cause, or causes, of impaired ToM. The complexity of causal routes to impaired ToM is emphasized. C1 City Univ London, Dept Psychol, London EC1V 0HB, England. RP Boucher, J (reprint author), City Univ London, Dept Psychol, London EC1V 0HB, England. 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Results are inconclusive, however, on whether unaffected relatives have higher levels of quantitative autism traits (QAT) or not. This might be due to differences in research populations, because behavioral data and molecular genetic research suggest that the genetic etiology of ASD is different in multiplex and simplex families. We compared 117 unaffected siblings and 276 parents of at least one child with ASD with 280 children and 595 adults from the general population on the presence of QAT using the Social Responsiveness Scale (SRS). Mean SRS scores for siblings, control children, parents and control adults were 25.4, 26.6, 33.7 and 32.9. Fathers of children with ASD showed significantly higher levels of QAT than controls, but siblings and mothers did not. We could not detect a statistically significant difference in SRS scores between relatives from simplex and multiplex families. These results do not support the theory of differential (genetic) etiology in multiplex and simplex families and suggest that a carried genetic risk is generally not expressed phenotypically in most relatives, except in fathers. C1 [De la Marche, Wouter; Steyaert, Jean] UPC KU Leuven, Child & Adolescent Psychiat Dept, B-3000 Louvain, Belgium. [De la Marche, Wouter; Steyaert, Jean] UPC KU Leuven, Leuven Autism Res, B-3000 Louvain, Belgium. [Steyaert, Jean] Univ Hosp Maastricht, Maastricht, Netherlands. [Noens, Ilse] Katholieke Univ Leuven, Parenting & Special Educ Res Grp, Louvain, Belgium. [Noens, Ilse; Van Huffel, Sabine] Katholieke Univ Leuven, Leuven Autism Res, Louvain, Belgium. [Noens, Ilse] Massachusetts Gen Hosp, Psychiat & Neurodev Genet Unit, Boston, MA 02114 USA. [Luts, Jan; Van Huffel, Sabine] Katholieke Univ Leuven, Res Div SCD, Dept Elect Engn ESAT, Heverlee, Belgium. [Scholte, Evert] Leiden Univ, Leiden, Netherlands. RP Steyaert, J (reprint author), UPC KU Leuven, Child & Adolescent Psychiat Dept, Campus Gasthuisberg,Herestr 49, B-3000 Louvain, Belgium. 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Cappadocia, M. Catherine MacMullin, Jennifer Anne Viecili, Michelle Lunsky, Yona TI The impact of child problem behaviors of children with ASD on parent mental health: The mediating role of acceptance and empowerment SO AUTISM LA English DT Article DE autism spectrum disorder; challenging behavior; mental health; parenting; childhood; coping; acceptance; empowerment ID AUTISM SPECTRUM DISORDERS; DIAGNOSTIC INTERVIEW CIDI; DOUBLE ABCX MODEL; DEVELOPMENTAL-DISABILITIES; INTELLECTUAL DISABILITY; PRESCHOOL-CHILDREN; LONGITUDINAL RELATIONSHIPS; PSYCHOLOGICAL DISTRESS; DECREASES AGGRESSION; SCREENING SCALES AB Raising a child with an autism spectrum disorder (ASD) has often been associated with higher levels of parenting stress and psychological distress, and a number of studies have examined the role of psychological processes as mediators of the impact of child problem behavior on parent mental health. The current study examined the relations among child problem behavior, parent mental health, psychological acceptance, and parent empowerment. Participants included 228 parents of children diagnosed with ASD, 6-21 years of age. As expected, psychological acceptance and empowerment were negatively related to the severity of parent mental health problems. When acceptance and empowerment were compared with each other through a test of multiple mediation, only psychological acceptance emerged as a significant partial mediator of the path between child problem behavior and parent mental health problems. As child problem behavior increased, parent psychological acceptance decreased, resulting in an increase in parent mental health problems. These findings suggest that for problems that are chronic and difficult to address, psychological acceptance may be an important factor in coping for parents of young people with ASD, in line with the growing literature on positive coping as compared with problem-focused coping. C1 [Weiss, Jonathan A.; Cappadocia, M. Catherine; MacMullin, Jennifer Anne; Viecili, Michelle] York Univ, Dept Psychol, Toronto, ON M3J 1P3, Canada. [Lunsky, Yona] Ctr Addict & Mental Hlth, Dual Diag Program, Toronto, ON, Canada. RP Weiss, JA (reprint author), York Univ, Dept Psychol, 4700 Keele St, Toronto, ON M3J 1P3, Canada. 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Sofronoff, Kate TI Sense making and benefit finding in couples who have a child with Asperger syndrome: An application of the Actor-Partner Interdependence Model SO AUTISM LA English DT Article DE sense making; benefit finding; meaning making; adjustment; parents; Asperger syndrome; Actor-Partner Interdependence Model ID DYADIC ADJUSTMENT; STRESS; FRIENDSHIP; PARENTS; EVENTS; AUTISM; SCALE AB Parents of children with Asperger syndrome face many challenges that may lead them to search for meaning by developing explanations for (sense making) and finding benefits (benefit finding) in having a child with special needs. Although family theorists have proposed that finding meaning occurs interpersonally, there is a dearth of empirical research that has examined finding meaning at the couple level. This study examined sense making and benefit finding in 84 couples who have a child with Asperger syndrome by using the Actor-Partner Interdependence Model (Kenny et al., 2006) to examine actor effects (i.e. the extent to which an individual's score on the predictor variable impacts his or her own level of adjustment) and partner effects (i.e. the extent to which an individual's score on the predictor variable has an impact on his or her partner's level of adjustment) of sense making and benefit finding on parental adjustment. Results demonstrated that parents' benefit finding related to greater anxiety and parents' sense making related to not only their own adjustment but also their partner's adjustment. Results highlight the importance of adopting an interpersonal perspective on finding meaning and adjustment. Limitations, future research and clinical implications are also discussed. C1 [Samios, Christina] Bond Univ, Fac Humanities & Social Sci, Gold Coast, Qld 4229, Australia. 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Al-Ismail, Muna Hayder, Sara Al-Rawi, Fadhila TI Quality of life of caregivers of children with autism in Qatar SO AUTISM LA English DT Article DE autism; caregivers; Qatar; quality of life ID SPECTRUM DISORDER; MOTHERS; BURDEN AB Introduction: Caring for a child diagnosed with autism could affect the quality of life of the caregiver in various different ways. No previous research has assessed the quality of lives of caregivers of children with autism in Qatar. Methods: Caregivers of a child with autism between 3 and 17 years old were recruited from child rehabilitation clinics in Qatar. The non-autism group was represented by caregivers of a typically growing child visiting a primary health care facility for a routine medical examination. Data collected from both groups included demographic and quality of life information for caregivers. Results: A total of 98 participants consented to take part in the study. Fifty-six of these were caregivers of a child with autism and 42 were caregivers of a typically growing child. There was no significant difference between quality of life domains between the two groups of caregivers, but caregivers of autistic children rated their health as poor and likely to get worse (p < 0.05). Conclusions: This study provided some evidence for the impact of caring for a child with autism on the life of the caregiver. The findings should help health policy-makers in Qatar to provide better and more focused support to children with autism and their caregivers. C1 [Kheir, Nadir; Ghoneim, Ola; Al-Ismail, Muna; Hayder, Sara] Qatar Univ, Coll Pharm, Doha, Qatar. [Sandridge, Amy L.] Aspetar Qatar Orthopaed & Sports Med Hosp, Doha, Qatar. [Al-Rawi, Fadhila] Hamad Med Corp, Paediat Neurodev & Rehabil Sect, Doha, Qatar. RP Kheir, N (reprint author), Qatar Univ, Coll Pharm, POB 2713, Doha, Qatar. EM nadirk@qu.edu.qa CR Hirschman KB, 2004, J AM GERIATR SOC, V52, P1724, DOI 10.1111/j.1532-5415.2004.52468.x HOLMES N, 1991, J AUTISM DEV DISORD, V21, P159, DOI 10.1007/BF02284757 Khanna R, 2012, AUTISM, V16, P179, DOI 10.1177/1362361311406143 Lin LY, 2011, OCCUP THER INT, V18, P96, DOI 10.1002/oti.305 Mandell DS, 2007, J AUTISM DEV DISORD, V37, P1795, DOI 10.1007/s10803-006-0314-8 Marciano Adriana Regina Ferreira, 2005, Rev Bras Psiquiatr, V27, P67, DOI 10.1590/S1516-44462005000100015 McSweeny A J, 1995, Dis Mon, V41, P1 PATRICK DL, 1989, MED CARE, V27, pS217, DOI 10.1097/00005650-198903001-00018 QualityMetric Inc, 2012, QUAL MET Shu BC, 2009, AUTISM, V13, P81, DOI 10.1177/1362361307098517 Ware Jr JE, 2008, SF 30V2 HLTH SURV PR Younge D, 1997, ANN NY ACAD SCI, V809, P309, DOI 10.1111/j.1749-6632.1997.tb48094.x NR 12 TC 8 Z9 8 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2012 VL 16 IS 3 BP 293 EP 298 DI 10.1177/1362361311433648 PG 6 WC Psychology, Developmental SC Psychology GA 950QY UT WOS:000304665000006 PM 22318119 ER PT J AU Geurts, HM Jansen, MD AF Geurts, Hilde M. Jansen, Marcel D. TI A retrospective chart study: The pathway to a diagnosis for adults referred for ASD assessment SO AUTISM LA English DT Article DE autism; asperger; PDD-NOS; adults; chart review ID AUTISM SPECTRUM DISORDERS; PREVALENCE; CHILDREN; SUBSTITUTION AB Charts of 125 adults (18 to 82 years), referred to an autism expert team for Autism Spectrum Disorder (ASD) assessment, were reviewed to explore the pathway to an adulthood ASD diagnosis. The participants first contacted the mental health care clinic at a median age of 19 years (range 2 to 78 years). Men contacted the clinic slightly earlier than women. The main referral reasons were social problems, feelings of anxiety and mood disturbances. The most common earlier diagnoses were anxiety and mood disorders or psychosis-related disorders. These diagnoses were more common in women than in men. Surprisingly few differences emerged between those who finally received an ASD diagnosis and those who did not. However, those with an ASD diagnosis contacted the clinic a mean of 15 years earlier and less frequently received different former diagnoses, although the type of diagnoses did not differ. The diagnostic criteria that were prevalent during early childhood of these adults did not influence their diagnostic history. A quarter of these clients were known with social problems within the mental health care system, but ASD was not assessed. Hence, the current study shows that the pathways to an adulthood ASD diagnosis are very heterogeneous. C1 [Geurts, Hilde M.] Univ Amsterdam, NL-1012 WX Amsterdam, Netherlands. RP Geurts, HM (reprint author), Univ Amsterdam, NL-1012 WX Amsterdam, Netherlands. EM H.M.Geurts@uva.nl CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT American Psychiatric Association, 1980, DIAGN STAT MAN MENT Baird G, 2000, J AM ACAD CHILD PSY, V39, P694, DOI 10.1097/00004583-200006000-00007 Begeer S, SEX DIFFERENCES TIMI Coo H, 2008, J AUTISM DEV DISORD, V38, P1036, DOI 10.1007/s10803-007-0478-x Goldstein S, 2004, J AUTISM DEV DISORD, V34, P329, DOI 10.1023/B:JADD.0000029554.46570.68 Hofvander B, 2009, BMC PSYCHIATRY, V9, DOI 10.1186/1471-244X-9-35 Hurst RM, 2007, J AUTISM DEV DISORD, V37, P1711, DOI 10.1007/s10803-006-0302-z Leyfer OT, 2006, J AUTISM DEV DISORD, V36, P849, DOI 10.1007/s10803-006-0123-0 Matson JL, 2007, RES DEV DISABIL, V28, P341, DOI 10.1016/j.ridd.2005.12.004 Nylander L, 2001, ACTA PSYCHIAT SCAND, V103, P428, DOI 10.1034/j.1600-0447.2001.00175.x Shattuck PT, 2006, PEDIATRICS, V117, P1028, DOI 10.1542/peds.2005-1516 Shattuck PT, 2009, J AM ACAD CHILD PSY, V48, P474, DOI 10.1097/CHI.0b013e31819b3848 Wing L, 2002, MENT RETARD DEV D R, V8, P151, DOI 10.1002/mrdd.10029 Wolff S, 1998, ASPERGER SYNDROME HI, P123 NR 15 TC 1 Z9 1 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2012 VL 16 IS 3 BP 299 EP 305 DI 10.1177/1362361311421775 PG 7 WC Psychology, Developmental SC Psychology GA 950QY UT WOS:000304665000007 PM 21949003 ER PT J AU Spiker, MA Lin, CE Van Dyke, M Wood, JJ AF Spiker, Michael A. Lin, C. Enjey Van Dyke, Marilyn Wood, Jeffrey J. TI Restricted interests and anxiety in children with autism SO AUTISM LA English DT Article DE anxiety; autism; restricted interests ID OBSESSIVE-COMPULSIVE SCALE; HIGH-FUNCTIONING AUTISM; PERVASIVE DEVELOPMENTAL DISORDERS; REPETITIVE BEHAVIOR; SPECTRUM DISORDERS; ASPERGER-SYNDROME; YOUNG-CHILDREN; VALIDITY; RELIABILITY; PLAY AB A preoccupation with restricted interests (RI) is a core symptom of autism spectrum disorders (ASD). Engagement in RI is commonly observed in this population and impacts social, adaptive, and emotional functioning. The presence of anxiety disorders and overlap in symptom expression with RI, such as obsessive compulsive disorder (OCD), in children with ASD suggests a possible link between anxiety and the RI manifestation. RI play a multidimensional role in ASD and have been described as being expressed in multiple forms, such as fact collection or the enactment of RI through play. However, there is little research exploring in more detail the possible relationship between RI expression and anxiety. To explore the association between RI expression and anxiety, the current study examined the association between the various modes of RI expression and anxiety disorder symptoms in 68 elementary-aged children diagnosed with high-functioning ASD. Findings indicated that symbolic enactment of RI in the form of play, rather than information collection or time engaged in RI, was significantly linked with the increased presence and severity of anxiety symptoms. The conceptualization of RI as possible maladaptive coping responses to negative emotional experiences is discussed. C1 [Spiker, Michael A.; Van Dyke, Marilyn; Wood, Jeffrey J.] Univ Calif Los Angeles, Los Angeles, CA 90095 USA. [Lin, C. Enjey] Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA. RP Spiker, MA (reprint author), Univ Calif Los Angeles, Moore Hall,Box 951521,405 Hilgard Ave, Los Angeles, CA 90095 USA. EM spikemsb@ucla.edu CR Albano A.M., 2003, CHILD PSYCHOPATHOLOG, P279 American Psychiatric Association, 2000, DIAGN STAT MAN MENT Attwood T, 2003, LEARNING AND BEHAVIOR PROBLEMS IN ASPERGER SYNDROME, P126 Baker M. J., 2000, J POSIT BEHAV INTERV, V2, P66, DOI 10.1177/109830070000200201 Baker MJ, 1998, J ASSOC PERS SEVERE, V23, P300, DOI 10.2511/rpsd.23.4.300 BARNETT LA, 1984, J CHILD PSYCHOL PSYC, V25, P477, DOI 10.1111/j.1469-7610.1984.tb00165.x Baron-Cohen S, 1999, BRIT J PSYCHIAT, V175, P484, DOI 10.1192/bjp.175.5.484 BARONCOHEN S, 1989, BRIT J CLIN PSYCHOL, V28, P193 Bellini S, 2006, FOCUS AUTISM OTHER D, V21, P138, DOI DOI 10.1177/10883576060210030201 Bruckner CT, 2007, AUTISM, V11, P161, DOI 10.1177/1362361307075709 Bryson S. 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Kelly, Donna Mailloux-Maggio, Zoe TI Occupational therapy and sensory integration for children with autism: a feasibility, safety, acceptability and fidelity study SO AUTISM LA English DT Article DE autism; spectrum disorder; occupational therapy; sensory integration ID PSYCHOSOCIAL INTERVENTIONS; EXPERIENCES; DISORDERS AB Objective: To examine the feasibility, safety, and acceptability of a manualized protocol of occupational therapy using sensory integration principles for children with autism. Methods: Ten children diagnosed with autism spectrum disorder ages 4-8 years received intensive occupational therapy intervention using sensory integration principles following a manualized protocol. Measures of feasibility, acceptability and safety were collected from parents and interveners, and fidelity was measured using a valid and reliable fidelity instrument. Results: The intervention is safe and feasible to implement, acceptable to parents and therapist, and therapists were able to implement protocol with adequate fidelity. These data provide support for implementation of a randomized control trial of this intervention and identify specific procedural enhancements to improve study implementation. C1 [Schaaf, Roseann C.; Benevides, Teal W.] Thomas Jefferson Univ, Philadelphia, PA 19107 USA. [Kelly, Donna] Childrens Specialized Hosp, Toms River, NJ USA. [Mailloux-Maggio, Zoe] Pediat Therapy Network, Torrance, CA USA. RP Schaaf, RC (reprint author), Thomas Jefferson Univ, 130 S 9th St,Suite 810, Philadelphia, PA 19107 USA. EM roseann.schaaf@jefferson.edu CR Attkisson C C, 1982, Eval Program Plann, V5, P233, DOI 10.1016/0149-7189(82)90074-X Ayres A. J., 1989, SENSORY INTEGRATION Ayres A. 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C., 2009, FRAMES REFERENCE PED, P99 Schaaf RC, 2011, AUTISM, V15, P373, DOI 10.1177/1362361310386505 Smith T, 2007, J AUTISM DEV DISORD, V37, P354, DOI 10.1007/s10803-006-0173-3 Spence SJ, 2010, LANCET, V375, P2124, DOI 10.1016/S0140-6736(10)60757-X Wechsler D., 1989, WECHSLER PRESCHOOL P Zwarenstein M., 2008, BRIT MED J, V337, P1, DOI DOI 10.1136/BMJ.A2390 NR 23 TC 4 Z9 4 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2012 VL 16 IS 3 BP 321 EP 327 DI 10.1177/1362361311435157 PG 7 WC Psychology, Developmental SC Psychology GA 950QY UT WOS:000304665000009 PM 22318118 ER PT J AU Ozsivadjian, A Knott, F Magiati, I AF Ozsivadjian, Ann Knott, Fiona Magiati, Iliana TI Parent and child perspectives on the nature of anxiety in children and young people with autism spectrum disorders: a focus group study SO AUTISM LA English DT Article ID PSYCHIATRIC-DISORDERS; ASPERGER-SYNDROME; ADOLESCENTS; PREVALENCE; THERAPY; ISSUES; MODEL AB Anxiety disorders are common among children and young people with autism spectrum disorders (ASD). Despite growing knowledge about the prevalence, phenomenology and treatment of anxiety disorders, relatively little is understood about the nature and impact of anxiety in this group and little is known about autism-specific factors that may have a role in the increased prevalence of anxiety disorders. In this exploratory study, we report on a series of five focus groups with 17 parents of children and adolescents with ASD and anxiety. Across groups, parents gave strikingly similar descriptions of the triggers and behavioural signs associated with anxiety. Another consistent finding was that many parents reported that their children had great difficulty expressing their worries verbally and most showed their anxiety through changes in their behaviour. The impact of anxiety was reported to often be more substantial than the impact of ASD itself. The implications of the focus group findings are discussed in relation to existing literature. C1 [Ozsivadjian, Ann] Guys Hosp, Newcomen Ctr, London SE1 9RT, England. [Knott, Fiona] Univ Reading, Reading RG6 2AH, Berks, England. [Magiati, Iliana] Natl Univ Singapore, Singapore 117548, Singapore. RP Ozsivadjian, A (reprint author), Guys Hosp, Newcomen Ctr, London SE1 9RT, England. 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Simon, David Corbett, Blythe A. TI Verbal ability, social stress, and anxiety in children with Autistic Disorder SO AUTISM LA English DT Article DE Autism; cortisol; stress; anxiety; Trier social stress test; verbal ability ID COMPLEX DEVELOPMENTAL DISORDER; CORTISOL CIRCADIAN-RHYTHMS; HIGH-FUNCTIONING CHILDREN; PSYCHOSOCIAL STRESS; SPECTRUM DISORDERS; DIURNAL-VARIATION; BEHAVIOR AB The aims of this study were to evaluate the physiological stress and anxiety responses in children with autism following completion of a standardized, social-evaluative stressor (Trier Social Stress Test-Child version), document the relationship between verbal ability, stress, and anxiety, and determine the association between stress and anxiety in children with autism and typical development. Results demonstrated the Trier Social Stress Test-Child version to be a benign stressor for children with autism. Lower verbal ability in children with autism did not predict salivary cortisol or anxiety responses. There was a lack of association between stress andanxiety for both groups, highlighting the importance of considering these terms as separate constructs. Clinical implications and the limited utility of the Trier Social Stress Test-Child version in evaluating psychosocial stress in autism are discussed. C1 [Corbett, Blythe A.] Vanderbilt Kennedy Ctr, Nashville, TN 37203 USA. [Lanni, Kimberly E.; Simon, David] Univ Calif Davis, MIND Inst, Davis, CA 95616 USA. [Schupp, Clayton W.] Univ Calif Davis, Grad Grp Epidemiol, Davis, CA 95616 USA. RP Corbett, BA (reprint author), Vanderbilt Kennedy Ctr, PMB 40,230 Appleton Pl, Nashville, TN 37203 USA. 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Hysing, Mari TI Sleep problems in children with autism spectrum problems: a longitudinal population-based study SO AUTISM LA English DT Article DE autism spectrum disorders; emotional and behavioural problems; epidemiology; insomnia; sleep problems ID HIGH-FUNCTIONING AUTISM; SCHOOL-AGE-CHILDREN; PERVASIVE DEVELOPMENTAL DISORDER; DEFICIT HYPERACTIVITY DISORDER; ASPERGER-SYNDROME; DIFFICULTIES QUESTIONNAIRE; SCREENING QUESTIONNAIRE; PSYCHOMETRIC PROPERTIES; TYPICAL DEVELOPMENT; PREVALENCE AB This study examined the prevalence and chronicity of sleep problems in children who manifest problems believed to be typical of Autism Spectrum Disorders (ASD). Using data from a longitudinal total population study, symptoms of ASD, insomnia and potential explanatory factors were assessed at ages 7-9 and 11-13. Children were included in a group defined as having Autism Spectrum Problems (ASP) if they scored above a strict threshold on the Autism Spectrum Screening Questionnaire (ASSQ). Twenty-eight (0.8%) of 3700 children fulfilled the selected criteria for ASP at both waves, and the prevalence of chronic insomnia was more than ten times higher in these children compared to the controls. Children with ASP developed more sleep problems over time, with an incidence rate at wave 2 of 37.5% compared to 8.6% in the controls. The sleep problems were more persistent over time, with a remission rate of 8.3% compared to 52.4% in the controls. ASP was a strong predictor of sleep problems at wave 2 (OR = 12.44), and while emotional and behavioural problems explained a large proportion of this association, the effect of ASP on insomnia remained significant in the fully adjusted model (OR = 3.25). These findings call for increased awareness of sleep problems in children with ASP. C1 [Sivertsen, Borge] Norwegian Inst Publ Hlth, Div Mental Hlth, N-5018 Bergen, Norway. [Sivertsen, Borge] Univ Bergen, Dept Clin Psychol, Bergen, Norway. [Sivertsen, Borge] Helse Fonna HF, Div Psychiat, Haugesund, Norway. [Posserud, Maj-Britt] Haukeland Hosp, Ctr Child & Adolescent Mental Hlth, N-5021 Bergen, Norway. [Gillberg, Christopher] Univ Gothenburg, Sahlgrenska Acad, Gillberg Neuropsychiat Ctr, Gothenburg, Sweden. [Lundervold, Astri J.; Hysing, Mari] Univ Bergen, Norway Dept Biol & Med Psychol, Ctr Child & Adolescent Mental Hlth, Bergen, Norway. [Lundervold, Astri J.] Haraldsplass Deaconess Hosp, Norway Kavli Res Ctr Aging & Dementia, Bergen, Norway. [Hysing, Mari] Norway Betanien Hosp, Bergen, Norway. RP Sivertsen, B (reprint author), Norwegian Inst Publ Hlth, Div Mental Hlth, Kalfarveien 31, N-5018 Bergen, Norway. 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Cieslik, Edna C. Kuzmanovic, Bojana Vogeley, Kai TI Shall we do this together? Social gaze influences action control in a comparison group, but not in individuals with high-functioning autism SO AUTISM LA English DT Article DE action control; high-functioning autism; social gaze; stimulus-response compatibility ID STIMULUS-RESPONSE COMPATIBILITY; EYE GAZE; PERSPECTIVE-TAKING; ASPERGER-SYNDROME; PERCEPTION; BRAIN; MECHANISMS; COGNITION; INTELLIGENCE; DEPRESSION AB Perceiving someone else's gaze shift toward an object can influence how this object will be manipulated by the observer, suggesting a modulatory effect of a gaze-based social context on action control. High-functioning autism (HFA) is characterized by impairments of social interaction, which may be associated with an inability to automatically integrate socially relevant nonverbal cues when generating actions. To explore these hypotheses, we made use of a stimulus-response compatibility paradigm in which a comparison group and patients with HFA were asked to generate spatially congruent or incongruent motor responses to changes in a face, a face-like and an object stimulus. Results demonstrate that while in the comparison group being looked at by a virtual other leads to a reduction of reaction time costs associated with generating a spatially incongruent response, this effect is not present in the HFA group. We suggest that this modulatory effect of social gaze on action control might play an important role in direct social interactions by helping to coordinate one's actions with those of someone else. Future research should focus on these implicit mechanisms of interpersonal alignment ('online' social cognition), which might be at the very heart of the difficulties individuals with autism experience in everyday social encounters. C1 [Schilbach, Leonhard] Max Planck Inst Neurol Res, D-50931 Cologne, Germany. [Schilbach, Leonhard; Kuzmanovic, Bojana; Vogeley, Kai] Univ Cologne, Cologne, Germany. [Eickhoff, Simon B.; Cieslik, Edna C.; Vogeley, Kai] Res Ctr Juelich, Julich, Germany. [Eickhoff, Simon B.] Univ Aachen, Aachen, Germany. RP Schilbach, L (reprint author), Max Planck Inst Neurol Res, Gleueler Str 50, D-50931 Cologne, Germany. EM leonhard.schilbach@nf.mpg.de RI Schilbach, Leonhard/G-5832-2010; Vogeley, K/E-4860-2012 OI Schilbach, Leonhard/0000-0001-5547-8309; Vogeley, K/0000-0002-5891-5831 CR Baron-Cohen S., 2003, ESSENTIAL DIFFERENCE Bayliss AP, 2006, PSYCHON B REV, V13, P1061, DOI 10.3758/BF03213926 Becchio C, 2007, BRAIN, V130, P2401, DOI 10.1093/brain/awm171 Becchio C, 2008, TRENDS COGN SCI, V12, P254, DOI 10.1016/j.tics.2008.04.005 Beck A. 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The four groups were compared at four years of age to identify whether any early behaviours differentiated the groups. While children with ASD differed from TD children on most social communicative measures by 12 months of age, the only social communication characteristic which could differentiate the children with ASD from the other groups were gesture scores on the CDI at 12 months and the CSBS at 24 months. Significant markers of ASD were identifiable in this community sample at an early age, although discrimination between clinical groups was rarely evident. C1 [Veness, Carly; Eadie, Patricia; Cini, Eileen] Royal Childrens Hosp, Murdoch Childrens Res Inst, Language & Literacy Grp, Parkville, Vic 3052, Australia. [Prior, Margot] Univ Melbourne, Dept Psychol, Parkville, Vic 3052, Australia. [Bavin, Edith] La Trobe Univ, Sch Psychol Sci, Bundoora, Vic, Australia. [Veness, Carly; Reilly, Sheena] Royal Childrens Hosp, Speech Pathol Dept, Murdoch Childrens Res Inst, Parkville, Vic 3052, Australia. [Reilly, Sheena] Univ Melbourne, Dept Pediat, Melbourne, Vic 3010, Australia. RP Veness, C (reprint author), Royal Childrens Hosp, Speech Pathol Dept, Murdoch Childrens Res Inst, Flemington Rd, Parkville, Vic 3052, Australia. 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M., 2001, COMMUNICATION SYMBOL Wetherby AM, 2008, AUTISM, V12, P487, DOI 10.1177/1362361308094501 Wetherby AM, 2007, J AUTISM DEV DISORD, V37, P960, DOI 10.1007/s10803-006-0237-4 Wetherby AM, 2002, COMMUNICATION SYMBOL Wetherby AM, 2004, J AUTISM DEV DISORD, V34, P473, DOI 10.1007/s10803-004-2544-y Wiig EH, 2006, CLIN EVALUATION LANG, V2nd Zwaigenbaum L, 2009, PEDIATRICS, V123, P1383, DOI 10.1542/peds.2008-1606 NR 34 TC 11 Z9 11 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2012 VL 16 IS 2 BP 163 EP 177 DI 10.1177/1362361311399936 PG 15 WC Psychology, Developmental SC Psychology GA 908UF UT WOS:000301517600006 PM 21733958 ER PT J AU Khanna, R Madhavan, SS Smith, MJ Tworek, C Patrick, JH Becker-Cottrill, B AF Khanna, Rahul Madhavan, S. Suresh Smith, Michael J. Tworek, Cindy Patrick, Julie H. Becker-Cottrill, Barbara TI Psychometric properties of the Caregiver Strain Questionnaire (CGSQ) among caregivers of children with autism SO AUTISM LA English DT Article DE psychometric properties; CGSQ; autism; caregivers ID FAMILY ASSESSMENT DEVICE; SCHOOL-AGE-CHILDREN; QUALITY-OF-LIFE; MENTAL-ILLNESS; SPECTRUM DISORDERS; CHILDHOOD AUTISM; SOCIAL SUPPORT; PARENTING STRESS; MATERNAL STRESS; BRIEF COPE AB The purpose of this study was to test the psychometric properties of the Caregiver Strain Questionnaire (CGSQ) among caregivers of children with autism. The CGSQ was originally developed to assess burden experienced by parents of children and adolescents with serious emotional and behavioral disorders. Study data was collected from 304 primary caregivers ofchildren with autism using a cross-sectional survey design. We tested the one-, two-, and three-factor CGSQ model. Though the three-factor CGSQ model fit better than the one- and two-factor model, it was still short of an acceptable fit. Minor modifications were made to the three-factor model by correlating error terms. The modified three-factor CGSQ model with correlated error indicated reasonable fit with the data. The 21-item CGSQ had good convergent validity, as indicated by the correlation of its three subscales with constructs including mental health-related quality of life, maladaptive coping, social support, family functioning, and care recipient level of functional impairment and extent of behavioral problems, respectively. The internal consistency reliability of the instrument was also good, and there were no floor and ceiling effects. The CGSQ was found to be a reliable and valid instrument to assess burden among caregivers of children with autism. C1 [Khanna, Rahul] Univ Mississippi, Dept Pharm Adm, University, MS 38677 USA. [Madhavan, S. 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Objective: To examine the association of socioeconomic status (SES) with ASD prevalence. Methods: Information on eight-year-olds with ASD from four counties was abstracted from school and medical records. US Census 2000 provided population and median household income data. Results: 586 children with ASD were identified: autism prevalence was 10.2/1000, higher in boys than girls (16 vs. 4/1000); higher in white and Asian non-Hispanics than in black non-Hispanics and Hispanics (12.5, 14.0, 9.0, and 8.5/1000, respectively); and higher (17.2/1000 (95% CI 14.0-21.1)) in tracts with median income > US$90,000 than in tracts with median income acurrency signUS$30,000 (7.1 (95% CI 5.7-8.9)). Number of professional evaluations was higher, and age at diagnosis younger, in higher income tracts (p < .001), but both measures spanned a wide overlapping range in all SES levels. In multivariable models race/ethnicity did not predict ASD, but the prevalence ratio was 2.2 (95% CI 1.5-3.1) when comparing highest with lowest income tracts. Conclusions: In the US state of New Jersey, ASD prevalence is higher in wealthier census tracts, perhaps due to differential access to pediatric and developmental services. C1 [Thomas, Pauline; Peng, Bo; Kim, Soyeon; Jani, Nisha; Halperin, William; Brimacombe, Michael] Univ Med & Dent New Jersey, New Jersey Med Sch, Dept Prevent Med & Community Hlth, Newark, NJ 07101 USA. [Thomas, Pauline; Zahorodny, Walter] Univ Med & Dent New Jersey, New Jersey Med Sch, Dept Pediat, Newark, NJ 07101 USA. RP Thomas, P (reprint author), Univ Med & Dent New Jersey, New Jersey Med Sch, Dept Prevent Med & Community Hlth, MSB F506,185 S Orange Ave, Newark, NJ 07101 USA. 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The Autism Diagnostic Interview-Revised (ADI-R) is used to confirm a diagnosis of typical autism. The resulting prevalence of 6.26 per 10,000 for typical autism is in line with rates for certain countries but is lower than those reported recently for some Western nations. This may be due to the younger age range assessed but the suitability of the tools and aspects of Iranian culture could be other reasons for the lower prevalence. International comparisons of prevalence rates is fraught with difficulties, but it is a valuable endeavour as it can identify issues around cultural and societal perceptions of children's development. C1 [Samadi, Sayyed Ali] Univ Ulster, Sch Nursing, Inst Nursing Res, Newtownabbey BT37 0QB, North Ireland. [Mahmoodizadeh, Ameneh] Iranian Special Educ Org, Tehran, Iran. RP Samadi, SA (reprint author), Univ Ulster, Sch Nursing, Inst Nursing Res, Newtownabbey BT37 0QB, North Ireland. 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TI The impact of the Advancing Social-communication And Play (ASAP) intervention on preschoolers with autism spectrum disorder SO AUTISM LA English DT Article DE autism; intervention; play; preschool; social-communication ID JOINT ATTENTION; LANGUAGE-DEVELOPMENT; SYMBOLIC PLAY; PRETEND PLAY; 2ND YEAR; CHILDREN; INFANTS; CONTINUITY; GESTURES; ISSUES AB This study evaluates an intervention targeting social-communication and play skills (Advancing Social-communication And Play; ASAP) implemented by school staff in a public preschool setting. With increases in enrollment of children with autism spectrum disorder (ASD) in school systems, establishing the effectiveness and feasibility of interventions implemented in school settings is important. In clinical settings, interventions targeting social-communication and play behaviors have increased these skills and impacted later language abilities. 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To explore this paradox, we assessed nine savant artists with ASD, nine talented art students, nine non-artistically talented individuals with ASD, and nine individuals with mild/moderate learning difficulties (MLD) on tasks in and out of their domain of expertise. This was to ascertain whether the performance of the savant artists was related to their artistic ability, their diagnosis of ASD or their level of intellectual functioning. Results demonstrated that the responses of the art students were more creative (as assessed on measures of fluency, originality, elaboration, and flexibility) than the savant, ASD, and MLD groups on a drawing task. Although the savants did produce more elaborative responses than the ASD and MLD groups, no differences were observed on the other indices of creativity. 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P., 1974, TORRANCE TESTS CREAT Treffert DA, 2009, PHILOS T R SOC B, V364, P1351, DOI 10.1098/rstb.2008.0326 Turner MA, 1999, J CHILD PSYCHOL PSYC, V40, P189, DOI 10.1017/S0021963098003515 White SJ, 2009, AUTISM RES, V2, P138, DOI 10.1002/aur.78 NR 35 TC 9 Z9 9 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2012 VL 16 IS 1 BP 45 EP 57 DI 10.1177/1362361311403783 PG 13 WC Psychology, Developmental SC Psychology GA 895LG UT WOS:000300497100005 PM 21486898 ER PT J AU Remington, A Campbell, R Swettenham, J AF Remington, Anna Campbell, Ruth Swettenham, John TI Attentional status of faces for people with autism spectrum disorder SO AUTISM LA English DT Article DE face processing; selective attention; perception ID PERCEPTUAL LOAD; SELECTIVE ATTENTION; EARLY RECOGNITION; CHILDREN; STIMULI; AREA; INDIVIDUALS; INFANTS AB In recent years there has been a growing interest in the role of attention in the processing of social stimuli in individuals with autism spectrum disorders (ASD). Research has demonstrated that, for typical adults, faces have a special status in attention and are processed in an automatic and mandatory fashion even when participants attempt to ignore them. Under conditions of high load in a selective attention task, when irrelevant stimuli are usually not processed, typical adults continue to process distractor faces. Although there is evidence of a lack of attentional bias towards faces in ASD, there has been no direct test of whether faces are processed automatically using the distractor-face paradigm. In the present study 16 typical adults and 16 adults with ASD performed selective attention tasks with face and musical instrument distractors. The results indicated that even when the load of the central task was high, typical adults continued to be distracted by irrelevant face stimuli, whereas individuals with ASD were able to ignore them. In the equivalent non-social task, distractors had no effect at high load for either group. The results suggest that faces are processed in an automatic and mandatory fashion in typical adults but not in adults with ASD. C1 [Remington, Anna; Campbell, Ruth; Swettenham, John] UCL, London WC1H 0AP, England. RP Remington, A (reprint author), UCL, 26 Bedford Way, London WC1H 0AP, England. EM a.remington@ucl.ac.uk; j.swettenham@ucl.ac.uk RI Campbell, Ruth/K-5934-2012 CR American Psychiatric Association, 1994, DSM 4 DIAGN STAT MAN, V4th Behrmann M, 2006, TRENDS COGN SCI, V10, P258, DOI 10.1016/j.tics.2006.05.001 Bird G, 2006, NEUROIMAGE, V31, P1614, DOI 10.1016/j.neuroimage.2006.02.037 Critchley HD, 2000, BRAIN, V123, P2203, DOI 10.1093/brain/123.11.2203 Dawson G, 2004, DEV PSYCHOL, V40, P271, DOI 10.1037/0012-1649.40.2.271 FARAH MJ, 1995, VISION RES, V35, P2089, DOI 10.1016/0042-6989(94)00273-O Hubl D, 2003, NEUROLOGY, V61, P1232 Jemel B, 2006, J AUTISM DEV DISORD, V36, P91, DOI 10.1007/s10803-005-0050-5 Jenkins R, 2003, PERCEPT PSYCHOPHYS, V65, P298, DOI 10.3758/BF03194801 JOHNSON MH, 1991, COGNITION, V40, P1, DOI 10.1016/0010-0277(91)90045-6 Johnson MH, 2005, NAT REV NEUROSCI, V6, P766, DOI 10.1038/nrn1766 Kanwisher N, 1997, J NEUROSCI, V17, P4302 Kikuchi Y, 2009, CHILD DEV, V80, P1421, DOI 10.1111/j.1467-8624.2009.01342.x Klin A, 2009, NATURE, V459, P257, DOI 10.1038/nature07868 Klin A, 2002, ARCH GEN PSYCHIAT, V59, P809, DOI 10.1001/archpsyc.59.9.809 Lavie N, 2003, PSYCHOL SCI, V14, P510, DOI 10.1111/1467-9280.03453 LAVIE N, 1994, PERCEPT PSYCHOPHYS, V56, P183, DOI 10.3758/BF03213897 Lord C., 2002, AUTISM DIAGNOSTIC OB Maylor EA, 1998, PSYCHOL AGING, V13, P563, DOI 10.1037//0882-7974.13.4.563 Nelson H. E., 1982, NATL ADULT READING T OSTERLING J, 1994, J AUTISM DEV DISORD, V24, P247, DOI 10.1007/BF02172225 Osterling JA, 2002, DEV PSYCHOPATHOL, V14, P239 Pierce K, 2001, BRAIN, V124, P2059, DOI 10.1093/brain/124.10.2059 Remington A, 2009, PSYCHOL SCI, V20, P1388, DOI 10.1111/j.1467-9280.2009.02454.x Schultz RT, 2005, INT J DEV NEUROSCI, V23, P125, DOI 10.1016/j.ijdevneu.2004.12.012 Schultz RT, 2000, ARCH GEN PSYCHIAT, V57, P331, DOI 10.1001/archpsyc.57.4.331 Speer LL, 2007, AUTISM, V11, P265, DOI 10.1177/1362361307076925 Swettenham J, 1998, J CHILD PSYCHOL PSYC, V39, P747, DOI 10.1017/S0021963098002595 Valenza E, 1996, J EXP PSYCHOL HUMAN, V22, P892, DOI 10.1037/0096-1523.22.4.892 Wechsler D, 1999, WECHSLER ABBREVIATED NR 30 TC 3 Z9 3 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2012 VL 16 IS 1 BP 59 EP 73 DI 10.1177/1362361311409257 PG 15 WC Psychology, Developmental SC Psychology GA 895LG UT WOS:000300497100006 PM 21705475 ER PT J AU Grayson, A Emerson, A Howard-Jones, P O'Neil, L AF Grayson, Andrew Emerson, Anne Howard-Jones, Patricia O'Neil, Lynne TI Hidden communicative competence: Case study evidence using eye-tracking and video analysis SO AUTISM LA English DT Article DE autism; case study; communication disability; communication skills; eye-tracking; facilitated communication; intellectual disability; learning disability; literacy; video analysis; systematic observation ID FACILITATED COMMUNICATION; AUTISM; AUTHORSHIP AB A facilitated communication (FC) user with an autism spectrum disorder produced sophisticated texts by pointing, with phys-ical support, to letters on a letterboard while their eyes were tracked and while their pointing movements were video recorded. This FC user has virtually no independent means of expression, and is held to have no literacy skills. The resulting data were subjected to a variety of analyses aimed at describing the relationship between the FC user's looking and pointing behaviours, in order to make inferences about the complex question of 'authorship'. The eye-tracking data present a challenge to traditional 'facilitator influence' accounts of authorship, and are consistent with the proposition that this FC user does indeed author the sophisticated texts that are attributed to him; he looks for longer at to-be-typed letters before typing them, and looks ahead to subsequent letters of words before the next letter of the word is typed. C1 [Grayson, Andrew; Emerson, Anne] Nottingham Trent Univ, Nottingham NG1 4BU, England. RP Grayson, A (reprint author), Nottingham Trent Univ, Burton St, Nottingham NG1 4BU, England. EM andy.grayson@ntu.ac.uk CR BIKLEN D, 1991, REM SPEC EDUC, V12, P46 Cardinal DN, 1996, MENT RETARD, V34, P231 Dalton KM, 2005, NAT NEUROSCI, V8, P519, DOI 10.1038/nn1421 Duchowski AT, 2002, BEHAV RES METH INS C, V34, P455, DOI 10.3758/BF03195475 EBERLIN M, 1993, J AUTISM DEV DISORD, V23, P507, DOI 10.1007/BF01046053 Flanagan JR, 2003, NATURE, V424, P769, DOI 10.1038/nature01861 Hastings R, 1996, PSYCHOLOGIST, V9, P19 JACOBSON JW, 1995, AM PSYCHOL, V50, P750, DOI 10.1037//0003-066X.50.9.750 Kauffman J. M., 2006, EXCEPTIONALITY, V14, P65, DOI DOI 10.1207/S15327035EX1402_2 Konstantareas M. 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SO AUTISM LA English DT Article DE autism spectrum disorder; sheltered workshops; supported employment ID SUPPORTED EMPLOYMENT AB This study investigated whether sheltered workshops help prepare individuals with autism spectrum disorder (ASD) for competitive employment within the community. Two groups of individuals were compared: (a) 215 supported employees who were in sheltered workshops prior to entering supported employment and (b) 215 supported employees who were not in sheltered workshops. Individuals from both groups were matched based on their primary diagnosis, secondary diagnosis (if present), and gender. Results showed that there were no differences in rates of employment between these two groups. However, individuals who participated in sheltered workshops earned significantly less (US$129.36 versus US$191.42 per week), and cost significantly more to serve (US$6,065.08 versus US$2,440.60), than their non-sheltered workshop peers. Results presented here suggest that individuals with ASD achieve better vocational outcomes if they do not participate in sheltered workshops prior to enrolling in supported employment. C1 [Cimera, Robert Evert; Burgess, Sloane] Kent State Univ, Kent, OH 44242 USA. [Wehman, Paul; West, Michael] Virginia Commonwealth Univ, Richmond, VA USA. RP Cimera, RE (reprint author), 405 White Hall, Kent, OH 44242 USA. EM rcimera@kent.edu CR Bellamy G. T., 1986, COMPETITIVE EMPLOYME, P257 Blanck P, 2003, WM MARY L REV, V44, P1029 Braddock D., 2008, STATE STATES DEV DIS Butterworth J., 2009, STATE DATA NATL REPO Cameto R, 2003, YOUTH EMPLOYMENT NLT Chappel S. L., 2010, J VOCATIONAL REHABIL, V32, P117, DOI [10.3233/JVR-2010-0498, DOI 10.3233/JVR-2010-0501] Cimera R, J VOCATIONA IN PRESS Inge K. J., 2009, J VOCATIONAL REHABIL, V30, P67 Levin H. M., 2000, COST EFFECTIVENESS A Mallas AA, 1976, EDUC TRAIN MENT RET, V11, P334 Migliore A., 2008, J VOCATIONAL REHABIL, V28, P29 PARENT WS, 1989, J REHABIL, V55, P51 Rehabilitation Services Administration, 2004, RSAPD0404 ROSEN M, 1993, J REHABIL, V59, P30 SCHUSTER JW, 1990, MENT RETARD, V28, P233 Wehman P., 2011, ESSENTIALS TRANSITIO West M, 1998, EDUC TRAIN MENT RET, V33, P239 Whitehead CW, 1986, REM SPEC EDUC, V7, P18 WHITEHEAD CW, 1979, J REHABIL, V45, P77 NR 19 TC 5 Z9 5 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2012 VL 16 IS 1 BP 87 EP 94 DI 10.1177/1362361311408129 PG 8 WC Psychology, Developmental SC Psychology GA 895LG UT WOS:000300497100008 PM 21610189 ER PT J AU Rieffe, C Oosterveld, P Terwogt, MM Mootz, S Van Leeuwen, E Stockmann, L AF Rieffe, Carolien Oosterveld, Paul Terwogt, Mark Meerum Mootz, Saskia Van Leeuwen, Edwin Stockmann, Lex TI Emotion regulation and internalizing symptoms in children with autism spectrum disorders SO AUTISM LA English DT Article DE alexithymia; adolescents; autism spectrum disorder; children; coping; depression; emotion awareness; health; rumination; somatic complaints; worry ID HIGH-FUNCTIONING CHILDREN; AWARENESS QUESTIONNAIRE; PSYCHOMETRIC PROPERTIES; ASPERGER-SYNDROME; ADOLESCENTS; ANXIETY; INDIVIDUALS; ALEXITHYMIA; STRATEGIES; VALIDATION AB The aim of this study was to examine the unique contribution of two aspects of emotion regulation (awareness and coping) to the development of internalizing problems in 11-year-old high-functioning children with an autism spectrum disorder (HFASD) and a control group, and the moderating effect of group membership on this. The results revealed overlap between the two groups, but also significant differences, suggesting a more fragmented emotion regulation pattern in children with HFASD, especially related to worry and rumination. Moreover, in children with HFASD, symptoms of depression were unrelated to positive mental coping strategies and the conviction that the emotion experience helps in dealing with the problem, suggesting that a positive approach to the problem and its subsequent emotion experience are less effective in the HFASD group. C1 [Rieffe, Carolien; Oosterveld, Paul; Mootz, Saskia; Van Leeuwen, Edwin] Leiden Univ, NL-2300 RB Leiden, Netherlands. [Stockmann, Lex] Ctr Autism, Oegstgeest, Netherlands. RP Rieffe, C (reprint author), Leiden Univ, Postbus 9555, NL-2300 RB Leiden, Netherlands. EM crieffe@fsw.leidenuniv.nl RI Oosterveld, Paul/D-3455-2012 CR ACHENBACH TM, 1987, PSYCHOL BULL, V101, P213, DOI 10.1037/0033-2909.101.2.213 American Psychiatric Association, 1995, DIAGN STAT MAN MENT Barbaro J, 2007, J AUTISM DEV DISORD, V37, P1235, DOI 10.1007/s10803-006-0267-y Barrett Lisa F., 2007, ANNU REV PSYCHOL, V58, P373 Begeer S, 2006, AUTISM, V10, P37, DOI 10.1177/1362361306057862 Bollen Kenneth A., 1989, STRUCTURAL EQUATIONS DiBartolo PM, 2006, J ANXIETY DISORD, V20, P630, DOI 10.1016/j.janxdis.2005.06.003 Doussard-Roosevelt JA, 2003, DEV PSYCHOPATHOL, V15, P277, DOI 10.1017/S0954579403000154 Driessen G., 2002, STUDIES ED EVALUATIO, V28, P347, DOI 10.1016/S0191-491X(02)00043-3 Feldman Barrett L., 2001, COGNITION EMOTION, V15, P713 Fields L, 1997, CLIN PSYCHOL REV, V17, P937, DOI 10.1016/S0272-7358(97)00033-0 Gadow KD, 2008, J AUTISM DEV DISORD, V38, P1302, DOI 10.1007/s10803-007-0516-8 Garnefski N, 2007, EUR CHILD ADOLES PSY, V16, P1, DOI 10.1007/s00787-006-0562-3 Goodman R, 2001, J AM ACAD CHILD PSY, V40, P1337, DOI 10.1097/00004583-200111000-00015 Harris P. 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V. Hudry, Kristelle Michalaria, Georgia Swami, Viren Sevdalis, Nick TI A comparison of the trait emotional intelligence profiles of individuals with and without Asperger syndrome SO AUTISM LA English DT Article DE Asperger syndrome; trait emotional self-efficacy; personality; insight; TEIQue ID HIGH-FUNCTIONING AUTISM; SPECTRUM QUOTIENT AQ; PERSONALITY; ADULTS; TEMPERAMENT; DISORDERS; PHENOTYPE; CHARACTER; CHILDREN; SAMPLE AB The extent to which the socioemotional impairments of Asperger syndrome (AS) might be extreme manifestations of individual differences within the general population remains under-explored. We compared the trait emotional intelligence (trait EI) profiles of 30 individuals with AS against the profiles of 43 group-matched controls using the Trait Emotional Intelligence Questionnaire (TEIQue). Participants with AS scored significantly lower than controls on 12 of the 15 TEIQue facets (eta(2)(p) = 0.09 to 0.49) as well as on all four factors and the global score of the construct (eta(2)(p) = 0.07 to 0.41). There was a significant main effect of gender, with men generally scoring higher than women. Results are discussed from the perspective of trait EI theory, with emphasis on its implications for the socioemotional impairments associated with AS. C1 [Petrides, K. V.] UCL, London Psychometr Lab, London WC1H 0AP, England. [Swami, Viren] Univ Westminster, Dept Psychol, London W1R 8AL, England. [Swami, Viren] HELP Univ Coll, Dept Psychol, Kuala Lumpur, Malaysia. [Sevdalis, Nick] Univ London Imperial Coll Sci Technol & Med, Div Surg, London SW7 2AZ, England. RP Petrides, KV (reprint author), UCL, London Psychometr Lab, 26 Bedford Way, London WC1H 0AP, England. 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Ollendick, Thomas H. Bray, Bethany C. TI College students on the autism spectrum SO AUTISM LA English DT Article DE adult; autism; college student; social anxiety ID ASPERGER-SYNDROME; QUOTIENT AQ; PSYCHIATRIC COMORBIDITY; FUNCTIONING AUTISM; SELF-REPORT; CHILDREN; PHENOTYPE; POPULATION; SYMPTOMS; ADULTS AB As more young people are identified with autism spectrum diagnoses without co-occurring intellectual disability (i.e. high-functioning autism spectrum disorder; HFASD), it is imperative that we begin to study the needs of this population. We sought to gain a preliminary estimate of the scope of the problem and to examine psychiatric risks associated HFASD symptoms in university students. In a large sample (n = 667), we examined prevalence of ASD in students at a single university both diagnostically and dimensionally, and surveyed students on other behavioral and psychiatric problems. Dependent upon the ascertainment method, between .7 per cent and 1.9 per cent of college students could meet criteria for HFASD. Of special interest, none of the students who were found to meet diagnostic criteria (n = 5) formally for HFASD in this study had been previously diagnosed. From a dimensional perspective, those students scoring above the clinical threshold for symptoms of autism (n = 13) self-reported more problems with social anxiety than a matched comparison group of students with lower autism severity scores. In addition, symptoms of HFASD were significantly correlated with symptoms of social anxiety, as well as depression and aggression. Findings demonstrate the importance of screening for autism-related impairment among university students. C1 [White, Susan W.; Ollendick, Thomas H.; Bray, Bethany C.] Virginia Polytech Inst & State Univ, Blacksburg, VA 24061 USA. RP White, SW (reprint author), Virginia Tech, Dept Psychol, 109Williams Hall, Blacksburg, VA 24061 USA. 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W., 2011, SOCIAL ANXIETY DISOR White SW, 2009, CLIN PSYCHOL REV, V29, P216, DOI 10.1016/j.cpr.2009.01.003 NR 46 TC 20 Z9 20 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD NOV PY 2011 VL 15 IS 6 BP 683 EP 701 DI 10.1177/1362361310393363 PG 19 WC Psychology, Developmental SC Psychology GA 878TD UT WOS:000299278700004 PM 21610191 ER PT J AU Roge, B Mullet, E AF Roge, Bernadette Mullet, Etienne TI Blame and forgiveness judgements among children, adolescents and adults with autism SO AUTISM LA English DT Article DE autism; blame; forgiveness ID MORAL JUDGMENT; CONSEQUENCES; MIND AB We compared the capacity of children, adolescents and adults with and without autism to use (a) intent and severity of consequences information for attributing blame to an offender, and (b) intent and apologies information for inferring willingness to forgive. 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TI Validation of the Autism Spectrum Screening Questionnaire, Mandarin Chinese Version (CH-ASSQ) in Beijing, China SO AUTISM LA English DT Article DE autism; screening; ASSQ; validity; cutoff; Mandarin Chinese ID PERVASIVE DEVELOPMENTAL DISORDERS; CHILDHOOD-ONSET SCHIZOPHRENIA; DEFICIT HYPERACTIVITY DISORDER; HIGH-FUNCTIONING AUTISM; SCHOOL-AGE-CHILDREN; ASPERGER-SYNDROME; DIAGNOSTIC INTERVIEW; TOTAL POPULATION; PREVALENCE; EPIDEMIOLOGY AB Background: This study screened children in Beijing, China, in order to establish the validity of a Mandarin Chinese translation of the ASSQ. Methods: We recruited children diagnosed with autism spectrum disorders (ASDs), attention deficit/hyperactivity disorder (ADHD), childhood-onset schizophrenia (COS) (DSM-IV diagnoses made independently by two senior psychiatrists) and unaffected children attending a public school in Beijing. Their parents were asked to complete the CH-ASSQ. Results: Data from the parents of 94 children with ASD (mean age: 81 +/- 47 months), 45 with ADHD (106 +/- 27 months), 26 with COS (166 +/- 36 months), and 120 unaffected control (72 +/- 16 months) were collected. The total scores of ASSQ in children with ASD, ADHD, COS, and unaffected controls were 25.3 +/- 9.2, 10.4 +/- 7.1, 12.2 +/- 10.6, and 5.2 +/- 6.6 respectively. Total ASSQ scores of children with ASD were significantly higher than in any other group (all p < .0001). ROC analysis of ASD versus unaffected control subjects showed the area under curve was 0.957, with a cutoff of 12 having the maximum sensitivity (0.957) and specificity (0.825). Conclusions: Our pilot data suggest that CH-ASSQ successfully differentiates clinically diagnosed ASD patients from unaffected controls, as well as from patients with ADHD and COS. The instrument might therefore be useful for screening for ASD in urban Mandarin Chinese-speaking populations. C1 [Tang, Yilang; Cubells, Joseph F.] Emory Univ, Sch Med, Dept Human Genet, Atlanta, GA 30322 USA. [Guo, Yan-Qing; Wang, Yu-Feng] Peking Univ, Hlth Sci Ctr, Inst Mental Hlth, Beijing 100871, Peoples R China. [Rice, Catherine] Ctr Dis Prevent & Control, Atlanta, GA USA. [Lee, Li-Ching] Johns Hopkins Univ, Bloomberg Sch Publ Hlth, Baltimore, MD USA. RP Cubells, JF (reprint author), Emory Univ, Sch Med, Dept Human Genet, 615 Michael St,Suite 301, Atlanta, GA 30322 USA. 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Homewood, Judi Walters, Jenny TI Cerebellar dysfunction, cognitive flexibility and autistic traits in a non-clinical sample SO AUTISM LA English DT Article DE cerebellum; autistic traits; AQ; cognitive flexibility; autism-spectrum quotient ID HIGH-FUNCTIONING AUTISM; SPECTRUM DISORDERS; ASPERGERS-DISORDER; EXECUTIVE FUNCTIONS; GAIT FUNCTION; CHILDREN; COHERENCE; FLUENCY; ADULTS; BRAIN AB Cerebellar dysfunction and impaired cognitive flexibility are key features of autism spectrum disorders (ASD). However, despite the increasing interest in subclinical autism, no research has yet examined the relationship between these signs and autistic traits in the wider population. This study used the Autism-Spectrum Quotient (AQ) questionnaire to assess autistic traits in university students enrolled in either systems-oriented or humanities degree programmes. Participants also completed a battery of motor tasks designed to assess cerebellar function, and subscales from the Delis-Kaplan Executive Function System (D-KEFS) battery. Students enrolled in systems-oriented degrees had on average higher AQ scores than students enrolled in humanities degrees. The data showed a significant correlation between autistic traits and motor function scores, as well as between autistic traits and verbal set-shifting ability, as assessed on the D-KEFS. These data provide support for the autistic spectrum hypothesis, in indicating that key cognitive, neurological and behavioural features of autism carry over into non-clinical populations. C1 [Ridley, Nicole J.; Homewood, Judi; Walters, Jenny] Macquarie Univ, Dept Psychol, N Ryde, NSW 2109, Australia. RP Ridley, NJ (reprint author), Macquarie Univ, Dept Psychol, N Ryde, NSW 2109, Australia. 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TI Minor physical anomalies in children with autism spectrum disorders SO AUTISM LA English DT Article DE autism; dysmorphology; minor physical anomalies ID HEAD CIRCUMFERENCE; CONGENITAL-ANOMALIES; REGRESSION; MALFORMATIONS; COMPLEX AB Objective: There is clinical heterogeneity among the autism spectrum disorders (ASD). The presence of dysmorphology (minor physical anomalies; MPAs) is one possible tool for defining a clinically relevant subset in ASD. This study employs an adaptation of Miles and Hillman's (2000) classifications by using photographs to identify a subgroup with significant dysmorphology among children with ASD, typical development (TYP), and developmental delay (DD). Method: Children with ASD, DD, and TYP between 2 and 5 years old were part of the CHARGE Study. Pediatric specialists blinded to diagnostic group classified photographs based on the number of MPAs present: 'dysmorphic' if >3 and 'nondysmorphic' if <3 MPAs. Results: Photographs for 324 children were included. Significantly more children with ASD were classified as dysmorphic compared to TYP children (p = .007). In children with ASD, seizures were more prevalent in those rated dysmorphic (p = .005). Frequencies were similar between ASD versus DD (p = .19) after removing those with known syndromes. Conclusion: Photographic assessment can be used to detect generalized dysmorphology in children who are often difficult to examine. This has clinical relevance, as children with multiple MPAs can be identified through the use of photographs and prioritized for investigation of brain abnormalities and underlying genetic disorders. C1 [Angkustsiri, Kathleen; Krakowiak, Paula; Moghaddam, Billur; Gardner, Jerald; Kalamkarian, Nareg; Hertz-Picciotto, Irva; Hansen, Robin L.] Univ Calif Davis, Davis, CA 95616 USA. [Wardinsky, Terrance] Alta Calif Reg Ctr, Sacramento, CA USA. 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TI Validity of DSM-IV syndromes in preschoolers with autism spectrum disorders SO AUTISM LA English DT Article DE autism; autism spectrum disorder; factor analysis; nosology; psychiatric disorder; preschoolers; validity ID PERVASIVE DEVELOPMENTAL DISORDERS; PSYCHIATRIC-DISORDERS; YOUNG-PEOPLE; CHILDREN; COMORBIDITY; PREVALENCE; SYMPTOMS; ANXIETY; ADHD; PSYCHOPATHOLOGY AB Behavior and emotional problems are often present in very young children with autism spectrum disorders (ASDs) but their nosology has been the object of scant empirical attention. The objective of this study was to assess the construct validity of select Diagnostic and Statistical Manual of Mental Disorders (DSM)-defined syndromes (ADHD, ODD, Mood disorder) in preschoolers with ASD (N = 229). Parents and teachers completed the Early Childhood Inventory-4, a behavior rating scale based on the DSM-IV, and ratings were submitted to confirmatory factor analysis. Results generally supported the DSM nosology in this population. There was some evidence that parent ratings were associated with better fit indices (e.g. RSMEA = .062) than teachers (e.g. RMSEA = .083). For both raters, fit indices appeared to improve when the ADHD factor was broken into its constituent parts. However, hyperactivity symptoms accounted for little unique additional variance in the model. Findings lend support to the DSM as a conceptual model for behavioral syndromes in preschoolers with ASDs and also reinforce the importance of source-specificity when considering psychiatric disorders in children with ASDs. C1 [Lecavalier, Luc] Ohio State Univ, Nisonger Ctr, Columbus, OH 43210 USA. [Gadow, Kenneth D.; Devincent, Carla J.] SUNY Stony Brook, New York, NY USA. RP Lecavalier, L (reprint author), Ohio State Univ, Nisonger Ctr, 305 McCampbell Hall,1581 Dodd Dr, Columbus, OH 43210 USA. EM luc.lecavalier@osumc.edu RI Edwards, Michael/E-5501-2012 CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Angold A, 1999, J CHILD PSYCHOL PSYC, V40, P57, DOI 10.1017/S0021963098003448 Browne MW, 1993, TESTING STRUCTURAL E, P136, DOI DOI 10.1177/0049124192021002001 Cantwell DP, 1996, J CHILD PSYCHOL PSYC, V37, P3, DOI 10.1111/j.1469-7610.1996.tb01377.x DelCarmen-Wiggins R., 2004, HDB INFANT TODDLER P Fombonne E, 2005, J CLIN PSYCHIAT, V66, P3 Gadow KD, 2005, AUTISM, V9, P392, DOI 10.1177/1362361305056079 Gadow KD, 2004, J AUTISM DEV DISORD, V34, P379, DOI 10.1023/B:JADD.0000037415.21458.93 Gadow KD, 2008, J AUTISM DEV DISORD, V38, P1302, DOI 10.1007/s10803-007-0516-8 Gadow KD, 2006, J AUTISM DEV DISORD, V36, P271, DOI 10.1007/s10803-005-0060-3 Gadow KD, 2000, EARLY CHILDHOOD SYMP GADOW KD, 2008, SYMPTOM INVENTORIES GIBBONS RD, 1992, PSYCHOMETRIKA, V57, P423, DOI 10.1007/BF02295430 Joreskog K. 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Mean Total, Social Interaction, and Communication scores decreased significantly from Time 1 to Time 2 Restricted/repetitive Domain mean scores did not change over time. The ADI-R diagnostic classification was stable in 67% of children using the current published criteria. The stability increased to 78% when a modified criterion was used in the Restricted/repetitive Domain and to 88% when the broader ASD criteria were used. Among pre-schoolers with autism, parent-reported symptoms decreased significantly at two-year follow-up in Social and Communication Domains but not in the Restricted/repetitive Domain. However, ADI-R diagnostic classification remained relatively stable over time. Revising ADI-R diagnostic criteria in the Restricted/repetitive Domain or including the broader ASD criteria may improve its sensitivity and diagnostic stability in younger children. C1 [Hepburn, Susan] Univ Colorado Denver, Dept Psychiat, Sch Med, Aurora, CO 80045 USA. [Diguiseppi, Carolyn; Lezotte, Dennis] Univ Colorado Denver, Colorado Sch Publ Hlth, Aurora, CO 80045 USA. [Rogers, Sally] Univ Calif Davis, MIND Inst, Sacramento, CA 95817 USA. RP Hepburn, S (reprint author), Univ Colorado Denver, Dept Psychiat, Sch Med, 13121 E 17th Ave,Campus Box C-234, Aurora, CO 80045 USA. 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Measures of functional emotional development and symptom severity were taken. It was found that after the parents added home-based DIR/Floortime (TM) intervention at an average of 15.2 hours/week for three months, the intervention group made significantly greater gains in all three measures employed in the study: Functional Emotional Assessment Scale (FEAS) (F = 5.1, p = .031), Childhood Autism Rating Scale (F = 2.1, p = .002), and the Functional Emotional Questionnaires (F = 6.8, p = .006). This study confirms the positive results obtained by a previous DIR pilot study (Solomon et al., 2007). C1 [Pajareya, Kingkaew] Mahidol Univ, Dept Rehabil Med, Fac Med, Siriraj Hosp, Bangkok 10700, Thailand. [Nopmaneejumruslers, Kaewta] Mahidol Univ, Natl Inst Child & Family Dev, Bangkok 10700, Thailand. RP Pajareya, K (reprint author), Mahidol Univ, Dept Rehabil Med, Fac Med, Siriraj Hosp, Srisanwan Bldg, Bangkok 10700, Thailand. 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Kuo, Hsin-Yu TI The daily lives of adolescents with an autism spectrum disorder Discretionary time use and activity partners SO AUTISM LA English DT Article DE adolescents; autism; discretionary time; social; time use ID HIGH-FUNCTIONING CHILDREN; LEISURE ACTIVITIES; PATTERNS; PARTICIPATION; BEHAVIOR; ADULTS; SCHOOL; IMPACT AB This study explores the daily lives, particularly discretionary time, of adolescents with an autism spectrum disorder (ASD). We describe the activities and activity partners of adolescents, the factors associated with their discretionary time use, and the impact of time use on their autism symptoms. Mothers of 103 adolescents with an ASD completed two 24-hour time diaries to describe their adolescent's activity participation during the third wave of a longitudinal study. Adolescents with an ASD spent considerable time in discretionary activities, with watching television and using a computer as the most frequent activities. They most frequently spent discretionary time alone or with their mothers. They spent little time engaged in conversations or doing activities with peers. Age, gender, the presence of intellectual disability, severity of autism symptoms and maladaptive behaviors, the number of siblings, maternal education, marital status, and family income were associated with adolescent time use. Notably, greater time spent in conversation and reading predicted future decreases in severity of social impairment. The way that adolescents with an ASD spend their free time may have implications for their development and the course of their autism symptoms. C1 [Orsmond, Gael I.] Boston Univ, Dept Occupat Therapy, Boston, MA 02215 USA. [Kuo, Hsin-Yu] Univ Alberta, Edmonton, AB T6G 2M7, Canada. RP Orsmond, GI (reprint author), Boston Univ, Dept Occupat Therapy, 635 Commonwealth Ave, Boston, MA 02215 USA. EM gorsmond@bu.edu CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Anderson DR, 2001, MONOGR SOC RES CHILD, V66, P1, DOI 10.1111/1540-5834.00121 Barry TD, 2003, J AUTISM DEV DISORD, V33, P685, DOI 10.1023/B:JADD.0000006004.86556.e0 Bauminger N, 2000, CHILD DEV, V71, P447, DOI 10.1111/1467-8624.00156 BROWN M, 1987, ARCH PHYS MED REHAB, V68, P828 Bruininks R. H., 1996, SIB R SCALES INDEPEN Buttimer John, 2005, J Intellect Disabil, V9, P25, DOI 10.1177/1744629505049728 COGLE FL, 1982, ADOLESCENCE, V17, P451 Cohen J., 1988, STAT POWER ANAL BEHA, V2nd DUCKETT E, 1989, J YOUTH ADOLESCENCE, V18, P549, DOI 10.1007/BF02139073 Glutting J. J., 2000, WIDE RANGE INTELLIGE Hilton CL, 2008, AM J OCCUP THER, V62, P554 Jones CRG, 2009, NEUROPSYCHOLOGY, V23, P718, DOI 10.1037/a0016360 Juster F. 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G, 1985, TIME GOODS WELL BEIN, P353 Wentzel KR, 2004, J EDUC PSYCHOL, V96, P195, DOI 10.1037/0022-0663.96.2.195 NR 38 TC 12 Z9 12 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2011 VL 15 IS 5 BP 579 EP 599 DI 10.1177/1362361310386503 PG 21 WC Psychology, Developmental SC Psychology GA 834VK UT WOS:000295992100005 PM 21697194 ER PT J AU Flood, AM Hare, DJ Wallis, P AF Flood, Andrea Mary Hare, Dougal Julian Wallis, Paul TI An investigation into social information processing in young people with Asperger syndrome SO AUTISM LA English DT Article DE Asperger syndrome; social cognition; social skills; social functioning ID HIGH-FUNCTIONING CHILDREN; DIFFICULTIES QUESTIONNAIRE; AUTISM; MIND; ADOLESCENTS; SKILLS; REFORMULATION; INTERVENTION; ATTRIBUTION; LONELINESS AB Deficits in social functioning are a core feature of autistic spectrum disorders (ASD), being linked to various cognitive and developmental factors, but there has been little attempt to draw on normative models of social cognition to understand social behaviour in ASD. The current study explored the utility of Crick and Dodge's (1994) information processing model to studying social cognition in ASD, and examined associations between social information processing patterns, theory of mind skills and social functioning. A matched-group design compared young people with Asperger syndrome with typically developing peers, using a social information processing interview previously designed for this purpose. The Asperger syndrome group showed significantly different patterns of information processing at the intent attribution, response generation and response evaluation stages of the information processing model. Theory of mind skills were found to be significantly associated with parental ratings of peer problems in the Asperger syndrome group but not with parental ratings of pro-social behaviour, with only limited evidence of an association between social information processing and measures of theory of mind and social functioning. 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Akshoomoff, Natacha Cunningham, Allison B. TI Inclusion for toddlers with autism spectrum disorders The first ten years of a community program SO AUTISM LA English DT Article DE autism spectrum disorders; community program; early intervention ID YOUNG-CHILDREN; BEHAVIORAL TREATMENT; PROJECT DATA; PREDICTORS; OUTCOMES; SCHOOL; AGE AB The present quasi-experimental study examines the outcomes for a group of 102 children diagnosed with an autism spectrum disorder at age 2 who attended an inclusive toddler program (described by Stahmer and Ingersoll, 2004) until age 3. Outcomes on standardized developmental assessments indicate significant improvement, with large effect sizes, in developmental level, adaptive behavior and communication. Thirty-one of the children (31%) were functioning in the typically developing range when they exited the program at age 3, after an average of 8 months of intervention. Predictors of positive outcomes included length of time in the program, level of words and gestures use at entry and higher externalizing and lower internalizing behavior CBCL scores at entry. Implications for serving toddlers with autism in inclusive settings and suggestions for future research directions are discussed. C1 [Akshoomoff, Natacha; Cunningham, Allison B.] Rady Childrens Hosp, San Diego, CA USA. [Stahmer, Aubyn C.; Akshoomoff, Natacha; Cunningham, Allison B.] Univ Calif San Diego, San Diego, CA 92103 USA. RP Stahmer, AC (reprint author), Child & Adolescent Serv Res Ctr, 3020 Childrens Way,MC 5033, San Diego, CA 92123 USA. EM astahmer@casrc.org CR Achenbach T. 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Structured observations of a group of 38 adolescents with ASD drawn from 12 mainstream secondary schools were conducted over a two-day period and data compared with those of school, age, and gender matched comparison groups of 35 adolescents with dyslexia and 38 with no identified special educational needs (the ASD and dyslexia groups were also matched on SEN provision). Frequency and duration of peer interaction behaviours were coded. In terms of duration, multivariate analyses of variance (MANOVAs) indicated that participants with ASD spent more time engaged in solitary behaviours, less time engaged in co-operative interaction with peers, and more time engaging in reactive aggression towards peers than either comparison group. In terms of frequency, similar patterns emerged, but additionally participants with ASD engaged in fewer instances of rough/vigorous play, and were subject to more instances of social initiation and instrumental verbal aggression by peers than either comparison group. The findings of the current study support the authors' theoretical model of peer group interaction processes for individuals with ASD, and have implications for both social skills training and the development of peer awareness and sensitivity. Limitations are noted. C1 [Humphrey, Neil; Symes, Wendy] Univ Manchester, Sch Educ, Manchester M13 9PL, Lancs, England. RP Humphrey, N (reprint author), Univ Manchester, Sch Educ, Oxford Rd, Manchester M13 9PL, Lancs, England. 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An approach to observational learning in low-functioning children with autism SO AUTISM LA English DT Article DE action-effect relations; autism; observational learning; video demonstration ID MIRROR NEURON SYSTEM; SPECTRUM DISORDERS; DEFERRED IMITATION; MOTOR; VIDEO; INDIVIDUALS; DYSFUNCTION; PERCEPTION; SIMULATION; INFANTS AB Learning by doing and learning by observing are two facets of the tight coupling between perception and action discovered at the brain level. Developmental studies of observational learning still remain rare and even more rare are studies documenting the capacities of low-functioning children with autism to learn by observation. In the first investigation of this question, twenty nonverbal children with autism with a developmental age of 24 and 36 months, and twenty matched typical children, were presented with an experimental box requiring that a hierarchical sequence of subgoals be performed before it could be opened. A 9-day testing procedure included four presentations of the red box and two video demonstrations of how to open it. Two scores were computed, one concerning the number of sub-goals fulfilled and the other the relevant manipulations of the material. Within-group analyses revealed that only the typical children learned partly or fully the sequence of subgoals after the first video-demonstration. The addition of a second demonstration allowed the two subgroups with autism to learn partly or fully the sequence of subgoals. The differences between learning to manipulate and learning to produce a goal are discussed in terms of relationships between understanding actions and understanding action-effect relations. C1 [Nadel, Jacqueline] Hop La Pitie Salpetriere, Ctr Emot, CNRS, USR3246, F-75651 Paris 13, France. [Coulon, Nathalie; Gras-Vincendon, Agnes; Bursztejn, Claude] Univ Strasbourg, Strasbourg Univ Hosp, Strasbourg, France. 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TI Phenomenology and measurement of circumscribed interests in autism spectrum disorders SO AUTISM LA English DT Article DE circumscribed interests; repetitive behavior; restricted interests ID REPETITIVE BEHAVIOR; DIAGNOSTIC INTERVIEW; ASPERGER-SYNDROME; SELF-STIMULATION; JOINT ATTENTION; YOUNG-CHILDREN; INTERVENTION; INDIVIDUALS; PLAY AB Circumscribed interests (CI) are important and understudied symptoms that affect individuals with autism spectrum disorders (ASD). The present study sought to develop quantitative measures of the content, intensity and functional impairment of CI in 50 children with high-functioning ASD compared to an age-, IQ-, and gender-matched sample of 50 typically developing (TD) peers. The Interests Scale, a parent-rating questionnaire, and the Interview for Repetitive Behaviors, a semi-structured interview, were used to assess CI. Groups did not differ on the number of interests children held, but they did differ on types of interests and impairment associated with them. The interests of ASD participants were more likely to be nonsocial in nature (e.g. mechanical systems) than TD participants. Parents of children with ASD endorsed higher degrees of functional impairment on metrics including frequency, interference, resistance when interrupted, flexibility, and accommodation required, as well as less involvement of other people, than parents of children with TD. These findings suggest that interests of individuals with ASD differ qualitatively and in intensity from individuals with TD. The present study offers further support for the notion that CI reflect a clinically significant feature of ASD that warrants intervention in some children. C1 [Turner-Brown, Lauren M.] Univ N Carolina, Carolina Inst Dev Disabil, Sch Med, Chapel Hill, NC 27599 USA. 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Chambers, Alison TI Implicit and explicit understanding of ambiguous figures by adolescents with autism spectrum disorder SO AUTISM LA English DT Article DE ambiguous figures; conceptual; copying; enhanced perceptual functioning; representation ID COGNITIVE-STYLE; WEAK COHERENCE; CHILDREN; INDIVIDUALS; REPRESENTATIONS; PERCEPTION; DRAWINGS; DEFICIT; MIND AB Children with autism spectrum disorder (ASD) can process both interpretations of an ambiguous figure (e.g. rabbit/duck) when told about the ambiguity, however they tend not to do so spontaneously. Here we show that although adolescents with ASD can explicitly experience such 'reversals', implicit measures suggest they are conceptually processing the images differently from learning disabled peers. Participants copied the same ambiguous figures under different contextual conditions, both before and after reversal experience. Results suggest that adolescents with ASD are not influenced by contextual information when copying ambiguous drawings, since they produce similar pictures before and after reversal, compared with controls. This research has implications for how individuals with ASD understand multiple representations and supports the Enhanced Perceptual Functioning theory. C1 [Allen, Melissa L.] Univ Lancaster, Dept Psychol, Fylde Coll, Lancaster LA1 4YF, England. RP Allen, ML (reprint author), Univ Lancaster, Dept Psychol, Fylde Coll, Lancaster LA1 4YF, England. 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Mcgonigle-Chalmers, Margaret TI Partial occlusion depiction and its relationship with field independence in children with ASD SO AUTISM LA English DT Article DE autism; drawing; field independence; partial occlusion ID ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; AUTISM SPECTRUM DISORDERS; HIGH-FUNCTIONING AUTISM; EMBEDDED FIGURES TEST; COGNITIVE-STYLE; DISEMBEDDING PERFORMANCE; EXECUTIVE DYSFUNCTION; INTELLECTUAL REALISM; ASPERGER-SYNDROME; OCCLUDED OBJECTS AB We report a study of the depiction of partial occlusion and its relationship with field independence (FI) in children with ASD. Nineteen ASD children and 29 TD children (5;6-10;0) attempted to copy two 3D occluded scenes, and also selected the 'best' depiction of these scenes in drawings by others. ASD children were not significantly different from controls on FI but were significantly delayed in partial occlusion drawing and selection, independently of chronological age (CA), nonverbal mental age (NVMA) and FI. 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This study compared visual attention to detail (ATTD) and selected executive functions (EF) in 35 males and 21 females with higher-functioning ASD and unaffected sibling controls. Females with ASD outperformed males on EF as assessed by the Trail Making Test B-A. Males with ASD showed superior performance for ATTD as measured by the Block Design Test (BD) when compared with females. EF difficulties in males were correlated with more stereotypic behaviours and interests on the Autism Diagnostic Interview-Revised or the Autism Diagnostic Observation Schedule. The results indicated clinically meaningful cognitive sex differences in ASD, particularly an association between EF and stereotypic behaviours and interests. ATTD as a potential basis for specific cognitive strengths (e.g. scientific/savant skills) might be more pronounced in males with ASD. C1 [Bolte, Sven] Karolinska Inst, Dept Womens & Childrens Hlth, Ctr Neurodev Disorders KIND, SE-17176 Stockholm, Sweden. [Bolte, Sven; Holtmann, Martin] Cent Inst Mental Hlth, Dept Child & Adolescent Psychiat & Psychotherapy, D-6800 Mannheim, Germany. [Bolte, Sven; Duketis, Eftichia; Poustka, Fritz; Holtmann, Martin] Goethe Univ Frankfurt, Dept Child & Adolescent Psychiat & Psychotherapy, Frankfurt, Germany. [Holtmann, Martin] Ruhr Univ Bochum, LWL Hosp Child & Adolescent Psychiat, Bochum, Germany. RP Bolte, S (reprint author), Karolinska Inst, Dept Woman & Child Hlth, Neuropediat Unit, Ctr Neurodev Disorders KIND, SE-17176 Stockholm, Sweden. 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The children with AD showed a stiffer gait in which the usual fluidity of walking was lost, trunk postural abnormalities, highly significant difficulties to maintain a straight line and a marked loss of smoothness (increase of jerk index), compared to the healthy controls. As a whole, these data suggest a complex motor dysfunction involving both the cortical and the subcortical area or, maybe, a possible deficit in the integration of sensory-motor information within motor networks (i.e., anomalous connections within the fronto-cerebello-thalamo-frontal network). Although the underlying neural structures involved remain to be better defined, these data may contribute to highlighting the central role of motor impairment in autism and suggest the usefulness of taking into account motor difficulties when developing new diagnostic and rehabilitation programs. C1 [Nobile, Maria] Eugenio Medea Sci Inst, Child Psychiat Unit, Child Psychiat Dept, I-23842 Bosisio Parini, LC, Italy. [Perego, Paolo] Eugenio Medea Sci Inst, Gait Anal Lab, Bosisio Parini, Italy. [Piccinini, Luigi] Eugenio Medea Sci Inst, Funct Rehabil Unit, Bosisio Parini, Italy. RP Nobile, M (reprint author), Eugenio Medea Sci Inst, Child Psychiat Unit, Child Psychiat Dept, Via Don Luigi Monza 20, I-23842 Bosisio Parini, LC, Italy. 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Lauwers, Gregory Y. Winter, Harland S. Buie, Timothy M. TI Intestinal disaccharidase activity in patients with autism Effect of age, gender, and intestinal inflammation SO AUTISM LA English DT Article DE autism; disaccharidases; inflammation; intestine ID GASTROINTESTINAL SYMPTOMS; LACTASE DEFICIENCY; SPECTRUM DISORDERS; ABDOMINAL-PAIN; CHILDREN; PREVALENCE; GENETICS AB Intestinal disaccharidase activities were measured in 199 individuals with autism to determine the frequency of enzyme deficiency. All patients had duodenal biopsies that were evaluated morphologically and assayed for lactase, sucrase, and maltase activity. Frequency of lactase deficiency was 58% in autistic children <= 5 years old and 65% in older patients. As would be expected, patients with autism at age 5 > years demonstrated significant decline in lactase activity (24%, p = .02) in comparison with <= 5 years old autistic patients. Boys <= 5 years old with autism had 1.7 fold lower lactase activity than girls with autism (p = .02). Only 6% of autistic patients had intestinal inflammation. Lactase deficiency not associated with intestinal inflammation or injury is common in autistic children and may contribute to abdominal discomfort, pain and observed aberrant behavior. Most autistic children with lactose intolerance are not identified by clinical history. C1 [Kushak, Rafail I.; Lauwers, Gregory Y.; Winter, Harland S.; Buie, Timothy M.] Harvard Univ, Sch Med, Boston, MA USA. RP Kushak, RI (reprint author), Massachusetts Gen Hosp Children, 175 Cambridge St,5th Floor, Boston, MA 02114 USA. 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Trivette, Carol M. Masiello, Tracy TI Exploratory investigation of the effects of interest-based learning on the development of young children with autism SO AUTISM LA English DT Article DE autism; child development; child interests; everyday learning ID INTENSE INTERESTS; EFFECT SIZES; BEHAVIORS; CHOICE AB The influences of child participation in interest-based learning activities on the development of 17 preschoolers with autism was the focus of this brief report. The children's mothers identified their children's interests and the everyday family and community activities that provided opportunities for interest-based learning. Parents then implemented intervention procedures for 14 to 16 weeks to increase child participation in the selected activities. Based on an investigator-administered interestingness scale, the children were divided into high and low interest-based learning groups. The children's language, cognitive, social, and motor development quotients obtained at the beginning, the middle, and the end of the intervention were the dependent measures. Results showed that the high interest-based group made considerably more developmental progress compared to the low interest-based group. Implications for practice and future research are discussed. C1 [Dunst, Carl J.; Trivette, Carol M.; Masiello, Tracy] Orelena Hawks Puckett Inst, Asheville, NC 28804 USA. RP Dunst, CJ (reprint author), Orelena Hawks Puckett Inst, 8 Elk Mt Rd, Asheville, NC 28804 USA. 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The aim of this study was to examine language processing in children with high-functioning autism (HFA) and Asperger's disorder (AD) using a task which taps lexical processing, a core language ability. Eleven individuals with HFA, 11 with AD and 11 typically developing (TD) individuals completed a masked priming task, a psycholinguistic paradigm that directly examines lexical processes. Within-group analyses revealed the AD and TD groups had intact lexical processing systems and orthographic processing of the written word. The outcomes for the HFA group were ambiguous, suggesting that their lexical processing system is either delayed or is structurally different. This suggests that fundamental differences in lexical processing exist between HFA and AD and remain evident later in development. C1 [Yelland, Greg] Monash Univ, Sch Psychol & Psychiat, Clayton, Vic 3800, Australia. RP Yelland, G (reprint author), Monash Univ, Sch Psychol & Psychiat, Bldg 17, Clayton, Vic 3800, Australia. 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W., 1994, ENCY LANGUAGE LINGUI, P31 YELLAND GW, 1999, 26 AUSTR EXPT PSYCH NR 55 TC 5 Z9 5 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2011 VL 15 IS 3 BP 307 EP 325 DI 10.1177/1362361310386501 PG 19 WC Psychology, Developmental SC Psychology GA 776MY UT WOS:000291540600005 PM 21363869 ER PT J AU Fugard, AJB Stewart, ME Stenning, K AF Fugard, Andrew J. B. Stewart, Mary E. Stenning, Keith TI Visual/verbal-analytic reasoning bias as a function of self-reported autistic-like traits A study of typically developing individuals solving Raven's Advanced Progressive Matrices SO AUTISM LA English DT Article DE Autism-Spectrum Quotient; autistic-like traits; Raven's Advanced Progressive Matrices; strategies; typically developing individuals ID SPECTRUM QUOTIENT AQ; GENERAL-POPULATION; ASPERGER-SYNDROME; COGNITIVE-STYLE; MATRICES TEST; BLOCK DESIGN; EYES TEST; CHILDREN; INTELLIGENCE; PERFORMANCE AB People with autism spectrum condition (ASC) perform well on Raven's matrices, a test which loads highly on the general factor in intelligence. However, the mechanisms supporting enhanced performance on the test are poorly understood. Evidence is accumulating that milder variants of the ASC phenotype are present in typically developing individuals, and that those who are further along the autistic-like trait spectrum show similar patterns of abilities and impairments as people with clinically diagnosed ASC. We investigated whether self-reported autistic-like traits in a university student sample, assessed using the Autism-Spectrum Quotient (AQ; Baron-Cohen, Wheelwright, Skinner, et al., 2001), predict performance on Raven's Advanced Progressive Matrices. We found that reporting poorer social skills but better attention switching predicted a higher Advanced matrices score overall. DeShon, Chan, and Weissbein (1995) classified Advanced matrices items as requiring a visuospatial, or a verbal-analytic strategy. We hypothesised that higher AQ scores would predict better performance on visuospatial items than on verbal-analytic items. This prediction was confirmed. These results are consistent with the continuum view and can be explained by the enhanced perceptual functioning theory of performance peaks in ASC. The results also confirm a new prediction about Raven's Advanced Progressive Matrices performance in people with ASC. C1 [Fugard, Andrew J. B.] Salzburg Univ, ICT&S Ctr, A-5020 Salzburg, Austria. [Stewart, Mary E.] Heriot Watt Univ, Edinburgh, Midlothian, Scotland. [Stenning, Keith] Univ Edinburgh, Edinburgh EH8 9YL, Midlothian, Scotland. RP Fugard, AJB (reprint author), Salzburg Univ, ICT&S Ctr, Sigmund Haffner Gasse 18, A-5020 Salzburg, Austria. 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Twenty-eight SIBS-ANV (17 boys), ages 4-9 years, took part in the study. All children attended regular schools, and none had received a diagnosis of autism. Controls were 27 typically developing children (SIBS-TD; 16 boys) matched to the SIBS-ANV on age, family background, socioeconomic status and type of school they attended. Significant IQ differences, as well as language differences as measured on the Clinical Evaluation of Language Fundamentals (CELF), emerged between SIBS-ANV and SIBS-TD. However, differences in the language scores mostly disappeared when PIQ and FSIQ were controlled for. Furthermore, grammatical analysis of spontaneous speech samples produced in the course of testing did not reveal any significant differences between the groups. These results add to recent work suggesting that language deficits may not be part of the Broad Autism Phenotype (BAP). It further suggests that the cognitive deficit characteristic of nonverbal people with autism may be familial. C1 [Levy, Yonata] Hebrew Univ Jerusalem, Dept Psychol, IL-91905 Jerusalem, Israel. RP Levy, Y (reprint author), Hebrew Univ Jerusalem, Dept Psychol, IL-91905 Jerusalem, Israel. 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H., 1992, CLIN EVALUATION LANG Williams D, 2008, PSYCHOL BULL, V134, P944, DOI [10.1037/a0013743, 10.1037/0013743] Yirmiya N, 2007, J AUTISM DEV DISORD, V37, P218, DOI 10.1007/s10803-006-0163-5 Zwaigenbaum L, 2005, INT J DEV NEUROSCI, V23, P143, DOI 10.1016/j.ijdevneu.2004.05.001 NR 39 TC 2 Z9 2 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2011 VL 15 IS 3 BP 341 EP 354 DI 10.1177/1362361310386504 PG 14 WC Psychology, Developmental SC Psychology GA 776MY UT WOS:000291540600007 PM 21363870 ER PT J AU Sofronoff, K Dark, E Stone, V AF Sofronoff, Kate Dark, Elizabeth Stone, Valerie TI Social vulnerability and bullying in children with Asperger syndrome SO AUTISM LA English DT Article DE Asperger syndrome; bullying; social vulnerability ID CAST CHILDHOOD ASPERGER; SCHOOL-AGE-CHILDREN; SPECTRUM; ANXIETY; AUTISM; ADULTS AB Children with Asperger syndrome (AS) have IQ within the normal range but specific impairments in theory of mind, social interaction and communication skills. The majority receive education in mainstream schools and research suggests they are bullied more than typically developing peers. The current study aimed to evaluate factors that predict bullying for such children and also to examine a new measure, the Social Vulnerability Scale (SVS). One hundred and thirty three parents of children with AS completed the SVS and of these 92 parents completed both the SVS and questionnaires measuring anxiety, anger, behaviour problems, social skills and bullying. Regression analyses revealed that these variables together strongly predicted bullying, but that social vulnerability was the strongest predictor. Test-re-test and internal consistency analyses of the SVS demonstrated sound psychometric properties and factor analyses revealed two sub-scales: gullibility and credulity. Limitations of the study are acknowledged and suggestions for future research discussed. C1 [Sofronoff, Kate] Univ Queensland, Sch Psychol, Brisbane, Qld 4072, Australia. 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TI The everyday routines of families of children with autism Examining the impact of sensory processing difficulties on the family SO AUTISM LA English DT Article DE autism; family; qualitative research; routines; sensory processing ID ASPERGER-SYNDROME; PARENTS; ABNORMALITIES; DISORDERS; STRESS AB The purpose of this qualitative study was to explore the lived experience of how sensory-related behaviors of children with autism affected family routines. In-depth semi-structured interviews were conducted with four primary caregivers regarding the meaning and impact of their child's sensory-related behaviors on family routines that occurred inside and outside the home. Findings indicated that sensory behaviors are one factor that limited family participation in work, family and leisure activities; and that parents employed specific strategies to manage individual and family routines in light of the child's sensory-related behaviors. 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Murray, Donna S. Akers, Rachel Mitchell, Terry Manning-Courtney, Patricia TI Use of the Autism Diagnostic Observation Schedule (ADOS) in a clinical setting SO AUTISM LA English DT Article DE ADOS; ASD; autism; clinical; diagnosis ID SPECTRUM DISORDERS; REVISED ALGORITHMS; INTERVIEW; CHILDREN; PREVALENCE; LANGUAGE; DEFICITS AB The aim of this study was to examine the Autism Diagnostic Observation Schedule (ADOS) as it is commonly used in clinical practice. ADOS classifications were compared to final diagnoses given by a multidisciplinary team to 584 children referred for evaluation for possible autism spectrum disorder (ASD) at the Cincinnati Children's Hospital Medical Center. A total of 177 children were evaluated with a Module 1 (87 No Words), 198 with a Module 2 (90 < 5 years) and 209 with a Module 3. Of these, 142 (26%) were diagnosed with autism, 185 (32%) with non-autism ASD, and 257 (44%) with non-spectrum disorders. Sensitivities were moderate to high on both original and revised algorithms, while specificities were substantially lower than those previously reported. This difference is likely attributable to the composition of the sample that included many children with a broad array of developmental and behavioral disorders. The clinical impression of the team member who administered the ADOS was critical to the accuracy of the overall diagnosis. Using numeric scores alone resulted in misclassification from false positive results. The study highlights the importance of the qualitative interactions of the ADOS activities as well as the score in diagnostic decision making. C1 [Molloy, Cynthia A.] Cincinnati Childrens Hosp, Med Ctr, Div Neurol, Cincinnati, OH 45229 USA. [Molloy, Cynthia A.; Murray, Donna S.; Manning-Courtney, Patricia] Univ Cincinnati, Coll Med, Cincinnati, OH USA. RP Molloy, CA (reprint author), Cincinnati Childrens Hosp, Med Ctr, Div Neurol, 3333 Burnet Ave,MLC 4018, Cincinnati, OH 45229 USA. EM camolloy@fuse.net CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT American Psychiatric Association, 2010, AM PSYCH ASS DSM 5 D Bishop S, 2007, J CHILD PSYCHOL PSYC, V48, P1111, DOI 10.1111/j.1469-7610.2007.01782.x Brenner H, 1997, STAT MED, V16, P981, DOI 10.1002/(SICI)1097-0258(19970515)16:9<981::AID-SIM510>3.0.CO;2-N Centers for Disease Control and Prevention, 2009, MMWR-MORBID MORTAL W, V56, P1 Constantino JN, 2004, J CHILD PSYCHOL PSYC, V45, P719, DOI 10.1111/j.1469-7610.2004.00266.x de Bildt A, 2009, J AUTISM DEV DISORD, V39, P1350, DOI 10.1007/s10803-009-0749-9 DILAVORE PC, 1995, J AUTISM DEV DISORD, V25, P355, DOI 10.1007/BF02179373 Geschwind DH, 2007, CURR OPIN NEUROBIOL, V17, P103, DOI 10.1016/j.conb.2007.01.009 Gotham K, 2007, J AUTISM DEV DISORD, V37, P613, DOI 10.1007/s10803-006-0280-1 Gotham K, 2008, J AM ACAD CHILD PSY, V47, P642, DOI 10.1097/CHI.0b013e31816bffb7 Klein-Tasman BP, 2007, CHILD NEUROPSYCHOL, V13, P444, DOI 10.1080/09297040601033680 Klein-Tasman BP, 2007, J AUTISM DEV DISORD, V37, P1224, DOI 10.1007/s10803-006-0266-z Kogan MD, 2009, PEDIATRICS, V124, P1395, DOI 10.1542/peds.2009-1522 LECOUTEUR A, 1989, J AUTISM DEV DISORD, V19, P363 Leyfer OT, 2008, AUTISM RES, V1, P284, DOI 10.1002/aur.43 Lord C, 1997, J AUTISM DEV DISORD, V27, P501, DOI 10.1023/A:1025873925661 LORD C, 1989, J AUTISM DEV DISORD, V19, P185, DOI 10.1007/BF02211841 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947 Lord C., 2008, AUTISM DIAGNOSTIC OB Mazefsky CA, 2006, AUTISM, V10, P533, DOI 10.1177/136236130606850S Newschaffer CJ, 2007, ANNU REV PUBL HEALTH, V28, P235, DOI 10.1146/annurev.publhealth.28.021406.144007 Risi S, 2006, J AM ACAD CHILD PSY, V45, P1094, DOI 10.1097/01.chi.0000227880.42780.0e Robertson JM, 1999, J AM ACAD CHILD PSY, V38, P738, DOI 10.1097/00004583-199906000-00022 Sparrow S. S., 2005, VINELAND NR 26 TC 11 Z9 11 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2011 VL 15 IS 2 BP 143 EP 162 DI 10.1177/1362361310379241 PG 20 WC Psychology, Developmental SC Psychology GA 748QU UT WOS:000289406400002 PM 21339248 ER PT J AU Nah, YH Poon, KK AF Nah, Yong-Hwee Poon, Kenneth K. TI The perception of social situations by children with autism spectrum disorders SO AUTISM LA English DT Article DE autism spectrum disorders; Dewey Story Test; qualitative justifications; understanding social situations ID HIGH-FUNCTIONING AUTISM; ASPERGER-SYNDROME; MIND; ADULTS; RECOGNITION; ADOLESCENTS AB This study investigated how children with autism spectrum disorders (ASD) make social judgments of social situations and provide justifications for their responses. Fifteen children with ASD and 15 typically developing children (ages from 9 to 13 years old) were presented with eight vignettes, based on the Dewey Story Test (Dewey, 1991) and developed for the purposes of this study. The participants rated the appropriateness (on a 4-point Likert scale) of the socially inappropriate event (test item) and non-social appropriate event (control item) in each vignette. Justifications for each rating were also elicited at the end of each vignette. The children with ASD rated socially inappropriate behaviors in vignettes no differently from their typically developing peers but rated control items as stranger. They also had a higher tendency to provide inappropriate/bizarre and don't know/no response justifications instead of appropriate/social justifications (that reflect social awareness). The impact of the method of eliciting social judgments of social situations and its impact on findings are discussed. C1 [Nah, Yong-Hwee; Poon, Kenneth K.] Nanyang Technol Univ, Natl Technol Univ, Natl Inst Educ, Singapore 637616, Singapore. RP Nah, YH (reprint author), Nanyang Technol Univ, Natl Technol Univ, Natl Inst Educ, 1 Nanyang Walk, Singapore 637616, Singapore. EM bluefreud@yahoo.com RI Poon, Kenneth /K-5799-2012 OI Poon, Kenneth /0000-0002-8809-902X CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Baron-Cohen S, 1999, J AUTISM DEV DISORD, V29, P407, DOI 10.1023/A:1023035012436 Baron-Cohen S, 2001, J CHILD PSYCHOL PSYC, V42, P241, DOI 10.1017/S0021963001006643 BaronCohen S, 1997, J CHILD PSYCHOL PSYC, V38, P813, DOI 10.1111/j.1469-7610.1997.tb01599.x Buitelaar JK, 1999, DEV PSYCHOPATHOL, V11, P39, DOI 10.1017/S0954579499001947 Dewey M, 1991, AUTISM ASPERGER SYND, P184, DOI 10.1017/CBO9780511526770.006 Dziobek I, 2006, J AUTISM DEV DISORD, V36, P623, DOI 10.1007/s10803-006-0107-0 Egan GJ, 1998, ARCH CLIN NEUROPSYCH, V13, P383, DOI 10.1016/S0887-6177(97)00019-X Grant CM, 2005, AUTISM, V9, P317, DOI 10.1177/1362361305055418 Gray C. A., 1993, FOCUS AUTISTIC BEHAV, V8, P1, DOI DOI 10.1177/108835769300800101 HAPPE FGE, 1994, J AUTISM DEV DISORD, V24, P129, DOI 10.1007/BF02172093 HAPPE FGE, 1995, CHILD DEV, V66, P843, DOI 10.1111/j.1467-8624.1995.tb00909.x Heavey L, 2000, J AUTISM DEV DISORD, V30, P225, DOI 10.1023/A:1005544518785 Heerey EA, 2005, J ABNORM CHILD PSYCH, V33, P55, DOI 10.1007/s10802-005-0934-z Hillier A, 2002, AUTISM, V6, P299, DOI 10.1177/1362361302006003007 Howlin P, 2004, AUTISM ASPERGER SYND Jolliffe T, 1999, J AUTISM DEV DISORD, V29, P395, DOI 10.1023/A:1023082928366 Loveland KA, 2001, J AUTISM DEV DISORD, V31, P367, DOI 10.1023/A:1010608518060 Myles B. S., 1998, ASPERGER SYNDROME GU Parsons S, 2005, AUTISM, V9, P95, DOI 10.1177/1362361305049032 Roeyers H, 2001, J CHILD PSYCHOL PSYC, V42, P271, DOI 10.1111/1469-7610.00718 Schopler E., 1986, CHILDHOOD AUTISM RAT Tager-Flusberg H, 1999, INT REV PSYCHIATR, V11, P325, DOI 10.1080/09540269974203 Volkmar F. R., 2000, ASPERGER SYNDROME, P340 Wechsler D., 2003, WECHSLER INTELLIGENC NR 25 TC 1 Z9 1 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2011 VL 15 IS 2 BP 185 EP 203 DI 10.1177/1362361309353616 PG 19 WC Psychology, Developmental SC Psychology GA 748QU UT WOS:000289406400004 PM 20876166 ER PT J AU Akmanoglu, N Tekin-Iftar, E AF Akmanoglu, Nurgul Tekin-Iftar, Elif TI Teaching children with autism how to respond to the lures of strangers SO AUTISM LA English DT Article DE safety skills; autism; graduated guidance; video modelling; community-based teaching ID COMMUNITY-BASED INSTRUCTION; SEVERE MENTAL-RETARDATION; INTELLECTUAL DISABILITIES; ACTIVITY SCHEDULES; PURCHASING SKILLS; MODERATE; SIMULATION; BEHAVIORS; STUDENTS; PROGRAM AB A multiple probe design was used to assess the combined effects of videomodeling, graduated guidance and community-based instruction for teaching children with autism how to protect themselves from the lures of strangers. Parental opinions were also assessed in the study. Three children with autism (aged 6 to 11 years) participated in the study. Data indicated that videomodeling with graduated guidance and community-based instruction was effective for teaching children with autism how to protect themselves from the lures of strangers. Also it can be seen that participants maintained the acquired skill over time and applied it to novel settings. Furthermore, generalization was maintained over time. The parents of the participants reported positive opinions regarding the aims, procedures, and results of the study. Based on an evaluation of the findings, implications and future research needs are discussed. C1 [Akmanoglu, Nurgul; Tekin-Iftar, Elif] Anadolu Univ, Res Inst Handicapped, TR-26470 Eskisehir, Turkey. RP Akmanoglu, N (reprint author), Anadolu Univ, Engelliler Arastirma Enstitusu, TR-26470 Eskisehir, Turkey. EM nakmanoglu@anadolu.edu.tr CR ALCANTARA PR, 1994, EXCEPT CHILDREN, V61, P40 Bidwell MA, 2004, BEHAV INTERVENT, V19, P263, DOI 10.1002/bin.165 Branham RS, 1999, EDUC TRAIN MENT RET, V34, P170 Bryan LC, 2000, J AUTISM DEV DISORD, V30, P553, DOI 10.1023/A:1005687310346 Cicero FR, 2002, RES DEV DISABIL, V23, P319, DOI 10.1016/S0891-4222(02)00136-1 Collins B. C., 1992, EXCEPTIONALITY, V3, P67 COLLINS BC, 1993, EDUC TRAIN MENT RET, V28, P128 Denny M., 2001, ED TREATMENT CHILDRE, V23, P441 DOYLE B. T., 2004, AUTISM SPECTRUM DISO Duker P. 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W., 1984, SINGLE SUBJECT RES D Tekin-Iftar E., 2008, INT J SPECIAL ED, V23, P147 Tekin-Iftar E., 2006, OZEL EGITIMDE YANLIS, V2nd Tekin-Iftar E, 2008, EDUC TRAIN DEV DISAB, V43, P249 *UN, 2005, STAT WORLDS CHILDR 2 WATSON M, 1992, J SPEC EDUC, V26, P181 Wolery M., 1988, EFFECTIVE TEACHING P Wolery M., 1992, TEACHING STUDENTS MO Woods J., 2006, ED TREATMENT CHILDRE, V29, P437 NR 37 TC 4 Z9 4 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2011 VL 15 IS 2 BP 205 EP 222 DI 10.1177/1362361309352180 PG 18 WC Psychology, Developmental SC Psychology GA 748QU UT WOS:000289406400005 PM 21339247 ER PT J AU Casanova, MF El-Baz, A Elnakib, A Switala, AE Williams, EL Williams, DL Minshew, NJ Conturo, TE AF Casanova, Manuel F. El-Baz, Ayman Elnakib, Ahmed Switala, Andrew E. Williams, Emily L. Williams, Diane L. Minshew, Nancy J. Conturo, Thomas E. TI Quantitative analysis of the shape of the corpus callosum in patients with autism and comparison individuals SO AUTISM LA English DT Article DE autistic disorder; cerebral cortex growth and development; corpus callosum; magnetic resonance imaging ID DEVELOPMENTAL LANGUAGE DISORDER; MATTER VOLUME INCREASE; MINICOLUMNAR PATHOLOGY; ADULTS; CONNECTIVITY; LOCALIZATION; PERSPECTIVE; SIZE AB Multiple studies suggest that the corpus callosum in patients with autism is reduced in size. This study attempts to elucidate the nature of this morphometric abnormality by analyzing the shape of this structure in 17 high-functioning patients with autism and an equal number of comparison participants matched for age, sex, IQ, and handedness. The corpus callosum was segmented from T1 weighted images acquired with a Siemens 1.5 T scanner. Transformed coordinates of the curvilinear axis were aggregated into a parametric map and compared across series to derive regions of statistical significance. Our results indicate that a reduction in size of the corpus callosum occurs over all of its subdivisions (genu, body, splenium) in patients with autism. Since the commissural fibers that traverse the different anatomical compartments of the corpus callosum originate in disparate brain regions our results suggest the presence of widely distributed cortical abnormalities in people with autism. C1 [Casanova, Manuel F.] Univ Louisville, Dept Psychiat & Behav Sci, Louisville, KY 40202 USA. [Williams, Diane L.] Duquesne Univ, Pittsburgh, PA 15219 USA. [Minshew, Nancy J.] Univ Pittsburgh, Pittsburgh, PA USA. [Conturo, Thomas E.] Washington Univ, St Louis, MO 63130 USA. RP Casanova, MF (reprint author), Univ Louisville, Dept Psychiat & Behav Sci, 500 S Preston St,Bldg 55A,Rm 217, Louisville, KY 40202 USA. EM m0casa02@louisville.edu CR Badaruddin DH, 2007, CHILD PSYCHIAT HUM D, V38, P287, DOI 10.1007/s10578-007-0065-6 Belmonte MK, 2004, J NEUROSCI, V24, P9228, DOI 10.1523/JNEUROSCI.3340-04.2004 BENJAMINI Y, 1995, J ROY STAT SOC B MET, V57, P289 Brock J, 2002, DEV PSYCHOPATHOL, V14, P209 Casanova MF, 2009, J NEUROSCI METH, V184, P19, DOI 10.1016/j.jneumeth.2009.07.011 Casanova MF, 2002, NEUROLOGY, V58, P428 Casanova MF, 2010, TRANSL NEUROSCI, V1, P124, DOI 10.2478/v10134-010-0017-8 Casanova MF, 2002, J CHILD NEUROL, V17, P692, DOI 10.1177/088307380201700908 Casanova MF, 2003, NEUROSCIENTIST, V9, P496, DOI 10.1177/1073858403253552 Casanova MF, 2008, NEUROSCIENTIST, V14, P101, DOI 10.1177/1073858407309091 Casanova MF, 2009, J AUTISM DEV DISORD, V39, P751, DOI 10.1007/s10803-008-0681-4 Casanova MF, 2004, ANN NEUROL, V56, P453, DOI 10.1002/ana.20196 Casanova MF, 2006, ACTA NEUROPATHOL, V112, P287, DOI 10.1007/s00401-006-0085-5 CONTURO TE, 2008, J INT NEUROPSYCH SOC, V14, P1 COOK ND, 1984, BRAIN LANG, V23, P116, DOI 10.1016/0093-934X(84)90010-5 DOTY RW, 2007, EVOLUTION PRIMATE NE, P277 El-Baz A, 2009, LECT NOTES COMPUT SC, V5761, P281 Frazier TW, 2009, BIOL PSYCHIAT, V66, P935, DOI 10.1016/j.biopsych.2009.07.022 Freitag CM, 2009, BIOL PSYCHIAT, V66, P316, DOI 10.1016/j.biopsych.2009.03.011 Happe F, 2006, J AUTISM DEV DISORD, V36, P5, DOI 10.1007/s10803-005-0039-0 Hardan AY, 2009, PSYCHIAT RES-NEUROIM, V174, P57, DOI 10.1016/j.pscychresns.2009.03.005 Herbert MR, 2004, ANN NEUROL, V55, P530, DOI 10.1002/ana.20032 Herbert MR, 2005, BRAIN, V128, P213, DOI 10.1093/brain/awh330 Hofman MA, 2001, EVOLUTIONARY ANATOMY OF THE PRIMATE CEREBRAL CORTEX, P113 HOFMAN MA, 1985, J THEOR BIOL, V112, P77, DOI 10.1016/S0022-5193(85)80117-X Houzel JC, 1999, J PHYSIOLOGY-PARIS, V93, P271, DOI 10.1016/S0928-4257(00)80056-X Hrdlicka M, 2008, NEUROENDOCRINOL LETT, V29, P281 Johnson SB, 2009, NEUROANAT RES LEAD, P3 Just MA, 2007, CEREB CORTEX, V17, P951, DOI 10.1093/cercor/bhl006 Keary CJ, 2009, J AUTISM DEV DISORD, V39, P834, DOI 10.1007/s10803-009-0689-4 LAINHART JE, 2005, RECENT DEV AUTISM RE, P57 LORD C, 1989, J AUTISM DEV DISORD, V19, P185, DOI 10.1007/BF02211841 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Mihrshahi R, 2006, J EXP ZOOL PART B, V306B, P8, DOI 10.1002/jez.b.21067 Mottron L, 2006, J AUTISM DEV DISORD, V36, P27, DOI 10.1007/s10803-005-0040-7 Olivares R, 2001, BRAIN BEHAV EVOLUT, V57, P98, DOI 10.1159/000047229 Olivares R, 2000, BRAIN BEHAV EVOLUT, V55, P37, DOI 10.1159/000006640 Rakic P, 2001, EVOLUTIONARY ANATOMY OF THE PRIMATE CEREBRAL CORTEX, P30 Rilling JK, 1999, J HUM EVOL, V37, P191, DOI 10.1006/jhev.1999.0313 Rojas DC, 2002, NEUROSCI LETT, V328, P237, DOI 10.1016/S0304-3940(02)00521-9 Sokhadze EM, 2009, J AUTISM DEV DISORD, V39, P619, DOI 10.1007/s10803-008-0662-7 Tommerdahl M, 2007, BRAIN RES, V1154, P116, DOI 10.1016/j.brainres.2007.04.032 VIOLA P, 1995, P INT C COMP VIS, V5, P20 Wechsler D, 1999, WECHSLER ABBREVIATED Williams EL, 2010, MED HYPOTHESES, V74, P59, DOI 10.1016/j.mehy.2009.08.003 NR 45 TC 12 Z9 12 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2011 VL 15 IS 2 BP 223 EP 238 DI 10.1177/1362361310386506 PG 16 WC Psychology, Developmental SC Psychology GA 748QU UT WOS:000289406400006 PM 21363871 ER PT J AU Ridge, K Guerin, S AF Ridge, Katie Guerin, Suzanne TI Irish clinicians' views of interventions for children with autistic spectrum disorders SO AUTISM LA English DT Article DE autism; clinicians' views; interventions ID QUALITATIVE RESEARCH; YOUNG-CHILDREN; PSYCHOSOCIAL INTERVENTIONS; BEHAVIORAL TREATMENT; ISSUES AB The current study investigated clinicians' perspectives on the effectiveness of interventions designed to support the development of children with autistic spectrum disorders (ASDs). Researchers developed a semi-structured interview which was administered to 11 clinicians involved in the assessment and treatment of ASDs (5 = clinical psychologists, 6 = psychiatrists). Content analysis of qualitative data revealed that Irish clinicians typically endorse an eclectic approach to treatment, combining facets of different methods of interventions in a complementary fashion. The process that clinicians engaged in when evaluating modes of treatment was assessed. Significant variation was observed in how clinicians merge clinical experience with empirical evidence. Challenges which clinicians face in assessing individuals on the autistic spectrum, such as the proliferation of misinformation on interventions, as well as the role of parents in treatment, were also discussed within the interviews. The implications of the findings for understanding the process of selecting interventions for children with ASDs are discussed. 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S. Kallen, Karin B. M. TI Risk factors for autism and Asperger syndrome Perinatal factors and migration SO AUTISM LA English DT Article DE Asperger syndrome; autism; migration; perinatal factors ID HIGH-FUNCTIONING AUTISM; SPECTRUM DISORDERS; DIAGNOSTIC INTERVIEW; INFANTILE-AUTISM; POPULATION; PREVALENCE; EPIDEMIOLOGY; CHILDHOOD; CHILDREN; BIRTH AB Using the Swedish Medical Birth Registry (MBR), obstetrical and demographic information was retrieved for 250 children with autism or Asperger syndrome who were born in Malmoe, Sweden, and enrolled at the local Child and Youth Habilitation Center. The reference group consisted of all children born in Malmoe during 1980-2005. Obstetric sub-optimality (prematurity, low Apgar scores, growth restriction, or macrosomia) was positively associated with autism but not with Asperger syndrome. Maternal birth outside the Nordic countries was positively associated with autism (adjusted OR: 2.2; 95% CI: 1.6-3.1) and negatively associated with Asperger syndrome (OR: 0.6; 95% CI: 0.3-0.97). The highest risk estimate for autism was found among children to women who were born in sub-Saharan Africa (OR: 7.3), or in East Asia (OR: 3.4). C1 [Kallen, Karin B. M.] Lund Univ, Tornblad Inst, Ctr Reprod Epidemiol, S-22100 Lund, Sweden. RP Haglund, NGS (reprint author), Smaskolevagen 25, SE-22467 Lund, Sweden. 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Carina Gillberg, Christopher TI Aspects of quality of life in adults diagnosed with autism in childhood A population-based study SO AUTISM LA English DT Article DE autism; adult outcome; quality of life; sexuality ID MEN AB The present study is a long-term prospective follow-up study of a population-based cohort of 120 individuals diagnosed with autism in childhood, followed into late adolescence/early adulthood. Specific aims of the study were to attempt to measure and study social aspects/quality of life in those 108 individuals with autism alive and available for study at the time of follow-up (13-22 years after original diagnosis). A newly constructed scale for rating 'autism-friendly environment'/quality of life was used alongside a structured parent/carer interview assessing current occupation, educational history, services provided, accommodation type, and recreational activities. The majority of the group with autism remained dependent on parents/caregivers for support in education, accommodation and occupational situations. In spite of this, the estimation of the study group's general quality of life was encouragingly positive. Nevertheless, there was an obvious need for improvements in the areas of occupation and recreational activities. Future studies need to look in more depth at the concept of an autism-friendly environment and develop more detailed quality of life assessment tools relevant for people in the autism spectrum. C1 [Billstedt, Eva; Gillberg, I. Carina; Gillberg, Christopher] Gothenburg Univ, Inst Neurosci & Physiol Child & Adolescent Psychi, S-41124 Gothenburg, Sweden. RP Billstedt, E (reprint author), Gothenburg Univ, Inst Neurosci & Physiol Child & Adolescent Psychi, Kungsgatan 12, S-41124 Gothenburg, Sweden. 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Mikami, Amori Yee Levine, Karen TI Socio-Dramatic Affective-Relational Intervention for Adolescents with Asperger Syndrome & High Functioning Autism: Pilot Study SO AUTISM LA English DT Article DE Asperger syndrome; high functioning autism; social skills; hierarchical linear modeling; treatment effectiveness evaluation ID SPECTRUM DISORDERS; CHILDREN AB This study examined the effectiveness of a novel intervention called 'socio-dramatic affective-relational intervention' (SDARI), intended to improve social skills among adolescents with Asperger syndrome and high functioning autism diagnoses. SDARI adapts dramatic training activities to focus on in vivo practice of areas of social skill deficit among this population. SDARI was administered as a six-week summer program in a community human service agency. Nine SDARI participants and eight age- and diagnosis-group matched adolescents not receiving SDARI were compared on child- and parent-report of social functioning at three week intervals beginning six weeks prior to intervention and ending six weeks post-intervention. Hierarchical Linear Modeling (HLM) was used to estimate growth trends between groups to assess treatment outcomes and post-treatment maintenance. Results indicated significant improvement and post-treatment maintenance among SDARI participants on several measures of child social functioning. Implications for practice and research are discussed. C1 [Lerner, Matthew D.] Univ Virginia, Dept Psychol, Charlottesville, VA 22904 USA. [Levine, Karen] Harvard Univ, Sch Med, Cambridge, MA 02138 USA. RP Lerner, MD (reprint author), Univ Virginia, Dept Psychol, 102 Gilmer Hall,POB 400400, Charlottesville, VA 22904 USA. 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SO AUTISM LA English DT Article DE autism spectrum disorder; effect of familiarity; mother-child interaction; social behaviour ID JOINT ATTENTION; MENTAL-RETARDATION; COMMUNICATION; RESPONSES; PRESCHOOLERS; INVOLVEMENT; EXPRESSIONS; ATTACHMENT; INFANTS; CONTEXT AB In this study the social behaviour of young children with autism spectrum disorder (ASD) and their mothers is compared within two different dyads: a dyad consisting of a mother and her own child and a dyad consisting of a mother and an unfamiliar child. Mothers did not change the frequency of their social initiatives and responsiveness with an unfamiliar child, but they became less directive than with their own child. Children with ASD did not show significantly better social behaviour with their own mother than with an unfamiliar mother. 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Daley, Dave Karlof, Kristie L. Robison, Dorothy TI Assessing expressed emotion in mothers of children with autism The Autism-Specific Five Minute Speech Sample SO AUTISM LA English DT Article DE expressed emotion; autism; family; mothers; parent-child relationship; measurement ID BEHAVIOR RATING FORM; 5-MINUTE SPEECH SAMPLE; DEPRESSED MOOD; STRESS PROLIFERATION; SPECTRUM DISORDERS; EARLY-CHILDHOOD; YOUNG-CHILDREN; DISABILITIES; ADOLESCENTS; ADJUSTMENT AB Background: Expressed emotion (EE) is a measure of family emotional climate found to be predictive of symptom levels in a range of psychiatric, medical, and developmental disorders, including autism. Method: Employing data from 104 mothers of children with autism, this study examines the Autism-Specific Five Minute Speech Sample (AFMSS), a modified EE coding system based on the widely used Five Minute Speech Sample (Magana et al., 1986). Findings: With the exception of one EE component, emotional over-involvement, the revised coding system demonstrated adequate internal consistency and good to excellent inter-rater and code-recode reliability. It also demonstrated acceptable validity, based on its significant correlations with factors linked to EE in previous research. Regression analyses also indicated AFMSS-EE to be a significant predictor of child social competence, but not child problem behaviors. Discussion: While further testing is required, the AFMSS appears to be a useful method of assessing EE within the context of parenting children with autism and related disorders. C1 [Benson, Paul R.] Univ Massachusetts, Dept Psychol, Boston, MA 02125 USA. [Daley, Dave] Bangor Univ, Bangor, Gwynedd, Wales. [Robison, Dorothy] Federat Children Special Needs, Boston, MA USA. RP Benson, PR (reprint author), Univ Massachusetts, Dept Psychol, Boston, MA 02125 USA. 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Data were collected on the age at diagnosis, the time taken to obtain a diagnosis and the difficulties encountered. Questionnaires filled in by the parents (n = 248) and in-depth interviews (n = 43) were analyzed in order to obtain quantitative and qualitative results. The ages of the children ranged from 4 to 45. This approach enabled us to compare the practices of professionals now and in the past. The mean age of diagnosis was 10 +/- 8 years from 1960 to 1990, 5 +/- 3 years from 1990 to 2005 (3 +/- 1 from 2003 to 2005). The results showed that the mean delays between first consultation and diagnosis were reduced. Regarding the way the diagnosis was announced, 63% of the parents of children with autism and 93% of the parents of adults with autism were dissatisfied. We discuss the parents' reactions and the changes in the diagnostic process. 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We examined whether children with ASD have more mealtime problems than their typically developing siblings, and whether age and sex are associated with mealtime problems. Forty-eight families participated in this cross sectional study by completing a questionnaire (Eating Profile) for their child with ASD, 3 to 12 years of age. A second Eating Profile was completed for the sibling nearest in age without ASD. Children with ASD had a mean of 13.3 eating problems, with lack of food variety predominating. Siblings had 5.0 problems. Children with ASD had more eating problems as infants. Older children tended to have fewer problems than younger children. This study points to the importance of screening for mealtime problems. Children with ASD had significantly more mealtime problems than their sibling living in the same social environment. C1 [Nadon, Genevieve; Feldman, Debbie Ehrmann] Univ Montreal, Fac Med, Montreal, PQ H3C 3J7, Canada. 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Shea, Victoria TI Evidence-Based Practices and Autism SO AUTISM LA English DT Article DE Evidence-Based Practice; Scientifically-Based Research ID EMPIRICALLY SUPPORTED TREATMENTS; PERVASIVE DEVELOPMENTAL DISORDER; INTENSIVE BEHAVIORAL TREATMENT; HIGH-FUNCTIONING AUTISM; SPECTRUM DISORDERS; YOUNG-CHILDREN; EARLY INTERVENTION; PSYCHOSOCIAL INTERVENTIONS; COMPREHENSIVE TREATMENTS; SPECIAL-EDUCATION AB Interventions for autism are increasing being held to standards such as 'evidence-based practice' in psychology and 'scientifically-based research' in education. When these concepts emerged in the context of adult psychotherapy and regular education, they caused considerable controversy. Application of the concepts to autism treatments and special education has raised additional concerns. An analysis of the benefits and limitations of current approaches to empiricism in autism interventions is presented, and suggestions for future research are made. 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TI Narrowing the broader autism phenotype A study using the Communication Checklist - Adult Version (CC-A) SO AUTISM LA English DT Article DE autism; broad phenotype; communication; family; genetic; language ID LANGUAGE IMPAIRMENT; SPECTRUM DISORDERS; FAMILY-HISTORY; PARENTS; CHROMOSOME-2; INDIVIDUALS; QUOTIENT; PROBANDS; CHILDREN; TRAITS AB This study investigated whether the Communication Checklist -Adult (CC-A) could identify subtypes of social and communication dysfunction in autism probands and their parents. The CC-A is divided into subscales measuring linguistic ability as well as two aspects of social communication: the Pragmatic Skills subscale assesses the level of pragmatic oddities (e.g. excessive talking), while the Social Engagement subscale picks up on those behaviours that reflect a more passive communication style (e.g. failure to engage in social interactions). CC-A data were collected for 69 autism probands, 238 parents of autism probands and 187 typical participants. The CC-A proved sensitive to the communication difficulties of autism probands and a proportion of their parents. The majority of parents who demonstrated the broader phenotype scored poorly on either the Pragmatic Skills or Social Engagement scale only. The Social Engagement scale was particularly sensitive to the difficulties of the parents, indicating that social-communicative passivity may be an important part of the broader autism phenotype. The findings provide evidence for the existence of more constrained pragmatic phenotypes in autism. Molecular genetic studies in this area may benefit from stratifying samples according to these phenotypes. C1 [Whitehouse, Andrew J. O.] Univ Western Australia, Ctr Child Hlth Res, Telethon Inst Child Hlth Res, Perth, WA 6872, Australia. [Coon, Hilary; Miller, Judith; Salisbury, Bryanna] Univ Utah, Salt Lake City, UT 84112 USA. 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O., 2009, CHILDRENS COMMUNICAT Whitehouse AJO, 2009, INT J LANG COMM DIS, V44, P511, DOI 10.1080/13682820802708098 Whitehouse AJO, 2007, J CHILD PSYCHOL PSYC, V48, P822, DOI 10.1111/j.1469-7610.2007.01765.x Whitehouse AJO, 2009, INT J LANG COMM DIS, V44, P489, DOI 10.1080/13682820802708080 Whitehouse AJO, 2008, J COMMUN DISORD, V41, P319, DOI 10.1016/j.jcomdis.2008.01.002 Williams D, 2008, PSYCHOL BULL, V134, P944, DOI [10.1037/a0013743, 10.1037/0013743] Wing L, 1997, LANCET, V350, P1761, DOI 10.1016/S0140-6736(97)09218-0 NR 29 TC 7 Z9 7 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD NOV PY 2010 VL 14 IS 6 BP 559 EP 574 DI 10.1177/1362361310382107 PG 16 WC Psychology, Developmental SC Psychology GA 693RR UT WOS:000285243600002 PM 20923891 ER PT J AU Noterdaeme, M Hutzelmeyer-Nickels, A AF Noterdaeme, Michele Hutzelmeyer-Nickels, Anna TI Early symptoms and recognition of pervasive developmental disorders in Germany SO AUTISM LA English DT Article DE autism; Asperger's syndrome; early diagnosis; first symptoms; pervasive developmental disorder ID AUTISM SPECTRUM DISORDERS; MODIFIED CHECKLIST; CHILDREN; DIAGNOSIS; AGE; BEHAVIORS; TODDLERS AB Pervasive developmental disorders are characterised by the presence of abnormalities in social interaction and communication as well as repetitive patterns of behaviours. Although early symptoms of the disorder often appear during the first two years of life, its diagnosis is often delayed. The purpose of this study is to analyse the delay between age at first symptoms and age at diagnosis as well as the characteristics of the first symptoms for the different subcategories of pervasive developmental disorders. The sample consists of 601 children with a diagnosis of a pervasive developmental disorder. Age at first symptoms, age at diagnosis and the type of the first problems are registered. The results show that children with autism show first symptoms at a mean age of 15 months whereas diagnosis is made at a mean age of 76 months. Children with Asperger's syndrome show first symptoms at a mean age of 26 months, while diagnosis is made at the mean age of 110 months. There is still a large delay between the age at which parents first report first symptoms and age at diagnosis. To improve early detection, systematic screening and training of primary care paediatricians should be implemented. C1 [Noterdaeme, Michele] Josefinum, Klin Kinder & Jugendpsychiat & Psychotherapie, Dept Child & Adolescent Psychiat & Psychotherapy, D-86154 Augsburg, Germany. [Hutzelmeyer-Nickels, Anna] Heckscher Klinikum, Munich, Germany. RP Noterdaeme, M (reprint author), Josefinum, Klin Kinder & Jugendpsychiat & Psychotherapie, Dept Child & Adolescent Psychiat & Psychotherapy, Kapellenstr 30, D-86154 Augsburg, Germany. EM michele.noterdaeme@lrz.uni-muenchen.de CR Baird G, 2000, J AM ACAD CHILD PSY, V39, P694, DOI 10.1097/00004583-200006000-00007 Baranek GT, 1999, J AUTISM DEV DISORD, V29, P213, DOI 10.1023/A:1023080005650 Baron Cohen S, 1992, BRIT J PSYCHIAT, V161, P839 Brian J, 2008, AUTISM, V12, P433, DOI 10.1177/1362361308094500 Bryson SE, 2007, J AUTISM DEV DISORD, V37, P12, DOI 10.1007/s10803-006-0328-2 Chakrabarti S, 2005, AM J PSYCHIAT, V162, P1133, DOI 10.1176/appi.ajp.162.6.1133 Coonrod EE, 2004, INFANT YOUNG CHILD, V17, P258 Dawson G, 2008, DEV PSYCHOPATHOL, V20, P775, DOI 10.1017/S0954579408000370 De Giacomo A, 1998, EUR CHILD ADOLES PSY, V7, P131 Dilling H, 1991, INT KLASSIFIKATION P Fombonne E, 2009, J AM ACAD CHILD PSY, V48, P463, DOI 10.1097/CHI.0b013e31819e40c0 Holzer L, 2006, J AUTISM DEV DISORD, V36, P249, DOI 10.1007/s10803-005-0053-2 Howlin P, 1999, DEV MED CHILD NEUROL, V41, P834, DOI 10.1017/S0012162299001656 Howlin P, 2009, AJIDD-AM J INTELLECT, V114, P23, DOI 10.1352/2009.114:23;nd41 Loh A, 2007, J AUTISM DEV DISORD, V37, P25, DOI 10.1007/s10803-006-0333-5 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947 Mandell DS, 2009, AM J PUBLIC HEALTH, V99, P493, DOI 10.2105/AJPH.2007.131243 Mandell DS, 2005, PEDIATRICS, V116, P1480, DOI 10.1542/peds.2005-0185 NOTERDAEME M, 2009, Z KINDER JUGENDPSYCH, V38, P257 NOTERDAEME M, 2010, Z INTERDISZIPLINARE, V29, P13 NOTERDAEME M, 2009, Z KINDER JUGENDPSYCH, V38, P267 Pandey J, 2008, AUTISM, V12, P513, DOI 10.1177/1362361308094503 Robins DL, 2001, J AUTISM DEV DISORD, V31, P131, DOI 10.1023/A:1010738829569 Ruhl D., 2006, ADI R DIAGNOSTISCHES Ruhl D, 2004, DIAGNOSTISCHE BEOBAC Shattuck PT, 2009, J AM ACAD CHILD PSY, V48, P474, DOI 10.1097/CHI.0b013e31819b3848 Watt N, 2008, J AUTISM DEV DISORD, V38, P1518, DOI 10.1007/s10803-007-0532-8 Wiberg A, 2007, PSYCHIAT PRAX, V34, pS66, DOI 10.1055/s-2006-940191 NR 29 TC 9 Z9 11 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD NOV PY 2010 VL 14 IS 6 BP 575 EP 588 DI 10.1177/1362361310371951 PG 14 WC Psychology, Developmental SC Psychology GA 693RR UT WOS:000285243600003 PM 20923894 ER PT J AU McClure, I Mackay, T Mamdani, H McCaughey, R AF McClure, Iain Mackay, Tommy Mamdani, Haider McCaughey, Roslyn TI A comparison of a specialist autism spectrum disorder assessment team with local assessment teams SO AUTISM LA English DT Article DE assessment; autism spectrum disorder; diagnosis; multi-agency ID DIAGNOSTIC INTERVIEW; COMMUNICATION DISORDERS; CHILDHOOD AUTISM; CHILDREN; STANDARDS; PARENTS AB Background: Early diagnosis of autism spectrum disorders (ASD) is of crucial importance, but lengthy delays are common. We examined whether this issue could be reliably addressed by local teams trained by a specialist ASD assessment team. Method: Four local teams were trained in diagnostic assessment. Their assessments of 38 children and young people using the Autism Diagnostic Observation Schedule-Generic (ADOS-G) were video recorded and independently assessed by the specialist team. Results: There was a high level of correspondence between the diagnoses of the local teams and of the specialist team. The number of assessments carried out increased and there was a considerable reduction in waiting times. Conclusion: This study has demonstrated the potential feasibility of creating local, multi-agency ASD assessment teams, which will serve to reduce waiting times, improve clinical skills at a lower level of specialism and thereby improve the overall quality of ASD services. C1 [McClure, Iain] Royal Hosp Sick Children, Edinburgh EH9 1LF, Midlothian, Scotland. [Mackay, Tommy] Univ Strathclyde, Natl Ctr Autism Studies, Glasgow G1 1XQ, Lanark, Scotland. RP McClure, I (reprint author), Royal Hosp Sick Children, Edinburgh EH9 1LF, Midlothian, Scotland. EM imcclure@nhs.net CR *AUT RES COORD GRO, 2006, 1 AUT RES COORD GROU Baird G, 2003, BRIT MED J, V327, P488, DOI 10.1136/bmj.327.7413.488 Bristol-Power MM, 1999, J AUTISM DEV DISORD, V29, P435, DOI 10.1023/A:1021991718423 Filipek PA, 1999, J AUTISM DEV DISORD, V29, P439, DOI 10.1023/A:1021943802493 Goin R. P., 2004, FOCUS AUTISM DEV DIS, V19, P5, DOI 10.1177/10883576040190010201 Goin-Kochel RP, 2006, AUTISM, V10, P439, DOI 10.1177/1362361306066601 Harrington JW, 2006, AUTISM, V10, P452, DOI 10.1177/1362361306066609 Howlin P, 1999, DEV MED CHILD NEUROL, V41, P834, DOI 10.1017/S0012162299001656 Howlin P, 1997, AUTISM, V1, P135, DOI DOI 10.1177/1362361397012003 Le Couteur A. 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Now we need to know whether or not individuals with ASD are able to use trait information to identify people by their faces. In this study participants with and without ASD were presented with pairs of faces each accompanied by a sentence. One sentence allowed a trait to be inferred (e. g. 'This is Ross who smiled and said hello to everyone at the party.') and one allowed a fact to be inferred (e. g. 'This is Ben who has to bend down to enter most doors.'). Subsequently, the same face stimuli were presented with a single descriptive trait, fact or name cue (e. g. friendly or tall and Ross or Ben respectively in the above examples). Participants had to choose which of the faces best related to the cue word. Participants with ASD performed surprisingly well in associating traits, facts, and names to the appropriate person significantly above what would be expected by chance. Indeed, they performed as well as participants without ASD. C1 [Ropar, Danielle] Univ Nottingham, Dept Psychol, Nottingham NG9 1JA, England. RP Ropar, D (reprint author), Univ Nottingham, Dept Psychol, Nottingham NG9 1JA, England. 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A recent qualitative paper (Boucher, 2007) described his self-report of verbal and visual memory difficulties. The present paper used the WMS-III to compare the memory profile of JS to that of the adults with HFA in the Williams et al. (2005) WMS-III paper. Results show that JS's self-report of his memory difficulties can by and large be supported, that JS's memory performance is at the lower end of the group examined in the Williams et al. (2005) paper, and that, unlike the group profile in Williams et al. (2005), JS shows reduced performance on both verbal and visual measures of memory. A qualitative analysis of JS's performance raises the possibility that JS is using language to retain details he can generalize over, as a compensatory strategy for some reductions in episodic memory. C1 [Ben Shalom, Dorit] Ben Gurion Univ Negev, Zlotowski Ctr Neurosci, Beer Sheva, Israel. [Faran, Yifat] Ashkelon Coll, Sch Social Work, Ashqelon, Israel. [Boucher, Jill] City Univ London, Dept Psychol, Autism Res Grp, London, England. RP Ben Shalom, D (reprint author), Ben Gurion Univ Negev, Zlotowski Ctr Neurosci, Beer Sheva, Israel. EM doritb@bgu.ac.il CR AMELI R, 1988, J AUTISM DEV DISORD, V18, P601, DOI 10.1007/BF02211878 American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BARTH C, 1995, DEV NEUROPSYCHOL, V11, P53 Bennetto L, 1996, CHILD DEV, V67, P1816, DOI 10.1111/j.1467-8624.1996.tb01830.x Ben Shalom D, 2003, CORTEX, V39, P1129 BOUCHER J, 1976, BRIT J PSYCHOL, V67, P73 Boucher J, 2007, AUTISM, V11, P255, DOI 10.1177/1362361307076863 BOUCHER J, 1989, J CHILD PSYCHOL PSYC, V30, P99, DOI 10.1111/j.1469-7610.1989.tb00771.x Bowler DM, 2000, J AUTISM DEV DISORD, V30, P295, DOI 10.1023/A:1005575216176 Holdstock JS, 2002, HIPPOCAMPUS, V12, P341, DOI 10.1002/hipo.10011 Millward C, 2000, J AUTISM DEV DISORD, V30, P15, DOI 10.1023/A:1005455926727 Minshew N. 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TI Understanding emotional transfer in children with autism spectrum disorders SO AUTISM LA English DT Article DE autism; high-functioning; emotional transfer; advanced emotion understanding; emotion scripts ID HIGH-FUNCTIONING CHILDREN; FACIAL EXPRESSION; KNOWLEDGE; PSYCHOPATHOLOGY; EXPERIENCE; RESPONSES; OTHERS; PDDNOS; MIND AB The present study examined the understanding of emotional transfer in 11 children with autism, 20 children with PDD-NOS and 31 typically developing children, aged 6 to 12 years. Children were asked about their emotional responses to successive, conflicting emotional situations. All children reported that preceding emotional situations would influence their emotional response towards a successive situation. Children from the typically developing group reported a stronger influence of preceding negative versus positive emotions. However, children with autism reported equal effects of preceding positive and negative emotions, and children with PDD-NOS were relatively unaffected by the preceding emotions. These findings may indicate a scripted understanding of emotions in children with autism in contrast to a more personalized understanding of typically developing children. C1 [Begeer, Sander] Vrije Univ Amsterdam, Fac Psychol & Educ, NL-1081 BT Amsterdam, Netherlands. [Rieffe, Carolien] Leiden Univ, NL-2300 RA Leiden, Netherlands. RP Begeer, S (reprint author), Vrije Univ Amsterdam, Fac Psychol & Educ, Van der Boechorststr 1, NL-1081 BT Amsterdam, Netherlands. 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Seida, Jennifer C. Smith, Veronica Hartling, Lisa TI Social Stories (TM) to improve social skills in children with autism spectrum disorder A systematic review SO AUTISM LA English DT Article DE autism spectrum disorders; systematic reviews; Social Stories (TM) ID QUALITY; TRIALS; METAANALYSIS AB Over the past 20 years a variety of treatments have been developed to remediate deficits associated with autism. Since the early 1990s, Social Stories T have been suggested to positively affect the social development of children with autism spectrum disorder (ASD). Despite much research, there remains uncertainty regarding the effectiveness of this modality. We conducted a systematic review of the literature using pre-defined, rigorous methods. Studies were considered eligible if they were controlled trials evaluating Social Stories T among persons with ASD. Two reviewers independently screened articles for inclusion, applied eligibility criteria, extracted data, and assessed methodological quality. A qualitative analysis was conducted on six eligible controlled trials. Five of the six trials showed statistically significant benefits for a variety of outcomes related to social interaction. This review underscores the need for further rigorous research and highlights some outstanding questions regarding maintenance and generalization of the benefits of Social Stories (TM). C1 [Hartling, Lisa] Univ Alberta, Dept Pediat, Edmonton, AB T6G 2J3, Canada. RP Hartling, L (reprint author), Univ Alberta, Dept Pediat, Aberhart Ctr 1,Room 9424,11402 Univ Ave, Edmonton, AB T6G 2J3, Canada. 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SO AUTISM LA English DT Article DE autism; children; intervention; outcome; risk factors ID INTENSIVE BEHAVIORAL TREATMENT; MENTAL-RETARDATION; FOLLOW-UP; SPECTRUM DISORDERS; PRESCHOOL-CHILDREN; ADAPTIVE-BEHAVIOR; AGE; CHILDHOOD; LANGUAGE; INDIVIDUALS AB The study aims were to identify developmental trajectories of young children with autism and investigate their prognostic factors. The participants were 208 children, assessed first at the age of 5 years, followed longitudinally, and reassessed 3 years later. The children's clinical characteristics and the interventions received were recorded. The results indicated two distinct outcome groups with more stability than change. When changes did occur, they pertained to symptom severity (which decreased) and speech level and adaptive behavior (which improved). A logistic regression analysis pointed out two main risk factors (symptom severity and speech level) and two main protection factors (communication skills and person-related cognition). Surprisingly, the amount of intervention (in terms of number of hours) was not related to outcome. C1 [Darrou, Celine; Pry, Rene; Pernon, Eric; Michelon, Cecile; Aussilloux, Charles; Baghdadli, Amaria] Univ Montpellier 1, F-34006 Montpellier, France. [Darrou, Celine; Pry, Rene; Pernon, Eric; Aussilloux, Charles; Baghdadli, Amaria] Univ Montpellier 3, F-34032 Montpellier, France. RP Baghdadli, A (reprint author), CHU Montpellier, Clin Peyre Plantade, Ctr Ressources Autisme, Child & Adolescent Psychiat Dept, 291 Ave Doyen Giraud, F-34295 Montpellier 5, France. 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Peter TI Explaining autism Ten reasons to focus on the developing self SO AUTISM LA English DT Article DE autism; communication; identification; imitation; inter-subjectivity ID MIRROR NEURON DYSFUNCTION; JOINT ATTENTION; SPECTRUM DISORDERS; NORMAL-CHILDREN; IMITATION; RECOGNITION; IDENTIFICATION; EMOTIONS; COMMUNICATION; PERFORMANCE AB My aim in this paper is to present reasons for adopting a focus on the development of self/other-awareness when characterizing the developmental psychopathology of autism. The strengths of such a position include an emphasis on children's emotional relations with embodied persons as foundational for their growing understanding of minds. I give special attention to the process of identifying with the attitudes of others, and experience of other-person-centred emotions, for the development of communication and thinking. The study of limitations in these aspects of self-other relatedness among individuals with autism is pivotal for understanding the pathogenesis of the syndrome. C1 [Hobson, R. Peter] UCL, Inst Child Hlth, Tavistock Clin, Dev Psychopathol Res Unit, London NW3 5BA, England. [Hobson, R. Peter] UCL, Inst Child Hlth, Behav & Brain Sci Unit, London NW3 5BA, England. RP Hobson, RP (reprint author), UCL, Inst Child Hlth, Tavistock Clin, Dev Psychopathol Res Unit, 120 Belsize Lane, London NW3 5BA, England. 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According to this model, autism involves early impairments in the capacity for rapid, integrated processing of self-referenced (proprioceptive and interoceptive) and other-referenced (exteroceptive) information. Measures of joint attention have proven useful in research on autism because they are sensitive to the early development of the 'parallel' and integrated processing of self- and other-referenced stimuli. Moreover, joint attention behaviors are a consequence, but also an organizer of the functional development of a distal distributed cortical system involving anterior networks including the prefrontal and insula cortices, as well as posterior neural networks including the temporal and parietal cortices. Measures of joint attention provide early behavioral indicators of atypical development in this parallel and distributed processing system in autism. 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Self-presentation in children and adolescents with high functioning autism spectrum disorder in hypothetical and real life situations SO AUTISM LA English DT Article DE autism spectrum disorder; self-presentation; social competence ID THEORY-OF-MIND; ASPERGER-SYNDROME; INDIVIDUALS; DECEPTION; CHILDHOOD; COGNITION; SYMPTOMS; BEHAVIOR; EMOTION; ABILITY AB The self-presentation skills of children and adolescents with high-functioning autistic spectrum disorder (HFASD) and typically developing (TD) controls were compared, in response to both hypothetical and real life situations. In both situations, 26 HFASD and 26 TD participants were prompted to describe themselves twice, first in a baseline condition, and later in a goal-directed condition where specific information was given about the preferences and demands of the audience. Confirming and extending previous research, both TD and HFASD participants exhibited a tendency to be more positive when describing themselves in a goal-directed condition. However, HFASD participants were less strategic than TD participants in responding to the information they were given about the audience preferences and demands. Possible explanations and implications of the results are discussed. C1 [Scheeren, Anke M.; Begeer, Sander; Terwogt, Mark Meerum; Koot, Hans M.] Vrije Univ Amsterdam, NL-1081 BT Amsterdam, Netherlands. [Banerjee, Robin] Univ Sussex, Brighton BN1 9RH, E Sussex, England. RP Scheeren, AM (reprint author), Vrije Univ Amsterdam, Boechorststr 1, NL-1081 BT Amsterdam, Netherlands. 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A secondary aim was to establish whether DSR ability is dependent on metarepresentational ability. Children's verbal and affective responses to their image were also measured. Three groups of male children between 5 and 9 years, comprising 15 with high-functioning autistic disorder (HFA), 12 with Asperger's disorder (AspD), and 15 typically developing (TD) children, participated in Study 1. Study 2 included two groups of younger children (18 HFA; 18 TD) aged 4 to 7 years. Participant groups in each study were equally able to recognize themselves using delayed video feedback, and responded to their marked image with positive affect. This was so even amongst children with HFA who were impaired in their performance on false belief tasks, casting doubt on a metarepresentational basis of DSR. C1 [Dissanayake, Cheryl] La Trobe Univ, Sch Psychol Sci, Olga Tennison Autism Res Ctr, Bundoora, Vic 3086, Australia. [Suddendorf, Thomas] Univ Queensland, Brisbane, Qld 4072, Australia. RP Dissanayake, C (reprint author), La Trobe Univ, Sch Psychol Sci, Olga Tennison Autism Res Ctr, Bundoora, Vic 3086, Australia. EM c.dissanayake@latrobe.edu.au RI Suddendorf, Thomas/A-5537-2008 CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th AMSTERDA.B, 1972, DEV PSYCHOBIOL, V5, P297, DOI 10.1002/dev.420050403 BARONCOHEN S, 1985, COGNITION, V21, P37, DOI 10.1016/0010-0277(85)90022-8 BARONCOHEN S, 1991, BRIT J DEV PSYCHOL, V9, P301 BARTAK L, 1974, J AUTISM CHILD SCHIZ, V4, P217, DOI 10.1007/BF02115227 BARTSCH K, 1989, CHILD DEV, V60, P946, DOI 10.1111/j.1467-8624.1989.tb03526.x Boucher J, 2007, J AUTISM DEV DISORD, V37, P1413, DOI 10.1007/s10803-006-0285-9 DAWSON G, 1984, J AUTISM DEV DISORD, V14, P383, DOI 10.1007/BF02409829 Dissanayake C., 2003, INDIVIDUAL DIFFERENC, P213 Hobson R., 2006, MONOGRAPHS SOC RES C, V71, P1 Hobson R. 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The current study examined whether this pattern also applies to adolescents with HFA/AS because typically developing adolescents, in contrast to younger children, regard themselves as experts on their own inner states. Twenty-two adolescents with HFA/AS and 22 controls judged how much they versus a comparison person knew about 6 aspects of their inner states. In contrast to typically developing adolescents, those with HFA/AS judged the comparison person as having more knowledge about themselves than they did. This study suggests that adolescents with HFA/AS have more pronounced difficulties with this aspect of self-knowledge than do adults with this condition. The implications of this deficit for social functioning are discussed. C1 [Dritschel, Barbara; Wisely, Mary] Univ St Andrews, St Andrews KY16 9JP, Fife, Scotland. [Goddard, Lorna; Robinson, Sally] Univ London Goldsmiths Coll, London SE14 6NW, England. [Howlin, Pat] Kings Coll London, Inst Psychiat, London WC2R 2LS, England. RP Dritschel, B (reprint author), Univ St Andrews, St Marys Pl,South St, St Andrews KY16 9JP, Fife, Scotland. EM bd9@st-andrews.ac.uk RI Howlin, Patricia/A-7622-2011 CR Brewer W. F., 1986, AUTOBIOGRAPHICAL MEM, P25, DOI DOI 10.1017/CBO9780511558313.006 Burton S, 2003, CHILD DEV, V74, P426, DOI 10.1111/1467-8624.7402007 Conway MA, 2000, PSYCHOL REV, V107, P261, DOI 10.1037//0033-295X.107.2.261 Dunn L. 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The study also investigated the ability to conceptualise self through other. Sixteen typically developing and sixteen adolescents with ASD matched for chronological and verbal mental age were administered a modified version of Damon and Hart's (1988) self-as-subject interview, which also required participants to conceptualise themselves from another's perspective. Self-conceptualisation ability was similar between groups across the categories of distinctiveness and continuity, but reduced in the ASD group under the category of agency. Participants with ASD were, however, less able to conceptualise themselves from another's perspective. These results are discussed in relation to second-person processes and narrative abilities. C1 [Farley, Adam; Lopez, Beatriz] Univ Portsmouth, Portsmouth PO1 2DY, Hants, England. [Saunders, Guy] Univ W England, Bristol BS16 1QY, Avon, England. 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H., 1999, PRETENDING BE NORMAL Williams D, 2003, EXPOSURE ANXIETY INV WILLIAMS D, 2009, J AUTISM DEV DISORD, V39, P1573 Zahavi D, 2003, J CONSCIOUSNESS STUD, V10, P53 NR 24 TC 3 Z9 3 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2010 VL 14 IS 5 BP 519 EP 530 DI 10.1177/1362361310368536 PG 12 WC Psychology, Developmental SC Psychology GA 659RA UT WOS:000282583400009 PM 20841343 ER PT J AU Reddy, V Williams, E Costantini, C Lan, B AF Reddy, Vasudevi Williams, Emma Costantini, Cristina Lan, Britta TI Engaging with the self SO AUTISM LA English DT Article DE autism; mirror behaviour; mirror self-recognition; reflective actions; self; social relatedness ID AUTISTIC-CHILDREN; JOINT ATTENTION; RECOGNITION; MIRROR; DEFICITS; INFANTS; EXPRESSION; TODDLERS; BEHAVIOR AB Children with autism achieve mirror self-recognition appropriate to developmental age, but are nonetheless reported to have problems in other aspects of a sense of self. We observed behaviour in the mirror in 12 pre-school children with autism, 13 pre-school children with Down syndrome (DS) and 13 typically developing (TD) toddlers. Reliable differences in reflecting actions, social relatedness and positive affect towards themselves, and an absence of coy smiles differentiated the children with autism from the others. The children with DS showed the highest interest in their own faces. These differences were largely independent of mirror self-recognition (MSR), broadly supporting arguments for dissociation between interpersonal and conceptual aspects of self. Mirror behaviour may be a subtle but easily elicited measure of the social quality of a sense of self. C1 [Reddy, Vasudevi; Costantini, Cristina] Univ Portsmouth, Dept Psychol, Portsmouth PO1 2DY, Hants, England. [Williams, Emma] Univ Surrey, Guildford GU2 5XH, Surrey, England. RP Reddy, V (reprint author), Univ Portsmouth, Dept Psychol, King Henry Bldg,King Henry 1st St, Portsmouth PO1 2DY, Hants, England. EM vasu.reddy@port.ac.uk CR AMSTERDAM B, 1977, DEV PSYCHOBIOL, V10, P1, DOI 10.1002/dev.420100102 AMSTERDA.B, 1972, DEV PSYCHOBIOL, V5, P297, DOI 10.1002/dev.420050403 Bauminger N, 2004, DEV PSYCHOPATHOL, V16, P157, DOI 10.1017/S0954579404044451 DAWSON G, 1984, J ABNORM CHILD PSYCH, V12, P209, DOI 10.1007/BF00910664 Dawson G, 2004, DEV PSYCHOL, V40, P271, DOI 10.1037/0012-1649.40.2.271 DAWSON G, 1984, J AUTISM DEV DISORD, V14, P383, DOI 10.1007/BF02409829 DIXON J C, 1957, J Genet Psychol, V91, P251 Farroni T, 2002, P NATL ACAD SCI USA, V99, P9602, DOI 10.1073/pnas.152159999 FERRARI M, 1983, J AUTISM DEV DISORD, V13, P317, DOI 10.1007/BF01531569 Gallese V, 2001, J CONSCIOUSNESS STUD, V8, P33 GALLUP GG, 1970, SCIENCE, V167, P86, DOI 10.1126/science.167.3914.86 Hobson R. P., 2006, MONOGRAPHS SOC RES C, V71 Hobson R. 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In the current study, 21 individuals with autism and 21 age-and ability-matched, learning disabled comparison participants were tested for their ability to (a) recognise, in others, expressions of 'social' emotions (e. g., embarrassment) and 'non-social' emotions (e. g., happiness) and; (b) report their own previous experiences of each of these emotions. In line with predictions, amongst both groups of participants, social emotions were more difficult to recognise and report than non-social emotions. Also amongst both groups, the ability to report social emotion-experience was significantly associated with the ability to recognise social emotions in others, independent of age and verbal ability. However, contrary to predictions, no between-group differences in levels or patterns of performance on the experimental tasks were observed. In light of previous research, these results suggest either that emotion-processing is not as specifically impaired in autism as is traditionally thought to be the case, or that individuals with autism are implementing compensatory strategies to succeed on experimental tasks in the absence of emotion-processing competence. C1 [Williams, David] City Univ London, Dept Language & Commun Sci, London EC1V 0HB, England. [Happe, Francesca] Kings Coll London, Psychiat Res Ctr, London, England. RP Williams, D (reprint author), City Univ London, Dept Language & Commun Sci, London EC1V 0HB, England. EM david.williams.2@city.ac.uk RI Williams, David/F-6954-2010; Williams, David/A-1214-2010; Williams, David/E-7827-2011; Happe, Francesca/D-5544-2012; Williams, David/B-9804-2013 CR American Psychiatric Association, 2000, DIAGN STAT MAN, V4th BARONCOHEN S, 1993, COGNITION EMOTION, V7, P507, DOI 10.1080/02699939308409202 Baron-Cohen S., 2004, MIND READING INTERAC BOWLER DM, 1992, J CHILD PSYCHOL PSYC, V33, P877, DOI 10.1111/j.1469-7610.1992.tb01962.x CAPPS L, 1992, J CHILD PSYCHOL PSYC, V33, P1169, DOI 10.1111/j.1469-7610.1992.tb00936.x COHEN J, 1992, PSYCHOL BULL, V112, P155, DOI 10.1037/0033-2909.112.1.155 Dunn L. 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Chua, Romeo TI Visual influences on speech perception in children with autism SO AUTISM LA English DT Article DE autism; visual and auditory processing; bimodal speech perception ID INTEGRATION; FACE; HEARING; NOISE; TOP AB The bimodal perception of speech sounds was examined in children with autism as compared to mental age-matched typically developing (TD) children. A computer task was employed wherein only the mouth region of the face was displayed and children reported what they heard or saw when presented with consonant-vowel sounds in unimodal auditory condition, unimodal visual condition, and a bimodal condition. Children with autism showed less visual influence and more auditory influence on their bimodal speech perception as compared to their TD peers, largely due to significantly worse performance in the unimodal visual condition (lip reading). Children with autism may not benefit to the same extent as TD children from visual cues such as lip reading that typically support the processing of speech sounds. The disadvantage in lip reading may be detrimental when auditory input is degraded, for example in school settings, whereby speakers are communicating in frequently noisy environments. C1 [Iarocci, Grace] Simon Fraser Univ, Dept Psychol, Burnaby, BC V5A 1S6, Canada. [Chua, Romeo] Univ British Columbia, Vancouver, BC V5Z 1M9, Canada. RP Iarocci, G (reprint author), Simon Fraser Univ, Dept Psychol, 8888 Univ Dr, Burnaby, BC V5A 1S6, Canada. 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A single-subject alternating treatment design was used in which two interventions were presented in a similar fashion except for the addition of music during the music condition. Four phases took place: baseline (Phase A), alternating treatments (Phase B), a second treatment phase (Phase C) using the condition that proved to be more effective in Phase B, and follow-up (Phase D). Data were collected over a total of 12 treatment sessions for various social responsive and avoidant behaviours. Results indicated that the music intervention was more effective than the non-music intervention in increasing all three social responsive behaviours in both Phases B and C. Furthermore, no avoidant behaviours were observed during the music condition. It is suggested that the music condition was more motivating for the participant than the non-music condition, resulting in more social responsive behaviours. C1 [Finnigan, Emily; Starr, Elizabeth] Univ Windsor, Windsor, ON N9B 3P4, Canada. 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H. Leung, Doris Ho, Daphne Au-Yeung, Peter TI How Parents Perceive and Feel about Participation in Community Activities The Comparison between Parents of Preschoolers with and without Autism Spectrum Disorders SO AUTISM LA English DT Article DE Community Integration; Autism Spectrum Disorders; Parental Perception ID DISABILITIES; INCLUSION; CHILDREN; CONSEQUENCES; SETTINGS; PATTERNS; FAMILIES; QUALITY; LIFE AB The present study compared how parents of preschoolers with and without Autism Spectrum Disorders (ASD) perceived and felt about participation in community activities. A questionnaire survey was conducted with 380 Hong Kong parents of preschoolers with ASD and 214 Hong Kong parents of preschoolers without ASD. The two groups were not different in their willingness and frequency of participation in community activities. However, the psychological processes underneath their willingness were very different. 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TI A single case design evaluation of a software and tutor intervention addressing emotion recognition and social interaction in four boys with ASD SO AUTISM LA English DT Article DE autism spectrum disorders; computers; emotion; social interaction ID ASPERGER-SYNDROME; COMPLEX EMOTION; AUTISM; ADULTS; CHILDREN; EMPATHY; MIND AB Many students with Autism Spectrum Disorders (ASD) have delays learning to recognize emotions. Social behavior is also challenging, including initiating interactions, responding to others, developing peer relationships, and so forth. In this single case design study we investigated the relationship between use of computer software ( Mind Reading: The Interactive Guide to Emotions) and emotion recognition ( ER) and social behavior change. After using Mind Reading for 7 to 10 weeks with a tutor, four boys with ASD improved ER scores and social interactions with peers. 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Vaupel, Manya Fielding, Paul MacDonald, Kevin Cernich, Shannon Symon, Jennifer TI Efficacy of TeachTown: Basics computer-assisted intervention for the Intensive Comprehensive Autism Program in Los Angeles Unified School District SO AUTISM LA English DT Article DE academics; Applied Behavior Aanalysis; cognitive skills; Computer Assisted Instruction; computers; generalization; language; social skills; TeachTown; technology ID CHILDREN; BEHAVIOR AB Computer Assisted Instruction (CAI) has shown increased popularity recently and there are many studies showing promise for this approach for children with Autism Spectrum Disorders (ASD). However, there are no between-subject studies to date assessing the efficacy of CAI with this population. In this study, 47 preschool and K-1 students in ASD classrooms participated from Los Angeles Unified School District. TeachTown: Basics, a CAI program which also includes supplementary off-computer activities, was implemented over 3 months for approximately 20 minutes per day on the computer and 20 minutes per day in supplementary TeachTown: Basics activities. Compared to the students in the control group, the TeachTown: Basics students showed more improvement overall on language and cognitive outcome measures. In addition, students who used TeachTown: Basics demonstrated significant progress overall in the software and those students who used the program for more time demonstrated larger gains within the software and in outcome measures. Although not conclusive, these findings offer possibilities for the use of CAI for remediating many deficits for children with ASD and other special needs. In addition, CAI may offer solutions to schools and parents with insufficient funds for more expensive treatments. 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T., 1997, EXPRESSIVE VOCABULAR Xiaoming L, 2004, PEDIATRICS, V113, P1715 NR 32 TC 13 Z9 13 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2010 VL 14 IS 3 BP 179 EP 197 DI 10.1177/1362361310363282 PG 19 WC Psychology, Developmental SC Psychology GA 618SV UT WOS:000279376900003 PM 20484002 ER PT J AU Wallace, S Parsons, S Westbury, A White, K White, K Bailey, A AF Wallace, Simon Parsons, Sarah Westbury, Alice White, Katie White, Kathy Bailey, Anthony TI Sense of presence and atypical social judgments in immersive virtual environments Responses of adolescents with Autism Spectrum Disorders SO AUTISM LA English DT Article DE Autism Spectrum Disorder; virtual reality technology ID DEVELOPMENTAL DISORDERS; REALITY; CHILDREN; SKILLS; INDIVIDUALS; INSTRUCTION; TECHNOLOGY; TOOL AB Immersive virtual environments (IVEs) are potentially powerful educational resources but their application for children with Autism Spectrum Disorder (ASD) is under researched. This study aimed to answer two research questions: (1) Do children with ASD experience IVEs in different ways to typically developing children given their cognitive, perceptual and sensory differences? and (2) Can an IVE accurately simulate ecologically valid social situations? Ten children with ASD and 14 typically developing (TD) adolescents all aged 12-16 years experienced three different IVEs. They completed self-report questionnaires on their sense of 'presence' in the IVEs and rated 'social attractiveness' of a virtual character in socially desirable and undesirable scenarios. The children with ASD reported similar levels of presence to their TD peers and no negative sensory experiences. Although TD adolescents rated the socially desirable character as more socially attractive than the undesirable character, adolescents with ASD rated the two characters as equally socially attractive. These findings suggest that children with ASD do not experience IVEs in different ways to their TD counterparts and that the IVEs are realistic enough to simulate authentic social situations. This study paints a very encouraging picture for the potential uses of IVEs in assessing and educating individuals with ASD. C1 [Parsons, Sarah] Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England. [Wallace, Simon; Westbury, Alice; White, Katie; White, Kathy; Bailey, Anthony] Univ Oxford, Oxford OX1 2JD, England. RP Parsons, S (reprint author), Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England. 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H. Prud'hommeaux, Emily T. Black, Lois M. Mitchell, Margaret TI Computational prosodic markers for autism SO AUTISM LA English DT Article DE autism; acoustic; computational; prosody; speech ID HIGH-FUNCTIONING AUTISM; DIAGNOSTIC-OBSERVATION-SCHEDULE; LANGUAGE IMPAIRMENT; SPECTRUM DISORDERS; REVISED ALGORITHMS; LINGUISTIC STRESS; CHILDREN; SPEECH; DURATION; VALIDITY AB We present results obtained with new instrumental methods for the acoustic analysis of prosody to evaluate prosody production by children with Autism Spectrum Disorder (ASD) and Typical Development (TD). Two tasks elicit focal stress - one in a vocal imitation paradigm, the other in a picture-description paradigm; a third task also uses a vocal imitation paradigm, and requires repeating stress patterns of two-syllable nonsense words. The instrumental methods differentiated significantly between the ASD and TD groups in all but the focal stress imitation task. The methods also showed smaller differences in the two vocal imitation tasks than in the picture-description task, as was predicted. In fact, in the nonsense word stress repetition task, the instrumental methods showed better performance for the ASD group. The methods also revealed that the acoustic features that predict auditory-perceptual judgment are not the same as those that differentiate between groups. Specifically, a key difference between the groups appears to be a difference in the balance between the various prosodic cues, such as pitch, amplitude, and duration, and not necessarily a difference in the strength or clarity with which prosodic contrasts are expressed. C1 [Van Santen, Jan P. H.] Oregon Hlth & Sci Univ, Div Biomed Comp Sci, Beaverton, OR 97006 USA. [Mitchell, Margaret] Univ Aberdeen, Aberdeen AB9 1FX, Scotland. RP Van Santen, J (reprint author), Oregon Hlth & Sci Univ, Div Biomed Comp Sci, 20000 NW Walker Rd, Beaverton, OR 97006 USA. 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This study assessed the potential of Topobo, a construction toy with programmable movement, to support social interaction in children with Autistic Spectrum Conditions (ASC). Groups of either typically developing (TD) children or those with ASC had group play sessions with Topobo and with LEGO (TM). We recorded the extent and sequence of different categories of play during these sessions. For both participant groups, there were more social forms of play with Topobo than with LEGO (TM). More solitary play occurred for LEGO (TM) and more parallel play occurred with Topobo. Topobo was also associated with more time in onlooker and cooperative play in TD. Finally, we observed differences in play sequences between TD and ASC children, and discuss how different play materials might produce specific patterns of play in these two groups. C1 [Yuill, Nicola] Univ Sussex, Sch Psychol, Brighton BN1 9QH, E Sussex, England. [Raffle, Hayes] Nokia Res, Palo Alto, CA USA. RP Yuill, N (reprint author), Univ Sussex, Sch Psychol, Lewes Rd, Brighton BN1 9QH, E Sussex, England. 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In Phase 1, children with Autistic Disorder (AD), a non-Pervasive Developmental Disorder (PDD) diagnosis or typical development were assessed with the ADEC-SP by a clinician blind to the child's diagnostic status. In Phase 2, a referred sample of children was assessed with the ADEC-SP, Childhood Autism Rating Scale (CARS), Autism Diagnostic Interview - Revised (ADI-R) and Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV), and typically developing children were assessed with the ADEC-SP and CARS. Psychometric properties relating to validity and reliability were addressed. Sensitivity and specificity levels for the ADEC-SP ranged from .79-. 94 and .88-1.00 respectively. In a subgroup of toddlers aged 19 to 36 months the ADEC-SP correctly identified 17 of the 18 children with a diagnosis of a PDD, and no child without a PDD diagnosis was misdiagnosed. The ADEC-SP shows promise as a Level 2 screening instrument for use in Mexico. C1 [Hedley, Darren] Flinders Univ S Australia, Sch Psychol, Adelaide, SA 5001, Australia. [Juarez Gallegos, Maria Anglica] Inst Jose David, Mexico City, DF, Mexico. RP Hedley, D (reprint author), Flinders Univ S Australia, Sch Psychol, GPO BOX 2100, Adelaide, SA 5001, Australia. EM Darren.Hedley@flinders.edu.au CR Albores-Gallo L, 2008, SALUD MENT, V31, P37 American Psychiatric Association, 2000, DIAGN STAT MAN MENT BAIRD G, 2000, J AM ACAD CHILD ADOL, V29, P213 BARONCOHEN S, 1992, BRIT J PSYCHIAT, V161, P839, DOI 10.1192/bjp.161.6.839 Cheung F. M., 2003, ONLINE READINGS PSYC Dawson G., 1997, EFFECTIVENESS EARLY, P307 Dawson G, 2003, NOVART FDN SYMP, V251, P266 DILILLA DL, 1994, J AUTISM DEV DISORD, V24, P115 EAVES RC, 1993, J ABNORM CHILD PSYCH, V21, P481, DOI 10.1007/BF00916315 Hambleton R. 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A purposive sample of 13 participants (comprised of mothers of children with ASD and ASD service providers) participated in 1 of 3 focus groups. Focus group participants provided their feedback regarding the accessibility, usefulness, content accuracy and tone of the resource book. Findings reveal that concise yet comprehensive and hopeful information targeted to parents at diagnosis, has been lacking in ASD practice. This supportive informational resource book addresses this gap in supporting family adaptation and mobilization at the key juncture of diagnosis. Suggestions for resource refinement and future development of similar diagnostic-related literature to support families of newly-diagnosed children are outlined. C1 [Mulligan, Janice; Steel, Lee; MacCulloch, Radha; Nicholas, David] Hosp Sick Children, Toronto, ON M5G 1X8, Canada. [Nicholas, David] Univ Calgary, Calgary, AB T2N 1N4, Canada. RP Mulligan, J (reprint author), Hosp Sick Children, 555 Univ Ave, Toronto, ON M5G 1X8, Canada. 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S., 2002, FOCUS AUTISM OTHER D, V17, P30, DOI [10.1177/108835760201700103, DOI 10.1177/108835760201700103] Osborne LA, 2008, AUTISM, V12, P309, DOI 10.1177/1362361307089517 Patistea E, 2000, EUR J CANCER CARE, V9, P86, DOI 10.1046/j.1365-2354.2000.00204.x QUINE L, 1986, SOC SCI MED, V22, P53, DOI 10.1016/0277-9536(86)90308-4 QUINE L, 1994, J CHILD PSYCHOL PSYC, V35, P1273, DOI 10.1111/j.1469-7610.1994.tb01234.x Silani V, 1999, NEUROLOGY, V53, pS37 Silani V, 1999, NEUROLOGY S5, V53, pS40 *STAT CAN, 2008, TOR NEIGHB PROF CENS Stewart David W, 1990, FOCUS GROUPS THEORY NR 32 TC 1 Z9 1 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2010 VL 14 IS 2 BP 113 EP 126 DI 10.1177/1362361309342570 PG 14 WC Psychology, Developmental SC Psychology GA 583OB UT WOS:000276686100003 PM 20395281 ER PT J AU Wasserman, S de Mamani, AW Mundy, P AF Wasserman, Stephanie de Mamani, Amy Weisman Mundy, Peter TI Parents' criticisms and attributions about their adult children with high functioning autism or schizophrenia SO AUTISM LA English DT Article DE autism; expressed emotion; criticism; attributions; schizophrenia ID EXPRESSED EMOTION; RELATIVES; ADOLESCENTS; BEHAVIOR; GENETICS; QUALITY; SCALE AB The current study examined the criticism component of expressed emotion (EE) and attributions in parents of adults diagnosed with schizophrenia/schizoaffective disorder (S/SA) or high functioning autism/Asperger's. Consistent with study hypotheses, parents of adults diagnosed with autism/Asperger's disorder exhibited lower levels of high EE-criticism than parents of adults diagnosed with S/SA. Moderate trends suggested that parents of adults diagnosed with autism/Asperger's disorder tended to make less blameworthy attributions towards patients than did parents of adults diagnosed with S/SA. A content analysis of parents' causal attributions was also conducted. The most common cause cited by both groups of parents was biological factors, suggesting that parents may be becoming more aware of scientific findings implicating biological factors, in conjunction with psychosocial factors, as a major cause of mental illness. C1 [de Mamani, Amy Weisman] Univ Miami, Dept Psychol, Coral Gables, FL 33124 USA. [Mundy, Peter] UC Davis, MIND Inst, Davis, CA USA. RP de Mamani, AW (reprint author), Univ Miami, Dept Psychol, Coral Gables, FL 33124 USA. EM aweisman@miami.edu CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Barrowclough C, 2003, CLIN PSYCHOL REV, V23, P849, DOI 10.1016/S0272-7358(03)00075-8 DYCHES TT, 2001, ADV SPECIAL ED, V14, P151, DOI 10.1016/S0270-4013(01)80012-X GRAY DE, 1998, AUTISM FAMILY GREENBERG JS, 1993, GERONTOLOGIST, V33, P542 Greenberg JS, 2006, AM J MENT RETARD, V111, P229, DOI 10.1352/0895-8017(2006)111[229:BEOEEA]2.0.CO;2 Hooley JM, 2002, PSYCHOL MED, V32, P1091, DOI 10.1017/S0033291702005779 Hooley JM, 2006, J FAM PSYCHOL, V20, P386, DOI 10.1037/0893-3200.20.3.386 Hooley JM, 1995, BEHAV HIGH RISK PARA, P88 HOOLEY JM, 1987, FAMILY PROCESS PRESS, P176 KENDLER KS, 1993, SCHIZOPHRENIA BULL, V19, P261 Konstantareas MM, 2001, J AUTISM DEV DISORD, V31, P19, DOI 10.1023/A:1005605528309 Lauritsen MB, 2001, ACTA PSYCHIAT SCAND, V103, P411, DOI 10.1034/j.1600-0447.2001.00086.x MAGANA AB, 1986, PSYCHIAT RES, V17, P203, DOI 10.1016/0165-1781(86)90049-1 NORTON P, 1994, AM J FAM THER, V22, P67, DOI 10.1080/01926189408251298 Orsmond GI, 2006, AM J MENT RETARD, V111, P121, DOI 10.1352/0895-8017(2006)111[121:MRQAAA]2.0.CO;2 RUSSELL D, 1982, J PERS SOC PSYCHOL, V42, P1137, DOI 10.1037//0022-3514.42.6.1137 Rutter M, 2002, ARCH GEN PSYCHIAT, V59, P996, DOI 10.1001/archpsyc.59.11.996 Rutter M., 2003, SOCIAL COMMUNICATION Seltzer MM, 2004, J AUTISM DEV DISORD, V34, P41, DOI 10.1023/B:JADD.0000018073.92982.64 Vaughn Christine, 1985, EXPRESSED EMOTION FA VENTURA J, 1993, INT J METH PSYCH RES, V3, P221 Weinberger DR, 2005, CLIN THER, V27, pS8, DOI 10.1016/j.clinthera.2005.07.016 Weisman A, 2005, J NERV MENT DIS, V193, P359, DOI 10.1097/01.nmd.0000165087.20440.d1 Weisman AG, 1998, J ABNORM PSYCHOL, V107, P355, DOI 10.1037//0021-843X.107.2.355 NR 25 TC 2 Z9 2 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2010 VL 14 IS 2 BP 127 EP 137 DI 10.1177/1362361309354757 PG 11 WC Psychology, Developmental SC Psychology GA 583OB UT WOS:000276686100004 PM 20395282 ER PT J AU Rashid, F Davies, L Iftikhar, SY AF Rashid, Farhan Davies, Laura Iftikhar, S. Y. TI Magnetised intragastric foreign body collection and autism An advice for carers and literature review SO AUTISM LA English DT Article DE autism; magnetised intragastric foreign body; advice for carers ID PICA; EPIDEMIOLOGY AB The pica phenomenon, where non-edible substances are repeatedly consumed, has been linked with developmental and behavioural disorders, particularly autism. The clinical presentation of foreign body ingestion in patients with autism is discussed, and recommendations for caregivers are provided based on the available literature. An 18-year-old man with severe autism and behavioural difficulties presented with a vague history of decreased appetite and melaena of eight months duration. Foreign body ingestion commonly occurs in individuals with autism spectrum disorders and should be suspected in patients who present with vague gastrointestinal symptoms. The adverse medical and surgical consequences of foreign body ingestion emphasize the need for early recognition. Surgical intervention for foreign body ingestion can prevent complications. Magnetic substances can cause considerable gastrointestinal morbidity and require urgent endoscopic or surgical removal. Primary prevention is also vital. C1 [Rashid, Farhan; Davies, Laura; Iftikhar, S. Y.] Univ Nottingham, Royal Derby Hosp, Derby DE22 3DT, England. RP Rashid, F (reprint author), Univ Nottingham, Royal Derby Hosp, Uttoxeter Rd, Derby DE22 3DT, England. EM farhan.rashid@nottingham.ac.uk CR Ali Z, 2001, J INTELLECT DEV DIS, V26, P205, DOI 10.1080/13668250020054486 Barbaresi WJ, 2005, ARCH PEDIAT ADOL MED, V159, P37, DOI 10.1001/archpedi.159.1.37 *CAN PAED SURV PRO, 2008, J PAEDIATR CHILD H, V13, P118 Cauchi JA, 2002, ARCH DIS CHILD, V87, P539, DOI 10.1136/adc.87.6.539 Chin EH, 2007, SURG ENDOSC, V21, P1457, DOI 10.1007/s00464-006-9011-0 Conyers R, 2007, J PAEDIATR CHILD H, V43, P186, DOI 10.1111/j.1440-1754.2007.01041.x DECKER CJ, 1993, CAN J SURG, V36, P551 Dutta S, 2008, ARCH PEDIAT ADOL MED, V162, P900, DOI 10.1001/archpedi.162.9.900-b Kanner L, 1943, NERV CHILD, V2, P217 Kern L, 2006, BEHAV MODIF, V30, P135, DOI 10.1177/0145445505283414 Newschaffer CJ, 2007, ANNU REV PUBL HEALTH, V28, P235, DOI 10.1146/annurev.publhealth.28.021406.144007 Serour F, 2008, PEDIATR EMERG CARE, V24, P688, DOI 10.1097/PEC.0b013e3181887e75 SMITH MD, 1987, J BEHAV THER EXP PSY, V18, P285, DOI 10.1016/0005-7916(87)90012-7 Stiegler L. N., 2005, FOCUS AUTISM OTHER D, V20, P27, DOI 10.1177/10883576050200010301 Taylor MB, 1997, CLIN REHABIL, V11, P77, DOI 10.1177/026921559701100112 VELITCHKOV NG, 1996, WORLD J SURG, V20, P688 NR 16 TC 3 Z9 4 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2010 VL 14 IS 2 BP 139 EP 145 DI 10.1177/1362361309356858 PG 7 WC Psychology, Developmental SC Psychology GA 583OB UT WOS:000276686100005 PM 20395283 ER PT J AU Pan, CY AF Pan, Chien-Yu TI Effects of water exercise swimming program on aquatic skills and social behaviors in children with autism spectrum disorders SO AUTISM LA English DT Article DE adapted; aquatics; autism; spectrum; disorders; swimming ID MEASURED PHYSICAL-ACTIVITY; ADOLESCENTS; YOUTH AB The purpose of this study was to determine the effectiveness of a 10 week water exercise swimming program (WESP) on the aquatic skills and social behaviors of 16 boys with autism spectrum disorders (ASDs). In the first 10 week phase (phase I), eight children (group A) received the WESP while eight children (group B) did not. A second 10 week phase (phase II) immediately followed, with the treatments reversed. Both groups continued their regular treatment/activity throughout the study. Improvements were seen in aquatic skills for both groups subsequent to the WESP. Following phase I, significant social improvements were seen in group A. Following phase II, social improvements were seen for group B, whereas group A merely maintained the improvements they attained through the implementation of the WESP during phase I. Results indicate that the WESP improved aquatic skills in the participants, and holds potential for social improvements. C1 Natl Kaohsiung Normal Univ, Dept Phys Educ, Kaohsiung 802, Taiwan. RP Pan, CY (reprint author), Natl Kaohsiung Normal Univ, Dept Phys Educ, 116,He Ping 1st Rd, Kaohsiung 802, Taiwan. EM chpan@nknucc.nknu.edu.tw CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Attwood T., 1998, ASPERGERS SYNDROME G BACHRACH AW, 1978, DEV THERAPY YOUNG CH Becker BE, 2004, COMPREHENSIVE AQUATI BEST JF, 1972, AUST OCCUP THER J, V21, P72 Blubaugh N., 2006, TEACHING ELEMENTARY, P16 *EX YUAN, 2006, HOSP ID DIS *EX YUAN, 2006, LEV DIS HAMILTON A, 1972, J HLTH PHYS ED RECRE, V43, P80 Huettig C., 2004, PALAESTRA, V20, P45 Huettig C., 2004, PALAESTRA, V20, P20 HUMPHRIES KM, 2008, THESIS TEXAS WOMENS Hutzler Y., 1998, DEV CHILD NEUROLOGY, V45, P367 MacKinnon K., 2003, U CENTRAL ENGLAND CA Martin H., 1981, PHYSIOTHERAPY, V67, P288 McConnell SR, 2002, J AUTISM DEV DISORD, V32, P351, DOI 10.1023/A:1020537805154 Merrell K. W., 2002, SCH SOCIAL BEHAV SCA Mesibov G., 2004, TEACCH APPROACH AUTI *MIN ED, 2006, ANN STAT SPEC ED Morrison L., 2001, J POSIT BEHAV INTERV, V3, P237, DOI DOI 10.1177/109830070100300405 Pan CY, 2008, J AUTISM DEV DISORD, V38, P1292, DOI 10.1007/s10803-007-0518-6 Pan CY, 2006, J AUTISM DEV DISORD, V36, P597, DOI 10.1007/s10803-006-0101-6 Pitetti KH, 2007, J AUTISM DEV DISORD, V37, P997, DOI 10.1007/s10803-006-0238-3 Prendeville Jo-Anne, 2006, Seminars in Speech and Language, V27, P32, DOI 10.1055/s-2006-932437 RosenthalMalek A, 1997, J AUTISM DEV DISORD, V27, P193, DOI 10.1023/A:1025848009248 Trost SG, 2002, MED SCI SPORT EXER, V34, P350, DOI 10.1097/00005768-200202000-00025 U.S. Dept of Health and Human Services, 1996, PHYS ACT HLTH REP SU VALLERAND RJ, 1984, J SPORT PSYCHOL, V6, P94 Wing L, 2002, MENT RETARD DEV D R, V8, P151, DOI 10.1002/mrdd.10029 Yilmaz I, 2004, PEDIATR INT, V46, P624, DOI 10.1111/j.1442-200x.2004.01938.x NR 31 TC 13 Z9 13 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2010 VL 14 IS 1 BP 9 EP 28 DI 10.1177/1362361309339496 PG 20 WC Psychology, Developmental SC Psychology GA 551EP UT WOS:000274189500002 PM 20124502 ER PT J AU Rundblad, G Annaz, D AF Rundblad, Gabriella Annaz, Dagmara TI The atypical development of metaphor and metonymy comprehension in children with autism SO AUTISM LA English DT Article DE autism; developmental trajectories; metaphor; metonymy; pragmatics ID SPECTRUM DISORDER; LANGUAGE; MIND; ABILITY AB One of the most noticeable problems in autism involves the social use of language such as metaphor and metonymy, both of which are very common in daily language use. The present study is the first to investigate the development of metaphor and metonymy comprehension in autism. Eleven children with autism were compared to 17 typically developing children in a metaphor-metonymy comprehension task. Cross-sectional trajectory analyses were used to compare the development of metaphor and metonymy comprehension using a child-friendly story picture task. Trajectories were constructed linking task performance either to chronological age or to measures of mental age. Children with autism showed an impaired metaphor comprehension in relation to both chronological and mental age, whereas performance on metonymy was delayed and in line with their receptive vocabulary. Our results suggest that understanding of metaphors and metonyms are severely affected at all ages examined in the current study. C1 [Rundblad, Gabriella] Kings Coll London, Dept Educ & Profess Studies, London SE1 9NH, England. [Annaz, Dagmara] UCL, London WC1E 6BT, England. RP Rundblad, G (reprint author), Kings Coll London, Dept Educ & Profess Studies, Franklin Wilkins Bldg,Waterloo Rd, London SE1 9NH, England. EM gabriella.rundblad@kcl.ac.uk CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Annaz D., 2008, CHILD NEUROPSYCHOL, P7 BARONCOHEN S, 1985, COGNITION, V21, P37, DOI 10.1016/0010-0277(85)90022-8 Dennis M, 2001, J AUTISM DEV DISORD, V31, P47, DOI 10.1023/A:1005661613288 Dunn L. 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H., 1992, TEST WORD KNOWLEDGE Witkin H. F., 1971, CHILDRENS EMBEDDED F NR 32 TC 20 Z9 21 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2010 VL 14 IS 1 BP 29 EP 46 DI 10.1177/1362361309340667 PG 18 WC Psychology, Developmental SC Psychology GA 551EP UT WOS:000274189500003 PM 20124503 ER PT J AU Rinehart, N Tonge, B Brereton, A Bradshaw, J AF Rinehart, Nicole Tonge, Bruce Brereton, Avril Bradshaw, John TI Attentional blink in young people with high-functioning autism and Asperger's disorder SO AUTISM LA English DT Article DE Asperger's disorder; attentional blink; autism; visual search ID ENHANCED DISCRIMINATION; SHIFTING ATTENTION; CHILDREN; DEFICIT; INDIVIDUALS; PARIETAL; DISEASE; ADULTS AB The aim of the study was to examine the temporal characteristics of information processing in individuals with high-functioning autism and Asperger's disorder using a rapid serial visual presentation paradigm. The results clearly showed that such people demonstrate an attentional blink of similar magnitude to comparison groups. This supports the proposition that the social processing difficulties experienced by these individuals are not underpinned by a basic temporal-cognitive processing deficit, which is consistent with Minshew's complex information processing theory. This is the second study to show that automatic inhibitory processes are intact in both autism and Asperger's disorder, which appears to distinguish these disorders from some other frontostriatal disorders. The finding that individuals with autism were generally poorer than the comparison group at detecting black Xs, while being as good in responding to white letters, was accounted for in the context of a potential dual-task processing difficulty or visual search superiority. C1 [Rinehart, Nicole; Tonge, Bruce; Brereton, Avril; Bradshaw, John] Monash Univ, Ctr Dev Psychiat & Psychol, Notting Hill, VIC 3168, Australia. RP Rinehart, N (reprint author), Monash Univ, Ctr Dev Psychiat & Psychol, Bldg 1,270 Ferntree Gully Rd, Notting Hill, VIC 3168, Australia. 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Corness, Mark TI Effectiveness of special nursery provision for children with autism spectrum disorders SO AUTISM LA English DT Article DE autism; home; programme; nursery; provision; special; nursery ID PRESCHOOL TREATMENT PROGRAM; BEHAVIORAL TREATMENT; YOUNG-CHILDREN; SCOTTISH CENTER; SCHOOL; INTERVENTIONS AB The effectiveness of three local authority early teaching interventions for children with autism spectrum disorders (ASDs) was studied. Thirty-three children (2:6 to 4:0 years old) received one of three early teaching interventions:a 1:1 home-based programme, and two different forms of special nursery placement. Measures from the Psycho-Educational Profile, British Abilities Scale, and Vineland Adaptive Behavior Scales were taken over a 10 month period. The study showed moderate effect sizes for improvements in all scales for children attending a generalized special nursery placement, and for those attending a special nursery placement solely for children with ASDs. Children receiving a home-based 1:1 programme with similar intervention hours showed moderate effect sizes for the PEP and BAS but not for the VABS. These data show that special nursery placements can offer benefits to children with ASDs, especially in the area of adaptive behavioural functioning. C1 [Reed, Phil] Swansea Univ, Dept Psychol, Swansea SA2 8PP, W Glam, Wales. RP Reed, P (reprint author), Swansea Univ, Dept Psychol, Singleton Pk, Swansea SA2 8PP, W Glam, Wales. EM p.reed@swansea.ac.uk; l.a.osborne@swansea.ac.uk; m.corness@swansea.ac.uk CR Aoyama K, 2001, ANIM LEARN BEHAV, V29, P79, DOI 10.3758/BF03192817 Charman T, 2004, AUTISM, V8, P89, DOI 10.1177/1362361304040641 Cohen J., 1988, STAT POWER ANAL BEHA, V2nd Connor M., 1998, ED PSYCHOL PRACTICE, V14, P109, DOI 10.1080/0266736980140206 Dunlap WP, 1996, PSYCHOL METHODS, V1, P170, DOI 10.1037//1082-989X.1.2.170 Eikeseth S, 2002, BEHAV MODIF, V26, P49, DOI 10.1177/0145445502026001004 Elliot C. D., 1996, BRIT ABILITY SCALES Gabriels RL, 2001, AUTISM, V5, P407, DOI 10.1177/1362361301005004006 Gilliam J. E., 1995, GILLIAM AUTISM RATIN Howard JS, 2005, RES DEV DISABIL, V26, P359, DOI 10.1016/j.ridd.2004.09.005 Jesner OS, 2007, COCHRANE DB SYST REV, V24 KRUG DA, 1980, J CHILD PSYCHOL PSYC, V21, P221, DOI 10.1111/j.1469-7610.1980.tb01797.x LOVAAS OI, 1987, J CONSULT CLIN PSYCH, V55, P3, DOI 10.1037/0022-006X.55.1.3 Machalicek W, 2008, RES AUTISM SPECT DIS, V2, P395, DOI 10.1016/j.rasd.2007.07.001 Magiati I, 2007, J CHILD PSYCHOL PSYC, V48, P803, DOI 10.1111/j.1469-7610.2007.01756.x Mudford OC, 2001, RES DEV DISABIL, V22, P173, DOI 10.1016/S0891-4222(01)00066-X Osborne L.A., 2008, BEHAV DEV B, V14, P30 Reed P, 2007, EXCEPT CHILDREN, V73, P417 SALLOWS GO, 1999, REPLICATING LOVAAS T Salt J, 2002, AUTISM, V6, P33, DOI 10.1177/1362361302006001004 Salt J, 2001, AUTISM, V5, P362, DOI 10.1177/1362361301005004003 Schopler E, 1990, PSYCHOEDUCATIONAL PR Sheinkopf SJ, 1998, J AUTISM DEV DISORD, V28, P15, DOI 10.1023/A:1026054701472 South M, 2002, J AUTISM DEV DISORD, V32, P593, DOI 10.1023/A:1021211232023 Sparrow S., 1990, VINELAND ADAPTIVE BE TABACHNIK BG, 1987, USING MULTIVARIATE S NR 26 TC 5 Z9 5 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2010 VL 14 IS 1 BP 67 EP 82 DI 10.1177/1362361309340030 PG 16 WC Psychology, Developmental SC Psychology GA 551EP UT WOS:000274189500005 PM 20124504 ER PT J AU Tissot, C AF Tissot, Catherine TI Establishing a sexual identity Case studies of learners with autism and learning difficulties SO AUTISM LA English DT Article DE autism; severe learning difficulty; sexual identity; sexuality ID INTELLECTUAL DISABILITIES; ADOLESCENTS; ADULTS; MASTURBATION; BEHAVIORS; EDUCATION; KNOWLEDGE; DISORDER; CARE AB The physical and emotional changes that occur in adolescence are part of the process of sexual maturity. These changes occur irrespective of ability and are often aligned with psychological and social factors. When the nature of a disability has an inherent limitation in social awareness, as is the case for individuals with autism, the achievement of personal sexual identity can become much more complex. Challenges in supporting individuals in this respect can be caused by the sensitive aspects of inappropriate behaviour, the abstract nature of teaching the topic, and the general reluctance on the part of parents and staff to discuss sexuality in individuals with disabilities. This article explores how a residential school addressed this gap. It provides details of how this need was met for seven students and the process undertaken to involve staff, parents and other stakeholders to establish ongoing support. C1 Univ Reading, Inst Educ, Reading RG6 1HY, Berks, England. RP Tissot, C (reprint author), Univ Reading, Inst Educ, Reading RG6 1HY, Berks, England. 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Scholte, Evert M. TI Autistic disorder symptoms in Rett syndrome SO AUTISM LA English DT Article DE autism; autistic disorder; classification; PDD; Rett syndrome ID PERVASIVE DEVELOPMENTAL DISORDER; COMMUNICATION DISORDERS; DIFFERENTIAL-DIAGNOSIS; BEHAVIORAL-PHENOTYPE; MENTAL-RETARDATION; RELIABILITY; DISABILITY; INTERVIEW; CHILDREN; PEOPLE AB According to the major classification systems it is not possible to diagnose a comorbid autistic disorder in persons with Rett syndrome. However, this is a controversial issue, and given the level of functioning of persons with Rett syndrome, the autistic disorder is expected to be present in a comparable proportion as in people with the same level of functioning. To investigate, parents of 52 females with classical and atypical Rett syndrome (2.4-49.3 years) completed the Developmental Behavior Checklist (DBC), the Diagnostic Interview for Social and Communication Disorders (DISCO) and the Dutch Vineland Screener 0-6 (VS 0-6). All participants had a severe to profound intellectual disability (ID) according to the VS 0-6. Behavior indicated an autistic disorder in 42 (DBC) to 58 percent (DISCO) of the Rett cases. Autistic behavior had decreased in 19 percent such that they no longer met the criteria for autistic disorder. Some participants were suspected of having a comorbid autistic disorder, though not more often than can be expected at their level of functioning. Clinicians should be aware of the possibility of a comorbid autistic disorder as much as they should be in other people with this level of functioning. C1 [Wulffaert, Josette; Van Berckelaer-Onnes, Ina A.; Scholte, Evert M.] Leiden Univ, NL-2300 RA Leiden, Netherlands. RP Wulffaert, J (reprint author), Fac Social & Behav Sci, POB 9555, NL-2300 RB Leiden, Netherlands. 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S., 1993, VINELAND SCREENER OV Towbin KE, 2005, HDB AUTISM PERVASIVE, P165 TSAI LY, 1992, J AUTISM DEV DISORD, V22, P551, DOI 10.1007/BF01046327 WHO, 1993, ICD 10 CLASS MENT BE Wing L, 2002, J CHILD PSYCHOL PSYC, V43, P307, DOI 10.1111/1469-7610.00023 Wing L, 1999, DIAGNOSTIC INTERVIEW WING L, 2005, HDB AUTISM PERVASIVE, P583 Woodyatt G, 1997, EUR CHILD ADOLES PSY, V6, P31 WOODYATT G, 1992, J AUTISM DEV DISORD, V22, P155, DOI 10.1007/BF01058148 Zafeiriou DI, 2007, BRAIN DEV-JPN, V29, P257, DOI 10.1016/j.braindev.2006.09.003 Zapella M., 1998, J AUTISM DEV DISORD, V28, P519, DOI 10.1023/A:1026052128305 NR 43 TC 12 Z9 12 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD NOV PY 2009 VL 13 IS 6 BP 567 EP 581 DI 10.1177/1362361309338184 PG 15 WC Psychology, Developmental SC Psychology GA 523LB UT WOS:000272073600003 PM 19933764 ER PT J AU Hurtig, T Kuusikko, S Mattila, ML Haapsamo, H Ebeling, H Jussila, K Joskitt, L Pauls, D Moilanen, I AF Hurtig, Tuula Kuusikko, Sanna Mattila, Marja-Leena Haapsamo, Helena Ebeling, Hanna Jussila, Katja Joskitt, Leena Pauls, David Moilanen, Irma TI Multi-informant reports of psychiatric symptoms among high-functioning adolescents with Asperger syndrome or autism SO AUTISM LA English DT Article DE adolescents; anxiety; Asperger syndrome; depression; high-functioning autism; multi-informant reports; psychiatric symptoms ID PERVASIVE DEVELOPMENTAL DISORDERS; DEFICIT HYPERACTIVITY DISORDER; PDD-NOS; CHILDREN; ANXIETY; IDENTIFICATION; DEPRESSION; SAMPLES; ADHD AB The aim of the study was to examine psychiatric symptoms in high-functioning adolescents with autism spectrum disorders reported by multiple informants. Forty-three 11- to 17-year-old adolescents with Asperger syndrome (AS) or high-functioning autism (HFA) and 217 typically developed adolescents completed the Youth Self-Report (YSR), while their parents completed the Child Behavior Checklist (CBCL). Teachers of adolescents with AS/HFA completed the Teacher Report Form (TRF). The informants reported significantly more psychiatric symptoms, especially withdrawn, anxious/depressed, social and attention problems, in adolescents with AS/HFA than in controls. In contrast to findings in the general population, the psychiatric problems of adolescents with AS/HFA are well acknowledged by multiple informants, including self-reports. However, anxiety and depressive symptoms were more commonly reported by adolescents with AS/HFA and their teachers than their parents, indicating that some emotional distress may be hidden from their parents. C1 [Hurtig, Tuula] Univ Oulu, Dept Child Psychiat, Inst Clin Med, Oys 90029, Finland. 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Gosar, David Lemons-Chitwood, Kerrie Hagerman, Randi TI Imitation in fragile X syndrome Implications for autism SO AUTISM LA English DT Article DE autism; fragile X syndrome; imitation ID DEVELOPMENTAL DISORDERS; SPECTRUM DISORDERS; CEREBELLUM; MOTOR; BRAIN AB To address the specific impairment of imitation in autism, the imitation abilities of 22 children with fragile X syndrome (FXS) with and without autism were compared. Based on previous research, we predicted that children with FXS and autism would have significantly more difficulty with non-meaningful imitation tasks. After controlling for full-scale IQ and age, the groups did not differ in their overall imitation accuracy scores, but analysis of error patterns revealed that children with FXS and autism made more groping errors and additional movements than the comparison group. These error patterns are consistent with the hypothesis that an action production system deficit plays an important role in the overall imitation deficit in autism, at least in children with FXS. C1 [Macedoni-Luksic, Marta] Univ Childrens Hosp, Univ Med Ctr, Dept Pediat Neurol, Ljubljana 1525, Slovenia. [Greiss-Hess, Laura; Rogers, Sally J.; Lemons-Chitwood, Kerrie; Hagerman, Randi] UC Davis, MIND Inst, Davis, CA USA. RP Macedoni-Luksic, M (reprint author), Univ Childrens Hosp, Univ Med Ctr, Dept Pediat Neurol, Vrazov Trg 1, Ljubljana 1525, Slovenia. 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Two types of service provision were compared: an intensive clinic based treatment model with all treatment personnel (N = 23), and an intensive parent managed treatment model with intensive supervision only (N = 21). A non-concurrent multiple baseline design across participants (N = 13) examined whether progress was associated with ABA treatment or confounders. Between intake and follow-up, children in both groups improved significantly on IQ, visual-spatial IQ, language comprehension, expressive language, social skills, motor skills and adaptive behaviour. There were no significant differences between the two groups on any of the measures at follow-up. Mean IQ for participants in both groups increased by 16 points between intake and follow-up. These findings are consistent with previous studies demonstrating the benefits of ABA treatment. C1 [Eikeseth, Svein] Akershus Univ Coll, N-2001 Lillestrom, Norway. 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Hastings, Richard P. Nash, Susie Lloyd, Tracey Dowey, Alan TI Emotional and behavioural adjustment in siblings of children with intellectual disability with and without autism SO AUTISM LA English DT Article DE adjustment; autism; emotional problems; siblings ID DEVELOPMENTAL-DISABILITIES; LONGITUDINAL RELATIONSHIPS; CHRONIC ILLNESS; MOTHERS; INDIVIDUALS; POPULATION; DEPRESSION; COMPETENCE; PREVALENCE; DISORDERS AB Siblings of children with autism may be at greater risk for psychological problems than siblings of children with another disability or of typically developing (TD) children. However, it is difficult to establish whether autism or the presence of intellectual disability (ID) explains the findings in previous research. Mothers rated the emotional and behavioural adjustment of siblings of children with ID with (N = 25) or without (N = 24) autism. Data were also available 18 months later for siblings of children with autism and ID (N = 15). Siblings of children with autism and ID had more emotional problems compared with siblings of children with ID only and with normative data. Three variables were pertinent: increasing age of the child with autism, having a brother with autism, and being younger than the child with autism. Behavioural and emotional difficulties of siblings of children with autism and ID were relatively stable over 18 months. C1 [Petalas, Michael A.] Bangor Univ, Sch Psychol, Bangor LL57 2AS, Gwynedd, Wales. RP Petalas, MA (reprint author), Bangor Univ, Sch Psychol, Bangor LL57 2AS, Gwynedd, Wales. 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Sikora, Darryn M. TI Which DSM-IV-TR criteria best differentiate high-functioning autism spectrum disorder from ADHD and anxiety disorders in older children? SO AUTISM LA English DT Article DE ADHD; anxiety disorder; autism; diagnostic differentiation ID PERVASIVE DEVELOPMENTAL DISORDERS; ASPERGER-SYNDROME; DIAGNOSIS; MALES; PDD; AGE AB Diagnosis of autism spectrum disorder ( ASD)is often delayed in high-functioning children with milder and more varied forms of ASD. The substantial overlap between ASD and other psychiatric disorders is thought to contribute to this delay. This study examined the endorsement of DSM-IV-TR diagnostic criteria for ASD based on semi-structured parent interviews across three groups of older children referred to an ASD clinic: 55 children diagnosed with high-functioning ASD, 27 children diagnosed with attention-deficit/hyperactivity disorder (ADHD), and 23 children diagnosed with anxiety disorder. Results indicate that the criteria within the domains of communication and social relatedness were largely able to discriminate the high-functioning ASD group from the ADHD and anxiety disorder groups, but criteria within the domain of restricted/repetitive/stereotyped patterns were not. C1 [Hartley, Sigan L.] Univ Wisconsin, Madison, WI 53706 USA. [Sikora, Darryn M.] Oregon Hlth & Sci Univ, Portland, OR 97201 USA. EM hartley@waisman.wisc.edu CR Achenbach T, 2000, CHILD BEHAV CHECKLIS *AM AC CHILD AD PS, 1999, J AM ACAD CHILD ADOL, V38, pS35 American Psychiatric Association, 2000, DIAGN STAT MAN MENT Baron-Cohen S, 2001, J AUTISM DEV DISORD, V31, P5, DOI 10.1023/A:1005653411471 Bishop DVM, 1998, J CHILD PSYCHOL PSYC, V39, P879, DOI 10.1017/S0021963098002832 Cath DC, 2008, PSYCHOPATHOLOGY, V41, P101, DOI 10.1159/000111555 Cederlund M, 2004, DEV MED CHILD NEUROL, V46, P652 CLARKE J., 1999, BUSINESS ETHICS EURO, V8, P5, DOI 10.1111/1467-8608.00120 Frazier J. 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TI Autistic features in girls from a psychiatric sample are strongly associated with a low 2D:4D ratio SO AUTISM LA English DT Article DE autism; diagnosis; digit ratio ID 4TH DIGIT LENGTH; CONGENITAL ADRENAL-HYPERPLASIA; FETAL TESTOSTERONE; SEXUAL ORIENTATION; 2ND; DIMORPHISM; CHILDREN; PREDICTOR; DISORDER; 2D/4D AB Autistic features such as deficits in social interactions and communication have been associated with a low 2D:4D ratio in normal children. This study assessed this association in a large sample of children with a variety of psychiatric disorders (n = 35 girls and n = 147 boys). Autistic features were assessed with a highly valid and reliable measure (Autism Diagnostic Observation Schedule-Generic). Correlations between the 2D:4D ratio and autistic features were computed separately for boys and girls. Some small negative correlations (r = -0.17 and r = -0.19) were found in the right hand for boys; however, particularly in girls, large negative correlations (r = -0.51 to r = -0.64) were found in the left hand. A low 2D:4D ratio in girls was highly predictive of the presence of autistic features. Thus, a low ratio could possibly be used as a diagnostic predictor in clinical practice. C1 [De Bruin, Esther I.] Sophia Childrens Univ Hosp, Erasmus Med Ctr Rotterdam, Dept Child & Adolescent Psychiat, NL-3015 GJ Rotterdam, Netherlands. RP De Bruin, EI (reprint author), Sophia Childrens Univ Hosp, Erasmus Med Ctr Rotterdam, Dept Child & Adolescent Psychiat, Dr Molewaterpl 60, NL-3015 GJ Rotterdam, Netherlands. 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Wallace, Gregory L. Harrison, Bryan Celano, Mark J. Giedd, Jay N. Kenworthy, Lauren E. TI Set-shifting in children with autism spectrum disorders Reversal shifting deficits on the Intradimensional/Extradimensional Shift Test correlate with repetitive behaviors SO AUTISM LA English DT Article DE attention; autism; ID/ED shift task; set-shifting ID HIGH-FUNCTIONING AUTISM; EXECUTIVE FUNCTIONS; DEVELOPMENTAL DISORDERS; REPETITIVE BEHAVIORS; DIAGNOSTIC INTERVIEW; AUTOMATED BATTERY; PERFORMANCE; CORTEX; DYSFUNCTION; EXCELLENCE AB Research examining set-shifting has revealed significant difficulties for adults with autism spectrum disorders (ASDs). However, research with high-functioning children with ASDs has yielded mixed results. The current study tested 6- to 13-year-old high-functioning children with ASD and typically developing controls matched on age, gender, and IQ using the Intradimensional/Extradimensional (ID/ED) Shift Test from the Cambridge Neuropsychological Test Automated Battery. Children with ASDs completed as many ED shifts and reversal ED shifts as controls; however, they made significantly more errors than controls while completing the ED reversal shifts. Analyses on a subset of cases revealed a significant positive correlation between ED reversal errors and the number of repetitive behavior symptoms in the ASD group. These findings suggest that high-functioning children with ASDs require additional feedback to shift successfully. In addition, the relationship between set-shifting and non-social symptoms suggests its utility as a potentially informative intermediate phenotype in ASDs. C1 [Yerys, Benjamin E.] Childrens Natl Med Ctr, Childrens Res Inst Neurosci, Washington, DC 20009 USA. [Wallace, Gregory L.; Celano, Mark J.; Giedd, Jay N.] NIMH, Bethesda, MD 20892 USA. RP Yerys, BE (reprint author), Childrens Natl Med Ctr, Childrens Res Inst Neurosci, 111 Michigan Ave NW, Washington, DC 20009 USA. EM byerys@cnmc.org RI Giedd, Jay/A-3080-2008; Giedd, Jay/B-7302-2012 OI Giedd, Jay/0000-0003-0827-3460 CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Cambridge-Cognition, 1996, CANTAB Carper RA, 2005, BIOL PSYCHIAT, V57, P126, DOI 10.1016/j.biopsych.2004.11.005 Constantino JN, 2005, SOCIAL RESPONSIVENES Dawson G, 2002, CHILD DEV, V73, P345, DOI 10.1111/1467-8624.00411 Dias R, 1996, NATURE, V380, P69, DOI 10.1038/380069a0 Edgin JO, 2005, J AUTISM DEV DISORD, V35, P729, DOI 10.1007/s10803-005-0020-y Gabriels RL, 2005, RES DEV DISABIL, V26, P169, DOI 10.1016/j.ridd.2004.05.003 Gioia GA, 2002, CHILD NEUROPSYCHOL, V8, P121 GirgiS RR, 2007, PROG NEURO-PSYCHOPH, V31, P41, DOI 10.1016/j.pnpbp.2006.06.007 Goldberg MC, 2005, J AUTISM DEV DISORD, V35, P279, DOI 10.1007/s10803-005-3291-4 Gottesman II, 2003, AM J PSYCHIAT, V160, P636, DOI 10.1176/appi.ajp.160.4.636 Happe F, 2006, BRAIN COGNITION, V61, P25, DOI 10.1016/j.bandc.2006.03.004 Hill EL, 2006, NEUROPSYCHOLOGIA, V44, P2822, DOI 10.1016/j.neuropsychologia.2006.06.007 Hill EL, 2004, DEV REV, V24, P189, DOI 10.1016/j.dr.2004.01.001 HUGHES C, 1994, NEUROPSYCHOLOGIA, V32, P477, DOI 10.1016/0028-3932(94)90092-2 KENWORTHY L, 2009, CHILD NEUROPSYCHOL, V27, P1 Lainhart JE, 2006, AM J MED GENET A, V140A, P2257, DOI 10.1002/ajmg.a.31465 Landa RJ, 2005, J AUTISM DEV DISORD, V35, P557, DOI 10.1007/s10803-005-0001-1 LECOUTEUR A, 1989, J AUTISM DEV DISORD, V19, P363 Liss M, 2001, J CHILD PSYCHOL PSYC, V42, P261, DOI 10.1017/S0021963001006679 Lopez BR, 2005, J AUTISM DEV DISORD, V35, P445, DOI 10.1007/s10803-005-5035-x LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947 Loveland KA, 2008, NEUROPSYCHOLOGIA, V46, P49, DOI 10.1016/j.neuropsychologia.2007.08.017 Luciana M, 2002, DEV NEUROPSYCHOL, V22, P595, DOI 10.1207/S15326942DN2203_3 Ozonoff S., 2000, AUTISM, V4, P29, DOI DOI 10.1177/1362361300041003 OZONOFF S, 1995, NEUROPSYCHOLOGY, V9, P491, DOI 10.1037//0894-4105.9.4.491 Ozonoff S, 2004, J AUTISM DEV DISORD, V34, P139, DOI 10.1023/B:JADD.0000022605.81989.cc Pennington BF, 1996, J CHILD PSYCHOL PSYC, V37, P51, DOI 10.1111/j.1469-7610.1996.tb01380.x Sears LL, 1999, PROG NEURO-PSYCHOPH, V23, P613, DOI 10.1016/S0278-5846(99)00020-2 Shafritz KM, 2008, BIOL PSYCHIAT, V63, P974, DOI 10.1016/j.biopsych.2007.06.028 South M, 2007, AUTISM, V11, P437, DOI 10.1177/1362361307079606 Wechsler D., 2003, WECHSLER SCALES INTE Wechsler D, 1999, WECHSLER ABBREVIATED Wechsler D., 1991, WECHSLER SCALES INTE NR 36 TC 41 Z9 41 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2009 VL 13 IS 5 BP 523 EP 538 DI 10.1177/1362361309335716 PG 16 WC Psychology, Developmental SC Psychology GA 494FZ UT WOS:000269798500005 PM 19759065 ER PT J AU Smith, RA Farnworth, H Wright, B Allgar, V AF Smith, R. A. Farnworth, H. Wright, B. Allgar, V. TI Are there more bowel symptoms in children with autism compared to normal children and children with other developmental and neurological disorders? A case control study SO AUTISM LA English DT Article DE autism; bowel disorders; faddiness ID GASTROINTESTINAL DISORDERS; SPECTRUM; INDOLYL-3-ACRYLOYLGLYCINE; ENTEROCOLITIS; MEASLES; MUMPS AB There is considerable controversy as to whether there is an association between bowel disorders and autism. Using a bowel symptom questionnaire we compared 51 children with autism spectrum disorder with control groups of 35 children from special school and 112 from mainstream school. There was a significant difference in the reporting of certain bowel symptoms ( constipation, diarrhoea, flatulence) and food faddiness between the autism group and the mainstream school control group. There was no significant difference between the autism group and children in the special schools except for faddiness, which is an autism specific symptom and not a bowel symptom. This study confirms previously reported findings of an increase in bowel symptoms in children with autism. It would appear, however, that this is not specifically associated with autism as bowel symptoms were reported in similar frequency to a comparison group of children with other developmental and neurological disorders. C1 [Smith, R. A.; Farnworth, H.; Wright, B.] York Hosp, York YO31 8HE, N Yorkshire, England. [Allgar, V.] Univ York, York YO10 5DD, N Yorkshire, England. RP Smith, RA (reprint author), York Hosp, Wigginton Rd, York YO31 8HE, N Yorkshire, England. EM robert.a.smith@york.nhs.uk CR Afzal N, 2003, PEDIATRICS, V112, P939, DOI 10.1542/peds.112.4.939 Anthony A, 2000, GUT, V46, pA3 Black C, 2002, BRIT MED J, V325, P419, DOI 10.1136/bmj.325.7361.419 Chen RT, 1998, LANCET, V351, P611, DOI 10.1016/S0140-6736(05)78423-3 DEufemia P, 1996, ACTA PAEDIATR, V85, P1076, DOI 10.1111/j.1651-2227.1996.tb14220.x Fombonne E, 2001, PEDIATRICS, V108, part. no., DOI 10.1542/peds.108.4.e58 Furlano RI, 2001, J PEDIATR-US, V138, P366, DOI 10.1067/mpd.2001.111323 GOODWIN MS, 1971, J AUTISM CHILD SCHIZ, V1, P48, DOI 10.1007/BF01537742 Horvath K, 1999, J PEDIATR-US, V135, P559, DOI 10.1016/S0022-3476(99)70052-1 Horvath Karoly, 2002, Curr Gastroenterol Rep, V4, P251, DOI 10.1007/s11894-002-0071-6 HORVATH K, 2000, J PAEDIAT GASTROE S2, V31, pA112 Kuddo T, 2003, CURR OPIN PEDIATR, V15, P339, DOI 10.1097/00008480-200306000-00020 LIGHTDALE JR, 2001, CLIN PERSPECTIVES S2, V319, P56 Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947 LORD C, 1995, J AUTISM DEV DISORD, V245, P659 MCCARTHY DM, 1979, LANCET, V2, P877 MELMED RD, 2000, J PEDIAT GASTROEN S2, V31, P56 Mills MJ, 1998, J CHROMATOGR B, V712, P51, DOI 10.1016/S0378-4347(98)00153-4 Molloy CA, 2003, AUTISM, V7, P165, DOI 10.1177/1362361303007002004 Pavone L, 1997, BIOL PSYCHIAT, V42, P72, DOI 10.1016/S0006-3223(97)00267-9 REICHELT K-L, 1990, Journal of Applied Nutrition, V42, P1 REICHELT KL, 1990, BETACASOMORPHINS REL, P163 SHATTOCK P, 1990, Brain Dysfunction, V3, P328 Shattock Paul, 1991, Brain Dysfunction, V4, P323 Sullivan PB, 1997, BAILLIERE CLIN GASTR, V11, P529, DOI 10.1016/S0950-3528(97)90030-0 Taylor B, 2002, BRIT MED J, V324, P393, DOI 10.1136/bmj.324.7334.393 Torrente F, 2002, MOL PSYCHIATR, V7, P375, DOI 10.1038/sj/mp/4001077 Wakefield AJ, 1998, LANCET, V351, P637, DOI 10.1016/S0140-6736(97)11096-0 Wakefield AJ, 2000, AM J GASTROENTEROL, V95, P2285 WALKERSMITH JA, 1999, J PEDIATR, V135, P559 WEAVER LT, 1984, ARCH DIS CHILD, V59, P649 White JF, 2003, EXP BIOL MED, V228, P639 Wright B, 2005, DEV MED CHILD NEUROL, V47, P190, DOI 10.1017/S0012162205000344 NR 33 TC 20 Z9 20 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2009 VL 13 IS 4 BP 343 EP 355 DI 10.1177/1362361309106418 PG 13 WC Psychology, Developmental SC Psychology GA 459JV UT WOS:000267098900002 PM 19535465 ER PT J AU Wiggins, LD Rice, CE Baio, J AF Wiggins, Lisa D. Rice, Catherine E. Baio, Jon TI Developmental regression in children with an autism spectrum disorder identified by a population-based surveillance system SO AUTISM LA English DT Article DE autism; early development; regression ID INFANTILE-AUTISM; HOME VIDEOTAPES; SPEECH LOSS; DIAGNOSIS; AGE; PHENOTYPE; INFANCY AB This study evaluated the phenomenon of autistic regression using population-based data. The sample comprised 285 children who met the autism spectrum disorder (ASD) case definition within an ongoing surveillance program. Results indicated that children with a previously documented ASD diagnosis had higher rates of autistic regression than children who met the ASD surveillance definition but did not have a clearly documented ASD diagnosis in their records (17-26 percent of surveillance cases). Most children regressed around 24 months of age and boys were more likely to have documented regression than girls. Half of the children with regression had developmental concerns noted prior to the loss of skills. Moreover, children with autistic regression were more likely to show certain associated features, including cognitive impairment. These data indicate that some children with ASD experience a loss of skills in the first few years of life and may have a unique symptom profile. C1 [Wiggins, Lisa D.; Rice, Catherine E.; Baio, Jon] Ctr Dis Control & Prevent, Atlanta, GA USA. RP Wiggins, LD (reprint author), NCBDDD CDC, 1600 Clifton Rd MS E-86, Atlanta, GA 30333 USA. EM lwiggins@cdc.gov CR Baranek GT, 1999, J AUTISM DEV DISORD, V29, P213, DOI 10.1023/A:1023080005650 Bernabei P, 2007, J AUTISM DEV DISORD, V37, P580, DOI 10.1007/s10803-006-0201-3 CDC (Cent. Dis. Control Prev.), 2007, MMWR SURVEILL SUMM, V56, P12 Davidovitch M, 2000, J AUTISM DEV DISORD, V30, P113, DOI 10.1023/A:1005403421141 Di Giacomo A., 1998, EUROPEAN CHILD ADOLE, V7, P131 Filipek PA, 2000, NEUROLOGY, V55, P468 Fombonne E, 2001, PEDIATRICS, V108, part. no., DOI 10.1542/peds.108.4.e58 Goldberg WA, 2003, J AUTISM DEV DISORD, V33, P607, DOI 10.1023/B:JADD.0000005998.47370.ef HOSHINO Y, 1987, JPN J PSYCHIAT NEUR, V41, P237 Howlin P, 1999, DEV MED CHILD NEUROL, V41, P834, DOI 10.1017/S0012162299001656 KURITA H, 1992, J AUTISM DEV DISORD, V22, P175, DOI 10.1007/BF01058149 KURITA H, 1985, J AM ACAD CHILD PSY, V24, P191, DOI 10.1016/S0002-7138(09)60447-7 Lainhart JE, 2002, AM J MED GENET, V113, P231, DOI 10.1002/ajmg.10615 Landa RJ, 2007, ARCH GEN PSYCHIAT, V64, P853, DOI 10.1001/archpsyc.64.7.853 Lord C., 1997, HDB AUTISM PERVASIVE, P460 Lord C, 2004, J CHILD PSYCHOL PSYC, V45, P936, DOI 10.1111/j.1469-7610.2004.t01-1-00287.x OSTERLING J, 1994, J AUTISM DEV DISORD, V24, P247, DOI 10.1007/BF02172225 Richler J, 2006, J AUTISM DEV DISORD, V36, P299, DOI 10.1007/s10803-005-0070-1 Rogers SJ, 2004, MENT RETARD DEV D R, V10, P139, DOI 10.1002/mrdd.20027 RUTTER M, 1987, LANGUAGE DEV DISORDE, P206 Shinnar S, 2001, PEDIATR NEUROL, V24, P185, DOI 10.1016/S0887-8994(00)00266-6 SHORT AB, 1988, J AUTISM DEV DISORD, V18, P207, DOI 10.1007/BF02211947 Siegel S., 1988, NONPARAMETRIC STAT B Siperstein R, 2004, J AUTISM DEV DISORD, V34, P731, DOI 10.1007/s10803-004-5294-y SMEETH L, 2004, LANCET, V364, P11 *SPSS INC, 2006, SPSSVERSION 14 0 Sutera S, 2007, J AUTISM DEV DISORD, V37, P98, DOI 10.1007/s10803-006-0340-6 Tuchman RF, 1997, PEDIATRICS, V99, P560, DOI 10.1542/peds.99.4.560 Uchiyama T, 2007, J AUTISM DEV DISORD, V37, P210, DOI 10.1007/s10803-006-0157-3 Van Naarden Braun Kim, 2007, MMWR Surveill Summ, V56, P29 VOLKMAR FR, 1992, J AUTISM DEV DISORD, V22, P625, DOI 10.1007/BF01046331 Werner E, 2005, ARCH GEN PSYCHIAT, V62, P889, DOI 10.1001/archpsyc.62.8.889 WIGGINS L, 2006, DEV BEHAV PEDIAT, V27, pS1 WILLIAMS BJ, 2001, BIANN M SOC RES CHIL Yeargin-Allsopp M, 2003, JAMA-J AM MED ASSOC, V289, P49, DOI 10.1001/jama.289.1.49 NR 35 TC 19 Z9 21 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2009 VL 13 IS 4 BP 357 EP 374 DI 10.1177/1362361309105662 PG 18 WC Psychology, Developmental SC Psychology GA 459JV UT WOS:000267098900003 PM 19535466 ER PT J AU Estes, A Munson, J Dawson, G Koehler, E Zhou, XH Abbott, R AF Estes, Annette Munson, Jeffrey Dawson, Geraldine Koehler, Elizabeth Zhou, Xiao-Hua Abbott, Robert TI Parenting stress and psychological functioning among mothers of preschool children with autism and developmental delay SO AUTISM LA English DT Article DE autism; distress; mothers; parenting ID FRAGILE-X-SYNDROME; BEHAVIOR PROBLEMS; DOWN-SYNDROME; INTELLECTUAL DISABILITY; SYNDROME SPECIFICITY; MATERNAL STRESS; IMPACT; DISORDERS; FAMILIES AB Parents of children with developmental disabilities, particularly autism spectrum disorders (ASDs), are at risk for high levels of distress. The factors contributing to this are unclear. This study investigated how child characteristics influence maternal parenting stress and psychological distress. Participants consisted of mothers and developmental-age matched preschool-aged children with ASD (N = 51) and developmental delay without autism (DD) (N = 22). Evidence for higher levels of parenting stress and psychological distress was found in mothers in the ASD group compared to the DD group. Children's problem behavior was associated with increased parenting stress and psychological distress in mothers in the ASD and DD groups. This relationship was stronger in the DD group. Daily living skills were not related to parenting stress or psychological distress. Results suggest clinical services aiming to support parents should include a focus on reducing problem behaviors in children with developmental disabilities. C1 [Estes, Annette; Munson, Jeffrey; Dawson, Geraldine; Koehler, Elizabeth; Zhou, Xiao-Hua; Abbott, Robert] Univ Washington, Seattle, WA 98195 USA. RP Estes, A (reprint author), Univ Washington, Box 357920, Seattle, WA 98195 USA. EM estesa@u.washington.edu CR Abbeduto L, 2004, AM J MENT RETARD, V109, P237, DOI 10.1352/0895-8017(2004)109<237:PWACIM>2.0.CO;2 Aman M., 1986, ABERRANT BEHAV CHECK Baker BL, 2002, AM J MENT RETARD, V107, P433, DOI 10.1352/0895-8017(2002)107<0433:BPAPSI>2.0.CO;2 Beck A, 2004, J INTELL DISABIL RES, V48, P628, DOI 10.1111/j.1365-2788.2003.00564.x Blacher J, 2006, J INTELL DISABIL RES, V50, P184, DOI 10.1111/j.1365-2788.2005.00768.x BRISTOL MM, 1993, REHABIL PSYCHOL, V38, P3, DOI 10.1037//0090-5550.38.1.3 COYNE JC, 1991, ANNU REV PSYCHOL, V42, P410 Dawson G, 2004, DEV PSYCHOL, V40, P271, DOI 10.1037/0012-1649.40.2.271 DEROGATIS LR, 1983, PSYCHOL MED, V13, P595 DONNENBERG G, 1993, J ABNORMAL CHILD PSY, V21, P179 Dumas J. 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The randomized controlled study (n = 10) employed a single subject comparison design in two different conditions, improvisational music therapy and toy play sessions, and DVD analysis of sessions. Improvisational music therapy produced markedly more and longer events of 'joy', 'emotional synchronicity' and 'initiation of engagement' behaviours in the children than toy play sessions. In response to the therapist's interpersonal demands,'compliant ( positive) responses' were observed more in music therapy than in toy play sessions, and 'no responses' were twice as frequent in toy play sessions as in music therapy. The results of this exploratory study found significant evidence supporting the value of music therapy in promoting social, emotional and motivational development in children with autism. C1 [Kim, Jinah] Jeonju Univ, Dept Arts Therapy, Coll Alternat Med, Jeonju 560759, South Korea. [Wigram, Tony] Univ Aalborg, Aalborg, Denmark. [Gold, Christian] Unifob Hlth, Bergen, Norway. RP Kim, J (reprint author), Jeonju Univ, Dept Arts Therapy, Coll Alternat Med, Hyojadong 3 Ga, Jeonju 560759, South Korea. EM jinahkim@jj.ac.kr CR ADAMSON LB, 1985, CHILD DEV, V56, P582, DOI 10.2307/1129748 ALVIN J, 1991, MUSIC THERAPY AUTIST American Psychiatric Association, 2000, DIAGN STAT MAN MENT Boddaert N, 2004, AM J PSYCHIAT, V161, P2117, DOI 10.1176/appi.ajp.161.11.2117 Bono MA, 2004, J AUTISM DEV DISORD, V34, P495, DOI 10.1007/s10803-004-2545-x Bruscia K. E., 1998, DEFINING MUSIC THERA Cicchetti D. 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N., 2002, MODERN APPL STAT S, V4th Watson LR, 1998, J AUTISM DEV DISORD, V28, P51, DOI 10.1023/A:1026063003289 WIGRAM T, 2006, COMMUNICATIVE MUSICA Wigram T., 2002, BRIT J MUSIC THERAPY, V16, P11 WIMPORY D, 1999, CHILD LANG TEACH THE, V15, P17, DOI 10.1191/026565999677626131 Wimpory DC, 2007, J AUTISM DEV DISORD, V37, P564, DOI 10.1007/s10803-006-0187-x Wimpory DC, 2000, J AUTISM DEV DISORD, V30, P525, DOI 10.1023/A:1005683209438 NR 37 TC 32 Z9 33 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2009 VL 13 IS 4 BP 389 EP 409 DI 10.1177/1362361309105660 PG 21 WC Psychology, Developmental SC Psychology GA 459JV UT WOS:000267098900005 PM 19535468 ER PT J AU Glazebrook, CM Gonzalez, D Hansen, S Elliott, D AF Glazebrook, Cheryl M. Gonzalez, David Hansen, Steve Elliott, Digby TI The role of vision for online control of manual aiming movements in persons with autism spectrum disorders SO AUTISM LA English DT Article DE eye-hand coordination; reaching; saccade; visual feedback ID HIGH-FUNCTIONING AUTISM; GOAL-DIRECTED MOVEMENTS; EYE-HAND COORDINATION; ASPERGERS-SYNDROME; CHILDREN; ADOLESCENTS; OCULOMOTOR; CONNECTIVITY; ACTIVATION; FEEDBACK AB Recent studies suggest motor skills are not entirely spared in individuals with an autism spectrum disorder (ASD). Previous reports demonstrated that young adults with ASD were able to land accurately on a target despite increased temporal and spatial variability during their movement. This study explored how a group of adolescents and young adults with an ASD used vision and proprioception to land successfully on one of two targets. Participants performed eye movements and/or manual reaching movements, either with or without vision. Although eye movements were executed in a similar timeframe, participants with ASD took longer to plan and execute manual reaching movements. They also exhibited significantly greater variability during eye and hand movements, but were able to land on the target regardless of the vision condition. In general, individuals with autism used vision and proprioception. However, they took considerably more time to perform movements that required greater visual-proprioceptive integration. C1 [Glazebrook, Cheryl M.; Gonzalez, David] McMaster Univ, Hamilton, ON L8S 4L8, Canada. [Hansen, Steve; Elliott, Digby] Liverpool John Moores Univ, Liverpool L3 5UX, Merseyside, England. RP Glazebrook, CM (reprint author), Univ Toronto, Dept Phys Therapy, 500 Univ Ave, Toronto, ON M5G 1V7, Canada. 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The current experiment sought to determine whether a local perceptual style could account for this. Participants with and without autism copied possible and impossible geometric figures. Geometric impossibility had a larger effect on drawing time for comparison participants than for those with autism. However, participants with autism did not use more localized drawing strategies. Strength of impossibility effect was associated with a global strategy amongst comparison participants but this relationship was not found amongst participants with autism. The findings suggest that differences in high-level conceptual processing may account for group differences in effects of impossibility. C1 [Sheppard, Elizabeth] Univ Nottingham, Sch Psychol, Nottingham NG7 2RD, England. RP Sheppard, E (reprint author), Univ Nottingham, Sch Psychol, Univ Pk, Nottingham NG7 2RD, England. 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The present study assessed sensory processing in adults with ASD using the Adult/Adolescent Sensory Profile (AASP), a 60-item self-report questionnaire assessing levels of sensory processing in everyday life. Results demonstrated that sensory abnormalities were prevalent in ASD, with 94.4 percent of the ASD sample reporting extreme levels of sensory processing on at least one sensory quadrant of the AASP. Furthermore, analysis of the patterns of sensory processing impairments revealed striking within-group variability in the ASD group, suggesting that individuals with ASD could experience very different, yet similarly severe, sensory processing abnormalities. These results suggest that unusual sensory processing in ASD extends across the lifespan and have implications regarding both the treatment and the diagnosis of ASD in adulthood. C1 [Crane, Laura; Goddard, Lorna; Pring, Linda] Univ London, London WC1E 7HU, England. RP Crane, L (reprint author), Univ London, London WC1E 7HU, England. 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M., 1989, AUTISM NATURE DIAGNO, P174 POHL P, 2001, OCCUPATIONAL THERAPY, V23, P99 Rogers SJ, 2003, J AUTISM DEV DISORD, V33, P631, DOI 10.1023/B:JADD.0000006000.38991.a7 Watling RL, 2001, AM J OCCUP THER, V55, P416 Wechsler D, 1999, WECHSLER ABBREVIATED Wechsler D, 1999, WECHSLER ADULT INTEL Williams D., 1992, NOBODY NOWHERE REMAR Woodbury-Smith MR, 2005, J AUTISM DEV DISORD, V35, P331, DOI 10.1007/s10803-005-3300-7 NR 39 TC 54 Z9 54 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2009 VL 13 IS 3 BP 215 EP 228 DI 10.1177/1362361309103794 PG 14 WC Psychology, Developmental SC Psychology GA 433NX UT WOS:000265212100002 PM 19369385 ER PT J AU Bogte, H Flamma, B Van Der Meere, J Van Engeland, H AF Bogte, Hans Flamma, Bert Van Der Meere, Jaap Van Engeland, Herman TI Divided attention capacity in adults with autism spectrum disorders and without intellectual disability SO AUTISM LA English DT Article DE adults; ASD; executive function; prefrontal cortex; reaction time ID HIGH-FUNCTIONING AUTISM; EXECUTIVE FUNCTION; FRONTAL-CORTEX; REACTION-TIME; CHILDREN; PERCEPTION; MATURATION; SYSTEM; TASK; FMRI AB Earlier research showed that divided attention, an aspect of executive function, is limited in both children and adults with autism spectrum disorders (ASDs). The current study explored divided attention capacity in adults with ASD and without intellectual disability (n = 36). Divided attention was tested using a computerized variant of a well-known memory recognition test, with two levels of cognitive load. The effect of cognitive load on reaction time performance is considered to be inversely proportional to divided attention capacity. The study failed to provide a relationship between divided attention and ASD, contrary to earlier research. Findings indicated that only the adults with ASD who used medication had a divided attention deficit, and that this group had specific difficulty reaching a binary decision in a memory search task. An additional finding was that the participants with ASD were overall slow. Possible causes and implications of these findings are discussed. C1 [Bogte, Hans; Flamma, Bert] Dimence, NL-7400 GC Deventer, Netherlands. [Van Der Meere, Jaap] Univ Groningen, NL-9700 AB Groningen, Netherlands. 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This study sought to determine whether similar impairments exist in adults with ADHD (N = 53) and ASD (N = 45) in comparison with a healthy control group (N = 31), whether the two disorders can be distinguished on the basis of their executive functioning features, and whether these impairments are related to symptom severity. Both clinical groups were found to exhibit executive functioning deficits. The ADHD group had difficulty withholding a response, with relative preservation of initiation and planning abilities. In contrast, the ASD group exhibited significant impairments in initiation, planning and strategy formation. The specific executive functioning deficits were related to severity of response inhibition impairments in ADHD and stereotyped, repetitive behaviours in ASD. These findings suggest the pattern of executive functioning deficits follows a consistent trajectory into adulthood. C1 [Bramham, Jessica] Univ Coll Dublin, Sch Psychol, Dublin 4, Ireland. 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Skirrow, P. Murphy, G. TI The 'not guilty verdict' Psychological reactions to a diagnosis of Asperger syndrome in adulthood SO AUTISM LA English DT Article DE adults; Asperger syndrome; diagnosis; experience; identity formation ID ADAPTATION AB Asperger syndrome is a relatively new diagnostic classification. A number of factors make receiving a diagnosis of Asperger syndrome in adulthood a unique experience. This study used a phenomenological approach to examine the experiences of 10 adults receiving such a diagnosis. Results suggested that six major themes were associated with receiving a diagnosis of Asperger syndrome. Individuals discussed their negative life experiences and their experience of services prior to diagnosis, which led to individuals holding certain beliefs about the symptoms of Asperger syndrome. These beliefs had an effect on the formation of each individual's perceived self-identity. Participants made links between how they felt when they received the diagnosis and their current beliefs about both their 'symptoms' and themselves. Finally, participants highlighted the importance of the societal view of Asperger syndrome. The implications of these findings are reappraised in the context of previous research and the wider literature on identity formation. C1 [Murphy, G.] Univ Kent, Canterbury CT2 7NZ, Kent, England. RP Skirrow, P (reprint author), Liverpool Asperger Team, Olive Mt Mans,Old Mill Lane, Liverpool L15 8LW, Merseyside, England. EM Paul.skirrow@merseycare.nhs.uk CR CASS VC, 1979, J HOMOSEXUAL, V4, P219, DOI 10.1300/J082v04n03_01 COUSINS E, 2001, THESIS U EXETER UK Gillberg C., 1991, AUTISM ASPERGER SYND, P122, DOI 10.1017/CBO9780511526770.004 Kubler-Ross E., 1970, DEATH DYING Lazarus R. S., 1984, HDB BEHAV MED, P282 Levy SE, 2005, MENT RETARD DEV D R, V11, P131, DOI 10.1002/mrdd.20062 Lewis G. 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TI The costs of services and employment outcomes achieved by adults with autism in the US SO AUTISM LA English DT Article DE adults; autism; employment; service costs; vocational rehabilitation AB This article examines the cost of services and employment outcomes obtained by adults with autism within the United States vocational rehabilitation (VR) system. It found that the number of such individuals has increased by more than 121 percent from 2002 to 2006. Moreover, though adults with autism were employed at higher rates than most disability groups investigated, they tended to work far fewer hours and earn less in wages per week. The study also found that adults with autism were among the most costly individuals to serve. C1 [Cimera, Robert Evert] Kent State Univ, Educ Fdn & Special Serv, Kent, OH 44242 USA. RP Cimera, RE (reprint author), Kent State Univ, Educ Fdn & Special Serv, 405 White Hall, Kent, OH 44242 USA. EM rcimera@kent.edu CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT CIMERA RE, 2002, J VOCATIONAL REHABIL, V17, P23 Cimera Robert E., 2006, J VOCATIONAL REHABIL, V24, P137 Cowan RJ, 2007, PSYCHOL SCHOOLS, V44, P701, DOI 10.1002/pits.20259 Garcia-Villamisar D., 2002, J VOCATIONAL REHABIL, V17, P309 Hill L, 2007, PARAGRAPH, V30, P1 Howlin P, 2005, AUTISM, V9, P533, DOI 10.1177/1362361305057871 Howlin P, 2000, AUTISM, V4, P63, DOI DOI 10.1177/1362361300004001005 Hurlbutt K, 2004, FOCUS AUTISM OTHER D, V19, P215, DOI DOI 10.1177/10883576040190040301 Jacobson J, 1998, BEHAV INTERVENT, V13, P201, DOI DOI 10.1002/(SICI)1099-078X Jacobson JW, 2000, J AUTISM DEV DISORD, V30, P585, DOI 10.1023/A:1005691411255 Jarbrink K, 2007, RES DEV DISABIL, V28, P94, DOI 10.1016/j.ridd.2005.11.002 Layard R., 1994, COST BENEFIT ANAL Maurice C, 2001, MAKING DIFFERENCE BE Muller T, 2003, FETAL DIAGN THER, V18, P163, DOI 10.1159/000069371 National Research Council, 2001, ED CHILDR AUT Parent W., 1996, FOCUS AUTISM OTHER D, V11, P207 Rehabilitation Services Administration, 2004, RSAPD0404 SEIGEL B, 2003, HELPING CHILDREN AUT *US BUR LAB STAT, 2007, CONS PRIC IND *US DEP ED, 1999, 21 ANN REP C IMPL IN Wehman P., 2006, LIFE CLASSROOM TRANS World Health Organization, 2005, INT STAT CLASS DIS R NR 23 TC 36 Z9 36 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2009 VL 13 IS 3 BP 285 EP 302 DI 10.1177/1362361309103791 PG 18 WC Psychology, Developmental SC Psychology GA 433NX UT WOS:000265212100006 PM 19369389 ER PT J AU Saldana, D Alvarez, RM Lobaton, S Lopez, AM Moreno, M Rojano, M AF Saldana, David Alvarez, Rosa M. Lobaton, Silvia Lopez, Ana M. Moreno, Macarena Rojano, Miguel TI Objective and subjective quality of life in adults with autism spectrum disorders in southern Spain SO AUTISM LA English DT Article DE adults; ASD; quality of life; Spain ID RECEPTIVE LANGUAGE DISORDER; FOLLOW-UP; CHILDREN; POPULATION; CHILDHOOD; OUTCOMES; DISABILITY AB Subjective and objective measures of quality of life (QoL) were obtained for adults with autism spectrum disorders (ASDs) living in Andalusia (Spain). Seventy-four families responded to questionnaires about objective QoL indicators such as employment, health, adaptive behaviour and social network, and were asked to act as proxies for subjective QoL measures. Outcome on objective QoL was extremely poor. Social networks were most frequently composed of family members. Community-oriented resources were absent in most cases. For two-thirds of the families, the ability to act as proxies for subjective QoL was seriously limited by the participants' poor social and communicative abilities. The results are indicative of the need for additional support to families of adults with ASD and increased community-based resources. Further conceptualization of indicators and measurement of subjective QoL in individuals with severe disabilities and ASD is also needed in order to include their own perspective in the evaluation of service provision. C1 [Saldana, David] Univ Seville, Dept Psicol Evolutiva & Educ, Seville 41018, Spain. [Alvarez, Rosa M.] Autismo Andalucia & Univ Seville, Seville, Spain. RP Saldana, D (reprint author), Univ Seville, Dept Psicol Evolutiva & Educ, Avda Camilo Jose Cela S-N, Seville 41018, Spain. EM dsaldana@us.es RI Lopez, Ana Maria/C-9880-2011; Saldana, David/F-2067-2010 OI Saldana, David/0000-0002-4192-7924 CR Aguilera-Jimenez A, 2007, BRIT J DEV DISABIL, V53, P97 BallabanGil K, 1996, PEDIATR NEUROL, V15, P217, DOI 10.1016/S0887-8994(96)00219-6 Belinchon M., 2001, SITUACION NECESIDADE Billstedt E, 2005, J AUTISM DEV DISORD, V35, P351, DOI 10.1007/s10803-005-3302-5 Billstedt E, 2007, J CHILD PSYCHOL PSYC, V48, P1102, DOI 10.1111/j.1469-7610.2007.01774.x BRUININKS RH, 1993, INVENTARIO PLANIFICA *CONS EMPL, 2007, PLAN EMPL PERS DISC Cummins R. 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Many of those impacts are economic. This study estimated the costs of autism spectrum disorders (ASDs) in the UK. Data on prevalence, level of intellectual disability and place of residence were combined with average annual costs of services and support, together with the opportunity costs of lost productivity. The costs of supporting children with ASDs were estimated to be pound 2.7 billion each year. For adults, these costs amount to pound 25 billion each year. The lifetime cost, after discounting, for someone with ASD and intellectual disability is estimated at approximately pound 1.23 million, and for someone with ASD without intellectual disability is approximately pound 0.80 million. C1 [Knapp, Martin] London Sch Econ & Polit Sci, PSSRU, London WC2A 2AE, England. [Knapp, Martin; Romeo, Renee] Kings Coll London, Inst Psychiat, London WC2R 2LS, England. [Beecham, Jennifer] Univ Kent, Canterbury CT2 7NZ, Kent, England. 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Watson, Jennifer Allcock, Ashlie-Jane Yaqoob, Talat TI Autistic traits predict performance on the block design SO AUTISM LA English DT Article DE Autism-Spectrum Quotient; block design; weak central coherence ID SPECTRUM QUOTIENT AQ; WEAK CENTRAL COHERENCE; ASPERGER-SYNDROME; INDIVIDUAL-DIFFERENCES; COGNITIVE PHENOTYPE; FUNCTIONING AUTISM; PERSONALITY; CHILDREN; PARENTS; POPULATION AB The Autism-Spectrum Quotient (AQ) has been developed to measure the degree to which an adult with normal intelligence has autistic traits. Although use of the AQ has resulted in a number of important findings, few studies have assessed whether scores predict cognitive aspects of ASD. This study assessed whether AQ scores predicted performance on an adapted block design. The test was adapted with a 'whole' and a 'segmented' task. High AQ scorers performed better than low scorers on the 'whole' task in the block design but performed equivalently on the 'segmented' task, as would be predicted in the autism spectrum. These findings add to the evidence showing construct validity for the AQ. C1 [Stewart, Mary E.; Yaqoob, Talat] Heriot Watt Univ, Edinburgh EH14 4AS, Midlothian, Scotland. [Watson, Jennifer; Allcock, Ashlie-Jane] Univ Edinburgh, Edinburgh, Midlothian, Scotland. RP Stewart, ME (reprint author), Heriot Watt Univ, Edinburgh EH14 4AS, Midlothian, Scotland. 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TI Examining correlates of cooperation in autism Imitation, joint attention, and understanding intentions SO AUTISM LA English DT Article DE autism; cooperation; social development ID YOUNG-CHILDREN; PRETEND PLAY; LANGUAGE; OTHERS; MIND; COMMUNICATION; GESTURES; SKILLS; OLD AB The goal of the current study was to examine the contribution of three early social skills that may provide a foundation for cooperative performance in autism: (1) imitation, (2) joint attention, and (3) understanding of other people's intentions regarding actions on objects. Fourteen children with autistic disorder (AD) and 15 children with other developmental disabilities (DDs) matched on nonverbal developmental age (AD, mean 27.7, SD 9.8; DD, mean 33.4, SD 11.1) and verbal developmental age (AD, mean 21.5, SD 12.3; DD, mean 28.4, SD 11.0) participated in the study. Children with autism showed poorer performance on imitation and joint attention measures, but not on the intentionality task. Multiple regression analyses showed that imitation skills and joint attention contributed independently to cooperation, above and beyond the understanding of intentions of actions on objects. C1 [Colombi, Costanza; Young, Gregory; Rogers, Sally J.] Univ Calif Davis, Davis, CA 95616 USA. [Liebal, Kristin; Tomasello, Michael; Warneken, Felix] Max Planck Inst Evolutionary Anthropol, Leipzig, Germany. RP Colombi, C (reprint author), Univ Michigan, Autism & Commun Disorders Ctr, UMACC, 1111 E Catherine St, Ann Arbor, MI 48109 USA. EM ccolombi@umich.edu CR Aldridge MA, 2000, DEVELOPMENTAL SCI, V3, P294, DOI 10.1111/1467-7687.00123 American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BARONCOHEN S, 2001, INT REV RES MENTAL R, V23 Baron-Cohen Simon, 1995, MINDBLINDNESS ESSAY Behne T, 2005, DEVELOPMENTAL SCI, V8, P492, DOI 10.1111/j.1467-7687.2005.00440.x Bono MA, 2004, J AUTISM DEV DISORD, V34, P495, DOI 10.1007/s10803-004-2545-x Bratman M. 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J., 2006, IMITATION SOCIAL MIN, P277 Rogers SJ, 2003, J CHILD PSYCHOL PSYC, V44, P763, DOI 10.1111/1469-7610.00162 Russell J, 2001, J CHILD PSYCHOL PSYC, V42, P317, DOI 10.1017/S0021963001006874 Sally D, 2006, J ECON PSYCHOL, V27, P73, DOI 10.1016/j.joep.2005.06.015 TAGERFLUSBERG H, 1992, CHILD DEV, V63, P161, DOI 10.1111/j.1467-8624.1992.tb03604.x Tomasello M, 2005, BEHAV BRAIN SCI, V28, P675, DOI 10.1017/S0140525X05000129 TOMASELLO M, 2007, DEVELOPMENTAL SCI, V10, P1 Trevarthen C., 1999, IMITATION INFANCY, P127 Warneken F, 2006, CHILD DEV, V77, P640, DOI 10.1111/j.1467-8624.2006.00895.x Whalen C, 2003, J CHILD PSYCHOL PSYC, V44, P456, DOI 10.1111/1469-7610.00135 Williams I.H., 2004, J AUTISM DEV DISORD, V34, P285 NR 47 TC 16 Z9 18 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2009 VL 13 IS 2 BP 143 EP 163 DI 10.1177/1362361308098514 PG 21 WC Psychology, Developmental SC Psychology GA 414MG UT WOS:000263867400003 PM 19261685 ER PT J AU Chiang, HM AF Chiang, Hsu-Min TI Naturalistic observations of elicited expressive communication of children with autism An analysis of teacher instructions SO AUTISM LA English DT Article DE augmentative communication; autism; elicited expression; teacher instructions ID ALTERNATIVE COMMUNICATION; SPECTRUM DISORDERS; TIME-DELAY; LANGUAGE; ACQUISITION; SPONTANEITY; STUDENTS; PROGRAM AB This study observed expressive communication of 17 Australian and 15 Taiwanese children with autism who were mute or had limited spoken language during 2 hour regular school routines and analyzed teacher instructions associated with elicited expressive communication. Results indicated: (a) the frequency of occurrence of elicited expressive communication was very low; (b) the incidence of elicited expressive communication was negatively correlated with autism severity; (c) verbal prompt and a combination of verbal prompt and modeling were the most common types of teacher instruction and the use of physical prompt was a rate event; (d) modeling and verbal prompt were positively correlated with speech and unaided augmentative and alternative communication (AAC) and a combination of verbal prompt and modeling was positively associated with aided AAC; and (e) modeling, verbal prompt, and a combination of modeling and verbal prompt were positively correlated with requesting function and commenting function was positively correlated with modeling and verbal prompt. C1 [Chiang, Hsu-Min] Macquarie Univ, N Ryde, NSW 2109, Australia. RP Chiang, HM (reprint author), Indiana Univ, Sch Educ, Dept Curriculum & Instruct, 201 N Rose Ave, Bloomington, IN 47405 USA. 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K., 2004, FOCUS AUTISM OTHER D, V19, P105, DOI 10.1177/10883576040190020601 Yoder P, 2006, J CONSULT CLIN PSYCH, V74, P426, DOI 10.1037/0022-006X.74.3.426 Young B., 1997, FOCUS AUTISM OTHER D, V12, P31 NR 33 TC 8 Z9 8 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2009 VL 13 IS 2 BP 165 EP 178 DI 10.1177/1362361308098513 PG 14 WC Psychology, Developmental SC Psychology GA 414MG UT WOS:000263867400004 PM 19261686 ER PT J AU Portoghese, C Buttiglione, M Pavone, F Lozito, V De Giacomo, A Martinelli, D Margari, L AF Portoghese, Claudia Buttiglione, Maura Pavone, Francesca Lozito, Vito De Giacomo, Andrea Martinelli, Domenico Margari, Lucia TI The usefulness of the Revised Psychoeducational Profile for the assessment of preschool children with pervasive developmental disorders SO AUTISM LA English DT Article DE PEP-R; pervasive disorders; preschool ID AUTISTIC-CHILDREN; YOUNG-CHILDREN; INDIVIDUALS; IMITATION; SPECTRUM; BEHAVIOR; PROGRAM AB Data from the Psychoeducational Profile-Revised (PEP-R) were analysed in a sample of 46 children, aged from 1.7 to 5.11 years, of whom 21 had autistic disorder (AD) and 25 had pervasive developmental disorder not otherwise specified (PDD-NOS). Analysis with a t-test for independent samples revealed a significant difference (p < 0.05) between children with AD and those with PDD-NOS on both developmental and behavioural PEP-R scales, supporting the utility of the PEP-R in discriminating between two diagnostic groups. This study emphasizes the effectiveness of the PEP-R as a tool for the early assessment of children with pervasive developmental disorders. C1 [Margari, Lucia] Univ Bari, Child Neuropsychiat Neurol & Psychiat Dept, I-70124 Bari, Italy. RP Margari, L (reprint author), Univ Bari, Child Neuropsychiat Neurol & Psychiat Dept, Policlin Piazza Giulio Cesare 11, I-70124 Bari, Italy. EM l.margari@neurol.uniba.it CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Bayley N., 1969, BAYLEY SCALES INFANT Carter AS, 1998, J AUTISM DEV DISORD, V28, P287, DOI 10.1023/A:1026056518470 Charman T, 1997, DEV PSYCHOL, V33, P781, DOI 10.1037//0012-1649.33.5.781 Doll E. 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E. Wicker, B. Monfardini, E. Deruelle, C. TI Electrodermal reactivity to emotion processing in adults with autistic spectrum disorders SO AUTISM LA English DT Article DE autism; electrodermal responses; facial emotion processing ID ASPERGER-SYNDROME; FACIAL EXPRESSIONS; SOCIAL INFORMATION; RECOGNITION; CHILDREN; FACES; AMYGDALA AB Although alterations of emotion processing are recognized as a core component of autism, the level at which alterations occur is still debated. Discrepant results suggest that overt assessment of emotion processing is not appropriate. In this study, skin conductance response (SCR) was used to examine covert emotional processes. Both behavioural responses and SCRs of 16 adults with an autistic spectrum disorder (ASD) were compared to those of 16 typical matched adults. Participants had to judge emotional facial expressions, the age of faces or the direction of a moving object. Although behavioural performance was similar in the two populations, individuals with an ASD exhibited lower SCRs than controls in the emotional judgement task. This suggests that such individuals may rely on different strategies due to altered autonomic processing. Furthermore, failure to produce normal physiological reactions to emotional faces may be related to social impairments in individuals with an ASD. C1 [Hubert, B. E.; Wicker, B.; Monfardini, E.; Deruelle, C.] INCM CNRS, F-13402 Marseille 20, France. RP Hubert, BE (reprint author), INCM CNRS, 31 Chemin Joseph Aiguier, F-13402 Marseille 20, France. 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An exploratory study of how high-functioning adults with ASD experience music SO AUTISM LA English DT Article DE high-functioning autism; mood; music ID AUTISTIC SPECTRUM DISORDER; ASPERGERS-SYNDROME; SAVANT SYNDROME; ABSOLUTE PITCH; CHILDREN; THERAPY; INDIVIDUALS; ALEXITHYMIA; PERCEPTION; ABILITIES AB Semi-structured interviews were conducted with 12 high-functioning adults on the autism spectrum, in order to examine the nature of their personal experiences of music. Consistent with the literature on typically developing people's engagement with music, the analysis showed that most participants exploit music for a wide range of purposes in the cognitive, emotional and social domains, including mood management, personal development and social inclusion. However, in contrast to typically developing people, the ASD group's descriptions of mood states reflected a greater reliance on internally focused (arousal) rather than externally focused (emotive) language. C1 [Allen, Rory] Univ London, Dept Psychol, London SE14 6NW, England. RP Allen, R (reprint author), Univ London, Dept Psychol, New Cross, London SE14 6NW, England. 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Performance on neuropsychological tests assessing executive functioning showed a trend for children with ASD to perform poorly on tasks requiring generation of multiple responses, while children with OCD tended to demonstrate impairments on a task requiring inhibition. Parental ratings on a questionnaire measure of EF indicated impairments in both groups relative to controls. Relationships between questionnaire and performance measures of EF were generally weak. There was some limited support for a relationship between EF and repetitive behaviour, but effects tended to be small and variable across groups and measures. C1 [Prior, Margot] Univ Melbourne, Dept Psychol, Melbourne, Vic 3010, Australia. [Zandt, Fiona] Royal Childrens Hosp, Parkville, Vic 3052, Australia. [Kyrios, Michael] Swinburne Univ Technol, Hawthorn, Vic 3122, Australia. RP Prior, M (reprint author), Univ Melbourne, Dept Psychol, Melbourne, Vic 3010, Australia. EM priorm@unimelb.edu.au CR Ambery FZ, 2006, AUTISM, V10, P551, DOI 10.1177/1362361306068507 American Psychiatric Association, 2000, DIAGN STAT MAN MENT Anderson VA, 2002, CHILD NEUROPSYCHOL, V8, P231 Anderson P, 2001, CLIN NEUROPSYCHOL, V15, P81, DOI 10.1076/clin.15.1.81.1905 Anderson V, 2001, DEV NEUROPSYCHOLOGY Beers SR, 1999, AM J PSYCHIAT, V156, P777 BEHAR D, 1984, AM J PSYCHIAT, V141, P363 Cohen J., 1988, STAT POWER ANAL BEHA, V2nd Geurts HM, 2004, J CHILD PSYCHOL PSYC, V45, P836, DOI 10.1111/j.1469-7610.2004.00276.x Gioia GA, 2000, BRIEF BEHAV RATING I GRIESBERG S, 2003, CLIN PSYCHOL REV, V23, P95 Hill EL, 2004, TRENDS COGN SCI, V8, P26, DOI 10.1016/j.tics.2003.11.003 JACOBS R, 2001, CLIN NEUROPSYCHOL, V2, P101 KING R, 1999, CHILD ADOLESCENT CLI, V3, P577 Korkman M., 1998, NEPSY DEV NEUROPSYCH LECKMAN JF, 1999, TOURETTES SYNDROME T, P285 Lopez BR, 2005, J AUTISM DEV DISORD, V35, P445, DOI 10.1007/s10803-005-5035-x Manly T., 1999, TEACH TEST EVERYDAY Mayes SD, 2003, LEARNING AND BEHAVIOR PROBLEMS IN ASPERGER SYNDROME, P15 MCDOUGLE CJ, 1995, AM J PSYCHIAT, V152, P772 Ozonoff S, 2004, J AUTISM DEV DISORD, V34, P139, DOI 10.1023/B:JADD.0000022605.81989.cc Prior M, 2007, CA CH AD PS, P69, DOI 10.1017/CBO9780511544446.004 Reaven J, 2003, AUTISM, V7, P145, DOI 10.1177/1362361303007002003 Rey A, 1993, CLIN NEUROPSYCHOL, V7, P3 Sattler J.M., 1992, ASSESSMENT CHILDREN Scahill L, 1997, J AM ACAD CHILD PSY, V36, P844, DOI 10.1097/00004583-199706000-00023 Towbin KE, 2003, CHILD ADOL PSYCH CL, V12, P23, DOI 10.1016/S1056-4993(02)00049-4 Turner M., 1995, THESIS U CAMBRIDGE Turner MA, 1999, J CHILD PSYCHOL PSYC, V40, P189, DOI 10.1017/S0021963098003515 Vriezen ER, 2002, CHILD NEUROPSYCHOL, V8, P296, DOI 10.1076/chin.8.4.296.13505 Zandt F, 2007, J AUTISM DEV DISORD, V37, P251, DOI 10.1007/s10803-006-0158-2 NR 31 TC 18 Z9 19 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD JAN PY 2009 VL 13 IS 1 BP 43 EP 57 DI 10.1177/1362361308097120 PG 15 WC Psychology, Developmental SC Psychology GA 401XS UT WOS:000262977100004 PM 19176576 ER PT J AU Orsmond, GI Kuo, HY Seltzer, MM AF Orsmond, Gael I. Kuo, Hsin-Yu Seltzer, Marsha Mailick TI Siblings of individuals with an autism spectrum disorder Sibling relationships and wellbeing in adolescence and adulthood SO AUTISM LA English DT Article DE autism; sibling relationships; siblings ID MENTAL-RETARDATION; YOUNG-ADULTS; CHILDREN; DEPRESSION; DISABILITIES; SYMPTOMS; BROTHERS; ILLNESS; SISTERS; SUPPORT AB investigated sibling relationships and wellbeing in adolescents and adults with a sibling with an autism spectrum disorder (ASD). Adolescents engaged in more shared activities than did adults. Adolescents reported greater social support, greater use of emotion-focused coping strategies, and less use of problem-focused coping than adults. In adulthood, females with a sister with ASD reported the most positive affect in the sibling relationship and men with a sister with ASD the least. Adolescents engaged in more shared activities and reported more positive affect in their sibling relationship when their sibling with ASD had fewer behavior problems; greater use of problem-focused coping buffered the negative effects of behavior problems on sibling engagement. For adults, more shared activities were observed when the sibling with ASD was younger in age and had fewer behavior problems; greater positive affect in sibling relationships was predicted by greater parental support. C1 [Orsmond, Gael I.] Boston Univ, Dept Occupat Therapy, Boston, MA 02215 USA. [Seltzer, Marsha Mailick] Univ Wisconsin, Madison, WI 53706 USA. RP Orsmond, GI (reprint author), Boston Univ, Dept Occupat Therapy, 635 Commonwealth Ave, Boston, MA 02215 USA. 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S., 1993, VINELAND SCREENER OV WILSON CJ, 1992, J INTELL DISABIL RES, V36, P325 NR 40 TC 15 Z9 15 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2009 VL 13 IS 1 BP 59 EP 80 DI 10.1177/1362361308097119 PG 22 WC Psychology, Developmental SC Psychology GA 401XS UT WOS:000262977100005 PM 19176577 ER PT J AU Shu, BC AF Shu, Bih-Ching TI Quality of life of family caregivers of children with autism The mother's perspective SO AUTISM LA English DT Article DE quality of life (QOL); autism; family caregiver; mother's perspective ID MENTAL-HEALTH; SOCIAL SUPPORT; DOWN-SYNDROME; ADAPTATION; PARENTS; CARE AB The purpose of this study was to explore the relationship between the quality of life (QOL) and feeling of mothers of a child with autism. The QOL instrument was also used. A total of 104 participants completed all questionnaires, which included the Taiwan version of the WHOQOL-BREF. A final robust parsimonious structural model showed a positive correlation between the four domains of QOL. Mother's feeling was positively related to the physical and psychological domains. History of chronic disease was negatively related to mother's feeling and the physical domain. Religion was negatively correlated with the psychological and environmental domains. The study provided evidence that the WHOQOL-BREF is an adequate and appropriate instrument in the assessment of caregivers of children with autism in Taiwan. Mother's feeling, history of chronic disease and religion were related to QOL in these mothers of children with autism. C1 [Shu, Bih-Ching] Natl Cheng Kung Univ, Inst Allied Hlth Sci, Tainan 701, Taiwan. [Shu, Bih-Ching] Natl Cheng Kung Univ, Dept Nursing, Tainan 701, Taiwan. RP Shu, BC (reprint author), Natl Cheng Kung Univ, Inst Allied Hlth Sci, 1 Univ Rd, Tainan 701, Taiwan. 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Colombi, Costanza Rogers, Sally J. TI Can one hour per week of therapy lead to lasting changes in young children with autism? SO AUTISM LA English DT Article DE autism; Early Start Denver Model; parent education; therapy ID PERVASIVE DEVELOPMENTAL DISORDERS; RESPONSE-REINFORCER RELATIONSHIPS; EARLY INTERVENTION; SPECTRUM DISORDERS; PSYCHOSOCIAL INTERVENTIONS; SPEECH; PARENTS; DISABILITIES; PARADIGM; BEHAVIOR AB Deficits in attention, communication, imitation, and play skills reduce opportunities for children with autism to learn from natural interactive experiences that occur throughout the day. These developmental delays are already present by the time these children reach the toddler period. The current study provided a brief 12 week, 1 hour per week, individualized parent-child education program to eight toddlers newly diagnosed with autism. 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Clarke, Paula Miles, Jeremy Nation, Kate Clarke, Leesa Williams, Christine TI Emotion recognition in faces and the use of visual context in young people with high-functioning autism spectrum disorders SO AUTISM LA English DT Article DE Asperger syndrome; autism; central coherence; emotion recognition; facial expression; visual context ID PERVASIVE DEVELOPMENTAL DISORDERS; FACIAL EXPRESSIONS; ASPERGERS SYNDROME; CHILDREN; PERCEPTION; MIND; INDIVIDUALS; INFORMATION; ATTENTION AB We compared young people with high-functioning autism spectrum disorders (ASDs) with age, sex and IQ matched controls on emotion recognition of faces and pictorial context. Each participant completed two tests of emotion recognition. The first used Ekman series faces. The second used facial expressions in visual context. A control task involved identifying occupations using visual context. The ability to recognize emotions in faces (with or without context) and the ability to identify occupations from context was positively correlated with both increasing age and IQ score. Neither a diagnosis of ASD nor a measure of severity (Autism Quotient score) affected these abilities, except that the participants with ASD were significantly worse at recognizing angry and happy facial expressions. Unlike the control group, most participants with ASD mirrored the facial expression before interpreting it. Test conditions may lead to results different from everyday life. Alternatively, deficits in emotion recognition in high-functioning ASD may be less marked than previously thought. C1 [Young, Andrew W.; Clarke, Paula; Miles, Jeremy; Clarke, Leesa] Univ York, York YO10 5DD, N Yorkshire, England. [Wright, Barry; Clarke, Natalie; Jordan, Jo; Williams, Christine] N Yorkshire & York Primary Care Trust, York, N Yorkshire, England. [Nation, Kate] Univ Oxford, Oxford OX1 2JD, England. RP Wright, B (reprint author), Lime Trees Child & Family Unit, 31 Shipton Rd, York YO30 5RE, N Yorkshire, England. 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Lecavalier, Luc TI Sensitivity and specificity of the Modified Checklist for Autism in Toddlers and the Social Communication Questionnaire in preschoolers suspected of having pervasive developmental disorders SO AUTISM LA English DT Article DE M-CHAT; preschoolers; SCQ; sensitivity; specificity ID SPECTRUM DISORDERS; FOLLOW-UP; CHILDREN; POPULATION; DIAGNOSIS; AGE; AGREEMENT; LIFE; 1ST AB This study assessed the psychometric properties of the Modified Checklist for Autism in Toddlers (M-CHAT) and the Social Communication Questionnaire (SCQ) in a sample of preschool children referred for possible pervasive developmental disorders (PDDs). The sample consisted of 82 children between the ages of 18 and 70 months (54 with a PDD diagnosis and 28 with non-PDD diagnoses). M-CHAT scores were analyzed for 56 children aged 18-48 months old and SCQ scores were analyzed for 65 children aged 30-70 months old. Optimal sensitivity and specificity were achieved using the cutoff score of any three items on the M-CHAT and lowering the cutoff score of the SCQ. The diagnostic agreement of both instruments was also compared in an overlapping subsample of 39 children aged 30-48 months. Overall, the M-CHAT and SCQ appear to more accurately classify children with PDDs who have lower intellectual and adaptive functioning. C1 [Lecavalier, Luc] Ohio State Univ, Nisonger Ctr, Columbus, OH 43210 USA. RP Lecavalier, L (reprint author), Ohio State Univ, Nisonger Ctr, 305 McCampbell Hall,1581 Dodd Dr, Columbus, OH 43210 USA. EM luc.lecavalier@osumc.edu CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Baird G, 2000, J AM ACAD CHILD PSY, V39, P694, DOI 10.1097/00004583-200006000-00007 BARONCOHEN S, 1992, BRIT J PSYCHIAT, V161, P839, DOI 10.1192/bjp.161.6.839 BARONCOHEN S, 1996, BRIT J PSYCHIAT, V168, P158, DOI DOI 10.1192/BJP.168.2.158 Berument SK, 1999, BRIT J PSYCHIAT, V175, P444, DOI 10.1192/bjp.175.5.444 Chandler S, 2007, J AM ACAD CHILD PSY, V46, P1324, DOI 10.1097/chi.0b013e31812f7d8d Cicchetti D. 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L, 2006, J DEV BEHAV PEDIATR, V27, P111 Robins DL, 2001, J AUTISM DEV DISORD, V31, P131, DOI 10.1023/A:1010738829569 Rutter M., 2003, AUTISM DIAGNOSTIC IN Rutter M., 2003, SOCIAL COMMUNICATION Stone WL, 1999, J CHILD PSYCHOL PSYC, V40, P219, DOI 10.1017/S0021963098003370 Wetherby AM, 2004, J AUTISM DEV DISORD, V34, P473, DOI 10.1007/s10803-004-2544-y Wiggins L., 2006, J DEV BEHAV PEDIATR, V27, P79, DOI DOI 10.1097/00004703-200604002-00005 NR 34 TC 48 Z9 52 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD NOV PY 2008 VL 12 IS 6 BP 627 EP 644 DI 10.1177/1362361308097116 PG 18 WC Psychology, Developmental SC Psychology GA 371LE UT WOS:000260832000003 PM 19005032 ER PT J AU Stephens, CE AF Stephens, Carolyn E. TI Spontaneous imitation by children with autism during a repetitive musical play routine SO AUTISM LA English DT Article DE autism; imitation; joint attention; milieu intervention; musical play ID JOINT ATTENTION; YOUNG-CHILDREN; PRELINGUISTIC COMMUNICATION; DEVELOPMENTAL-DISABILITIES; SOCIAL INTERACTIONS; PRETEND PLAY; SKILLS; INFANTS; LANGUAGE; SPECTRUM AB Joint-attention-type intervention strategies have been identified as effective scaffolds for increasing social engagement in children with autism. Imitating children with autism within child-led social routines has increased children's attention and active participation in social interaction. The current study expands on this research by establishing a musical social milieu using repetitive imitation routines for four children with autism. Results were evaluated using an MPD across three behaviors and four children with an ABAB reversal for one child. Children increased spontaneous imitation of the researcher's models after being imitated with only social reinforcement for increased imitation. However, experimental control was weakened with carry-over effects for two children and failure to fully replicate results across participants and behaviors. The accumulation of evidence from varied studies, despite some mixed results, encourages further study into the effects of imitating children with autism to increase spontaneous social engagement. C1 Augusta State Univ, Augusta, GA 30904 USA. RP Stephens, CE (reprint author), Augusta State Univ, 307 Univ Hall, Augusta, GA 30904 USA. EM Csteph10@aug.edu CR ADAMSON LB, 1985, CHILD DEV, V56, P582, DOI 10.2307/1129748 American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BARTON ME, 1991, CHILD DEV, V62, P517, DOI 10.1111/j.1467-8624.1991.tb01548.x Bruner J, 1981, LANG COMMUN, V1, P155, DOI DOI 10.1016/0271-5309(81)90010-0 Bruner J. 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Bryson, S. E. Garon, N. Roberts, W. Smith, I. M. Szatmari, P. Zwaigenbaum, L. TI Clinical assessment of autism in high-risk 18-month-olds SO AUTISM LA English DT Article DE assessment; autism; early identification; infant; siblings ID PERVASIVE DEVELOPMENTAL DISORDERS; DIAGNOSTIC OBSERVATION SCHEDULE; EARLY IDENTIFICATION; SPECTRUM DISORDERS; YOUNG-CHILDREN; EARLY RECOGNITION; HOME VIDEOTAPES; FOLLOW-UP; AGE; POPULATION AB Earlier intervention improves outcomes for children with autism spectrum disorders (ASDs), but existing identification tools are at the limits of standardization with 18-month-olds. We assessed potential behavioural markers of ASD at 18 months in a high-risk cohort of infant siblings of children with ASD. Prospective data were collected using the Autism Diagnostic Observation Schedule (ADOS) and Autism Observation Scale for Infants (AOSI) on 155 infant siblings and 73 low-risk controls at 18 months. Infants were classified into three groups (ASD sibs, non-ASD sibs, controls) based on blind best-estimate diagnosis at age 3. Fisher's exact tests, followed by discriminant function analyses, revealed that the majority of informative ADOS items came from the social and behavioural domains, and AOSI items measuring behavioural reactivity and motor control contributed additional information. Findings highlight the importance of considering not only social-communication deficits, but also basic dimensions of temperament including state regulation and motor control when assessing toddlers with suspected ASD. C1 [Brian, J.] Univ Toronto, Autism Res Unit, Hosp Sick Children, Toronto, ON M5G 1X8, Canada. [Bryson, S. E.; Garon, N.; Smith, I. M.] IWK Hlth Ctr, Halifax, NS, Canada. [Szatmari, P.] McMaster Univ, Hamilton, ON, Canada. [Zwaigenbaum, L.] Univ Alberta, Edmonton, AB, Canada. 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Goldring, Stacy Thompson, Meagan Rogers, Sally J. TI Atypical object exploration at 12 months of age is associated with autism in a prospective sample SO AUTISM LA English DT Article DE autism; diagnosis; early identification; repetitive behavior ID YOUNG-CHILDREN; SPECTRUM DISORDERS; SPATIAL ATTENTION; HOME VIDEOTAPES; JOINT ATTENTION; VALIDITY; BEHAVIOR; INFANTS; COMMUNICATION; QUESTIONNAIRE AB This prospective study examined object exploration behavior in 66 12-month-old infants, of whom nine were subsequently diagnosed with an autism spectrum disorder. Previous investigations differ on when the repetitive behaviors characteristic of autism are first present in early development. A task was developed that afforded specific opportunities for a range of repetitive uses of objects and was coded blind to outcome status. The autism/ASD outcome group displayed significantly more spinning, rotating, and unusual visual exploration of objects than two comparison groups. The average unusual visual exploration score of the autism/ASD group was over four standard deviations above the mean of the group with no concerns at outcome. Repetitive behaviors at 12 months were significantly related to cognitive and symptomatic status at 36 month outcome. These results suggest that repetitive or stereotyped behaviors may be present earlier than initially thought in very young children developing the autism phenotype. C1 [Ozonoff, Sally] Univ Calif Davis Hlth Syst, MIND Inst, Sacramento, CA 95817 USA. [Macari, Suzanne] Yale Univ, New Haven, CT 06520 USA. RP Ozonoff, S (reprint author), Univ Calif Davis Hlth Syst, MIND Inst, 2825 50th St, Sacramento, CA 95817 USA. 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Messinger, Daniel S. Newell, Lisa Lambert, Brittany Sheskin, Mark TI Visual disengagement in the infant siblings of children with an autism spectrum disorder (ASD) SO AUTISM LA English DT Article DE at risk; autism spectrum disorders; disengagement; early deficits; siblings ID PERVASIVE DEVELOPMENTAL DISORDERS; JOINT ATTENTION; STIMULUS OVERSELECTIVITY; HOME VIDEOTAPES; COMMUNICATION; AGE; RECOGNITION; CAREGIVERS; BEHAVIORS; DEFICITS AB Children with autism spectrum disorders (ASDs) are impaired in visually disengaging attention in both social and non-social contexts. These impairments may, in subtler form, also affect the infant siblings of children with ASD (ASD-sibs). We investigated patterns of visual attention (gazing) in 6-month-old ASD-sibs (n = 17) and the siblings of typically developing children (COMP-sibs: n = 17) during the Face-to-Face/Still-Face Protocol (FFSF), in which parents are sequentially responsive, non-responsive, and responsive to their infants. Throughout the protocol, ASD-sibs shifted their gaze to and from their parents' faces less frequently than did COMP-sibs. The mean durations of ASD-sibs' gazes away from their parents' faces were longer than those of COMP-sibs. ASD-sibs and COMP-sibs did not differ in the mean durations of gazes at their parents' faces. In sum, ASD-sibs showed no deficits in visual interest to their parents' faces, but greater interest than COMP-sibs in non-face stimuli. C1 [Ibanez, Lisa V.] Univ Miami, Dept Psychol, Coral Gables, FL 33146 USA. [Newell, Lisa] Indiana Univ Penn, Indiana, PA 15705 USA. RP Messinger, DS (reprint author), Univ Miami, Dept Psychol, Flipse Bldg Rm 341,5665 Ponce De Leon Blvd, Coral Gables, FL 33146 USA. 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Brosnan-Maddox, Susan Peace, Vickie Newton, Laura TI Validation of the Infant-Toddler Checklist as a broadband screener for autism spectrum disorders from 9 to 24 months of age SO AUTISM LA English DT Article DE autism; diagnosis; Infant-Toddler Checklist; screening ID DEVELOPMENTAL PROFILE; FOLLOW-UP; 2ND YEAR; CHILDREN; COMMUNICATION; DIAGNOSIS; IDENTIFICATION; POPULATION; VALIDITY; LIFE AB There is an urgent requirement for the improvement of early detection of ASDs. This article provides a brief review of research on the accuracy of screeners for children with ASD that have been administered to general pediatric samples and then present results of a population-based study with a broadband screener to detect children with communication delays including children with ASD. C1 [Wetherby, Amy M.] Florida State Univ, FIRST WORDS Project, Tallahassee, FL 32301 USA. RP Wetherby, AM (reprint author), Florida State Univ, FIRST WORDS Project, 625B N Adams St, Tallahassee, FL 32301 USA. 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Boorstein, Hilary Klin, Ami Babitz, Tammy Chawarska, Katarzyna Volkmar, Fred Green, James Barton, Marianne Fein, Deborah TI Screening for autism in older and younger toddlers with the Modified Checklist for Autism in Toddlers SO AUTISM LA English DT Article DE autism spectrum disorders; early detection; early identification; pediatric screening ID PERVASIVE DEVELOPMENTAL DISORDERS; INTENSIVE BEHAVIORAL TREATMENT; SPECTRUM DISORDERS; EARLY RECOGNITION; HOME VIDEOTAPES; FIELD TRIAL; CHILDREN; DIAGNOSIS; AGE; REGRESSION AB The Modified Checklist for Autism in Toddlers (M-CHAT) was used to screen younger (16-23 months) versus older (24-30 months) high- and low-risk toddlers. Refusal rates for follow-up interview showed no group differences, but parents of younger/low-risk children were more likely to refuse evaluation than parents of high-risk children. PPP for an ASD diagnosis was: younger/high-risk 0.79, older/high-risk 0.74, younger/low-risk 0.28, and older/low-risk 0.61, with PPP differing by age within the low-risk group. Most of the children in all groups, however, were diagnosed with a developmental disorder. Symptom severity generally did not differ among groups. Cognitive and adaptive measures showed minimal group differences. Therefore, older and younger toddlers had similar symptomatology and developmental delays; PPP for ASD is better at 24 than 18 months for low-risk children; however, these children are still highly likely to show a developmental disorder. Clinical decision making should balance early identification against the lower specificity of M-CHAT screening for the younger/low-risk group. C1 [Pandey, Juhi; Verbalis, Alyssa; Boorstein, Hilary; Green, James; Barton, Marianne; Fein, Deborah] Univ Connecticut, Storrs, CT 06269 USA. [Robins, Diana L.] Georgia State Univ, Atlanta, GA 30303 USA. [Klin, Ami; Babitz, Tammy; Chawarska, Katarzyna; Volkmar, Fred] Yale Univ, Sch Med, Yale Child Study Ctr, New Haven, CT 06520 USA. RP Pandey, J (reprint author), Univ Connecticut, Storrs, CT 06269 USA. 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TI Screening for autism spectrum disorders in primary care settings SO AUTISM LA English DT Article DE autism; M-CHAT; screening; toddlers ID 6-YEAR FOLLOW-UP; YOUNG-CHILDREN; MODIFIED CHECKLIST; DEVELOPMENTAL DISORDERS; EARLY IDENTIFICATION; EARLY INTERVENTION; EARLY-CHILDHOOD; AGE; TODDLERS; DIAGNOSIS AB The need for autism-specific screening during pediatric well-child visits has been established. However, additional support for specific screening instruments is needed. The current study used the Modified Checklist for Autism in Toddlers (M-CHAT) and the M-CHAT Follow-Up Interview to screen 4797 children during toddler checkups. Of the 4797 cases, 466 screened positive on the M-CHAT; of the 362 who completed the follow-up interview, 61 continued to show risk for autism spectrum disorders (ASDs). A total of 41 children have been evaluated; 21 children have been diagnosed with ASD, 17 were classified with non-ASD delays, and three were typically developing. The PPV of M-CHAT plus interview was .57. It is notable that only four of the 21 cases of ASD were flagged by their pediatrician. These findings suggest that the M-CHAT is effective in identifying ASD in primary care settings. Future research will follow this sample longitudinally. C1 Georgia State Univ, Dept Psychol, Atlanta, GA 30302 USA. RP Robins, DL (reprint author), Georgia State Univ, Dept Psychol, POB 5010, Atlanta, GA 30302 USA. 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McMahon, Caitlin R. Henderson, Lynnette M. TI Use of the Screening Tool for Autism in Two-Year-Olds (STAT) for children under 24 months SO AUTISM LA English DT Article DE autism; early identification; infant; sensitivity; specificity ID PERVASIVE DEVELOPMENTAL DISORDERS; INTENSIVE BEHAVIORAL TREATMENT; TRAITS QUESTIONNAIRE ESAT; SPECTRUM DISORDER; DIAGNOSTIC INTERVIEW; EARLY RECOGNITION; MENTAL-RETARDATION; EARLY INTERVENTION; MODIFIED CHECKLIST; YOUNGER SIBLINGS AB The study examined the properties of the Screening Tool for Autism in Two-Year-Olds (STAT) for children under 24 months. The STAT provides a standard context for observing social-communicative behavior in play, imitation, and communication. Seventy-one children received the STAT between 12 and 23 months of age and a follow-up diagnostic evaluation after 24 months. All had an older sibling with an autism spectrum diagnosis (n = 59) or had been referred for evaluation for concerns about autism (n = 12). Signal detection analysis resulted in a cut score of 2.75 for this sample, which yielded a sensitivity of 0.95, specificity of 0.73, positive predictive value of 0.56, and negative predictive value of 0.97. False positives were highest for the 12- to 13-month-old age group; STAT screening properties were improved when the sample was limited to children 14 months and older. Implications for using the STAT with children under 24 months are discussed. C1 [Stone, Wendy L.; McMahon, Caitlin R.; Henderson, Lynnette M.] Vanderbilt Univ, Nashville, TN USA. RP Stone, WL (reprint author), Vanderbilt Kennedy Ctr TRIAD, Peabody Box 74,230 Appleton Pl, Nashville, TN 37203 USA. 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TI Reaction to diagnosis and parenting styles among mothers of young children with ASDs SO AUTISM LA English DT Article DE autism spectrum disorder; parenting styles; resolution to diagnosis; parent-child interaction ID MATERNAL SENSITIVITY; AUTISM; COMMUNICATION; SPECIFICITY; ATTACHMENT; DISORDERS; CHILDHOOD; BEHAVIORS; INTERVIEW; LANGUAGE AB When a child is diagnosed with an autism spectrum disorder (ASD) parents often experience a range of difficult feelings, which typically are not addressed in child-focused interventions. This study examined the relationship between a mother's acceptance of and sense of resolution regarding her child's diagnosis of an ASD and maternal interaction style, controlling for child competence, autism symptoms and maternal depression. Participants included 63 children with an ASD between 20 and 50 months of age and their mothers. Mothers who were more emotionally resolved were rated as higher in Cognitive Engagement and Supportive Engagement in play interactions, reflecting greater verbal and nonverbal scaffolding to enhance the child's play and attention to activities and greater reciprocity and mutual enjoyment. This study highlights the importance of considering a mother's resolution about her child's diagnosis, suggesting that maternal emotions and cognitions associated with the diagnosis may be potential targets for intervention. C1 [Carter, Alice S.] Univ Massachusetts, Dept Psychol, Boston, MA 02125 USA. RP Carter, AS (reprint author), Univ Massachusetts, Dept Psychol, 100 Morrissey Blvd, Boston, MA 02125 USA. 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S., 2004, PARENT CHILD I UNPUB Stams GJJM, 2002, DEV PSYCHOL, V38, P806, DOI 10.1037//0012-1649.38.5.806 TAMISLEMONDA C, 2002, CAREGIVER CHILD AFFE NR 36 TC 27 Z9 29 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2008 VL 12 IS 5 BP 575 EP 594 DI 10.1177/1362361308094505 PG 20 WC Psychology, Developmental SC Psychology GA 350YY UT WOS:000259391000009 PM 18805948 ER PT J AU Dahlgren, S Sandberg, AD AF Dahlgren, Svenolof Sandberg, Annika Dahlgren TI Referential communication in children with autism spectrum disorder SO AUTISM LA English DT Article DE autism spectrum disorder; memory; referential communication; theory of mind ID ASPERGERS-SYNDROME; LANGUAGE; MEMORY; MIND; DEFICITS; SPEAKERS; RECALL; DELAY AB Referential communication was studied in children with autism spectrum disorder (ASD) including children with autism and Asperger syndrome. The aim was to study alternative explanations for the children's communicative problems in such situations. Factors studied were theory of mind, IQ, verbal ability and memory. The main results demonstrated diminished performance in children with autism spectrum disorder, mirroring performance in everyday life, in comparison to verbal IQ and mental age matched typically developing children. Among children with autism spectrum disorders, there was a positive relationship between performance in referential communication and theory of mind. Memory capacity also proved to play a role in success in the task. C1 [Dahlgren, Svenolof] Stockholm Cty Council, Stockholm, Sweden. [Dahlgren, Svenolof; Sandberg, Annika Dahlgren] Univ Gothenburg, Gothenburg, Sweden. RP Dahlgren, S (reprint author), Stockholm Cty Council, Stockholm, Sweden. 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SO AUTISM LA English DT Article DE animations; Asperger syndrome; autism; mentalizing; theory of mind ID HIGHER-FUNCTIONING AUTISM; ASPERGER-SYNDROME; DIAGNOSTIC INTERVIEW; SPECTRUM DISORDERS; REVISED VERSION; ATTRIBUTION; INDIVIDUALS; PERCEPTION; CAUSALITY; INTENTION AB Are children with an autism spectrum disorder (ASD), but normal-range intelligence, impaired on theory of mind skills measured by responses to abstract animations in the form of a computerized cartoon? Fifty-six cases and closely matched comparisons were tested. We rated verbal responses according to the length of their descriptions, their appropriateness and the children's use of 'mentalizing' terms. Children with ASD used 'mentalizing' language to describe the animations as well as comparisons, although the content of their descriptions was significantly less appropriate. 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The study is distinctive in its large size, low attrition rate and use of systematic interviews to obtain clinical information. Questionnaires completed by caregivers asked about the development of new psychiatric disorders. For the 39 individuals with a possible new disorder, a detailed psychiatric assessment was undertaken through parental interview. Of all participants, 16 percent developed a definite new psychiatric disorder. A further 6 percent developed a possible new disorder. Five individuals developed an obsessive-compulsive disorder and/or catatonia; eight an affective disorder with marked obsessional features; three complex affective disorders; four more straightforward affective disorders; one a bipolar disorder; and one an acute anxiety state complicated by alcohol excess. There was no case of schizophrenia. C1 [Hutton, Jane] Inst Psychiat, London, England. [Goode, Susan] CAMHS, Croydon, England. [Murphy, Margaret] Ida Darwin Hosp, Cambridge, England. [Le Couteur, Ann] Royal Victoria Infirm, Newcastle upon Tyne NE1 4LP, Tyne & Wear, England. [Rutter, Michael] Kings Coll London, Inst Psychiat, London WC2R 2LS, England. RP Hutton, J (reprint author), Inst Psychiat, London, England. 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The groups were matched for age (mean 13 years), sex (M: F 16: 3) and ethnicity (white British). Participants completed four quantitative measures examining self-competencies, social approval, anxiety, depression and self-worth. Findings revealed significant group differences: the adolescents with Asperger syndrome perceived themselves to be less competent in social and athletic domains, and to receive less peer approval. Logistic regression analyses indicated that the variables studied were particularly relevant in distinguishing group differences and worked together in predicting group membership. Indeed the variables in the final model accurately predicted group membership for all individuals in the sample. Exploratory hierarchical multiple regression analyses suggested that the two groups had different patterns of relationships between measures of self-competencies, social approval and psychological outcomes. 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H., 1997, CHILD PSYCHOL PORTFO SZATMARI P, 1989, CAN J PSYCHIAT, V34, P554 Wechsler D., 2003, WECHSLER INTELLIGENC NR 24 TC 14 Z9 14 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2008 VL 12 IS 4 BP 391 EP 402 DI 10.1177/1362361308091652 PG 12 WC Psychology, Developmental SC Psychology GA 331AS UT WOS:000257985700005 PM 18579646 ER PT J AU Mouridsen, SE Hansen, HB Rich, B Isager, T AF Mouridsen, Svend Erik Hansen, Henrik Bronnum Rich, Bente Isager, Torben TI Mortality and causes of death in autism spectrum disorders - An update SO AUTISM LA English DT Article DE autism spectrum disorders; cause of death; mortality; standardized mortality ratio ID ADOLESCENT PSYCHIATRIC-PATIENTS; CHILD; POPULATION; REGISTER AB This study compared mortality among Danish citizens with autism spectrum disorders (ASDs) with that of the general population. A clinical cohort of 341 Danish individuals with variants of ASD, previously followed over the period 1960-93, now on average 43 years of age, were updated with respect to mortality and causes of death. Standardized mortality ratios (SMRs) were calculated for various times after diagnosis. In all, 26 persons with ASD had died, whereas the expected number of deaths was 13.5. Thus the mortality risk among those with ASD was nearly twice that of the general population. The SMR was particularly high in females. The excess mortality risk has remained unchanged since our first study in 1993. Eight of the 26 deaths were associated with epilepsy and four died from epilepsy. Future staff education should focus on better managing of the complex relationships between ASD and physical illness to prevent avoidable deaths. C1 [Mouridsen, Svend Erik] Bispebjerg Hosp, Copenhagen, Denmark. [Hansen, Henrik Bronnum] Natl Inst Publ Hlth, Copenhagen, Denmark. 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In Experiment 1, children were taught a new word (e.g. 'whisk') repeatedly paired with a novel picture. When given the picture and a previously unseen real whisk and asked to indicate a whisk, children with autism, unlike typically developing peers matched on receptive language, associated the word with the picture rather than the object. Subsequent experiments respectively confirmed that neither a bias for selecting pictures nor perseverative responding accounted for these results. Taken together, these results suggest that children with autism with cognitive difficulties are learning picture-word and picture-object relations via an associative mechanism and have difficulty understanding the symbolic nature of pictures. C1 Univ Lancaster, Dept Psychol, Fylde Coll, Lancaster LA1 4YF, England. RP Preissler, MA (reprint author), Univ Lancaster, Dept Psychol, Fylde Coll, Lancaster LA1 4YF, England. 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H., 1997, EXAMINERS MANUAL LEI Shu BC, 2001, AUTISM, V5, P165, DOI 10.1177/1362361301005002006 Sparrow S, 1984, VINELAND ADAPTIVE BE TagerFlusberg H, 1996, J AUTISM DEV DISORD, V26, P169, DOI 10.1007/BF02172006 TAGERFLUSBERG H, 1992, CHILD DEV, V63, P161, DOI 10.1111/j.1467-8624.1992.tb03604.x TOMASELLO M, 2000, LANG ACQUIS, P132 TOMASELLO M, 1995, COGNITIVE DEV, V10, P201, DOI 10.1016/0885-2014(95)90009-8 Tomasello M., 1998, PRAGMATICS COGNITION, V6, P229, DOI 10.1075/pc.6.1-2.12tom Volkmar F., 2000, HDB AUTISM PERVASIVE NR 35 TC 15 Z9 15 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2008 VL 12 IS 3 BP 231 EP 248 DI 10.1177/1362361307088753 PG 18 WC Psychology, Developmental SC Psychology GA 301MP UT WOS:000255900600002 PM 18445733 ER PT J AU Rinehart, NJ Bradshaw, JL Moss, SA Brereton, AV Tonge, BJ AF Rinehart, Nicole J. Bradshaw, John L. Moss, Simon A. Brereton, Avril V. Tonge, Bruce J. TI Brief report: Inhibition of return in young people with autism and Asperger's disorder SO AUTISM LA English DT Article DE Asperger's disorder; autism; inhibition of return; visual search ID HIGH-FUNCTIONING AUTISM; VISUAL-SEARCH; CHILDREN AB The aim of this study was to investigate whether the superior search abilities observed in autism/Asperger's disorder may in part be a consequence of a more pronounced inhibition of return (IOR). Contrary to our prediction, IOR in individuals with autism was comparable to the matched comparison group. However, the autism group committed more false alarm responses than the matched comparison group; this may reflect a possible inhibitory deficit, or suggest that individuals with autism rely more on probabilities to determine their behavioural responses. There was a borderline-significant trend (p = 0.052) to indicate that IOR may be more pronounced in individuals with Asperger's disorder. In contrast to the autism group, the Asperger's disorder group had a pattern of false alarm responses similar to that of the comparison group. The findings further inform Minshew's complex information processing theory which seeks to establish which areas of neuropsychological functioning are preserved and deficit in autism. C1 [Rinehart, Nicole J.] Monash Univ, Sch Psychol Psychiat & Psychol Med, Ctr Dev Psychiat & Psychol, Notting Hill, Vic 3168, Australia. RP Rinehart, NJ (reprint author), Monash Univ, Sch Psychol Psychiat & Psychol Med, Ctr Dev Psychiat & Psychol, Bldg 1,270 Ferntree Gully Rd, Notting Hill, Vic 3168, Australia. EM nicole.rinehart@med.monash.edu.au CR Achenbach TM, 1991, MANUAL CHILD BEHAV C American Psychiatric Association, 1994, DIAGN MAN STAT MENT Bradshaw J.L., 2001, DEV DISORDERS FRONTO Brian JA, 2003, J CHILD PSYCHOL PSYC, V44, P552, DOI 10.1111/1469-7610.00144 Hollander E, 2005, BIOL PSYCHIAT, V58, P226, DOI 10.1016/j.biopsych.2005.03.040 Jolliffe T, 1997, J CHILD PSYCHOL PSYC, V38, P527, DOI 10.1111/j.1469-7610.1997.tb01539.x Kemner C, 1998, J AUTISM DEV DISORD, V28, P61, DOI 10.1023/A:1026015120128 Keppel G., 1991, DESIGN ANAL RES HDB Klein RM, 1999, PSYCHOL SCI, V10, P346, DOI 10.1111/1467-9280.00166 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Minshew N J, 1997, J Int Neuropsychol Soc, V3, P303 Minshew NJ, 1998, MENT RETARD DEV D R, V4, P129, DOI 10.1002/(SICI)1098-2779(1998)4:2<129::AID-MRDD10>3.0.CO;2-X Mottron L, 1999, J CHILD PSYCHOL PSYC, V40, P203, DOI 10.1017/S0021963098003333 O'Riordan MA, 2004, AUTISM, V8, P229, DOI 10.1177/1362361304045219 Plaisted K, 1998, J CHILD PSYCHOL PSYC, V39, P777, DOI 10.1017/S0021963098002613 POSNER MI, 1984, J NEUROSCI, V4, P1863 Rankins D, 2004, J INT NEUROPSYCH SOC, V10, P54 Rinehart Nicole J, 2002, Behav Cogn Neurosci Rev, V1, P164, DOI 10.1177/15382302001002004 Rinehart NJ, 2002, AUST NZ J PSYCHIAT, V36, P762, DOI 10.1046/j.1440-1614.2002.01097.x Rinehart NJ, 2006, AUTISM, V10, P70, DOI 10.1177/1362361306062011 RISTIC J, IN PRESS COGNITIVE B Sattler J.M., 1992, ASSESSMENT CHILDREN Tipper SP, 1996, J EXP PSYCHOL HUMAN, V22, P1289, DOI 10.1037//0096-1523.22.5.1289 NR 23 TC 9 Z9 9 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2008 VL 12 IS 3 BP 249 EP 260 DI 10.1177/1362361307088754 PG 12 WC Psychology, Developmental SC Psychology GA 301MP UT WOS:000255900600003 PM 18445734 ER PT J AU Parron, C Da Fonseca, D Santos, A Moore, DG Monfardini, E Deruelle, C AF Parron, Carole Da Fonseca, David Santos, Andreia Moore, David G. Monfardini, Elisa Deruelle, Christine TI Recognition of biological motion in children with autistic spectrum disorders SO AUTISM LA English DT Article DE autistic children; biological motion; configural processing; emotion ID POINT-LIGHT DISPLAYS; MENTAL-RETARDATION; ASPERGER-SYNDROME; DEVELOPMENTAL DISORDERS; EMOTION RECOGNITION; FACIAL EXPRESSIONS; PERCEPTION; INDIVIDUALS; FACE; DISCRIMINATION AB It is widely accepted that autistic children experience difficulties in processing and recognizing emotions. Most relevant studies have explored the perception of faces. However, context and bodily gestures are also sources from which we derive emotional meanings. We tested 23 autistic children and 23 typically developing control children on their ability to recognize point-light displays of a person's actions, subjective states and emotions. In a control task, children had to recognize point-light displays of everyday objects. The children with autism only differed from the control children in their ability to name the emotional point-light displays. This suggests that children with autism can extract complex meanings from bodily movements but may be less sensitive to higher-order emotional information conveyed by human movement. The results are discussed in the context of a specific deficit in emotion perception in children with autism. C1 [Deruelle, Christine] CNRS INCM, F-13402 Marseille 20, France. [Da Fonseca, David] Ste Marguerite Hosp, Marseille, France. [Moore, David G.] Univ E London, London E15 4LZ, England. RP Deruelle, C (reprint author), CNRS INCM, 31 Chemin Joseph Aiguier, F-13402 Marseille 20, France. EM deruelle@incm.cnrs-mrs.fr RI deruelle, christine/E-2130-2015 CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BEGEER S, 2006, AUTISM, V11, P503 Blake R, 2003, PSYCHOL SCI, V14, P151, DOI 10.1111/1467-9280.01434 Celani G, 1999, J AUTISM DEV DISORD, V29, P57, DOI 10.1023/A:1025970600181 CUTTING JE, 1978, BEHAV RES METH INSTR, V10, P91, DOI 10.3758/BF03205105 Dawson G, 2002, CHILD DEV, V73, P700, DOI 10.1111/1467-8624.00433 Del Viva MM, 2006, VISION RES, V46, P1242, DOI 10.1016/j.visres.2005.10.018 Deruelle C, 2006, INT J PSYCHOL, V41, P97, DOI 10.1080/00207590500184610 DITTRICH WH, 1993, PERCEPTION, V22, P15, DOI 10.1068/p220015 Dittrich WH, 1996, PERCEPTION, V25, P727, DOI 10.1068/p250727 Ehlers S, 1999, J AUTISM DEV DISORD, V29, P129, DOI 10.1023/A:1023040610384 Hefter RL, 2005, NEUROLOGY, V65, P1620, DOI 10.1212/01.wnl.0000184498.16959.c0 HOBSON RP, 1988, PSYCHOL MED, V18, P911 Hubert B, 2007, J AUTISM DEV DISORD, V37, P1386, DOI 10.1007/s10803-006-0275-y HUBERT B, IN PRESS AUTISM JOHANSSO.G, 1973, PERCEPT PSYCHOPHYS, V14, P201, DOI 10.3758/BF03212378 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 MAAS J, 1971, MOTION PERCEPTION, V1 MCALPINE C, 1991, AM J MENT RETARD, V96, P29 Milne E, 2002, J CHILD PSYCHOL PSYC, V43, P255, DOI 10.1111/1469-7610.00018 Moore DG, 1997, BRIT J DEV PSYCHOL, V15, P401 Moore DG, 2001, AM J MENT RETARD, V106, P481, DOI 10.1352/0895-8017(2001)106<0481:RERPIP>2.0.CO;2 Pollick FE, 2003, PERCEPTION, V32, P813, DOI 10.1068/p3319 Robel L, 2004, EUR CHILD ADOLES PSY, V13, P227, DOI 10.1007/s00787-004-0409-8 ROJAHN J, 1995, AM J MENT RETARD, V99, P477 Rondan C., 2004, J COGN BEHAV PSYCHOT, V4, P149 Rondan C., 2005, CURRENT PSYCHOL COGN, V23, P198 SANTOS A, 2007, MENTAL RETARDATION R Schultz RT, 2000, ARCH GEN PSYCHIAT, V57, P331, DOI 10.1001/archpsyc.57.4.331 Troje NF, 2002, J VISION, V2, P371, DOI 10.1167/2.5.2 Wechsler D., 1996, MANUAL INTELLIGENCE Wechsler D., 1997, WECHLER ADULT INTELL Wechsler D, 1981, WAIS R MANUAL WECHSL NR 33 TC 46 Z9 47 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2008 VL 12 IS 3 BP 261 EP 274 DI 10.1177/1362361307089520 PG 14 WC Psychology, Developmental SC Psychology GA 301MP UT WOS:000255900600004 PM 18445735 ER PT J AU Roos, EM McDuffie, AS Weismer, SE Gernsbacher, MA AF Roos, Elizabeth M. McDuffie, Andrea S. Weismer, Susan Ellis Gernsbacher, Morton Ann TI A comparison of contexts for assessing joint attention in toddlers on the autism spectrum SO AUTISM LA English DT Article DE autism; joint attention; naturalistic play; social communication ID EARLY RECOGNITION; YOUNG-CHILDREN; DISORDERS; COMMUNICATION; INFANTS; DEFICITS; SKILL; 1ST AB Children on the autism spectrum often demonstrate atypical joint attention, leading some researchers to consider joint attention defecits a core feature of the autism spectrum. Structured measures, such as the Early Social Communication Scales (ESCS), are commonly used to provide a metric of joint attention. To explore the assessment of joint attention in multiple contexts, we implemented an alternative system for coding joint attention behaviors. We compared initiation of joint attention (IJA) and response to joint attention (RJA) behaviors coded from naturalistic examiner-child play samples with similar IJA and RJA behaviors elicited within the structured ESCS protocol. Participants were 20 toddlers on the autism spectrum. Levels of IJA and RJA within the two assessment contexts were significantly and positively correlated, providing support for the use of naturalistic sampling of joint attention skills as a viable alternative, or supplement, to structured measures. C1 [Roos, Elizabeth M.] Univ Wisconsin, Waisman Ctr, Madison, WI 53705 USA. RP Roos, EM (reprint author), Univ Wisconsin, Waisman Ctr, Room 441,1500 Highland Ave, Madison, WI 53705 USA. 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Macera, Caroline A. Ji, Ming TI Acetaminophen (paracetamol) use, measles-mumps-rubella vaccination, and autistic disorder - The results of a parent survey SO AUTISM LA English DT Article DE acetaminophen; autism; paracetamol; vaccination ID NO EVIDENCE; CHILDREN; MMR; POPULATION; ANTIBODIES; REGRESSION AB The present study was performed to determine whether acetaminophen (paracetamol) use after the measles-mumps-rubella vaccination could be associated with autistic disorder. This case-control study used the results of an online parental survey conducted from 16 July 2005 to 30 January 2006, consisting of 83 children with autistic disorder and 80 control children. Acetaminophen use after measles-mumps-rubella vaccination was significantly associated with autistic disorder when considering children 5 years of age or less (OR 6.11, 95% CI 1.42-26.3), after limiting cases to children with regression in development (OR 3.97, 95% CI 1.11-14.3), and when considering only children who had post-vaccination sequelae (OR 8.23, 95% CI 1.56-43.3), adjusting for age, gender, mother's ethnicity, and the presence of illness concurrent with measles-mumps-rubella vaccination. Ibuprofen use after measles-mumps-rubella vaccination was not associated with autistic disorder. This preliminary study found that acetaminophen use after measles-mumps-rubella vaccination was associated with autistic disorder. C1 [Schultz, Stephen T.; Klonoff-Cohen, Hillary S.; Wingard, Deborah L.; Akshoomoff, Natacha A.] Univ Calif San Diego, La Jolla, CA 92093 USA. [Schultz, Stephen T.; Macera, Caroline A.; Ji, Ming] San Diego State Univ, San Diego, CA 92182 USA. RP Schultz, ST (reprint author), 943 Water Thrush Court, Antioch, IL 60002 USA. EM Stephen.schultz@med.navy.mil CR Alberti A, 1999, BIOL PSYCHIAT, V46, P420, DOI 10.1016/S0006-3223(98)00337-0 American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th *CDC, 2006, EP PREV VACC PREV DI Chen W, 2004, PSYCHOL MED, V34, P543, DOI 10.1017/S0033291703001259 Courchesne E, 2003, JAMA-J AM MED ASSOC, V290, P337, DOI 10.1001/jama.290.3.337 Dales L, 2001, JAMA-J AM MED ASSOC, V285, P1183, DOI 10.1001/jama.285.9.1183 Fombonne E, 1999, PSYCHOL MED, V29, P769, DOI 10.1017/S0033291799008508 Fombonne E, 2001, PEDIATRICS, V108, part. no., DOI 10.1542/peds.108.4.e58 Furlano RI, 2001, J PEDIATR-US, V138, P366, DOI 10.1067/mpd.2001.111323 Hertz-Picciotto I, 2006, ENVIRON HEALTH PERSP, V114, P1119, DOI 10.1289/ehp.8483 Horton R, 2004, LANCET, V363, P747, DOI 10.1016/S0140-6736(04)15714-0 Institutes of Medicine, 2001, IMM SAF REV MEASL MU Lawler CP, 2004, MENT RETARD DEV D R, V10, P292, DOI 10.1002/mrdd.20043 Lord C, 2004, J CHILD PSYCHOL PSYC, V45, P936, DOI 10.1111/j.1469-7610.2004.t01-1-00287.x Madsen KM, 2002, NEW ENGL J MED, V347, P1477, DOI 10.1056/NEJMoa021134 Muhle R, 2004, PEDIATRICS, V113, pE472, DOI 10.1542/peds.113.5.e472 Murch SH, 2004, LANCET, V363, P750, DOI 10.1016/S0140-6736(04)15715-2 Peltola H, 1998, LANCET, V351, P1327, DOI 10.1016/S0140-6736(98)24018-9 SCHULTZ ST, UNPUB NATL ACETAMINO Singh VK, 2002, J BIOMED SCI, V9, P359, DOI 10.1159/000065007 Singh VK, 2003, PEDIATR NEUROL, V28, P292, DOI 10.1016/S0887-8994(02)00627-6 Taylor B, 2002, BRIT MED J, V324, P393, DOI 10.1136/bmj.324.7334.393 Taylor B, 1999, LANCET, V353, P2026, DOI 10.1016/S0140-6736(99)01239-8 Torrente F, 2002, MOL PSYCHIATR, V7, P375, DOI 10.1038/sj/mp/4001077 TORRENTE F, 2002, MOL PSYCHIATR, V7, P334, DOI 10.1038/sj.mp.4001079 TUCKER J, 2003, TOXICITY ACETAMINOPH Uhlmann V., 2002, Molecular Pathology, V55, P84, DOI 10.1136/mp.55.2.84 Wakefield AJ, 1998, LANCET, V351, P637, DOI 10.1016/S0140-6736(97)11096-0 Wakefield AJ, 2000, AM J GASTROENTEROL, V95, P2285 Waring R. 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Reed, Phil TI Parents' perceptions of communication with professionals during the diagnosis of autism SO AUTISM LA English DT Article DE autism; diagnosis; information giving; parental experience ID SPECTRUM DISORDER; YOUNG-CHILDREN; STRESS; DISABILITY; IMPACT AB In order to obtain the views of parents concerning their perceptions of the process of getting a diagnosis of an autistic spectrum disorder (ASD) for their child, 15 focus groups were conducted across a range of locations in England. These groups were split into parents of preschool-, primary- and secondary-aged children who had recently received an ASD diagnosis. At the time of diagnosis, most of the parents wished for a quicker and easier process. In particular, they would prefer the procedure to have a more coherent structure and content. They also requested greater professional training about ASD, in particular, regarding the information that professionals possess, and the interpersonal skills of some professionals. The idea of broad information sheets to be provided to parents at the time of diagnosis would be of value, especially to combat negative information provided from other sources. C1 [Reed, Phil] Univ Coll Swansea, Dept Psychol, Swansea SA2 8PP, W Glam, Wales. RP Reed, P (reprint author), Univ Coll Swansea, Dept Psychol, Singleton Pk, Swansea SA2 8PP, W Glam, Wales. EM p.reed@swansea.ac.uk CR Bartolo PA, 2002, CHILD CARE HLTH DEV, V28, P65, DOI 10.1046/j.1365-2214.2002.00243.x Bitsika V., 2000, J APPL HLTH BEHAV, V2, P8 Bitsika V., 1999, J APPL HLTH BEHAV, V1, P16 Blacher J, 2006, J INTELL DISABIL RES, V50, P184, DOI 10.1111/j.1365-2788.2005.00768.x Boyd RD, 2001, AUTISM, V5, P430, DOI 10.1177/1362361301005004007 Brogan CA, 2003, AUTISM, V7, P31, DOI 10.1177/1362361303007001004 DALE M, 1996, WORKING FAMILIES CHI Dunn ME, 2001, COMMUNITY MENT HLT J, V37, P39, DOI 10.1023/A:1026592305436 Goin-Kochel RP, 2006, AUTISM, V10, P439, DOI 10.1177/1362361306066601 Hornby G., 1995, J CHILD FAMILY STUDI, V4, P103, DOI 10.1007/BF02233957 Howlin P, 1997, AUTISM, V1, P135, DOI DOI 10.1177/1362361397012003 Huws JC, 2001, J HEALTH PSYCHOL, V6, P569, DOI 10.1177/135910530100600509 KONSTANTAREAS MM, 1992, J MARRIAGE FAM, V54, P153, DOI 10.2307/353283 Lecavalier L, 2006, J INTELL DISABIL RES, V50, P172, DOI 10.1111/j.1365-2788.2005.00732.x Mansell W, 2004, AUTISM, V8, P387, DOI 10.1177/1362361304045213 Midence K., 1999, AUTISM, V3, P273, DOI [10.1177/1362361399003003005, DOI 10.1177/1362361399003003005] National Autistic Society, 2003, NAT AUT PLAN CHILDR Oberheim D., 1996, SUPPORT NEEDS ADULTS OSBORNE LA, 2007, J AUTISM DEV DISORDE Randall P., 1999, SUPPORTING FAMILIES ROBBINS FR, 1991, J EARLY INTERVENTION, V15, P173 Schuntermann P, 2002, HARVARD REV PSYCHIAT, V10, P16, DOI 10.1093/hrp/10.1.16 Stoddart K, 1999, AUTISM, V3, P255, DOI DOI 10.1177/1362361399003003004 Vaughn S., 1996, FOCUS GROUP INTERVIE WOLF LC, 1989, J AUTISM DEV DISORD, V19, P157, DOI 10.1007/BF02212727 NR 25 TC 22 Z9 22 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2008 VL 12 IS 3 BP 309 EP 324 DI 10.1177/1362361307089517 PG 16 WC Psychology, Developmental SC Psychology GA 301MP UT WOS:000255900600007 PM 18445738 ER PT J AU Barnard, L Muldoon, K Hasan, R O'Brien, G Stewart, M AF Barnard, Louise Muldoon, Kevin Hasan, Reem O'Brien, Gregory Stewart, Mary TI Profiling executive dysfunction in adults with autism and comorbid learning disability SO AUTISM LA English DT Article DE autism; executive; functioning ID INDIVIDUALS; PERFORMANCE; CHILDREN AB Executive dysfunction is thought to be primary to autism. We examined differences in executive function between 20 adults with autism and learning disability and 23 individuals with learning disabilities outside the autistic spectrum. All participants were matched for chronological age and full-scale IQ, and were given a battery of tasks assessing fluency, planning, set-shifting, inhibition and working memory. Analyses of the individual tasks revealed very few significant differences between the two groups. However, analyses of composite scores derived for each executive domain revealed that the group with autism showed impaired performance on the working memory and planning tests. Together, these two measures were sufficient to classify participants into their diagnostic groups significantly better than would be expected by chance (75% of the autism group; 65% of the control group). Executive impairments were neither universal nor exclusive to the autism group, and we suggest that an alternative cognitive theory may better explain the cognitive profile we found. C1 [Stewart, Mary] Heriot Watt Univ, Sch Life Sci, Edinburgh EH14 4AS, Midlothian, Scotland. [Muldoon, Kevin] Royal Victoria Infirm, Newcastle Upon Tyne NE1 4LP, Tyne & Wear, England. [Barnard, Louise] Univ Leeds, Leeds LS2 9JT, W Yorkshire, England. [O'Brien, Gregory] Northumbria Univ, Newcastle Upon Tyne NE1 8ST, Tyne & Wear, England. RP Stewart, M (reprint author), Heriot Watt Univ, Sch Life Sci, Edinburgh EH14 4AS, Midlothian, Scotland. EM m.e.stewart@hw.ac.uk CR Altman D., 1997, PRACTICAL STAT MED R American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Baddeley A. D., 1986, WORKING MEMORY Baron-Cohen S, 2002, TRENDS COGN SCI, V6, P248, DOI 10.1016/S1364-6613(02)01904-6 Baron-Cohen Simon, 2000, UNDERSTANDING OTHER Bebko J. M., 2000, AUTISM, V4, P299, DOI DOI 10.1177/1362361300004003006 Belleville S, 2003, NEUROPSYCHOLOGY, V17, P69, DOI 10.1037//0894-4105.17.1.69 Bennetto L, 1996, CHILD DEV, V67, P1816, DOI 10.1111/j.1467-8624.1996.tb01830.x Burack J. A., 1997, HDB AUTISM PERVASIVE, P226 Cohen J., 1988, STAT POWERANALYSIS B DUNCAN J, 1986, COGNITIVE NEUROPSYCH, V3, P271, DOI 10.1080/02643298608253360 ELDERS S, 1998, ASSESSMENT EXECUTIVE ESKES GA, 1990, J AUTISM DEV DISORD, V20, P61, DOI 10.1007/BF02206857 Gillberg C., 2000, BIOL AUTISTIC SYNDRO Glass G.V., 1976, EDUC RES, V5, P3, DOI DOI 10.3102/0013189X005010003 Hill EL, 2004, DEV REV, V24, P189, DOI 10.1016/j.dr.2004.01.001 HUGHES C, 1994, NEUROPSYCHOLOGIA, V32, P477, DOI 10.1016/0028-3932(94)90092-2 KORKMAN M, 1998, NEPSY DEV NAUROPSYCH LEZAK DM, 1995, NEUROPSYCHOLOGICAL A Liss M, 2001, J CHILD PSYCHOL PSYC, V42, P261, DOI 10.1017/S0021963001006679 Mottron L, 2001, J CHILD PSYCHOL PSYC, V42, P253, DOI 10.1017/S0021963001006722 OZONOFF S, 1991, J CHILD PSYCHOL PSYC, V32, P1081, DOI 10.1111/j.1469-7610.1991.tb00351.x Ozonoff S, 2004, J AUTISM DEV DISORD, V34, P139, DOI 10.1023/B:JADD.0000022605.81989.cc Ozonoff S, 1999, J AUTISM DEV DISORD, V29, P171, DOI 10.1023/A:1023052913110 Penn I, 1996, Saudi J Kidney Dis Transpl, V7, P1 Pennington B. F., 1997, AUTISM EXECUTIVE DIS, P143 Rabbitt P., 1997, METHODOLOGY FRONTAL Roberts RJ, 1996, DEV NEUROPSYCHOL, V12, P105 RUMSEY JM, 1985, J AUTISM DEV DISORD, V15, P23, DOI 10.1007/BF01837896 RUMSEY JM, 1990, J AUTISM DEV DISORD, V20, P155, DOI 10.1007/BF02284715 Stroop JR, 1935, J EXP PSYCHOL, V18, P643, DOI 10.1037/0096-3445.121.1.15 Stuss D. T., 2002, PRINCIPLES FRONTAL L Turner M. A., 1997, AUTISM EXECUTIVE DIS, P57 Turner MA, 1999, J CHILD PSYCHOL PSYC, V40, P189, DOI 10.1017/S0021963098003515 Wechsler D., 1992, WECHSLER INTELLIGENC Wechsler DS, 1997, WECHSLER MEMORY SCAL World Health Organization (WHO), 1992, INT CLASS DIS VERS 1 NR 37 TC 22 Z9 22 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2008 VL 12 IS 2 BP 125 EP 141 DI 10.1177/1362361307088486 PG 17 WC Psychology, Developmental SC Psychology GA 290MD UT WOS:000255126000002 PM 18308763 ER PT J AU Herrera, G Alcantud, F Jordan, R Blanquer, A Labajo, G De Pablo, C AF Herrera, Gerardo Alcantud, Francisco Jordan, Rita Blanquer, Amparo Labajo, Gabriel De Pablo, Cristina TI Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders SO AUTISM LA English DT Article DE autism; imagination; pretend play; virtual reality ID REPRESENTATION; EPIDEMIOLOGY AB Difficulties in understanding symbolism have been documented as characteristic of autistic spectrum disorders (ASDs). In general, virtual reality (VR) environments offer a set of potential advantages for educational intervention in ASD. In particular, VR offers the advantage, for teaching pretend play and for understanding imagination, of it being possible to show these imaginary transformations explicitly. This article reports two case studies of children with autism (aged 8:6 and 15:7, both male), examining the effectiveness of using a VR tool specifically designed to work on teaching understanding of pretend play. The results, confirmed by independent observers, showed a significant advance in pretend play abilities after the intervention period in both participants, and a high degree of generalization of the acquired teaching in one of them. C1 [Jordan, Rita] Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England. [Herrera, Gerardo; Alcantud, Francisco] Univ Valencia Estudi Gen, Valencia, Spain. RP Jordan, R (reprint author), Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England. EM r.r.jordan@bham.ac.uk RI Alcantud, Francisco/D-8573-2011 OI Alcantud, Francisco/0000-0001-6022-5437 CR ALCANTUD F, 2000, NUEVAS TECNOLOGIAS V, P17 American Phychiatric Assocation, 2000, DIAGN STAT MAN MENT, V4th Costello A. J., 1976, MANUAL SYMBOLIC PLAY Griffiths M, 1997, BRIT J CLIN PSYCHOL, V36, P639 HERRERA G, 2005, MANUAL USING ED TOOL Howlin P., 1999, TEACHING CHILDREN AU Jarrett AF, 1996, ANN ONCOL, V7, P5 JARROLD C, 1993, J AUTISM DEV DISORD, V23, P281, DOI 10.1007/BF01046221 Jordan R, 2003, AUTISM, V7, P347, DOI 10.1177/1362361303007004002 JORDAN R, 1999, AUTISTIC SPECTRUM DI Jordan R., 1997, AUTISM LEARNING GUID LESLIE AM, 1987, PSYCHOL REV, V94, P412, DOI 10.1037/0033-295X.94.4.412 Lewis V., 1997, TEST PRETEND PLAY Libby S, 1998, J AUTISM DEV DISORD, V28, P487, DOI 10.1023/A:1026095910558 MURRAY D, 1997, AUTISM LEARNINGA GUI Nunez M., 1993, THESIS U AUTONOMA MA POWELL SD, 1994, REACH J SPECIAL NEED, V8, P9 RIVA G, 1998, VIRTUAL ENV CLIN PSY, P243 RIVIERE A, 1997, INVENTARIO ESPECTRO ROID G, 1996, ESCALA MANIPULATIVA Rutter M, 1996, J AUTISM DEV DISORD, V26, P257, DOI 10.1007/BF02172023 SCHNEIDER SM, 1998, DISS ABSTR INT SCI E, V59, P2126 Sherratt D., 2002, DEV PLAY DRAMA CHILD Sherratt D, 2002, AUTISM, V6, P169, DOI 10.1177/1362361302006002004 Strickland D, 1996, J AUTISM DEV DISORD, V26, P651, DOI 10.1007/BF02172354 WIMMER H, 1983, COGNITION, V13, P103, DOI 10.1016/0010-0277(83)90004-5 WING L, 1979, J AUTISM DEV DISORD, V9, P11, DOI 10.1007/BF01531288 NR 27 TC 20 Z9 22 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2008 VL 12 IS 2 BP 143 EP 157 DI 10.1177/1362361307086657 PG 15 WC Psychology, Developmental SC Psychology GA 290MD UT WOS:000255126000003 PM 18308764 ER PT J AU Lopez, B Leekam, SR Arts, GRJ AF Lopez, Beatriz Leekam, Susan R. Arts, Gerda R. J. TI How central is central coherence? Preliminary evidence on the link between conceptual and perceptual processing in children with autism SO AUTISM LA English DT Article DE autism; central; coherence theory; face; perception; semantic memory ID HIGH-FUNCTIONING AUTISM; DEFICIT; INFORMATION; ADULTS; INTERFERENCE; ADOLESCENTS; CONTEXT; RECALL; WORDS AB This study aimed to test the assumption drawn from weak central coherence theory that a central cognitive mechanism is responsible for integrating information at both conceptual and perceptual levels. A visual semantic memory task and a face recognition task measuring use of holistic information were administered to 15 children with autism and 16 typically developing children. If there is a central integration mechanism, performance on the two tasks should be positively associated. No relationship was found, however, between the two abilities in the comparison group and, unexpectedly, a strong significant inverse correlation was found in the autism group. Classification data further confirmed this finding and indicated the possibility of the presence of subgroups in autism. The results add to emerging evidence suggesting that central coherence is not a unitary construct. C1 [Lopez, Beatriz] Univ W England, Sch Psychol, Bristol BS16 1QY, Avon, England. [Leekam, Susan R.; Arts, Gerda R. J.] Univ Durham, Durham DH1 3HP, England. RP Lopez, B (reprint author), Univ W England, Sch Psychol, Bristol BS16 1QY, Avon, England. EM beatriz.lopez@uwe.ac.uk CR American Psychiatric Association, 1994, DIAG STAT MAN MENT D American Psychiatric Association, 1987, DIAGN STAT MAN MENT [Anonymous], 1990, ICD10 WHO DAVIES J, 1994, NANOBIOLOGY, V3, P5 Donnelly N, 1999, VIS COGN, V6, P319 Frith U., 1983, BRIT J DEV PSYCHOL, V1, P329, DOI 10.1111/j.2044-835X.1983.tb00906.x Frith U., 1989, AUTISM EXPLAINING EN Frith U., 2003, AUTISM EXPLAINING EN Gardiner JM, 2003, J AUTISM DEV DISORD, V33, P259, DOI 10.1023/A:1024450416355 Gepner B, 1996, CHILD NEUROPSYCHOL, V2, P123, DOI 10.1080/09297049608401357 Happe FGE, 1997, BRIT J DEV PSYCHOL, V15, P1 HERMELIN B, 1967, BRIT J PSYCHOL, V58, P213 HERMELIN B, 1970, PSYCHOL EXPERIMENTS Hoy JA, 2004, AUTISM, V8, P267, DOI 10.1177/1362361304045218 Jolliffe T, 1999, COGNITION, V71, P149, DOI 10.1016/S0010-0277(99)00022-0 LAMB MR, 1989, PERCEPT PSYCHOPHYS, V46, P254, DOI 10.3758/BF03208087 Lopez B, 2004, VIS COGN, V11, P673, DOI 10.1080/13506280344000437 Lopez B, 2003, J CHILD PSYCHOL PSYC, V44, P285, DOI 10.1111/1469-7610.00121 LOTH E, 2003, THESIS U ANDREWS Mottron L, 2003, J CHILD PSYCHOL PSYC, V44, P904, DOI 10.1111/1469-7610.00174 Mottron L, 2006, J AUTISM DEV DISORD, V36, P27, DOI 10.1007/s10803-005-0040-7 MOTTRON L, 1993, J AUTISM DEV DISORD, V23, P351 NAVON D, 1977, COGNITIVE PSYCHOL, V9, P353, DOI 10.1016/0010-0285(77)90012-3 OZONOFF S, 1994, J CHILD PSYCHOL PSYC, V35, P1015, DOI 10.1111/j.1469-7610.1994.tb01807.x Pellicano E, 2005, J CHILD PSYCHOL PSYC, V46, P533, DOI 10.1111/j.1469-7610.2004.00380.x Plaisted K, 1998, J CHILD PSYCHOL PSYC, V39, P765, DOI 10.1017/S0021963098002601 Plaisted K. C., 2001, DEV AUTISM PERSPECTI RAMONDO N, 1984, BRIT J PSYCHOL, V75, P95 Rinehart NJ, 2001, AUTISM, V5, P67, DOI 10.1177/1362361301005001007 Rinehart NJ, 2000, J CHILD PSYCHOL PSYC, V41, P769, DOI 10.1017/S002196309900596X Ropar D, 2001, J CHILD PSYCHOL PSYC, V42, P539, DOI 10.1111/1469-7610.00748 SANTANGELO S, 1999, NEURODEVELOPMENTAL D SNODGRASS JG, 1980, J EXP PSYCHOL-HUM L, V6, P174, DOI 10.1037/0278-7393.6.2.174 TAGERFLUSBERG H, 1991, BRIT J DEV PSYCHOL, V9, P417 Tager-Flusberg H, 2003, PHILOS T ROY SOC B, V358, P303, DOI 10.1098/rstb.2002.1198 Toichi M, 2001, J AUTISM DEV DISORD, V31, P483, DOI 10.1023/A:1012216925216 Wechsler D., 1974, WESCHLER INTELLIGENC NR 37 TC 14 Z9 14 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2008 VL 12 IS 2 BP 159 EP 171 DI 10.1177/1362361307086662 PG 13 WC Psychology, Developmental SC Psychology GA 290MD UT WOS:000255126000004 PM 18308765 ER PT J AU Muller, E Schuler, A Yates, GB AF Mueller, Eve Schuler, Adriana Yates, Gregory B. TI Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities SO AUTISM LA English DT Article DE Asperger syndrome; autism; social challenges; social supports ID HIGH-FUNCTIONING CHILDREN; LONELINESS AB The study describes the perspectives of individuals with Asperger syndrome and other autism spectrum disabilities (ASDs) regarding social challenges and supports. Eighteen adults with ASDs were individually interviewed. They were asked to describe their experiences navigating their social worlds, and recommend effective social supports and strategies for improving social connectedness. Qualitative analyses of the interview transcripts revealed a number of common experiences including a profound sense of isolation, difficulty initiating social interactions, challenges relating to communication, longing for greater intimacy, desire to contribute to one's community, and effort to develop greater social/self-awareness. Commonly recommended social supports included external supports (e.g. activities based on shared interests, highly structured or scripted social activities, and small groups or dyads); communication supports (e.g. alternative modes of communication, explicit communication, and instruction in interpreting and using social cues); and self-initiated strategies for handling social anxiety (e.g. creative/improvisational outlets, physical activity, spiritual practice/organized religion, and time spent alone). C1 [Mueller, Eve] NASDSE, Alexandria, VA USA. [Schuler, Adriana] San Francisco State Univ, San Francisco, CA USA. RP Muller, E (reprint author), NASDSE, 1800 Diagonal Rd,Suite 320, Alexandria, VA USA. EM eve.muller@nasdse.org CR ATTWOOD T, 1995, ASPERGERS SYNDROME A Bauminger N, 2003, J AUTISM DEV DISORD, V33, P489, DOI 10.1023/A:1025827427901 Bauminger N, 2000, CHILD DEV, V71, P447, DOI 10.1111/1467-8624.00156 Bryson S. E., 2000, AUTISM, V4, P117, DOI DOI 10.1177/1362361300004002002 Capps L., 1997, CHILDREN AUTISM DEV Carrington S, 2001, AUTISM, V5, P37, DOI 10.1177/1362361301005001004 Chamberlain B, 2007, J AUTISM DEV DISORD, V37, P230, DOI 10.1007/s10803-006-0164-4 Frith U., 1989, AUTISM EXPLAINING EN Gillott A, 2001, AUTISM, V5, P277, DOI 10.1177/1362361301005003005 Grandin T., 1995, THINKING PICTURES OT Gray C. A., 1993, FOCUS AUTISTIC BEHAV, V8, P1, DOI DOI 10.1177/108835769300800101 Howard B, 2006, AUTISM, V33, P489 Hurlbutt K, 2004, FOCUS AUTISM OTHER D, V19, P215, DOI DOI 10.1177/10883576040190040301 Jennes-Coussens M, 2006, AUTISM, V10, P403, DOI 10.1177/1362361306064432 Koegel R. L., 2006, PIVOTAL RESPONSE TRE Meyer LH, 1998, J ASSOC PERS SEVERE, V23, P165, DOI 10.2511/rpsd.23.3.165 MORRIS J, 1998, DONT LEAVE US OUT Nazeer K., 2006, SEND IDIOTS STORIES Nikopoulos CK, 2004, J APPL BEHAV ANAL, V37, P93, DOI 10.1901/jaba.2004.37-93 Quill K. A., 1995, TEACHING CHILDREN AU Stewart ME, 2006, AUTISM, V10, P103, DOI 10.1177/1362361306062013 Strauss A., 1990, BASICS QUALITATIVE R Tantam D., 2000, AUTISM INT J RES PRA, V4, P47, DOI DOI 10.1177/1362361300004001004 Turnbull AP, 1998, J ASSOC PERS SEVERE, V23, P178, DOI 10.2511/rpsd.23.3.178 WARD L, 2007, SEEN HEARD INVOLVING Williams D., 1992, NOBODY NOWHERE Wolf D. H., 1993, ADV HEAT TRANSFER, V23, P1, DOI 10.1016/S0065-2717(08)70005-4 NR 27 TC 38 Z9 38 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2008 VL 12 IS 2 BP 173 EP 190 DI 10.1177/1362361307086664 PG 18 WC Psychology, Developmental SC Psychology GA 290MD UT WOS:000255126000005 PM 18308766 ER PT J AU Montiel-Nava, C Pena, JA AF Montiel-Nava, Cecilia Pena, Joaquin A. TI Epidemiological findings of pervasive developmental disorders in a Venezuelan study SO AUTISM LA English DT Article DE autism spectrum disorders; epidemiology; pervasive developmental disorders; prevalence; Venezuela ID AUTISTIC SPECTRUM DISORDERS; INFANTILE-AUTISM; PREVALENCE; CHILDREN; POPULATION; DIAGNOSIS; FRENCH; BRAZIL; AGE AB The study aims to determine the prevalence of autism spectrum disorders (ASDs) for children receiving services in Maracaibo County, Venezuela. Children aged 3-9 with diagnosis of any ASD were recruited. We ascertained area, referral process, and definitions of ASD for each patient. A total of 430 children were identified, and 76.5 percent were boys. Prevalences were 1.7 per 1000 for all ASD, 1.1 per 1000 for autism, and 0.6 per 1000 for PDD-NOS and Asperger syndrome combined. These prevalences are lower than current reports in the literature. Differences in case-finding methods, diagnostic criteria, and lack of awareness in the general population may have in number of cases identified. An ASD prevalence of 1.7 per 1000 should alert the health and education authorities to the need to reassess the services available for children with these disorders and their families. C1 [Montiel-Nava, Cecilia; Pena, Joaquin A.] La Univ Zulia, Maracaibo, Venezuela. RP Montiel-Nava, C (reprint author), Calle 79 3E-31,Sector La Lago, Maracaibo 4002A, Estado Zulia, Venezuela. EM ceciliamontiel@cantv.net CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Baird G, 2006, LANCET, V368, P210, DOI 10.1016/S0140-6736(06)69041-7 Bandim JM, 2003, ARQ NEURO-PSIQUIAT, V61, P181, DOI 10.1590/S0004-282X2003000200004 Bertrand J, 2001, PEDIATRICS, V108, P1155, DOI 10.1542/peds.108.5.1155 BREGMAN JD, 1988, J AM ACAD CHILD PSY, V27, P440, DOI 10.1097/00004583-198807000-00011 CHARMAN T, 2005, PSYCHIATRY, V4, P81, DOI 10.1383/psyt.2005.4.8.81 CIALDELLA P, 1989, J CHILD PSYCHOL PSYC, V30, P165, DOI 10.1111/j.1469-7610.1989.tb00775.x Duarte CS, 2003, J AUTISM DEV DISORD, V33, P703, DOI 10.1023/B:JADD.0000006005.31818.1c Ellefsen A, 2007, J AUTISM DEV DISORD, V37, P437, DOI 10.1007/s10803-006-0178-y Filipek PA, 1999, J AUTISM DEV DISORD, V29, P439, DOI 10.1023/A:1021943802493 Fombonne E, 2005, J CLIN PSYCHIAT, V66, P3 Fombonne E, 2001, J AM ACAD CHILD PSY, V40, P820, DOI 10.1097/00004583-200107000-00017 Fombonne E, 2003, J AUTISM DEV DISORD, V33, P365, DOI 10.1023/A:1025054610557 FOMBONNE E, 1992, SOC PSYCH PSYCH EPID, V27, P203, DOI 10.1007/BF00789007 Fombonne E, 2006, PEDIATRICS, V118, pE139, DOI 10.1542/peds.2005-2993 Gilbert C., 2006, J AUTISM DEV DISORD, V36, P429 Hillman R E, 2000, Mo Med, V97, P159 HOWLIN P, 1995, DEV MED CHILD NEUROL, V37, P406 INE, 2005, REPORTE SOCIODEMOGRA Lainhart JE, 2006, AM J MED GENET A, V140A, P2257, DOI 10.1002/ajmg.a.31465 Lord C, 2006, ARCH GEN PSYCHIAT, V63, P694, DOI 10.1001/archpsyc.63.6.694 Lowenthal R, 2007, J AUTISM DEV DISORD, V37, P1394, DOI 10.1007/s10803-007-0374-4 Madsen KM, 2002, NEW ENGL J MED, V347, P1477, DOI 10.1056/NEJMoa021134 McInnes LA, 2005, BMC PSYCHIATRY, V5, DOI 10.1186/1471-244X-5-15 Moore V, 2003, AUTISM, V7, P47, DOI 10.1177/1362361303007001018 Rapin I, 1997, NEW ENGL J MED, V337, P97, DOI 10.1056/NEJM199707103370206 RITVO ER, 1990, AM J PSYCHIAT, V147, P1614 SMALLEY SL, 1992, J AUTISM DEV DISORD, V22, P339, DOI 10.1007/BF01048239 Sponheim E, 1998, J AUTISM DEV DISORD, V28, P217, DOI 10.1023/A:1026017405150 VOLKMAR FR, 1990, J AM ACAD CHILD PSY, V29, P127, DOI 10.1097/00004583-199001000-00020 Wakabayashi A, 2007, J AUTISM DEV DISORD, V37, P491, DOI 10.1007/s10803-006-0181-3 WILLIAMS JG, 2005, LANCET, V13, P1761 Wing L, 2002, MENT RETARD DEV D R, V8, P151, DOI 10.1002/mrdd.10029 NR 33 TC 13 Z9 13 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2008 VL 12 IS 2 BP 191 EP 202 DI 10.1177/1362361307086663 PG 12 WC Psychology, Developmental SC Psychology GA 290MD UT WOS:000255126000006 PM 18308767 ER PT J AU Heaton, P Williams, K Cummins, O Happe, F AF Heaton, Pamela Williams, Kerry Cummins, Omar Happe, Francesca TI Autism and pitch processing splinter skills: A group and subgroup analysis SO AUTISM LA English DT Article DE ability islands; autism; pitch processing; splinter skills; tone memory ID SAVANT AB Autism is characterized by an uneven profile of cognitive abilities and population studies show that approximately 10 percent of diagnosed individuals possess a skill that is significantly better than would be predicted by global IQ. Recent evidence suggests that individuals with autism who possess special skills may represent a distinct genetic group within the autism spectrum. Intellectually high- and low-functioning children and adolescents with autism, together with age- and intelligence-matched comparison participants, completed two experiments that tested pitch discrimination and pitch memory within a visuo-spatial format. The analysis of the data from the studies showed that a subgroup of individuals with autism achieved performance scores that were between four and five standard deviations above the mean for the groups. Unlike comparison participants, their performance appeared to be independent of intelligence, musical training and experience. The findings were interpreted within the context of neuroconstructivist models of typical development and delayed language acquisition characteristic of autism and other neurodevelopmental disorders. C1 [Heaton, Pamela; Williams, Kerry; Cummins, Omar; Happe, Francesca] Univ London Goldsmiths Coll, Dept Psychol, London SE14 6NW, England. RP Heaton, P (reprint author), Univ London Goldsmiths Coll, Dept Psychol, London SE14 6NW, England. 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K., 2005, DEVELOPMENTAL SCI, V8, pF9 MOTTRON L, 2000, DEV AUTISM PERSPECTI, P131 Nurmi EL, 2003, J AM ACAD CHILD PSY, V42, P856, DOI 10.1097/01.CHI.0000046868.56865.0F Raven JC, 1988, STANDARD PROGR MATRI Rimland B., 1978, COGNITIVE DEFECTS DE, P43 SHAH A, 1993, J CHILD PSYCHOL PSYC, V34, P1351, DOI 10.1111/j.1469-7610.1993.tb02095.x Wechsler D, 1981, WECHSLER ADULT INTEL Wechsler D., 1994, WECHSLER INTELLIGENC NR 24 TC 25 Z9 25 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2008 VL 12 IS 2 BP 203 EP 219 DI 10.1177/1362361307085270 PG 17 WC Psychology, Developmental SC Psychology GA 290MD UT WOS:000255126000007 PM 18308768 ER PT J AU Chiang, HM AF Chiang, Hsu-Min TI Communicative spontaneity of children with autism - A preliminary analysis SO AUTISM LA English DT Article DE autism; communication; communicative spontaneity ID LANGUAGE AB The communicative spontaneity of children with autism who had limited spoken language in their natural environment was investigated. This naturalistic observation is a preliminary study using a continuum model to describe the nature of communicative spontaneity. The results indicate that the level of communicative spontaneity in the natural environment varied (1) along a continuum, (2) across communicative forms, functions, activities, partners and consequences, and (3) across the effectiveness of requesting and rejecting functions. The findings from this study may provide some directions for future study. C1 Macquarie Univ, Australian Ctr Educ Studies, Sydney, NSW 2109, Australia. RP Chiang, HM (reprint author), Macquarie Univ, Australian Ctr Educ Studies, Bldg X5B, Sydney, NSW 2109, Australia. EM hsu-min.chiang@students.mq.edu.au CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Brown L, 1986, ADAPTIVE BEHAV INVEN Carter M., 2003, AUGMENTATIVE ALTERNA, V19, P141, DOI 10.1080/0743461031000112052 Carter M, 2002, J INTELLECT DEV DIS, V27, P168, DOI 10.1080/1366825021000008602 CHARLOP MH, 1985, J APPL BEHAV ANAL, V18, P155, DOI 10.1901/jaba.1985.18-155 HALLE JW, 1987, J ASSOC PERS SEVERE, V12, P28 HAWKINS D, 1995, TEACHING CHILDREN AU, P43 KACZMAREK LA, 1990, J ASSOC PERS SEVERE, V15, P160 Koegel LK, 2000, J AUTISM DEV DISORD, V30, P383, DOI 10.1023/A:1005539220932 KOEGEL RL, 1987, J AUTISM DEV DISORD, V17, P187, DOI 10.1007/BF01495055 National Research Council, 2001, ED CHILDR AUT Schopler E., 1988, CHILDHOOD AUTISM RAT STONE WL, 1990, J AUTISM DEV DISORD, V20, P437, DOI 10.1007/BF02216051 WATSON L. R., 1989, TEACHING SPONTANEOUS NR 14 TC 4 Z9 6 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2008 VL 12 IS 1 BP 9 EP 21 DI 10.1177/1362361307085264 PG 13 WC Psychology, Developmental SC Psychology GA 262BC UT WOS:000253123000002 PM 18178594 ER PT J AU Humphrey, N Lewis, S AF Humphrey, Neil Lewis, Sarah TI 'Make me normal': The views and experiences of pupils on the autistic spectrum in mainstream secondary schools SO AUTISM LA English DT Article DE Asperger syndrome; inclusive education; pupil perspectives ID ASPERGER-SYNDROME; CHILDREN; INCLUSION; INTERVENTION; ADOLESCENTS; TEACHERS AB Facilitating the learning and participation of pupils with Asperger syndrome and high-functioning autism (herein referred to as AS) in mainstream schools is complex and poorly understood. We report on a small-scale qualitative study of the views and experiences of 20 such pupils drawn from four secondary schools in north-west England. Data were collected through semi-structured interviews and pupil diaries. Interpretive phenomenological analysis was used to explore how pupils with AS make sense of their educational experiences. The central theme was how participants constructed their understanding of what their AS meant to them. This was often characterized by negative perceptions of their differences, such as being 'retarded' or having a 'bad brain'. The links between this understanding and reported difficulties with peers and teachers, the desire to 'fit in', and other themes are discussed. The implications of these findings for policy and practice in this area are also presented. C1 [Humphrey, Neil; Lewis, Sarah] Univ Manchester, Ctr Educ Support & Inclus, Sch Educ, Manchester M13 9PL, Lancs, England. RP Humphrey, N (reprint author), Univ Manchester, Ctr Educ Support & Inclus, Sch Educ, Manchester M13 9PL, Lancs, England. EM neil.humphrey@manchester.ac.uk CR Ainscow M., 2007, INCLUDED EXCLUDED CH, P128 Balshaw M, 2002, TEACHING ASSISTANTS BANNISTER P, 1994, QUALITATIVE METHODS Barnard J., 2000, AUTISM INCLUSION IS Barnhill G. P., 2001, J POSIT BEHAV INTERV, V3, P175, DOI 10.1177/109830070100300305 Baron- Cohen S., 2002, FOCUS AUTISM OTHER D, V17, P186, DOI 10.1177/10883576020170030801 Bauminger N, 2000, CHILD DEV, V71, P447, DOI 10.1111/1467-8624.00156 Billington T, 2006, DISABIL SOC, V21, P1, DOI 10.1080/09687590500373627 Bryson S. 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K., 2004, CHILD ADOLESCENT MEN, V9, P98, DOI [10.1111/j.1475-3588.2004.00089.x, DOI 10.1111/.1475-3588.2004.00089.X] Sofronoff K, 2005, J CHILD PSYCHOL PSYC, V46, P1152, DOI 10.1111/j.1469-7610.2005.00411.x Tantam D., 2000, AUTISM INT J RES PRA, V4, P47, DOI DOI 10.1177/1362361300004001004 Whitney I., 1994, SCH BULLYING INSIGHT WILLIG C, 2001, INTRO QUALITATIVE PS Wing L., 2007, INCLUDED EXCLUDED CH, P23 Wolery M, 2002, J AUTISM DEV DISORD, V32, P463, DOI 10.1023/A:1020598023809 NR 71 TC 45 Z9 45 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2008 VL 12 IS 1 BP 23 EP 46 DI 10.1177/1362361307085267 PG 24 WC Psychology, Developmental SC Psychology GA 262BC UT WOS:000253123000003 PM 18178595 ER PT J AU Benson, P Karlof, KL Siperstein, GN AF Benson, Paul Karlof, Kristie L. Siperstein, Gary N. TI Maternal involvement in the education of young children with autism spectrum disorders SO AUTISM LA English DT Article DE educational activities; family life; parent involvement ID BEHAVIOR RATING FORM; DEVELOPMENTAL-DISABILITIES; FAMILY; PARENTS; ACCOMMODATION; STRESS; SCHOOL; IMPACT; DELAYS AB Parent involvement is widely acknowledged to be a critical 'best practice' in the education of young children with ASD. Despite its importance, no studies to date have systematically examined the relative influence of child, family, and school factors on the extent to which parents participate in the education of their children with ASD. In the present study, questionnaire and interview data collected from the mothers and teachers of 95 children receiving public school services for ASD were used to address this issue. Descriptively, wide variation was found in both type and intensity of mothers' educational involvement. Regression analyses showed involvement, both at school and at home, to be heavily influenced by the extent to which school staff actively encouraged, assisted, and provided opportunities for parent involvement. In addition, severity of child behavior problems was also found to exert a uniformly negative effect on intensity of mothers' educational involvement, while the influence of family resources and demand variables varied, depending on whether involvement occurred at school or at home. Implications of these findings for future research and for the support of parents seeking to participate in the learning and development of their children with ASD are discussed. C1 [Benson, Paul; Karlof, Kristie L.; Siperstein, Gary N.] Univ Massachusetts, Dept Sociol, Boston, MA 02125 USA. RP Benson, P (reprint author), Univ Massachusetts, Dept Sociol, Boston, MA 02125 USA. 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M., 2002, FAMILIES POSITIVE BE MACLENNAN RN, 1993, AM STAT, V47, P292, DOI 10.2307/2685289 MARCUS IM, 2005, HDB AUTISM PERVASIVE MOES D, 2002, J AUTISM DEV DISORD, V3, P519 National Research Council, 2001, ED CHILDR AUT Turner R. J, 1999, HDB SOCIOLOGY MENTAL Weisner T. S., 1997, ECOCULTURAL FAMILY I NR 29 TC 29 Z9 30 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2008 VL 12 IS 1 BP 47 EP 63 DI 10.1177/1362361307085269 PG 17 WC Psychology, Developmental SC Psychology GA 262BC UT WOS:000253123000004 PM 18178596 ER PT J AU Bryson, SA Corrigan, SK Mcdonald, TP Holmes, C AF Bryson, Stephanie A. Corrigan, Susan K. Mcdonald, Thomas P. Holmes, Cheryl TI Characteristics of children with autism spectrum disorders who received services through community mental health centers SO AUTISM LA English DT Article DE community mental health; comorbidity; psychiatric comorbidity ID PERVASIVE DEVELOPMENTAL DISORDER; ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; ASPERGER-SYNDROME; PREVALENCE; CARE; DIAGNOSIS; SYMPTOMS; POPULATION; ACCESS; STATES AB Despite the presence of significant psychiatric comorbidity among children with autism spectrum disorders (ASDs), little research exists on those who receive community-based mental health services. This project examined one year (2004) of data from the database maintained by 26 community mental health centers (CMHCs) in the Midwestern US state of Kansas. Children with autism were compared to children with other ASDs - Asperger's disorder, Rett's disorder, and PDD-NOS. Children with autism predictably received more special education services than children with other ASDs, while the latter were more likely to have experienced prior psychiatric hospitalization. Children with ASDs other than autism were also significantly more likely to be diagnosed with attention deficit hyperactivity disorder, oppositional defiant disorder, depressive disorders, and bipolar disorder. In 2004, Kansas CMHCs served less than 15 percent of the children estimated to have an ASD. Implications of these findings are discussed. C1 [Bryson, Stephanie A.; Corrigan, Susan K.; Mcdonald, Thomas P.; Holmes, Cheryl] Univ Kansas, Lawrence, KS 66045 USA. RP Bryson, SA (reprint author), Univ Kansas, Lawrence, KS 66045 USA. 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Training was implemented in a therapy room and lasted 6 weeks. Sessions were conducted once a week and lasted about an hour. Experimenters collected data during tutorial conversations in a natural setting. Training of question-asking skills consisted of verbal feedback and role-play during short simulated conversations and a table game. A self-management strategy and common stimuli (e.g., flowchart) were included to promote generalization. Mean percentage of correct questions during tutorial conversations improved significantly after training. Response efficiency also increased. Participants and personal coaches evaluated the training as effective and acceptable. C1 [Palmen, Annemiek; Arts, Marieke] Dr Leo Kannerhuis Doorwerth, Nijmegen, Netherlands. [Didden, Robert] Radboud Univ Nijmegen, NL-6525 ED Nijmegen, Netherlands. RP Palmen, A (reprint author), Radboud Univ Nijmegen, Dept Special Educ, Room A-05-03,POB 9104, NL-6500 HE Nijmegen, Netherlands. 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Verhoeven, Sophie Stormark, Kjell Morten Gillberg, Christopher TI Factor analysis of the Autism Spectrum Screening Questionnaire SO AUTISM LA English DT Article DE Asperger syndrome; Autism Spectrum Screening Questionnaire; factor analysis; Norway; screening ID CAST CHILDHOOD ASPERGER; SCHOOL-AGE-CHILDREN; DIFFICULTIES QUESTIONNAIRE; BEHAVIOR CHECKLIST; MAINSTREAM SCHOOLS; TOTAL POPULATION; DISORDERS; STRENGTHS; PREVALENCE; DIAGNOSIS AB The present study investigated the factor structure Of parent and teacher Autism Spectrum Screening Questionnaire (ASSQ) in a population of 7-9 years old children. For validation purposes, factors derived were correlated with results on the Strengths and Difficulties Questionnaire (SDQ). A three-factor solution was identified on both parent and teacher ASSQ. Most of the variance was explained by one factor including measures of social function, validated by a high correlation with the SDQ peer problems scale. The second factor included measures of autism-associated problems. The items allocated to the third factor were more specific for a cognitive style typically found in high-functioning individuals with autism/Asperger syndrome. This factor did not correlate highly with any of the SDQ subscales. The results indicated that the screening efficiency of ASSQ could be increased by closer examination of the individual profile of factor scores. C1 [Posserud, Britt; Lundervold, Astri J.; Steijnen, Maaike C.; Verhoeven, Sophie; Stormark, Kjell Morten] Univ Bergen, Ctr Child & Adolescent Mental Hlth, N-5020 Bergen, Norway. [Lundervold, Astri J.] Univ Bergen, Dept Biol & Med Psychol, N-5020 Bergen, Norway. [Gillberg, Christopher] Gothenburg Univ, S-41124 Gothenburg, Sweden. RP Posserud, B (reprint author), Univ Bergen, Ctr Child & Adolescent Mental Hlth, Box 7800, N-5020 Bergen, Norway. 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TI Diagnostic trends in autistic spectrum disorders in the South Wales valleys SO AUTISM LA English DT Article DE Asperger syndrome; autistic spectrum disorder; prevalence ID ASPERGER-SYNDROME; RUBELLA VACCINE; PREVALENCE; CHILDREN; EPIDEMIOLOGY; POPULATION; MEASLES; MUMPS AB This study provides an analysis of the diagnostic trends in autistic spectrum disorder (ASD) for children aged under 17 years in the Rhondda and Taff Ely districts of South Wales. In the period 1988-2004, 336 children received a diagnosis of ASD and represent the case registry data of one community paediatric team. For the period 1994-2003, the caseload of 267 comprised Asperger (58%), Kanner (20%) and 'other forms' of autism (22%). In comparison to the previous 5 year period, diagnosis of ASD in 1999-2003 increased for Asperger (2.9 fold) and 'other forms' (4.4) but decreased for Kanner autism (0.69). Male: female gender ratios and age at diagnosis fell for all subcategories of ASD. Prevalences per 10,000 children born in Rhondda Taff Ely are ASD 61.2, Asperger 35.4, Kanner autism 12.7, and 'other forms' 13.0. Detected prevalences and trends for ASD are in line with national standards and do not show an increase for Kanner autism. C1 [Latif, A. H. A.] Royal Glamorgan Hosp, Childrens Ctr, Llantrisant CF72 8XR, Wales. [WILLIAMS, W. R.] Univ Glamorgan, Pontypridd CF37 1DL, M Glam, Wales. RP Latif, AHA (reprint author), Royal Glamorgan Hosp, Childrens Ctr, Llantrisant CF72 8XR, Wales. 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However, the processes by which stress leads to depression and anxiety are poorly understood. In a cross-sectional survey, levels of parental stress, depression and anxiety were compared between parents of children with an autistic disorder, children with Down's syndrome and children with no disorder (N = 619) and the mediational role of locus of control was examined. Anxiety and depression were higher in parents of children with a disorder, and highest in parents of children with autism. Locus of control was more external in parents of children with autism. Locus of control failed to mediate the relationship between stress and both anxiety and depression in parents of children with a disorder. This suggests that help for parents of a child with a disorder may be effective if focused on the sources of stress rather than perceived control over events. C1 [Hamlyn-Wright, Sarah; Draghi-Lorenz, Riccardo; Ellis, Jason] Univ Surrey, Sch Human Sci, Dept Psychol, Surrey GU2 7XH, England. 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Jay, 1994, STRESS MENTAL HLTH C, P179 ZIGMUND A, 1983, ACTA PSYCHIAT SCAND, V63, P361 NR 27 TC 16 Z9 19 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD NOV PY 2007 VL 11 IS 6 BP 489 EP 501 DI 10.1177/1362361307083258 PG 13 WC Psychology, Developmental SC Psychology GA 239NM UT WOS:000251525000003 PM 17947286 ER PT J AU Begeer, S Terwogt, MM Rieffe, C Stegge, H Koot, HM AF Begeer, Sander Terwogt, Mark Meerum Rieffe, Carolien Stegge, Hedy Koot, Hans M. TI Do children with autism acknowledge the influence of mood on behaviour? SO AUTISM LA English DT Article DE autism; emotion; pragmatics; understanding ID HIGH-FUNCTIONING CHILDREN; ASPERGER-SYNDROME; EMOTION; MIND; DISORDER; SPECTRUM; RECOGNITION; ADOLESCENTS; CHALLENGES; ATTENTION AB We tested whether children with and without high-functioning autism spectrum disorders (HFASD) differ in their understanding of the influence of mood states on behaviour. A total of 122 children with HFASD or typical development were asked to predict and explain the behaviour of story characters during hypothetical social interactions. HFASD and typically developing children predicted at equal rates that mood states likely result in similar valenced behaviour. 'Explicit' descriptions were used to explain predictions more often by children with HFASD than by typically developing children. However, 'implicit' and 'irrelevant' descriptions elicited fewer mood references among HFASD children. Furthermore, they less often referred to the uncertainty of the influence of mood on behaviour, and less often used mood-related explanations, in particular when they had to rely on implicit information. This may indicate a rote- rather than self-generated understanding of emotions in children with HFASD. C1 [Begeer, Sander; Terwogt, Mark Meerum; Stegge, Hedy; Koot, Hans M.] Vrije Univ Amsterdam, Dept Psychol, Fac Psychol & Educ, NL-1081 BT Amsterdam, Netherlands. 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According to weak central coherence theory, individuals with autism have general difficulty connecting contextual and item information which then impairs their capacity to memorize information in context. This study investigated temporal context memory for visual information in individuals with autism. Eighteen adolescents and adults with high-functioning autism (HFA) or Asperger syndrome (AS) and age- and IQ-matched typically developing participants were tested using a recency judgement task. The performance of the autistic group did not differ from that of the control group, nor did the performance between the AS and HFA groups. We conclude that autism in high-functioning individuals does not impair temporal context memory as assessed on this task. We suggest that individuals with autism are as efficient on this task as typically developing subjects because contextual memory performance here involves more automatic than organizational processing. C1 [Gras-Vincendon, Agnes; Bursztejn, Claude] Hop Univ Strasbourg, Serv Psychotherap Enfants & Adolescents, F-67091 Strasbourg, France. [Mottron, Laurent] Hop Riviere Prairies, Montreal, PQ, Canada. [Salame, Pierre; Danion, Jean-Marie] Hop Univ Strasbourg, Dept Psychiat, F-67091 Strasbourg, France. RP Gras-Vincendon, A (reprint author), Hop Univ Strasbourg, Serv Psychotherap Enfants & Adolescents, 1 Pl Hop, F-67091 Strasbourg, France. 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Kasari, Connie Freeman, Stephanny Paparella, Tanya TI Children with autism's response to novel stimuli while participating in interventions targeting joint attention or symbolic play skills SO AUTISM LA English DT Article DE autism; generalization; intervention; joint attention ID BEHAVIOR AB Thirty-five children diagnosed with autism were randomly assigned to either a joint attention or a symbolic play intervention. During the 5-8 week treatment, three novel probes were administered to determine mastery of joint attention skills. The probes consisted of auditory and visual stimuli, such as a loud spider crawling or a musical ball bouncing. The current study examined affect, gaze, joint attention behaviors, and verbalizations at three different time points of intervention. Results revealed that children randomized to the joint attention group were more likely to acknowledge the probe and engage in shared interactions between intervener and probe upon termination of intervention. Additionally, the joint attention group improved in the proportion of time spent sharing coordinated joint looks between intervener and probe. These results suggest that generalization of joint attention skills to a novel probe did occur for the group targeting joint attention and provides further evidence of the effectiveness of the joint attention intervention. C1 [Gulsrud, Amanda C.; Kasari, Connie; Freeman, Stephanny; Paparella, Tanya] Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, Los Angeles, CA 90095 USA. RP Kasari, C (reprint author), Univ Calif Los Angeles, Grad Sch Educ & Informat Studies, 3132 Moore Hall,Box 951521, Los Angeles, CA 90095 USA. EM kasari@gseis.ucla.edu CR BAKEMAN R, 1984, CHILD DEV, V55, P1278, DOI 10.2307/1129997 Dawson G, 2004, DEV PSYCHOL, V40, P271, DOI 10.1037/0012-1649.40.2.271 Frith U., 1989, AUTISM EXPLAINING EN Kasari C, 2006, J CHILD PSYCHOL PSYC, V47, P611, DOI 10.1111/j.1469-7610.2005.01567.x LORD C, 1989, J AUTISM DEV DISORD, V19, P185, DOI 10.1007/BF02211841 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 LOVELAND KA, 1986, J AUTISM DEV DISORD, V16, P335, DOI 10.1007/BF01531663 MUNDY P, 1986, J CHILD PSYCHOL PSYC, V27, P657, DOI 10.1111/j.1469-7610.1986.tb00190.x Plaisted KC, 2001, DEVELOPMENT OF AUTISM: PERSPECTIVES FROM THEORY AND RESEARCH, P149 Seibert J. M., 1982, INFANT MENT HEALTH J, V3, P244, DOI DOI 10.1002/1097-0355(198224)3:4<244::AID-IMHJ2280030406>3.0.CO;2-R Vygotsky L. S., 1962, THOUGHT LANGUAGE Whalen C, 2003, J CHILD PSYCHOL PSYC, V44, P456, DOI 10.1111/1469-7610.00135 NR 12 TC 6 Z9 7 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD NOV PY 2007 VL 11 IS 6 BP 535 EP 546 DI 10.1177/1362361307083255 PG 12 WC Psychology, Developmental SC Psychology GA 239NM UT WOS:000251525000006 PM 17947289 ER PT J AU Chiang, HM Lin, YH AF Chiang, Hsu-Min Lin, Yueh-Hsien TI Mathematical ability of students with Asperger syndrome and high-functioning autism - A review of literature SO AUTISM LA English DT Article DE Asperger syndrome; high-functioning autism; mathematics; review ID ACADEMIC-ACHIEVEMENT; INFANTILE-AUTISM; WISC-III; CHILDREN; PROFILES; INDIVIDUALS; DISORDERS; IQ; IDENTIFICATION; INTELLIGENCE AB This article reviews studies investigating cognitive ability and academic achievement of students with Asperger syndrome (AS) and high-functioning autism (HFA). Particular emphasis is placed on the mathematical ability of people with AS/HFA. A preliminary analysis of empirical data is presented. Findings indicate that: (1) the majority of individuals with AS/HFA have average mathematical ability; (2) the majority of individuals with AS/ HFA have a significant but clinically modest math weakness; (3) some individuals with AS/HFA have mathematical giftedness. C1 [Chiang, Hsu-Min] Macquarie Univ, Australian Ctr Educ Studies, Sydney, NSW 2109, Australia. RP Chiang, HM (reprint author), Macquarie Univ, Australian Ctr Educ Studies, Sydney, NSW 2109, Australia. 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Switala, Andrew E. Trippe, Juan Fitzgerald, Michael TI Comparative minicolumnar morphometry of three distinguished scientists SO AUTISM LA English DT Article DE creativity; minicolumns; neocortex; neuropathology ID SAVANT-SYNDROME; NEURONAL DENSITY; IDIOT SAVANT; AUTISM; PATHOLOGY; EINSTEIN,ALBERT; LATERALIZATION; ORGANIZATION; ARCHITECTURE; BRAINS AB It has been suggested that the cell minicolumn is the smallest module capable of information processing within the brain. In this case series, photomicrographs of six regions of interests (Brodmann areas 4, 9, 17, 21, 22, and 40) were analyzed by computerized image analysis for minicolumnar morphometry in the brains of three distinguished scientists and six normative controls. Overall, there were significant differences (p < 0.001) between the comparison groups in both minicolumnar width (CW) and mean cell spacing (MCS). Although our scientists did not exhibit deficits in communication or interpersonal skills, the resultant minicolumnar phenotype bears similarity to that described for both autism and Asperger's syndrome. Computer modeling has shown that smaller columns account for discrimination among signals during information processing. A minicolumnar phenotype that provides for discrimination and/or focused attention may help explain the savant abilities observed in some autistic people and the intellectually gifted. C1 [Casanova, Manuel F.; Switala, Andrew E.; Trippe, Juan] Univ Louisville, Dept Psychiat & Behav Sci, Louisville, KY 40292 USA. [Fitzgerald, Michael] Univ Dublin Trinity Coll, Dublin 2, Ireland. RP Casanova, MF (reprint author), Univ Louisville, Dept Psychiat & Behav Sci, 500 S Preston St,A Bldg,Rm 217, Louisville, KY 40292 USA. 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Montfort, Ken TI Evaluation of the Relationship Development Intervention program SO AUTISM LA English DT Article DE autism; caregiver training; Relationship Development Intervention ID AUTISM SPECTRUM DISORDER; PLACEBO-CONTROLLED TRIAL; SOCIAL COMMUNICATION; MENTAL-RETARDATION; EARLY RECOGNITION; DOUBLE-BLIND; CHILDREN; CLASSIFICATION; DOMAINS AB This study is the second in a series evaluating the effectiveness of Relationship Development Intervention (RDI) to address unique deficits inherent in autism spectrum disorders. RDI is a parent-based, cognitive-developmental approach, in which primary caregivers are trained to provide daily opportunities for successful functioning in increasingly challenging dynamic systems. This study reviewed the progress of 16 children who participated in RDI between 2000 and 2005. Changes in the Autism Diagnostic Observation Schedule (ADOS) and Autism Diagnostic Interview-Revised (ADI-R), flexibility, and school placement were compared prior to treatment and at a minimum 30 month follow-up period. While all children met ADOS/ADI-R criteria for autism prior to treatment, no child met criteria at follow-up. Similar positive results were found in relation to flexibility and educational placement. Generalizability of current findings is limited by the lack of a control or comparison group, constraints on age and IQ of treated children, parent self-selection, and parent education conducted through a single clinic setting. C1 Connect Ctr, Houston, TX USA. RP Gutstein, SE (reprint author), Connect Ctr, Houston, TX USA. 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Twenty-three children treated at the Mifne Institute in Israel between 1997 and 1999 were assessed. Videos taken before coming to Mifne and after intensive treatment at the institute and before and after another 6 months of continued treatment at children's homes were coded and blind rated by trained personnel using the Childhood Autism Rating Scale (CARS) and the Social Behavior Rating Scale (SBRS). Total scores on both scales improved significantly after 3 weeks and after 6 months. There were some significant improvements at item level although the magnitude of the changes was modest. Despite the small number of participants, the modest increase in test scores, and the retrospective study design, these preliminary results are promising. There is a case for performing a full prospective, comparative investigation of this treatment approach. C1 Rivka Ziv Hosp, Safed, Israel. Univ Basel Hosp, CH-4031 Basel, Switzerland. Tel Aviv Univ, IL-69978 Tel Aviv, Israel. RP Apter, A (reprint author), Rivka Ziv Hosp, Safed, Israel. EM apter@post.tau.ac.il CR ALONIM H, 2002, POSTTREATMENT SOCIAL Alonim Hanna, 2004, J Child Adolesc Ment Health, V16, P39, DOI 10.2989/17280580409486562 Bowlby J., 1969, ATTACHMENT LOSS, V1 FEINSTEIN C, 1982, AM AC CHILD AD PSYCH GREESPAN S, 1998, CHILD SPECIAL NEEDS Howlin P, 1997, EUR CHILD ADOLES PSY, V6, P55 Howlin P, 2000, AUTISM, V4, P63, DOI DOI 10.1177/1362361300004001005 KAUFMAN B, 1981, SON RISE Minuchin S., 1974, FAMILIES FAMILY THER National Research Council, 2001, ED CHILDR AUT Rogers SJ, 1998, J CLIN CHILD PSYCHOL, V27, P138, DOI DOI 10.1207/S15374424JCCP2702_1 Rutter M, 1996, J AUTISM DEV DISORD, V26, P257, DOI 10.1007/BF02172023 SCHOPLER E, 1980, J AUTISM DEV DISORD, V10, P91, DOI 10.1007/BF02408436 Smith A, 2003, NAT REV DRUG DISCOV, V2, P8 Tustin F., 1981, AUTISTIC STATES CHIL WINNICOTT DW, 1960, INT J PSYCHOANAL, V41, P585 NR 16 TC 7 Z9 7 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2007 VL 11 IS 5 BP 413 EP 424 DI 10.1177/1362361307079605 PG 12 WC Psychology, Developmental SC Psychology GA 218XS UT WOS:000250049900003 PM 17942455 ER PT J AU Delinicolas, EK Young, RL AF Delinicolas, Erin K. Young, Robyn L. TI Joint attention, language, social relating, and stereotypical behaviours in children with autistic disorder SO AUTISM LA English DT Article DE autistic disorder; joint attention; language; social relating ID INFANTS; GAZE; COMMUNICATION; INTERVENTION; IMITATION; DIRECTION; PLAY AB This study aimed to investigate the relationships between abilities to initiate and respond to joint attention and symptoms of autism that have, and have not, been theoretically linked to joint attention. Participants were 5 1 boys and five girls with autistic disorder, aged between 2 years and 6 years 5 months. Measures of joint attention behaviours, language, social relating, and stereotypical behaviour were administered during a single assessment. As predicted, the correlations between joint attention and the two behaviours theoretically linked to joint attention (i.e. social relating and language) were significantly stronger than those between joint attention and the behaviour not theoretically linked (i.e. stereotypical behaviour). While causation cannot be inferred from this study, these results support the suggestion that difficulties with joint attention behaviours commonly found among children with autism are linked to language and social relating, beyond what might be expected simply due to their co-occurrence as symptoms. C1 Flinders Univ S Australia, Adelaide, SA 5001, Australia. RP Delinicolas, EK (reprint author), Flinders Univ S Australia, Adelaide, SA 5001, Australia. EM Erin.Delinicolas@flinders.edu.au CR ACHENBACH T, 2000, LANGUAGE DEV SURVEY *AMERICAN PSYCHIAT, 2000, DIAGN STAT MAN MENT BALDWIN DA, 1991, CHILD DEV, V62, P875, DOI 10.2307/1131140 BaronCohen S, 1997, CHILD DEV, V68, P48 Charman T, 1997, DEV PSYCHOL, V33, P781, DOI 10.1037//0012-1649.33.5.781 Charman T, 2003, INT J LANG COMM DIS, V38, P265, DOI 10.1080/136820310000104830 Dawson G, 2004, DEV PSYCHOL, V40, P271, DOI 10.1037/0012-1649.40.2.271 Delgado CEF, 2002, J SPEECH LANG HEAR R, V45, DOI 10.1044/1092-4388(2002/057) DELINCOLAS EK, 2006, 19 BIENN M INT SOC S DUNNY LM, 1997, PEABODY PICTURE VOCA Jones E.A., 2004, FOCUS AUTISM OTHER D, V19, P13, DOI 10.1177/10883576040190010301 Kasari C, 2001, INT REV RES MENT RET, V23, P207 McArthur D, 1996, J AUTISM DEV DISORD, V26, P481, DOI 10.1007/BF02172271 Morales M, 1998, INFANT BEHAV DEV, V21, P373, DOI 10.1016/S0163-6383(98)90014-5 MUNDY P, 1994, DEV PSYCHOPATHOL, V6, P389, DOI 10.1017/S0954579400006003 Mundy P, 1997, J AUTISM DEV DISORD, V27, P653, DOI 10.1023/A:1025802832021 Mundy P, 1998, INFANT BEHAV DEV, V21, P469, DOI 10.1016/S0163-6383(98)90020-0 MUNDY P, 1986, J CHILD PSYCHOL PSYC, V27, P657, DOI 10.1111/j.1469-7610.1986.tb00190.x Mundy P, 2001, INT REV RES MENT RET, V23, P139 MUNDY P, 1990, J AUTISM DEV DISORD, V20, P115, DOI 10.1007/BF02206861 MUNDY P, 2003, UNPUB MANUAL ABRIDGE Rescorla L, 2001, J SPEECH LANG HEAR R, V44, P434, DOI 10.1044/1092-4388(2001/035) Schopler E., 1988, CHILDHOOD AUTISM RAT Sheinkopf SI, 2004, DEV PSYCHOPATHOL, V16, P273, DOI 10.1017/S0954579404044517 Sigman M., 1999, MONOGRAPHS SOC RES C, V64 SIGMAN M, 1996, JOINT ATTENTION ITS, P189 Slaughter V, 2003, J GENET PSYCHOL, V164, P54 STEIGER JH, 1980, PSYCHOL BULL, V87, P245, DOI 10.1037//0033-2909.87.2.245 Vaughan A, 2003, INFANCY, V4, P603, DOI 10.1207/S15327078IN0404_11 Young R, 2002, INT REV RES MENT RET, V25, P107, DOI 10.1016/S0074-7750(02)80007-6 Young RL, 2003, AUTISM, V7, P125, DOI 10.1177/1362361303007002002 NR 31 TC 9 Z9 14 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2007 VL 11 IS 5 BP 425 EP 436 DI 10.1177/1362361307079595 PG 12 WC Psychology, Developmental SC Psychology GA 218XS UT WOS:000250049900004 PM 17942456 ER PT J AU South, M Ozonoff, S Mcmahon, WM AF South, Mikle Ozonoff, Sally Mcmahon, William M. TI The relationship between executive functioning, central coherence, and repetitive behaviors in the high-functioning autism spectrum SO AUTISM LA English DT Article DE autism; central coherence; executive function; repetitive behavior ID CHILDHOOD AUTISM; CHILDREN; MIND; INDIVIDUALS; DISORDERS; PROFILES AB This study examined the relationship between everyday repetitive behavior (primary symptoms of autism) and performance on neuropsychological tests of executive function and central coherence (secondary symptoms). It was hypothesized that the frequency and intensity of repetitive behavior would be positively correlated with laboratory measures of cognitive rigidity and weak central coherence. Participants included 19 individuals (ages 10-19) with high-functioning autism spectrum disorders (ASD group) and 18 age- and IQ-matched typically developing controls (TD group). There was partial support in the ASD group for the link between repetitive behavior and executive performance (the Wisconsin Card Sorting Task). There was no support for a link between repetitive behavior and measures of central coherence (a Gestalt Closure test and the Embedded Figures Test). Further research on repetitive behaviors in autism may benefit from a focus on narrow behavioral and cognitive constructs rather than general categories. C1 Univ Utah, Sch Med, Salt Lake City, UT 84112 USA. Univ Calif Davis, Davis, CA 95616 USA. RP South, M (reprint author), Univ Utah, Sch Med, Salt Lake City, UT 84112 USA. EM mikle_south@byu.edu RI South, Mikle/H-4978-2013 OI South, Mikle/0000-0003-0152-1257 CR *AMERICAL PSYCHIAT, 1994, DIAGN STAT MAN MENT BARONCOHEN S, 1989, J CHILD PSYCHOL PSYC, V30, P285, DOI 10.1111/j.1469-7610.1989.tb00241.x Baron-Cohen S, 2005, ANNU REV NEUROSCI, V28, P109, DOI 10.1146/annurev.neuro.27.070203.144137 DAMASIO AR, 1978, ARCH NEUROL-CHICAGO, V35, P777 Evans DW, 2004, BRAIN COGNITION, V55, P220, DOI 10.1016/s0278-2626(03)00274-4 FRITH U, 1994, COGNITION, V50, P115, DOI 10.1016/0010-0277(94)90024-8 GRANT DA, 1948, J EXP PSYCHOL, V38, P404, DOI 10.1037/h0059831 Greaves N, 2006, J INTELL DISABIL RES, V50, P92, DOI 10.1111/j.1365-2788.2005.00726.x Hughes C, 2001, DEVELOPMENT OF AUTISM: PERSPECTIVES FROM THEORY AND RESEARCH, P255 Joseph RM, 2004, DEV PSYCHOPATHOL, V16, P137, DOI 10.1017/S095457940404444X Kaufman AS, 1983, KAUFMAN ASSESSMENT B KAUFMANN AS, 1994, KAUFMAN SHORT NEUROS KOEGEL RL, 1985, J CHILD PSYCHOL PSYC, V26, P185, DOI 10.1111/j.1469-7610.1985.tb02259.x Liss M, 2001, J CHILD PSYCHOL PSYC, V42, P261, DOI 10.1017/S0021963001006679 Lopez B. R., 2005, J AUTISM DEV DISORD, V35, P245 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947 Ozonoff S., 2000, AUTISM, V4, P29, DOI DOI 10.1177/1362361300041003 Ozonoff S, 2001, J AUTISM DEV DISORD, V31, P257, DOI 10.1023/A:1010794902139 Ozonoff S., 2005, HDB AUTISM PERVASIVE, P606 Ozonoff S, 1999, J AUTISM DEV DISORD, V29, P171, DOI 10.1023/A:1023052913110 Pierce K, 2001, BIOL PSYCHIAT, V49, P655, DOI 10.1016/S0006-3223(00)01008-8 Ronald A, 2006, SCIENCE, V311, P952, DOI 10.1126/science.311.5763.952a Russell J, 1999, J AUTISM DEV DISORD, V29, P103, DOI 10.1023/A:1023084425406 SANDSON J, 1984, NEUROPSYCHOLOGIA, V22, P715, DOI 10.1016/0028-3932(84)90098-8 Sears LL, 1999, PROG NEURO-PSYCHOPH, V23, P613, DOI 10.1016/S0278-5846(99)00020-2 SHAH A, 1993, J CHILD PSYCHOL PSYC, V34, P1351, DOI 10.1111/j.1469-7610.1993.tb02095.x SOUTH M, 1999, UNPUB YALE SPECIAL I SOUTH M, IN PRESS HDB DEV COG South M, 2005, J AUTISM DEV DISORD, V35, P145, DOI 10.1007/s10803-005-1992-3 Turner JS, 1999, J HIGH SPEED NETW, V8, P3 Turner M. A., 1997, AUTISM EXECUTIVE DIS, P57 Witkin HA, 1971, MANUAL EMBEDDED FIGU NR 33 TC 51 Z9 52 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2007 VL 11 IS 5 BP 437 EP 451 DI 10.1177/1362361307079606 PG 15 WC Psychology, Developmental SC Psychology GA 218XS UT WOS:000250049900005 PM 17942457 ER PT J AU Jarbrink, K AF Jaerbrink, Krister TI The economic consequences of autistic spectrum disorder among children in a Swedish municipality SO AUTISM LA English DT Article DE asperger syndrome; autism; autistic spectrum disorder; cost analysis; Sweden ID DISEASE; COSTS; MEN AB In this study, the societal economic consequences Of KEYWORDS autistic spectrum disorder were investigated using a sample of parents of children identified with the disorder and living in a Swedish municipality Cost information was collected using a postal questionnaire that was developed through experiences gained from an earlier study. Using conservative assumptions, the additional societal cost due to the disorder was estimated to be approximately (sic)50,000 annually per child. Parents of children with the disorder spent an average of about 1000 hours per year additionally caring for and supporting their child. The study indicates that the major cost drivers for autistic spectrum disorder among children can be found within the community for support and schooling, while the major impact on relatives is on time spent and thereby quality of life rather than a financial burden. C1 Inst Psychiat, London, England. RP Jarbrink, K (reprint author), Inst Psychiat, London, England. EM k.jarbrink@iop.kcl.ac.uk CR Beecham J, 2001, MEASURING MENTAL HLT, V2nd, P200 Beecham J, 1992, MEASURING MENTAL HLT, P203 Henriksson F, 2001, EUR J NEUROL, V8, P27, DOI 10.1046/j.1468-1331.2001.00169.x Jarbrink K, 2003, J AUTISM DEV DISORD, V33, P395, DOI 10.1023/A:1025058711465 JOHANNESSON M, 1995, J INTERN MED, V237, P19 JOHANNESSON M, 1992, J HYPERTENS, V10, P1063 KOOPMANSCHAP MA, 1995, J HEALTH ECON, V14, P171, DOI 10.1016/0167-6296(94)00044-5 *STATISITICS SWEDE, 2005, GEN MAN FAST PRIS LO *STATISITICS SWEDE, 2005, UND INFL NR 9 TC 18 Z9 18 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2007 VL 11 IS 5 BP 453 EP 463 DI 10.1177/1362361307079602 PG 11 WC Psychology, Developmental SC Psychology GA 218XS UT WOS:000250049900006 PM 17942458 ER PT J AU Woo, EJ Ball, R Landa, R Zimmerman, AW Braun, MM AF Woo, Emily Jane Ball, Robert Landa, Rebecca Zimmerman, Andrew W. Braun, M. Miles CA VAERS Working Grp TI Developmental regression and autism reported to the vaccine adverse event reporting system SO AUTISM LA English DT Article DE adverse event; autism; regression; vaccine ID RUBELLA VACCINATION; CAUSAL ASSOCIATION; THIMEROSAL EXPOSURE; UNITED-KINGDOM; DISORDERS; POPULATION; MEASLES; MUMPS; CHILDREN; INFANTS AB We report demographic and clinical characteristics of children reported to the US Vaccine Adverse Event Reporting System (VAERS) as having autism or another developmental disorder after vaccination. We completed 124 interviews with parents and reviewed medical records for 31 children whose records contained sufficient information to evaluate the child's developmental history. Medical record review indicated that 2 7 of 3 1 (87%) children had autism/ASD and 19 (61.3%) had evidence of developmental regression (loss of social, language, or motor skills). The proportion of VAERS cases of autism with regression was greater than that reported in population based studies, based on the subset of VAERS cases with medical record confirmation. This difference may reflect preferential reporting to VAERS of autism with regression. In other respects, the children in this study appear to be similar to other children with autism. Further research might determine whether the pathogenesis of autism with developmental regression differs from that of autism without regression. C1 US FDA, Ctr Biol Evaluat & Res, Rockville, MD 20852 USA. Johns Hopkins Univ, Kennedy Krieger Inst, Baltimore, MD 21218 USA. RP Woo, EJ (reprint author), US FDA, Ctr Biol Evaluat & Res, HFM-222,1401 Rockville Pike, Rockville, MD 20852 USA. EM jane.woo@fda.hhs.gov CR Akobeng A K, 1999, J Pediatr Gastroenterol Nutr, V28, P351, DOI 10.1097/00005176-199903000-00032 Andrews N, 2004, PEDIATRICS, V114, P584, DOI 10.1542/peds.2003-1177-L Bertrand J, 2001, PEDIATRICS, V108, P1155, DOI 10.1542/peds.108.5.1155 Berument SK, 1999, BRIT J PSYCHIAT, V175, P444, DOI 10.1192/bjp.175.5.444 Blaxill MF, 2004, MED HYPOTHESES, V62, P788, DOI 10.1016/j.mehy.2003.11.033 CDC, 1999, MMWR-MORBID MORTAL W, V48, P1007 Chakrabarti S, 2001, JAMA-J AM MED ASSOC, V285, P3093, DOI 10.1001/jama.285.24.3093 CHEN RT, 1994, VACCINE, V12, P542, DOI 10.1016/0264-410X(94)90315-8 Courchesne E, 2003, JAMA-J AM MED ASSOC, V290, P337, DOI 10.1001/jama.290.3.337 Croen LA, 2002, J AUTISM DEV DISORD, V32, P217, DOI 10.1023/A:1015405914950 DAVIS C, 2000, CLIN NEUROPSYCHOL AS, V2, P113 Ellenberg SS, 2002, DRUG SAFETY, V25, P145, DOI 10.2165/00002018-200225030-00001 FOLSTEIN E, 2001, PEDIATRICS, V108, pE58 FOLSTEIN SE, 1985, ANNU REV MED, V36, P415 Glasson EJ, 2004, ARCH GEN PSYCHIAT, V61, P618, DOI 10.1001/archpsyc.61.6.618 Heron J, 2004, PEDIATRICS, V114, P577, DOI 10.1542/peds.2003-1176-L Hornig M, 2004, MOL PSYCHIATR, V9, P833, DOI 10.1038/sj.mp.4001529 Hviid A, 2003, JAMA-J AM MED ASSOC, V290, P1763, DOI 10.1001/jama.290.13.1763 *I MED, 2004, VACC AUST Kobayashi R, 1998, ACTA PSYCHIAT SCAND, V98, P296, DOI 10.1111/j.1600-0447.1998.tb10087.x LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Madsen KM, 2002, NEW ENGL J MED, V347, P1477, DOI 10.1056/NEJMoa021134 Madsen KM, 2003, PEDIATRICS, V112, P604, DOI 10.1542/peds.112.3.604 Makela A, 2002, PEDIATRICS, V110, P957, DOI 10.1542/peds.110.5.957 McNemar Q, 1947, PSYCHOMETRIKA, V12, P153, DOI 10.1007/BF02295996 Rapin I, 1997, NEW ENGL J MED, V337, P97, DOI 10.1056/NEJM199707103370206 Smeeth L, 2004, LANCET, V364, P963, DOI 10.1016/S0140-6736(04)17020-7 Taylor B, 2002, BRIT MED J, V324, P393, DOI 10.1136/bmj.324.7334.393 Taylor B, 1999, LANCET, V353, P2026, DOI 10.1016/S0140-6736(99)01239-8 Tuchman RF, 1997, PEDIATRICS, V99, P560, DOI 10.1542/peds.99.4.560 Varricchio F, 2004, PEDIATR INFECT DIS J, V23, P287, DOI 10.1097/00006454-200404000-00002 *W PSYCH SERV, 2001, SOC COMM QUEST Wakefield AJ, 1998, LANCET, V351, P637, DOI 10.1016/S0140-6736(97)11096-0 Woo EJ, 2004, AM J PUBLIC HEALTH, V94, P990, DOI 10.2105/AJPH.94.6.990 NR 34 TC 4 Z9 4 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2007 VL 11 IS 4 BP 301 EP 310 DI 10.1177/1362361307078126 PG 10 WC Psychology, Developmental SC Psychology GA 201RJ UT WOS:000248850000002 PM 17656395 ER PT J AU Ingram, DH Mayes, SD Troxell, LB Calhoun, SL AF Ingram, Daniel H. Mayes, Susan Dickerson Troxell, Lucinda B. Calhoun, Susan L. TI Assessing children with autism, mental retardation, and typical development using the Playground Observation Checklist SO AUTISM LA English DT Article DE autism; mental retardation; playground observations; typical children ID DSM; DELAY AB Elementary school children with normal intelligence and autism (n = 20), mental retardation and no autism (n = 24), and typical development (n = 37) were observed for 15 minutes during recess at school. Ten behaviors were scored as present or absent using the Playground Observation Checklist. Children with autism were distinguished from children with mental retardation and typical development by their social problems, whereas children with typical development and mental retardation did not differ significantly in social competency. The four social behaviors on the checklist correctly identified 94 percent of the children as having or not having autism. All of the children with autism and all of the typical children were correctly classified. Our pilot findings suggest that the Playground Observation Checklist has potential as a simple and clinically useful component of a comprehensive evaluation for possible autism. C1 Penn State Coll Med, Hershey, PA USA. Lincoln Intermediate Unit, New Oxford, PA USA. RP Mayes, SD (reprint author), Milton S Hershey Med Ctr, Dept Psychiat H073, POB 850, Hershey, PA 17033 USA. EM smayes@psu.edu CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Farmer-Dougan V, 1999, ED PSYCHOL, V19, P429, DOI DOI 10.1080/0144341990190404 Hauck M, 1995, J AUTISM DEV DISORD, V25, P579, DOI 10.1007/BF02178189 Hobson RP, 1998, J AUTISM DEV DISORD, V28, P117, DOI 10.1023/A:1026088531558 LORD C, 1993, INF MENTAL HLTH J, V14, P234, DOI 10.1002/1097-0355(199323)14:3<234::AID-IMHJ2280140308>3.0.CO;2-F Mayes SD, 2001, AUTISM, V5, P81, DOI 10.1177/1362361301005001008 Mayes SD, 2001, J ABNORM CHILD PSYCH, V29, P263, DOI 10.1023/A:1010337916636 Mayes SD, 1999, INFANT YOUNG CHILD, V12, P90 MAYES SED, 2003, J DEV PHYS DISABIL, V16, P257 SIEGEL B, 1991, PLAY DIAGNOSIS ASSES, P331 SIGMAN MD, 1992, CHILD DEV, V63, P796, DOI 10.1111/j.1467-8624.1992.tb01662.x VanMeter L, 1997, J AUTISM DEV DISORD, V27, P557, DOI 10.1023/A:1025830110640 WING L, 1991, SOCIAL PSYCHIAT THEO, P113 NR 13 TC 10 Z9 10 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2007 VL 11 IS 4 BP 311 EP 319 DI 10.1177/1362361307078129 PG 9 WC Psychology, Developmental SC Psychology GA 201RJ UT WOS:000248850000003 PM 17656396 ER PT J AU Reiter, S Vitani, T AF Reiter, Shunit Vitani, Taly TI Inclusion of pupils with autism - The effect of an intervention program on the regular pupils'burnout, attitudes and quality of mediation SO AUTISM LA English DT Article DE attitudes; autism; burnout; inclusion; quality of mediation ID CHILDRENS ATTITUDES; PEER; ACQUISITION AB An intervention program aimed at the improvement of the quality of inclusion of pupils with autism in a regular fourth grade classroom (average age of 9 years) was applied with 23 pupils. Two pupils with autism were included from first grade. The regular pupils displayed signs of burnout stemming from the inclusion. The aim of the study was to examine the effect of a specially designed intervention program on the regular pupils' level of burnout, attitude to the pupils with autism, and the quality of their mediation. Three questionnaires covering these variables were administered twice, at the beginning and at the end of the intervention program. The findings showed less burnout at the end of the program, significant improvement in the quality of mediation and more positive attitudes towards pupils with autism. Significant correlations were found between burnout, quality of tutoring and positive attitudes towards pupils with autism. C1 Univ Haifa, Fac Educ, IL-31905 Haifa, Israel. RimoN Sch, Kibbutz Mesilot, Israel. RP Reiter, S (reprint author), Univ Haifa, Fac Educ, IL-31905 Haifa, Israel. EM shunitr@construct.haifa.ac.il CR AINSCOW M, 4 ISEC C BIRM, P95 American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BRAVERMAN M, 1989, J AUTISM DEV DISORD, V19, P301, DOI 10.1007/BF02211848 CARR EG, 1990, J AUTISM DEV DISORD, V20, P45, DOI 10.1007/BF02206856 CHARLOP MH, 1983, J ABNORM CHILD PSYCH, V11, P355, DOI 10.1007/BF00914244 Cherniss C., 1995, BURNOUT Culham A, 2003, J INTELLECT DEV DIS, V28, P65, DOI 10.1080/1366825031000086902 EGEL AL, 1988, BEHAV THERAPIST, V11, P7 Farber B. 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The children with autism were also subdivided into two groups according to intellectual functioning in order to analyze frequency and latency of social interaction in relation to degree of disability. The results showed a significant difference in frequency of social interaction between the typical children and those with autism. There was no difference between the groups on latency to initiate interaction. However, shorter latency was associated with higher frequency in the typical group but not in the group of children with autism. Significant differences in IQ and adaptive functioning were found between the children with autism who showed interaction and those who did not. The results for the typical children may be used as benchmark values for the assessment of treatment outcome for children with autism. RP Jahr, E (reprint author), Akershus Univ Sykehus, Seksjon Habilitering, POB 48, N-1474 Nordbyhagen, Norway. 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SO AUTISM LA English DT Article DE autism; behaviour modification; childhood play behaviour; childhood play development ID SYMBOLIC PLAY; GENERALIZED REDUCTION; SPECTRUM DISORDERS; APPROPRIATE PLAY; SELF-MANAGEMENT; SKILLS; SIBLINGS; DISABILITIES; STUDENTS AB Play is, by definition, internally motivated, flexible, spontaneous and voluntary. Yet some researchers claim to have taught children with autism to play using behavioural interventions that are heavily structured, repetitive and make use of external reinforcements. In the current systematic review, we examine the extent to which these claims are supported by the evidence presented by the researchers themselves. We conclude that the most effective behavioural intervent tions have been those which have built on children or have relied on the motivating nature of activities themselves rather than on external rewards. We discuss the problems inherent in distinguishing between behavioural and cognitive change in children's play and highlight generalization as a poorly understood but focal process. Finally, we discuss the value of teaching children with autism play behaviours when these are not characterized by the defining qualities of play as a disposition. C1 Univ Sydney, Fac Hlth Sci, Discipline Occupat & Leisure Sci, Lidcombe, NSW 1825, Australia. RP Luckett, T (reprint author), Univ Sydney, Fac Hlth Sci, Discipline Occupat & Leisure Sci, POB 170, Lidcombe, NSW 1825, Australia. EM t.luckett@usyd.edu.au CR *AB RES REC AUT PD, 2006, FREQ ASK QUEST AUT A Baker M. 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J., 2003, PEER PLAY AUTISM SPE WOOD D, 1976, J CHILD PSYCHOL PSYC, V17, P89, DOI 10.1111/j.1469-7610.1976.tb00381.x NR 63 TC 8 Z9 8 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2007 VL 11 IS 4 BP 365 EP 388 DI 10.1177/1362361307078135 PG 24 WC Psychology, Developmental SC Psychology GA 201RJ UT WOS:000248850000007 PM 17656400 ER PT J AU Solomon, R Necheles, J Ferch, C Bruckman, D AF Solomon, Richard Necheles, Jonathan Ferch, Courtney Bruckman, David TI Pilot study of a parent training program for young children with autism - The PLAY Project Home Consultation program SO AUTISM LA English DT Article DE autism; DIR model; intervention; parent; training ID BEHAVIORAL TREATMENT; EARLY INTERVENTION; PRESCHOOL-CHILDREN; PREVALENCE; DISORDERS; TRIAL; COMMUNICATION; AGREEMENT; DIAGNOSIS; UK AB The PLAY Project Home Consultation (PPHC) program trains parents of children with autistic spectrum disorders using the DIR/Floortime model of Stanley Greenspan MD. Sixty-eight children completed the 8-12 month program. Parents were encouraged to deliver 15 hours per week of 1: 1 interaction. Pre/post ratings of videotapes by blind raters using the Functional Emotional Assessment Scale (FEAS) showed significant increases (p <= 0.0001) in child subscale scores. Translated clinically, 45.5 percent of children made good to very good functional developmental progress. There were no significant differences between parents in the FEAS subscale scores at either pre-or post-intervention and all parents scored at levels suggesting they would be effective in working with their children. Overall satisfaction with PPHC was 90 percent. Average cost of intervention was $2500/ year. Despite important limitations, this pilot study of The PLAY Project Home Consulting model suggests that the model has potential to be a cost-effective intervention for young children with autism. C1 Northwestern Univ, Feinberg Sch Med, Chicago, IL 60611 USA. Wayne State Univ, Sch Med, Detroit, MI 48202 USA. Dept Publ Hlth, Cleveland, OH USA. Ann Arbor Ctr Dev & Behav Pediat, Ann Arbor, MI USA. RP Solomon, R (reprint author), 2930 Parkridge Dr, Ann Arbor, MI 48103 USA. EM dr.ricksol@comcast.net CR Aldred C, 2004, J CHILD PSYCHOL PSYC, V45, P1420, DOI 10.1111/j1469-7610.2004.00338.x American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Anderson S. 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SO AUTISM LA English DT Article DE assessment; autism; spectrum disorder; autistic; disorder; dyspraxia; gesture; imitation ID ASPERGER-SYNDROME; YOUNG-CHILDREN; DISORDER; IMPAIRMENT; PERFORMANCE; CLUMSINESS; DEFICITS; GESTURE; OBJECT AB This case-control study explores the underlying mechanisms of imitation problems in boys with autism by manipulating imitation task variables and by correlating imitation performance with competence on general motor tests (Movement Assessment Battery for Children and Peabody Developmental Motor Scales). Fifty-five boys participated in this study: eight low-functioning with autism (LFA), 13 with mental retardation (MR), 17 high-functioning with autism (HFA) and 17 typically developing (TD). LFA performed significantly worse than MR on the motor test and on all imitation tasks. HFA performed significantly worse than TD on the motor test, but not on imitation tasks, with the exception of non-meaningful gestures. This study supports the notion that mainly perceptual-motor impairment, and not a cognitive weakness of symbolic representation, causes imitation problems in autism. In addition, in boys with autism, general motor as well as imitation abilities were impaired. We suggest that imitation ability has to be assessed in conjunction with motor competence. C1 Katholieke Univ Leuven, B-3000 Louvain, Belgium. Univ Ghent, B-9000 Ghent, Belgium. Katholieke Univ Leuven, B-3000 Louvain, Belgium. RP Vanvuchelen, M (reprint author), Sterrebos 111, B-3512 Stevoort, Belgium. 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O. Maybery, Murray T. Durkin, Kevin TI Evidence against poor semantic encoding in individuals with autism SO AUTISM LA English DT Article DE autism; memory; phonological encoding; semantic encoding ID HIGH-FUNCTIONING AUTISM; LONG-TERM-MEMORY; ASPERGERS-SYNDROME; SPECTRUM DISORDER; EPISODIC MEMORY; CHILDREN; RECALL; ADULTS; LANGUAGE; CONTEXT AB This article tests the hypothesis that individuals with autism poorly encode verbal information to the semantic level of processing, instead paying greater attention to phonological attributes. Participants undertook a novel explicit verbal recall task. Twenty children with autism were compared with 20 matched typically developing children. On each trial, 20 words were presented individually on a computer screen. Half of the items were related through having either a common semantic theme, or a common phonological feature. Following a filler task, the participants were presented with a cue and asked to recall items consistent with the cue. No differences between the autism and comparison groups were found in either the semantic or the phonological condition. A follow-up comparison revealed that the participants with autism showed comparable levels of recall to an additional group of children matched in chronological age. The findings do not support the-idea of a developmental delay in semantic encoding in children with autism. C1 Univ Oxford, Dept Expt Psychol, Oxford OX1 3UD, England. Univ Strathclyde, Glasgow G1 1XQ, Lanark, Scotland. RP Whitehouse, AJO (reprint author), Univ Oxford, Dept Expt Psychol, S Parks Rd, Oxford OX1 3UD, England. 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The first part of this short article consists of JS's analytical account of his atypical memory abilities, and the strategies he uses for memorizing and learning. JS has also described specific difficulties with creative writing, which are outlined here. The second part of the article consists of an interpretation of the problems JS describes in terms of their implications for understanding the problems of generativity that contribute to the diagnostic impairments of imagination and creativity in autism. C1 Univ Warwick, Dept Psychol, Coventry CV4 7AL, W Midlands, England. RP Boucher, J (reprint author), Univ Warwick, Dept Psychol, Coventry CV4 7AL, W Midlands, England. EM j.boucher@warwick.ac.uk CR Baddeley A, 2000, TRENDS COGN SCI, V4, P417, DOI 10.1016/S1364-6613(00)01538-2 BAUER PJ, 1997, DEV SPANS EVENT COMR Ben Shalom D, 2003, CORTEX, V39, P1129 BOUCHER J, 1976, BRIT J PSYCHOL, V67, P73 Boucher J., 2001, TIME MEMORY, P111 BOUCHER J, 1988, J AUTISM DEV DISORD, V18, P637, DOI 10.1007/BF02211881 BOUCHER J, IN PRESS MEMORY AUTI Bowler DM, 2000, J AUTISM DEV DISORD, V30, P295, DOI 10.1023/A:1005575216176 BRANDT K, 2004, ROLE SUBJECTIVE EXPE Jarrold C, 1996, BRIT J DEV PSYCHOL, V14, P275 LEWIS V, 1991, BRIT J DEV PSYCHOL, V9, P393 LEWIS V, 1995, J AUTISM DEV DISORD, V25, P105, DOI 10.1007/BF02178499 Nelson K., 1986, EVENT KNOWLEDGE STRU Sacks Oliver, 1995, ANTHR MARS SALMOND C, IN PRESS HIGH FUNCTI SCHACTER DL, 1987, PSYCHOBIOLOGY, V15, P21 Tulving Endel, 1985, CANADIAN PSYCHOL, V26, DOI [10.1037/h0080017, DOI 10.1037/H0080017] Turner MA, 1999, J CHILD PSYCHOL PSYC, V40, P189, DOI 10.1017/S0021963098003515 Wheeler MA, 1997, PSYCHOL BULL, V121, P331, DOI 10.1037/0033-2909.121.3.331 YONELINAS AP, 2002, J MEM LANG, V46, P411 Zacks JM, 2001, PSYCHOL BULL, V127, P3, DOI 10.1037//0033-2909.127.1.3 NR 21 TC 11 Z9 11 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2007 VL 11 IS 3 BP 255 EP 264 DI 10.1177/1362361307076863 PG 10 WC Psychology, Developmental SC Psychology GA 176EI UT WOS:000247066800005 PM 17478578 ER PT J AU Speer, LL Cook, AE McMahon, WM Clark, E AF Speer, Leslie L. Cook, Anne E. McMahon, William M. Clark, Elaine TI Face processing in children with autism - Effects of stimulus contents and type SO AUTISM LA English DT Article DE autism; eye tracking; face; processing; social; responsiveness ID ASPERGER-SYNDROME; RECOGNITION; INDIVIDUALS; DISORDERS; GAZE AB Recent eye tracking studies of face processing have produced differing accounts of how and whether children with autism differ from their typically developing peers. The two groups' gaze patterns appear to differ for dynamic videos of social scenes, but not for static photos of isolated individuals. The present study replicated and extended previous research by comparing the gaze patterns of individuals with and without autism for four types of stimuli: social dynamic, social static, isolated dynamic, and isolated static. Participants with autism differed from their typically developing peers only for social-dynamic stimuli; fixation durations were decreased for eye regions and increased for body regions. Further, these fixation durations predicted scores on a measure of social responsiveness. These findings reconcile differences in previous reports by identifying the specific social and dynamic task components associated with autism-related face processing impairments. C1 Univ Utah, Dept Educ Psychol, Salt Lake City, UT 84112 USA. RP Cook, AE (reprint author), Univ Utah, Dept Educ Psychol, 1705 Campus Ctr Dr,Room 327, Salt Lake City, UT 84112 USA. EM Anne.Cook@ed.utah.edu CR Adolphs R, 2001, J COGNITIVE NEUROSCI, V13, P232, DOI 10.1162/089892901564289 Baron D, 2002, WIREL NETW, V8, P5, DOI 10.1023/A:1012744023290 BARONCOHEN S, 1989, J AUTISM DEV DISORD, V19, P579, DOI 10.1007/BF02212859 BORMANNKISCHKEL C, 1995, J CHILD PSYCHOL PSYC, V36, P1243, DOI 10.1111/j.1469-7610.1995.tb01368.x BOUCHER J, 1992, J CHILD PSYCHOL PSYC, V33, P843, DOI 10.1111/j.1469-7610.1992.tb01960.x Chawarska K, 2003, CHILD DEV, V74, P1108, DOI 10.1111/1467-8624.00595 Constantino JN, 2005, SOCIAL RESPONSIVENES DiCerbo KE, 2000, J PSYCHOEDUC ASSESS, V18, P344, DOI 10.1177/073428290001800404 Hall GBC, 2003, AM J PSYCHIAT, V160, P1439, DOI 10.1176/appi.ajp.160.8.1439 Hauck M, 1998, CHILD NEUROPSYCHOL, V4, P187, DOI 10.1076/chin.4.3.187.3174 Joseph RM, 2003, J CHILD PSYCHOL PSYC, V44, P529, DOI 10.1111/1469-7610.00142 Klin A, 1999, J AUTISM DEV DISORD, V29, P499, DOI 10.1023/A:1022299920240 Klin A, 2002, ARCH GEN PSYCHIAT, V59, P809, DOI 10.1001/archpsyc.59.9.809 Klin A, 2000, J CHILD PSYCHOL PSYC, V41, P831, DOI 10.1017/S0021963099006101 Lord C., 1999, AUTISM DIAGNOSTIC OB LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 MACDONALD H, 1989, J CHILD PSYCHOL PSYC, V30, P865, DOI 10.1111/j.1469-7610.1989.tb00288.x NICHOLS K, 1998, 30 ANN M NAT ASS SCH Pelphrey KA, 2002, J AUTISM DEV DISORD, V32, P249, DOI 10.1023/A:1016374617369 Schultz RT, 2000, ARCH GEN PSYCHIAT, V57, P331, DOI 10.1001/archpsyc.57.4.331 TEUNISSE JP, 1994, INT J NEUROSCI, V77, P1 Trepagnier C, 2002, CYBERPSYCHOL BEHAV, V5, P213, DOI 10.1089/109493102760147204 van der Geest JN, 2002, J CHILD PSYCHOL PSYC, V43, P669, DOI 10.1111/1469-7610.00055 van der Geest JN, 2002, J AUTISM DEV DISORD, V32, P69, DOI 10.1023/A:1014832420206 NR 24 TC 88 Z9 92 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2007 VL 11 IS 3 BP 265 EP 277 DI 10.1177/1362361307076925 PG 13 WC Psychology, Developmental SC Psychology GA 176EI UT WOS:000247066800006 PM 17478579 ER PT J AU Goin-Kochel, RP Abbacchi, A Constantino, JN AF Goin-Kochel, Robin P. Abbacchi, Anna Constantino, John N. CA Autism Genetic Resource Exchange C TI Lack of evidence for increased genetic loading for autism among families of affected females - A replication from family history data in two large samples SO AUTISM LA English DT Article DE Asperger's disorder; autism; family history; genetics ID SEX-DIFFERENCES; DIAGNOSTIC INTERVIEW; INFANTILE-AUTISM; INDIVIDUALS; DISORDERS; PHENOTYPE; CHILDREN AB Both the broad and narrow phenotypes of autism have been consistently observed in family members of affected individuals. Additionally, autism spectrum disorders (ASDs) present four times more often in males than in females, for reasons that are currently unknown. In this study, we examined whether there were differences in familial loading of ASD among families of male versus female probands. Analyses were conducted with existing data from two distinct samples. The first sample contained 417 individuals with autism and Asperger's disorder and included information on the ASD diagnoses of their first- and second-degree relatives. The second sample consisted of 405 sibships participating in the Autism Genetic Resource Exchange, of which one or more siblings had an ASD diagnosis. Results from both samples did not suggest significant differences in the prevalence of ASD among relatives of affected males versus females. C1 Baylor Coll Med, Houston, TX 77030 USA. Washington Univ, Sch Med, St Louis, MO 63130 USA. RP Goin-Kochel, RP (reprint author), Texas Childrens Hosp, 6621 Fannin St,CC1560, Houston, TX 77030 USA. EM kochel@bcm.tmc.edu CR Boutin P, 1997, J AUTISM DEV DISORD, V27, P165, DOI 10.1023/A:1025891824269 Constantino JN, 2003, ARCH GEN PSYCHIAT, V60, P524, DOI 10.1001/archpsyc.60.5.524 FOLSTEIN S, 1977, J CHILD PSYCHOL PSYC, V18, P303 Gosling SD, 2004, AM PSYCHOL, V59, P93, DOI 10.1037/0003-066X.59.2.93 Jones MB, 2002, AM J MED GENET, V114, P558, DOI 10.1002/ajmg.10513 LORD C, 1982, J AUTISM DEV DISORD, V12, P317, DOI 10.1007/BF01538320 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 LORD C, 1985, J AUTISM DEV DISORD, V15, P185, DOI 10.1007/BF01531604 Pickles A, 2000, J CHILD PSYCHOL PSYC, V41, P491, DOI 10.1017/S0021963099005557 Pilowsky T, 1998, J AUTISM DEV DISORD, V28, P143, DOI 10.1023/A:1026092632466 Piven J, 1997, AM J PSYCHIAT, V154, P185 PIVEN J, 1990, J AM ACAD CHILD PSY, V29, P177, DOI 10.1097/00004583-199003000-00004 Szatmari P, 2000, AM J PSYCHIAT, V157, P1980, DOI 10.1176/appi.ajp.157.12.1980 SZATMARI P, 1998, AUTISM PERVASIVE DEV, P109 TSAI L, 1981, J AUTISM DEV DISORD, V11, P165, DOI 10.1007/BF01531682 TSAI LY, 1983, BRIT J PSYCHIAT, V142, P373, DOI 10.1192/bjp.142.4.373 Volkmar FR, 2004, J CHILD PSYCHOL PSYC, V45, P1, DOI 10.1046/j.0021-9630.2003.045_1.x WING L, 1981, PSYCHIAT RES, V5, P128 NR 18 TC 21 Z9 21 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2007 VL 11 IS 3 BP 279 EP 286 DI 10.1177/1362361307076857 PG 8 WC Psychology, Developmental SC Psychology GA 176EI UT WOS:000247066800007 PM 17478580 ER PT J AU Bejerot, S AF Bejerot, Susanne TI An autistic dimension - A proposed subtype of obsessive-compulsive disorder SO AUTISM LA English DT Article DE Asperger syndrome; autistic disorder; obsessive-compulsive disorder; schizotypal personality disorder ID FACTOR-ANALYZED SYMPTOM; CHRONIC TIC DISORDER; PERSONALITY-DISORDERS; SPECTRUM DISORDERS; TOURETTES DISORDER; ASPERGERS-SYNDROME; LOW-PREVALENCE; AXIS-II; BEHAVIOR; ADULTS AB This article focuses on the possibility that autism spectrum disorder (ASD: Asperger syndrome, autism and atypical autism) in its milder forms may be clinically important among a substantial proportion of patients with obsessive-compulsive disorder (OCD), and discusses OCD subtypes based on this proposition. The hypothesis derives from extensive clinical experience of OCD and ASD, and literature searches on MEDLINE. Neuropsychological deficits are more common in OCD than in panic disorder and depression. Moreover, obsessive-compulsive and schizotypal personality disorders are overrepresented in OCD. These may constitute misperceived clinical manifestations of ASD. Furthermore, repetitive behaviours and hoarding are common in Asperger syndrome. It is suggested that the comorbidity results in a more severe and treatment resistant form of OCD. OCD with comorbid ASD should be recognized as a valid OCD subtype, analogous to OCD with comorbid tics. An odd personality, with paranoid, schizotypal, avoidant or obsessive-compulsive traits, may indicate these autistic dimensions in OCD patients. C1 Karolinska Inst, Psychiat Sect, SE-11281 Stockholm, Sweden. RP Bejerot, S (reprint author), Karolinska Inst, Psychiat Sect, Box 12500, SE-11281 Stockholm, Sweden. 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Salzer, Mark S. TI Who joins support groups among parents of children with autism? SO AUTISM LA English DT Article DE autism; support groups; family stress ID SPECTRUM DISORDERS; DIAGNOSIS; DISABILITIES; FAMILIES; ILLNESS AB This study identified factors associated with support group participation among families of children with autism. A survey was administered to 1005 caregivers of children with autism in Pennsylvania. Two-thirds of respondents (66.4%) had ever participated in an autism-specific support group. In adjusted analyses, demographic characteristics, including age and sex of the child, ethnicity and parental education and income, were associated with support group participation. Parents of children with self-injurious behavior, sleep problems or severe language deficits were more likely to belong, as were parents whose diagnosing clinician referred them to a support group. The results of this study suggest the importance of clinician referrals to groups, and the need to make groups available to underserved populations. C1 Univ Penn, Sch Med, Ctr Mental Hlth Policy & Serv Res, Philadelphia, PA 19104 USA. RP Mandell, DS (reprint author), Univ Penn, Sch Med, Ctr Mental Hlth Policy & Serv Res, 3535 Market St,3rd Floor, Philadelphia, PA 19104 USA. 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Trivedi, Madhukar H. Grannemann, Bruce D. Garver, Carolyn R. Johnson, Danny G. Andrews, Alonzo A. Savla, Jayshree S. Mehta, Jyutika A. Schroeder, Jennifer L. TI Sensory correlations in autism SO AUTISM LA English DT Article DE autism; sensory processing; sensory profile ID YOUNG-CHILDREN; DISORDER AB This study examined the relationship between auditory, visual, touch, and oral sensory dysfunction in autism and their relationship to multisensory dysfunction and severity of autism. The Sensory Profile was completed on 104 persons with a diagnosis of autism, 3 to 56 years of age. Analysis showed a significant correlation between the different processing modalities using total scores. Analysis also showed a significant correlation between processing modalities for both high and low thresholds, with the exception that auditory high threshold processing did not correlate with oral low threshold or touch low threshold processing. Examination of the different age groups suggests that sensory disturbance correlates with severity of autism in children, but not in adolescents and adults. Evidence from this study suggests that: all the main modahties and multisensory processing appear to be affected; sensory processing dysfunction in autism is global in nature; and sensory processing problems need to be considered part of the disorder. C1 Univ Texas, SW Med Ctr, Dallas, TX 75390 USA. Autism Treatment Ctr, Dallas, TX USA. RP Kern, JK (reprint author), Univ Texas, SW Med Ctr, 6363 Forest Pk Rd,Suite 13-354, Dallas, TX 75390 USA. EM janet.kern@UTSouthwestern.edu CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Bauman M.L, 1994, NEUROBIOLOGY AUTISM CESARONI L, 1991, J AUTISM DEV DISORD, V21, P303, DOI 10.1007/BF02207327 Claeys KG, 2003, NEUROIMAGE, V20, P840, DOI 10.1016/S1053-8119(03)00366-5 COHEN DJ, 1997, AUTISM PERVASIVE DEV COOK DG, 1998, ED CHILDREN YOUTH AU, P191 Coster W., 1998, SCH FUNCTION ASSESSM Dunn W, 2001, AM J OCCUP THER, V55, P608 Dunn W, 1997, INFANT YOUNG CHILD, V9, P23 DUNN W, 1994, AM J OCCUP THER, V48, P595 Dunn W., 1999, SENSORY PROFILE Elia M, 2000, BRAIN DEV-JPN, V22, P88, DOI 10.1016/S0387-7604(99)00119-9 Frith U., 1997, AUTISM EXPLAINING EN Gomot M, 2002, PSYCHOPHYSIOLOGY, V39, P577, DOI 10.1017/S0048577202394058 Grandin T., 1992, HIGH FUNCTIONING IND, P105 Grandin T., 1986, EMERGENCE LABELED AU Kanner L, 1943, NERV CHILD, V2, P217 Kern JK, 2001, J CHILD NEUROL, V16, P169, DOI 10.1177/088307380101600303 Kern JK, 2002, MED HYPOTHESES, V59, P255, DOI 10.1016/S0306-9877(02)00212-8 Kern JK, 2006, AUTISM, V10, P480, DOI 10.1177/1362361306066564 Moller AR, 2005, NEUROL RES, V27, P625, DOI 10.1179/016164105X25117 Njardvik U, 1999, J AUTISM DEV DISORD, V29, P287, DOI 10.1023/A:1022107318500 ONEIL M, 1997, J AUTISM DEV DISORD, V3, P283 Schopler E, 1994, CHILDHOOD AUTISM RAT, P90025 Tadevosyan-Leyfer O, 2003, J AM ACAD CHILD PSY, V42, P864, DOI 10.1097/01.CHI.0000046870.56865.90 Watling RL, 2001, AM J OCCUP THER, V55, P416 WHITE BB, 1987, MED HYPOTHESES, V24, P223, DOI 10.1016/0306-9877(87)90068-5 NR 27 TC 59 Z9 60 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2007 VL 11 IS 2 BP 123 EP 134 DI 10.1177/1362361307075702 PG 12 WC Psychology, Developmental SC Psychology GA 156DH UT WOS:000245627800005 PM 17353213 ER PT J AU Delong, R AF Delong, Robert TI GABA(A) receptor alpha5 subunit as a candidate gene for autism and bipolar disorder - A proposed endophenotype with parent-of-origin and gain-of-function features, with or without oculocutaneous albinism SO AUTISM LA English DT Article DE autism; bipolar disorder; GABRA5; grand-matrilineal inheritance; special abilities ID PRADER-WILLI-SYNDROME; CHROMOSOME 15Q11-Q13; SPECTRUM DISORDERS; ASSOCIATION; SKILLS; BRAIN; EXPRESSION; CHILDREN; DELETION; LINKAGE AB Our earlier family history studies of individuals with autism found a high incidence of major affective disorder, especially bipolar disorder, and unusual talents or intellectual abilities among family members. We now describe a subgroup of such families, selected from a large clinical experience, illustrating specific features of major affective disorder, special talents or intellectual ability, and familial patterns of trait transmission, with the additional feature of oculocutaneous albinism in some cases. These observations, suggesting parent-of-origin and gain-of-function effects, considered together with recent genetic findings in the literature, suggest a genetic hypothesis possibly unifying disparate observations found in families of individuals with autism. C1 Duke Univ, Med Ctr, Div Pediat Neurol, Durham, NC 27710 USA. RP Delong, R (reprint author), Duke Univ, Med Ctr, Div Pediat Neurol, Durham, NC 27710 USA. EM delon006@mc.duke.edu CR Bayly MB, 2005, MED HYPOTHESES, V65, P149, DOI 10.1016/j.mehy.2005.01.019 Bittel DC, 2003, J MED GENET, V40, P568, DOI 10.1136/jmg.40.8.568 Blatt GJ, 2001, J AUTISM DEV DISORD, V31, P537, DOI 10.1023/A:1013238809666 Brock J, 2002, DEV PSYCHOPATHOL, V14, P209 Brown C, 2005, CORTEX, V41, P364, DOI 10.1016/S0010-9452(08)70273-9 Caraiscos VB, 2004, P NATL ACAD SCI USA, V101, P3662, DOI 10.1073/pnas.0307231101 Caron MJ, 2004, NEUROPSYCHOLOGIA, V42, P467, DOI 10.1016/j.neuropsychologia.2003.08.015 Collinson N, 2002, J NEUROSCI, V22, P5572 Crestani F, 2002, P NATL ACAD SCI USA, V99, P8980, DOI 10.1073/pnas.142288699 DeLong GR, 2002, DEV MED CHILD NEUROL, V44, P652 DeLong R, 2004, J NEUROPSYCH CLIN N, V16, P199, DOI 10.1176/appi.neuropsych.16.2.199 DORSHAV NK, 1984, J GENET PSYCHOL, V144, P39 Dykens EM, 2002, J CHILD PSYCHOL PSYC, V43, P343, DOI 10.1111/1469-7610.00025 GREEN L, 2000, BIOL PSYCHIAT, V50, P609 GUPTILL JT, 2006, J AUTISM DEV DISORD Lange Kezia J, 2002, CNS Spectr, V7, P196 Larsson HJ, 2005, AM J EPIDEMIOL, V161, P916, DOI 10.1093/aje/kwi123 McCauley JL, 2004, AM J MED GENET B, V131B, P51, DOI 10.1002/ajmg.b.30038 McEntagart ME, 2000, CLIN GENET, V58, P216, DOI 10.1034/j.1399-0004.2000.580309.x Meguro M, 1997, HUM MOL GENET, V6, P2127, DOI 10.1093/hmg/6.12.2127 Ming JE, 2000, AM J MED GENET, V92, P19, DOI 10.1002/(SICI)1096-8628(20000501)92:1<19::AID-AJMG4>3.0.CO;2-# Muscatelli F, 2000, HUM MOL GENET, V9, P3101, DOI 10.1093/hmg/9.20.3101 Nurmi EL, 2003, J AM ACAD CHILD PSY, V42, P856, DOI 10.1097/01.CHI.0000046868.56865.0F O'Donovan M, 2003, AM J MED GENET C, V123C, P10, DOI 10.1002/ajmg.c.20009 Oruc L, 1997, NEUROPSYCHOBIOLOGY, V36, P62 Otani K, 2005, NEUROSCI LETT, V381, P108, DOI 10.1016/j.neulet.2005.02.010 Papadimitriou GN, 2001, AM J MED GENET, V105, P317, DOI 10.1002/ajmg.1354 ROGAWSKI MA, 1978, HUM HERED, V28, P81, DOI 10.1159/000152946 Shao YJ, 2003, AM J HUM GENET, V72, P539, DOI 10.1086/367846 Song JZ, 2003, AM J MED GENET B, V117B, P39, DOI 10.1002/ajmg.b.10022 Stahlberg O, 2004, J NEURAL TRANSM, V111, P891, DOI 10.1007/s00702-004-0115-1 Sur C, 1999, BRAIN RES, V822, P265, DOI 10.1016/S0006-8993(99)01152-X Thatcher KN, 2005, HUM MOL GENET, V14, P785, DOI 10.1093/hmg/ddi073 Towers SK, 2004, J PHYSIOL-LONDON, V559, P721, DOI 10.1113/jphysiol.2004.071191 Wheelwright S, 2001, AUTISM, V5, P223, DOI 10.1177/1362361301005002010 NR 35 TC 8 Z9 8 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2007 VL 11 IS 2 BP 135 EP 147 DI 10.1177/1362361307075705 PG 13 WC Psychology, Developmental SC Psychology GA 156DH UT WOS:000245627800006 PM 17353214 ER PT J AU Chuthapisith, J Ruangdaraganon, N Sombuntham, T Roongpraiwan, R AF Chuthapisith, Jariya Ruangdaraganon, Nichara Sombuntham, Tasnawat Roongpraiwan, Rawiwan TI Language development among the siblings of children with autistic spectrum disorder SO AUTISM LA English DT Article DE autistic spectrum disorder; IQ scores; language development; siblings; Stanford-Binet IV ID 1ST-DEGREE RELATIVES; PHENOTYPE; PARENTS; FAMILY; IMPAIRMENT; DIAGNOSIS; PATTERNS; GENETICS AB Language development in 32 preschool siblings (aged 2-6 years) of children with diagnosed autistic spectrum disorder (ASD) was compared with that of a control group of 28 typical preschool children. Groups were matched by siblings' age, gender, maternal educational level and family income. The mean ages of the siblings group and the control group were 4.2 and 4.4 years. Eight of the siblings had delayed language development, of whom three received a diagnosis of developmental language disorder (DLD) and one of ASD. The sibling with ASD and two of those with DLD were excluded; the remaining 29 siblings and the controls were administered the Stanford-Binet IV. Verbal IQs of siblings were not significantly different from the control group. Siblings of children with ASD associated with intellectual impairment ('mental retardation' (MR) in Thailand) had significantly lower verbal IQ scores than siblings of children with ASD but without MR. C1 Mahidol Univ, Bangkok 10700, Thailand. RP Chuthapisith, J (reprint author), 24 Claude St, Nottingham NG7 2LB, England. EM kositprapa@hotmail.com CR Alarcon M, 2002, AM J HUM GENET, V70, P60, DOI 10.1086/338241 American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Bailey A, 1998, J AUTISM DEV DISORD, V28, P369, DOI 10.1023/A:1026048320785 Bartels M, 2002, BEHAV GENET, V32, P237, DOI 10.1023/A:1019772628912 Bishop DVM, 2004, AM J MED GENET B, V128B, P54, DOI 10.1002/ajmg.b.30039 BOLTON P, 1994, J CHILD PSYCHOL PSYC, V35, P877, DOI 10.1111/j.1469-7610.1994.tb02300.x Filipek PA, 2000, NEUROLOGY, V55, P468 Filipek PA, 1999, J AUTISM DEV DISORD, V29, P439, DOI 10.1023/A:1021943802493 Folstein SE, 1999, J CHILD PSYCHOL PSYC, V40, P1117, DOI 10.1017/S0021963099004461 Fombonne E, 1997, J CHILD PSYCHOL PSYC, V38, P667, DOI 10.1111/j.1469-7610.1997.tb01694.x FREEMAN BJ, 1989, AM J PSYCHIAT, V146, P361 GILLBERG C, 1992, DEV MED CHILD NEUROL, V34, P389 Happe F, 2001, J CHILD PSYCHOL PSYC, V42, P299, DOI 10.1111/1469-7610.00723 Kjelgaard MM, 2001, LANG COGNITIVE PROC, V16, P287 LeCouteur A, 1996, J CHILD PSYCHOL PSYC, V37, P785 LORD C, 1989, J AUTISM DEV DISORD, V19, P185, DOI 10.1007/BF02211841 Lord C., 1997, HDB AUTISM PERVASIVE, P195 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 MacLean JE, 1999, J AM ACAD CHILD PSY, V38, P746, DOI 10.1097/00004583-199906000-00023 Micali N, 2004, AUTISM, V8, P21, DOI 10.1177/1362361304040636 Pilowsky T, 2003, J CHILD PSYCHOL PSYC, V44, P914, DOI 10.1111/1469-7610.00175 Plumet MH, 1995, CORTEX, V31, P723 ROBERT P, 1999, J AM ACAD CHILD ADOL, V38, P786 SANTANGELO SL, 1999, NEURODEVELOPMENTAL D, P431 Sattler J. M., 1988, ASSESSMENT CHILDREN SMALLEY SL, 1988, ARCH GEN PSYCHIAT, V45, P953 Starr E, 2001, J AUTISM DEV DISORD, V31, P89, DOI 10.1023/A:1005669915105 SZATMARI P, 1993, J AM ACAD CHILD PSY, V32, P1264, DOI 10.1097/00004583-199311000-00022 Szatmari P, 1996, AM J MED GENET, V67, P354, DOI 10.1002/(SICI)1096-8628(19960726)67:4<354::AID-AJMG7>3.0.CO;2-M Szatmari P, 2004, J AUTISM DEV DISORD, V34, P49, DOI 10.1023/B:JADD.0000018074.74369.cd Szatmari P, 1998, J AUTISM DEV DISORD, V28, P351, DOI 10.1023/A:1026096203946 Tager-Flusberg H., 2000, AUTISM, P185 THRON RL, 1986, GUID ADM SCORING Wing L, 1997, LANCET, V350, P1761, DOI 10.1016/S0140-6736(97)09218-0 NR 34 TC 5 Z9 5 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2007 VL 11 IS 2 BP 149 EP 160 DI 10.1177/1362361307075706 PG 12 WC Psychology, Developmental SC Psychology GA 156DH UT WOS:000245627800007 PM 17353215 ER PT J AU Bruckner, CT Yoder, P AF Bruckner, Cornelia Taylor Yoder, Paul TI Restricted object use in young children with autism - Definition and construct validity SO AUTISM LA English DT Article DE coordinated attention; imitation; joint attention; restricted object use; validity ID JOINT ATTENTION; PROBABILISTIC CONSTRAINTS; LANGUAGE-ACQUISITION; SOCIAL COMPETENCE; COMMUNICATION; SPECTRUM AB There are currently no measures of restricted object use in young children with autism. In this study the object play of 2 7 young children with autism was measured in a semi-structured context to quantify restricted object use. It was hypothesized that children who engaged in less restricted object use would show better responding, joint attention, motor imitation, and intentional communication. Partial correlation coefficients were calculated between restricted object use measured at time I and response to joint attention, motor imitation, and coordinated attention to object and person, at time I and time 2 (6 months later), controlling for developmental play level. The construct validity of this measure of restricted object use was supported by the statistically significant correlations in the predicted direction of all expected associations. C1 Vanderbilt Univ, Nashville, TN USA. RP Bruckner, CT (reprint author), 311 Profess Ctr Dr, Rohnert Pk, CA 94928 USA. EM cornelia.taylor@gmail.com CR Adamson LB, 2004, CHILD DEV, V75, P1171, DOI 10.1111/j.1467-8624.2004.00732.x American Psychiatric Association, 2000, DIAGN STAT MAN MENT BAKEMAN R, 1984, CHILD DEV, V55, P1278, DOI 10.2307/1129997 CAMPBELL JP, 1963, EXPT QUASIEXPERIMENT Cohen J., 1988, STAT POWER ANAL BEHA CRONBACH LJ, 1955, PSYCHOL BULL, V52, P281, DOI 10.1037/h0040957 DALTON KM, 2005, UNPUB GAZE AVERSION Dawson G, 2004, DEV PSYCHOL, V40, P271, DOI 10.1037/0012-1649.40.2.271 HOPKINS S, 1997, INFANT DEV RECENT AD, P75 Klin A, 2002, ARCH GEN PSYCHIAT, V59, P809, DOI 10.1001/archpsyc.59.9.809 Landry R, 2004, J CHILD PSYCHOL PSYC, V45, P1115, DOI 10.1111/j.1469-7610.2004.00304.x Lifter K., 2001, PLAY DIAGNOSIS ASSES, P228 LIFTER K, 1989, INFANT BEHAV DEV, V12, P395, DOI 10.1016/0163-6383(89)90023-4 Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947 Meltzoff AN, 1999, IMITATION INFANCY, P9 MUNDY P, 1994, DEV PSYCHOPATHOL, V6, P389, DOI 10.1017/S0954579400006003 Mundy P, 2001, INT REV RES MENT RET, V23, P139 Mundy P, 1996, PRELIMINARY MANUAL, pA preliminary POSNER MI, 1994, TRENDS NEUROSCI, V17, P75, DOI 10.1016/0166-2236(94)90078-7 Seidenberg MS, 1997, SCIENCE, V275, P1599, DOI 10.1126/science.275.5306.1599 Seidenberg MS, 1999, COGNITIVE SCI, V23, P569, DOI 10.1207/s15516709cog2304_8 Sigman M, 1999, MONOGR SOC RES CHILD, V64, P1, DOI 10.1111/1540-5834.00002 Stone WL, 1997, J ABNORM CHILD PSYCH, V25, P475, DOI 10.1023/A:1022685731726 Stone WL, 1997, J AUTISM DEV DISORD, V27, P677, DOI 10.1023/A:1025854816091 Tapp J., 2003, PLAY CODER VERSION 1 Wetherby AM, 2004, J AUTISM DEV DISORD, V34, P473, DOI 10.1007/s10803-004-2544-y NR 26 TC 16 Z9 16 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2007 VL 11 IS 2 BP 161 EP 171 DI 10.1177/1362361307075709 PG 11 WC Psychology, Developmental SC Psychology GA 156DH UT WOS:000245627800008 PM 17353216 ER PT J AU Allison, C Williams, J Scott, F Stott, C Bolton, P Baron-Cohen, S Brayne, C AF Allison, Carrie Williams, Jo Scott, Fiona Stott, Carol Bolton, Patrick Baron-Cohen, Simon Brayne, Carol TI The Childhood Asperger Syndrome Test (CAST) - Test-retest reliability in a high scoring sample SO AUTISM LA English DT Article DE Asperger syndrome; autism; childhood screening; pervasive developmental disorder; reliability ID AUTISM SPECTRUM DISORDERS; FUNCTIONING AUTISM; AGREEMENT AB The Childhood Asperger Syndrome Test (CAST) is a 37-item parental self-completion questionnaire designed to screen for high-functioning autism spectrum conditions in epidemiological research. The CAST has previously demonstrated good accuracy for use as a screening test, with high sensitivity in studies with primary school aged children in mainstream schools. This study aimed to investigate test-retest reliability of the CAST in a high scoring sample. To this end, 73 parents filled in the second CAST (CAST-2) within approximately 2 months of the first administration of the CAST (CAST-1). Agreement above and below the cut-point of 15 was investigated. The kappa statistic for agreement (< 15 versus >= 15) was 0.41. It was found that 70 percent (95% CI: 58, 80) of children did not move across the cut-point of IS. The correlation between the two test scores was 0.67 (Spearman's rho). The CAST shows moderate test-retest reliability in a high scoring sample, further evidence that it is a relatively robust screening tool for epidemiological research. C1 Univ Cambridge, Autism Res Ctr, Cambridge CB2 8AH, England. RP Allison, C (reprint author), Univ Cambridge, Autism Res Ctr, Douglas House,18B Trumpington Rd, Cambridge CB2 8AH, England. EM cla29@cam.ac.uk RI Bolton, Patrick/E-8501-2010 OI Bolton, Patrick/0000-0002-5270-6262 CR Altman D, 1991, PRACTICAL STAT MED R American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Baron-Cohen S, 2001, J AUTISM DEV DISORD, V31, P5, DOI 10.1023/A:1005653411471 COHEN J, 1968, PSYCHOL BULL, V70, P213, DOI 10.1037/h0026256 Ehlers S, 1999, J AUTISM DEV DISORD, V29, P129, DOI 10.1023/A:1023040610384 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 LROD C, 2001, AUTISM DIAGNOSTIC OB BLAND JM, 1986, LANCET, V1, P307 *NAT SCREEN COMM C, 2005, NAT SCREEN COMM POL Nylander L, 2001, ACTA PSYCHIAT SCAND, V103, P428, DOI 10.1034/j.1600-0447.2001.00175.x Scott D A, 2002, Health Technol Assess, V6, P1 Statacorp, 2001, STAT STAT SOFTW REL WHO, 1993, ICD 10 CLASS MENT BE Williams J, 2005, AUTISM, V9, P45, DOI 10.1177/136261305049029 Williams J, 2006, AUTISM, V10, P415, DOI 10.1177/1362361306066612 NR 15 TC 13 Z9 13 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2007 VL 11 IS 2 BP 173 EP 185 DI 10.1177/1362361307075710 PG 13 WC Psychology, Developmental SC Psychology GA 156DH UT WOS:000245627800009 PM 17353217 ER PT J AU Rutgers, AH Van Ijzendoorn, MH Bakermans-Kranenburg, MJ Swinkels, SHN AF Rutgers, Anna H. Van Ijzendoorn, Marinus H. Bakermans-Kranenburg, Marian J. Swinkels, Sophie H. N. TI Autism and attachment - The Attachment Q-Sort SO AUTISM LA English DT Article DE Attachment Q-Sort; autism; secure base; social subtypes ID PERVASIVE DEVELOPMENTAL DISORDER; SOCIAL-INTERACTION; CHILDREN; CLASSIFICATION; VALIDITY; QUESTIONNAIRE; SECURITY; BEHAVIOR AB Children with autism are able to show secure attachment behaviours to their parents/caregivers. Most studies on attachment in children with autism used a (modified) Strange Situation Procedure (SSP) to examine attachment security. An advantage of the Attachment Q-Sort (AQS) over the SSP is that it can be attuned to the secure-base behaviour of children from special populations. In this study experts in the field of autism (both clinicians and researchers: N = 59) defined an AQS criterion sort for children with autism and tested its content validity. Separate criterion sorts were defined for the social subtypes aloof and active-but-odd, but the two criterion sorts could be combined into one AQS criterion sort for children with autism. It is concluded that with minor amendments the original Attachment Q-Sort is applicable in observing the attachment behaviour of children with autism. C1 Leiden Univ, Ctr Family & Child Studies, NL-2300 RB Leiden, Netherlands. RP Van Ijzendoorn, MH (reprint author), Leiden Univ, Ctr Family & Child Studies, POB 9555, NL-2300 RB Leiden, Netherlands. EM vanijzen@fsw.leidenuniv.nl RI van IJzendoorn, Marinus/I-1379-2012 CR Ainsworth M. D. S., 1973, REV CHILD DEV RES, P1 Ainsworth M. S., 1978, PATTERNS ATTACHMENT American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BAKERMANSKRANEN.MJ, 2003, BASQ BRIEF ATTACHMEN Beglinger LJ, 2001, J AUTISM DEV DISORD, V31, P411, DOI 10.1023/A:1010616719877 BORDEN MC, 1994, J AUTISM DEV DISORD, V24, P23, DOI 10.1007/BF02172210 BORENSTEIN M, 2000, COMPREHENSIVE METANA Bowlby J., 1969, ATTACHMENT LOSS, V1 BOWLBY J, 1982, AM J ORTHOPSYCHIAT, V52, P664 BRAUNER TE, 2003, DISS ABSTR INT, V64, P1405 BUITELAAR JK, 1995, BEHAVIOUR, V132, P319, DOI 10.1163/156853995X00595 CAPPS L, 1994, DEV PSYCHOPATHOL, V6, P249, DOI 10.1017/S0954579400004569 Cassidy J, 1999, HDB ATTACHMENT THEOR CASTELLOE P, 1993, J AUTISM DEV DISORD, V23, P229, DOI 10.1007/BF01046217 Childs R, 2002, CANCER J, V8, P2, DOI 10.1097/00130404-200201000-00002 WATERS E, 1985, MONOGR SOC RES CHILD, V50, P41, DOI 10.2307/3333826 Howes C., 1999, HDB ATTACHMENT THEOR Mullen B, 1989, ADV BASIC METAANALYS OBrien SK, 1996, J AUTISM DEV DISORD, V26, P321, DOI 10.1007/BF02172477 PECHOUS EA, 2001, DISS ABSTR INT B, V61, P6145 PRIZANT BM, 1987, HDB AUTISM PERVASIVE ROGERS SJ, 1990, J AM ACAD CHILD PSY, V29, P863, DOI 10.1097/00004583-199011000-00004 ROSENTHAL R, 1995, CLIN PSYCHOL-SCI PR, V2, P133 Rutgers AH, 2004, J CHILD PSYCHOL PSYC, V45, P1123, DOI 10.1111/j.1469-7610.2004.t01-1-00305.x SHAPIRO T, 1987, J AM ACAD CHILD PSY, V26, P480, DOI 10.1097/00004583-198707000-00003 SIGMAN M, 1986, J CHILD PSYCHOL PSYC, V27, P647, DOI 10.1111/j.1469-7610.1986.tb00189.x VANBERCKELAEROM.IA, 1983, EARLY CHILDHOOD AUTI van Ijzendoorn MH, 2004, CHILD DEV, V75, P1188, DOI 10.1111/j.1467-8624.2004.00733.x VAUGHN BE, 1990, CHILD DEV, V61, P1965, DOI 10.1111/j.1467-8624.1990.tb03578.x VOLKMAR FR, 1989, J AM ACAD CHILD PSY, V28, P82, DOI 10.1097/00004583-198901000-00015 Waterhouse L, 1996, J AUTISM DEV DISORD, V26, P59, DOI 10.1007/BF02276235 WATERS E, 1995, CAREGIVING CULTURAL, V60, P247 WATERS E, 1987, ATTACHMENT BEHAV Willemsen-Swinkels SHN, 2000, J CHILD PSYCHOL PSYC, V41, P759, DOI 10.1111/1469-7610.00663 WING L, 1979, J AUTISM DEV DISORD, V9, P11, DOI 10.1007/BF01531288 Wing L., 1987, HDB AUTISM PERVASIVE YIRMIYA C, 2001, AUTISM PUTTING TOGET NR 37 TC 6 Z9 9 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2007 VL 11 IS 2 BP 187 EP 200 DI 10.1177/1362361307075713 PG 14 WC Psychology, Developmental SC Psychology GA 156DH UT WOS:000245627800010 PM 17353218 ER PT J AU Tsakanikos, E Sturmey, P Costello, H Holt, G Bouras, N AF Tsakanikos, Elias Sturmey, Peter Costello, Helen Holt, Geraldine Bouras, Nick TI Referral trends in mental health services for adults with intellectual disability and autism spectrum disorders SO AUTISM LA English DT Article DE adult autism; dual diagnosis; intellectual disability; mental health services; mental retardation ID LEARNING-DISABILITY; PEOPLE; EPIDEMIOLOGY; PREVALENCE; UPDATE AB Researchers have paid increasing attention to mental health issues in adults with autism spectrum disorders (ASDs) over the last decades. However, little is known about how rates of clinical referrals, types of mental health diagnoses and treatment in adults with ASDs and intellectual disability have changed. We examined patterns of change in referral trends to specialist mental health services in south London from 1983 to 2000 (N = 137). The majority of the cases (58.4%) did not have a diagnosable psychiatric disorder. Schizophrenia was the most frequent psychiatric diagnosis followed by depression, adjustment reaction and anxiety There was a significant change in the rate of referrals, an increase in the diagnosable psychiatric disorders over time and a significant reduction of medication at time of referral. There were no significant changes in the use of other therapeutic interventions. The proportion of participants living independently increased. Implications for services and future research are discussed. C1 Kings Coll London, London SE1 3RR, England. CUNY, New York, NY 10021 USA. RP Bouras, N (reprint author), Kings Coll London, Inst Psychiat, MHIiLD York Clin Guys Hosp, 47 Weston St, London SE1 3RR, England. EM nick.bouras@kcl.ac.uk RI Tsakanikos, Elias/B-4881-2011 CR BERNEY P, 2000, B J PSYCH, V176, P20 Bibby P, 2001, RES DEV DISABIL, V22, P425, DOI 10.1016/S0891-4222(01)00082-8 BORTHWICKDUFFY SA, 1994, J CONSULT CLIN PSYCH, V62, P17, DOI 10.1037//0022-006X.62.1.17 Bouras N, 2003, J INTELL DISABIL RES, V47, P439, DOI 10.1046/j.1365-2788.2003.00514.x Bouras N, 1989, Health Trends, V21, P72 Braddock M, 2004, NAT REV DRUG DISCOV, V3, P1, DOI 10.1038/nrd1342 *CAL HLTH HUM SERV, 1999, CHANG POP PERS AUT P Charman T, 2004, MAPPING AUTISM RES I Deb S., 2001, PRACTICE GUIDELINES Department of Health, 2001, VAL PEOPL NEW STRAT Fombonne E, 2003, J AUTISM DEV DISORD, V33, P365, DOI 10.1023/A:1025054610557 GILLBERG C, 1999, PSYCHIAT BEHAV DISOR, P73 Gillberg C, 2000, ACTA PSYCHIAT SCAND, V102, P321, DOI 10.1034/j.1600-0447.2000.102005321.x HOWLIN P, 1997, AUTISM PREPARATION A Howlin P, 2000, AUTISM, V4, P63, DOI DOI 10.1177/1362361300004001005 Medical Research Council, 2001, REV AUT RES EP CAUS Morgan C. N., 2003, PSYCHIAT B, V27, P378, DOI 10.1192/pb.27.10.378 Noens I, 2004, AUTISM, V8, P197, DOI 10.1177/1326361304042723 O'Brien G, 2004, AUTISM, V8, P125, DOI 10.1177/1362361304042718 Rapin I, 2003, BRAIN DEV-JPN, V25, P166, DOI 10.1016/S0387-7604(02)00191-2 REISS S, 1983, AM J MENT DEF, V87, P396 Roberts J. M., 2004, REV RES IDENTIFY MOS TSAKANIKOS E, IN PRESS J AUTISM DE Wing L, 2002, MENT RETARD DEV D R, V8, P151, DOI 10.1002/mrdd.10029 World Health Organisation, 1992, ICD 10 CLASS MENT BE NR 25 TC 10 Z9 10 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2007 VL 11 IS 1 BP 9 EP 17 DI 10.1177/1362361307070987 PG 9 WC Psychology, Developmental SC Psychology GA 131OZ UT WOS:000243880900001 PM 17175570 ER PT J AU Canitano, R Vivanti, G AF Canitano, Roberto Vivanti, Giacomo TI Tics and Tourette syndrome in autism spectrum disorders SO AUTISM LA English DT Article DE autism; pervasive developmental disorders; tics; Tourette syndrome; comorbidity of autism ID PERVASIVE DEVELOPMENTAL DISORDERS; INFANTILE-AUTISM; REPETITIVE BEHAVIOR; ASPERGERS-SYNDROME; CHILDREN; ADOLESCENTS; RISPERIDONE; PREVALENCE; SCALE AB Autism spectrum disorders (ASDs) are more frequently associated with tic disorders than expected by chance. Variable rates of comorbidity have been reported and common genetic and neurobiological factors are probably involved. The aim of this study was to determine the rate of tic disorders in a clinical sample (n = 105) of children and adolescents with ASDs and to describe the clinical characteristics of a group with comorbid ASDs and tics (n = 24). The overlap between tics and other repetitive movements and behaviors in ASDs was carefully assessed. Among individuals with ASDs, 22 percent presented tic disorders: 11 percent with Tourette disorder (TD), and 11 percent with chronic motor tics. All had various degrees of cognitive impairment. An association between the level of mental retardation and tic severity was found. It is concluded that the occurrence of tics in ASDs should not be overlooked and should be carefully evaluated. C1 Univ Hosp Siena, Siena, Italy. RP Canitano, R (reprint author), Gen Univ Hosp Siena, Div Child Neuropsychiat, Viale Bracci 1, I-53100 Siena, Italy. EM r.canitano@ao-siena.toscana.it CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BARABAS G, 1983, J DEV BEHAV PEDIATR, V4, P280 Baron-Cohen S, 1999, PSYCHOL MED, V29, P1151, DOI 10.1017/S003329179900896X Baron-Cohen S, 1999, J CHILD PSYCHOL PSYC, V40, P213 BURD L, 1987, J AM ACAD CHILD PSY, V26, P162, DOI 10.1097/00004583-198703000-00006 Cheng-Shannon J, 2004, J CHILD ADOL PSYCHOP, V14, P372, DOI 10.1089/cap.2004.14.372 COMINGS DE, 1991, AM J MED GENET, V39, P180, DOI 10.1002/ajmg.1320390213 Eapen V, 1997, J NEUROL, V244, P378, DOI 10.1007/s004150050105 Findling RL, 2004, J CLIN PSYCHIAT, V65, P30 Freeman RD, 2000, DEV MED CHILD NEUROL, V42, P436, DOI 10.1017/S0012162200000839 Gilbert DL, 2004, J AM ACAD CHILD PSY, V43, P206, DOI 10.1097/01.chi.0000100425.25002.94 HORSNEY H, 2001, J CHILD PSYCHOL PSYC, V42, P1035 Jankowski J, 2006, LANCET ONCOL, V7, P7, DOI 10.1016/S1470-2045(05)70516-7 Kadesjo B, 2000, J AM ACAD CHILD PSY, V39, P548, DOI 10.1097/00004583-200005000-00007 KANO Y, 1988, JPN J PSYCHIAT NEUR, V42, P49 KERBESHIAN J, 1986, BRIT J PSYCHIAT, V148, P731, DOI 10.1192/bjp.148.6.731 Kerbeshian J, 2003, EUR CHILD ADOLES PSY, V12, P103, DOI 10.1007/s00787-003-0325-3 King R.A., 1999, TOURETTES SYNDROME T, P43 LECKMAN JF, 2002, CHILD ADOL PSYCH CL, P593 LECKMAN JF, 1989, J AM ACAD CHILD PSY, V28, P566, DOI 10.1097/00004583-198907000-00015 Lewis MH, 1998, MENT RETARD DEV D R, V4, P80, DOI 10.1002/(SICI)1098-2779(1998)4:2<80::AID-MRDD4>3.0.CO;2-0 MARRIAGE K, 1993, AUST NZ J PSYCHIAT, V27, P666, DOI 10.3109/00048679309075829 MCDOUGLE CJ, 2005, AM J PSYCHIAT, V162, P162 Rapin I, 2001, Adv Neurol, V85, P89 REALMUTO GM, 1982, J AUTISM DEV DISORD, V12, P367, DOI 10.1007/BF01538324 Mccracken JT, 2005, AM J PSYCHIAT, V162, P1361 McCracken JT, 2002, NEW ENGL J MED, V347, P314, DOI 10.1056/NEJMoa013171 Ringman JM, 2000, J CHILD NEUROL, V15, P394, DOI 10.1177/088307380001500608 SCHAHILL L, 2003, NEUROLOGY, V6, P1130 Singer HS, 2003, BRAIN DEV, V25, P70 Sparrow S, 1984, VINELAND ADAPTIVE BE Stern JS, 1997, NEUROL CLIN, V15, P345, DOI 10.1016/S0733-8619(05)70317-0 STHAL SM, 1980, AM J PSYCHIAT, V137, P1267 SVERD J, 1993, J AUTISM DEV DISORD, V23, P407, DOI 10.1007/BF01046229 SVERD J, 1991, AM J MED GENET, V39, P173, DOI 10.1002/ajmg.1320390212 Turner M, 1999, J CHILD PSYCHOL PSYC, V40, P839, DOI 10.1017/S0021963099004278 WANG HS, 2003, BRAIN DEV, V25, P29 Zappella M, 2002, EUR CHILD ADOLES PSY, V11, P18 NR 38 TC 46 Z9 47 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2007 VL 11 IS 1 BP 19 EP 28 DI 10.1177/1362361307070992 PG 10 WC Psychology, Developmental SC Psychology GA 131OZ UT WOS:000243880900002 PM 17175571 ER PT J AU Woodard, C Groden, J Goodwin, M Bodfish, J AF Woodard, Cooper Groden, June Goodwin, Matthew Bodfish, James TI A placebo double-blind pilot study of dextromethorphan for problematic behaviors in children with autism SO AUTISM LA English DT Article DE autism; dextromethorphan; treatment ID DISORDER; ABUSE AB We used a mixed group/single-case, double-blind, placebo-controlled, ABAB design to examine the safety and efficacy of the glutamate antagonist dextromethorphan for the treatment of problematic behaviors and core symptoms in eight children diagnosed with autism. All participants had increased levels of irritability at baseline as measured by the Aberrant Behavior Checklist, and demonstrated a wide variety of problematic behaviors. Group analyses revealed that dextromethorphan was equivalent to placebo in the treatment of problem behaviors and core symptoms. Analyses at the single-subject level demonstrated that three of the eight participants who had a behavioral profile consistent with attention-deficit hyperactivity disorder responded positively to dextromethorphan. Future research that employs a larger, more homogeneous sample is necessary to replicate the findings from this study. C1 Groden Ctr, Providence, RI 02906 USA. Univ N Carolina, Chapel Hill, NC 27515 USA. RP Woodard, C (reprint author), Groden Ctr, 86 Mt Hope Ave, Providence, RI 02906 USA. CR AMAN MG, 1985, AM J MENT DEF, V89, P485 Carlsson ML, 1998, J NEURAL TRANSM, V105, P525, DOI 10.1007/s007020050076 HINSBERGER A, 1994, J PSYCHIATR NEUROSCI, V19, P375 Liu YX, 2003, J PHARMACOL EXP THER, V305, P212, DOI 10.1124/jpet.102.043166 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 MCDOUGLE CJ, 2002, NEUROPSYCHOPHARMACOL, P566 National Institute of Mental Health, 1985, PSYCHOPHARMACOL BULL, V21, P839 Palmer GC, 2001, CURR DRUG TARGETS, V2, P241, DOI 10.2174/1389450013348335 PHILIPSON L, 1999, POW ENGN SER, V6, P1 Posey DJ, 2004, AM J PSYCHIAT, V161, P2115, DOI 10.1176/appi.ajp.161.11.2115 Rapoport JL, 1985, PSYCHOPHARMACOLOGY B, V21, P1073 Sandler AD, 1999, NEW ENGL J MED, V341, P1801, DOI 10.1056/NEJM199912093412404 SANDLER AR, 2000, J DEV BEHAV PEDIATR, V212, P347 Schopler E., 1986, CHILDHOOD AUTISM RAT Schwartz RH, 2005, CLIN PEDIATR, V44, P565, DOI 10.1177/000992280504400702 WELCH L, 1992, BRIT J PSYCHIAT, V161, P118, DOI 10.1192/bjp.161.1.118 Woodard C, 2005, J AUTISM DEV DISORD, V35, P515, DOI 10.1007/s10803-005-5041-z NR 17 TC 9 Z9 9 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2007 VL 11 IS 1 BP 29 EP 41 DI 10.1177/1362361307070989 PG 13 WC Psychology, Developmental SC Psychology GA 131OZ UT WOS:000243880900003 PM 17175572 ER PT J AU Bebbington, A Beecham, J AF Bebbington, Andrew Beecham, Jennifer TI Social services support and expenditure for children with autism SO AUTISM LA English DT Article DE social services expenditure; costs; service use; children in need; disabled children ID DISORDERS AB This article provides information about children with autism who are supported by English social services departments based on the Children in Need Survey 2001 (CIN2001). In 119 authorities, 63 10 children were recorded as having a diagnosis of autism or related conditions, probably about one-quarter of all children with such diagnoses and about half of those actually supported. Demographically, this group appears similar to children with autism generally: there are more boys than girls, and learning, communication and behaviour difficulties are common. CIN2001 shows that mean social services support costs tend to be quite high, particularly compared with other disabled children. There are very considerable variations between social services departments in reported numbers and spending. It is unlikely that this variation can be attributed to the prevalence of autism, and more likely that it reflects the case recognition and service provision policies of local agencies. C1 Univ Kent, Personal Social Serv Res Unit, Canterbury CT2 7NF, Kent, England. RP Beecham, J (reprint author), Univ Kent, Personal Social Serv Res Unit, Cornwallis Bldg, Canterbury CT2 7NF, Kent, England. EM J.K.Beecham@kent.ac.ak RI Beecham, Jennifer/E-7836-2010 OI Beecham, Jennifer/0000-0001-5147-3383 CR BARONCOHEN S, 1999, AUTISM, V3, P39, DOI 10.1177/1362361399003001004 BEBBINGTON A, 2003, CHILDREN NEED 2001 D Charman T, 2004, MAPPING AUTISM RES I *DEP HLTH, 2002, CHILDR NEED ENGL RES *DEP HLTH, 2001, GUID 2001 CIN SURV Department of Health/Department for Education and Skills, 2004, NAT SERV FRAM CHILDR *DETR, 1998, 1998 IND LOC DEPR SU Fombonne E, 1999, PSYCHOL MED, V29, P769, DOI 10.1017/S0033291799008508 Gillberg C, 2000, ACTA PSYCHIAT SCAND, V102, P321, DOI 10.1034/j.1600-0447.2000.102005321.x HANSARD, 2003, PARLIAMENTARY WRITTE Jarbrink K, 2001, AUTISM, V5, P7, DOI 10.1177/1362361301005001002 Kaye JA, 2001, BRIT MED J, V322, P460, DOI 10.1136/bmj.322.7284.460 Lingam R, 2003, ARCH DIS CHILD, V88, P666, DOI 10.1136/adc.88.8.666 *MRC, 2001, REV AUT RES EP CAUS Powell JE, 2000, DEV MED CHILD NEUROL, V42, P624, DOI 10.1017/S001216220000116X SCOTT FJ, 2002, AUTISM, V3, P231 NR 16 TC 4 Z9 4 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2007 VL 11 IS 1 BP 43 EP 61 DI 10.1177/1362361307070911 PG 19 WC Psychology, Developmental SC Psychology GA 131OZ UT WOS:000243880900004 PM 17175573 ER PT J AU Keen, D Rodger, S Doussin, K Braithwaite, M AF Keen, Deb Rodger, Sylvia Doussin, Kim Braithwaite, Michelle TI A pilot study of the effects of a social-pragmatic intervention on the communication and symbolic play of children with autism SO AUTISM LA English DT Article DE autism; social communication; early family-centred intervention; social-pragmatic approach; symbolic play ID YOUNG-CHILDREN AB The acquisition of social communication skills is a major challenge faced by children with autism. This pilot study investigated the effects of the Stronger Families Project, a social-pragmatic intervention, on the communication and symbolic abilities of 16 children aged 2-4 years with autism. Standardized measures of the child's communication and symbolic behaviour were conducted by independent observers at a university clinic pre- and post-intervention, and parents were interviewed to determine the impact of variables such as maternal stress and competence on the child's social communication. Changes in some communication and symbolic behaviours occurred following the Stronger Families Project intervention according to parent report. However, improvements based on ratings by independent observers were not significant. Results are discussed in relation to the assessment of changes in the social communication and symbolic play of children with autism following intervention using clinical observation and parent report. C1 Griffith Univ, Sch Cognit Language & Special Educ, Mt Gravatt, Qld, Australia. Univ Queensland, St Lucia, Qld 4067, Australia. RP Keen, D (reprint author), Griffith Univ, Sch Cognit Language & Special Educ, Mt Gravatt, Qld, Australia. EM d.keen@griffith.edu.au RI Keen, Deb/B-8998-2008; Rodger, Sylvia/F-8738-2010 CR ABIDIN RR, 1995, PARENTING STRESS American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BRETHERTON I, 1983, J CHILD LANG, V10, P293 Bruininks R. H., 1996, SIB R SCALES INDEPEN DALE PS, 1991, J SPEECH HEAR RES, V34, P565 Dunlap G, 1999, J ASSOC PERS SEVERE, V24, P222, DOI 10.2511/rpsd.24.3.222 Hancock WS, 2002, J PROTEOME RES, V1, P9, DOI 10.1021/pr020360g Hwang B, 2000, J AUTISM DEV DISORD, V30, P331, DOI 10.1023/A:1005579317085 JOHNSTON C, 1989, J CLIN CHILD PSYCHOL, V18, P167, DOI 10.1207/s15374424jccp1802_8 Kasari C, 2002, J AUTISM DEV DISORD, V32, P447, DOI 10.1023/A:1020546006971 Koegel LK, 2000, J AUTISM DEV DISORD, V30, P383, DOI 10.1023/A:1005539220932 LINFOOT K, 1994, COMMUNICATION STRATE, P124 McConnell SR, 2002, J AUTISM DEV DISORD, V32, P351, DOI 10.1023/A:1020537805154 Prizant B., 2000, AUTISM SPECTRUM DISO, P193 Prizant BM, 1999, J ASSOC PERS SEVERE, V24, P199, DOI 10.2511/rpsd.24.3.199 Prizant Barry, 1998, Seminars in Speech and Language, V19, P329, DOI 10.1055/s-2008-1064053 Quill K. A., 2000, DO WATCH LISTEN SAY Rodger S., 2004, AUSTR J EARLY CHILDH, V29, P34 Siller M, 2002, J AUTISM DEV DISORD, V32, P77, DOI 10.1023/A:1014884404276 Wetherby AM, 2002, COMMUNICATION SYMBOL Wetherby Amy M., 2000, AUTISM SPECTRUM DISO, P109 NR 21 TC 9 Z9 13 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2007 VL 11 IS 1 BP 63 EP 71 DI 10.1177/1362361307070901 PG 9 WC Psychology, Developmental SC Psychology GA 131OZ UT WOS:000243880900005 PM 17175574 ER PT J AU Tas, A Yagiz, R Tas, M Esme, M Uzun, C Karasalihoglu, AR AF Tas, Abdullah Yagiz, Recep Tas, Memduha Esme, Meral Uzun, Cem Karasalihoglu, Ahmet Rifat TI Evaluation of hearing in children with autism by using TEOAE and ABR SO AUTISM LA English DT Article DE auditory response; autism; speech disorders; hearing disorders; otoacoustic emissions ID BRAIN-STEM RESPONSES; OTOACOUSTIC EMISSIONS; ACOUSTIC EMISSIONS; EVOKED-RESPONSES; SEDATION AB Assessment of auditory abilities is important in the diagnosis and treatment of children with autism. The aim was to evaluate hearing objectively by using transient evoked otoacoustic emission (TEOAE) and auditory brainstem response (ABR). Tests were performed on 3 0 children with autism and 15 typically developing children, following otomicroscopy and tympanometry. The children with autism were sedated before the tests. Positive emissions and normal hearing level at ABR were obtained in both ears of all children in the control group and of 25 children with autism. TEOAE and ABR results varied in the remaining five children with autism. The mean III-V interpeak latencies (IPLs) in both ears of children with autism were longer than those in the control group. Hearing loss may be more common in children with autism than in typically developing children. C1 Trakya Univ, Fac Med, Dept Otorhinolaryngol, TR-22030 Edirne, Turkey. RP Tas, A (reprint author), Trakya Univ, Fac Med, Dept Otorhinolaryngol, TR-22030 Edirne, Turkey. EM abdultas@yahoo.com RI UZUN, Cem/K-3307-2012 OI UZUN, Cem/0000-0003-3233-7049 CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BALKANY T, 1994, AM J OTOL, V15, P29 Bray P, 1989, CLICK EVOKED OTOACOU Coutinho MB, 2002, INT J PEDIATR OTORHI, V66, P81, DOI 10.1016/S0165-5876(02)00211-2 DELB W, 1994, LARYNGO RHINO OTOL, V73, P315, DOI 10.1055/s-2007-997138 GILLBERG C, 1983, J AUTISM DEV DISORD, V13, P181, DOI 10.1007/BF01531818 GREWE TSD, 1994, INT J PEDIATR OTORHI, V30, P123, DOI 10.1016/0165-5876(94)90195-3 Hotz MA, 2000, BRIT J CLIN PHARMACO, V49, P72, DOI 10.1046/j.1365-2125.2000.00104.x JOHNSEN NJ, 1983, SCAND AUDIOL, V12, P17, DOI 10.3109/01050398309076220 Joint Committee on Infant Hearing, 1991, ASHA S5, V33, P3 JURE R, 1991, DEV MED CHILD NEUROL, V33, P1062 KEMP DT, 1978, J ACOUST SOC AM, V64, P1386, DOI 10.1121/1.382104 KLIN A, 1993, J AUTISM DEV DISORD, V23, P15, DOI 10.1007/BF01066416 LUTMAN ME, 1997, SCOTT BROWNS OTOLARY, V2, P1 Rosenhall U, 2003, EAR HEARING, V24, P206, DOI 10.1097/01.AUD.0000069326.11466.7E ROSENHALLU, 1999, J AUTISM DEV DISORDE, V29, P349 RUMSEY JM, 1984, BIOL PSYCHIAT, V19, P1403 SERSEN EA, 1990, BIOL PSYCHIAT, V27, P834, DOI 10.1016/0006-3223(90)90464-D TANGUAY PE, 1982, ARCH GEN PSYCHIAT, V39, P174 THIVIERGE J, 1990, AM J PSYCHIAT, V147, P1609 WONG V, 1991, J AUTISM DEV DISORD, V21, P329, DOI 10.1007/BF02207329 NR 21 TC 14 Z9 15 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2007 VL 11 IS 1 BP 73 EP 79 DI 10.1177/1362361307070908 PG 7 WC Psychology, Developmental SC Psychology GA 131OZ UT WOS:000243880900006 PM 17175575 ER PT J AU Kaland, N Mortensen, EL Smith, L AF Kaland, Nils Mortensen, Erik Lykke Smith, Lars TI Disembedding performance in children and adolescents with Asperger syndrome or high-functioning autism SO AUTISM LA English DT Article DE Asperger syndrome; high-functioning autism; non-social cognitive tests; response times ID INDIVIDUALS; DISORDERS; MIND AB The aim of the present study was to assess the findings, reported in earlier studies, that individuals with autism spectrum disorders process visuo-spatial tasks faster than typically developing control persons. The participants in the present study were children and adolescents with Asperger syndrome (AS) or high-functioning autism (HFA) (N = 13), and a matched group of typically developing children and adolescents (N = 13). The results showed that the participants in the clinical group performed marginally less well than those in the control group on both the Block Design Test and the Embedded Figures Test, but the differences were not statistically significant. Thus, earlier findings suggesting that individuals with autism spectrum disorders solve non-social cognitive tasks faster than typically developing control persons were not replicated. The results are discussed with special reference to the hypothesis of weak central coherence. C1 Hogskolen Lillehammer, Lillehammer, Norway. RP Kaland, N (reprint author), Lillehammer Univ Coll, Fac Social Sci, Gudbrandsdalsregen 350, N-2624 Lillehammer, Norway. EM nils@kaland.net CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Asperger H., 1944, AUTISM ASPERGER SYND, P37 Brian JA, 1996, J CHILD PSYCHOL PSYC, V37, P865, DOI 10.1111/j.1469-7610.1996.tb01482.x Cederlund M, 2004, DEV MED CHILD NEUROL, V46, P652 Ehlers S, 1997, J CHILD PSYCHOL PSYC, V38, P207, DOI 10.1111/j.1469-7610.1997.tb01855.x Happe F, 1999, TRENDS COGN SCI, V3, P216, DOI 10.1016/S1364-6613(99)01318-2 Hoy JA, 2004, AUTISM, V8, P267, DOI 10.1177/1362361304045218 JOLLIFFE T, 1997, J CHILD PSYCHOL PSYC, V24, P613 KALAND N, IN PRESS J AUTISM DE Kaland N, 2002, J CHILD PSYCHOL PSYC, V43, P517, DOI 10.1111/1469-7610.00042 Kanner L, 1943, NERV CHILD, V2, P217 Lopez B, 2003, J CHILD PSYCHOL PSYC, V44, P285, DOI 10.1111/1469-7610.00121 LORD C, 1989, J AUTISM DEV DISORD, V19, P185, DOI 10.1007/BF02211841 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 MCINTOSH KE, 2004, J CHILD PSYCHOL PSYC, V445, P421 Mottron L, 2003, J CHILD PSYCHOL PSYC, V44, P904, DOI 10.1111/1469-7610.00174 OZONOFF S, 1991, J CHILD PSYCHOL PSYC, V32, P1081, DOI 10.1111/j.1469-7610.1991.tb00351.x Ozonoff S, 2000, ASPERGER SYNDROME, P72 Ropar D, 2001, J CHILD PSYCHOL PSYC, V42, P539, DOI 10.1111/1469-7610.00748 SHAH A, 1983, J CHILD PSYCHOL PSYC, V24, P613, DOI 10.1111/j.1469-7610.1983.tb00137.x SHAH A, 1993, J CHILD PSYCHOL PSYC, V34, P1351, DOI 10.1111/j.1469-7610.1993.tb02095.x Soderpalm B, 2002, EUR J PAIN-LONDON, V6, P3, DOI 10.1053/eujp.2001.0315 Wechsler D., 1998, WECHSLER INTELLIGENC WHO, 1993, ICD 10 CLASS MENT BE Witkin HA, 1971, MANUAL EMBEDDED FIGU NR 25 TC 30 Z9 30 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2007 VL 11 IS 1 BP 81 EP 92 DI 10.1177/1362361307070988 PG 12 WC Psychology, Developmental SC Psychology GA 131OZ UT WOS:000243880900007 PM 17175576 ER PT J AU Mazefsky, CA Oswald, DP AF Mazefsky, Carla A. Oswald, Donald P. TI The discriminative ability and diagnostic utility of the ADOS-G, ADI-R, and GARS for children in a clinical setting SO AUTISM LA English DT Article DE assessment; autism; clinical sample; differential diagnosis ID PERVASIVE DEVELOPMENTAL DISORDERS; ASPERGERS-DISORDER; AUTISTIC DISORDER; DSM-IV; INTERVIEW; ADOLESCENTS; STABILITY; SPECTRUM AB Recent years have seen a surge of interest in assessment instruments for diagnosing autism in children. Instruments have generally been developed and evaluated from a research perspective. The Autism Diagnostic Observation Schedule-Generic (ADOS-G), Autism Diagnostic Interview-Revised (ADI-R), and Gilliam Autism Rating Scale (GARS) have received considerable attention and are widely used. The objective of this study was to explore the diagnostic utility and discriminative ability of these tools using a clinical population of children referred to a specialty diagnostic clinic over a 3 year time span. The results indicated that the ADOS-G and ADI-R led to approximately 75 percent agreement with team diagnoses, with most inconsistencies being false positive diagnoses based on the measures. The GARS was generally ineffective at discriminating between children with various team diagnoses and consistently underestimated the likelihood of autism. The findings have important implications for the use of these measures in both research and clinical practice. C1 Virginia Commonwealth Univ, Dept Psychiat, Richmond, VA 23298 USA. Univ Pittsburgh, Pittsburgh, PA USA. RP Oswald, DP (reprint author), Virginia Commonwealth Univ, Dept Psychiat, Box 980489, Richmond, VA 23298 USA. EM doswald@vcu.edu CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Cox A, 1999, J CHILD PSYCHOL PSYC, V40, P719, DOI 10.1111/1469-7610.00488 de Bildt A, 2004, J AUTISM DEV DISORD, V34, P129 Gilchrist A, 2001, J CHILD PSYCHOL PSYC, V42, P227, DOI 10.1017/S0021963001006631 Gilliam J. E., 1995, GILLIAM AUTISM RATIN Hill A, 2001, PSYCHOPATHOLOGY, V34, P187, DOI 10.1159/000049305 Klin A, 2005, J AUTISM DEV DISORD, V35, P221, DOI 10.1007/s10803-005-2001-6 Klinger LG, 2000, J CLIN CHILD PSYCHOL, V29, P479, DOI 10.1207/S15374424JCCP2904_3 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947 Lord C., 1997, HDB AUTISM PERVASIVE, P460 LORD C, 1993, INF MENTAL HLTH J, V14, P234, DOI 10.1002/1097-0355(199323)14:3<234::AID-IMHJ2280140308>3.0.CO;2-F Macintosh KE, 2004, J CHILD PSYCHOL PSYC, V45, P421, DOI 10.1111/j.1469-7610.2004.00234.x Mahoney WJ, 1998, J AM ACAD CHILD PSY, V37, P278, DOI 10.1097/00004583-199803000-00012 Midence K., 1999, AUTISM, V3, P273, DOI [10.1177/1362361399003003005, DOI 10.1177/1362361399003003005] Ozonoff S., 2000, AUTISM, V4, P29, DOI DOI 10.1177/1362361300041003 RUTTER M, 2003, AUTISM DIAGNOSTIC IN SCHOPLER E, 1998, ASPERGER SYNDROME HI South M, 2002, J AUTISM DEV DISORD, V32, P593, DOI 10.1023/A:1021211232023 Tanguay PE, 2000, J AM ACAD CHILD PSY, V39, P1079, DOI 10.1097/00004583-200009000-00007 VOLKMAR FR, 1994, AM J PSYCHIAT, V151, P1361 Volkmar FR, 2000, AM J PSYCHIAT, V157, P262, DOI 10.1176/appi.ajp.157.2.262 NR 22 TC 35 Z9 36 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD NOV PY 2006 VL 10 IS 6 BP 533 EP 549 DI 10.1177/136236130606850S PG 17 WC Psychology, Developmental SC Psychology GA 109WY UT WOS:000242341500002 PM 17088271 ER PT J AU Ambery, FZ Russell, AJ Perry, K Morris, R Murphy, DGM AF Ambery, Fiona Z. Russell, Ailsa J. Perry, Katie Morris, Robin Murphy, Declan G. M. TI Neuropsychological functioning in adults with Asperger syndrome SO AUTISM LA English DT Article DE Asperger syndrome; executive functioning; memory neuropsychology ID EXECUTIVE FUNCTION; AUTISTIC-CHILDREN; VISUAL MEMORY; FRONTAL-LOBE; WAIS-R; INDIVIDUALS; DISORDER; DYSFUNCTION; PERFORMANCE; LANGUAGE AB There is some consensus in the literature regarding the cognitive profile of people with Asperger syndrome (AS). Findings to date suggest that a proportion of people with AS have higher verbal than performance IQ, a non-verbal learning disability (NVLD) and impairments in some aspects of executive function (EF). However, there are few published studies on adults with AS and many have compared the AS group to an autistic control group alone. We compared cognitive functioning in 27 AS adults without a history of language delay and 20 normal controls who did not differ significantly in age, gender and IQ. People with AS had significant impairments on a test of visual memory and on EF tasks measuring flexibility and generativity, but not inhibition. There was no significant difference between verbal and performance IQ. Our results suggest that impairments on tests requiring flexibility of thought and generation occur at all ages and across a range of autistic disorders including AS. C1 Inst Psychiat, Dept Psychol Med, London SE5 8AF, England. Univ E London, London E15 4LZ, England. RP Ambery, FZ (reprint author), Inst Psychiat, Dept Psychol Med, POB 50,De Crespigny Pk, London SE5 8AF, England. EM f.ambery@iop.kcl.ac.uk RI Russell, Ailsa/F-2484-2010 CR AMELI R, 1988, J AUTISM DEV DISORD, V18, P601, DOI 10.1007/BF02211878 BADDELEY A, 1994, DOORS PEOPLE MEMORY Benton A. 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Asperger When compared with data from neurotypical adults, both statistical syndrome; and clinically significant differences were found between the two circadian groups, with the adults with Asperger syndrome showing marked rhythms; abnormalities in both the quantity and the quality of sleep recorded. sleep Examination of the actigraphic data indicated low sleep efficiency and high fragmentation as being characteristic of the sleep of participants with Asperger syndrome. These individuals also showed lower-amplitude circadian rhythms that were less strongly linked to environmental synchronizers, but no evidence of significant desynchronization of circadian rhythm. Possible mechanisms for these abnormalities and implications for clinical practice are discussed. C1 Univ Manchester, Acad Div Clin Psychol, Sch Psychol Sci, Manchester M13 9PL, Lancs, England. RP Hare, DJ (reprint author), Univ Manchester, Acad Div Clin Psychol, Sch Psychol Sci, Zochonis Bldg,Brunswick St, Manchester M13 9PL, Lancs, England. CR Abell F, 2005, AUTISM, V9, P515, DOI 10.1177/1362361305057857 Ancoli-Israel S, 2003, SLEEP, V26, P342 Arendt J, 1996, BRIT MED J, V312, P1242 Ashman SB, 1999, PSYCHIAT RES, V86, P1, DOI 10.1016/S0165-1781(99)00019-0 Dinges D.F., 1991, SLEEP SLEEPINESS PER, P97 GODBOURT R, 2000, NEUROREPORT, V11, P27 Godbout R, 1998, DREAMING, V8, P75, DOI 10.1023/B:DREM.0000005898.95212.58 HARE DJ, IN PRESS J INTELLECT Hering E, 1999, J AUTISM DEV DISORD, V29, P143, DOI 10.1023/A:1023092627223 Heuer H, 1998, J EXP PSYCHOL-APPL, V4, P139, DOI 10.1037/1076-898X.4.2.139 Honomichl RD, 2002, J AUTISM DEV DISORD, V32, P553, DOI 10.1023/A:1021254914276 HOSHINO Y, 1984, FOLIA PSYCHIAT NEU J, V38, P45 INUAMA K, 1984, JAPANESE J CHILD ADO, V25, P205 Jean-Louis G, 2001, PHYSIOL BEHAV, V72, P21, DOI 10.1016/S0031-9384(00)00355-3 Johns T, 1996, J CLIN NURS, V5, P3, DOI 10.1111/j.1365-2702.1996.tb00220.x JOHNSON MK, 1988, DELUSIONAL BELIEFS Jones SH, 2001, CLIN PSYCHOL REV, V21, P1193, DOI 10.1016/S0272-7358(01)00111-8 Jones SH, 2005, BIPOLAR DISORD, V7, P176, DOI 10.1111/j.1399-5618.2005.00187.x LACK LC, 2003, TREATING SLEEP DISOR, P305 LACKS P, 1992, J CONSULT CLIN PSYCH, V60, P586, DOI 10.1037//0022-006X.60.4.586 Nir I, 1995, J AUTISM DEV DISORD, V25, P641, DOI 10.1007/BF02178193 Oyane NMF, 2005, AUTISM, V9, P83, DOI 10.1177/1362361305049031 Patzold LM, 1998, J PAEDIATR CHILD H, V34, P528 RICHDALE AL, 1995, EUR CHILD ADOLES PSY, V4, P175 SADEH A, 1995, SLEEP, V18, P288 Schreck KA, 2000, J AUTISM DEV DISORD, V30, P127, DOI 10.1023/A:1005407622050 Stores G, 1998, AUTISM, V2, P157, DOI 10.1177/1362361398022004 Taira M, 1998, PSYCHIAT CLIN NEUROS, V52, P182, DOI 10.1111/j.1440-1819.1998.tb01018.x Takase M, 1998, PSYCHIAT CLIN NEUROS, V52, P181, DOI 10.1111/j.1440-1819.1998.tb01017.x Tani P, 2003, BMC PSYCHIATRY, V3, DOI 10.1186/1471-244X-3-12 Van Someren EJW, 1999, CHRONOBIOL INT, V16, P505, DOI 10.3109/07420529908998724 Wagner U, 2001, LEARN MEMORY, V8, P112, DOI 10.1101/lm.36801 Williams PG, 2004, J SLEEP RES, V13, P265 NR 33 TC 8 Z9 8 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD NOV PY 2006 VL 10 IS 6 BP 565 EP 575 DI 10.1177/1362361306068S09 PG 11 WC Psychology, Developmental SC Psychology GA 109WY UT WOS:000242341500004 PM 17088273 ER PT J AU Elfert, M Mirenda, P AF Elfert, Miriam Mirenda, Pat TI The experiences of behavior interventionists who work with children with autism in families' homes SO AUTISM LA English DT Article DE autism; behavior intervention; Canada; coping; family; stress ID STRESSORS; HEALTH AB This study examined the experiences of 65 behavior interventionists (BIs) who provide 1:1 home-based instruction to children with autism in two Canadian provinces. Dependent variables included occupational stress; the relationships among stress, strain, and coping; the relationship between stress and the characteristics of both challenging families and children with autism; and the most and least rewarding aspects of BIs' jobs. The two most stressful work roles for BIs were role overload (the extent to which job demands exceed personal/workplace resources) and role boundary (the extent to which the individual experiences conflicting role demands at work). Significant relationships were found between coping and both stress and strain; however, coping did not moderate the relationship between stress and strain. Significant correlations were found between BI stress and both sensory-related behaviors and social unrelatedness in children with autism. The implications for the BIs, the families, and the agencies are discussed. C1 Univ British Columbia, Fac Educ, Vancouver, BC V6T 1Z4, Canada. RP Mirenda, P (reprint author), Univ British Columbia, Fac Educ, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada. EM pat.mirenda@ubc.ca CR BARON RM, 1986, J PERS SOC PSYCHOL, V51, P1173, DOI 10.1037/0022-3514.51.6.1173 ELFERT M, 2006, UNPUB MAKING DIFFERE ELFERT M, 2002, UNPUB ESSENCE BEING FLETCHER BC, 1991, J ADV NURS, V16, P1078, DOI 10.1111/j.1365-2648.1991.tb03369.x Huck SW, 2000, READING STAT RES Krug DA, 1993, AUTISM SCREENING INS Leaf R., 1999, WORK PROGR BEHAV MAN Maurice C., 1993, LET ME HEAR YOUR VOI McBride SL, 1997, TOP EARLY CHILD SPEC, V17, P209 Moos RH, 1994, FAMILY ENV SCALE MAN Osipow S. H., 1984, APPLIED SOCIAL PSYCH, V5, P67 Osipow S. H., 1998, OCCUPATIONAL STRESS OSIPOW SH, 1988, J VOCAT BEHAV, V32, P1, DOI 10.1016/0001-8791(88)90002-4 Scott J., 1996, BEHAV INTERVENTION Y, P231 Smith K A, 2000, HIV Clin Trials, V1, P16, DOI 10.1310/4VD1-WGAU-VX2L-V3JE STEWART MJ, 1994, CAN J PUBLIC HEALTH, V85, P180 Wasik B. H., 2001, HOME VISITING PROCED West M, 1988, Health Visit, V61, P366 West M A, 1988, Health Visit, V61, P305 NR 19 TC 1 Z9 1 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD NOV PY 2006 VL 10 IS 6 BP 577 EP 591 DI 10.1177/1362361306068502 PG 15 WC Psychology, Developmental SC Psychology GA 109WY UT WOS:000242341500005 PM 17088274 ER PT J AU Konstantareas, MM Papageorgiou, V AF Konstantareas, M. Mary Papageorgiou, Vaya TI Effects of temperament, symptom severity and level of functioning on maternal stress in Greek children and youth with ASD SO AUTISM LA English DT Article DE autism spectrum disorder; emotion regulation; maternal stress; temperament ID YOUNG-CHILDREN; BEHAVIOR; AUTISM; PSYCHOPATHOLOGY; DISABILITIES; PARENTS; BIRTH AB This study examined the effect of child temperament, symptom severity, verbal ability and level of functioning on maternal stress in 43 Greek mothers of children and young people with autism spectrum disorder. Symptom severity was assessed by the CARS, level of functioning by the PEP, temperament by the Dimensions of Temperament Scale (DOTS-R) and maternal stress by the Clarke Modification of Holroyd's Questionnaire on Resources and Stress (QRS). Lower-functioning children and those with high activity level, low flexibility and low mood scores were perceived to be more stressful. Counter to expectation, children with ASD who were rated high on rhythmicity and task orientation were perceived as more stressful. Best predictors of maternal stress were high activity level, low mood and high symptom severity. Mothers of non-verbal children were more stressed than those of verbal. The relevance of child temperament for understanding maternal stress is discussed with particular relevance to the Greek culture and available supports. C1 Univ Guelph, Dept Psychol, Guelph, ON N1G 2W1, Canada. Med Psychopaedol Ctr, Thessaloniki, Greece. RP Konstantareas, MM (reprint author), Univ Guelph, Dept Psychol, Guelph, ON N1G 2W1, Canada. EM mkonstan@uoguelph.ca CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Bailey A, 1996, J CHILD PSYCHOL PSYC, V37, P89, DOI 10.1111/j.1469-7610.1996.tb01381.x BEBKO JM, 1987, J AUTISM DEV DISORD, V17, P565, DOI 10.1007/BF01486971 Dodge KA, 2003, DEV PSYCHOL, V39, P349, DOI 10.1037/0012-1649.39.2.349 Eisenberg N, 2001, CHILD DEV, V72, P1112, DOI 10.1111/1467-8624.00337 Eisenberg N, 2002, ADV CHILD DEV BEHAV, V30, P189, DOI 10.1016/S0065-2407(02)80042-8 Frick PJ, 2004, J CLIN CHILD ADOLESC, V33, P2, DOI 10.1207/S15374424JCCP3301_1 Giancola PR, 1998, J ABNORM PSYCHOL, V107, P629, DOI 10.1037/0021-843X.107.4.629 Golding LA, 2003, ACSMS HEALTH FIT J, V7, P3 Goldsmith H.H., 1991, EXPLORATIONS TEMPERA, P249, DOI DOI 10.1007/978-1-4899-0643-4_16 Grych JH, 1999, DEV PSYCHOL, V35, P893, DOI 10.1037//0012-1649.35.4.893 Holroyd J., 1974, J COMMUNITY PSYCHOL, V2, P92, DOI 10.1002/1520-6629(197401)2:1<92::AID-JCOP2290020133>3.0.CO;2-A Honjo S, 1998, EARLY HUM DEV, V51, P123, DOI 10.1016/S0378-3782(97)00102-3 HUNTINGTON GS, 1993, INF MENTAL HLTH J, V14, P49, DOI 10.1002/1097-0355(199321)14:1<49::AID-IMHJ2280140105>3.0.CO;2-B Kasari C, 1997, J AUTISM DEV DISORD, V27, P39, DOI 10.1023/A:1025869105208 KOCHANSKA G, 1993, CHILD DEV, V64, P324 KONSTANTAREAS MM, 1989, J CHILD PSYCHOL PSYC, V30, P459, DOI 10.1111/j.1469-7610.1989.tb00259.x KONSTANTAREAS MM, IN PRESS J AUTISM DE KONSTANTAREAS MM, 1992, J AUTISM DEV DISORD, V22, P217, DOI 10.1007/BF01058152 KRAUSS MW, 1993, AM J MENT RETARD, V97, P393 MARCHANT HJ, 1987, P NIPR S POLAR BIOL, V0001 MAZIADE M, 1990, ARCH GEN PSYCHIAT, V47, P477 PAPAGEORGIOU V, 2002, GOOD AUTISM PRACTICE, V3, P75 Pennington BF, 1996, J CHILD PSYCHOL PSYC, V37, P51, DOI 10.1111/j.1469-7610.1996.tb01380.x RATEKIN C, 1996, DEV DISABILITIES B, V24, P18 Rothbart MK, 2001, CHILD DEV, V72, P1394, DOI 10.1111/1467-8624.00355 ROTHBART MK, 1995, HDB CHILD PSYCHOL, V3 SCHOPLER E, 1976, PSYCHOEDUCATIONAL PR Schopler E., 1988, CHILDHOOD AUTISM RAT Thomas A., 1963, BEHAV INDIVIDUALITY TRUTE B, 1988, J MARITAL FAM THER, V14, P185, DOI 10.1111/j.1752-0606.1988.tb00734.x VAUGHN BE, 1994, AM J MENT RETARD, V98, P607 Windle M., 1992, PSYCHOL ASSESSMENT, V4, P228, DOI 10.1037/1040-3590.4.2.228 Windle M., 1986, J ADOLESCENT RES, V1, P213, DOI 10.1177/074355488612007 WINDLE M, 1989, J PERS ASSESS, V53, P685, DOI 10.1207/s15327752jpa5304_5 NR 35 TC 19 Z9 19 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD NOV PY 2006 VL 10 IS 6 BP 593 EP 607 DI 10.1177/1362361306068511 PG 15 WC Psychology, Developmental SC Psychology GA 109WY UT WOS:000242341500006 PM 17088275 ER PT J AU Knott, F Dunlop, AW MacKay, T AF Knott, Fiona Dunlop, Aline-Wendy MacKay, Tommy TI Living with ASD SO AUTISM LA English DT Article DE autistic spectrum disorders; parent report; self-report; social competence; social skills ID HIGH-FUNCTIONING CHILDREN; AUTISM AB Social interaction and understanding in autistic spectrum disorder (ASD) are key areas of concern to practitioners and researchers alike. However, there is a relative lack of information about the skills and competencies of children and young people with ASD who access ordinary community facilities including mainstream education. In particular, contributions by parents and their children have been under-utilized. Using two structured questionnaires, 19 children with ASD reported difficulties with social skills including social engagement and temper management and also reported difficulties with social competence, affecting both friendships and peer relationships. Parents rated the children's social skill and competence as significantly worse than did the children themselves, but there was considerable agreement about the areas that were problematic. Using an informal measure to highlight their children's difficulties, parents raised issues relating to conversation skills, social emotional reciprocity and peer relationships. The implications for assessment and intervention are discussed. C1 Univ Reading, Sch Psychol, Reading RG6 6AL, Berks, England. Univ Strathclyde, Glasgow G1 1XQ, Lanark, Scotland. RP Knott, F (reprint author), Univ Reading, Sch Psychol, Earley Gate, Reading RG6 6AL, Berks, England. EM f.j.knott@reading.ac.uk CR Bauminger N, 2003, J AUTISM DEV DISORD, V33, P489, DOI 10.1023/A:1025827427901 Bauminger N, 2002, J AUTISM DEV DISORD, V32, P283, DOI 10.1023/A:1016378718278 BAUMINGER N, 2001, RES BASIS AUTISM INT Carter A. S., 2005, HDB AUTISM PERVASIVE, V1 DUNLOP AW, 2002, DEV SOCIAL INTERACTI FEIN D, 1986, J AM ACAD CHILD PSY, V25, P198, DOI 10.1016/S0002-7138(09)60227-2 Gifford-Smith ME, 2003, J SCHOOL PSYCHOL, V41, P235, DOI 10.1016/S0022-4405(03)00048-7 Koning C, 2001, AUTISM, V5, P23, DOI 10.1177/1362361301005001003 LITTLE L, 2002, J AM ACAD CHILD ADOL, V40, P995 Mesman J, 2000, J AM ACAD CHILD PSY, V39, P1371, DOI 10.1097/00004583-200011000-00011 POMEROY C, 1998, ASPERGERS SYNDROME H Rogers SJ, 2000, J AUTISM DEV DISORD, V30, P399, DOI 10.1023/A:1005543321840 Sofronoff K, 2004, AUTISM, V8, P301, DOI 10.1177/136261304045215 Spence S., 2002, CHILD ADOLESCENT MEN, V8, P84 Spence S. H., 1995, SOCIAL SKILLS TRAINI VOLKMAR F, 1997, HDB AUTISM PERVASIVE Wrobel NH, 1998, PSYCHOL SCHOOLS, V35, P17 NR 17 TC 27 Z9 27 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD NOV PY 2006 VL 10 IS 6 BP 609 EP 617 DI 10.1177/1362361306068510 PG 9 WC Psychology, Developmental SC Psychology GA 109WY UT WOS:000242341500007 PM 17088276 ER PT J AU Howard, B Cohn, E Orsmond, GI AF Howard, Brooke Cohn, Ellen Orsmond, Gael I. TI Understanding and negotiating friendships SO AUTISM LA English DT Article DE adolescent; Asperger syndrome; autism; friendship ID HIGH-FUNCTIONING CHILDREN; AUTISM; LONELINESS AB This case study explored perceptions of friendship of an adolescent with Asperger syndrome. Data were collected through semi-structured interviews, photographs taken by the adolescent, and quality of life and friendship measures. Data were analyzed using grounded theory principles and organized into three themes: (1) characteristics of a friend, (2) family involvement, and (3) enjoyment of friendships and desire to have them. The adolescent appeared to enjoy having friends, was interested in pursuing friendships, and had a basic understanding of many characteristics of friendships. He described negotiating his own and his friend's focused interests. Family members played important roles in the establishment and maintenance of the adolescent's friendships. C1 Boston Univ, Boston, MA 02215 USA. RP Howard, B (reprint author), 429 Norfolk St 11, Somerville, MA 02143 USA. CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Bauminger N, 2003, J AUTISM DEV DISORD, V33, P489, DOI 10.1023/A:1025827427901 Bauminger N, 2000, CHILD DEV, V71, P447, DOI 10.1111/1467-8624.00156 Bauminger N, 2003, AUTISM, V7, P81, DOI 10.1177/1362361303007001007 BIGELOW BJ, 1975, DEV PSYCHOL, V11, P105 BOIVIN M, 1994, J SOCIAL PERSONAL RE, V11, P471 BUHRMESTER D, 1990, CHILD DEV, V61, P1101, DOI 10.1111/j.1467-8624.1990.tb02844.x CESARONI L, 1991, J AUTISM DEV DISORD, V21, P303, DOI 10.1007/BF02207327 Geisthardt CL, 2002, EDUC TRAIN MENT RET, V37, P235 Hauck M, 1995, J AUTISM DEV DISORD, V25, P579, DOI 10.1007/BF02178189 Hurlbutt K., 2002, FOCUS AUTISM OTHER D, V17, P103, DOI [10.1177/10883576020170020501, DOI 10.1177/10883576020170020501] JACKSON L, 2000, FREAKS GEEKS ASPERGE Jones R. S. P., 2001, J LEARNING DISABILIT, V5, P35, DOI DOI 10.1177/146900470100500104 LAWSON W, 2001, LIFE BEHIND GLASS PE Lawson W, 2003, LEARNING AND BEHAVIOR PROBLEMS IN ASPERGER SYNDROME, P177 Mounts N., 2000, FAMILY PEERS LINKING, P169 NEWCOMB AF, 1995, PSYCHOL BULL, V117, P306, DOI 10.1037//0033-2909.117.2.306 Patrick DL, 2002, J ADOLESCENCE, V25, P287, DOI 10.1006/yjado.471 Stoddart K, 1999, AUTISM, V3, P255, DOI DOI 10.1177/1362361399003003004 Strauss A., 1998, BASICS QUALITATIVE R Wang C, 1997, HEALTH EDUC BEHAV, V24, P369, DOI 10.1177/109019819702400309 NR 21 TC 13 Z9 13 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD NOV PY 2006 VL 10 IS 6 BP 619 EP 627 DI 10.1177/1362361306068508 PG 9 WC Psychology, Developmental SC Psychology GA 109WY UT WOS:000242341500008 PM 17088277 ER PT J AU Benderix, Y Nordstrom, B Sivberg, B AF Benderix, Ylva Nordstrom, Berit Sivberg, Bengt TI Parents' experience of having a child with autism and learning disabilities living in a group home - A case study SO AUTISM LA English DT Article DE autism; exhaustion; group home; parents; respite; Sweden ID STRESS AB Some children with autism and learning disabilities also have aberrant behaviours that are difficult to regulate and stressful for both the child and family members. This case study concerns experiences of 10 parents from five families before and 2 years after entrusting their 10- to 11-year-old child with autism to a group home. Hermeneutic phenomenological analysis of narrative interviews with the parents before the child's moving showed them experiencing grief and sorrow, total exhaustion because of inability to regulate their child's behaviours, social isolation, and negative effects on the child's siblings, but experiencing themselves as more sympathetic than previously towards other people with problems. Two years later they experienced relief for the family due to the group home arrangement and the child's improvement, but with an ethical dilemma which made them feel guilty, despite increased hope for the future. Some also felt unhappy with the staff situation at the group home. C1 Lund Univ, Fac Med, Div Hlth Sci, SE-22100 Lund, Sweden. RP Benderix, Y (reprint author), Lund Univ, Fac Med, Div Hlth Sci, POB 157, SE-22100 Lund, Sweden. EM ylva.benderix@med.lu.se CR BAGENHOLM A, 1991, J MENTAL DEFICIENCY, V35, P210 Banks Martha E, 2003, Cultur Divers Ethnic Minor Psychol, V9, P367, DOI 10.1037/1099-9809.9.4.367 BENDERIX Y, 2004, IN PRESS J PEDIA MAY Dumas J. E., 1991, EXCEPTIONALITY, V2, P97, DOI [10.1080/09362839109524770, DOI 10.1080/09362839109524770] Dunn CE, 2001, HEALTH PLACE, V7, P1, DOI 10.1016/S1353-8292(00)00033-2 GRUNEWALD K, 2000, PSYKISKA HANDIKAPP M HASTINGS R, 2002, AM J MENT RETARD, V3, P222 HOLLAND S, 1996, ED PSYCHOL PRACTICE, V12, P1 KOEGEL R, 1992, J AUTISM DEV DISORDE, V22 MCKINNEY B, 1987, J PEDIATR PSYCHOL, V12, P133 MORGAN S, 1988, J AUTISM DEV DISORDE, V18 Olsson MB, 2002, J INTELL DISABIL RES, V46, P548, DOI 10.1046/j.1365-2788.2002.00414.x Rivers JW, 2003, J AUTISM DEV DISORD, V33, P383, DOI 10.1023/A:1025006727395 SANDERS J, 1997, CHILD FAMILY BEHAV T, V19 Schreck KA, 2000, J AUTISM DEV DISORD, V30, P127, DOI 10.1023/A:1005407622050 Sharpley CF, 1997, J INTELLECT DEV DIS, V22, P19, DOI 10.1080/13668259700033261 SIVBERG B, 2003, INT PEDIAT NURSING, V18 Sivberg B, 2002, AUTISM, V6, P397, DOI 10.1177/1362361302006004006 Sivberg Bengt, 2002, Int J Circumpolar Health, V61 Suppl 2, P36 van Manen M., 1997, RES LIVED EXPERIENCE, V2nd van Manen M., 2002, WRITING DARK PHENOME NR 21 TC 8 Z9 8 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD NOV PY 2006 VL 10 IS 6 BP 629 EP 641 DI 10.1177/1362361307070902 PG 13 WC Psychology, Developmental SC Psychology GA 109WY UT WOS:000242341500009 PM 17088278 ER PT J AU Goin-Kochel, RP Mackintosh, VH Myers, BJ AF Goin-Kochel, Robin P. Mackintosh, Virginia H. Myers, Barbara J. TI How many doctors does it take to make an autism spectrum diagnosis? SO AUTISM LA English DT Article DE autism spectrum; diagnosis; diagnostic age; parent satisfaction ID DEVELOPMENTAL DELAYS; DISORDER; CHILDREN; IDENTIFICATION; DIFFICULTIES; CARE AB Parents of children with pervasive developmental disorders (n = 494) were surveyed to determine their level of satisfaction with the process of getting an autism spectrum diagnosis. Participants in this web-based study (mean age = 37.8 years) came from five countries and reported on children with an average age of 8.3 years (range = 1.7 to 22.1). All children had a diagnosis of either autism (59.9%), Asperger syndrome (23.5%), or PDD-NOS (16.6%). Higher levels of parental education and income were associated with earlier diagnosis and greater satisfaction with the diagnostic process. Parents were more satisfied with the diagnostic process when they saw fewer professionals to get the diagnosis and when the children received the diagnoses at younger ages. C1 Virginia Commonwealth Univ, Richmond, VA USA. Baylor Coll Med, Houston, TX 77030 USA. RP Goin-Kochel, RP (reprint author), Texas Childrens Hosp, 6621 Fannin St CC1560, Houston, TX 77030 USA. EM kochel@bcm.tmc.edu CR Ahern K., 2000, EARLY EDUC DEV, V11, P187, DOI 10.1207/s15566935eed1102_4 American Academy of Pediatrics, 2001, PEDIATRICS, V108, P192, DOI DOI 10.1542/PEDS.108.1.192 American Psychiatric Association, 2000, DIAGN STAT MAN MENT Bristol-Power MM, 1999, J AUTISM DEV DISORD, V29, P435, DOI 10.1023/A:1021991718423 Sandler AD, 2001, PEDIATRICS, V107, P1221 Filipek PA, 2000, NEUROLOGY, V55, P468 FITZPATRICK R, CAMBRIDGE HDB PSYCHO, P97 Gillberg C, 1999, ACTA PSYCHIAT SCAND, V99, P399, DOI 10.1111/j.1600-0447.1999.tb00984.x Goddard J. A., 2000, CANADIAN J COUNSELLI, V34, P273 Goin R. P., 2004, FOCUS AUTISM DEV DIS, V19, P5, DOI 10.1177/10883576040190010201 Gosling SD, 2004, AM PSYCHOL, V59, P93, DOI 10.1037/0003-066X.59.2.93 Gray D E, 1995, Med Anthropol, V16, P99 Hensel E, 2001, J APPL RES INTELLECT, V14, P311, DOI 10.1046/j.1468-3148.2001.00081.x Howlin P, 1999, DEV MED CHILD NEUROL, V41, P834, DOI 10.1017/S0012162299001656 Howlin P, 1997, AUTISM, V1, P135, DOI DOI 10.1177/1362361397012003 HOWLIN P, 1997, DEV MED CHILD NEUROL, V1, P135 HYMAN SL, 2001, JAMA-J AM MED ASSOC, V285, P3093 QUINE L, 1987, DEV MED CHILD NEUROL, V29, P232 Schall C, 2000, J CHILD FAM STUD, V9, P409, DOI DOI 10.1023/A:1009456825063 SHAH K, 2001, AUTISM, V15, P127 Sices L, 2003, J DEV BEHAV PEDIATR, V24, P409, DOI 10.1097/00004703-200312000-00002 SIEGEL B, 1988, J DEV BEHAV PEDIATR, V9, P199 SMITH B, 1994, J AUTISM DEV DISORD, V24, P551, DOI 10.1007/BF02172137 STEPHENSON E, 1991, CHILD CARE HLTH DEV, V17, P91, DOI 10.1111/j.1365-2214.1991.tb00681.x Wing L, 2002, MENT RETARD DEV D R, V8, P151, DOI 10.1002/mrdd.10029 Wing L, 1993, Eur Child Adolesc Psychiatry, V2, P61, DOI 10.1007/BF02098832 Young R, 2002, INT REV RES MENT RET, V25, P107, DOI 10.1016/S0074-7750(02)80007-6 NR 27 TC 62 Z9 62 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2006 VL 10 IS 5 BP 439 EP 451 DI 10.1177/1362361306066601 PG 13 WC Psychology, Developmental SC Psychology GA 095AC UT WOS:000241279600002 PM 16940311 ER PT J AU Harrington, JW Patrick, PA Edwards, KS Brand, DA AF Harrington, John W. Patrick, Patricia A. Edwards, Karen S. Brand, Donald A. TI Parental beliefs about autism - Implications for the treating physician SO AUTISM LA English DT Article DE alternative medicine; autism diagnosis; autism etiology; autism therapy; complementary medicine ID DEVELOPMENTAL DELAYS; ALTERNATIVE MEDICINE; SPECTRUM DISORDERS; YOUNG-CHILDREN; COMPLEMENTARY; PREVALENCE; CHECKLIST; TODDLERS AB This study investigated parental beliefs about the etiology, diagnosis, and treatment of autism spectrum disorders. Sixty-two families of affected children completed a questionnaire asking when the parent first noticed developmental or behavioral problems, when they were told the diagnosis, how confident they were about the ability of their child's physician to recognize autism, whether they believed anything specific might have caused their child's autism, and what medications and complementary or alternative therapies they had tried. Two-thirds of parents suspected a specific cause, and three-quarters questioned their physician's ability. Parents who perceived a greater delay in diagnosis or who had tried more different therapies both tended to have less confidence in their physician (p = 0.20 and p = 0.07, respectively). Physicians should inquire about parental beliefs concerning etiology, learn what treatments the children are receiving, perform screening at the 18 month visit, and make referrals for further evaluation as soon as a child begins to exhibit signs suggestive of autism. C1 New York Med Coll, Dept Pediat, Valhalla, NY 10595 USA. RP Harrington, JW (reprint author), New York Med Coll, Dept Pediat, 312 Munger Pavillon, Valhalla, NY 10595 USA. EM John_Harrington@nymc.edu CR Baird G, 2000, J AM ACAD CHILD PSY, V39, P694, DOI 10.1097/00004583-200006000-00007 Bertrand J, 2001, PEDIATRICS, V108, P1155, DOI 10.1542/peds.108.5.1155 Filipek PA, 1999, J AUTISM DEV DISORD, V29, P439, DOI 10.1023/A:1021943802493 Howlin P, 1997, AUTISM, V1, P135, DOI DOI 10.1177/1362361397012003 Hyman SL, 2000, CONT PEDIAT, V17, P101 Levy SE, 2003, J DEV BEHAV PEDIATR, V24, P418, DOI 10.1097/00004703-200312000-00003 Levy SE, 2003, PEDIATR ANN, V32, P685 Mailick Seltzer M., 2000, INT REV RES MENTAL R, V23 MCEACHIN JJ, 1993, AM J MENT RETARD, V97, P359 McGuire JK, 2000, PEDIATRICS, V105, DOI 10.1542/peds.105.2.e18 Nickel RE, 1996, INFANT YOUNG CHILD, V8, P29 Robins DL, 2001, J AUTISM DEV DISORD, V31, P131, DOI 10.1023/A:1010738829569 Sandler AD, 2001, PEDIATRICS, V107, P598 Scambler D, 2001, J AM ACAD CHILD PSY, V40, P1457, DOI 10.1097/00004583-200112000-00017 Sices L, 2004, PEDIATRICS, V113, P274, DOI 10.1542/peds.113.2.274 Yeargin-Allsopp M, 2003, JAMA-J AM MED ASSOC, V289, P49, DOI 10.1001/jama.289.1.49 NR 16 TC 25 Z9 25 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2006 VL 10 IS 5 BP 452 EP 462 DI 10.1177/1362361306066609 PG 11 WC Psychology, Developmental SC Psychology GA 095AC UT WOS:000241279600003 PM 16940312 ER PT J AU Dale, E Jahoda, A Knott, F AF Dale, Emily Jahoda, Andrew Knott, Fiona TI Mothers' attributions following their child's diagnosis of autistic spectrum disorder - Exploring links with maternal levels of stress, depression and expectations about their child's future SO AUTISM LA English DT Article DE attributions; autistic spectrum disorder (ASD); mothers ID ASPERGER-SYNDROME; FAMILIES; PARENTS; INTERVENTION; GUIDELINES; PREDICTORS; BELIEFS AB Although the impact of autism spectrum disorders (ASDs) on the family is well recognized, the way mothers attempt to make sense of the diagnosis is largely unexplored. However, in other disabilities, attributions have been shown to predict a variety of outcomes including maternal wellbeing and engagement in treatment. Using Weiner's (198S) three-dimensional model, 16 mothers were interviewed to examine the nature and impact of their beliefs about their child's ASD using semi-structured interviews and measures of depression, parenting stress and expectations for their child's future. The findings suggested that mothers made a diverse and complex range of attributions that were consistent with Weiner's dimensions of locus of cause, stability and controllability. The nature of their attributions reflected particular difficulties associated with ASDs, such as uncertainties regarding cause and prognosis. Taking account of mothers' search for meaning will better enable professionals to support families following diagnosis. C1 Univ Reading, Reading RG6 2AH, Berks, England. Univ Glasgow, Glasgow G12 8QQ, Lanark, Scotland. RP Dale, E (reprint author), Northumberland Tyne & Wear NHS Trust, Newcastle Child & Adolescent Mental Hlth Serv, Fleming Nuffield Unit, Newcastle Upon Tyne NE2 3AE, Tyne & Wear, England. EM Emily.Dale@nmht.nhs.uk CR ABDIN RR, 1995, PARENTIGN STRESS IND AFFLECK G, 1985, J PEDIATR PSYCHOL, V10, P293, DOI 10.1093/jpepsy/10.3.293 American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Antshel KM, 2004, J CHILD PSYCHOL PSYC, V45, P622, DOI 10.1111/j.1469-7610.2004.00251.x Baker HC, 2002, J AUTISM DEV DISORD, V32, P121, DOI 10.1023/A:1014892606093 Barbour R, 1999, DEV FOCUS GROUP RES Beck AT, 1988, MANUAL BECK HOPELESS Beck A.T., 1996, MANUAL BECK DEPRESSI Brogan CA, 2003, AUTISM, V7, P31, DOI 10.1177/1362361303007001004 COHEN J, 1992, PSYCHOL BULL, V112, P155, DOI 10.1037/0033-2909.112.1.155 DUNST CJ, 1986, CHIDL EXPECTATIONS S ELIG TW, 1977, JSAS CAT SELECT DOC, V5, P313 Elliott R, 1999, BRIT J CLIN PSYCHOL, V38, P215, DOI 10.1348/014466599162782 FLEISCHMANNA, 2004, J AUTISM DEV DISORDE, V19, P35 Freeman BJ, 1997, J AUTISM DEV DISORD, V27, P641, DOI 10.1023/A:1025850715183 Furnham A, 2003, INT J SOC PSYCHIATR, V49, P287, DOI 10.1177/0020764003494006 Hall S, 1997, PSYCHOL HEALTH, V12, P579, DOI 10.1080/08870449708406733 Hastings RP, 2001, J AUTISM DEV DISORD, V31, P327, DOI 10.1023/A:1010799320795 Howlin P, 1999, DEV MED CHILD NEUROL, V41, P834, DOI 10.1017/S0012162299001656 Howlin P, 1998, J CHILD PSYCHOL PSYC, V39, P307, DOI 10.1017/S0021963097002138 Howlin P, 1997, AUTISM, V1, P135, DOI DOI 10.1177/1362361397012003 Ivey J. 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Trivedi, Madhukar H. Garver, Carolyn R. Grannemann, Bruce D. Andrews, Alonzo A. Savla, Jayshree S. Johnson, Danny G. Mehta, Jyutika A. Schroeder, Jennifer L. TI The pattern of sensory processing abnormalities in autism SO AUTISM LA English DT Article DE autism; sensory processing; Sensory Profile ID SPECTRUM DISORDERS; SYMPTOMS; DEFENSIVENESS; CHILDREN; PROFILE AB The study was undertaken to evaluate the nature of sensory dysfunction in persons with autism. The cross-sectional study examined auditory, visual, oral, and touch sensory processing, as measured by the Sensory Profile, in 104 persons with a diagnosis of autism, 3-56 years of age, gender- and age-matched to community controls. Persons with autism had abnormal auditory, visual, touch, and oral sensory processing that was significantly different from controls. This finding was also apparent when the high and low thresholds of these modalities were examined separately. At later ages for the group with autism, lower levels of abnormal sensory processing were found, except for low threshold touch, which did not improve significantly. There was a Significant interaction in low threshold auditory and low threshold visual, suggesting that the two groups change differently over time on these variables. These results suggest that sensory abnormalities in autism are global in nature (involving several modalities) but have the potential to improve with age. C1 Univ Texas, SW Med Ctr, Dept Psychiat, Dallas, TX 75390 USA. Autism Treatment Ctr, Dallas, TX USA. RP Kern, JK (reprint author), Univ Texas, SW Med Ctr, Dept Psychiat, 6363 Forest Pk Rd,Suite 13-354, Dallas, TX 75390 USA. 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Bosseler, Alexis TI Read my lips - The importance of the face in a computer-animated tutor for vocabulary learning by children with autism SO AUTISM LA English DT Article DE autism; computer animation; language learning; vocabulary tutor ID LANGUAGE IMPAIRMENTS; EVOKED-RESPONSES; RECOGNITION; ACQUISITION; DESIGN AB A computer-animated tutor, Baldi, has been successful in teaching vocabulary and grammar to children with autism and those with hearing problems. The present study assessed to what extent the face facilitated this learning process relative to the voice alone. Baldi was implemented in a Language Wizard/Tutor, which allows easy creation and presentation of a vocabulary lesson involving the association of pictures and spoken words. The lesson plan included both the receptive identification of pictures and the production of spoken words. A within-subject design with five children with autism followed an alternating treatment in which each child continuously learned to criterion sets of words with and without the face. The rate of learning was significantly faster and the retention was better with the face. The research indicates that at least some children with autism benefit from the face in learning new language within an automated program. C1 Univ Calif Santa Cruz, Dept Psychol, Santa Cruz, CA 95064 USA. RP Massaro, DW (reprint author), Univ Calif Santa Cruz, Dept Psychol, Santa Cruz, CA 95064 USA. 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J., 1999, IMITATION INFANCY, P254 Sparrow S, 1984, VINELAND ADAPTIVE BE Tager-Flusberg H, 1999, INT REV PSYCHIATR, V11, P325, DOI 10.1080/09540269974203 WALKERANDREWS AS, 1994, J AUTISM DEV DISORD, V24, P99, DOI 10.1007/BF02172216 Waterhouse L, 1996, PSYCHOL REV, V103, P457, DOI 10.1037/0033-295X.103.3.457 Wechsler D, 1991, WECHSLER INTELLIGENC, V3rd Williams JHG, 2001, NEUROSCI BIOBEHAV R, V25, P287, DOI 10.1016/S0149-7634(01)00014-8 NR 29 TC 15 Z9 17 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2006 VL 10 IS 5 BP 495 EP 510 DI 10.1177/1362361306066599 PG 16 WC Psychology, Developmental SC Psychology GA 095AC UT WOS:000241279600006 PM 16940315 ER PT J AU Renty, J Roeyers, H AF Renty, Jo | Roeyers, Herbert TI Quality of life in high-functioning adults with autism spectrum disorder - The predictive value of disability and support characteristics SO AUTISM LA English DT Article DE adults; formal support; informal support; needs assessment; quality of life ID ASPERGER-SYNDROME; FOLLOW-UP; CAMBERWELL ASSESSMENT; SOCIAL SUPPORT; CHILDREN; NEEDS; RELIABILITY; COMMUNITY; VALIDITY; OUTCOMES AB Although the concept of quality of life has increasingly been used in the field of intellectual disabilities over the past three decades, the factors contributing to quality of life of persons with autism spectrum disorder (ASD) have received relatively little attention. In this study, disability and support characteristics associated with variations in the level of quality of life among adults with ASD are identified, using self-report measures. Fifty-eight high-functioning adults with ASD participated in the study. The results of a multiple linear regression analysis reveal that support characteristics are related to quality of life in adults with ASD, whereas disability characteristics are not. The R-2 effect size (0.620) is large and significant. The results reinforce the significance of an available supportive social network, the importance of a substantial needs assessment and effective professional support. C1 Univ Ghent, Dept Expt Clin & Hlth Psychol, Res Grp Dev Disorders, B-9000 Ghent, Belgium. RP Renty, J (reprint author), Univ Ghent, Dept Expt Clin & Hlth Psychol, Res Grp Dev Disorders, Henri Dunantlaan 2, B-9000 Ghent, Belgium. EM Jo.Renty@skynet.be CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Barnes C., 1999, EXPLORING DISABILITY Baron-Cohen S, 2001, J AUTISM DEV DISORD, V31, P5, DOI 10.1023/A:1005653411471 Cohen S., 1985, SOCIAL SUPPORT THEOR, P73, DOI DOI 10.1007/978-94-009-5115-0_5 Duvdevany I, 2003, J INTELL DISABIL RES, V47, P264, DOI 10.1046/j.1365-2788.2003.00488.x Engstrom I, 2003, AUTISM, V7, P99, DOI 10.1177/1362361303007001008 Hansson L, 2003, NORD J PSYCHIAT, V57, P5, DOI 10.1080/08039480310000194 Howlin P., 1999, AUTISM, V3, P299, DOI DOI 10.1177/1362361399003003007 Howlin P, 2000, AUTISM, V4, P63, DOI DOI 10.1177/1362361300004001005 Howlin P, 2004, J CHILD PSYCHOL PSYC, V45, P212, DOI 10.1111/j.1469-7610.2004.00215.x Hughes D, 1996, DRUG DISCOV TODAY, V1, P1, DOI 10.1016/1359-6446(96)89106-9 Hurlbutt K, 2004, FOCUS AUTISM OTHER D, V19, P215, DOI DOI 10.1177/10883576040190040301 Kessler R. 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Sherman, Michael TI Long-term outcome of social skills intervention based on interactive LEGO (c) play SO AUTISM LA English DT Article DE autistic spectrum disorders; LEGO (c); therapy; social skills ID BEHAVIORAL TREATMENT; CHILDREN; AUTISM; COMPETENCE; DISORDERS AB LEGO (c) building materials have been adapted as a therapeutic modality for increasing motivation to participate in social skills intervention, and providing a medium through which children with social and communication handicaps can effectively interact. A 3 year retrospective study of long-term outcome for autistic spectrum children participating in LEGO (c) therapy (N = 60) compared Vineland Adaptive Behavior Scale socialization domain (VABS-SD) and Gilliam Autism Rating Scale social interaction subscale (GARS-SI) scores pre- and post-treatment with a matched comparison sample (N = 5 7) who received comparable non-LEGO (c) therapy. Although both groups made significant gains on the two outcome measures, LEGO (c) participants improved significantly more than the comparison subjects. Diagnosis and pre-treatment full-scale IQ scores did not predict outcome scores; however, Vineland adaptive behavior composite, Vineland communication domain, and verbal IQ all predicted outcome on the VABS-SD, especially for the LEGO (c) therapy group. Results are discussed in terms of implications for methods of social skills intervention for autistic spectrum disorders. C1 Bancroft NeuroHlth, Haddonfield, NJ 08033 USA. RP Legoff, DB (reprint author), Bancroft NeuroHlth, 425 Kings Highway E, Haddonfield, NJ 08033 USA. EM dlegoff@aol.com CR Bimbrauer J. S., 1993, BEHAV CHANGE, V10, P63 Gilliam J. E., 1995, GILLIAM AUTISM RATIN Gray C. A., 1993, FOCUS AUTISTIC BEHAV, V8, P1, DOI DOI 10.1177/108835769300800101 Harris S. L., 1997, HDB AUTISM PERVASIVE, P665 KELLEGREW DH, 1995, TEACHING CHILDREN AU, P127 Klin A, 2002, ARCH GEN PSYCHIAT, V59, P809, DOI 10.1001/archpsyc.59.9.809 Koegel RL, 2001, J CLIN CHILD PSYCHOL, V30, P19, DOI 10.1207/S15374424JCCP3001_4 Kunce L, 1998, ASPERGER SYNDROME HI, P227 LeGoff DB, 2004, J AUTISM DEV DISORD, V34, P557, DOI 10.1007/s10803-004-2550-0 VENTER A, 1992, J CHILD PSYCHOL PSYC, V33, P489, DOI 10.1111/j.1469-7610.1992.tb00887.x LORD C, 1995, LEARNING COGNITION A, P221 MCEACHIN JJ, 1993, AM J MENT RETARD, V97, P359 MESIBOV GB, 1992, SOCIAL BEHAV AUTISM, P265 Noble M., 2001, ED IMPACT LEGO DACTA Nordin V, 1998, ACTA PSYCHIAT SCAND, V97, P99, DOI 10.1111/j.1600-0447.1998.tb09970.x Sheinkopf SJ, 1998, J AUTISM DEV DISORD, V28, P15, DOI 10.1023/A:1026054701472 Sparrow S, 1984, VINELAND ADAPTIVE BE Szatmari P, 1996, EUR CHILD ADOLES PSY, V5, P179 Volkmar F. R., 2000, ASPERGER SYNDROME, P340 Wechsler D., 1989, WECHSLER PRESCHOOL P Wechsler D, 1991, WECHSLER INTELLIGENC, V3rd Weiss L. G., 1999, CANADIAN J SCH PSYCH, V14, P1, DOI 10.1177/082957359901400202 NR 22 TC 15 Z9 15 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2006 VL 10 IS 4 BP 317 EP 329 DI 10.1177/1362361306064403 PG 13 WC Psychology, Developmental SC Psychology GA 068RA UT WOS:000239390900002 PM 16908476 ER PT J AU Siaperas, P Beadle-Brown, J AF Siaperas, Panagiotis Beadle-Brown, Julie TI A case study of the use of a structured teaching approach in adults with autism in a residential home in Greece SO AUTISM LA English DT Article DE adults; autism; Greece; residential home; structured teaching; TEACCH ID CHILDREN; PROGRAM AB In November 2001, the Greek Society for the Protection of Autistic People (GSPAP) established the first residence for people with autism in Greece, following the guidelines of structured teaching and the TEACCH method with all 12 of the residents. Using interview questionnaires and systematic naturalistic observations, this case study explored the effectiveness of the training programme in the residence for the 12 adolescents and adults with autism, who had never received any other intervention or training. The instruments used for the evaluation were the Childhood Autism Rating Scale, the Vineland Adaptive Behavior Scales and structured observations. The categories evaluated were personal independence, social abilities and functional communication. After a period of 6 months the results showed significant progress in these three areas of functioning for all of the residents. The implications of the results in particular for further research and service development in Greece are discussed. C1 Univ Cambridge, Sect Dev Psychiat, Learning Disabil Res Grp, Cambridge CB2 2AH, England. Univ Kent, Canterbury CT2 7NZ, Kent, England. RP Siaperas, P (reprint author), Univ Cambridge, Sect Dev Psychiat, Learning Disabil Res Grp, Douglas House,18B Trumpington Rd, Cambridge CB2 2AH, England. EM panagiotis.siaperas@gmail.com CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BEADLEBROWN J, 2002, J INTELL DISABIL RES, V44, P12 BEASLEY F, 1993, MTS HDB OBSERVERS Davison G., 2001, ABNORMAL PSYCHOL ENGEL GL, 1980, AM J PSYCHIAT, V137, P535 FAHERTY C, 1996, VISUALLY STRUCTURED Frith U., 2003, AUTISM EXPLAINING EN Jordan R., 1999, AUTISM, V3, P101, DOI 10.1177/1362361399003001009 LOVAAS OI, 1987, J CONSULT CLIN PSYCH, V55, P3, DOI 10.1037/0022-006X.55.1.3 Martin P, 1993, MEASURING BEHAV Mesibov G., 1988, ADOLESCENT ADULT PSY, VIV Mesibov G. B., 1997, AUTISM, V1, P25, DOI 10.1177/1362361397011005 MESIBOV GB, 1989, J AM ACAD CHILD PSY, V28, P538, DOI 10.1097/00004583-198907000-00012 Ozonoff S, 1998, J AUTISM DEV DISORD, V28, P25, DOI 10.1023/A:1026006818310 Panerai S, 2002, J INTELL DISABIL RES, V46, P318, DOI 10.1046/j.1365-2788.2002.00388.x Panerai S, 1998, EDUC TRAIN MENT RET, V33, P367 Persson B, 2000, J AUTISM DEV DISORD, V30, P61, DOI 10.1023/A:1005464128544 SCHOPLER E, 1995, LEARNING COGNITION A Schopler E, 1990, PSYCHOEDUCATIONAL PR, V1 Sparrow S., 1984, Vineland Behavior Scales WING I, 1996, AUTISTIC SPECTRUM PA Wing L, 2002, MENT RETARD DEV D R, V8, P151, DOI 10.1002/mrdd.10029 NR 22 TC 7 Z9 7 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2006 VL 10 IS 4 BP 330 EP 343 DI 10.1177/1362361306064433 PG 14 WC Psychology, Developmental SC Psychology GA 068RA UT WOS:000239390900003 PM 16908477 ER PT J AU Pine, E Luby, J Abbacchi, A Constantino, JN AF Pine, Elyse Luby, Joan Abbacchi, Anna Constantino, John N. TI Quantitative assessment of autistic symptomatology in preschoolers SO AUTISM LA English DT Article DE autism; PDD-NOS; preschool; risperidone; Social Responsiveness Scale ID PERVASIVE DEVELOPMENTAL DISORDERS; RECIPROCAL SOCIAL-BEHAVIOR; DIAGNOSTIC INTERVIEW; CHILDREN; RISPERIDONE; TRAITS; SCALE; TERM AB Given a growing emphasis on early intervention for children with autism, valid quantitative tools for measuring treatment response are needed. The Social Responsiveness Scale (SRS) is a brief (15-20 minute) quantitative measure of autistic traits in 4- to 18-year-olds, for which a version for 3-year-olds was recently developed. We obtained serial SRS measurements on 73 preschool children with (n = 51) and without (n = 22) autism spectrum conditions. Inter-rater reliability (mothers and teachers) and test-retest reliability were of the order of 0.75 (Pearson's r). There was substantial agreement between SRS scores and (1) the Vineland Adaptive Behavior Composite (Pearson's r = -0.86) and (2) scores for social impairment on the Autism Diagnostic Interview-Revised (r = 0.63). Overall, quantitative autistic trait scores tended to improve over time in preschoolers, irrespective of treatment conditions. We conclude that it is possible to obtain reliable quantitative measurements of autistic social impairment in preschoolers, suitable for assessing treatment response. C1 Washington Univ, Sch Med, Dept Psychiat, St Louis, MO 63110 USA. RP Constantino, JN (reprint author), Washington Univ, Sch Med, Dept Psychiat, 660 S Euclid Ave,Campus Box 8134, St Louis, MO 63110 USA. EM constantino@wustl.edu CR Constantino JN, 2004, J CHILD PSYCHOL PSYC, V45, P719, DOI 10.1111/j.1469-7610.2004.00266.x Constantino JN, 2003, J AUTISM DEV DISORD, V33, P427, DOI 10.1023/A:1025014929212 Constantino JN, 2000, AM J PSYCHIAT, V157, P2043, DOI 10.1176/appi.ajp.157.12.2043 Constantino JN, 2000, J DEV BEHAV PEDIATR, V21, P2 Freeman BJ, 1999, J AUTISM DEV DISORD, V29, P379, DOI 10.1023/A:1023078827457 LORD C, 1989, J AUTISM DEV DISORD, V19, P185, DOI 10.1007/BF02211841 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 LOVAAS OI, 1987, J CONSULT CLIN PSYCH, V55, P3, DOI 10.1037/0022-006X.55.1.3 Malone RP, 2002, J AM ACAD CHILD PSY, V41, P140, DOI 10.1097/00004583-200202000-00007 Masi G, 2003, J CLIN PSYCHIAT, V64, P1039 MCEACHIN JJ, 1993, AM J MENT RETARD, V97, P359 McCracken JT, 2002, NEW ENGL J MED, V347, P314, DOI 10.1056/NEJMoa013171 Sparrow S., 1984, VINELAND SCALES ADAP Spiker D, 2002, AM J MED GENET, V114, P129, DOI 10.1002/ajmg.10188 NR 14 TC 33 Z9 33 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2006 VL 10 IS 4 BP 344 EP 352 DI 10.1177/1362361306064434 PG 9 WC Psychology, Developmental SC Psychology GA 068RA UT WOS:000239390900004 PM 16908478 ER PT J AU Palermo, MT Pasqualetti, P Barbati, G Intelligente, F Rossini, PM AF Palermo, Mark T. Pasqualetti, Patrizio Barbati, Giulia Intelligente, Fabio Rossini, Paolo Maria TI Recognition of schematic facial displays of emotion in parents of children with autism SO AUTISM LA English DT Article DE autism; broader autism phenotype; emotion perteption; facial displays ID 1ST-DEGREE RELATIVES; PERSONALITY-CHARACTERISTICS; DEMOGRAPHIC-VARIABLES; SOCIAL-BEHAVIOR; FAMILY HISTORY; EXPRESSIONS; PERCEPTION; FACES; INDIVIDUALS; PERFORMANCE AB Performance on an emotional labeling task in response to schematic facial patterns representing five basic emotions without the concurrent presentation of a verbal category was investigated in 40 parents of children with autism and 40 matched controls. 'Autism fathers' performed worse than 'autism mothers', who performed worse than controls in decoding displays representing sadness or disgust. This indicates the need to include facial expression decoding tasks in genetic research of autism. In addition, emotional expression interactions between parents and their children with autism, particularly through play, where affect and prosody are 'physiologically' exaggerated, may stimulate development of social competence. Future studies could benefit from a combination of stimuli including photographs and schematic drawings, with and without associated verbal categories. This may allow the subdivision of patients and relatives on the basis of the amount of information needed to understand and process social-emotionally relevant information. C1 Ctr Med Parioli, I-00197 Rome, Italy. Assoc Fatebenefratelli La Ricerca, Rome, Italy. RP Palermo, MT (reprint author), Ctr Med Parioli, Via Pietro Tacchini 24, I-00197 Rome, Italy. 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Twenty adults with HTA/AS correctly answered significantly fewer theory of mind questions than 20 controls on a forced-choice response task. On a narrative task, there were no differences in the proportion of mental state words between the two groups, although the participants with HFA/AS were less inclined to provide explanations for characters' mental states. No between-group differences existed on the central coherence questions of the forced-choice response task, and the participants with HTA/AS included an equivalent proportion of explanations for non-mental state phenomena in their narratives as did controls. These results support the theory of mind deficit account of autism spectrum disorders, and suggest that difficulties in mental state attribution cannot be exclusively attributed to weak central coherence. C1 Univ Queensland, Sch Psychol, Brisbane, Qld 4072, Australia. RP Beaumont, R (reprint author), Univ Queensland, Sch Psychol, Brisbane, Qld 4072, Australia. 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Mundy, Peter C. Van Hecke, Amy Vaughan Durcicher, Jennifer Stella TI Social attribution processes and comorbid psychiatric symptoms in children with Asperger syndrome SO AUTISM LA English DT Article DE Asperger syndrome; comorbid symptoms; social information processing ID HIGH-FUNCTIONING CHILDREN; SCHIZOID PERSONALITY; SPECTRUM DISORDERS; CONDUCT DISORDER; AGGRESSIVE BOYS; AUTISM; MIND; ADOLESCENTS; MECHANISMS; CHILDHOOD AB The factors that place children with Asperger syndrome at risk for comorbid psychiatric symptoms, such as anxiety and depression, remain poorly understood. We investigated the possibility that the children's emotional and behavioral difficulties are associated with social information and attribution processing. Participants were children with either Asperger syndrome (n = 31) or typical development (n = 33). To assess social information and attribution processing, children responded to hypothetical social vignettes. They also completed self-report measures of social difficulties and psychological functioning. Their parents provided information on social competence and clinical presentation. Children with Asperger syndrome showed poor psychosocial adjustment, which was related to their social information and attribution processing patterns. Cognitive and social-cognitive abilities were associated with aspects of social information processing tendencies, but not with emotional and behavioral difficulties. Results suggest that the comorbid symptoms of children with Asperger syndrome may be associated with their social perception, understanding, and experience. C1 Tavistock Clin, London NW3 5BA, England. UCL, Inst Child Hlth, Dev Psychopathol Res Unit, London NW3 5BA, England. Univ Miami, Coral Gables, FL 33124 USA. RP Meyer, JA (reprint author), Tavistock Clin, 120 Belsize Lane, London NW3 5BA, England. 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Men, ages 18 to 21, completed the World Health Organization Quality Of Life measure, the Perceived Support Network Inventory, and a semi-structured interview, Asperger syndrome affects quality of life beyond the obvious social impact. The 12 men with Asperger syndrome reported a significantly lower social and physical quality of life than did the 13 men in the control group. Education, living arrangements, and number of friends were remarkably similar between groups. Those with Asperger syndrome had less positive employment experiences and showed more preference for solitary activities. Interventions need to be based on a holistic model. C1 Univ Alberta, Fac Rehabil Med, Edmonton, AB T6G 2G4, Canada. Artevelde Hogesch Gent, Ghent, Belgium. Glenrose Rehabil Hosp, Edmonton, AB, Canada. RP Magill-Evans, J (reprint author), Univ Alberta, Fac Rehabil Med, Room 2-64 Corbett Hall, Edmonton, AB T6G 2G4, Canada. 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Good test accuracy was demonstrated in studies with primary school aged children in mainstream schools. The aim of this study was to investigate the test-retest reliability of the CAST. Parents of 1000 children in years 1-6 in five mainstream primary schools in Cambridgeshire received the CAST. A second identical questionnaire was posted to respondents after approximately 2 weeks. Both mailings generated 136 responses. Agreement above and below a screening cut-point of 15 was investigated. The kappa statistic for agreement (< 15 versus >= 15) was 0.70, and 97 percent (95 percent CI: 93-99 percent) of children did not move across the cut-point of 15. The correlation between the two test scores was 0.83 (Spearman's rho). The CAST has shown good test-retest reliability, and now requires further investigation in a high-scoring sample. C1 Univ Cambridge, Dept Publ Hlth & Primary Care, Cambridge CB2 2SR, England. RP Williams, J (reprint author), Univ Cambridge, Dept Publ Hlth & Primary Care, Forvie Site,Robinson Way, Cambridge CB2 2SR, England. EM j.g.williams.97@cantab.net RI Bolton, Patrick/E-8501-2010 OI Bolton, Patrick/0000-0002-5270-6262 CR Altman D, 1991, PRACTICAL STAT MED R Baron-Cohen S, 2001, J AUTISM DEV DISORD, V31, P5, DOI 10.1023/A:1005653411471 COHEN J, 1968, PSYCHOL BULL, V70, P213, DOI 10.1037/h0026256 Ehlers S, 1999, J AUTISM DEV DISORD, V29, P129, DOI 10.1023/A:1023040610384 Luteijn E, 2000, J AUTISM DEV DISORD, V30, P317, DOI 10.1023/A:1005527300247 BLAND JM, 1986, LANCET, V1, P307 *NAT SCREEN COMM C, 2003, NAT SCREEN COMM POL NORMAN GR, 2000, BIOST BAR ESS Nylander L, 2001, ACTA PSYCHIAT SCAND, V103, P428, DOI 10.1034/j.1600-0447.2001.00175.x Scott FJ, 2002, AUTISM, V6, P9, DOI 10.1177/1362361302006001003 Statacorp, 2001, STAT STAT SOFTW REL Williams J, 2005, AUTISM, V9, P45, DOI 10.1177/136261305049029 NR 12 TC 24 Z9 25 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2006 VL 10 IS 4 BP 415 EP 427 DI 10.1177/1362361306066612 PG 13 WC Psychology, Developmental SC Psychology GA 068RA UT WOS:000239390900009 PM 16908483 ER PT J AU Eaves, LC Wingert, H Ho, HH AF Eaves, LC Wingert, H Ho, HH TI Screening for autism - Agreement with diagnosis SO AUTISM LA English DT Article DE autism spectrum disorders; modified checklist for autism in toddlers; screening tools; social communication questionnaire ID PERVASIVE DEVELOPMENTAL DISORDERS; INSTRUMENT; INTERVIEW; CHECKLIST; TODDLERS AB Screening measures to identify very young children at risk for autism spectrum disorders include the Modified Checklist for Autism in Toddlers (M-CHAT) and the Social Communication Questionnaire (SCQ). To examine the validity of these written questionnaires, parents completed them prior to their child's diagnostic assessment at a tertiary autism clinic. The M-CHAT was given to 84 parents of 2- to 3-year-olds and the SCQ to 94 parents of 4- to 6-year-olds. On both measures sensitivity was higher than specificity with positive predictive values 0.63-0.68. False negatives, or children with autism who were missed by screening, were somewhat higher functioning than true positives. Results were better for parents who spoke English as a second language, contrary to expectations. At this stage of development these tools would be recommended as part of more comprehensive surveillance programmes to identify children in need of further assessment but not to 'screen out' the possibility of autism. C1 Sunny Hill Vet Ctr, Vancouver, BC, Canada. RP Eaves, LC (reprint author), Sunny Hill Vet Ctr, Vancouver, BC, Canada. CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Baird G, 2000, J AM ACAD CHILD PSY, V39, P694, DOI 10.1097/00004583-200006000-00007 Baird G, 2001, ARCH DIS CHILD, V84, P468, DOI 10.1136/adc.84.6.468 BARONCOHEN S, 1992, BRIT J PSYCHIAT, V161, P839, DOI 10.1192/bjp.161.6.839 Berument SK, 1999, BRIT J PSYCHIAT, V175, P444, DOI 10.1192/bjp.175.5.444 CORSELLO C, 2006, SOC RES CHILD DEV BI Filipek PA, 1999, J AUTISM DEV DISORD, V29, P439, DOI 10.1023/A:1021943802493 HANSON E, 2002, INT M AUT RES NOV LECOUTEUR A, 1989, J AUTISM DEV DISORD, V19, P363 LECOUTEUR A, 2003, AUTISM DIAGNOSTIC IN LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Robins DL, 2001, J AUTISM DEV DISORD, V31, P131, DOI 10.1023/A:1010738829569 Rutter M., 2003, SOCIAL COMMUNICATION SAESMUNDSEN E, 2003, J AUTISM DEV DISORD, V33, P319 Scambler D, 2001, J AM ACAD CHILD PSY, V40, P1457, DOI 10.1097/00004583-200112000-00017 Schopler E., 1988, CHILDHOOD AUTISM RAT NR 16 TC 42 Z9 42 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2006 VL 10 IS 3 BP 229 EP 242 DI 10.1177/1362361306063288 PG 14 WC Psychology, Developmental SC Psychology GA 051VO UT WOS:000238190000002 PM 16682396 ER PT J AU Turner, LM Stone, WL Pozdol, SL Coonard, EE AF Turner, LM Stone, WL Pozdol, SL Coonard, EE TI Follow-up of children with autism spectrum disorders from age 2 to age 9 SO AUTISM LA English DT Article ID PERVASIVE DEVELOPMENTAL DISORDERS; DIAGNOSTIC OBSERVATION SCHEDULE; YOUNG-CHILDREN; JOINT ATTENTION; STABILITY; COMMUNICATION; PREDICTORS; CONTINUITY; PARAMETERS; LEVEL AB The purpose of the present study was to examine the developmental outcomes of children 7 years after their initial diagnosis. Children diagnosed with autism or PDD-NOS at age 2 received follow-up evaluations at age 9. Diagnostic stability was high, with 88 percent of the sample obtaining autism spectrum diagnoses at age 9. Cognitive scores improved considerably for a large segment of the sample, with over 50 percent obtaining scores in the average range at follow-up. Language outcomes were also positive at follow-up; 88 percent of the sample demonstrated at least some functional language, and 32 percent were able to engage in conversational exchanges. Early characteristics that predicted outcome status were: age of diagnosis, age 2 cognitive and language scores, and total hours of speech-language therapy between ages 2 and 3. These findings highlight the potential long-term benefits of both early identification and early intervention, and provide additional evidence for the importance of promoting public awareness of the early signs of autism. C1 Vanderbilt Univ, Nashville, TN 37240 USA. RP Turner, LM (reprint author), Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37240 USA. 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SO AUTISM LA English DT Article DE Asperger syndrome; children's communication; checklist cluster; analysis high-functioning autism; pervasive developmental disorder not otherwise specified ID PERVASIVE DEVELOPMENTAL DISORDER; ASPERGER-SYNDROME; LANGUAGE DISORDERS; CLUSTER-ANALYSIS; PDD-NOS; CLASSIFICATION; INDIVIDUALS; IMPAIRMENT; DIAGNOSIS; SPEECH AB The study explored whether children with high-functioning autism (HFA), Asperger syndrome (AS), and pervasive developmental disorder not otherwise specified (PDD-NOS) can be differentiated on the Children's Communication Checklist (CCC). The study also investigated whether empirically derived autistic subgroups can be identified with a cluster analytic method based on the Autism Diagnostic Interview-Revised. Fifty-seven children with HFA, 47 with AS, 31 with PDD-NOS, and a normal control group of 47 children between 6 and 13 years participated. Children with HFA, AS, and PDD-NOS showed pragmatic communication deficits in comparison to the controls. Little difference was found between the three subtypes with respect to their CCC profile. A three-cluster solution explained the data best. The HFA cluster showed most autism characteristics, followed by the combined HFA + AS cluster, and then the PDD-NOS cluster. The findings support the autism spectrum concept based on severity of symptom impairment rather than distinct categories. C1 Univ Ghent, B-9000 Ghent, Belgium. Vrije Univ Amsterdam, NL-1081 HV Amsterdam, Netherlands. RP Verte, S (reprint author), Univ Ghent, B-9000 Ghent, Belgium. 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Yoder, Paul J. Stone, Wendy L. TI Labels increase attention to novel objects in children with autism and comprehension-matched children with typical development SO AUTISM LA English DT Article DE attention following autism; language development; word learning ID JOINT ATTENTION; NONVERBAL-COMMUNICATION; EARLY LANGUAGE; DOWN-SYNDROME; INFANTS; COMPETENCE; COGNITION; AGE AB This study used an intact group comparison to examine attention following in 34 children aged 2 years diagnosed with autism spectrum disorder (ASD) matched pairwise for vocabulary comprehension with a group of typically developing toddlers. For both groups of children, the presence of verbal labels during a referential task increased attention to a novel object over and above the attention-facilitating effect of child-directed talking without labeling. 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This article summarizes what Social Stories are and sets out to determine whether there is any relevant literature demonstrating the effectiveness of this intervention. Whilst the existing literature suggests positive findings with respect to the effectiveness of Social Stories, there is considerable variability in the quality of research methodology, with no single study employing comprehensive, stringent standards. Thus article highlights the factors that should be considered and addressed when testing the effectiveness of Social Stories, as a means of informing future research. C1 Lancashire Care NHS Trust, Blackburn, Lancs, England. RP Rust, J (reprint author), Lancashire Care NHS Trust, Blackburn, Lancs, England. EM rustjonathan@hotmail.com CR GRAY C, 1998, MORNING NEWS, V10, P2 GRAY C, 1994, MIDW ED LEAD C AUT K Gray C. 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L., 1995, FOCUS AUTISTIC BEHAV, V10, P1 Zanolli K, 1996, J AUTISM DEV DISORD, V26, P407, DOI 10.1007/BF02172826 NR 16 TC 9 Z9 9 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2006 VL 10 IS 2 BP 125 EP 138 DI 10.1177/1362361306062019 PG 14 WC Psychology, Developmental SC Psychology GA 036GC UT WOS:000237058600002 PM 16613863 ER PT J AU Hedley, D Young, R AF Hedley, D Young, R TI Social comparison processes and depressive symptoms in children and adolescents with Asperger syndrome SO AUTISM LA English DT Article DE Asperger syndrome; depression; social comparison ID INTELLECTUAL DISABILITY; SELF-ESTEEM; PEOPLE; DISORDER; PSYCHOPATHOLOGY; COMORBIDITY; PREVALENCE; ILLNESS; SCALE AB The present study investigated the relationship between social comparison processes and depressive symptoms in 36 participants (34 males and two females) aged 10 to 16 years with Asperger syndrome. Participants completed the Social Comparison Scale and the Children's Depression Inventory. Depressive symptoms were significantly correlated with the SCS (r = 0.52, p = 0.001), specifically perceived group membership (r = 0.56, p < 0.001). A regression analysis revealed that perceived group membership significantly and independently predicted depression scores (beta = 0.56, p = 0.002). It is suggested social comparison is a salient factor related to depressive symptoms in this group, and interventions involving adolescents with AS should therefore address this factor. C1 Flinders Univ S Australia, Adelaide, SA 5001, Australia. RP Young, R (reprint author), Flinders Univ S Australia, Adelaide, SA 5001, Australia. 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These anomalies have been hypothesized to result from overarousal and consequent overfocused attention. Parents of individuals with ASD rated items in three domains, 'sensory overreactivity', 'sensory underreactivity' and 'sensory seeking behaviors', of an expanded version of the Sensory Profile, a 103-item rating scale developed for the present study. Parents also rated symptom severity, overselective attention and exceptional memory, and completed the Vineland Adaptive Behavior Scales. Of 222 rated subjects, 144 had complete data. Cluster analysis showed the predicted overfocused pattern of sensation and attention, comprising overreactivity, perseverative behavior and interests, overfocused attention and exceptional memory in 43 percent of this sample. This pattern was striking in 10 percent. The neurological basis of overreactivity and overfocusing is discussed in relation to the overarousal hypothesis. Attention is drawn to its considerable prevalence in the ASD population. 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ToM difficulties in young siblings of children with autism (SIBS-A) compared to siblings of typically developing children (SIBS-TD) would place the former within the broad phenotype. We examined ToM's possible associations with measures of language, cognition, and daily living skills. Participants comprised 24 SIBS-A and 24 matched SIBS-TD aged 4.6 years. They completed the false belief and the strange stories tasks. We also collected measures of verbal and cognitive ability and daily living skills. Non-significant differences emerged between the groups on both ToM tasks. Differences did emerge in within-group associations between ToM ability and receptive language. The conclusion is that SIBS-A show resilience in ToM abilities. Possibly, these deficits are not genetically transferred to siblings, at least as measured in laboratory-based ToM tasks. C1 Hebrew Univ Jerusalem, IL-91905 Jerusalem, Israel. RP Yirmiya, N (reprint author), Hebrew Univ Jerusalem, IL-91905 Jerusalem, Israel. 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H., 1992, CLIN EVALUATION LANG Yirmiya N, 1998, PSYCHOL BULL, V124, P283, DOI 10.1037/0033-2909.124.3.283 Yirmiya N, 2001, RESEARCH BASIS FOR AUTISM INTERVENTION, P59 YIRMIYA N, IN PRESS J CHILD PSY YIRMIYA N, IN PRESS J AUSTIM DE NR 38 TC 10 Z9 10 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2006 VL 10 IS 2 BP 173 EP 187 DI 10.1177/1362361306062023 PG 15 WC Psychology, Developmental SC Psychology GA 036GC UT WOS:000237058600005 PM 16613866 ER PT J AU Reichelt, KL Skjeldal, O AF Reichelt, KL Skjeldal, O TI IgA antibodies in Rett syndrome SO AUTISM LA English DT Article DE casein; gliadin; gluten; IgA antibodies; Rett syndrome ID LINKED IMMUNOSORBENT-ASSAY; CPG-BINDING PROTEIN-2; HUMAN-BREAST MILK; SERUM ANTIBODIES; DIETARY ANTIGENS; XANTHINE-OXIDASE; CELIAC-DISEASE; GLUTEN ATAXIA; PASSAGE; BACTERIAL AB The level of IgA antibodies to gluten and gliadin proteins found in grains and to casein found in milk, as well as the level of IgG to gluten and gliadin, have been examined in 23 girls with Rett syndrome and 53 controls. Highly statistically significant increases were found for the Rett population compared to the controls. The reason for this remains unknown, but because IgA antibodies reflect the uptake of proteins and/or epitopes of proteins from the gut, this may be indicative of increased protein uptake. C1 Univ Oslo, Natl Hosp, N-0027 Oslo, Norway. RP Reichelt, KL (reprint author), Univ Oslo, Natl Hosp, N-0027 Oslo, Norway. EM K.L.Reichelt@klinmed.uio.no CR Amir RE, 1999, NAT GENET, V23, P185 AXELSSON I, 1986, ACTA PAEDIATR SCAND, V75, P702, DOI 10.1111/j.1651-2227.1986.tb10277.x Burford B, 2003, J INTELL DISABIL RES, V47, P588, DOI 10.1046/j.1365-2788.2003.00476.x CADE RJ, 2000, NUTR NEUROSCI, V2, P57 Chabance B, 1998, BIOCHIMIE, V80, P155, DOI 10.1016/S0300-9084(98)80022-9 Chen RZ, 2001, NAT GENET, V27, P327, DOI 10.1038/85906 GARDNER MLG, 1995, ABSORPTION ORALLY AD, P1 Hadjivassiliou M, 2002, NEUROLOGY, V58, P1221 Hadjivassiliou M, 1998, LANCET, V352, P1582, DOI 10.1016/S0140-6736(98)05342-2 HAGBERG B, 1995, ACTA PAEDIATR, V84, P971, DOI 10.1111/j.1651-2227.1995.tb13809.x HAGBERG BA, 1994, PEDIATR NEUROL, V11, P5, DOI 10.1016/0887-8994(94)90082-5 HUSBY S, 1985, SCAND J IMMUNOL, V22, P83, DOI 10.1111/j.1365-3083.1985.tb01862.x KILSHAW PJ, 1984, INT ARCH ALLER A IMM, V75, P8 Lucarelli S, 1995, PANMINERVA MED, V37, P137 Messahel S, 2000, Eur J Paediatr Neurol, V4, P211, DOI 10.1053/ejpn.2000.0308 REICHELT K-L, 1990, Journal of Applied Nutrition, V42, P1 Reichelt KL, 2003, NUTR NEUROSCI, V6, P19, DOI 10.1080/1028415021000042839 REICHELT KL, 2001, AUTISM RES UNIT, P245 Reichelt WH, 1998, J PEDIATR GASTR NUTR, V26, P305, DOI 10.1097/00005176-199803000-00012 ROSS DJ, 1973, P SOC EXP BIOL MED, V144, P523 SCHOUTSEN B, 1984, ARCH INT PHYSIOL BIO, V92, P379, DOI 10.3109/13813458409080614 SCOTT H, 1985, ACTA PATH MICRO IM C, V93, P117 SCOTT H, 1985, ACTA PATH MICRO IM C, V93, P65 SCOTT H, 1984, CLIN EXP IMMUNOL, V57, P25 Solaas KM, 2002, AUTISM, V6, P315, DOI 10.1177/1362361302006003008 Stefferl A, 2000, J IMMUNOL, V165, P2859 STUART CA, 1984, CLIN ALLERGY, V14, P533, DOI 10.1111/j.1365-2222.1984.tb02240.x TRONCONE R, 1987, ACTA PAEDIATR SCAND, V76, P453, DOI 10.1111/j.1651-2227.1987.tb10498.x Wright M, 2003, J INTELL DISABIL RES, V47, P85, DOI 10.1046/j.1365-2788.2003.00444.x NR 29 TC 3 Z9 3 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2006 VL 10 IS 2 BP 189 EP 197 DI 10.1177/1362361306062024 PG 9 WC Psychology, Developmental SC Psychology GA 036GC UT WOS:000237058600006 PM 16613867 ER PT J AU Katleen, M Dissanayake, C AF Katleen, M Dissanayake, C TI A comparative study of the spontaneous social interactions of children with high-functioning autism and children with Asperger's disorder SO AUTISM LA English DT Article DE Asperger's disorder; highfunctioning autism; observations; peers; social interactions ID PEER INTERACTIONS; ADULTS; DELAYS AB A comparative observational study was undertaken of the spontaneous social interactions of children with high-functioning autism and Asperger's disorder. The sample comprised 20 children with high-functioning autism, 19 children with Asperger's disorder and 17 typically developing children matched on chronological age and overall mental age. A one-zero time sampling technique was used in live coding of the children's spontaneous social and play behaviours in the schoolyard. Few differences were found between children with high-functioning autism and Asperger's disorder on the dimensions of social interaction investigated. In contrast, the social behaviour of both clinical samples often deviated markedly from that of the typically developing children. The findings confirmed that although children with high-functioning autism or Asperger's disorder are often socially isolated relative to their typically developing peers, they are capable of spontaneously engaging socially with other children. The results were supportive of the hypothesis that Asperger's disorder is on a continuum with autistic disorder. C1 La Trobe Univ, Bundoora, Vic 3083, Australia. RP Dissanayake, C (reprint author), La Trobe Univ, Bundoora, Vic 3083, Australia. EM c.dissanayake@latrobe.edu.au CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Bauminger N, 2003, J AUTISM DEV DISORD, V33, P489, DOI 10.1023/A:1025827427901 CHARLOPCHRISTY MH, 1999, HDB PSYCHOSOCIAL CHA, P247 Church C., 2000, FOCUS AUTISM OTHER D, V15, P12, DOI DOI 10.1177/108835760001500102 DEWEY D, 1988, CAN J PSYCHOL, V42, P242, DOI 10.1037/h0084183 Eisenmajer R, 1996, J AM ACAD CHILD PSY, V35, P1523, DOI 10.1097/00004583-199611000-00022 Ghaziuddin M, 1996, J AUTISM DEV DISORD, V26, P585, DOI 10.1007/BF02172348 GILLBERG C, 1999, PSYCHIAT BEHAV DISOR, P73 GILLBERG C, 1989, DEV MED CHILD NEUROL, V31, P529 Gillberg C., 1998, ASPERGER SYNDROME HI, P79 Hauck M, 1995, J AUTISM DEV DISORD, V25, P579, DOI 10.1007/BF02178189 Howlin P, 1998, CHILDREN AUTISM ASPE Howlin P, 2003, J AUTISM DEV DISORD, V33, P3, DOI 10.1023/A:1022270118899 KLIN A, 2000, ASPERGER SYNDROME, P1 Kugler B., 1998, AUTISM, V2, P11, DOI 10.1177/1362361398021003 Lancia R., 2000, ASPERGER SYNDROME, P125 LORD C, 1995, DEV PSYCHOPATHOL, V7, P611 Loveland K. 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R., 1995, MEASURING BEHAV INTR Ozonoff S., 2000, AUTISM, V4, P29, DOI DOI 10.1177/1362361300041003 PUTALLAZ M, 1990, HDB DEV PSYCHOPATHOL, P227 SCHOPLER E, 1998, ASPERGER SYNDROME HI SHROUT PE, 1979, PSYCHOL BULL, V86, P420, DOI 10.1037//0033-2909.86.2.420 Sigman M, 1999, MONOGR SOC RES CHILD, V64, P1, DOI 10.1111/1540-5834.00002 STONE WL, 1990, J AUTISM DEV DISORD, V20, P437, DOI 10.1007/BF02216051 Szatmari P., 2000, ASPERGER SYNDROME, P403 SZATMARI P, 1995, J AM ACAD CHILD PSY, V34, P1662, DOI 10.1097/00004583-199512000-00017 SZATMARI P, 1989, DEV MED CHILD NEUROL, V31, P709 SZATMARI P, 1990, J AM ACAD CHILD PSY, V29, P130, DOI 10.1097/00004583-199001000-00021 Szatmari P, 1998, ASPERGER SYNDROME HI, P61 Tabachnick B., 2001, USING MULTIVARIATE S TANTAM D, 1993, J AUTISM DEV DISORD, V23, P111, DOI 10.1007/BF01066422 Thorndike RL, 1986, STANFORD BINET INTEL Travis LL, 1998, MENT RETARD DEV D R, V4, P65, DOI 10.1002/(SICI)1098-2779(1998)4:2<65::AID-MRDD2>3.0.CO;2-W Twachtman-Cullen D., 1998, ASPERGER SYNDROME HI, P199 Volkmar F. R., 2000, ASPERGER SYNDROME, P25 Volkmar FR, 2001, INT REV RES MENT RET, V23, P83 Whiten A., 2000, AUTISM, V4, P185, DOI 10.1177/1362361300004002006 World Health Organization, 1992, INT CLASS DIS ZWAIGENBAUM L, 1999, HDB PSYCHOSOCIAL CHA, P275 NR 42 TC 0 Z9 0 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2006 VL 10 IS 2 BP 199 EP 220 DI 10.1177/1362361306062026 PG 22 WC Psychology, Developmental SC Psychology GA 036GC UT WOS:000237058600007 ER PT J AU Begeer, S Rieffe, C Terwogt, MM Stockmann, L AF Begeer, S Rieffe, C Terwogt, MM Stockmann, L TI Attention to facial emotion expressions in children with autism SO AUTISM LA English DT Article DE emotions facial; expressions; high-functioning autism; PDD-NOS ID ASPERGER-SYNDROME; RECOGNITION; FACE; PERCEPTION; LANGUAGE; PEOPLE AB High-functioning children in the autism spectrum are frequently noted for their impaired attention to facial expressions of emotions. In this study, we examined whether attention to emotion cues in others could be enhanced in children with autism, by varying the relevance of children's attention to emotion expressions. Twenty-eight high-functioning boys with autism and 31 boys from a control group were asked to sort photos depicting smiling or frowning faces of adults. As found in earlier studies, in neutral conditions children with autism were less attentive to emotion expressions than children from a control group. This difference disappeared when children were explicitly asked to make a socially relevant decision. These findings suggest that the attention of children with autism to emotion expressions in others is influenced by situational factors. Theoretical implications of these findings are discussed. C1 Free Univ Amsterdam, Dept Psychol, NL-1081 BT Amsterdam, Netherlands. PI Res, Duivendrecht, Netherlands. Leiden Univ, Leiden, Netherlands. Ctr Autisme, Oegstgeest, Netherlands. RP Begeer, S (reprint author), Free Univ Amsterdam, Dept Psychol, Van Boecharststr 1, NL-1081 BT Amsterdam, Netherlands. EM S.Begeer@psy.vu.nl RI Begeer, Sander/I-3383-2012 CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BARONCOHEN S, 1993, COGNITION EMOTION, V7, P507, DOI 10.1080/02699939308409202 BaronCohen S, 1997, VIS COGN, V4, P311, DOI 10.1080/713756761 Baron-Cohen Simon, 1995, MINDBLINDNESS ESSAY Bauminger N, 2004, DEV PSYCHOPATHOL, V16, P157, DOI 10.1017/S0954579404044451 Begeer S, 2003, J AUTISM DEV DISORD, V33, P479, DOI 10.1023/A:1025875311062 Belhumeur PN, 1997, IEEE T PATTERN ANAL, V19, P711, DOI 10.1109/34.598228 BLEICHRODT N, 1993, HANDLEIDING BIJ REVI BRAVERMAN M, 1989, J AUTISM DEV DISORD, V19, P301, DOI 10.1007/BF02211848 BUSHNELL IWR, 1989, BRIT J DEV PSYCHOL, V7, P3 CAPPS L, 1992, J CHILD PSYCHOL PSYC, V33, P1169, DOI 10.1111/j.1469-7610.1992.tb00936.x CARON RF, 1985, CHILD DEV, V56, P1552, DOI 10.1111/j.1467-8624.1985.tb00220.x Celani G, 1999, J AUTISM DEV DISORD, V29, P57, DOI 10.1023/A:1025970600181 Cooley C. H., 1902, HUMAN NATURE SOCIAL Darwin C, 1872, EXPRESSION EMOTIONS DAVIES S, 1994, J CHILD PSYCHOL PSYC, V35, P1033, DOI 10.1111/j.1469-7610.1994.tb01808.x DUNLAP G, 1984, J EXP CHILD PSYCHOL, V37, P41, DOI 10.1016/0022-0965(84)90057-2 Frith U., 2003, AUTISM EXPLAINING EN Grossman JB, 2000, J CHILD PSYCHOL PSYC, V41, P369, DOI 10.1017/S0021963099005466 Happe F., 1994, AUTISM INTRO PSYCHOL Harris PL, 1989, CHILDREN EMOTION DEV Heerey EA, 2003, EMOTION, V3, P394, DOI 10.1037/1528-3542.3.4.394 Hermelin B, 1985, COMMUNICATION PROBLE, P283 Hobson R. P., 2002, CRADLE THOUGHT HOBSON RP, 1986, J CHILD PSYCHOL PSYC, V27, P321, DOI 10.1111/j.1469-7610.1986.tb01836.x HOBSON RP, 1988, BRIT J PSYCHOL, V79, P441 IZARD CE, 1994, PSYCHOL BULL, V115, P288, DOI 10.1037/0033-2909.115.2.288 JENNINGS WB, 1974, DISS ABSTR INT, V34, P4045 Joseph RM, 2003, J CHILD PSYCHOL PSYC, V44, P529, DOI 10.1111/1469-7610.00142 Kanner L, 1943, NERV CHILD, V2, P217 KASARI C, 1993, J CHILD PSYCHOL PSYC, V34, P353, DOI 10.1111/j.1469-7610.1993.tb00997.x KLINNERT M, 1983, INFANT BEHAV DEV, V7, P447 KOEGEL RL, 1985, J CHILD PSYCHOL PSYC, V26, P185, DOI 10.1111/j.1469-7610.1985.tb02259.x LANGDELL T, 1978, J CHILD PSYCHOL PSYC, V19, P255, DOI 10.1111/j.1469-7610.1978.tb00468.x LEWIS V, 1988, BRIT J DEV PSYCHOL, V6, P325 LOVELAND KA, 1997, DEV PSYCHOPATHOL, V9, P597 ODELL MC, 1983, AM PSYCH ASS ANN CON ORNE MT, 1969, ARTIFACT BEHAV RES, P143 OZONOFF S, 1990, J CHILD PSYCHOL PSYC, V31, P343, DOI 10.1111/j.1469-7610.1990.tb01574.x PRIOR M, 1990, J CHILD PSYCHOL PSYC, V31, P587, DOI 10.1111/j.1469-7610.1990.tb00799.x Rieffe C, 2000, J AUTISM DEV DISORD, V30, P195, DOI 10.1023/A:1005540417877 TANTAM D, 1989, J CHILD PSYCHOL PSYC, V30, P623, DOI 10.1111/j.1469-7610.1989.tb00274.x Volden J, 1997, APPL PSYCHOLINGUIST, V18, P181, DOI 10.1017/S0142716400009966 Wechsler D, 1991, WECHSLER INTELLIGENC, V3rd WEEKS SJ, 1987, J CHILD PSYCHOL PSYC, V28, P137, DOI 10.1111/j.1469-7610.1987.tb00658.x NR 45 TC 25 Z9 26 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2006 VL 10 IS 1 BP 37 EP 51 DI 10.1177/1362361306057862 PG 15 WC Psychology, Developmental SC Psychology GA 031KM UT WOS:000236703500004 PM 16522709 ER PT J AU Dominguez, A Ziviani, J Rodger, S AF Dominguez, A Ziviani, J Rodger, S TI Play behaviours and play object preferences of young children with autistic disorder in a clinical play environment SO AUTISM LA English DT Article DE autistic disorder; chronological age; clinical play environment; play object preferences; spontaneous play behaviour ID TOY-PLAY; MENTAL-RETARDATION; SYMBOLIC PLAY; SKILLS; COMPREHENSION AB Play is the primary occupation of childhood and provides a potentially powerful means of assessing and treating children with autistic disorder. This study utilized a cross-sectional comparison design to investigate the nature of play engagement in children with AD (n = 24), relative to typically developing children (n = 34) matched for chronological age. Play behaviours were recorded in a clinical play environment. Videotapes comprising 15 minutes of the children's spontaneous play behaviour were analysed using time-interval analysis. The particular play behaviours observed and play objects used were coded. Differences in play behaviours (p < 0.0001) and play object preferences (p < 0.0001) were identified between the groups. Findings regarding play behaviour contribute to contention in the literature surrounding functional and symbolic play. Explanations for play object preferences are postulated. Recommendations are made regarding clinical application of findings in terms of enhancing assessment and intervention by augmenting motivation. C1 Univ Queensland, Sch Hlth & Rehabil Sci, Dept Occupat Therapy, St Lucia, Qld 4072, Australia. RP Ziviani, J (reprint author), Univ Queensland, Sch Hlth & Rehabil Sci, Dept Occupat Therapy, St Lucia, Qld 4072, Australia. EM j.ziviani@mailbox.uq.edu.au RI Rodger, Sylvia/F-8738-2010; Ziviani, Jenny/C-1708-2010 CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT ATLAS JA, 1990, CHILD PSYCHIAT HUM D, V21, P119, DOI 10.1007/BF00706120 Baren-Cohen S., 1987, BRIT J DEV PSYCHOL, V5, P139 BEYER J, 2000, AUTISM PLAY BOYLE M, 2001, UNPUB REPORT WESLEY BUNDY AC, 1993, AM J OCCUP THER, V47, P217 Charlwood JD, 2003, MALARIA J, V2, DOI 10.1186/1475-2875-2-2 COOPER RJ, 2000, THESIS U QUEENSLAND DEMYER MK, 1967, PSYCHOL REP, V21, P973 DESHA L, 2003, PHYS OCCUPATIONAL TH, V23, P21 DUBOIS SA, 1997, ESSENCE PLAY CHILDS, P107 Fienberg S., 1975, DISCRETE MULTIVARIAT JARROLD C, 1994, J AUTISM DEV DISORD, V24, P433, DOI 10.1007/BF02172127 JARROLD C, 1993, J AUTISM DEV DISORD, V23, P281, DOI 10.1007/BF01046221 LANDIS JR, 1977, BIOMETRICS, V33, P159, DOI 10.2307/2529310 LEWIS V, 1988, BRIT J DEV PSYCHOL, V6, P325 Libby S, 1998, J AUTISM DEV DISORD, V28, P487, DOI 10.1023/A:1026095910558 RESTALL G, 1994, AM J OCCUP THER, V48, P113 Malone DM, 1997, J EARLY INTERVENTION, V21, P45 MALONE DM, 1994, REM SPEC EDUC, V15, P177 Malone DM, 1995, TOP EARLY CHILD SPEC, V15, P459 Newborg J., 1984, BATTELLE DEV INVENTO PETERS S, 2001, UNPUB COMP PLAY BEHA RUBIN KH, 1985, TOP EARLY CHILD SPEC, V5, P1 Schaefer CE, 1991, PLAY DIAGNOSIS ASSES SCHAFER M, 1987, PART PART SYST CHAR, V4, P1, DOI 10.1002/ppsc.19870040102 SIGMAN M, 1984, DEV PSYCHOL, V20, P293, DOI 10.1037/0012-1649.20.2.293 STONE WL, 1990, PEDIATRICS, V86, P267 TILTON JR, 1964, PSYCHOL REP, V15, P967 TREVARTHEN C, 1996, CANADIAN J OCCUPATIO, V63, P1 UNGERER JA, 1981, J AM ACAD CHILD PSY, V20, P318, DOI 10.1016/S0002-7138(09)60992-4 Watling R, 1999, AM J OCCUP THER, V53, P498 Williams E, 1999, J AUTISM DEV DISORD, V29, P367, DOI 10.1023/A:1023026810619 Williams E, 2001, J AUTISM DEV DISORD, V31, P67, DOI 10.1023/A:1005665714197 Wolfberg P. J., 1999, PLAY IMAGINATION CHI WYVER SR, 1995, AUSTR J EARLY CHILDH, V20, P42 Ziviani J., 2001, BRIT J OCCUPATIONAL, V64, P17 NR 37 TC 9 Z9 9 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JAN PY 2006 VL 10 IS 1 BP 53 EP 69 DI 10.1177/1362361306062010 PG 17 WC Psychology, Developmental SC Psychology GA 031KM UT WOS:000236703500005 PM 16522710 ER PT J AU Rinehart, NJ Bradshaw, JL Moss, SA Brereton, AV Tonge, BJ AF Rinehart, NJ Bradshaw, JL Moss, SA Brereton, AV Tonge, BJ TI Pseudo-random number generation in children with high-functioning autism and Asperger's disorder - Further evidence for a dissociation in executive functioning? SO AUTISM LA English DT Article DE Asperger's disorder; executive dysfunction; high-functioning autism; number generation ID BASAL GANGLIA; INDIVIDUALS; ADULTS; PERFORMANCE; TASK; ATTENTION; HISTORY; CORTEX; BRAIN; MIND AB The repetitive, stereotyped and obsessive behaviours, which are core diagnostic features of autism, are thought to be underpinned by executive dysfunction. This study examined executive impairment in individuals with autism and Asperger's disorder using a verbal equivalent of an established pseudo-random number generating task. Different patterns of disinhibition emerged in the autism (n = 12) and Asperger's disorder (n = 12) groups. Consistent with previous research, the autism group repeated single numbers (e.g. 2, 2, 2) more frequently than the control group. In contrast to past research suggesting intact executive abilities, this study found that the Asperger's disorder group generated more repetitive number patterns (e.g. 45, 45) than the controls. Executive functioning in children with Asperger's disorder may be particularly vulnerable to a lack of visual cueing and concrete rules. Qualitative differences in executive dysfunction between these groups may implicate differential disruption within the fronto-striatal circuitry. C1 Monash Univ, Sch Psychol Psychiat & Psychol Med, Med Ctr, Dept Psychol Med, Clayton, Vic 3168, Australia. RP Rinehart, NJ (reprint author), Monash Univ, Sch Psychol Psychiat & Psychol Med, Med Ctr, Dept Psychol Med, 246 Clayton Rd, Clayton, Vic 3168, Australia. 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This study collected such data longitudinally in relation to the Son-Rise Program (R), a home-based parent-run intervention for autism. Questionnaires and interview data on family demographics, implementation patterns, and perceived treatment fidelity were gathered three times over the course of a year from families who had attended a Son-Rise (R) initial training course. Although it proved possible to produce a profile of intervention use, findings indicated that the programme is not always implemented as it is typically described in the literature. The study also highlighted methodological challenges likely to be encountered in any future evaluation of this and similar interventions for autism. C1 Univ Edinburgh, Moray Houst Sch Educ, Edinburgh EH8 8AQ, Midlothian, Scotland. RP Williams, KR (reprint author), Univ Edinburgh, Moray Houst Sch Educ, Simon Laurie House,Holyrood Rd, Edinburgh EH8 8AQ, Midlothian, Scotland. 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This review considers the current literature on the prevalence, presentation, treatment and assessment of depression in autism and Asperger syndrome. There are diagnostic difficulties when considering depression in autism and Asperger syndrome, as the characteristics of these disorders, such as social withdrawal and appetite and sleep disturbance, are. also core symptoms of depression. Impaired verbal and non-verbal communication can mask the symptoms of depression. Symptoms associated with autism and Asperger syndrome such as obsessionality and self-injury may be increased during an episode of depression. There is a clear need to develop specific tools both for diagnostic purposes and for measurement of depression in autism and Asperger syndrome in order to help alleviate the distress caused by this treatable illness. C1 Heriot Watt Univ, Edinburgh EH14 4AS, Midlothian, Scotland. Univ Newcastle Upon Tyne, Newcastle Upon Tyne NE1 7RU, Tyne & Wear, England. Northumbria Univ, Newcastle Upon Tyne NE1 8ST, Tyne & Wear, England. RP Stewart, ME (reprint author), Heriot Watt Univ, Edinburgh EH14 4AS, Midlothian, Scotland. EM m.e.stewart@hw.ac.uk CR ABRAMSON RK, 1992, J AM ACAD CHILD PSY, V31, P370, DOI 10.1097/00004583-199203000-00030 American Psychiatric Association, 1999, DIAGN STAT MAN MENT, V4th Barnhill G. P., 2001, FOCUS AUTISM OTHER D, V16, P46, DOI 10.1177/108835760101600112 BECK AT, 1961, ARCH GEN PSYCHIAT, V4, P561 Bieberich AA, 1998, J AUTISM DEV DISORD, V28, P333, DOI 10.1023/A:1026016804357 Bryson S. 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Few studies have examined the early development of the latter group. This study developed a retrospective measure, the Early Development Questionnaire (EDQ), to collect specific, parent-reported information about development in the first 18 months. Based on their EDQ scores, 60 children with autism between the ages of 3 and 9 were divided into three groups: an early onset group (n = 29), a definite regression group (n = 23), and a heterogeneous mixed group (n = 8). Significant differences in early social development were found between the early onset and regression groups. However, over 50 percent of the children who experienced a regression demonstrated some early social deficits during the first year of life, long before regression and the apparent onset of autism. This group, tentatively labeled 'delays-plus-regression', deserves further study. C1 Univ Calif Davis, Davis, CA 95616 USA. Univ Utah, Salt Lake City, UT 84112 USA. Johns Hopkins Sch Med, Baltimore, MD USA. RP Ozonoff, S (reprint author), Univ Calif Davis, Davis, CA 95616 USA. 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neonatal complications; pervasive developmental disorders ID ETIOLOGY AB The prenatal and neonatal factors of 225 children diagnosed with Autistic Disorder were compared with those of IS 8 0 typically developing children. Each of the neonatal factors was compared between the Autistic Disorder and control groups, and between males and females. The results showed that males in the 'Autistic Disorder' group had a significantly longer gestational age and a heavier birth weight than the male controls. No significant differences in these factors were observed between females in the two groups. Both male and female children with Autistic Disorder showed a significantly higher incidence of neonatal complications than their respective controls. In the Autistic Disorder group, males had a heavier mean birth weight, and there were more post-term infants among females. C1 Hamamatsu Univ Sch Med, Hamamatsu, Shizuoka 43131, Japan. Hamamatsu City Med Ctr Dev Med, Hamamatsu, Shizuoka, Japan. RP Sugie, Y (reprint author), Hamamatsu Univ Sch Med, Hamamatsu, Shizuoka 43131, Japan. EM y-sugie@umin.ac.jp CR Folstein SE, 2001, NAT REV GENET, V2, P943, DOI 10.1038/35103559 HOSHINO Y, 1980, JPN J CHILD ADOL PSY, V21, P111 Juul-Dam N, 2001, PEDIATRICS, V107, part. no., DOI 10.1542/peds.107.4.e63 MASONBROTHERS A, 1990, PEDIATRICS, V86, P514 Matsuishi T, 1999, J AUTISM DEV DISORD, V29, P161, DOI 10.1023/A:1023048812202 NELSON KB, 1991, PEDIATRICS, V87, P761 Zwaigenbaum L, 2002, J AM ACAD CHILD PSY, V41, P572, DOI 10.1097/00004583-200205000-00015 NR 7 TC 14 Z9 14 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2005 VL 9 IS 5 BP 487 EP 494 DI 10.1177/1362361305057877 PG 8 WC Psychology, Developmental SC Psychology GA 994RY UT WOS:000234050100003 PM 16287701 ER PT J AU Williams, E Kendell-Scott, L Costall, A AF Williams, E Kendell-Scott, L Costall, A TI Parents' experiences of introducing everyday object use to their children with autism SO AUTISM LA English DT Article DE autism; everyday object use; parent interviews; qualitative analysis; social influence AB A semi-structured interview study, investigating the acquisition of everyday object use in children with autism and developmentally matched controls, is presented. Parents were asked to describe how their child currently used various everyday objects during mealtime and washing routines, the process by which this came about, and any problems encountered in attempting to introduce appropriate object use. Following transcription, the interviews were treated using a method combining phenomenological and content analysis. The statements generated were condensed, using progressive categorization, into three tables of summary statements. These represented the different sources of influence on the children's object use and the problems parents experienced in attempting to guide their child's actions. Relative to comparison groups, parents of children with autism reported that they experienced more problems and used more intensive teaching methods, and that their children were less actively involved. The findings are discussed in relation to the influence of other people in shaping object use and implications for intervention programmes. C1 Univ Surrey, Guildford GU2 5XH, Surrey, England. King Alfreds Univ, Winchester, Hants, England. Univ Portsmouth, Portsmouth, Hants, England. RP Williams, E (reprint author), Univ Surrey, Guildford GU2 5XH, Surrey, England. EM e.i.williams@surrey.ac.uk CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Asperger H, 1944, ARCH PSYCHIAT NERVEN, V117, P76, DOI 10.1007/BF01837709 Bayley N, 1993, BAYLEY SCALES INFANT Carpenter M., 2000, AUTISM SPECTRUM DISO, P31 Giorgi A., 1985, PHENOMENOLOGY PSYCHO, P8 HETU R, 1988, British Journal of Audiology, V22, P251, DOI 10.3109/03005368809076462 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Park C. C., 1983, SIEGE 1 YEARS AUTIST Sparrow S, 1984, VINELAND ADAPTIVE BE UNGERER JA, 1981, J AM ACAD CHILD PSY, V20, P318, DOI 10.1016/S0002-7138(09)60992-4 Valsiner J, 1987, CULTURE DEV CHILDREN WHO, 1990, INT CLASS DIS Yardley L., 1992, PSYCHOL HEALTH, V6, P85, DOI 10.1080/08870449208402025 NR 13 TC 7 Z9 8 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2005 VL 9 IS 5 BP 495 EP 514 DI 10.1177/1362361305057869 PG 20 WC Psychology, Developmental SC Psychology GA 994RY UT WOS:000234050100004 PM 16287702 ER PT J AU Abell, F Hare, DJ AF Abell, F Hare, DJ TI An experimental investigation of the phenomenology of delusional beliefs in people with Asperger syndrome SO AUTISM LA English DT Article DE anxiety; Asperger syndrome; delusions; paranoia ID PERSECUTORY DELUSIONS; SELF-CONSCIOUSNESS; AUTOBIOGRAPHICAL MEMORY; MIND; PARANOIA; SCHIZOPHRENIA; IDEATION; CHILDREN; ANXIETY AB There is evidence that Asperger syndrome is associated with delusional beliefs. Cognitive theories of delusions in psychosis literature propose a central role for impaired theory of mind ability in the development of delusions. The present study investigates the phenomenology of delusional ideation in Asperger syndrome. Forty-six individuals with Asperger syndrome participated and were found to have relatively high levels of delusional ideation, primarily grandiose or persecutory. Factors associated with delusional belief were anxiety, social anxiety and self-consciousness, but not theory of mind ability or autobiographical memory. The findings indicate that delusional belief is a prominent feature in Asperger syndrome, but do not support a mentalization based account. A preliminary cognitive model of delusions in Asperger syndrome is proposed and the theoretical and clinical implications of the findings a-re discussed. C1 Broadford Teraching Hosp, NHS Trust, Bradford, W Yorkshire, England. Univ Manchester, Manchester M13 9PL, Lancs, England. RP Hare, DJ (reprint author), Broadford Teraching Hosp, NHS Trust, Bradford, W Yorkshire, England. EM dougal.hare@man.ac.uk CR American Psychiatric Association, 1987, DIAGN STAT MAN MENT Beck A. 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This study examines the outcome of a supported employment service (NAS Prospects) for adults with autism or Asperger syndrome (IQ 60+) over an 8 year period. Approximately 68 percent of clients found employment. Of the 192 jobs, the majority were permanent contracts and most involved administrative, technical or computing work. Assessment of current clients indicates that IQ, language skills and educational attainments are high. However, work has also been found for those of lower abilities. Individuals supported by Prospects show a rise in salaries, contribute more tax and claim fewer benefits. Satisfaction with the scheme is high among clients, employers and support workers. Although the programme continues to incur a financial deficit, this has decreased. Moreover, there are many non-financial benefits, which are difficult to quantify. The importance of specialist employment support of this kind is discussed. C1 Univ London St Georges Hosp, Sch Med, London SW17 0RE, England. Royal Holloway Univ London, London, England. Natl Autist Soc, London, England. RP Howlin, P (reprint author), Univ London St Georges Hosp, Sch Med, London SW17 0RE, England. RI Howlin, Patricia/A-7622-2011 CR Alcock J., 2003, EVALUATION PROSPECTS Barnard J, 2001, IGNORED INELIGIBLE R Beyer S., 1996, BRIT J LEARN DISABIL, V24, P134 BROACH S, 2003, PEOPLE AUTISM SPECTR Brownell R, 2000, EXPRESSIVE ONE WORD, V3rd DEAN N, 2001, 82 DEP WORK PENS WOR Dunn L. M., 1997, BRIT PICTURE VOCABUL, V2nd Fombonne E, 2003, JAMA-J AM MED ASSOC, V289, P87, DOI 10.1001/jama.289.1.87 Howlin P, 2000, J CHILD PSYCHOL PSYC, V41, P561, DOI 10.1017/S0021963099005806 HOWLIN P, IN PRESS AUTISM ASPE Howlin P, 2004, J CHILD PSYCHOL PSYC, V45, P212, DOI 10.1111/j.1469-7610.2004.00215.x Jarbrink K, 2001, AUTISM, V5, P7, DOI 10.1177/1362361301005001002 Keel JH, 1997, J AUTISM DEV DISORD, V27, P3, DOI 10.1023/A:1025813020229 LECOUTEUR A, 1989, J AUTISM DEV DISORD, V19, P363 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Martin NT, 2003, AUTISM, V7, P321, DOI 10.1177/1362361303007003007 Mawhood L, 2000, J CHILD PSYCHOL PSYC, V41, P547, DOI 10.1017/S002196309900579X Mawhood L, 1999, AUTISM INT J RES PRA, V3, P229, DOI DOI 10.1177/1362361399003003003 MCCAUGHRIN WB, 1993, MENT RETARD, V31, P41 Raven J. C., 1956, STANDARD PROGR MATRI RUSCH FR, 1993, J REHABIL, V59, P31 Smith M, 1995, GUIDE SUCCESSFUL EMP Stevens P, 1999, J INTELL DISABIL RES, V43, P19, DOI 10.1046/j.1365-2788.1999.43120169.x Venter A., 1992, HIGH FUNCTIONING IND, P187 NR 24 TC 58 Z9 58 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2005 VL 9 IS 5 BP 533 EP 549 DI 10.1177/1362361305057871 PG 17 WC Psychology, Developmental SC Psychology GA 994RY UT WOS:000234050100006 PM 16287704 ER PT J AU Warreyn, P Roeyers, H De Groote, I AF Warreyn, P Roeyers, H De Groote, I TI Early social communicative behaviours of preschoolers with autism spectrum disorder during interaction with their mothers SO AUTISM LA English DT Article DE autism spectrum disorder; imitation; joint attention; play; social communicative development ID JOINT ATTENTION; SYMBOLIC PLAY; PRETEND PLAY; YOUNG-CHILDREN; IMITATION; INFANTS; ORIGINS; LEVEL; MIND; LANGUAGE AB The present study examined spontaneous symbolic play, declarative joint attention, social referencing and imitation of symbolic play in 3- to 6-year-old children with an autism spectrum disorder (ASD; n = 20) during interaction with their mothers. Compared to a control group (n = 20) matched on age and IQ, the children with ASD initiated less joint attention with their mothers when confronted with a pleasant event and they showed a tendency to play less symbolically and more non-functionally. Contrary to expectations, children with ASD showed no social referencing or imitation deficits. Interestingly, two clusters of intercorrelating behaviours were found in the ASD group: one suggesting symbolic or metarepresentational abilities, the other comprising interpersonal behaviours. The findings support the hypothesis that early social communicative abilities may follow a different developmental pathway in ASD, and stress the importance of a contextual factor, namely the presence of the mother. C1 Ghent Univ, Res Grp Dev Disorders, B-9000 Ghent, Belgium. RP Warreyn, P (reprint author), Ghent Univ, Res Grp Dev Disorders, H Dunantlaan 2, B-9000 Ghent, Belgium. EM Petra.Warreyn@UGent.be CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Bacon AL, 1998, J AUTISM DEV DISORD, V28, P129, DOI 10.1023/A:1026040615628 Baldwin D. A., 1995, JOINT ATTENTION ITS, p131 BARONCOHEN S, 2001, INT REV RES MENT RET, P169 BARONCOHEN S, 1987, BRIT J DEV PSYCHOL, V5, P139 BARONCOHEN S, 1994, CAH PSYCHOL COGN, V13, P724 Butterworth G., 1995, JOINT ATTENTION ITS, P29 Charman T, 2000, COGNITIVE DEV, V15, P481, DOI 10.1016/S0885-2014(01)00037-5 Charman T, 1997, DEV PSYCHOL, V33, P781, DOI 10.1037//0012-1649.33.5.781 Charman T, 1997, J AUTISM DEV DISORD, V27, P325, DOI 10.1023/A:1025806616149 CHARMAN T, 1994, DEV PSYCHOPATHOL, V6, P403, DOI 10.1017/S0954579400006015 Corkum V, 1998, DEV PSYCHOL, V34, P28, DOI 10.1037/0012-1649.34.1.28 Dawson G, 2002, CHILD DEV, V73, P345, DOI 10.1111/1467-8624.00411 DILAVORE PC, 1995, J AUTISM DEV DISORD, V25, P355, DOI 10.1007/BF02179373 FEINMAN S, 1982, MERRILL PALMER QUART, V28, P445 HEIMANN M, 1992, BEHAV NEUROL, V5, P219, DOI 10.3233/BEN-1992-5404 HEUMANN M, 2002, IMITATIVE MIND DEV E, P74 JARROLD C, 1993, J AUTISM DEV DISORD, V23, P281, DOI 10.1007/BF01046221 KASARI C, 1990, J AUTISM DEV DISORD, V20, P87, DOI 10.1007/BF02206859 Leekam S, 2001, DEVELOPMENT OF AUTISM: PERSPECTIVES FROM THEORY AND RESEARCH, P105 LESLIE AM, 1987, PSYCHOL REV, V94, P412, DOI 10.1037/0033-295X.94.4.412 LESLIE AM, 1994, UNDERSTANDING OTHER, P83 Lewis V, 2000, INT J LANG COMM DIS, V35, P117 Libby S, 1998, J AUTISM DEV DISORD, V28, P487, DOI 10.1023/A:1026095910558 Libby S, 1997, J AUTISM DEV DISORD, V27, P365, DOI 10.1023/A:1025801304279 McCarthy D, 1972, MANUAL MCCARTHY SCAL McDonough L, 1997, DEV PSYCHOPATHOL, V9, P17 MCGHEE PE, 1984, J GENET PSYCHOL, V144, P209 Meltzoff AN, 1999, J COMMUN DISORD, V32, P251, DOI 10.1016/S0021-9924(99)00009-X Meltzoff AN, 1997, EARLY DEV PARENTING, V6, P179, DOI 10.1002/(SICI)1099-0917(199709/12)6:3/4<179::AID-EDP157>3.0.CO;2-R Miller GA, 2001, J ABNORM PSYCHOL, V110, P40, DOI 10.1037//0021-843X.110.1.40 MISAILIDI P, 2002, PSYCHOL J HELLENIC P, V9, P9 MORGAN SB, 1989, J CHILD PSYCHOL PSYC, V30, P857, DOI 10.1111/j.1469-7610.1989.tb00287.x MUNDY P, 1994, DEV PSYCHOPATHOL, V6, P389, DOI 10.1017/S0954579400006003 Mundy P, 1998, INFANT BEHAV DEV, V21, P469, DOI 10.1016/S0163-6383(98)90020-0 Pierce K, 2001, BIOL PSYCHIAT, V49, P655, DOI 10.1016/S0006-3223(00)01008-8 Premack D., 1978, BEHAVIORAL BRAIN SCI, V4, P515, DOI [10.1017/S0140525X00076512, DOI 10.1017/S0140525X00076512] Rogers S. 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J., 1999, PLAY IMAGINATION CHI Zink I., 2002, N CDIS LIJSTEN COMMU NR 51 TC 20 Z9 22 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD OCT PY 2005 VL 9 IS 4 BP 342 EP 361 DI 10.1177/1362361305056076 PG 20 WC Psychology, Developmental SC Psychology GA 973XR UT WOS:000232556400002 PM 16155053 ER PT J AU Sperry, LA Mesibov, GB AF Sperry, LA Mesibov, GB TI Perceptions of social challenges of adults with autism spectrum disorder SO AUTISM LA English DT Article DE adults; ASD; personal perspectives; social challenges ID PROGRAM AB This study examines perceptions of social challenges by adults with autism spectrum disorder (ASD). The investigators analyzed three separate, regularly scheduled social group meetings attended by a total of 18 adults with ASD where the activity was a discussion of social issues. Participants generated social questions and challenges they had encountered as a result of having autism. The questions were presented to the group for a discussion of potential solutions. Written and audio data were collected and a member check was completed. The data were plumbed for key words and emergent themes to identify major social challenges as viewed by adults with ASD. The emergent themes included relationships at work, developing and maintaining personal relationships, appropriate behaviors around members of the opposite sex, and personal perspectives on having ASD. C1 Univ Colorado, Denver, CO 80202 USA. Univ N Carolina, Chapel Hill, NC USA. RP Sperry, LA (reprint author), 2 S Juniper Court, Golden, CO 80401 USA. EM lasperry@hotmail.com CR BROTHERSON MJ, 1994, TOP EARLY CHILD SPEC, V14, P101 Carpenter Anne, 1992, HIGH FUNCTIONING IND, P289 Goetz JP, 1984, ETHNOGRAPHY QUALITAT HOBSON RP, 1992, HIGH FUNCTIONING IND HOWLIN P, 2000, AUTISM PREPARING ADU Howlin P., 1999, AUTISM, V3, P299, DOI DOI 10.1177/1362361399003003007 Kanner L, 1943, NERV CHILD, V2, P217 Keel JH, 1997, J AUTISM DEV DISORD, V27, P3, DOI 10.1023/A:1025813020229 Krueger R, 1988, FOCUS GROUPS PRACTIC MACDONALD VB, 1998, ASPERGER SYNDROME HI, P367 MATSON JL, 1993, J APPL BEHAV ANAL, V26, P389, DOI 10.1901/jaba.1993.26-389 MATTHEWS A, 1996, ADULTS AUTISM GUIDE, P163 MCKEAN TA, 1998, ASPERGER SYNDROME HI, P35 MESIBOV GB, 1984, J AUTISM DEV DISORD, V14, P395, DOI 10.1007/BF02409830 MESIBOV GB, 1992, HIGH FUNCTIONING ADU Morgan D. L., 1988, FOCUS GROUPS QUALITA NEWSON E, 1982, NATURAL HIST ABLE AU ODOM SL, 1986, J APPL BEHAV ANAL, V19, P59, DOI 10.1901/jaba.1986.19-59 PIGOTT JB, 1998, ASPERGER SYNDROME HI, P357 Sinclair J., 1992, HIGH FUNCTIONING IND, P294 Smith M. D., 1999, AUTISM IDENTIFICATIO, P301 SPICER D, 1998, ASPERGER SYNDROME HI, P377 Van Bourgondien M. E., 1992, HIGH FUNCTIONING IND, P227 NR 23 TC 17 Z9 18 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD OCT PY 2005 VL 9 IS 4 BP 362 EP 376 DI 10.1177/1362361305056077 PG 15 WC Psychology, Developmental SC Psychology GA 973XR UT WOS:000232556400003 PM 16155054 ER PT J AU Hastings, RP Kovshoff, H Brown, T Ward, NJ Degli Espinosa, F Remington, B AF Hastings, RP Kovshoff, H Brown, T Ward, NJ Degli Espinosa, F Remington, B TI Coping strategies in mothers and fathers of preschool and school-age children with autism SO AUTISM LA English DT Article DE coping; fathers; mothers; preschool children; school-age children; stress ID GENDER DIFFERENCES; DEVELOPMENTAL-DISABILITIES; MENTAL-RETARDATION; BEHAVIOR PROBLEMS; YOUNG-CHILDREN; FAMILY STRESS; PARENTS; PERCEPTIONS; INTERVENTION; ADAPTATION AB Despite the theoretical and demonstrated empirical significance of parental coping strategies for the wellbeing of families of children with disabilities, relatively little research has focused explicitly on coping in mothers and fathers of children with autism. In the present study, 89 parents of preschool children and 46 parents of school-age children completed a measure of the strategies they used to cope with the stresses of raising their child with autism. Factor analysis revealed four reliable coping dimensions: active avoidance coping, problem-focused coping, positive coping, and religious/denial coping. Further data analysis suggested gender differences on the first two of these dimensions but no reliable evidence that parental coping varied with the age of the child with autism. Associations were also found between coping strategies and parental stress and mental health. Practical implications are considered including reducing reliance on avoidance coping and increasing the use of positive coping strategies. C1 Univ Wales, Sch Psychol, Bangor LL57 2DG, Gwynedd, Wales. Univ Southampton, Southampton SO9 5NH, Hants, England. RP Hastings, RP (reprint author), Univ Wales, Sch Psychol, Bangor LL57 2DG, Gwynedd, Wales. 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Parents/ teachers completed the Child Symptom Inventory-4 for four samples: PDD (N = 284/284) and non-PDD psychiatric clinic referrals (N = 189/181 1) and pupils in regular (N = 385/404) and special (N = 61/60) education classes. The PDD group received higher symptom severity ratings than the regular education group, but was similar to the non-PDD clinic sample. Screening prevalence rates were highest for ADHD, ODD, and generalized anxiety disorder. PDD subtypes exhibited differentially higher rates of psychiatric symptoms. The magnitude of rater and gender differences in symptom severity ratings was modest. Clinic-referred children with PDD exhibit a pattern of psychiatric symptoms highly similar to non-PDD clinic referrals. Although much additional research is needed on comorbidity, these symptoms have important treatment implications. C1 SUNY Stony Brook, Dept Psychiat & Behav Sci, Stony Brook, NY 11794 USA. SUNY, New York, NY USA. RP Gadow, KD (reprint author), SUNY Stony Brook, Dept Psychiat & Behav Sci, Putnam Hall,S Campus, Stony Brook, NY 11794 USA. EM kenneth.gadow@stonybrook.edu CR Aman MG, 2003, J AUTISM DEV DISORD, V33, P527, DOI 10.1023/A:1025883612879 AMAN MG, 1995, AM J MENT RETARD, V99, P500 AMAN MG, 2004, UNPUB MED PATTERNS P ANDO H, 1979, J AUTISM DEV DISORD, V9, P83, DOI 10.1007/BF01531295 Baron-Cohen S, 1999, PSYCHOL MED, V29, P1151, DOI 10.1017/S003329179900896X BERKSON J, 1946, BIOMETRICS BULL, V2, P47, DOI 10.2307/3002000 Bryson S. 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M., 1974, J AUTISM CHILD SCHIZ, V4, P1 SPITZER RL, 1988, ARCH GEN PSYCHIAT, V45, P871 Sprafkin J, 2002, J CLIN CHILD ADOLESC, V31, P513, DOI 10.1207/153744202320802188 Sprafkin J, 2002, J AM ACAD CHILD PSY, V41, P604, DOI 10.1097/00004583-200205000-00018 Sverd Jeffrey, 2003, J Psychiatr Pract, V9, P111, DOI 10.1097/00131746-200303000-00003 SVERD J, 1991, AM J MED GENET, V39, P173, DOI 10.1002/ajmg.1320390212 SZATMARI P, 1989, DEV MED CHILD NEUROL, V31, P709 Tsai LY, 1996, J AUTISM DEV DISORD, V26, P159, DOI 10.1007/BF02172004 VOLKMAR FR, 1994, AM J PSYCHIAT, V151, P1361 WEISBROT DM, IN PRESS J CHILD ADO WING L, 1981, PSYCHOL MED, V11, P115 Wozniak J, 1997, J AM ACAD CHILD PSY, V36, P1552, DOI 10.1016/S0890-8567(09)66564-3 NR 53 TC 149 Z9 150 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD OCT PY 2005 VL 9 IS 4 BP 392 EP 415 DI 10.1177/1362361305056079 PG 24 WC Psychology, Developmental SC Psychology GA 973XR UT WOS:000232556400005 PM 16155056 ER PT J AU Duarte, CS Bordin, IA Yazigi, L Mooney, J AF Duarte, CS Bordin, IA Yazigi, L Mooney, J TI Factors associated with stress in mothers of children with autism SO AUTISM LA English DT Article DE autism; maternal; personality; pervasive developmental disorders; stress ID PROGNOSTIC RATING-SCALE; DOUBLE ABCX MODEL; DIAGNOSTIC EFFICIENCY; MENTAL-RETARDATION; RORSCHACH MEASURES; PARENTAL STRESS; SOCIAL SUPPORT; DISORDERS; FAMILY; MMPI AB The objective of this case-control study was to investigate the determinants of maternal stress in mothers of children with autism. Mothers of 31 children with autism from mental health clinics were matched by child age/gender and mother age to 31 mothers of children without mental health problems, drawn from public schools and a primary care unit. Logistic regression models showed that the presence of stress in mothers was primarily associated with having a child with autism. However, poor expression of affect, little interest in people, being an older mother, and having a younger child also contributed to increased stress levels. Although having a child with autism was the main factor responsible for stress, the presence of the other factors further increased maternal stress. The implication is that a subgroup of mothers of children with autism is more prone to experience stress, thus requiring special attention from mental health professionals. C1 Columbia Univ, NY State Psychiat Inst, Div Child & Adolescent Psychiat, New York, NY 10032 USA. Univ Fed Sao Paulo, Sao Paulo, Brazil. RP Duarte, CS (reprint author), Columbia Univ, NY State Psychiat Inst, Div Child & Adolescent Psychiat, 1051 Riverside Dr Unit 43, New York, NY 10032 USA. EM duartec@childpsych.columbia.edu CR Achenbach TM, 1991, MANUAL CHILD BEHAV C ADLER N, 1994, ANNU REV PSYCHOL, V45, P229, DOI 10.1146/annurev.psych.45.1.229 Bailey A, 1998, J AUTISM DEV DISORD, V28, P369, DOI 10.1023/A:1026048320785 Bettelheim B., 1967, EMPTY FORTRESS BLATT SJ, 1990, J PERS ASSESS, V54, P711, DOI 10.1207/s15327752jpa5403&4_24 BLAZER DG, 1982, AM J EPIDEMIOL, V115, P684 Bordin I. A. S., 1995, Revista ABP-APAL (Associacao Brasileira de Psiquiatria-Asociacion Psiquiatrica de la America Latina), V17, P55 BRISTOL MM, 1987, J AUTISM DEV DISORD, V17, P469, DOI 10.1007/BF01486964 CAPUTOSACCO L, 1991, J PERS ASSESS, V56, P29, DOI 10.1207/s15327752jpa5601_3 DELONG R, 1994, DEV MED CHILD NEUROL, V36, P441 DONOVAN AM, 1988, AM J MENT RETARD, V92, P502 Eckenrode J., 1990, STRESS WORK FAMILY Exner J. 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Results revealed that children with autism were as able as controls to recognize all six emotions with different intensity levels, and that they made the same type of errors. These negative findings are discussed in relation to (1) previous data showing specific impairment in autism in recognizing the belief-based expression of surprise, (2) previous data showing specific impairment in autism in recognizing fear, and (3) the convergence of findings that individuals with autism, like patients with amygdala damage, pass a basic emotions recognition test but fail to recognize more complex stimuli involving the perception of faces or part of faces. C1 CALTECH, Pasadena, CA 91125 USA. RP Castelli, F (reprint author), CALTECH, HSS 228-77, Pasadena, CA 91125 USA. EM fulvia@hss.caltech.edu CR Abell F, 1999, NEUROREPORT, V10, P1647, DOI 10.1097/00001756-199906030-00005 Adolphs R, 1999, NEUROPSYCHOLOGIA, V37, P1111, DOI 10.1016/S0028-3932(99)00039-1 Adolphs R, 2001, J COGNITIVE NEUROSCI, V13, P232, DOI 10.1162/089892901564289 Bacon AL, 1998, J AUTISM DEV DISORD, V28, P129, DOI 10.1023/A:1026040615628 Baron-Cohen S, 2000, NEUROSCI BIOBEHAV R, V24, P355, DOI 10.1016/S0149-7634(00)00011-7 BARONCOHEN S, 1993, COGNITION EMOTION, V7, P507, DOI 10.1080/02699939308409202 BaronCohen S, 1997, VIS COGN, V4, P311, DOI 10.1080/713756761 Baron-Cohen S, 1999, EUR J NEUROSCI, V11, P1891, DOI 10.1046/j.1460-9568.1999.00621.x BaronCohen S, 1997, J CHILD PSYCHOL PSYC, V38, P813, DOI 10.1111/j.1469-7610.1997.tb01599.x Blair RJR, 2000, COGNITIVE DEV, V15, P421, DOI 10.1016/S0885-2014(01)00039-9 Buitelaar JK, 1999, DEV PSYCHOPATHOL, V11, P39, DOI 10.1017/S0954579499001947 Calder AJ, 1996, COGNITIVE NEUROPSYCH, V13, P699, DOI 10.1080/026432996381890 Castelli F, 2000, NEUROIMAGE, V12, P314, DOI 10.1006/nimg.2000.0612 Castelli F, 2002, BRAIN, V125, P1839, DOI 10.1093/brain/awf189 Corona R, 1998, CHILD DEV, V69, P1494, DOI 10.1111/j.1467-8624.1998.tb06172.x Darwin C, 1872, EXPRESSION EMOTIONS DAVIDSON RJ, 1992, COGNITION EMOTION, V6, P245, DOI 10.1080/02699939208411071 Dissanayake C, 1996, J CHILD PSYCHOL PSYC, V37, P461, DOI 10.1111/j.1469-7610.1996.tb01427.x Ekman P., 1976, PICTURES FACIAL AFFE EKMAN P, 1992, PSYCHOL REV, V99, P550, DOI 10.1037/0033-295X.99.3.550 ETCOFF NL, 1992, COGNITION, V44, P227, DOI 10.1016/0010-0277(92)90002-Y Fine C., 2000, NEUROCASE, V6, P435, DOI 10.1080/13554790008402715 FLETCHER PC, 1995, COGNITION, V57, P109, DOI 10.1016/0010-0277(95)00692-R Gallagher HL, 2000, NEUROPSYCHOLOGIA, V38, P11, DOI 10.1016/S0028-3932(99)00053-6 Grossman JB, 2000, J CHILD PSYCHOL PSYC, V41, P369, DOI 10.1017/S0021963099005466 HOBSON RP, 1986, J CHILD PSYCHOL PSYC, V27, P321, DOI 10.1111/j.1469-7610.1986.tb01836.x HOBSON RP, 1988, BRIT J PSYCHOL, V79, P441 HOBSON RP, 1986, J CHILD PSYCHOL PSYC, V27, P671, DOI 10.1111/j.1469-7610.1986.tb00191.x Howard MA, 2000, NEUROREPORT, V11, P2931, DOI 10.1097/00001756-200009110-00020 Kanner L, 1943, NERV CHILD, V2, P217 KASARI C, 1993, J CHILD PSYCHOL PSYC, V34, P353, DOI 10.1111/j.1469-7610.1993.tb00997.x KESTENBAUM R, 1992, DEV PSYCHOL, V28, P1132, DOI 10.1037/0012-1649.28.6.1132 OZONOFF S, 1990, J CHILD PSYCHOL PSYC, V31, P343, DOI 10.1111/j.1469-7610.1990.tb01574.x SIGMAN MD, 1992, CHILD DEV, V63, P796, DOI 10.1111/j.1467-8624.1992.tb01662.x STEVENS D, 2001, J GENET PSYCHOL, P162 TANTAM D, 1989, J CHILD PSYCHOL PSYC, V30, P623, DOI 10.1111/j.1469-7610.1989.tb00274.x Young AW, 1997, COGNITION, V63, P271, DOI 10.1016/S0010-0277(97)00003-6 NR 37 TC 113 Z9 113 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD OCT PY 2005 VL 9 IS 4 BP 428 EP 449 DI 10.1177/1362361305056082 PG 22 WC Psychology, Developmental SC Psychology GA 973XR UT WOS:000232556400007 PM 16155058 ER PT J AU Blanc, R Adrien, JL Roux, S Barthelemy, C AF Blanc, R Adrien, JL Roux, S Barthelemy, C TI Dysregulation of pretend play and communication development in children with autism SO AUTISM LA English DT Article DE autism; communication development; pretend play; regulation of activity ID SYMBOLIC PLAY; CHILDHOOD PSYCHOSES; DOWN-SYNDROME; INTERVENTION; GENERATIVITY; COMPETENCE; IMITATION; BEHAVIOR; DEFICITS; SKILLS AB We hypothesized that the difficulties of the child with autism originate from disorders of organization and regulation of actions according to environmental changes. Autism impoverishes general mental representation skills, which are the basis of symbolic play and the development of communication. Twenty-one children with autism were compared with 14 children with global intellectual impairment and 15 matched typically developing children, on both regulation of play activities and communication development. Regulation of play was very disordered in children with autism, with breaking off, dissociation and instability of actions. However, in directed play their actions were more structured and corresponded to a better developmental level. In addition, dysregulation was associated with delayed, heterogeneous development of communication skills. The results of this study are in line with our hypotheses and emphasize the role of symbolic play in differential diagnosis and the value of therapies based on regulation processes and symbolic play. C1 CHU Bretonneau, Serv Explorat Fonct & Neurophysiol Pedopsychiat, F-37000 Tours, France. CHU Bretonneau, INSERM, F-37000 Tours, France. Univ Paris 05, Boulogne, Billancourt, France. RP Blanc, R (reprint author), CHU Bretonneau, Serv Explorat Fonct & Neurophysiol Pedopsychiat, 2 Blvd Tonnelle, F-37000 Tours, France. EM r.blanc@chu-tours.fr CR Adrien J. L., 1996, AUTISME JEUNE ENFANT Adrien JL, 2001, DEV PSYCHOBIOL, V39, P124, DOI 10.1002/dev.1036 ADRIEN JL, 1993, ACTA PAEDOPSYCHIATR, V56, P556 ADRIEN JL, 1998, PSYCHOL FRANCAISE, V43, P239 ADRIEN JL, 1995, J AUTISM DEV DISORD, V25, P247 ADRIEN JL, 1999, REV QUEBECOISE PSYCH, V20, P109 American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th ATLAS JA, 1987, J CLIN PSYCHOL, V43, P177, DOI 10.1002/1097-4679(198703)43:2<177::AID-JCLP2270430204>3.0.CO;2-9 ATLAS JA, 1990, CHILD PSYCHIAT HUM D, V21, P119, DOI 10.1007/BF00706120 BARONCOHEN S, 1987, BRIT J DEV PSYCHOL, V5, P139 BARONCOHEN S, 1989, J CHILD PSYCHOL PSYC, V30, P285, DOI 10.1111/j.1469-7610.1989.tb00241.x BIEBERICH AA, 1988, J AUTISM DEV DISORD, V28, P333 Blanc R., 2000, EUROPEAN REV APPL PS, V50, P369 BLANC R, 2002, IN PRESS REV QUEBECO BLANC R, 2001, THESIS U R DESCARTES Bretherton I, 1984, SYMBOLIC PLAY DEV SO BRUNET O, 1967, DEV PSYCHOL PREMIER Charlwood JD, 2003, MALARIA J, V2, DOI 10.1186/1475-2875-2-2 CHARMAN T, 1992, J CHILD PSYCHOL PSYC, V33, P1105, DOI 10.1111/j.1469-7610.1992.tb00929.x COURCHESNE E, 1994, ATYPICAL COGNITIVE D CRAIG J, 1997, UNPUB INVESTIGATION CRAIG J, 1998, PSYCHOL FRANCAISE, V43, P169 Craig J, 2001, ISRAEL J PSYCHIAT, V38, P242 DAWSON G, 1984, J ABNORM CHILD PSYCH, V12, P209, DOI 10.1007/BF00910664 DEMYER MK, 1967, PSYCHOL REP, V21, P973 FREEMAN BJ, 1993, INFANT YOUNG CHILD, V6, P1 Gesell A., 1947, DEV DIAGNOSIS NORMAL GOULD J, 1986, J AUTISM DEV DISORD, V16, P199, DOI 10.1007/BF01531730 GUIDETTI M, 1993, EVALUATION COMMUNICA Hermelin B, 1970, PSYCHOL EXPT AUTISTI HUGHES C, 1993, DEV PSYCHOL, V29, P498, DOI 10.1037/0012-1649.29.3.498 JARROLD C, 1994, J AUTISM DEV DISORD, V24, P433, DOI 10.1007/BF02172127 Jarrold C, 1996, BRIT J DEV PSYCHOL, V14, P275 JARROLD C, 1993, J AUTISM DEV DISORD, V23, P281, DOI 10.1007/BF01046221 Kanner L, 1943, NERV CHILD, V2, P217 KAVANAUGH RD, 1994, DEV PSYCHOL, V30, P847, DOI 10.1037/0012-1649.30.6.847 Leevers HJ, 1998, J CHILD PSYCHOL PSYC, V39, P399, DOI 10.1017/S0021963097002096 Lelord G, 1990, NEUROPSYCHIAT ENFAN, V38, P43 LESLIE AM, 1984, PRETEND PLAY REPRESE LEWIS V, 1995, J AUTISM DEV DISORD, V25, P105, DOI 10.1007/BF02178499 LEWIS V, 1988, BRIT J DEV PSYCHOL, V6, P325 Libby S, 1998, J AUTISM DEV DISORD, V28, P487, DOI 10.1023/A:1026095910558 Libby S, 1997, J AUTISM DEV DISORD, V27, P365, DOI 10.1023/A:1025801304279 Liss M, 2001, J CHILD PSYCHOL PSYC, V42, P261, DOI 10.1017/S0021963001006679 Lowe M., 1976, SYMBOLIC PLAY TEST Malvy J., 1999, AUTISM, V3, P357, DOI 10.1177/1362361399003004004 Martineau J, 1998, J PSYCHOPHYSIOL, V12, P275 MCEVOY RE, 1993, J CHILD PSYCHOL PSYC, V34, P563, DOI 10.1111/j.1469-7610.1993.tb01036.x Meltzoff A. N., 1993, UNDERSTANDING OTHER, P335 Ornitz E., 1988, BRAIN DYSFUNCT, V1, P309 Perron-Borelli M., 1996, ECHELLES DIFFERENTIE Piaget J, 1962, PLAY DREAMS IMITATIO PRIOR M, 1984, J CONSULT CLIN PSYCH, V52, P4, DOI 10.1037/0022-006X.52.1.4 Rogers S. J., 1991, DEV PSYCHOPATHOL, V3, P137, DOI DOI 10.1017/S0954579400000043 Rogers SJ, 1996, J AUTISM DEV DISORD, V26, P243, DOI 10.1007/BF02172020 Schopler E, 1988, DIAGNOSIS ASSESSMENT Seibert J. M., 1982, PROCEDURES MANUAL EA Sigman M, 1999, MONOGR SOC RES CHILD, V64, P1, DOI 10.1111/1540-5834.00002 SIGMAN M, 1984, DEV PSYCHOL, V20, P293, DOI 10.1037/0012-1649.20.2.293 STAHMER AC, 1995, J AUTISM DEV DISORD, V25, P123, DOI 10.1007/BF02178500 TANGUAY P, 1976, AUTISM DIAGNOSIS CUR WING L, 1978, AUTISM REAPPRAISAL C, P27 WING L, 1977, J CHILD PSYCHOL PSYC, V18, P167, DOI 10.1111/j.1469-7610.1977.tb00426.x NR 63 TC 14 Z9 16 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2005 VL 9 IS 3 BP 229 EP 245 DI 10.1177/1362361305053253 PG 17 WC Psychology, Developmental SC Psychology GA 945LZ UT WOS:000230505300002 PM 15937039 ER PT J AU Honey, E Hastings, RP McConachie, H AF Honey, E Hastings, RP McConachie, H TI Use of the questionnaire on resources and stress (QRS-F) with parents of young children with autism SO AUTISM LA English DT Article DE autism; coping; parents; preschool children; Questionnaire on Resources and Stress; social support ID FAMILY STRESS; BEHAVIOR CHECKLIST; SOCIAL SUPPORT; MENTAL-HEALTH; MOTHERS; INTERVENTION; FATHERS; INDIVIDUALS; PROFILES AB The Questionnaire on Resources and Stress (Friedrich, short form: QRS-F) has been used widely with parents of children with disabilities. However, its psychometric properties in parents of young children with autism have not been established. Here, 174 mothers and 43 fathers of children under 6 years with autism spectrum disorder were studied by two independent research teams. Each parent completed a 31-item version of the QRS-F. Factor analysis of the mothers' scores on these items failed to identify an expected two- or three-factor structure. Thus, the properties of a total stress score were explored. Ana-lyses revealed evidence of good reliability, and expected associations with social support, coping and autism severity These analyses lend preliminary support to the convergent validity of the scale. Overall, the data support the use of a total stress score from the 31-item version of the QRS-F in research with parents of young children with autism. C1 Univ Newcastle Upon Tyne, Sch Clin Med Sci, Newcastle Upon Tyne NE2 4AE, Tyne & Wear, England. Univ Wales Coll Cardiff, Cardiff CF1 3NS, S Glam, Wales. RP McConachie, H (reprint author), Univ Newcastle Upon Tyne, Sch Clin Med Sci, 1-2 Claremont Terrace, Newcastle Upon Tyne NE2 4AE, Tyne & Wear, England. EM h.r.mcconachie@ncl.ac.uk CR BEBKO JM, 1987, J AUTISM DEV DISORD, V17, P565, DOI 10.1007/BF01486971 BRISTOL MM, 1988, DEV PSYCHOL, V24, P441, DOI 10.1037/0012-1649.24.3.441 Cattell R. B., 1978, SCI USE FACTOR ANAL Dumas J. 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I., 1991, FAMILY ASSESSMENT IN, P193 MOES D, 1992, PSYCHOL REP, V71, P1272, DOI 10.2466/PR0.71.8.1272-1274 Sanders JL, 1997, CHILD FAM BEHAV THER, V19, P15, DOI 10.1300/J019v19n04_02 Sparrow S, 1984, VINELAND ADAPTIVE BE Sussman F., 1999, MORE WORDS HANEN PRO VOLKMAR FR, 1988, J AUTISM DEV DISORD, V18, P81, DOI 10.1007/BF02211820 Weiss MJ, 2002, AUTISM, V6, P115, DOI 10.1177/1362361302006001009 WOLF LC, 1989, J AUTISM DEV DISORD, V19, P157, DOI 10.1007/BF02212727 NR 32 TC 19 Z9 19 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2005 VL 9 IS 3 BP 246 EP 255 DI 10.1177/1362361305053256 PG 10 WC Psychology, Developmental SC Psychology GA 945LZ UT WOS:000230505300003 PM 15937040 ER PT J AU Ratliff-Schaub, K Carey, T Reeves, GD Rogers, MAM AF Ratliff-Schaub, K Carey, T Reeves, GD Rogers, MAM TI Randomized controlled trial of transdermal secretin on behaviour of children with autism SO AUTISM LA English DT Article ID PLACEBO-CONTROLLED TRIAL; PERVASIVE DEVELOPMENTAL DISORDER; DOUBLE-BLIND; PORCINE SECRETIN AB Previous trials of secretin for the treatment of autism have utilized a single or double dose administered intravenously. This is a report of a double-blind, randomized, controlled crossover trial of transdermally applied secretin in 1 S children diagnosed with autism or pervasive developmental delay. Secretin or placebo was applied daily, in ointment form, to the backs of the children in randomized, successive 4 week periods with an intermediate 6 week washout period. Behavioral outcomes were measured by parents and teachers using the Autism Treatment Evaluation Checklist. Overall, there were no statistically significant differences in speech, sociability, sensory, and health scores for treatment versus placebo periods. In addition, there were no differences in such scores for children with a history of diarrhea. Severity of autism was significantly greater at baseline in children receiving concomitant medications. Improvement in speech was found during the treatment phase of the trial (p = 0.0479 for secretin versus placebo) only in children not using other medications. C1 Childrens Hosp, Div Dev Behav Pediat, Columbus, OH 43205 USA. Med Coll Ohio, Toledo, OH 43699 USA. Eastern Michigan Univ, Ypsilanti, MI 48197 USA. Univ Michigan, Ann Arbor, MI 48109 USA. RP Ratliff-Schaub, K (reprint author), Childrens Hosp, Div Dev Behav Pediat, 555 18th St, Columbus, OH 43205 USA. CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Carey T, 2002, J AUTISM DEV DISORD, V32, P161, DOI 10.1023/A:1015493412224 Chez MG, 2000, J AUTISM DEV DISORD, V30, P87, DOI 10.1023/A:1005443119324 Coniglio SJ, 2001, J PEDIATR-US, V138, P649, DOI 10.1067/mpd.2001.112474 Corbett B, 2001, CLIN PEDIATR, V40, P327, DOI 10.1177/000992280104000604 Dunn-Geier J, 2000, DEV MED CHILD NEUROL, V42, P796 Elliott GR, 2001, PEDIATRICS, V108, pE90, DOI 10.1542/peds.108.5.e90 Horvath K, 1998, J Assoc Acad Minor Phys, V9, P9 Kern JK, 2002, J AUTISM DEV DISORD, V32, P153, DOI 10.1023/A:1015441428154 Lamson D W, 2001, Altern Med Rev, V6, P311 Owley T, 2001, J AM ACAD CHILD PSY, V40, P1293, DOI 10.1097/00004583-200111000-00009 Pocock SJ, 1983, CLIN TRIALS PRACTICA Rimland B, 1999, AUTISM TREATMENT EVA ROBERTS BR, 2000, DRUG DISCOVERY TOD S, V1, P10 Sandler AD, 1999, NEW ENGL J MED, V341, P1801, DOI 10.1056/NEJM199912093412404 NR 15 TC 7 Z9 7 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2005 VL 9 IS 3 BP 256 EP 265 DI 10.1177/1362361305053257 PG 10 WC Psychology, Developmental SC Psychology GA 945LZ UT WOS:000230505300004 PM 15937041 ER PT J AU Stokes, MA Kaur, A AF Stokes, MA Kaur, A TI High-functioning autism and sexuality - A parental perspective SO AUTISM LA English DT Article DE autism; high-functioning; autism; sex education; sexual behaviour ID ASPERGER-SYNDROME; ADOLESCENTS; ATTITUDES; INDIVIDUALS; KNOWLEDGE; DISORDER; ADULTS AB Few studies have compared sexual behaviours among adolescents with high-functioning autism (HFA) and typical populations, and indicated whether specialized education is required. We hypothesized that adolescents with HFA would (1) display poorer social behaviours; (2) engage in fewer behaviours related to privacy and have poorer knowledge regarding privacy issues; (3) have less sex education; and (4) display more inappropriate sexual behaviours; and that (5) parental concerns would be greater for the HFA sample. Parents of typical adolescents (n = 50) and adolescents with HFA (n = 23) were surveyed with a Sexual Behaviour Scale (SBS) developed by the authors, with domains corresponding to the hypotheses. The HFA and typical groups were found to be significantly different on all five domains. However, following covariation with age and level of social behaviour, it was found that only parental concerns about their child distinguished between typical adolescents and those with HFA. Specialized sex education programmes with a social interaction emphasis should be considered for this group. C1 Deakin Univ, Sch Psychol, Burwood, Vic 3125, Australia. RP Stokes, MA (reprint author), Deakin Univ, Sch Psychol, 221 Burwood Hwy, Burwood, Vic 3125, Australia. EM stokes@deakin.edu.au CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Attwood T., 1998, ASPERGERS SYNDROME G ATTWOOD T, 2002, IN WORLD AUT C MELB Clements J., 2000, BEHAV CONCERNS AUTIS Cohen J., 2003, APPL MULTIPLE REGRES Eisenmajer R, 1998, J AUTISM DEV DISORD, V28, P527, DOI 10.1023/A:1026004212375 Feldmann J, 2002, CURR OPIN OBSTET GYN, V14, P489, DOI 10.1097/00001703-200210000-00008 Ghaziuddin M, 2002, J AUTISM DEV DISORD, V32, P299, DOI 10.1023/A:1016330802348 Green J, 2000, J AUTISM DEV DISORD, V30, P279, DOI 10.1023/A:1005523232106 Haracopos D., 1992, SEXUALITY AUTISM DAN HELLEMANS H, 2002, IN WORLD AUT C MELB Howlin P, 2003, J AUTISM DEV DISORD, V33, P3, DOI 10.1023/A:1022270118899 Kirk RE, 1982, EXPT DESIGN PROCEDUR Koller R, 2000, SEX DISABIL, V18, P125, DOI 10.1023/A:1005567030442 Konstantareas MM, 1997, J AUTISM DEV DISORD, V27, P397, DOI 10.1023/A:1025805405188 Lunsky Y, 1998, EDUC TRAIN MENT RET, V33, P24 MANJIVIONA J, 1995, J AUTISM DEV DISORD, V25, P23, DOI 10.1007/BF02178165 Manjiviona J., 1999, AUTISM, V3, P327, DOI DOI 10.1177/1362361399003004003 Meyer J. A., 2002, FOCUS AUTISM OTHER D, V17, P152, DOI 10.1177/10883576020170030501 MURRIE D. C., 2002, INT J FORENSIC MENTA, V1, P59, DOI DOI 10.1080/14999013.2002.10471161 Newport Jerry, 2002, AUTISM ASPERGERS SEX NOWLIN P, 1997, AUTISM PREPARING ADU OUSLEY OY, 1991, J AUTISM DEV DISORD, V21, P471, DOI 10.1007/BF02206871 Ozonoff S., 2000, AUTISM, V4, P29, DOI DOI 10.1177/1362361300041003 Prior M., 2003, LEARNING BEHAV PROBL Realmuto GM, 1999, J AUTISM DEV DISORD, V29, P121, DOI 10.1023/A:1023088526314 RUBLE LA, 1993, ARCH SEX BEHAV, V22, P229, DOI 10.1007/BF01541768 TABACHNIK BG, 2001, USING MULTIVARIATE Volkmar F., 1987, HDB AUTISM PERVASIVE, P41 NR 29 TC 34 Z9 34 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2005 VL 9 IS 3 BP 266 EP 289 DI 10.1177/1362361305053258 PG 24 WC Psychology, Developmental SC Psychology GA 945LZ UT WOS:000230505300005 PM 15937042 ER PT J AU Fido, A Al-Saad, S AF Fido, A Al-Saad, S TI Toxic trace elements in the hair of children with autism SO AUTISM LA English DT Article DE autism; hair analysis; toxic metals ID LEAD-EXPOSURE; BEHAVIOR; CANCER AB Excess or deficiency of natural trace elements has been implicated in the etiology of autism. This study explores whether concentration levels of toxic metals in the hair of children with autism significantly differ from those of age- and sex-matched healthy controls. in-hair concentration levels of antimony, uranium, arsenic, beryllium, mercury, cadmium, lead and aluminum from 40 boys with autism and 40 healthy boys were determined by Perkin-Elmer mass spectrometry. The children with autism had significantly (p < 0.001) higher in-hair concentration levels of lead, mercury and uranium. There was no significant difference between the two groups in the other five toxic elements. The ratio between nutritional elements and toxic metals among children with autism was within the normal range. The possible sources of the toxic metals are discussed. Such testing is informative but at present the practical implications in terms of diagnosis and clinical management are limited. C1 Kuwait Univ, Fac Med, Dept Psychiat, Safat 13110, Kuwait. Kuwait Autism Ctr, Safat, Kuwait. RP Fido, A (reprint author), Kuwait Univ, Fac Med, Dept Psychiat, POB 24923, Safat 13110, Kuwait. EM fido@HSC.EDU.KW CR Abiaka CD, 2001, CANCER DETECT PREV, V25, P245 ACCARDO P, 1988, CLIN PEDIATR, V27, P41, DOI 10.1177/000992288802700108 al-Naser F, 2000, Int J Emerg Ment Health, V2, P153 American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th ASSAF SY, 1984, NATURE, V308, P734, DOI 10.1038/308734a0 BARLOW PJ, 1981, J MENT DEFIC RES, V25, P161 BELLINGER D, 1994, ENVIRON RES, V66, P12, DOI 10.1006/enrs.1994.1041 Bellinger DC, 2001, NEUROTOXICOLOGY, V22, P645, DOI 10.1016/S0161-813X(01)00036-5 Benton D, 2001, NEUROSCI BIOBEHAV R, V25, P297, DOI 10.1016/S0149-7634(01)00015-X Cox C, 1995, NEUROTOXICOLOGY, V16, P727 DAVIDSON P, 1998, JAMA-J AM MED ASSOC, V26, P701 FIDO A, 2002, TRACE ELEM ELECTROLY, P205 JAMES B, 1991, ARCH GEN PSYCHIAT, V48, P1097 Johnson S, 2001, MED HYPOTHESES, V56, P641, DOI 10.1054/mehy.2000.1302 London E, 2000, ENVIRON HEALTH PERSP, V108, P401 Luqmani Y, 1999, ACTA ONCOL, V38, P649 MCCRACKEN JT, 1987, J AM ACAD CHILD PSY, V26, P274, DOI 10.1097/00004583-198703000-00027 Omu AE, 1999, INT J GYNECOL OBSTET, V67, P113, DOI 10.1016/S0020-7292(99)00110-1 Rodier PM, 2000, SCI AM, V282, P56 SCIARILLO WG, 1992, AM J PUBLIC HEALTH, V82, P1356, DOI 10.2105/AJPH.82.10.1356 SHEARER TR, 1982, J AUTISM DEV DISORD, V12, P25, DOI 10.1007/BF01531671 Strausak D, 2001, BRAIN RES BULL, V55, P175, DOI 10.1016/S0361-9230(01)00454-3 TORRA A, 2002, TRACE ELEM ELECTROLY, P192 Wasserman GA, 2000, J PEDIATR-US, V137, P555, DOI 10.1067/mpd.2000.109111 NR 24 TC 61 Z9 62 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2005 VL 9 IS 3 BP 290 EP 298 DI 10.1177/1362361305053255 PG 9 WC Psychology, Developmental SC Psychology GA 945LZ UT WOS:000230505300006 PM 15937043 ER PT J AU Fleischmann, A AF Fleischmann, A TI The hero's story and autism - Grounded theory study of websites for parents of children with autism SO AUTISM LA English DT Article DE autism; hero; parents; qualitative research; websites ID QUALITATIVE RESEARCH; STRESS; FAMILY; INDIVIDUALS; DISORDERS; SPECTRUM AB Thirty-three websites self-published on the Internet by parents of children with autism were examined using grounded theory. The process that the parents underwent closely follows an outline drawn by Catford and Ray to describe the hero's development. Following diagnosis, parents of children with autism underwent a period of readjustment after which each of the parents described in the study prepared himself or herself for action. In the aftermath, the parents viewed themselves and their offspring in a positive light. At the close of the life narrative, all said they had come to terms with their child's present circumstances and were prepared to help other parents in coping with their children. Our study suggests that the Internet allows stressed parents of children with autism to forge ties among themselves and extricate themselves from their isolation. C1 Achva Coll Educ, Res Unit, IL-79800 Shikmim, Israel. Achva Coll Educ, Dept Special Educ, IL-79800 Shikmim, Israel. RP Fleischmann, A (reprint author), Achva Coll Educ, Res Unit, IL-79800 Shikmim, Israel. EM amosf@macam.ac.il CR Abelson A. 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I., 1997, GROWTH MIND ENDANGER Greenspan SI, 1999, J ASSOC PERS SEVERE, V24, P147, DOI 10.2511/rpsd.24.3.147 HALSTEAD RW, 2000, COUNSELING VALUES, V44, P100 HUNT P, 2000, CAMBRIDGE J ED, V30, P111, DOI 10.1080/03057640050005807 Huws JC, 2001, J HEALTH PSYCHOL, V6, P569, DOI 10.1177/135910530100600509 Jones RSP, 2001, DISABIL SOC, V16, P393 KONSTANTAREAS MM, 1989, J CHILD PSYCHOL PSYC, V30, P459, DOI 10.1111/j.1469-7610.1989.tb00259.x KOVACS DK, 1995, J AM SOC INFORM SCI, V46, P244, DOI 10.1002/(SICI)1097-4571(199505)46:4<244::AID-ASI2>3.0.CO;2-W Labov W., 1982, ANAL DISCOURSE TEXT, P219 Lainhart JE, 1999, INT REV PSYCHIATR, V11, P278, DOI 10.1080/09540269974177 Lowes L, 2000, J ADV NURS, V32, P41, DOI 10.1046/j.1365-2648.2000.01418.x Mann C., 2000, INTERNET COMMUNICATI MARTIN PY, 1986, J APPL BEHAV SCI, V22, P141, DOI 10.1177/002188638602200207 Midence K., 1999, AUTISM, V3, P273, DOI [10.1177/1362361399003003005, DOI 10.1177/1362361399003003005] MOES D, 1992, PSYCHOL REP, V71, P1272, DOI 10.2466/PR0.71.8.1272-1274 Pancer SM, 2000, J ADOLESCENT RES, V15, P38, DOI 10.1177/0743558400151003 Patton MQ., 1990, QUALITATIVE EVALUATI Pennebaker JW, 1999, J CLIN PSYCHOL, V55, P1243, DOI 10.1002/(SICI)1097-4679(199910)55:10<1243::AID-JCLP6>3.0.CO;2-N Piven J, 1999, AM J PSYCHIAT, V156, P557 PIVEN J, 1991, J AM ACAD CHILD PSY, V30, P471, DOI 10.1097/00004583-199105000-00019 Pugach MC, 2001, EXCEPT CHILDREN, V67, P439 Sharpley CF, 1997, J INTELLECT DEV DIS, V22, P19, DOI 10.1080/13668259700033261 Siegel B., 1997, HDB AUTISM PERVASIVE, P745 Sixsmith J., 2002, HLTH INFORMATICS J, V8, P47, DOI 10.1177/146045820200800109 STEIN SD, 1999, LEARNING TEACHING RE Strauss A., 1990, BASICS QUALITATIVE R Tarakeshwar N., 2001, FOCUS AUTISM OTHER D, V16, P247, DOI DOI 10.1177/108835760101600408 Van Bourgondien ME, 2003, J AUTISM DEV DISORD, V33, P131, DOI 10.1023/A:1022931224934 WEBSTERSTRATTON C, 1990, J CLIN CHILD PSYCHOL, V19, P302, DOI 10.1207/s15374424jccp1904_2 Wehman T., 1998, FOCUS AUTISM OTHER D, V13, P80 Wing L, 1997, LANCET, V350, P1761, DOI 10.1016/S0140-6736(97)09218-0 WISHART JG, 2003, J INTELL DISABIL RES, V47, P291 NR 48 TC 14 Z9 14 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2005 VL 9 IS 3 BP 299 EP 316 DI 10.1177/1362361305054410 PG 18 WC Psychology, Developmental SC Psychology GA 945LZ UT WOS:000230505300007 PM 15937044 ER PT J AU Grant, CM Boucher, J Riggs, KJ Grayson, A AF Grant, CM Boucher, J Riggs, KJ Grayson, A TI Moral understanding in children with autism SO AUTISM LA English DT Article DE autism; mental state understanding; moral understanding ID HIGH-FUNCTIONING CHILDREN; OTHERS; GENERATIVITY; PLAY AB Children with autism were compared with control groups on their ability to make moral judgements. Participants were presented with pairs of vignettes in which actions were either deliberate or accidental and caused injury to a person or damage to property. Participants were asked to judge which protagonist was the naughtier and to verbally justify this judgement. Results showed that the children with autism were as likely as controls to judge culpability on the basis of motive, and to judge injury to persons as more culpable than damage to property. Children with autism also offered some appropriate verbal justifications for their judgments although most justifications were of poor quality and reiterated the story. Results a-re discussed in terms of theory of mind and the possible role of deficits in complex reasoning and executive functions. C1 Univ Sheffield, Sheffield S10 2TN, S Yorkshire, England. Univ Warwick, Coventry CV4 7AL, W Midlands, England. London Guildhall Univ, London, England. Nottingham Trent Univ, Nottingham, England. RP Grant, CM (reprint author), Univ Birmingham, Clin Psychol, Birmingham B15 2TT, W Midlands, England. EM cmg242@bham.ac.uk CR American Psychiatric Association, 1994, DSM 4 DIAGN STAT MAN, V4th Astington JW, 1988, DEV THEORIES MIND Baron-Cohen Simon, 2000, UNDERSTANDING OTHER Bauminger N, 2000, CHILD DEV, V71, P447, DOI 10.1111/1467-8624.00156 Blair RJR, 1996, J AUTISM DEV DISORD, V26, P571 Blair RJR, 1999, PERS INDIV DIFFER, V26, P477, DOI 10.1016/S0191-8869(98)00154-8 BLAIR RJR, 1995, COGNITION, V57, P1, DOI 10.1016/0010-0277(95)00676-P BOUCHER J, 1988, J AUTISM DEV DISORD, V18, P637, DOI 10.1007/BF02211881 Carpenter M, 2001, J AUTISM DEV DISORD, V31, P589, DOI 10.1023/A:1013251112392 CONSTANZO PR, 1973, CHILD DEV, V44, P154 Dunn L M., 1982, BRIT PICTURE VOCABUL ELKIND D, 1977, CHILD DEV, V48, P518, DOI 10.1111/j.1467-8624.1977.tb01192.x Frith U., 1989, AUTISM EXPLAINING EN Jarrold C., 1997, AUTISM, V1, P57, DOI [10.1177/1362361397011007, DOI 10.1177/1362361397011007] Jarrold C, 1996, BRIT J DEV PSYCHOL, V14, P275 Kanner L, 1943, NERV CHILD, V2, P217 Kasari C, 2001, DEVELOPMENT OF AUTISM: PERSPECTIVES FROM THEORY AND RESEARCH, P309 LEWIS V, 1995, J AUTISM DEV DISORD, V25, P105, DOI 10.1007/BF02178499 Minshew NJ, 1998, MENT RETARD DEV D R, V4, P129, DOI 10.1002/(SICI)1098-2779(1998)4:2<129::AID-MRDD10>3.0.CO;2-X Ozonoff S, 1997, AUTISM EXECUTIVE DIS, P179 Piaget J., 1932, MORAL JUDGMENT CHILD Russell J., 1997, AUTISM EXECUTIVE DIS, P256 Russell J, 2001, J CHILD PSYCHOL PSYC, V42, P317, DOI 10.1017/S0021963001006874 SIGMAN MD, 1992, CHILD DEV, V63, P796, DOI 10.1111/j.1467-8624.1992.tb01662.x SMETANA JG, 1985, DEV PSYCHOL, V21, P18, DOI 10.1037/0012-1649.21.1.18 Tan J., 1991, DEV PSYCHOPATHOL, V3, P163, DOI 10.1017/S0954579400000055 Turiel E., 1983, DEV SOCIAL KNOWLEDGE Turner M. A., 1997, AUTISM EXECUTIVE DIS, P57 Whiten Andrew, 1991, NATURAL THEORIES MIN YIRMIYA N, 1992, CHILD DEV, V63, P150, DOI 10.1111/j.1467-8624.1992.tb03603.x ZAHNWAXLER C, 1992, DEV PSYCHOL, V28, P126, DOI 10.1037/0012-1649.28.1.126 NR 31 TC 41 Z9 41 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUL PY 2005 VL 9 IS 3 BP 317 EP 331 DI 10.1177/1362361305055418 PG 15 WC Psychology, Developmental SC Psychology GA 945LZ UT WOS:000230505300008 PM 15937045 ER PT J AU Higgins, DJ Bailey, SR Pearce, JC AF Higgins, DJ Bailey, SR Pearce, JC TI Factors associated with functioning style and coping strategies of families with a child with an autism spectrum disorder SO AUTISM LA English DT Article DE ASD; Asperger syndrome; autism; coping; family support; respite ID MENTAL-RETARDATION; DOWN-SYNDROME; STRESS; PARENTS; MOTHERS AB A survey of parents/caregivers of a child with an autism spectrum disorder (ASD) was conducted to examine the relationship between ASD characteristics, family functioning and coping strategies. Having a child with ASD places considerable stress on the family. Primary caregivers of a child with ASD from a regional and rural area in Victoria, Australia (N = 53) were surveyed concerning their child with ASD, family functioning (adaptability and cohesion) I marital satisfaction, self-esteem and coping strategies. Results suggest that these caregivers had healthy self-esteem, although they reported somewhat lower marital happiness, family cohesion and family adaptability than did norm groups. Coping strategies were not significant predictors of these outcome variables. Results highlight the need for support programmes to target family and relationship variables as well as ASD children and their behaviours, in order to sustain the family unit and improve quality of life for parents and caregivers as well as those children. C1 Deakin Univ, Geelong, Vic 3217, Australia. EM daryl.higgins@aifs.gov.au CR Bristol M, 1984, AUTISM ADOLESCENTS A, P251 Gray David E., 1992, Australia and New Zealand Journal of Developmental Disabilities, V18, P83 Hayes V E, 1997, Sch Inq Nurs Pract, V11, P259 HECIMOVIC A, 1999, AUTISM IDENTIFICATIO, P261 HOLROYD J, 1976, AM J MENT DEF, V80, P431 HOPPES K, 1990, J CLIN CHILD PSYCHOL, V19, P365, DOI 10.1207/s15374424jccp1904_8 JONES G, 1997, ED CHILD PSYCHOL, V14, P71 KLIN A, 1997, DEV PSYCHOPATHOL, P208 KOEGEL RL, 1992, J AUTISM DEV DISORD, V22, P205, DOI 10.1007/BF01058151 KONSTANTAREAS M, 1995, J AUTISM DEV DISORD, V25, P443, DOI 10.1007/BF02179378 Kraijer D, 2000, J AUTISM DEV DISORD, V30, P39, DOI 10.1023/A:1005460027636 LILLY H, 1977, AUSTR AUTISM REV, V1, P27 MCCUBBIN HI, 1983, J MARRIAGE FAM, V45, P359, DOI 10.2307/351514 MILGRAM NA, 1988, J AUTISM DEV DISORD, V18, P415, DOI 10.1007/BF02212196 NORTON R, 1983, J MARRIAGE FAM, V45, P141, DOI 10.2307/351302 Olson D. H., 1982, FACES POWERS MD, 1989, CHILDREN AUSTISM PAR, P105 ROBBINS FR, 1991, J EARLY INTERVENTION, V15, P173 RODRIGUE JR, 1990, J CLIN CHILD PSYCHOL, V19, P371, DOI 10.1207/s15374424jccp1904_9 ROEYERS H, 1995, CHILD CARE HLTH DEV, V21, P305, DOI 10.1111/j.1365-2214.1995.tb00760.x Rosenberg M., 1965, SOC ADOLESCENT SELFI Sanders JL, 1997, CHILD FAM BEHAV THER, V19, P15, DOI 10.1300/J019v19n04_02 SCHREIBMAN L, 1988, AUSTIM, V17 Senel H., 1996, INT J ADV COUNS, V18, P61 Sharpley CF, 1997, J INTELLECT DEV DIS, V22, P19, DOI 10.1080/13668259700033261 TOMMASONE L, 1989, CHILDREN AUTISM PARE, P31 Tonge B. J., 1999, AUTISM, V3, P117, DOI DOI 10.1177/1362361399003002003 Williams K. E., 2002, PSYCHOL HEALTH MED, V7, P127, DOI [10.1080/13548500120116076, DOI 10.1080/13548500120116076] Wing L, 1997, LANCET, V350, P1761, DOI 10.1016/S0140-6736(97)09218-0 NR 29 TC 95 Z9 97 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2005 VL 9 IS 2 BP 125 EP 137 DI 10.1177/1362361305051403 PG 13 WC Psychology, Developmental SC Psychology GA 926VZ UT WOS:000229153100002 PM 15857858 ER PT J AU Murray, D Lesser, M Lawson, W AF Murray, D Lesser, M Lawson, W TI Attention, monotropism and the diagnostic criteria for autism SO AUTISM LA English DT Article DE attention; strategies; interest; monotropism; motivation ID ASPERGERS SYNDROME; MIND; CHILDREN; ABILITIES; DISORDER; DEFICIT; ADULTS; TASK AB The authors conclude from a range of literature relevant to the autistic condition that atypical strategies for the allocation of attention are central to the condition. This assertion is examined in the context of recent research, the diagnostic criteria for autism in DSM-IV and ICD-10, and the personal experiences of individuals with autism including one of the authors of the article. The first two diagnostic criteria are shown to follow from the restricted range of interests referred to in the third criterion. Implications for practice are indicated. C1 Autism & Comp, London N19 3AZ, England. RP Murray, D (reprint author), Autism & Comp, 42 Cheverton Rd, London N19 3AZ, England. EM dinahmurray@beeb.net CR ALLEN PM, 1993, EVOLUTION COGNITIVE American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th ASPERGER H, 1992, AUTISM ASPERGER SYND, P37 ATTWOOD T, 1992, COMMUNICATION, V26 Bara BG, 2001, BRAIN LANG, V77, P216, DOI 10.1006/brln.2000.2429 BARONCOHEN S, 1985, COGNITION, V21, P37, DOI 10.1016/0010-0277(85)90022-8 Blackburn R, 2000, GOOD AUTISM PRACTICE, V1, P2 BLACKMAN L, 2001, LUCYS STORY AUSTISM Bogdashina O, 2003, SENSORY PERCEPTUAL I BOWLER DM, 1992, J CHILD PSYCHOL PSYC, V33, P877, DOI 10.1111/j.1469-7610.1992.tb01962.x Brock J, 2002, DEV PSYCHOPATHOL, V14, P209 BRYSON SE, 1997, ATTENTION DEV PSYCHO, P232 CESARONI L, 1991, J AUTISM DEV DISORD, V21, P303, DOI 10.1007/BF02207327 COURCHESNE E, 1994, BEHAV NEUROSCI, V108, P848, DOI 10.1037//0735-7044.108.5.848 Dahlgren SO, 1996, J CHILD PSYCHOL PSYC, V37, P759, DOI 10.1111/j.1469-7610.1996.tb01469.x Engel AK, 2001, NAT REV NEUROSCI, V2, P704, DOI 10.1038/35094565 Frith U, 1991, AUTISM ASPERGER SYND GARNER I, 2001, SEARCH COHERENCE, P75 Ghaziuddin M, 2002, J AUTISM DEV DISORD, V32, P299, DOI 10.1023/A:1016330802348 Goldstein G, 2001, J AUTISM DEV DISORD, V31, P433, DOI 10.1023/A:1010620820786 Grandin T., 1995, THINKING PICTURES GRANDIN T, 1986, EMERGENCE LABELLED A GREEN J, 2001, LANGUAGE Happe F, 1999, TRENDS COGN SCI, V3, P216, DOI 10.1016/S1364-6613(99)01318-2 Hermelin B., 2001, BRIGHT SPLINTERS MIN Hobson R. 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C, 2001, The development of autism: perspectives from theory and research, P131 POLAISTED KC, 1999, J CHILD PSYCHOL PSYC, V40, P742 Roeyers H, 2001, J CHILD PSYCHOL PSYC, V42, P271, DOI 10.1111/1469-7610.00718 RUSSELL J, 2002, COGNITIVE DEFICITS B SEGAR M, 1997, COPING SURVIVAL GUID SHAH A, 1993, J CHILD PSYCHOL PSYC, V34, P1351, DOI 10.1111/j.1469-7610.1993.tb02095.x WEBSTER A, 2002, ED CHILD PSYCHOL, V19, P54 *WHO, 1992, ITN CLASS MENT BEH D Willey L. H., 2003, ASPERGER SYNDROME AD Williams D, 1994, SOMEBODY SOMEWHERE Williams D., 1998, AUTISM SENSING UNLOS Wing L., 1996, AUTISTIC SPECTRUM GU NR 58 TC 21 Z9 21 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2005 VL 9 IS 2 BP 139 EP 156 DI 10.1177/1362361305051398 PG 18 WC Psychology, Developmental SC Psychology GA 926VZ UT WOS:000229153100003 PM 15857859 ER PT J AU Hale, CM Tager-Flusberg, H AF Hale, CM Tager-Flusberg, H TI Social communication in children with autism - The relationship between theory of mind and discourse development SO AUTISM LA English DT Article DE discourse skills; social communication; theory of mind ID INDIVIDUAL-DIFFERENCES; ASPERGER-SYNDROME; JOINT ATTENTION; YOUNG-CHILDREN; ROLE-TAKING; LANGUAGE; DEFICITS; BELIEFS; KNOWLEDGE; DISORDERS AB This longitudinal study investigated the developmental trajectory of discourse skills and theory of mind in 57 children with autism. Children were tested at two time points spaced 1 year apart. Each year they provided a natural language sample while interacting with one parent, and were given standardized vocabulary measures and theory of mind a developmentally sequenced battery of tasks. The language samples were coded for conversational skills, specifically the child's use of topic-related contingent utterances. Children with autism made significant gains over 1 year in the ability to maintain a topic of discourse. Hierarchical regression analyses demonstrated that theory of mind skills contributed unique variance to individual differences in contingent discourse ability and vice versa, when measured concurrently; however, they did not predict longitudinal changes. The findings offer some empirical support for the hypothesis that theory of mind is linked to communicative competence in children with autism. C1 Boston Univ, Sch Med, Dept Anat & Neurobiol, Boston, MA 02118 USA. 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F., 1997, AUTISM EXECUTIVE DIS, P143 PERNER J, 1987, BRIT J DEV PSYCHOL, V5, P125 Perner J., 1988, DEV THEORIES MIND, P271 Peterson CC, 2000, MIND LANG, V15, P123, DOI 10.1111/1468-0017.00126 PILLOW BH, 1989, J EXP CHILD PSYCHOL, V47, P116, DOI 10.1016/0022-0965(89)90066-0 PRATT C, 1990, CHILD DEV, V61, P973, DOI 10.1111/j.1467-8624.1990.tb02835.x Russell J., 1997, AUTISM EXECUTIVE DIS, P256 Rutherford MD, 2002, J AUTISM DEV DISORD, V32, P189, DOI 10.1023/A:1015497629971 Sperber D., 1986, RELEVANCE COMMUNICAT Steele S, 2003, J AUTISM DEV DISORD, V33, P461, DOI 10.1023/A:1025075115100 SULLIVAN K, 1994, DEV PSYCHOL, V30, P395, DOI 10.1037//0012-1649.30.3.395 SULLIVAN K, 1995, BRIT J DEV PSYCHOL, V13, P191 TagerFlusberg H, 1996, J AUTISM DEV DISORD, V26, P169, DOI 10.1007/BF02172006 TAGERFLUSBERG H, 1991, J CHILD PSYCHOL PSYC, V32, P1123, DOI 10.1111/j.1469-7610.1991.tb00353.x Tager-Flusberg H., 1994, CONSTRAINTS LANGUAGE TAGERFLUSBERG H, 2000, INT REV RES MENTAL R Tager-Flusberg H, 2001, DEVELOPMENT OF AUTISM: PERSPECTIVES FROM THEORY AND RESEARCH, P173 TAGERFLUSBERG H, 1992, CHILD DEV, V63, P161, DOI 10.1111/j.1467-8624.1992.tb03604.x TAGERFLUSBERG H, 1994, J CHILD PSYCHOL PSYC, V35, P1059, DOI 10.1111/j.1469-7610.1994.tb01809.x Tager-Flusberg H., 1993, UNDERSTANDING OTHER, P138 Tager-Flusberg H, 1999, INT REV PSYCHIATR, V11, P325, DOI 10.1080/09540269974203 WELLMAN HM, 1990, COGNITION, V35, P245, DOI 10.1016/0010-0277(90)90024-E Wellman HM, 2000, UNDERSTANDING OTHER, P21 WETHERBY AM, 1984, J SPEECH HEAR RES, V27, P364 WETHERBY AM, 1986, J AUTISM DEV DISORD, V16, P295, DOI 10.1007/BF01531661 WILLIMAS KT, 1997, EXPRESSIVE VACABULAR WIMMER H, 1983, COGNITION, V13, P103, DOI 10.1016/0010-0277(83)90004-5 YUILL N, 1992, BRIT J DEV PSYCHOL, V10, P131 NR 69 TC 26 Z9 28 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2005 VL 9 IS 2 BP 157 EP 178 DI 10.1177/1362361305051395 PG 22 WC Psychology, Developmental SC Psychology GA 926VZ UT WOS:000229153100004 PM 15857860 ER PT J AU Pry, R Petersen, A Baghdadli, A AF Pry, R Petersen, A Baghdadli, A TI The relationship between expressive language level and psychological development in children with autism 5 years of age SO AUTISM LA English DT Article DE early detection; language level; severity ID ADAPTIVE-BEHAVIOR SCALE; EARLY ADULT LIFE; INFANTILE-AUTISM; FOLLOW-UP; DISORDER; OUTCOMES; INFANCY AB The age of detection of autism varies and may be linked to differences in the severity of disturbance and any associated retardation. Symptom intensity, overall language level, age of recognition of first disturbances and level of psychological development were examined in 222 children with pervasive developmental disorder with a mean age of 5 years. Results showed a positive correlation between language level and psychological development as well as between language level and intensity of symptoms. The central position of language in psychological development is discussed. C1 Univ Montpellier 3, F-34199 Montpellier, France. RP Pry, R (reprint author), Univ Montpellier 3, Route de Mende, F-34199 Montpellier, France. CR ALLEN DA, 1992, INT CONGR SER, V965, P157 AUSSILLOUX C, 1996, ETUDE FACTEURS EVOLU BAGHDADLI A, IN PRESS J INTELLECT BAGHDADLI A, IN PRESS EUROPEAN J Baron-Cohen S., 2000, UNDERSTANDING OTHER, P3 BARONCOHEN S, 1996, BRIT J PSYCHIAT, V168, P158, DOI DOI 10.1192/BJP.168.2.158 Di Giacomo A., 1998, EUROPEAN CHILD ADOLE, V7, P131 FECTEAU S, IN PRESS J CHILD PSY FOMBONNE E, 1993, J CHILD PSYCHOL PSYC, V34, P1051, DOI 10.1111/j.1469-7610.1993.tb01108.x Freeman BJ, 1999, J AUTISM DEV DISORD, V29, P379, DOI 10.1023/A:1023078827457 Hosmer DW, 2000, APPL LOGISTIC REGRES, V2nd Howlin P, 2000, J CHILD PSYCHOL PSYC, V41, P561, DOI 10.1017/S0021963099005806 Jarrold C., 1997, AUTISM, V1, P57, DOI [10.1177/1362361397011007, DOI 10.1177/1362361397011007] KURITA H, 1992, J AUTISM DEV DISORD, V22, P175, DOI 10.1007/BF01058149 LECOUTEUR A, 1989, J AUTISM DEV DISORD, V19, P363 Lord C., 1997, HDB AUTISM PERVASIVE, P195 Malvy J., 1999, AUTISM, V3, P357, DOI 10.1177/1362361399003004004 Mawhood L, 2000, J CHILD PSYCHOL PSYC, V41, P547, DOI 10.1017/S002196309900579X Petersen A F, 1983, Hist Philos Life Sci, V5, P69 PIVEN J, 1996, J AM ACAD CHILD ADOL, V37, P51 Pry R., 1996, ENFANCE, V3, P315 Pry R., 2000, PSYCHOL PSYCHOMETRIE, V21, P33 RUTTER M, 1970, SEMIN PSYCHIAT, V2, P435 Schopler E., 1986, CHILDHOOD AUTISM RAT Sparrow S, 1984, VINELAND ADAPTIVE BE TAGERFLUSBERG H, 1997, HDB AUTISM PERVASIVE, P894 TAGERFLUSBERG H, 1981, J AUTISM DEV DISORD, V11, P45, DOI 10.1007/BF01531340 Tager-Flusberg H, 1989, AUTISM NATURE DIAGNO, P92 TUCHMAN RF, 1991, PEDIATRICS, V88, P1219 VOLKMAR FR, 1985, AM J PSYCHIAT, V142, P1450 WATTERHOUSE L, 1982, BRAIN LANG, V15, P307 WLALON H, 1925, ENFANT TURBULENT RET WLALON H, 1942, ACTE PENSEE ESSAI PS World Health Organziation, 1992, ICD10 CLASS MENT BEH NR 34 TC 10 Z9 10 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 EI 1461-7005 J9 AUTISM JI Autism PD MAY PY 2005 VL 9 IS 2 BP 179 EP 189 DI 10.1177/1362361305047222 PG 11 WC Psychology, Developmental SC Psychology GA 926VZ UT WOS:000229153100005 PM 15857861 ER PT J AU Pakenham, KI Samios, C Sofronoff, K AF Pakenham, KI Samios, C Sofronoff, K TI Adjustment in mothers of children with Asperger syndrome: An application of the double ABCX model of family adjustment SO AUTISM LA English DT Article DE Asperger syndrome; diagnosis; double ABCX model; maternal adjustment ID SOCIAL SUPPORT QUESTIONNAIRE; MENTALLY-RETARDED CHILDREN; AUTISTIC-CHILDREN; CHILDHOOD AUTISM; CHRONICALLY ILL; RATING SCALE; STRESS; PARENTS; ADAPTATION; IMPACT AB The present study examined the applicability of the double ABCX model of family adjustment in explaining maternal adjustment to caring for a child diagnosed with Asperger syndrome. Forty-seven mothers completed questionnaires at a university clinic while their children were participating in an anxiety intervention. The children were aged between 10 and 12 years. Results of correlations showed that each of the model components was related to one or more domains of maternal adjustment in the direction predicted, with the exception of problem-focused coping. Hierarchical regression analyses demonstrated that, after controlling for the effects of relevant demographics, stressor severity, pile-up of demands and coping were related to adjustment. Findings indicate the utility of the double ABCX model in guiding research into parental adjustment when caring for a child with Asperger syndrome. Limitations of the study and clinical implications are discussed. C1 Univ Queensland, Sch Psychol, Brisbane, Qld 4072, Australia. RP Pakenham, KI (reprint author), Univ Queensland, Sch Psychol, Brisbane, Qld 4072, Australia. 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E., 1991, EXCEPTIONALITY, V2, P97, DOI [10.1080/09362839109524770, DOI 10.1080/09362839109524770] EHLERS S, 1993, J CHILD PSYCHOL PSYC, V34, P1327, DOI 10.1111/j.1469-7610.1993.tb02094.x Endler NS, 1997, CAN PSYCHOL, V38, P136, DOI 10.1037/0708-5591.38.3.136 FEWELL RR, 1983, FAMILY HANDICAPPED C, P175 FLORIAN V, 1994, J MARRIAGE FAM, V56, P735, DOI 10.2307/352882 FONG PI, 1991, J CONSULT CLIN PSYCH, V39, P471 Gillberg C, 2002, GUIDE ASPERGER SYNDR GILLBERG IC, 1989, J CHILD PSYCHOL PSYC, V30, P631, DOI 10.1111/j.1469-7610.1989.tb00275.x Hill R., 1958, SOCIAL CASEWORK, V49, P139 Hill R., 1949, FAMILIES STRESS HOLM-PEDERSEN P., 1967, J PERIODONTAL RES, V2, P13, DOI 10.1111/j.1600-0765.1967.tb01991.x HOLMSTROM B, 1985, CHILDREN SOCIAL HAND HOLROYD J, 1976, AM J MENT DEF, V80, P431 Howlin P, 1998, CHILDREN AUTISM ASPE Howlin P, 1987, TREATMENT AUTISTIC C Howlin P, 1999, DEV MED CHILD NEUROL, V41, P834, DOI 10.1017/S0012162299001656 Kasari C, 1997, J AUTISM DEV DISORD, V27, P39, DOI 10.1023/A:1025869105208 KAZAK AE, 1987, J ABNORM CHILD PSYCH, V15, P137, DOI 10.1007/BF00916471 KAZAKBERUMENT S, 1999, BRIT J PSYCHIAT, V175, P444 Kliewer W, 1996, CHILD DEV, V67, P2339, DOI 10.1111/j.1467-8624.1996.tb01861.x Klin A., 2000, ASPERGER SYNDROME KOEGEL RL, 1983, J CONSULT CLIN PSYCH, V51, P683 KOLKO DJ, 1984, EFFECTS AUTISM FAMIL, P145 KONSTANTAREAS MM, 1988, CHILDREN FAMILIES ST, P321 KONSTANTAREAS MM, 1991, CAN J BEHAV SCI, V23, P358, DOI 10.1037/h0079022 Lazarus R. S., 1984, STRESS APPRAISAL COP LINDBERG L, 1994, EARLY DEV PARENTING, V3, P153, DOI 10.1002/edp.2430030304 LOVIBOND SH, 1995, MANUAL DEPRESSION AN Marsella A., 1987, MEASUREMENT DEPRESSI MASUDA M, 1967, J PSYCHOSOM RES, V11, P227, DOI 10.1016/0022-3999(67)90012-8 MASUDA M, 1967, J PSYCHOSOM RES, V11, P219, DOI 10.1016/0022-3999(67)90011-6 MCADOO WG, 1978, AUTISM REAPPRAISAL C McCubbin H., 1982, FAMILY STRESS COPING McCubbin H.I., 1983, SOCIAL STRESS FAMILY, P7 MCCUBBIN MA, 1989, FAM RELAT, V38, P436, DOI 10.2307/585750 MULLEN K, 1995, TEACHING CHILDREN AU, P175 Myles B. S., 1998, ASPERGER SYNDROME GU ORR RR, 1991, AM J MENT RETARD, V95, P444 Ostberg M, 2000, J CLIN CHILD PSYCHOL, V29, P615, DOI 10.1207/S15374424JCCP2904_13 Pakenham KI, 1999, HEALTH PSYCHOL, V18, P383, DOI 10.1037//0278-6133.18.4.383 PAKENHAM KI, 1994, J CONSULT CLIN PSYCH, V62, P1194, DOI 10.1037/0022-006X.62.6.1194 Park CL, 2001, J CONSULT CLIN PSYCH, V69, P481, DOI 10.1037//0022-006X.69.3.481 PATTERSON JM, 1983, FAM RELAT, V32, P255, DOI 10.2307/584685 PATTERSON J M, 1991, Pediatrician, V18, P129 Pincus D., 1999, EYBERG CHILD BEHAV I PLUNKETT SW, 1997, J DIVORCE REMARRIAGE, V27, P17, DOI 10.1300/J087v27n03_02 RANKIN ED, 1992, GERONTOLOGIST, V32, P813 REDDY KM, 1992, APPL CATAL A-GEN, V83, P1, DOI 10.1016/0926-860X(92)80021-4 Saakvitne KW, 1998, J SOC ISSUES, V54, P279, DOI 10.1111/0022-4537.661998066 SARASON IG, 1983, J PERS SOC PSYCHOL, V44, P127, DOI 10.1037/0022-3514.44.1.127 Schuntermann P, 2002, HARVARD REV PSYCHIAT, V10, P16, DOI 10.1093/hrp/10.1.16 Scott FJ, 2002, AUTISM, V6, P9, DOI 10.1177/1362361302006001003 SIEGERT RJ, 1987, NEW ZEAL J PSYCHOL, V16, P79 SINGER L, 1989, FAM RELAT, V38, P444, DOI 10.2307/585751 Sivberg B, 2002, AUTISM, V6, P397, DOI 10.1177/1362361302006004006 SOFRONOFF K, 2002, UNPUB STRESS MANAGEM Tobing LE, 2002, RES DEV DISABIL, V23, P211, DOI 10.1016/S0891-4222(02)00099-9 WEISSMAN MM, 1986, INNOVATIONS CLIN PRA, V5, P299 *WHO, 1993, INT CLASS DIS ICD10 WIKLER L, 1981, FAM RELAT, V30, P281, DOI 10.2307/584142 Wing L, 1998, ASPERGER SYNDROME HI, P11 Wyckoff P M, 1987, Child Health Care, V16, P4, DOI 10.1207/s15326888chc1601_1 NR 78 TC 38 Z9 39 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAY PY 2005 VL 9 IS 2 BP 191 EP 212 DI 10.1177/1362361305049033 PG 22 WC Psychology, Developmental SC Psychology GA 926VZ UT WOS:000229153100006 PM 15857862 ER PT J AU Bishop, DVM Norbury, CF AF Bishop, DVM Norbury, CF TI Executive functions in children with communication impairments, in relation to autistic symptomatology - I: Generativity SO AUTISM LA English DT Article DE autism; executive functions; generativity; language impairment; pragmatics ID CONVERSATIONAL CHARACTERISTICS; LANGUAGE IMPAIRMENT; PRAGMATIC DISORDER; INDIVIDUALS; CHECKLIST; DEFICITS AB Previous research has found that people with autism generate few novel responses in ideational fluency tasks, and it has been suggested this deficit is a specific correlate of stereotyped/repetitive behavior. We assessed generativity in children with pragmatic language impairment (PLI) who showed communicative abnormalities resembling those seen in autism. We compared four groups: high-functioning autism; PLI; specific language impairment; and control. Generativity was measured using two fluency tasks previously shown to be sensitive to autistic disorder. Correlational analysis revealed a significant relationship between the percentage of correct responses on the fluency tasks and measures of communicative abnormality. It is often assumed that pragmatic difficulties are caused by limitations of social cognition. This study suggests that difficulties in generating relevant ideas can be another cause of autistic-like communicative abnormalities. C1 Univ Oxford, Dept Expt Psychol, Oxford OX1 3UD, England. RP Bishop, DVM (reprint author), Univ Oxford, Dept Expt Psychol, S Parks Rd, Oxford OX1 3UD, England. CR ADAMS C, 1989, BRIT J DISORD COMMUN, V24, P211 Bailey A, 1996, J CHILD PSYCHOL PSYC, V37, P89, DOI 10.1111/j.1469-7610.1996.tb01381.x Baltaxe C, 1992, HIGH FUNCTIONING IND, P201 Berument SK, 1999, BRIT J PSYCHIAT, V175, P444, DOI 10.1192/bjp.175.5.444 Bishop D., 2000, SPEECH LANGUAGE IMPA, P99 Bishop D. V. M., 1989, TEST RECEPTION GRAMM Bishop D. V. M., 1987, LANGUAGE DEV DISORDE, P16 Bishop D. V. M., 1997, UNCOMMON UNDERSTANDI Bishop DVM, 1998, J CHILD PSYCHOL PSYC, V39, P879, DOI 10.1017/S0021963098002832 Bishop DVM, 2002, J CHILD PSYCHOL PSYC, V43, P917, DOI 10.1111/1469-7610.00114 BISHOP DVM, 1989, BRIT J DISORD COMMUN, V24, P241 Bishop DVM, 2001, DEV MED CHILD NEUROL, V43, P809, DOI 10.1017/S0012162201001475 BOLTON P, 1994, J CHILD PSYCHOL PSYC, V35, P877, DOI 10.1111/j.1469-7610.1994.tb02300.x ContiRamsden G, 1997, J SPEECH LANG HEAR R, V40, P765 Conti-Ramsden G, 2001, J CHILD PSYCHOL PSYC, V42, P741, DOI 10.1111/1469-7610.00770 Craig J, 1999, J AUTISM DEV DISORD, V29, P319, DOI 10.1023/A:1022163403479 DUNN LM, 1982, BRIT PICTURE VOCUBUL FIRTH U, 1989, BRIT J DISORDERS COM, V24, P123 GOODMAN R, 1989, J AUTISM DEV DISORD, V19, P409, DOI 10.1007/BF02212939 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947 Rapin I, 1983, NEUROPSYCHOLOGY LANG, P155 Raven J. C., 1986, RAVENS PROGR MATRICE Sabbagh MA, 1999, BRAIN LANG, V70, P29, DOI 10.1006/brln.1999.2139 Semel E., 1987, CLIN EVALUATION LANG Turner M. A., 1997, AUTISM EXECUTIVE DIS, P57 Turner MA, 1999, J CHILD PSYCHOL PSYC, V40, P189, DOI 10.1017/S0021963098003515 Wallach M. A., 1965, MODES THINKING YOUNG Zelazo P. D., 2002, BLACKWELL HDB CHILDH, P445, DOI DOI 10.1002/9780470996652.CH20 NR 29 TC 53 Z9 55 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD FEB PY 2005 VL 9 IS 1 BP 7 EP 27 DI 10.1177/1362361305049027 PG 21 WC Psychology, Developmental SC Psychology GA 890UB UT WOS:000226535300002 PM 15618260 ER PT J AU Bishop, DVM Norbury, CF AF Bishop, DVM Norbury, CF TI Executive functions in children with communication impairments, in relation to autistic symptomatology - 2: Response inhibition SO AUTISM LA English DT Article DE autism; executive functions; inhibition; language impairment; pragmatics ID DEFICIT-HYPERACTIVITY DISORDER; LANGUAGE IMPAIRMENT; ATTENTION; SYMPTOMS AB Although impairment in executive functions has been described in autism, there has been debate as to whether response inhibition is specifically affected. We compared four groups: high-functioning autism; pragmatic language impairment; specific language impairment; and control. Inhibition was assessed using two subtests from the Test of Everyday Attention for Children, one requiring a verbal response and the other a non-verbal response. Although we found evidence of inhibitory deficits, these were neither specific to autism, nor linked to particular aspects of autistic symptomatology. Rather, they appeared to be associated with poor verbal skills and inattention. It is suggested that future studies need to control for structural language skills and attention deficit when evaluating cognitive deficits in autism. Reliance on control groups matched solely on vocabulary level or nonverbal mental age may obscure the important role played by language skills in executive functions. C1 Univ Oxford, Dept Expt Psychol, Oxford OX1 3UD, England. RP Bishop, DVM (reprint author), Univ Oxford, Dept Expt Psychol, S Parks Rd, Oxford OX1 3UD, England. EM dorothy.bishop@psy.ox.ac.uk CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Baron-Cohen Simon, 1995, MINDBLINDNESS ESSAY Berument SK, 1999, BRIT J PSYCHIAT, V175, P444, DOI 10.1192/bjp.175.5.444 Bishop D., 2000, SPEECH LANGUAGE IMPA, P99 Bishop D. V. 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F., 1997, AUTISM EXECUTIVE DIS, P143 Pennington B. F., 1997, PREFRONTAL CORTEX EV, P265 Raven J. C., 1986, RAVENS PROGR MATRICE Russell J., 1997, AUTISM EXECUTIVE DIS Russell J, 1999, J AUTISM DEV DISORD, V29, P103, DOI 10.1023/A:1023084425406 Semel E., 1987, CLIN EVALUATION LANG Sokolov A. N., 1972, INNER SPEECH THOUGHT SWANSON J, SNAP 4 RATING SCALE Waterhouse L, 1996, PSYCHOL REV, V103, P457, DOI 10.1037/0033-295X.103.3.457 NR 35 TC 71 Z9 72 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD FEB PY 2005 VL 9 IS 1 BP 29 EP 43 DI 10.1177/1362361305049028 PG 15 WC Psychology, Developmental SC Psychology GA 890UB UT WOS:000226535300003 PM 15618261 ER PT J AU Williams, J Scott, F Stott, C Allison, C Bolton, P Baron-Cohen, S Brayne, C AF Williams, J Scott, F Stott, C Allison, C Bolton, P Baron-Cohen, S Brayne, C TI The CAST (Childhood Asperger and Syndrome Test) - Test accuracy SO AUTISM LA English DT Article DE autistic disorders; childhood developmental disorders; pervasive disorders; screening ID PERVASIVE DEVELOPMENTAL DISORDERS; AUTISM SPECTRUM DISORDERS; SCHOOL-AGE-CHILDREN; SCREENING QUESTIONNAIRE; BEHAVIOR; INDIVIDUALS; INSTRUMENT; AGREEMENT; CHECKLIST; SCALE AB The Childhood Asperger Syndrome Test (CAST) is a KEYWORDS parental questionnaire to screen for autism spectrum conditions. In autistic this validation study, the CAST was distributed to 1925 children aged disorders; 5-11 in mainstream Cambridgeshire schools. A sample of participants childhood received a full diagnostic assessment, conducted blind to screen status. e sensitivity of the CAST, at a designated cut-point of 15 was 100, percent, the specificity was 97 percent and the positive predictive value disorders; was 50 percent, using the group's consensus diagnosis as the gold pervasive standard. The accuracy indices varied with the case definition used. The disorders; sensitivity of the accuracy statistics to case definition and to missing screening data was explored. The CAST is useful as a screening test for autism spectrum conditions in epidemiological research. There is not currently enough evidence to recommend the use of the CAST as a screening test within a public health screening programme in the general population. C1 Univ Cambridge, Cambridge CB2 1TN, England. RP Williams, J (reprint author), Inst Publ Hlth, Dept Publ Hlth & Primary Care, Univ Forvie Site,Robinson Way, Cambridge CB2 2SR, England. 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E., 1995, GILLIAM AUTISM RATIN GRAY KM, 2002, IN WORLD AUT C MELB Hall D., 2003, HLTH ALL CHILDREN Howlin P, 1997, AUTISM, V1, P135, DOI DOI 10.1177/1362361397012003 KRUG DA, 1980, J CHILD PSYCHOL PSYC, V21, P221, DOI 10.1111/j.1469-7610.1980.tb01797.x LANDIS JR, 1977, BIOMETRICS, V33, P159, DOI 10.2307/2529310 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947 Lord C, 2001, AM J MED GENET, V105, P36, DOI 10.1002/1096-8628(20010108)105:1<36::AID-AJMG1053>3.0.CO;2-4 Luteijn E, 2000, J AUTISM DEV DISORD, V30, P317, DOI 10.1023/A:1005527300247 Marshall KG, 1996, CAN MED ASSOC J, V155, P169 MARTEAU TM, 1994, BRIT J CLIN PSYCHOL, V33, P1 *NAT SCREEN COMM, 2001, NAT SCREEN COMM POL Noterdaeme M, 2002, AUTISM, V6, P159, DOI 10.1177/1362361302006002003 *OFSTED, 2003, OFF STAND ED REP OTOOLE BI, 2000, NZ J PSYCHIAT S, V34, pS39 Robins DL, 2001, J AUTISM DEV DISORD, V31, P131, DOI 10.1023/A:1010738829569 Scott FJ, 2002, AUTISM, V6, P231, DOI 10.1177/1362361302006003002 Scott FJ, 2002, AUTISM, V6, P9, DOI 10.1177/1362361302006001003 South M, 2002, J AUTISM DEV DISORD, V32, P593, DOI 10.1023/A:1021211232023 Statacorp, 2001, STAT STAT SOFTW REL Volkmar F. R., 1997, HDB AUTISM PERVASIVE, P5 *WHO, 1993, ICD10 INT STAT CLASS NR 36 TC 76 Z9 76 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD FEB PY 2005 VL 9 IS 1 BP 45 EP 68 DI 10.1177/136261305049029 PG 24 WC Psychology, Developmental SC Psychology GA 890UB UT WOS:000226535300004 PM 15618262 ER PT J AU Receveur, C Lenoir, P DeSombre, H Roux, S Barthelemy, C Malvy, J AF Receveur, C Lenoir, P DeSombre, H Roux, S Barthelemy, C Malvy, J TI Interaction and imitation deficits from infancy to 4 years of age in children with autism - A pilot study based on videotapes SO AUTISM LA English DT Article DE autism developmental delay; home videotapes; imitation disorders; interaction disorders ID DEVELOPMENTAL DISORDERS; SPECTRUM DISORDER; EARLY RECOGNITION; HOME VIDEOTAPES; BEHAVIOR; SENSORIMOTOR; RELIABILITY; SYMPTOMS; MOVIES; SCALE AB The present study investigated the influence of developmental level on interaction and imitation in infants and young children with autism on the basis of family videos and filmed consultation. The sample comprised 18 children with autism divided into groups according to their developmental quotient (DQ > 50 and DQ < 50). A quantitative evaluation was performed on video observations at four periods (10-12 months, 16-18 months, 24-26 months, after 4 years) using scales appropriate for the evaluation of interaction and imitation impairments. The findings showed that, at a very early age, infants later diagnosed as having autistic disorder show different intensities of interaction and imitation deficits according to developmental level. C1 Univ Tours, Psychiat Clin, Tours, France. Univ Tours, Serv Pedopsychiat, Tours 9, France. Hop Neurol, Lyon, France. Univ Tours, Serv Explorat Fonctionnelles & Neurophysiol Pedop, F-37041 Tours, France. RP Malvy, J (reprint author), CHU Bretonneau, Serv Pedopsychiat, 2 Bd Tonnelle, F-37044 Tours, France. 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J., 1991, DEV PSYCHOPATHOL, V3, P137, DOI DOI 10.1017/S0954579400000043 Roux S, 1995, EUR CHILD ADOLES PSY, V4, P249 ROUX S, 1998, AUTISM, V2, P345, DOI 10.1177/1362361398024003 SIEGEL DG, 1992, AM J EPIDEMIOL, V135, P571 SMITH IM, 1994, PSYCHOL BULL, V116, P259, DOI 10.1037/0033-2909.116.2.259 Stone WL, 1997, HDB AUTISM PERVASIVE, P266 Suen H. K., 1989, ANAL QUANTITATIVE BE Werner E, 2000, J AUTISM DEV DISORD, V30, P157, DOI 10.1023/A:1005463707029 NR 36 TC 20 Z9 20 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD FEB PY 2005 VL 9 IS 1 BP 69 EP 82 DI 10.1177/1362361305049030 PG 14 WC Psychology, Developmental SC Psychology GA 890UB UT WOS:000226535300005 PM 15618263 ER PT J AU Oyane, NMF Bjorvatn, B AF Oyane, NMF Bjorvatn, B TI Sleep disturbances in adolescents and young adults with autism and Asperger syndrome SO AUTISM LA English DT Article DE actigraphy; Asperger syndrome; autism; sleep diary; sleep disturbance ID CIRCADIAN-RHYTHMS; CHILDREN; DISORDER; PATTERNS; ACTIGRAPHY AB Sleep problems are commonly reported in children with autistic disorders. Most studies are based on sleep questionnaires and sleep diaries, but polysomnographic and actigraphic data have also been used. In this study we investigated sleep in older individuals (aged 15-25 years) with autism and Asperger syndrome, using sleep questionnaires, sleep diaries and actigraphy. Although the sleep questionnaires completed by parents and caretakers revealed only a moderate degree of sleep problems; greater sleep disturbance was recorded with actigraphy Using the latter method, low sleep efficiency (below 85 percent) or long sleep latency (more than 30 minutes) were found in 80 percent of the individuals. There was no early morning awakening, contrary to some earlier reports. This study suggests that even though subjective complaints of sleep disturbances are less common in adolescents and young adults with autism, this may be due to an adaptation process rather than an actual reduction in sleep disturbances. C1 Univ Bergen, Dept Publ Hlth & Primary Hlth Care, N-5009 Bergen, Norway. RP Bjorvatn, B (reprint author), Univ Bergen, Dept Publ Hlth & Primary Hlth Care, Ulriksdal 8C, N-5009 Bergen, Norway. EM bjorn.bjorvatn@isf.uib.no CR Abril B, 2001, REV NEUROLOGIA, V32, P641 Acebo C, 1999, SLEEP, V22, P95 Ancoli-Israel S, 2003, SLEEP, V26, P342 ASCHOFF J, 1971, SCIENCE, V171, P213, DOI 10.1126/science.171.3967.213 BUTELAAR JK, 2000, EUROPEAN CHILD ADOLE, V9, P976 Dagan Y, 1997, PSYCHIAT CLIN NEUROS, V51, P383, DOI 10.1111/j.1440-1819.1997.tb02604.x Diomedi M, 1999, BRAIN DEV-JPN, V21, P548, DOI 10.1016/S0387-7604(99)00077-7 EHLERS CL, 1988, ARCH GEN PSYCHIAT, V45, P948 Elia M, 2000, BRAIN DEV-JPN, V22, P88, DOI 10.1016/S0387-7604(99)00119-9 Escalona A, 2001, J AUTISM DEV DISORD, V31, P513, DOI 10.1023/A:1012273110194 GILMAN JT, 1995, ANN PHARMACOTHER, V29, P47 Hayashi E, 2001, PSYCHIAT CLIN NEUROS, V55, P223, DOI 10.1046/j.1440-1819.2001.00833.x Hering E, 1999, J AUTISM DEV DISORD, V29, P143, DOI 10.1023/A:1023092627223 JOHNS MW, 1991, SLEEP, V14, P540 KLIN A, 1995, J CHILD PSYCHOL PSYC, V36, P1127, DOI 10.1111/j.1469-7610.1995.tb01361.x Kushida CA, 2001, SLEEP MED, V2, P389, DOI 10.1016/S1389-9457(00)00098-8 LACKS P, 1992, J CONSULT CLIN PSYCH, V60, P586, DOI 10.1037//0022-006X.60.4.586 MAYES SD, 2001, J ABNORMAL CHILD PSY, V29, P271 Nelson KB, 2001, CLIN NEUROSCI RES, V1, P300, DOI 10.1016/S1566-2772(01)00016-0 Patzold LM, 1998, J PAEDIATR CHILD H, V34, P528 Richdale A., 1995, EU CHILD ADOLESC PSY, V4, P1, DOI 10. 1007/BF01980456 SADEH A, 1991, PEDIATRICS, V87, P494 SADEH A, 1995, SLEEP, V18, P288 Schreck KA, 2000, J AUTISM DEV DISORD, V30, P127, DOI 10.1023/A:1005407622050 Taira M, 1998, PSYCHIAT CLIN NEUROS, V52, P182, DOI 10.1111/j.1440-1819.1998.tb01018.x Weiskop S, 2001, AUTISM, V5, P209, DOI 10.1177/1362361301005002009 NR 26 TC 38 Z9 38 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD FEB PY 2005 VL 9 IS 1 BP 83 EP 94 DI 10.1177/1362361305049031 PG 12 WC Psychology, Developmental SC Psychology GA 890UB UT WOS:000226535300006 PM 15618264 ER PT J AU Parsons, S Mitchell, P Leonard, A AF Parsons, S Mitchell, P Leonard, A TI Do adolescents with autistic spectrum disorders adhere to social conventions in virtual environments? SO AUTISM LA English DT Article DE adolescents; autistic spectrum disorder; executive function; social conventions; virtual environments ID CHILDREN; INSTRUCTION; PEOPLE; SKILLS AB The potential for using virtual environments (VEs) in educational contexts for people with autistic spectrum disorders (ASDs) has been recognized. However, very little is known about how people with ASDs interpret and understand VEs. This study aimed to investigate this directly with a group of 12 adolescents with ASDs, each individually matched with comparison participants. Participants were presented with VEs to assess whether they adhered to particular social conventions, such as not walking across grass and flowerbeds en route to a cafe, or not walking between two people (ostensibly involved in conversation) en route to the bar. Whilst a significant minority of the ASD group adhered to the social conventions, others displayed substantial 'off- task' behaviour and a limited understanding of the VE. It is suggested that some individuals with an ASD, low verbal IQ and weak executive ability require the most support to complete tasks successfully in the VE. C1 Univ Nottingham, Nottingham NG7 2RD, England. RP Parsons, S (reprint author), Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England. 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Examination of the studies that are frequently cited by proponents of EIBI suggests that the expectation that 47 percent of youngsters who receive EIBI will reach normal developmental status is questionable. RP Shea, V (reprint author), 1506 E Franklin St,Suite 202, Chapel Hill, NC 27514 USA. 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Increasingly, education for children with autism is provided within mainstream settings, but given their particular difficulties, the adequate provision of educational services in such settings is challenging. This study presents observational data of the play behaviour and social interaction patterns of 10 children with autism in mainstream kindergartens and primary school playgrounds. The target children differed significantly in terms of their play and social interactions from typically developing children in the same settings. The adequacy of the provision of services for children with autism in mainstream provision is discussed. C1 Univ Auckland, Res Ctr Intervent Teaching & Learning, Auckland, New Zealand. RP Anderson, A (reprint author), Univ Auckland, Res Ctr Intervent Teaching & Learning, Private Bag 92019, Auckland, New Zealand. EM an.anderson@auckland.ac.nz CR ASHBAKER BY, 2000, GROWING ROLES TEACHE BALLARD K, 1998, UNDERSTANDING CHILDR Ballard K.D., 1981, ED PSYCHOL, V1, P185, DOI 10.1080/0144341810010207 BARONCOHEN S, 1989, J AUTISM DEV DISORD, V19, P579, DOI 10.1007/BF02212859 BARONCOHEN S, 1987, BRIT J DEV PSYCHOL, V5, P139 BARONCOHEN S, 1986, BRIT J DEV PSYCHOL, V4, P113 BARONCOHEN S, 1985, COGNITION, V21, P37, DOI 10.1016/0010-0277(85)90022-8 Bayley N, 1993, BAYLEY SCALES INFANT Boomer LW, 1994, FOCUS AUTISTIC BEHAV, V9, P1 BROWN D, 2000, AUSTRALASIAN J SPECI, V24, P16 Campi A, 1996, INT J NEURORADIOL, V2, P134 Dancey C. P., 2002, STAT MATHS PSYCHOL U Dunn L. 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I., 1997, PREVENTION TREATMENT, P61 LOVAAS OI, 1989, J BEHAV THER EXP PSY, V20, P17 MIRON G, 1991, SCANDINAVIAN J ED RE, V35, P163, DOI 10.1080/0031383910350301 Newsom C., 1998, TREATMENT CHILDHOOD, P416 ODOM SL, 2001, INCLUSION PRESCHOOL REYNOLDS MC, 1989, REM SPEC EDUC, V10, P7 Roeyers H., 1995, BRIT J SPECIAL ED, V22, P161, DOI 10.1111/j.1467-8578.1995.tb00927.x RUBIN KH, 1978, CHILD DEV, V49, P534, DOI 10.1111/j.1467-8624.1978.tb02350.x RUSSELL J, 1991, BRIT J DEV PSYCHOL, V9, P331 STAINBACK S, 1994, EXCEPT CHILDREN, V60, P486 Stainback W., 1990, SUPPORT NETWORKS INC, P3 TAGERFLUSBERG H, 1992, CHILD DEV, V63, P161, DOI 10.1111/j.1467-8624.1992.tb03604.x Thomson C., 1999, CAUGHT STORIES SPECI Wechsler D., 1989, WECHSLER PRESCHOOL P Wechsler D., 1992, WECHSLER INTELLIGENC YANG L, 1995, ACTA PSYCHOL SINICA, V27 Ysseldyke J, 1996, SCHOOL PSYCHOL REV, V25, P418 NR 43 TC 20 Z9 22 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2004 VL 8 IS 4 BP 369 EP 385 DI 10.1177/1362361304045216 PG 17 WC Psychology, Developmental SC Psychology GA 878NV UT WOS:000225654400003 PM 15556957 ER PT J AU Mansell, W Morris, K AF Mansell, W Morris, K TI A survey of parents' reactions to the diagnosis of an autistic spectrum disorder by a local service - Access to information and use of services SO AUTISM LA English DT Article AB We conducted a postal survey of parents whose child had been diagnosed with an autistic spectrum disorder by a district diagnostic service. The service was regarded as having improved significantly following recent changes, but there were still shortcomings. Parents had obtained useful information from a range of other sources, including a parents' support group, school teachers, speech and language therapists, educational psychologists, the Internet, books and academic journals. Special units and schools were rated as the most useful source of support and treatment, but many other interventions were rated highly. Parents reported a diverse range of both negative and positive consequences of diagnosis, and many reported a change in their attitudes to diagnosis over time. Many expressed frustration with trying to get an early diagnosis, with the social, educational and health services, and with the way that autistic spectrum disorders are regarded by laypeople and other parents. C1 Inst Psychiat, Dept Psychol, London SE5 8AF, England. Phoenix Childrens Resource Ctr, Bromley, England. RP Mansell, W (reprint author), Inst Psychiat, Dept Psychol, De Crespigny Pk,Denmark Hill, London SE5 8AF, England. EM w.mansell@iop.kcl.ac.uk CR Frost L. A., 1994, PICTURE EXCHANGE COM Howlin P, 1998, CHILDREN AUTISM ASPE Howlin P, 1997, AUTISM, V1, P135, DOI DOI 10.1177/1362361397012003 Kerrell H, 2001, Nurs Stand, V15, P33 LECOUTEUR A, 1989, J AUTISM DEV DISORD, V19, P363 LORD C, 1989, J AUTISM DEV DISORD, V19, P185, DOI 10.1007/BF02211841 Midence K., 1999, AUTISM, V3, P273, DOI [10.1177/1362361399003003005, DOI 10.1177/1362361399003003005] PIPER E, 1992, CHILD CARE HLTH DEV, V18, P35, DOI 10.1111/j.1365-2214.1992.tb00339.x Randall P., 1999, SUPPORTING FAMILIES Siegel B., 1997, HDB AUTISM PERVASIVE, P745 SMITH B, 1994, J AUTISM DEV DISORD, V24, P551, DOI 10.1007/BF02172137 STEVENS J, 1997, NATL AUTISTIC SOC EA Sullivan Ruth Christ, 1997, HDB AUTISM PERVASIVE, P1007 WATSON LB, 1991, TEACHING SPONTANEOUS WECHSLER D, 1991, MANUAL WESCHLER INTE Wechsler D., 1989, MANUAL WECHSLER PRES Weitzman E., 1992, LEARNING LANGUAGE LO World Health Organization, 1993, MENT DIS GLOSS GUID NR 18 TC 31 Z9 31 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2004 VL 8 IS 4 BP 387 EP 407 DI 10.1177/1362361304045213 PG 21 WC Psychology, Developmental SC Psychology GA 878NV UT WOS:000225654400004 PM 15556958 ER PT J AU Bromley, J Hare, DJ Davison, K Emerson, E AF Bromley, J Hare, DJ Davison, K Emerson, E TI Mothers supporting children with autistic spectrum disorders - Social support, mental health status and satisfaction with services SO AUTISM LA English DT Article DE autism; families; mental health; respite stress ID FAMILY STRESS; BEHAVIOR PROBLEMS; ADOLESCENTS; PARENTS; IMPACT; DIFFICULTIES; ADJUSTMENT; DISABILITY AB Parents of children with autistic spectrum disorders (ASDs) are more likely to experience serious psychological distress than parents of children with other developmental disabilities. To examine the impact of a range of factors on psychological wellbeing, interviews were undertaken with 68 mothers of children with ASDs to explore aspects of social support, mental health status and satisfaction with services. Findings indicated that over half of mothers screened positive for significant psychological distress and that this was associated with low levels of family support and with bringing up a child with higher levels of challenging behaviour. Mothers were more likely to report lower levels of support if they were a lone parent, were living in poor housing, or were the mother of a boy with ASD. The study also investigated areas of useful support and areas of unmet need, the latter including care breaks and advice needs. C1 Univ Manchester, Wythenshawe Hosp, Div Clin Psychol, Manchester M23 9LT, Lancs, England. Univ Lancaster, Inst Hlth Res, Lancaster, England. RP Hare, DJ (reprint author), Univ Manchester, Wythenshawe Hosp, Div Clin Psychol, Educ & Res Bldg,Southmoor Rd, Manchester M23 9LT, Lancs, England. EM dougal.hare@man.ac.uk CR BEECHMAN J, 1995, EC EVALUATION MENTAL BOUMA R, 1990, J CLIN PSYCHOL, V46, P722, DOI 10.1002/1097-4679(199011)46:6<722::AID-JCLP2270460605>3.0.CO;2-6 Chamba R., 1999, EDGE MINORITY ETHNIC DONENBERG G, 1993, J ABNORM CHILD PSYCH, V21, P179, DOI 10.1007/BF00911315 DONOVAN AM, 1988, AM J MENT RETARD, V92, P502 Dumas J. E., 1991, EXCEPTIONALITY, V2, P97, DOI [10.1080/09362839109524770, DOI 10.1080/09362839109524770] Dunn ME, 2001, COMMUNITY MENT HLT J, V37, P39, DOI 10.1023/A:1026592305436 Dunst C., 1988, ENABLING EMPOWERING, P153 Einfeld S. L., 1994, MANUAL DEV BEHAV CHE Emerson E, 2003, J INTELL DISABIL RES, V47, P385, DOI 10.1046/j.1365-2788.2003.00498.x FACTOR DC, 1990, J AUTISM DEV DISORD, V20, P139, DOI 10.1007/BF02206863 Fombonne E, 2001, J AM ACAD CHILD PSY, V40, P820, DOI 10.1097/00004583-200107000-00017 FREEMAN NL, 1991, J CHILD PSYCHOL PSYC, V32, P1025, DOI 10.1111/j.1469-7610.1991.tb01927.x Gill IS, 2001, EUR UROL, V40, P7 Goldberg D. P., 1988, USERS GUIDE GEN HLTH Gray David E., 1992, Australia and New Zealand Journal of Developmental Disabilities, V18, P83 Hastings RP, 2002, J INTELLECT DEV DIS, V27, P149, DOI 10.1080/1366825021000008657 Hastings RP, 2002, AM J MENT RETARD, V107, P222, DOI 10.1352/0895-8017(2002)107<0222:BPOCWA>2.0.CO;2 Hatton C., 2002, SUPPORTING S ASIAN F Hatton C, 1998, BRIT J SOC WORK, V28, P821 HENDERSON D, 1992, PSYCHOL REP, V71, P167, DOI 10.2466/PR0.71.5.167-171 Howlin P, 1998, J CHILD PSYCHOL PSYC, V39, P307, DOI 10.1017/S0021963097002138 KONSTANTAREAS MM, 1989, J CHILD PSYCHOL PSYC, V30, P459, DOI 10.1111/j.1469-7610.1989.tb00259.x Lambert N, 1993, AAMR ADAPTIVE BEHAV Meltzer H, 2000, MENTAL HLTH CHILDREN MOES D, 1992, PSYCHOL REP, V71, P1272, DOI 10.2466/PR0.71.8.1272-1274 Pisula E., 1998, POLISH PSYCHOL B, V29, P305 Sanders JL, 1997, CHILD FAM BEHAV THER, V19, P15, DOI 10.1300/J019v19n04_02 SELTZER MM, IN PRESS HDB METHODS WOLF R, 1915, FORSCHUNGEN THURINGI, V7, P6 NR 30 TC 106 Z9 108 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2004 VL 8 IS 4 BP 409 EP 423 DI 10.1177/1362361304047224 PG 15 WC Psychology, Developmental SC Psychology GA 878NV UT WOS:000225654400005 PM 15556959 ER PT J AU Hare, DJ Pratt, C Burton, M Bromley, J Emerson, E AF Hare, DJ Pratt, C Burton, M Bromley, J Emerson, E TI The health and social care needs of family carers supporting adults with autistic spectrum disorders SO AUTISM LA English DT Article DE autism; families; mental health; respite stress ID MENTAL-HEALTH; CHILDREN; STRESS; PARENTS; ADJUSTMENT; MOTHERS AB The families of 26 adults with autistic spectrum disorders (ASDs) who either lived at home or maintained close contact with their families were interviewed about their social and psychological needs related to caring for the person with ASD. In contrast to previous studies of familial carers of children with ASDs, a strong association between parental emotional distress and unmet need was found. Parents also reported a need for more autism-specific intervention and support for adults with ASDs. The study illustrates the continuing and under-reported role of families in supporting adults with ASDs. C1 Univ Manchester, Acad Div Clin Psychol, Wythenshawe Hosp, Manchester M23 9LT, Lancs, England. Manchester Learning Disabil Partnership, Manchester, Lancs, England. Inst Hlth Res, Lancaster, England. RP Hare, DJ (reprint author), Univ Manchester, Acad Div Clin Psychol, Wythenshawe Hosp, Educ & Res Bldg,Southmoor Rd, Manchester M23 9LT, Lancs, England. EM dougal.hare@man.ac.uk CR ABELL F, 2004, UNPUB EXPT INVESTIGA Beecham J., 1995, EC EVALUATION MENTAL Bromley J, 2004, AUTISM, V8, P409, DOI 10.1177/1362361304047224 CHAMBA E, 1999, EDGE MINORITY ETHNIC Department of Work and Pensions, 2003, HOUS BEL AV INC 2001 Dunn ME, 2001, COMMUNITY MENT HLT J, V37, P39, DOI 10.1023/A:1026592305436 Dunst C., 1988, ENABLING EMPOWERING, P153 FACTOR DC, 1990, J AUTISM DEV DISORD, V20, P139, DOI 10.1007/BF02206863 Fombonne E, 2001, J AM ACAD CHILD PSY, V40, P820, DOI 10.1097/00004583-200107000-00017 GILL MJ, 1991, J AUTISM DEV DISORD, V21, P407, DOI 10.1007/BF02206867 Goldberg DP, 1998, USERS GUIDE GEN HLTH HARE DJ, 2003, J LEARNING DISABILIT, V7, P267, DOI 10.1177/14690047030073006 Hastings RP, 2002, AM J MENT RETARD, V107, P222, DOI 10.1352/0895-8017(2002)107<0222:BPOCWA>2.0.CO;2 Hatton C., 2002, SUPPORTING S ASIAN F Hatton C, 1998, BRIT J SOC WORK, V28, P821 HENDERSON D, 1992, PSYCHOL REP, V71, P167, DOI 10.2466/PR0.71.5.167-171 KAGAN C, 1998, COMBINING WORK CARE KONSTANTAREAS MM, 1989, J CHILD PSYCHOL PSYC, V30, P459, DOI 10.1111/j.1469-7610.1989.tb00259.x MESIBOV G, 1996, MODEL PRACTICES SERV MOES D, 1992, PSYCHOL REP, V71, P1272, DOI 10.2466/PR0.71.8.1272-1274 Pendaries C, 1997, BRIT J LEARN DISABIL, V25, P122 Pisula E., 1998, POLISH PSYCHOL B, V29, P305 POPE A, 1998, DEV MANAGING HIGH QU Sanders JL, 1997, CHILD FAM BEHAV THER, V19, P15, DOI 10.1300/J019v19n04_02 WOLF LC, 1989, J AUTISM DEV DISORD, V19, P157, DOI 10.1007/BF02212727 NR 25 TC 28 Z9 28 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2004 VL 8 IS 4 BP 425 EP 444 DI 10.1177/1362361304047225 PG 20 WC Psychology, Developmental SC Psychology GA 878NV UT WOS:000225654400006 PM 15556960 ER PT J AU O'Riordan, MA AF O'Riordan, MA TI Superior visual search in adults with autism SO AUTISM LA English DT Article DE autism; developmental profile; visual discrimination; visual search AB Recent studies have suggested that children with autism perform better than matched controls on visual search tasks and that this stems from a superior visual discrimination ability. This study assessed whether these findings generalize from children to adults with autism. Experiments 1 and 2 showed that, like children, adults with autism were superior to controls at searching for targets. Experiment 3 showed that increases in target-distractor similarity slowed the visual search performance of the control group significantly more than that of the autism group, suggesting that the adults with autism have a superior visual discrimination ability. Thus, these experiments replicate in adults previous findings in children with autism. Superior unique item detection in adults with autism, stemming from enhanced discrimination, is discussed in the light of the possible role of stimulus processing disturbances in the disorder in general. C1 Univ Cambridge, Dept Expt Psychol, Cambridge CB2 3EB, England. RP O'Riordan, MA (reprint author), Univ Cambridge, Dept Expt Psychol, Downing St, Cambridge CB2 3EB, England. EM mafo100@cus.cam.ac.uk CR DUNCAN J, 1989, PSYCHOL REV, V96, P433, DOI 10.1037//0033-295X.96.3.433 Kanner L, 1943, NERV CHILD, V2, P217 O'Riordan MA, 2001, J EXP PSYCHOL HUMAN, V27, P719, DOI 10.1037//0096-1523.27.3.719 TREISMAN A, 1988, PSYCHOL REV, V95, P15, DOI 10.1037//0033-295X.95.1.15 WOLFE JM, 1989, J EXP PSYCHOL HUMAN, V15, P419, DOI 10.1037/0096-1523.15.3.419 NR 5 TC 75 Z9 75 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2004 VL 8 IS 3 BP 229 EP 248 DI 10.1177/1362361304045219 PG 20 WC Psychology, Developmental SC Psychology GA 849VI UT WOS:000223568900002 PM 15358868 ER PT J AU Ponnet, KS Roeyers, H Buysse, A De Clercq, A Van der Heyden, E AF Ponnet, KS Roeyers, H Buysse, A De Clercq, A Van der Heyden, E TI Advanced mind-reading in adults with Asperger syndrome SO AUTISM LA English DT Article DE Asperger syndrome; empathic accuracy; perspective taking; social cognition ID AUTISM AB This study investigated the mind-reading abilities of 19 adults with Asperger syndrome and 19 typically developing adults. Two static mind-reading tests and a more naturalistic empathic accuracy task were used. In the empathic accuracy task, participants attempted to infer the thoughts and feelings of target persons, while viewing a videotape of the target persons in a naturally occurring conversation with another person. The results are consistent with earlier findings. The empathic accuracy task indicated significant between-group differences, whereas no such differences were found on the static mindreading tasks. The most innovative finding of the present study is that the inference ability of adults with pervasive developmental disorder (PDD) and controls depends on the focus of the target's thoughts and feelings, and that the empathic accuracy of adults with Asperger syndrome and control adults might be different in terms of quantity and quality. C1 State Univ Ghent, Res Grp Dev Disorders, B-9000 Ghent, Belgium. RP Ponnet, KS (reprint author), State Univ Ghent, Res Grp Dev Disorders, Henri Dunantlaan 2, B-9000 Ghent, Belgium. EM koen.ponnet@UGent.be CR Baron-Cohen S, 2001, J CHILD PSYCHOL PSYC, V42, P241, DOI 10.1017/S0021963001006643 Bowler DM, 2000, J AUTISM DEV DISORD, V30, P295, DOI 10.1023/A:1005575216176 Eisenberg N., 1991, HDB MORAL BEHAVIOR D, V2, P63 Gillberg C., 2000, AUTISM, V4, P11, DOI 10.1177/1362361300004001002 Jolliffe T, 1999, J AUTISM DEV DISORD, V29, P395, DOI 10.1023/A:1023082928366 MARANGONI C, 1995, J PERS SOC PSYCHOL, V68, P854, DOI 10.1037//0022-3514.68.5.854 TAGERFLUSBERG H, 1995, APPL PSYCHOLINGUIST, V16, P241, DOI 10.1017/S0142716400007281 NR 7 TC 38 Z9 41 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2004 VL 8 IS 3 BP 249 EP 266 DI 10.1177/1362361304045214 PG 18 WC Psychology, Developmental SC Psychology GA 849VI UT WOS:000223568900003 PM 15358869 ER PT J AU Hoy, JA Hatton, C Hare, D AF Hoy, JA Hatton, C Hare, D TI Weak central coherence: a cross-domain phenomenon specific to autism? SO AUTISM LA English DT Article DE Asperger syndrome; autism; central coherence theory ID INDIVIDUALS; PERFORMANCE; ILLUSIONS AB This study investigated whether evidence for the weak central coherence theory could be specifically associated with a group of children with autism compared with normally developing children (n = 17 per group). Two tasks were employed, one involving visual illusions and the other verbal homophones. Both were based on tasks used in previous central coherence research. Incorporation of tasks involving the use of different domains (verbal versus visual) also enabled the investigation of claims that weak central coherence is a cross-domain processing style or deficit. The autistic group were found to be no different to the control group in performance on the visual illusions task. The autistic group made more errors than the normally developing group on the rare condition of the homophone task. However, analysis suggests this difference is mediated by verbal ability level and not diagnostic status per se. Theoretical implications and alternative explanations are discussed. C1 Blackpool Victoria Hosp, Dept Clin Psychol, Blackpool FY3 8NR, Lancs, England. Univ Lancaster, Lancaster LA1 4YW, England. Wythenshawe Hosp, Manchester M23 9LT, Lancs, England. RP Hoy, JA (reprint author), Blackpool Victoria Hosp, Dept Clin Psychol, E Pk Dr, Blackpool FY3 8NR, Lancs, England. EM jamiehoy@btinternet.com CR Brian JA, 1996, J CHILD PSYCHOL PSYC, V37, P865, DOI 10.1111/j.1469-7610.1996.tb01482.x FRITH U, 1994, COGNITION, V50, P115, DOI 10.1016/0010-0277(94)90024-8 Ropar D, 2001, J CHILD PSYCHOL PSYC, V42, P539, DOI 10.1111/1469-7610.00748 Ropar D, 1999, J CHILD PSYCHOL PSYC, V40, P1283, DOI 10.1017/S0021963099004667 SHAH A, 1983, J CHILD PSYCHOL PSYC, V24, P613, DOI 10.1111/j.1469-7610.1983.tb00137.x NR 5 TC 21 Z9 21 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2004 VL 8 IS 3 BP 267 EP 281 DI 10.1177/1362361304045218 PG 15 WC Psychology, Developmental SC Psychology GA 849VI UT WOS:000223568900004 PM 15358870 ER PT J AU Brent, E Rios, P Happe, F Charman, T AF Brent, E Rios, P Happe, F Charman, T TI Performance of children with autism spectrum disorder on advanced theory of mind tasks SO AUTISM LA English DT Article DE Asperger syndrome; autism; emotion recognition; mentalizing; theory of mind AB Although a number of advanced theory of mind tasks have been developed, there is sparse information on whether performance on different tasks is associated. The study examined the performance of 20 high-functioning 6- to 12-year-old children with autism spectrum disorder and 20 controls on three high-level theory of mind tasks: Strange Stories, Cartoons and the children's version of the Eyes task. The pattern of findings suggests that the three tasks may share differing, non-specific, information-processing requirements in addition to tapping any putative mentalizing ability. They may also indicate a degree of dissociation between social-cognitive and social-perceptual or affective components of the mentalizing system. C1 Inst Child Hlth, Behav & Brain Sci Unit, London WC1N 1EH, England. Brent Child & Family Clin, London, England. Inst Psychiat, London, England. RP Charman, T (reprint author), Inst Child Hlth, Behav & Brain Sci Unit, 30 Guilford St, London WC1N 1EH, England. EM t.charman@ich.ucl.ac.uk RI Happe, Francesca/D-5544-2012; Charman, Tony/A-2085-2014 OI Charman, Tony/0000-0003-1993-6549 CR BARONCOHEN S, 1985, COGNITION, V21, P37, DOI 10.1016/0010-0277(85)90022-8 Frith U., 1994, SOCIAL DEV, V3, P108, DOI DOI 10.1111/J.1467-9507.1994.TB00031.X Gillberg C., 2000, AUTISM, V4, P11, DOI 10.1177/1362361300004001002 Happe F, 1999, COGNITION, V70, P211, DOI 10.1016/S0010-0277(99)00005-0 HAPPE FGE, 1995, CHILD DEV, V66, P843, DOI 10.1111/j.1467-8624.1995.tb00909.x Jolliffe T, 1999, J AUTISM DEV DISORD, V29, P395, DOI 10.1023/A:1023082928366 Lord C, 1998, MENT RETARD DEV D R, V4, P90, DOI 10.1002/(SICI)1098-2779(1998)4:2<90::AID-MRDD5>3.0.CO;2-0 OZONOFF S, 1991, J CHILD PSYCHOL PSYC, V32, P1081, DOI 10.1111/j.1469-7610.1991.tb00351.x PERNER J, 1987, BRIT J DEV PSYCHOL, V5, P125 NR 9 TC 37 Z9 37 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2004 VL 8 IS 3 BP 283 EP 299 DI 10.1177/1362361304045217 PG 17 WC Psychology, Developmental SC Psychology GA 849VI UT WOS:000223568900005 PM 15358871 ER PT J AU Sofronoff, K Leslie, A Brown, W AF Sofronoff, K Leslie, A Brown, W TI Parent management training and Asperger syndrome - A randomized controlled trial to evaluate a parent based intervention SO AUTISM LA English DT Article DE Asperger syndrome; parent management training; workshop format ID CHILDHOOD ANXIETY; CHILDREN; FAMILY; BEHAVIOR; AUTISM AB This controlled trial of a parent management intervention aimed to increase parental competence in management of problem behaviours associated with Asperger syndrome. The intervention compared two formats, a 1 day workshop and six individual sessions. Measures were taken on three occasions: pre-intervention, at 4 weeks, and at 3 month follow-up. Variables of interest were number and intensity of problem behaviours, and parent evaluation of social interaction skills. Results showed parents reporting fewer and lower intensity of problem behaviours and increased social interactions at 4 weeks and 3 months. Results held across formats and suggest that parent management training can provide an effective intervention for parents of a child with Asperger syndrome. Group differences on outcome measures and in the use of strategies are discussed along with limitations of the study. C1 Univ Queensland, Sch Psychol, St Lucia, Qld 4072, Australia. Univ Queensland, Mater Childrens Hosp, Brisbane, Qld 4101, Australia. RP Sofronoff, K (reprint author), Univ Queensland, Sch Psychol, St Lucia, Qld 4072, Australia. EM kate@psy.uq.edu.au CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th ANASTOPOULOS AD, 1998, HDB PARENT TRAINING ATTWOOD A, 1998, ASPERGERS SYNDROME G Attwood T., 2000, AUTISM, V4, P85, DOI DOI 10.1177/1362361300004001006 Barrett PM, 1998, J CLIN CHILD PSYCHOL, V27, P459, DOI 10.1207/s15374424jccp2704_10 Boyd RD, 2001, AUTISM, V5, P430, DOI 10.1177/1362361301005004007 BRASWELL L, 1991, CHILD ADOLESCENT THE, P316 BRIGHTMAN RP, 1982, J BEHAV THER EXP PSY, V13, P113, DOI 10.1016/0005-7916(82)90051-9 Cobham VE, 1998, BEHAV CHANGE, V15, P203 EISEN AR, 1998, HDB PARENT TRAINING EYBERG SM, 1978, J CLIN CHILD PSYCHOL, V7, P113 Eyberg SM, 1998, CLIN PSYCHOL-SCI PR, V5, P544 Frith U, 1991, AUTISM ASPERGER SYND FULLERTON A, 1996, HIGH FUNCTIONING ADO Gray C., 1994, COMIC STRIP CONVERSA Gray C., 1994, NEW SOCIAL STORY BOO GRAY C, 1992, TAMING RECESS JUNGLE Gray C. 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H., 1995, SOCIAL SKILLS TRAINI Swaggart B. L., 1995, FOCUS AUTISTIC BEHAV, V10, P1 WING L, 1981, PSYCHOL MED, V11, P115 Wing L, 1998, ASPERGER SYNDROME HI, P11 NR 38 TC 38 Z9 38 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2004 VL 8 IS 3 BP 301 EP 317 DI 10.1177/136261304045215 PG 17 WC Psychology, Developmental SC Psychology GA 849VI UT WOS:000223568900006 PM 15358872 ER PT J AU Bernard-Opitz, V Ing, S Kong, TY AF Bernard-Opitz, V Ing, S Kong, TY TI Comparison of behavioural and natural play interventions for young children with autism SO AUTISM LA English DT Article DE autism; behaviour modification; natural language; play; Singapore ID LANGUAGE; DISORDERS; SPEECH AB The article reports the results of a pilot study comparing traditional behavioural approaches and natural play interventions for young children with autism over a 10 week period. Two matched groups of eight young children with autism participated. Using a crossover design, children in both groups showed positive gains in compliance, attending, play and communication with their therapists and parents. Improvements in attending and compliance were higher following the behavioural condition compared with the natural play condition. Seven participants had reduced autism scores after the intervention. The findings suggest that behavioural and play approaches affect behaviour in different ways and that autistic symptomatology of young children may be amenable to treatment. The discussion focuses on the active ingredients of treatments and the need to base efficacy research on well-planned treatment comparisons. C1 Natl Univ Singapore, Singapore 117548, Singapore. RP Bernard-Opitz, V (reprint author), 7 Fuertes St, Irvine, CA 92612 USA. EM verabernard@cox.net CR Anderson S. R., 1987, ED TREATMENT CHILDRE, V10, P352 BAKER BL, 1976, BEHAV PROBLEMS Barlow D. 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K., 2000, AUTISM, V4, P426, DOI 10.1177/1362361300004004007 Maurice C., 1996, BEHAV INTERVENTION Y Prizant Barry, 1998, Seminars in Speech and Language, V19, P329, DOI 10.1055/s-2008-1064053 PRUTTING CA, 1987, J SPEECH HEAR DISORD, V52, P105 Rutter ML, 1999, BRIT J PSYCHIAT, V174, P480, DOI 10.1192/bjp.174.6.480 Schopler E., 1979, INDIVIDUALIZED ASSES, V1 Schreibman L, 2000, J AUTISM DEV DISORD, V30, P373, DOI 10.1023/A:1005535120023 Sheinkopf SJ, 1998, J AUTISM DEV DISORD, V28, P15, DOI 10.1023/A:1026054701472 WARREN SF, 1984, J SPEECH HEAR DISORD, V49, P43 Wolfberg P., 1999, CHILD LANG TEACH THE, V15, P41, DOI 10.1191/026565999667036164 WOLFBERG PJ, 1995, TEACHING CHILDREN AU Zercher C, 2001, AUTISM, V5, P374, DOI 10.1177/1362361301005004004 NR 36 TC 12 Z9 14 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2004 VL 8 IS 3 BP 319 EP 333 DI 10.1177/1362361304045212 PG 15 WC Psychology, Developmental SC Psychology GA 849VI UT WOS:000223568900007 PM 15358873 ER PT J AU O'Brien, G Pearson, J AF O'Brien, G Pearson, J TI Autism and learning disability SO AUTISM LA English DT Article DE autism; learning disability ID PERVASIVE DEVELOPMENTAL DISORDERS; NONAUTISTIC RETARDED-CHILDREN; MENTAL-RETARDATION; FOLLOW-UP; BEHAVIORAL-CHARACTERISTICS; DIAGNOSTIC-ASSESSMENT; SPECTRUM DISORDERS; ADAPTIVE-BEHAVIOR; DOWN-SYNDROME; CLASSIFICATION AB In this article a short overview is given of the relationship between autism and learning disability. Autism exists with any level of intelligence, but many individuals with autism suffer also from learning disability. Although both disorders show overlap in some behaviours they are different in many aspects. Are they distinct syndromes which influence each other, or do they belong to a broad spectrum of a condition? C1 Northumbria Univ, Newcastle Upon Tyne NE1 8ST, Tyne & Wear, England. RP O'Brien, G (reprint author), Northumbria Univ, Newcastle Upon Tyne NE1 8ST, Tyne & Wear, England. EM greg.obrien@nap.nhs.uk CR ADAMS WV, 1983, AUTISM ADOLESCENTS A Baird G, 2000, J AM ACAD CHILD PSY, V39, P694, DOI 10.1097/00004583-200006000-00007 BARTAK L, 1976, J AUTISM CHILD SCHIZ, V6, P109, DOI 10.1007/BF01538054 Bodfish JW, 2000, J AUTISM DEV DISORD, V30, P237, DOI 10.1023/A:1005596502855 BRYSON SE, 1988, J CHILD PSYCHOL PSYC, V29, P433, DOI 10.1111/j.1469-7610.1988.tb00735.x Carpentieri S, 1996, J AUTISM DEV DISORD, V26, P611, DOI 10.1007/BF02172350 CARPENTIERI SC, 1994, J AUTISM DEV DISORD, V24, P215, DOI 10.1007/BF02172098 Chakrabarti S, 2001, JAMA-J AM MED ASSOC, V285, P3093, DOI 10.1001/jama.285.24.3093 DEB S, 1994, BRIT J PSYCHIAT, V165, P395, DOI 10.1192/bjp.165.3.395 DEMEYER M, 1974, J AUTISM CHILDHOOD S, V4, P42 Dykens E. M., 1997, HDB AUTISM PERVASIVE, P388 Eaves LC, 1996, J AUTISM DEV DISORD, V26, P557, DOI 10.1007/BF02172276 Einfeld S. 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Identification of autism in children with Angelman syndrome presents a diagnostic challenge. In the present study, 16 children with Angelman syndrome, all with a 15q11-13 deletion, were examined for ASDs. Thirteen children with Angelman syndrome received an ADOS-G algorithm classification of ASD; the remaining three were outside the autistic spectrum. Ten fulfilled the criteria for autism, and three for PDD-NOS. The 10 children with Angelman syndrome and comorbid autism were compared with eight children with only autism regarding their social and communicative skills. The results indicated that Angelman syndrome is better understood in terms of developmental delay, and autism in terms of developmental deviance. It is concluded that autism might have been overdiagnosed due to the extremely low mental age of the children with Angelman syndrome. C1 Aarhus Univ Hosp, DK-8000 Aarhus, Denmark. RP Trillingsgaard, A (reprint author), Aarhus Univ Hosp, DK-8000 Aarhus, Denmark. 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The existing literature on catatonic-like states in people with autistic spectrum disorders is summarized, and it is suggested that such states are not directly comparable with the existing concepts of catatonia. A concept of 'autistic catatonia' is outlined in terms of both its phenomenology and its possible aetiological and maintaining factors. A case study is presented that examines this phenomenon from a cognitive neuropsychological perspective, together with implications for everyday management. The implications of this work for both research and clinical practice are discussed. C1 Univ Manchester, Manchester M13 9PL, Lancs, England. Univ Liverpool, Liverpool L69 3BX, Merseyside, England. RP Hare, DJ (reprint author), Univ Manchester, Manchester M13 9PL, Lancs, England. 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The problems are characterized by a lack of intentionality and symbol formation, which indicates that the deviant development of communication in autism is associated with a specific cognitive style. The central coherence theory can offer insight into the specific communication problems of people with autism, since a weaker drive for central coherence leads to problems in sense-making and, consequently, in communication. In the case of the comorbidity of autism and learning disability, the communication problems are aggravated. The crucial point is the determination of the level of sense-making, taking this comorbidity into account. Assessment and intervention have to be tuned to individual needs, in order to increase the communicative competence of people with autism and learning disability. C1 Leiden Univ, NL-2300 RA Leiden, Netherlands. RP Noens, I (reprint author), Leiden Univ, NL-2300 RA Leiden, Netherlands. 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I., 1977, AUTISTIC CHILD LANGU Mawhood L, 2000, J CHILD PSYCHOL PSYC, V41, P547, DOI 10.1017/S002196309900579X MIRENDA P, 2000, AUTISM SPECTRUM DISO, P333 MUNDY P, 1994, DEV PSYCHOPATHOL, V6, P389, DOI 10.1017/S0954579400006003 Newson E, 2001, AUTISM - THE SEARCH FOR COHERENCE, P205 NEWSON E, 1998, AUT 99 C NOV 1999 NOENS I, 2000, LOGOPEDIE FONIATRIE, V72, P244 NOENS I, 2002, OTHER WORDS AUGMENTA NOENS I, UNPUB COMFOR FORERUN NOENS ILJ, 2002, NEDERLANDS TIJDSCHRI, V28, P212 Nordin V, 1998, ACTA PSYCHIAT SCAND, V97, P99, DOI 10.1111/j.1600-0447.1998.tb09970.x O'Brien G., 1995, BEHAV PHENOTYPES OZONOFF S, 1991, J CHILD PSYCHOL PSYC, V32, P1081, DOI 10.1111/j.1469-7610.1991.tb00351.x Ozonoff S., 1995, LEARNING COGNITION A, P199 Ozonoff S, 1997, AUTISM EXECUTIVE DIS, P179 Van Berckelaer-Onnes IA, 2002, AUTISM, V6, P259, DOI 10.1177/1362361302006003004 Piaget J., 1952, ORIGINS INTELLIGENCE Prizant B., 2000, AUTISM SPECTRUM DISO, P193 PRIZANT BM, 1997, HDB AUTISM PERVASIVE, P539 PRIZANT BM, 1983, J SPEECH HEAR DISORD, V48, P296 PRIZANT BM, 1997, HDB AUTISM DEV DISOR, P316 Russell J., 1997, AUTISM EXECUTIVE DIS, P256 RUTTER M, 1987, J AUTISM DEV DISORD, V17, P159, DOI 10.1007/BF01495054 RUTTER M, 1967, BRIT J PSYCHIAT, V113, P1183, DOI 10.1192/bjp.113.504.1183 SCHOPLER E, 1995, LEARNING COGNITION A Schuler A, 1995, TEACHING CHILDREN AU, P11 Schuler A. L., 1997, HDB AUTISM PERVASIVE, P539 Sigafoos J, 2000, EDUC TRAIN MENT RET, V35, P168 SIGEL I. E., 1978, VISUAL LEARNING THIN, P93 Sparrow S, 1984, VINELAND ADAPTIVE BE TAGERFLUSBERG H, 1995, BRIT J DEV PSYCHOL, V13, P45 Travis LL, 2001, DEVELOPMENT OF AUTISM: PERSPECTIVES FROM THEORY AND RESEARCH, P279 Twachtman-Cullen D, 2000, AUTISM SPECTRUM DISO, P225 VANBERCKELAERON.IA, 1996, NEDERLANDS TIJDSCHRI, V22, P79 VANBERCKELAERON.IA, 1997, LOGOPEDIE, V10, P29 VANDALEN JGT, 1994, ENGAGEMENT, V21, P29 Venter A., 1992, HIGH FUNCTIONING IND, P187 Verpoorten R. A. W., 1996, NEDERLANDS TIJDSCHRI, V22, P106 VERPOORTEN RAW, 2001, COMVOOR VOORLOPERS C Walker M., 1980, MAKATON VOCABULARY Warren S. F., 1998, TRANSITIONS PRELINGU, P365 Werner H., 1963, SYMBOL FORMATION ORG Wetherby A. M., 1997, HDB AUTISM PERVASIVE, P513 WETHERBY AM, 1998, TRANSITIONS PRELINGU, P197 Wetherby Amy M., 2000, AUTISM SPECTRUM DISO, P109 Wing L., 1996, AUTISTIC SPECTRUM GU Wing L., 2001, AUTISTIC SPECTRUM Wing L, 1999, DIAGNOSTIC INTERVIEW NR 87 TC 24 Z9 24 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUN PY 2004 VL 8 IS 2 BP 197 EP 218 DI 10.1177/1326361304042723 PG 22 WC Psychology, Developmental SC Psychology GA 829MS UT WOS:000222053300007 PM 15165435 ER PT J AU Waltz, M Shattock, P AF Waltz, M Shattock, P TI Autistic disorder in nineteenth-century London - Three case reports SO AUTISM LA English DT Article DE autism; disability studies; Great Ormond Street Hospital for Children; medical history; social history; William Howship Dickinson ID CHILDREN AB This article examines the existence, description, perception, treatment, and outcome of symptoms consistent with autistic disorder in nineteenth-century London, England, based on case histories from the notes of Dr William Howship Dickinson at Great Ormond Street Hospital for Children. Three cases meeting the DSM-IV criteria for autistic disorder are described in detail. Other cases in which autistic traits are described are briefly summarized. The article explores the environment of contemporary medical practice, beliefs about childhood brain disorders, and social practice regarding children with brain disorders, and the impact of these factors on assessment and treatment. It correlates Dickinson's observations with current research on autism, providing information about children with autism before the condition was formally named in 1943. C1 Univ Sunderland, Medis Ctr St Peters, Sch Arts Design Media & Culture, Sunderland SR6 0DD, Durham, England. RP Waltz, M (reprint author), Univ Sunderland, Medis Ctr St Peters, Sch Arts Design Media & Culture, Sunderland SR6 0DD, Durham, England. EM mitzi.waltz@sunderland.ac.uk CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th [Anonymous], 1992, INT STAT CLASS DIS R Bailey A, 1996, J CHILD PSYCHOL PSYC, V37, P89, DOI 10.1111/j.1469-7610.1996.tb01381.x BALDWIN N, 2001, WHOLE STORY HIST GRE Baron-Cohen S, 1999, PSYCHOL MED, V29, P1151, DOI 10.1017/S003329179900896X Chakrabarti S, 2001, JAMA-J AM MED ASSOC, V285, P3093, DOI 10.1001/jama.285.24.3093 *COMM LUN, 1847, 2 ANN REP COMM LUN L Dally A, 1997, SOC HIST MED, V10, P291, DOI 10.1093/shm/10.2.291 DICKINSON WH, 1869, NERVOUS DIS, V1 EDGAR CL, 1999, CARE FEEDING INFANTS ERDMANN R, 1995, PSYCHIAT PRAX, V22, P80 Fombonne E, 1998, AUTISM PERVASIVE DEV, P32 Frith U., 1989, AUTISM EXPLAINING EN GILLMAN MW, 1999, CIRCULATION, V99, P6 HOPKINS E, 1994, CHILDHOOD TRASFORMED Kanner L, 1943, NERV CHILD, V2, P217 KATZ I, 2000, WORLD HIST OWN AUTIS LOCOCK C, 1857, LANCET, V1, P528 Lotter V., 1966, SOC PSYCHIAT, P124, DOI DOI 10.1007/BF00584048 MALMIVUO J, 1999, INT J BIOELECTROMAGN, V1, P2 *ROYAL COLL PHYS, 1955, MUNKS ROLL LIV FELL, V4 SCHARRE JE, 1992, OPTOMETRY VISION SCI, V69, P433, DOI 10.1097/00006324-199206000-00004 SHATTOCK P, 2001, P DURH AUT C SUND AU, P1 WING JK, 1976, EARLY CHILDHOOD AUTI, P4 Wing L., 1996, AUTISTIC SPECTRUM GU NR 25 TC 4 Z9 4 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2004 VL 8 IS 1 BP 7 EP 20 DI 10.1177/1362361304040635 PG 14 WC Psychology, Developmental SC Psychology GA 776HY UT WOS:000189111600002 PM 15070544 ER PT J AU Micali, N Chakrabarti, S Fombonne, E AF Micali, N Chakrabarti, S Fombonne, E TI The broad autism phenotype - Findings from an epidemiological survey SO AUTISM LA English DT Article DE autism; autoimmune disorders; family study; pervasive developmental disorders; psychiatric disorders ID PERVASIVE DEVELOPMENTAL DISORDERS; FAMILY HISTORY; CHILDREN; PARENTS; TWIN; PERSONALITY; RELATIVES; GENETICS; PATTERNS AB This study aimed to determine if relatives of children with autism and less severe pervasive developmental disorders (PDDs) have higher rates of various components of the broad autistic phenotype. Psychiatric and medical disorders were investigated. Parents of children with PDDs were selected from an epidemiological survey and compared with parents of control children with non-autistic developmental problems. Rates of abnormalities and disorders were compared in relatives of 79 cases and 61 controls. Medical and autoimmune disorders in both groups were endorsed by few relatives. Specific developmental disorders were commoner in parents of controls. Depression and anxiety were significantly more prevalent in mothers of children with PDDs. Significantly more PDD children had at least one first-degree relative with anxiety and one second-degree relative with OCD. PDDs were commoner in first-degree relatives. The implications of the findings for the definition of the broad phenotype of autism are discussed. C1 Inst Psychiat, Dept Child & Adolescent Psychiat, London SE5 8AF, England. Montreal Childrens Hosp, Montreal, PQ H3H 1P3, Canada. RP Micali, N (reprint author), Inst Psychiat, Dept Child & Adolescent Psychiat, De Crespigny Pk,POB 85, London SE5 8AF, England. EM N.Micali@iop.kcl.ac.uk RI Micali, nadia/E-6829-2010 OI Micali, nadia/0000-0001-5571-2273 CR Bailey A, 1998, J AUTISM DEV DISORD, V28, P369, DOI 10.1023/A:1026048320785 BAILEY A, 1995, PSYCHOL MED, V25, P63 BOLTON P, 1994, J CHILD PSYCHOL PSYC, V35, P877, DOI 10.1111/j.1469-7610.1994.tb02300.x Bolton PF, 1998, PSYCHOL MED, V28, P385, DOI 10.1017/S0033291797006004 Chakrabarti S, 2001, JAMA-J AM MED ASSOC, V285, P3093, DOI 10.1001/jama.285.24.3093 COHEN J, 1960, EDUC PSYCHOL MEAS, V20, P37, DOI 10.1177/001316446002000104 COMI A, 1991, J CHILD NEUROL, V14, P16 Denney DR, 1996, J AUTISM DEV DISORD, V26, P87, DOI 10.1007/BF02276236 FOLSTEIN S, 1977, J CHILD PSYCHOL PSYC, V18, P297, DOI 10.1111/j.1469-7610.1977.tb00443.x Fombonne E, 2002, MOL PSYCHIATR, V7, pS4, DOI 10.1038/sj.mp.4001162 Fombonne E, 2003, J AUTISM DEV DISORD, V33, P365, DOI 10.1023/A:1025054610557 Fombonne E, 1997, J CHILD PSYCHOL PSYC, V38, P667, DOI 10.1111/j.1469-7610.1997.tb01694.x Gupta S, 1996, J AUTISM DEV DISORD, V26, P439, DOI 10.1007/BF02172828 Krause I, 2002, J AUTISM DEV DISORD, V32, P337, DOI 10.1023/A:1016391121003 LANDA R, 1992, PSYCHOL MED, V22, P245 Murphy M, 2000, PSYCHOL MED, V30, P1411, DOI 10.1017/S0033291799002949 Piven J, 1999, AM J PSYCHIAT, V156, P557 Piven J, 1997, AM J MED GENET, V74, P398, DOI 10.1002/(SICI)1096-8628(19970725)74:4<398::AID-AJMG11>3.0.CO;2-D Piven J, 1997, AM J PSYCHIAT, V154, P185 SMALLEY SL, 1988, ARCH GEN PSYCHIAT, V45, P953 STEFFENBURG S, 1989, J CHILD PSYCHOL PSYC, V30, P405, DOI 10.1111/j.1469-7610.1989.tb00254.x Szatmari P, 1998, J AUTISM DEV DISORD, V28, P351, DOI 10.1023/A:1026096203946 NR 22 TC 85 Z9 87 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2004 VL 8 IS 1 BP 21 EP 37 DI 10.1177/1362361304040636 PG 17 WC Psychology, Developmental SC Psychology GA 776HY UT WOS:000189111600003 PM 15070545 ER PT J AU Keen, D Ward, S AF Keen, D Ward, S TI Autistic spectrum disorder - A child population profile SO AUTISM LA English DT Article DE autistic spectrum disorder; cognitive function; educational placement; prevalence ID PRESCHOOL-CHILDREN AB This study ana-lyses the prevalence of ASD, comorbidity, educational provision and ability in autistic children in a single health district, born between 1983 and 1996. The number of recorded diagnoses doubled over a 4 year period. This appeared to be due to greater recognition of ASD in more able children, in children initially presenting with ADHD, and possibly in females. ADHD accounted for a substantial proportion of comorbidity, Age at diagnosis appeared to be related to school placement. Cognitive ability levels ranging from more than three standard deviations below the mean to more than one standard deviation above the mean were found in the moderate and severe learning difficulty school population as well as in the mainstream population. Exceptionally low levels of verbal ability were present in a high proportion of mainstream pupils. Measured levels of cognitive function show poor relationship with actual educational placement. C1 Univ London St Georges Hosp, London SW17 0QT, England. Doncaster Hosp, Doncaster, England. Bassetlaw Hosp, Worksop, England. RP Keen, D (reprint author), Univ London St Georges Hosp, 2nd Floor,Clare House,Blackshaw Rd, London SW17 0QT, England. EM daphne.keen@stgeorges.nhs.uk CR Barnard J., 2002, AUTISM SCH CRISIS CH Chakrabarti S, 2001, JAMA-J AM MED ASSOC, V285, P3093, DOI 10.1001/jama.285.24.3093 Charman T, 2002, J CHILD PSYCHOL PSYC, V43, P289, DOI 10.1111/1469-7610.00022 Elliot C. D., 1996, BRIT ABILITY SCALES GILLBERG C, 2000, BIOL AUTISTIC SYNDRO, P136 Howlin P, 1997, AUTISM, V1, P135, DOI DOI 10.1177/1362361397012003 Kadesjo B, 2001, J CHILD PSYCHOL PSYC, V42, P487, DOI 10.1017/S0021963001007090 Kaye JA, 2001, BRIT MED J, V322, P460, DOI 10.1136/bmj.322.7284.460 LOYNES F, 2001, RISING CHALLENGE SUR Medical Research Council, 2001, REV AUT RES EP CAUS *MIND I, 2002, EP AUT CAL COMPR PIL Scott FJ, 2002, AUTISM, V6, P231, DOI 10.1177/1362361302006003002 Semel E, 1995, CLIN EVALUATION LANG, V3rd Wechsler D., 1989, WECHSLER PRESCHOOL P Wechsler D., 1992, WECHSLER INTELLIGENC Whitaker P, 2002, AUTISM, V6, P411, DOI 10.1177/1362361302006004007 Wing L, 2002, J CHILD PSYCHOL PSYC, V43, P307, DOI 10.1111/1469-7610.00023 WING L, 2001, AUTISM99 INT C WRAY M, 2002, LOCAL AUTHORITIES PR YAZBAK K, 2002, CLIN CHILD PSYCHOL P, V7, P505, DOI 10.1177/1359104502007004003 NR 20 TC 52 Z9 53 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2004 VL 8 IS 1 BP 39 EP 48 DI 10.1177/1362361304040637 PG 10 WC Psychology, Developmental SC Psychology GA 776HY UT WOS:000189111600004 PM 15070546 ER PT J AU Kielinen, M Rantala, H Timonen, E Linna, SL Moilanen, I AF Kielinen, M Rantala, H Timonen, E Linna, SL Moilanen, I TI Associated medical disorders and disabilities in children with autistic disorder - A population-based study SO AUTISM LA English DT Article DE autistic disorder; comorbidity; Finland; medical disorders; population surveys ID TUBEROUS SCLEROSIS; NORTHERN FINLAND; INFANTILE-AUTISM; EPIDEMIOLOGIC SURVEY; SPECTRUM DISORDERS; CEREBRAL-PALSY; DOWN-SYNDROME; BIRTH COHORT; EPILEPSY; PREVALENCE AB A population-based survey was conducted among 152,732 Finnish children and adolescents aged under 16 years and living in northern Finland. Diagnoses and associated medical conditions were derived from the hospital and institutional records of this area. One hundred and eighty-seven children with DSM-IV autistic disorder were identified. Associated medical disorders or associated disorders of known or suspected genetic origin were found in 12.3 percent, including tuberous sclerosis, Down syndrome, fragile X syndrome, Klinefelter syndrome, XYY syndrome, chromosome 17 deletion, chromosome 46, XX, dup(8)(p) and mitochondriopathy. Other associated medical disorders identified were epilepsy, hydrocephalus, foetal alcohol syndrome and cerebral palsy. Hearing impairments were found in 8.6 percent and severe impairment of vision in 3.7 percent of the individuals with autistic disorder. Medical disorders seem to have a special impact on the genesis of autistic disorder and need to be thoroughly examined in each child with autistic disorder. C1 Univ Oulu, Clin Child Psychiat, Dept Paediat, FIN-90220 Oulu, Finland. RP Kielinen, M (reprint author), Univ Oulu, Clin Child Psychiat, Dept Paediat, Kajaanintie 52, FIN-90220 Oulu, Finland. 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Children with a primary diagnosis of autism were compared with those diagnosed with a language disorder, on behaviours within four domains; social behaviour, imaginative activities, repetitive behaviour and communication. The aim was to identify potentially differentiating features of the two groups using observational ratings and questionnaire measures provided by parents and teachers. Information on participants' intelligence and language skills was also collected. The children with autism showed greater deficits in joint attention, functional play and pragmatic language, and engaged in more repetitive behaviours, than the language disordered children. However, the groups did not differ significantly on formally assessed language skills. A cluster analysis produced three groups of children varying in level of functioning and parent-rated behaviours. The results are informative for clinicians dealing with the challenge of differential diagnosis. C1 Univ Melbourne, Dept Psychol, Parkville, Vic 3052, Australia. Royal Childrens Hosp, Melbourne, Vic, Australia. RP Prior, M (reprint author), Univ Melbourne, Dept Psychol, Parkville, Vic 3052, Australia. EM priorm@unimelb.edu.au CR ALLEN DA, 1992, INT CONGR SER, V965, P157 American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BARONCOHEN S, 1989, BRIT J DEV PSYCHOL, V7, P113 BARTAK L, 1975, BRIT J PSYCHIAT, V126, P127, DOI 10.1192/bjp.126.2.127 Berument SK, 1999, BRIT J PSYCHIAT, V175, P444, DOI 10.1192/bjp.175.5.444 Bishop D., 2000, SPEECH LANGUAGE IMPA, P99 Bishop D. V. M., 1987, LANGUAGE DEV DISORDE, P16 Bishop D. V. 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M., 1997, HDB AUTISM PERVASIVE, P513 WETHERBY AM, 1984, J SPEECH HEAR RES, V27, P364 WillemsenSwinkels SHN, 1997, J CHILD PSYCHOL PSYC, V38, P327, DOI 10.1111/j.1469-7610.1997.tb01517.x Wing L., 1996, AUTISTIC SPECTRUM GU WING L, 1979, J AUTISM DEV DISORD, V9, P11, DOI 10.1007/BF01531288 Wing L, 1997, HDB AUTISM PERVASIVE, P148 NR 57 TC 18 Z9 18 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2004 VL 8 IS 1 BP 61 EP 87 DI 10.1177/1362361304040640 PG 27 WC Psychology, Developmental SC Psychology GA 776HY UT WOS:000189111600006 PM 15070548 ER PT J AU Charman, T Howlin, P Berry, B Prince, E AF Charman, T Howlin, P Berry, B Prince, E TI Measuring developmental progress of children with autism spectrum disorder on school entry using parent report SO AUTISM LA English DT Article DE autism; developmental progress; monitoring; parent report; questionnaires ID ADAPTIVE-BEHAVIOR; YOUNG-CHILDREN; DOWN-SYNDROME; INTERVENTION; PERSPECTIVES; INDIVIDUALS; DIAGNOSIS; AGE AB Increasing numbers of children with autism spectrum disorder (ASD) are diagnosed in the preschool years, and their educational progress must be monitored. Parent questionnaire data can augment psychometric assessments and individual planning at low cost. One hundred and twenty-five parents of UK children who entered dedicated autism primary schools and units in two consecutive calendar years were asked to complete three questionnaires. Fifty-seven parents repeated the questionnaire measures one year later. Encouraging developmental progress was observed on the Vineland Adaptive Behavior Scales-Screener. Symptom severity as measured by the Social Communication Questionnaire did not change over time. The pattern of change scores on the Autism Treatment Evaluation Checklist was mixed, and confounding disadvantages this questionnaire. The study demonstrated that it is possible to collect useful information on the progress of children with ASD using parents as informants. Such data would assist in judging claims regarding developmental progress within particular programmes. C1 UCL, Inst Child Hlth, Behav & Brain Sci Unit, London WC1N 1EH, England. Univ London St Georges Hosp, Sch Med, London SW17 0RE, England. RP Charman, T (reprint author), UCL, Inst Child Hlth, Behav & Brain Sci Unit, 30 Guilford St, London WC1N 1EH, England. EM t.charman@ich.ucl.ac.uk RI Howlin, Patricia/A-7622-2011; Charman, Tony/A-2085-2014 OI Charman, Tony/0000-0003-1993-6549 CR Berument SK, 1999, BRIT J PSYCHIAT, V175, P444, DOI 10.1192/bjp.175.5.444 Carter AS, 1998, J AUTISM DEV DISORD, V28, P287, DOI 10.1023/A:1026056518470 Charman T, 2002, J CHILD PSYCHOL PSYC, V43, P289, DOI 10.1111/1469-7610.00022 Croen LA, 2002, J AUTISM DEV DISORD, V32, P207, DOI 10.1023/A:1015453830880 *DEP ED SKILLS, 2002, AUT SPECTR DIS GUID FENSKE EC, 1985, ANAL INTERVEN DEVEL, V5, P49, DOI 10.1016/S0270-4684(85)80005-7 Harris SL, 1995, SPECIAL SERVICES SCH, V10, P45, DOI 10.1300/J008v10n01_03 Harris SL, 2000, J AUTISM DEV DISORD, V30, P137, DOI 10.1023/A:1005459606120 Harrison JE, 1997, J CHILD PSYCHOL PSYC, V38, P603, DOI 10.1111/j.1469-7610.1997.tb01687.x HOWLIN P, 1995, DEV MED CHILD NEUROL, V37, P406 Howlin P, 1999, DEV MED CHILD NEUROL, V41, P834, DOI 10.1017/S0012162299001656 Howlin P, 1998, J CHILD PSYCHOL PSYC, V39, P307, DOI 10.1017/S0021963097002138 Jordan R, 1998, ED INTERVENTIONS CHI Kasari C, 1999, J AUTISM DEV DISORD, V29, P297, DOI 10.1023/A:1022159302571 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 McGregor E, 2001, AUTISM, V5, P189 *NAT AUT SOC, 1998, SCH UN CLASS CHILDR National Research Council, 2001, ED CHILDR AUT *NEW YORK STAT DEP, 1999, CLIN PRACT GUID AUT Rimland B, 1999, AUTISM TREATMENT EVA Rumsey JM, 2000, J AUTISM DEV DISORD, V30, P369, DOI 10.1023/A:1005595303185 SPARROW S, 2000, UNPUB VINELAND ADAPT Sparrow S, 1984, VINELAND ADAPTIVE BE Stone WL, 1999, AM J MENT RETARD, V104, P187, DOI 10.1352/0895-8017(1999)104<0187:POABIV>2.0.CO;2 NR 24 TC 26 Z9 30 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2004 VL 8 IS 1 BP 89 EP 100 DI 10.1177/1362361304040641 PG 12 WC Psychology, Developmental SC Psychology GA 776HY UT WOS:000189111600007 PM 15070549 ER PT J AU Mukaddes, NM Kaynak, FN Kinali, G Besikci, H Issever, H AF Mukaddes, NM Kaynak, FN Kinali, G Besikci, H Issever, H TI Psychoeducational treatment of children with autism and reactive attachment disorder SO AUTISM LA English DT Article DE autism; psychoeducation; reactive attachment disorder; Turkey AB The aim of the study was to evaluate and compare the efficacy of short-term psychoeducational treatment in children with autism and reactive attachment disorder (RAD). Ten boys with autism aged 24-66 months and 11 children with RAD (nine boys and two girls) aged 30-70 months were included in the study. The Ankara Developmental Screening Inventory was used to monitor progress following a 14-session psychoeducational programme. This focused on establishing a reciprocal-dyadic interaction between children and their caregivers and it also provided an educational programme for emotional, social, and language development. Although both groups showed significant changes on all scales of the ADSI, the children with RAD showed greater improvement than the autism group in their total development score, on the language-cognitive subscale, and in social/self-care abilities. C1 Istanbul Univ, Istanbul, Turkey. RP Mukaddes, NM (reprint author), Istanbul Tip Fak, PTT Si PK 53,Capa, TR-34272 Istanbul, Turkey. 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The nature of play and its typical development is outlined and discussed in relation to play development in ASDs. It is suggested that social play is a confluence of two strands of development that are affected in autism: social and emotional development, and the cognitive development of play. It is shown that social play develops in a transactional way and in ASDs initial social difficulties prevent the development of social interaction, with its role in eliciting and enriching spontaneous play. At the same time, cognitive and affective difficulties prevent the play of children with autism developing to the extent of attracting other children and being of a complexity from which social play might develop. This cycle of impoverished play opportunities for children with ASDs may be broken through direct teaching and there are encouraging models of teaching social play with some success. C1 Univ Birmingham, Birmingham, W Midlands, England. RP Jordan, R (reprint author), Univ Birmingham, Birmingham, W Midlands, England. 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S., 2001, FOCUS AUTISM OTHER D, V16, P120, DOI DOI 10.1177/108835760101600208 THORP DM, 1995, J AUTISM DEV DISORD, V25, P265, DOI 10.1007/BF02179288 VANBECKELAERONN.IA, 1994, PLAY INTERVENTION Vygotsky Lev Semyonovitch, 1978, MIND SOC DEV HIGHER VYGOTSKY LS, 1966, SOV PSYCHOL, V12, P6 Watson LR, 1998, J AUTISM DEV DISORD, V28, P51, DOI 10.1023/A:1026063003289 WHITE C, 2002, GOOD AUTISM PRACTICE, V3, P63 Whiten A., 2000, AUTISM, V4, P185, DOI 10.1177/1362361300004002006 Whiten A., 1991, NATURAL THEORIES MIN WHYTE J, 1989, J SPEECH HEAR RES, V27, P364 Williams E, 2001, J AUTISM DEV DISORD, V31, P67, DOI 10.1023/A:1005665714197 Wing L, 2002, J CHILD PSYCHOL PSYC, V43, P307, DOI 10.1111/1469-7610.00023 Wolfberg P. J., 1999, PLAY IMAGINATION CHI Zercher C, 2001, AUTISM, V5, P374, DOI 10.1177/1362361301005004004 NR 72 TC 40 Z9 42 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2003 VL 7 IS 4 BP 347 EP 360 DI 10.1177/1362361303007004002 PG 14 WC Psychology, Developmental SC Psychology GA 749ZE UT WOS:000186959300002 PM 14678675 ER PT J AU Williams, E AF Williams, E TI A comparative review of early forms of object-directed play and parent-infant play in typical infants and young children with autism SO AUTISM LA English DT Article DE autism; early object play; early; parent-infant play ID 1ST 2 YEARS; MOTHER-INFANT; JOINT ATTENTION; NONVERBAL-COMMUNICATION; SCHIZOPHRENIC CHILDREN; EXPLORATORY-BEHAVIOR; LANGUAGE-DEVELOPMENT; MASTERY MOTIVATION; RETARDED-CHILDREN; SYMBOLIC PLAY AB The article reviews the empirical evidence relating to the development of early solitary object and parent-infant play in typical infants and children diagnosed with autism. Whilst, collectively, the findings indicate that there may be both qualitative and quantitative differences in the early play of children with autism, relative to that of other children, it is also clear that significant gaps exist in our current knowledge. It is proposed that longitudinal studies, which make a detailed examination of the form and developmental trajectory of early play, are needed if we are to devise the most effective content, design and outcome measures for intervention programmes using play as a therapeutic medium. C1 Univ Surrey, Guildford GU2 5XH, Surrey, England. RP Williams, E (reprint author), Univ Surrey, Guildford GU2 5XH, Surrey, England. CR ADAMSON LB, 1985, CHILD DEV, V56, P582, DOI 10.2307/1129748 Adrien J L, 1992, Acta Paedopsychiatr, V55, P71 ADRIEN JL, 1987, J AUTISM DEV DISORD, V17, P407, DOI 10.1007/BF01487069 ADRIEN JL, 1991, J AUTISM DEV DISORD, V21, P43, DOI 10.1007/BF02206996 ATLAS JA, 1990, CHILD PSYCHIAT HUM D, V21, P119, DOI 10.1007/BF00706120 BAKEMAN R, 1984, CHILD DEV, V55, P1278, DOI 10.2307/1129997 Baron- Cohen S., 1989, DEV PSYCHOPATHOL, V1, P185, DOI 10.1017/ S0954579400000377 BARONCOHEN S, 1987, BRIT J DEV PSYCHOL, V5, P139 BARONCOHEN S, 1989, BRIT J DEV PSYCHOL, V7, P113 Bates E., 1979, EMERGENCE SYMBOLS CO BATESON MC, 1975, ANN NY ACAD SCI, V263, P101, DOI 10.1111/j.1749-6632.1975.tb41575.x BELSKY J, 1981, DEV PSYCHOL, V17, P3, DOI 10.1037/0012-1649.17.1.3 Bernabei P., 1998, AUTISM, V2, P243, DOI 10.1177/1362361398023003 Bruner J., 1978, HUMAN GROWTH DEV BRUNER J, 1982, SOCIAL INTERCHANGE I Bruner J. S., 1975, J CHILD LANG, V2, P1, DOI 10.1017/S0305000900000866 Bruner J. 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M., 1987, PSYCHOL REV, V94, P84 LEWIS V, 1988, BRIT J DEV PSYCHOL, V6, P325 LEWY AL, 1992, J ABNORM CHILD PSYCH, V20, P555, DOI 10.1007/BF00911240 Libby S, 1998, J AUTISM DEV DISORD, V28, P487, DOI 10.1023/A:1026095910558 LIBBY S, 1998, ART S COND BPS DEV A Mars AE, 1998, J PEDIATR-US, V132, P500, DOI 10.1016/S0022-3476(98)70027-7 McArthur D, 1996, J AUTISM DEV DISORD, V26, P481, DOI 10.1007/BF02172271 MCCALL RB, 1974, MONOGRAPHS SOCIAL RE, V39 MESSER DJ, 1984, INFANT BEHAV DEV, V7, P167, DOI 10.1016/S0163-6383(84)80056-9 MESSER DJ, 1986, DEV PSYCHOL, V22, P366, DOI 10.1037//0012-1649.22.3.366 MUNDY P, 1986, J CHILD PSYCHOL PSYC, V27, P657, DOI 10.1111/j.1469-7610.1986.tb00190.x MUNDY P, 1990, J AUTISM DEV DISORD, V20, P115, DOI 10.1007/BF02206861 MUNDY P, 1987, J AUTISM DEV DISORD, V17, P349, DOI 10.1007/BF01487065 MURRAY L, 1985, SOC PERCEPTION INFAN NICOLICH LM, 1977, MERRILL PALMER QUART, V23, P89 NINIO A, 1978, J CHILD LANG, V5, P1 OSTERLING J, 1994, J AUTISM DEV DISORD, V24, P247, DOI 10.1007/BF02172225 Piaget J, 1962, PLAY DREAMS IMITATIO PLATT J, 1990, J SPEECH HEAR DISORD, V55, P315 Power T, 2000, PLAY EXPLORATION CHI RATNER N, 1978, J CHILD LANG, V5, P391 Reddy V, 2002, BRIT J PSYCHOL, V93, P219, DOI 10.1348/000712602162553 Reddy V., 1991, NATURAL THEORIES MIN Ruff H. A., 1993, NEW DIRECTIONS CHILD, V59, P5 RUFF HA, 1987, PERCEPT MOTOR SKILL, V64, P1095 RUFF HA, 1992, DEV PSYCHOL, V28, P851, DOI 10.1037//0012-1649.28.5.851 RUFF HA, 1984, DEV PSYCHOL, V20, P9, DOI 10.1037//0012-1649.20.1.9 SCHOPLER E, 1966, J ABNORM PSYCHOL, V71, P108, DOI 10.1037/h0023176 SIGMAN M, 1986, J CHILD PSYCHOL PSYC, V27, P647, DOI 10.1111/j.1469-7610.1986.tb00189.x SIGMAN M, 1984, DEV PSYCHOL, V20, P293, DOI 10.1037/0012-1649.20.2.293 SPARLING JW, 1991, J AUTISM DEV DISORD, V21, P229, DOI 10.1007/BF02284762 STJAMES PJ, 1994, J AUTISM DEV DISORD, V24, P603 Stern D. N., 1977, 1 RELATIONSHIP Tomasello M., 1983, 1ST LANGUAGE, V4, P197, DOI DOI 10.1177/014272378300401202 TREVARTHEN C, 1988, ACQUIRING CULTURE CR TREVARTHEN C., 1978, ACTION GESTURE SYMBO TREVARTHEN C, 1979, BEFORE SPEECH BEGINN Uzgiris I. C., 1975, ASSESSMENT INFANCY VONDRA J, 1989, ACTION SOCIAL CONTEX WERTSCH JV, 1979, HUM DEV, V22, P1 Wetherby A., 1984, J SPEECH HEAR RES, V27, P367 WILLIAMS E, UNPUB COMP STUDY EXP Williams E, 2001, J AUTISM DEV DISORD, V31, P67, DOI 10.1023/A:1005665714197 WILLIAMS E, 2001, WORKSH DOING THINGS WING L, 1977, J CHILD PSYCHOL PSYC, V18, P167, DOI 10.1111/j.1469-7610.1977.tb00426.x WING L, 1969, J CHILD PSYCHOL PSYC, V10, P1, DOI 10.1111/j.1469-7610.1969.tb02066.x YARROW LJ, 1983, DEV PSYCHOL, V19, P159, DOI 10.1037/0012-1649.19.2.159 NR 97 TC 16 Z9 18 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2003 VL 7 IS 4 BP 361 EP 377 DI 10.1177/1362361303007004003 PG 17 WC Psychology, Developmental SC Psychology GA 749ZE UT WOS:000186959300003 PM 14678676 ER PT J AU Lewis, V AF Lewis, V TI Play and language in children with autism SO AUTISM LA English DT Article DE autism; language development; play ID SYMBOLIC PLAY; 2ND YEAR; COMMUNICATION AB It is well established that the play and language skills Of children with autism are impaired. The article considers the relationship between these developments in typically developing children and children with autism. First, the evidence for a relationship between these two areas in typically developing children is reviewed. Despite many methodological differences between studies, this evidence supports a relationship, with specific developments emerging first in play and subsequently in language. Second, evidence for a relationship between play and language in children with autism is reviewed. From published and some previously unpublished data it is concluded that if there is a relationship between play and language in children with autism it is weak, if it exists at all. Finally, the implications of these findings are discussed and it is suggested that any relationship between play and language may be mediated by how children and their parents interact when they are playing. C1 Open Univ, Milton Keynes MK7 6AA, Bucks, England. RP Lewis, V (reprint author), Open Univ, Milton Keynes MK7 6AA, Bucks, England. CR Carpenter M., 1998, MONOGRAPHS SOC RES C, V63 Charman T, 2000, COGNITIVE DEV, V15, P481, DOI 10.1016/S0885-2014(01)00037-5 CLIFT S, 1988, CHILD LANG TEACH THE, V14, P199 DOSWELL G, 1994, EUROPEAN J DISORDERS, V29, P291 Lewis V, 2000, INT J LANG COMM DIS, V35, P117 Lewis V., 2003, DEV DISABILITY LEWIS V, 1997, TEST PRETENT PLAY LEWIS V, 1988, BRIT J DEV PSYCHOL, V6, P325 MCCUNE L, 1995, DEV PSYCHOL, V31, P198, DOI 10.1037//0012-1649.31.2.198 MUNDY P, 1987, J AUTISM DEV DISORD, V17, P349, DOI 10.1007/BF01487065 OReilly AW, 1997, COGNITIVE DEV, V12, P185, DOI 10.1016/S0885-2014(97)90012-5 Sigman M, 1999, MONOGR SOC RES CHILD, V64, P1, DOI 10.1111/1540-5834.00002 Siller M, 2002, J AUTISM DEV DISORD, V32, P77, DOI 10.1023/A:1014884404276 Stone WL, 2001, AUTISM, V5, P341, DOI 10.1177/1362361301005004002 TAMISLEMONDA CS, 1994, DEV PSYCHOL, V30, P283, DOI 10.1037/0012-1649.30.2.283 UNGERER JA, 1981, J AM ACAD CHILD PSY, V20, P318, DOI 10.1016/S0002-7138(09)60992-4 UNGERER JA, 1984, CHILD DEV, V55, P1448, DOI 10.2307/1130014 NR 17 TC 8 Z9 8 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2003 VL 7 IS 4 BP 391 EP 399 DI 10.1177/1362361303007004005 PG 9 WC Psychology, Developmental SC Psychology GA 749ZE UT WOS:000186959300005 PM 14678678 ER PT J AU Stahmer, AC Ingersoll, B Carter, C AF Stahmer, AC Ingersoll, B Carter, C TI Behavioral approaches to promoting play SO AUTISM LA English DT Article DE applied behavior analysis; autism; behavioral teaching; naturalistic methods; play ID TEACHING AUTISTIC-CHILDREN; SELF-MANAGEMENT; GENERALIZED REDUCTION; DISRUPTIVE BEHAVIOR; SOCIODRAMATIC PLAY; APPROPRIATE PLAY; SOCIAL-BEHAVIOR; YOUNG-CHILDREN; SKILLS; DISABILITIES AB A variety of techniques grounded in behavioral psychology, and more specifically in applied behavior analysis, have been established to increase and improve play skills in children with autistic spectrum disorders. This article introduces a set of efficacious methods, which range from highly structured techniques to more naturalistic strategies. It focuses on object play as other authors in the issue discuss social play in greater depth. Behavioral techniques that are reviewed include: discrete trial training, use of stereotyped behaviors to increase play skills, pivotal response training, reciprocal imitation training, differential reinforcement of appropriate behavior, in vivo modeling and play scripts, and video modeling. A discussion of expanding behavior techniques to teach more complex play as well as training in varied environments is also presented. References are provided to allow the reader to obtain more in-depth information about each technique. C1 Univ Calif San Diego, San Diego, CA 92103 USA. RP Stahmer, AC (reprint author), Child & Adolescent Serv Res Ctr, 3020 Childrens Way MC 5033, San Diego, CA 92123 USA. RI Ingersoll, Brooke/A-9117-2012 CR Baker M. J., 2000, J POSIT BEHAV INTERV, V2, P66, DOI 10.1177/109830070000200201 Baker MJ, 1998, J ASSOC PERS SEVERE, V23, P300, DOI 10.2511/rpsd.23.4.300 Buggey T., 1999, J POSIT BEHAV INTERV, V1, P205, DOI 10.1177/109830079900100403 CHARLOP MH, 1983, J ABNORM CHILD PSYCH, V11, P355, DOI 10.1007/BF00914244 CHARLOP MH, 1989, J APPL BEHAV ANAL, V22, P275, DOI 10.1901/jaba.1989.22-275 Charlop-Christy MH, 2000, J AUTISM DEV DISORD, V30, P537, DOI 10.1023/A:1005635326276 CharlopChristy MH, 1996, J AUTISM DEV DISORD, V26, P527, DOI 10.1007/BF02172274 Cordisco K., 1994, PRESCHOOL ED PROGRAM, P115 CREER TL, 1970, BEHAV RES THER, V8, P91, DOI 10.1016/0005-7967(70)90040-9 DUNLAP G, 1984, J EXP CHILD PSYCHOL, V37, P41, DOI 10.1016/0022-0965(84)90057-2 EASON LJ, 1982, ANAL INTERVEN DEVEL, V2, P157, DOI 10.1016/0270-4684(82)90016-7 EGEL AL, 1981, J APPL BEHAV ANAL, V14, P3, DOI 10.1901/jaba.1981.14-3 GOLDSTEIN H, 1992, J APPL BEHAV ANAL, V25, P265, DOI 10.1901/jaba.1992.25-265 GREER RD, 1985, ANAL INTERVEN DEVEL, V5, P269, DOI 10.1016/0270-4684(85)90015-1 HARING TG, 1987, J APPL BEHAV ANAL, V20, P89, DOI 10.1901/jaba.1987.20-89 INGERSOLL B, 2002, 2 INT M RES AUT ORL Jahr E, 2000, RES DEV DISABIL, V21, P151, DOI 10.1016/S0891-4222(00)00031-7 Klinger LG, 1992, CAUSES EFFECTS COMMU, VI, P157 Koegel LK, 1999, J ASSOC PERS SEVERE, V24, P174, DOI 10.2511/rpsd.24.3.174 KOEGEL LK, 1992, J APPL BEHAV ANAL, V25, P341, DOI 10.1901/jaba.1992.25-341 Koegel R. L., 1991, ADV BEHAV ASSESSMENT, P65 KOEGEL RL, 1987, J APPL BEHAV ANAL, V20, P243, DOI 10.1901/jaba.1987.20-243 KOEGEL RL, 1980, J ABNORM CHILD PSYCH, V8, P537, DOI 10.1007/BF00916505 KOEGEL RL, 1988, J AUTISM DEV DISORD, V18, P525, DOI 10.1007/BF02211871 Kohler FW, 2001, TOP EARLY CHILD SPEC, V21, P93, DOI 10.1177/027112140102100203 Leaf R., 1999, WORK PROGR BEHAV MAN LIFTER K, 1993, J EARLY INTERVENTION, V17, P139 MAURICE C, 1996, BEHAV INTERVENTION Y McGee GG, 1999, J ASSOC PERS SEVERE, V24, P133, DOI 10.2511/rpsd.24.3.133 Newman B, 2000, BEHAV INTERVENT, V15, P145, DOI 10.1002/(SICI)1099-078X(200004/06)15:2<145::AID-BIN50>3.3.CO;2-V NIETUPSKI J, 1986, EDUC TRAIN MENT RET, V21, P259 Nuzzolo-Gomez R., 2002, J POSIT BEHAV INTERV, V4, P60 OKE NJ, 1994, DISS ABSTR INT, V54, pB4951 Pierce K., 1997, FOCUS AUTISM OTHER D, V12, P207 Reamer RB, 1998, EDUC TRAIN MENT RET, V33, P131 REEVE SA, 2001, DISS ABSTR INT, V62, pB1561 SAINATO DM, 1992, J APPL BEHAV ANAL, V25, P127, DOI 10.1901/jaba.1992.25-127 SANTARCANGELO S, 1987, J ASSOC PERS SEVERE, V12, P38 Schreibman L., 1996, PSYCHOSOCIAL TREATME, P525, DOI 10.1037/10196-020 SCHWANDT WL, 2003, ANN M ASS BEH AN TOR Shearer D. D., 1996, EARLY EDUC DEV, V7, P205, DOI 10.1027/s15566935eed0703_1 Sherer M, 2001, BEHAV MODIF, V25, P140, DOI 10.1177/0145445501251008 Smith M. J., 2001, TEACHING PLAY SKILLS Stahmer A. C., 2001, J POSIT BEHAV INTERV, V3, P75, DOI DOI 10.1177/109830070100300203 Stahmer A. C., 1999, CHILD LANG TEACH THE, V15, P29, DOI 10.1191/026565999672332808 STAHMER AC, 1995, J AUTISM DEV DISORD, V25, P123, DOI 10.1007/BF02178500 STAHMER AC, 1992, J APPL BEHAV ANAL, V25, P447, DOI 10.1901/jaba.1992.25-447 STAHMER AC, 1993, DISS ABSTR INT, V54, pB3331 STAHMER AC, 1994, M ASS BEH AN ATL GA SUGAI G, 1986, J AUTISM DEV DISORD, V16, P459, DOI 10.1007/BF01531711 Taylor BA, 1999, J DEV PHYS DISABIL, V11, P253, DOI 10.1023/A:1021800716392 THORP DM, 1995, J AUTISM DEV DISORD, V25, P265, DOI 10.1007/BF02179288 TRYON AS, 1986, J ABNORM CHILD PSYCH, V14, P537, DOI 10.1007/BF01260522 WARREN SF, 1993, J SPEECH HEAR RES, V36, P83 Weiss M. J, 2001, REACHING OUT JOINING WOLERY M, 1985, J AUTISM DEV DISORD, V15, P149, DOI 10.1007/BF01531601 ZIHNI F, 2002, AZ METHOD USE VIDEO NR 57 TC 21 Z9 21 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2003 VL 7 IS 4 BP 401 EP 413 DI 10.1177/1362361303007004006 PG 13 WC Psychology, Developmental SC Psychology GA 749ZE UT WOS:000186959300006 PM 14678679 ER PT J AU Van Berckelaer-Onnes, IA AF Van Berckelaer-Onnes, IA TI Promoting early play SO AUTISM LA English DT Article DE autism; intervention; perception; play; weak central coherence ID SYMBOLIC PLAY; AUTISTIC-CHILDREN AB Early forms of play involving the exploration of objects is repetitive and limited in scope in children with autism, consistent with a weak drive towards central coherence. The importance is stressed of early manipulative and relational play for the development of meaningful perceptual representations and the subsequent development of functional and symbolic play. It is argued that intervention designed to promote these early forms of play is therefore of critical importance. A toy-play intervention programme is described that was initially used in a research setting with 24 children with autism, using outcome measures and a 1 year follow-up assessment. The original intervention was successful. However, improvements in play were not maintained unless children continued to receive play support. A 'play stimulation' programme building on the toy-play programme is therefore now carried out with children in small groups after completion of the one-to-one toy-play programme. C1 Leiden Univ, Fac Social Sci, Dept Psychol & Special Educ, NL-2300 RB Leiden, Netherlands. RP Van Berckelaer-Onnes, IA (reprint author), Leiden Univ, Fac Social Sci, Dept Psychol & Special Educ, POB 9555, NL-2300 RB Leiden, Netherlands. CR DEMEYER MK, 1967, PSYCHOL REP, V21, P973 Frith U., 2003, AUTISM EXPLAINING EN GOULD J, 1986, J AUTISM DEV DISORD, V16, P199, DOI 10.1007/BF01531730 Howlin P, 1987, TREATMENT AUTISTIC C JARROLD C, 1993, J AUTISM DEV DISORD, V23, P281, DOI 10.1007/BF01046221 LEWIS V, 1988, BRIT J DEV PSYCHOL, V6, P325 Libby S, 1998, J AUTISM DEV DISORD, V28, P487, DOI 10.1023/A:1026095910558 MCCUNENICOLICH L, 1980, MANUAL ANAL FREE PLA TILTON JR, 1964, PSYCHOL REP, V15, P967 UNGERER JA, 1981, J AM ACAD CHILD PSY, V20, P318, DOI 10.1016/S0002-7138(09)60992-4 VANBERCELAERONN.IA, 1994, PLAY INTERVENTIONS, P173 VANBERCKELAERON.IA, 1996, KINDER JEUGD PSYCHOT, V23, P77 VANBERCKELAERON.IA, 1988, KINDER JEUGD PSYCHOT, V15, P136 Verpoorten R. A. W., 1996, NEDERLANDS TIJDSCHRI, V22, P106 WING L, 1977, J CHILD PSYCHOL PSYC, V18, P167, DOI 10.1111/j.1469-7610.1977.tb00426.x WULFF SB, 1985, J AUTISM DEV DISORD, V15, P139, DOI 10.1007/BF01531600 NR 16 TC 10 Z9 11 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2003 VL 7 IS 4 BP 415 EP 423 DI 10.1177/1362361303007004007 PG 9 WC Psychology, Developmental SC Psychology GA 749ZE UT WOS:000186959300007 PM 14678680 ER PT J AU Wieder, S Greenspan, SI AF Wieder, S Greenspan, SI TI Climbing the symbolic ladder in the DIR model through floor time/interactive play SO AUTISM LA English DT Article DE affect; autistic spectrum disorders; DIR; floor time; symbolic play AB The developmental, individual-difference, relationship-based model (DIR), a theoretical and applied framework for comprehensive intervention, examines the functional developmental capacities of children in the context of their unique biologically based processing profile and their family relationships and interactive patterns. As a functional approach, it uses the complex interactions between biology and experience to understand behavior and articulates the developmental capacities that provide the foundation for higher order symbolic thinking and relating. During spontaneous 'floor time' play sessions, adults follow the child's lead utilizing affectively toned interactions through gestures and words to move the child up the symbolic ladder by first establishing a foundation of shared attention, engagement, simple and complex gestures, and problem solving to usher the child into the world of ideas and abstract thinking. This process is illustrated by a case example of a young boy on the autism spectrum interacting with his father during 'floor time' over a 3 year period. C1 Interdisciplinary Council Dev & Learning Disorder, Bethesda, MD USA. George Washington Univ, Sch Med, Washington, DC 20052 USA. RP Wieder, S (reprint author), Interdisciplinary Council Dev & Learning Disorder, Bethesda, MD USA. CR BARON RA, 1992, MOTIV EMOTION, V16, P1, DOI 10.1007/BF00996485 GREENSPAN S, 1979, PSYCHOL ISSUES Greenspan S. I., 1992, INFANCY EARLY CHILDH Greenspan S. I., 1998, CHILD SPECIAL NEEDS Greenspan S. I., 1997, J DEV LEARNING DISOR, V1, P87 Greenspan S. I., 1989, DEV EGO IMPLICATIONS GREENSPAN SI, 2003, 1 IDEA SYMBOLS LANGU Greenspan S.I., 1997, DEV BASED PSYCHOTHER Greenstein S, 1997, IEEE MICRO, V17, P5, DOI 10.1109/40.592323 *ICDL, 2000, ICDL CLIN PRACT GUID *ICDL, 2002, P ICDL 6 INT C AUT D PIAGET J, 1962, CHILDHOOD PSYCHOPATH, P157 WIEDER S, 2001, ZERO 3, V21, P11 NR 13 TC 22 Z9 23 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2003 VL 7 IS 4 BP 425 EP 435 DI 10.1177/1362361303007004008 PG 11 WC Psychology, Developmental SC Psychology GA 749ZE UT WOS:000186959300008 PM 14678681 ER PT J AU Yang, TR Wolfberg, PJ Wu, SC Hwu, PY AF Yang, TR Wolfberg, PJ Wu, SC Hwu, PY TI Supporting children on the autism spectrum in peer play at home and school - Piloting the integrated play groups model in Taiwan SO AUTISM LA English DT Article DE autism; Chinese culture; peers; play; social interaction ID SOCIAL-INTERACTION; BEHAVIOR; LANGUAGE AB The article focuses on integrated play groups (IPGs) as a model to support children with ASD in play with typically developing peers/siblings, and its recent adoption with children in a home and school setting in Taiwan. The first part provides a brief overview of the IPG model and its essential features. The second part reports on a pilot investigation that combined quantitative and qualitative methods to examine the effects of participation in IPGs on the symbolic and social play of two early elementary-aged children with autism. Preliminary findings suggest that each child made notable gains in reciprocal social interaction and symbolic/pretend play while participating in play groups. Implications are discussed in terms of play's role in enhancing socialization, imagination and peer cultural inclusion. C1 Natl Taipei Teachers Coll, Dept Special Educ, Taipei 106, Taiwan. Autism Inst Peer Relat & Play, San Francisco, CA USA. Jeu Guang Elementary Sch, Taipei, Taiwan. RP Yang, TR (reprint author), Natl Taipei Teachers Coll, Dept Special Educ, 134 Ho Ping E Rd,Sec 2, Taipei 106, Taiwan. 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E., 1982, SINGLE CASE RES DESI Koegel LK, 1999, J ASSOC PERS SEVERE, V24, P174, DOI 10.2511/rpsd.24.3.174 LESLIE AM, 1987, PSYCHOL REV, V94, P412, DOI 10.1037/0033-295X.94.4.412 LORD C, 1986, J AUTISM DEV DISORD, V16, P249, DOI 10.1007/BF01531658 MCCUNENICHOLICH L, 1981, CHILD DEV, V3, P785 MCHALE SM, 1983, AM J ORTHOPSYCHIAT, V53, P81 MOURITSEN F, 1996, PLAY CULTURE ESSAYS National Research Council, 2001, ED CHILDR AUT O'Connor T., 1999, THESIS SAN FRANCISCO ODOM SL, 1984, AM J ORTHOPSYCHIAT, V54, P544 OKE NJ, 1990, J AUTISM DEV DISORD, V20, P479, DOI 10.1007/BF02216054 Parten MB, 1932, J ABNORM SOC PSYCH, V27, P243, DOI 10.1037/h0074524 PECK CA, 1984, SOCIAL COMPETENCE CU Piaget J, 1962, PLAY DREAMS IMITATIO Pierce K, 1997, J APPL BEHAV ANAL, V30, P157, DOI 10.1901/jaba.1997.30-157 PRIZANT B, 2000, LANGUAGE ISSUES AUTI, P193 ROEYERS H, 1996, J AUTISM DEV DISORD, V11, P61 ROGERS SJ, 2000, DENVER MODEL TREATME Rogoff Barbara, 1990, APPRENTICESHIP THINK SCHULER AL, 2000, LANGUAGE ISSUES AUTI, P251 Sherratt D, 2002, AUTISM, V6, P169, DOI 10.1177/1362361302006002004 SIGMAN M, 1981, J ABNORM CHILD PSYCH, V9, P149, DOI 10.1007/BF00919111 Smilansky S., 1968, EFFECTS SOCIODRAMATI Strain Phillip S., 1998, Seminars in Speech and Language, V19, P391, DOI 10.1055/s-2008-1064056 Tawney J. W., 1984, SINGLE SUBJECT RES S Vygotsky Lev Semyonovitch, 1978, MIND SOC DEV HIGHER VYGOTSKY LS, 1966, SOV PSYCHOL, V12, P6 Westby C, 2000, PLAY DIAGNOSIS ASSES, P131 Wing L., 1987, HDB AUTISM PERVASIVE, P3 WING L, 1979, J AUTISM DEV DISORD, V9, P11, DOI 10.1007/BF01531288 Wolfberg P., 1999, CHILD LANG TEACH THE, V15, P41, DOI 10.1191/026565999667036164 Wolfberg P. J., 1999, PLAY IMAGINATION CHI Wolfberg P. J., 2003, PEER PLAY AUTISM SPE WOLFBERG PJ, 1995, TEACHING CHILDREN AU Wolfberg PJ, 1999, J ASSOC PERS SEVERE, V24, P69, DOI 10.2511/rpsd.24.2.69 WOLFBERG PJ, 1994, DISS ABSTR INT WOLFBERG PJ, 1993, J AUTISM DEV DISORD, V23, P467, DOI 10.1007/BF01046051 WOLFBERG PJ, 1988, UNPUB INTEGRATED PLA WOLFBERG PJ, 1992, HO86D90016 OSERS DEP Zercher C, 2001, AUTISM, V5, P374, DOI 10.1177/1362361301005004004 NR 49 TC 14 Z9 18 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2003 VL 7 IS 4 BP 437 EP 453 DI 10.1177/1362361303007004009 PG 17 WC Psychology, Developmental SC Psychology GA 749ZE UT WOS:000186959300009 PM 14678682 ER PT J AU Schuler, AL AF Schuler, AL TI Beyond echoplaylia - Promoting language in children with autism SO AUTISM LA English DT Article DE autism; echolalia; imaginative play; narrative; theory of mind; situation association ID PLAY; STORIES AB The article was written to support the use of play as a K medium to extend and enrich the communicative exchanges and, more specifically, the symbolic language of children on the autistic spectrum. The first argument in support of such use of play lies within the features of autistic communication, and particularly the extreme challenges encountered in imaginative play and narrative thought. The second argument on behalf of play lies within the selection of specific intervention strategies, which are discussed subsequently. Finally, the article presents a case illustration of how adult facilitated dramatic peer play led to a breakthrough in a range of symbolic behaviours in a 9-year-old girl with autism, who up to that point had not progressed beyond a semi-communicative use of echolalia, best described as 'situation association'. C1 San Francisco State Univ, San Francisco, CA 94132 USA. RP Schuler, AL (reprint author), San Francisco State Univ, 1600 Holloway Ave, San Francisco, CA 94132 USA. CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Applebee Arthur N., 1978, CHILDS CONCEPT STORY BARONCOHEN S, 1986, BRIT J DEV PSYCHOL, V4, P113 BERMAN R, 1987, DIFFERENT WAYS RELAT Bruner J, 1986, ACTUAL MINDS POSSIBL Bruner J. S., 1990, ACTS MEANING BRUNER JS, 1975, COGNITION, V3, P255, DOI 10.1016/0010-0277(74)90012-2 BRUNER JS, 1989, NARRATIVE CRIB BUNDY AC, 1991, SENSORY INTEGRATION, P48 Kanner L, 1943, NERV CHILD, V2, P217 KOEGEL LK, 2000, J AUTISM DEV DISORD, V30, P233 MCCABE A, 1995, DEV NARRATIVE STRUCT MCCUNE L, 1995, DEV PSYCHOL, V31, P198, DOI 10.1037//0012-1649.31.2.198 Nelson K., 1986, EVENT KNOWLEDGE STRU Ochs E, 1996, ANNU REV ANTHROPOL, V25, P19, DOI 10.1146/annurev.anthro.25.1.19 Ochs E., 2001, LIVING NARRATIVE PRIZANT B, 2000, LANGUAGE ISSUES AUTI, P193 PRIZANT B, IN PRESS INFANTS YOU RICKS D, 1996, J AUTISM CHILDHOOD S, V5, P191 Rydell P., 1995, TEACHING CHILDREN AU, P105 Schuler AL, 2002, AUTISM RES PRACTICE Schuler A.L., 1985, COMMUNICATION PROBLE, P163 SUSSMAN F, 1999, MORE THAN WORDS HELP TAGERFLUSBERG H, 1995, BRIT J DEV PSYCHOL, V13, P45 TOMASELLO M, 1993, BEHAV BRAIN SCI, V16, P495 WEIR R, 1976, PLAY ITS ROLE DEV EV, P609 WETHERBY A, 1997, HDB AUTISM DEV DISOR WETHERBY AM, 1984, J SPEECH HEAR RES, V27, P364 Wolfberg P. J., 1999, PLAY IMAGINATION CHI WOLFBERG PJ, 1993, BIANN M SOC RES CHIL WOLFBERG PJ, 1994, DISS ABSTR INT WOLFBERG PJ, 1993, J AUTISM DEV DISORD, V23, P467, DOI 10.1007/BF01046051 WOLFBERG PJ, 1992, HO86D90016 OSERS DEP Zercher C, 2001, AUTISM, V5, P374, DOI 10.1177/1362361301005004004 NR 34 TC 5 Z9 5 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2003 VL 7 IS 4 BP 455 EP 469 DI 10.1177/1362361303007004010 PG 15 WC Psychology, Developmental SC Psychology GA 749ZE UT WOS:000186959300010 PM 14678683 ER PT J AU Roper, L Arnold, P Monteiro, B AF Roper, L Arnold, P Monteiro, B TI Co-occurrence of autism and deafness - Diagnostic considerations SO AUTISM LA English DT Article DE autism; deafness ID CHILDREN AB Autism spectrum disorders are particularly difficult to diagnose in the presence of early profound deafness because of communication related issues. Two parts of the Autism Screening Instrument were administered to 13 deaf individuals with autism and two comparison groups: hearing autistic and deaf learning disabled. A parental questionnaire was also used. No differences in autistic symptomatology were found between the deaf autistic and the hearing autistic group. However, the deaf autistic group was diagnosed later than the hearing autistic group. It is concluded that autism can be diagnosed in the deaf., that it resembles autism in the hearing; and that it is not a consequence of deafness per se. Learning disabled deaf individuals who are not autistic do not resemble people with autism in behavioural terms. The findings have implications for remediation, education, and the emergence and management of challenging behaviours. C1 Univ Manchester, Dept Psychol, Manchester M13 9PL, Lancs, England. Natl Ctr Mental Hlth & Deafness, Manchester, Lancs, England. RP Arnold, P (reprint author), Univ Manchester, Dept Psychol, Oxford Rd, Manchester M13 9PL, Lancs, England. CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th COLEMAN ML, 1993, EUR CHILD ADOLES PSY, V2, P161 DENMARK JC, 1994, DEAFNESS MENTAL HLTH GARREAU B, 1984, J AUTISM DEV DISORD, V14, P105, DOI 10.1007/BF02408559 GORDON AG, 1991, AM J PSYCHIAT, V148, P1615 Happe F., 1994, AUTISM INTRO PSYCHOL Hiskey M., 1966, HISKEY NEBRASKA TEST Jordan R. R., 1995, UNDERSTANDING TEACHI JURE R, 1991, DEV MED CHILD NEUROL, V33, P1062 KRUG DA, 1980, J CHILD PSYCHOL PSYC, V21, P221, DOI 10.1111/j.1469-7610.1980.tb01797.x Krug DA, 1993, AUTISM SCREENING INS Lewis V., 1987, DEV HANDICAP RAPIN I, 1991, PEDIATRICS, V87, P751 NR 13 TC 32 Z9 33 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2003 VL 7 IS 3 BP 245 EP 253 DI 10.1177/1362361303007003002 PG 9 WC Psychology, Developmental SC Psychology GA 716JK UT WOS:000185024900002 PM 14516058 ER PT J AU Fecteau, S Mottron, L Berthiaume, C Burack, JA AF Fecteau, S Mottron, L Berthiaume, C Burack, JA TI Developmental changes of autistic symptoms SO AUTISM LA English DT Article DE ADI-R; autism; developmental changes; repetitive behaviors; restricted interests ID DIAGNOSTIC OBSERVATION SCHEDULE; SELF-INJURIOUS-BEHAVIOR; FOLLOW-UP; INFANTILE-AUTISM; CHILDREN; ADULTS; ADOLESCENTS; POPULATION; INTERVIEW; SPECTRUM AB The study examined developmental changes in autistic symptoms retrospectively in a sample of 28 verbal children and adolescents with autism. Individuals with Asperger syndrome, PDD-NOS, and related medical conditions were not included in the study. We compared autistic symptoms present at the retrospective assessment and during the 4- to 5-year age period using the ADI-R. Our findings revealed a significant improvement in the three domains relevant for the diagnosis of autism, independent of age or IQ level. Improvement occurred in more symptoms from the social than the communication domain, and for more symptoms from the latter than the restricted interest and repetitive behavior domains. The finding that improvement was not linked to level of functioning and was found in individuals still positive for a diagnosis of autism suggests that improvement belongs to the 'natural history' of the handicap. C1 Hop Riviere des Prairies, Clin Specialisee Troubles Envahissants Dev, Montreal, PQ H1E 1A4, Canada. RP Mottron, L (reprint author), Hop Riviere des Prairies, Clin Specialisee Troubles Envahissants Dev, Montreal, PQ H1E 1A4, Canada. CR ADRIEN JL, 1993, J AM ACAD CHILD PSY, V32, P617, DOI 10.1097/00004583-199305000-00019 American Psychiatric Association, 2000, DIAGN STAT MAN MENT American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th American Psychiatric Association, 1985, DIAGN STAT MAN MENT BallabanGil K, 1996, PEDIATR NEUROL, V15, P217, DOI 10.1016/S0887-8994(96)00219-6 BARTAK L, 1976, J AUTISM CHILD SCHIZ, V6, P109, DOI 10.1007/BF01538054 Boelte S., 2000, AUTISM, V4, P382, DOI [10.1177/1362361300004004004, DOI 10.1177/1362361300004004004] Charman T, 2002, J CHILD PSYCHOL PSYC, V43, P289, DOI 10.1111/1469-7610.00022 Church C C, 1995, J Pediatr Health Care, V9, P22, DOI 10.1016/S0891-5245(05)80043-4 Collacott RA, 1998, BRIT J PSYCHIAT, V173, P428, DOI 10.1192/bjp.173.5.428 FRITH U, 1994, COGNITION, V50, P115, DOI 10.1016/0010-0277(94)90024-8 GILLBERG C, 1987, J AUTISM DEV DISORD, V17, P273, DOI 10.1007/BF01495061 GILLBERG C, 1984, DEV MED CHILD NEUROL, V26, P125 JACOBSON JW, 1990, J AUTISM DEV DISORD, V20, P205, DOI 10.1007/BF02284719 KOBAYASHI R, 1992, J AUTISM DEV DISORD, V22, P395, DOI 10.1007/BF01048242 LAINHART JE, 1994, J AUTISM DEV DISORD, V24, P587, DOI 10.1007/BF02172140 LECOUTEUR A, 1989, J AUTISM DEV DISORD, V19, P363 Lord C, 1997, J AUTISM DEV DISORD, V27, P501, DOI 10.1023/A:1025873925661 LORD C, 1989, J AUTISM DEV DISORD, V19, P185, DOI 10.1007/BF02211841 Lord C., 1994, J AUTISM DEV DISORD, V24, P569 VENTER A, 1992, J CHILD PSYCHOL PSYC, V33, P489, DOI 10.1111/j.1469-7610.1992.tb00887.x Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947 Loveland K. A., 1997, HDB AUTISM PERVASIVE, P283 LOVELAND KA, 1991, AM J MENT RETARDATIO, V96, P1 MESIBOV GB, 1989, J AM ACAD CHILD PSY, V28, P538, DOI 10.1097/00004583-198907000-00012 Mottron L, 2001, DEVELOPMENT OF AUTISM: PERSPECTIVES FROM THEORY AND RESEARCH, P131 Mottron L, 2000, DEVELOPMENTAL SCI, V3, P29 Murphy G, 1999, J INTELL DISABIL RES, V43, P149, DOI 10.1046/j.1365-2788.1999.00183.x Oliver A, 2000, DEVELOPMENTAL SCI, V3, P1, DOI 10.1111/1467-7687.00094 Piven J, 1996, J AM ACAD CHILD PSY, V35, P523, DOI 10.1097/00004583-199604000-00019 PLUMET MH, 1993, COMMUNICATION Poustka F, 1993, Acta Paedopsychiatr, V56, P69 PRIZANT BM, 1983, J SPEECH HEAR DISORD, V48, P296 RASMUSSEN P, 1983, ACTA PAEDIATR SCAND, V72, P125, DOI 10.1111/j.1651-2227.1983.tb09676.x RITVO ER, 1994, COMPR PSYCHIAT, V35, P149, DOI 10.1016/0010-440X(94)90061-L ROBBINS LC, 1963, J ABNORM PSYCHOL, V66, P261, DOI 10.1037/h0049084 RUMSEY JM, 1985, J AM ACAD CHILD PSY, V24, P465, DOI 10.1016/S0002-7138(09)60566-5 RUTTER M, 1967, BRIT J PSYCHIAT, V113, P1169, DOI 10.1192/bjp.113.504.1169 RUTTER M, 1967, BRIT J PSYCHIAT, V113, P1187 Szatmari P., 2000, ASPERGER SYNDROME, P403 SZATMARI P, 1989, J AUTISM DEV DISORD, V19, P213, DOI 10.1007/BF02211842 Towbin KE, 1997, HDB AUTISM PERVASIVE, P123 Turner M. A., 1997, AUTISM EXECUTIVE DIS, P57 VOLKMAR FR, 1986, J AM ACAD CHILD PSY, V25, P190, DOI 10.1016/S0002-7138(09)60226-0 Von Knorring A.-L., 1993, EUROPEAN CHILD ADOLE, V2, P91, DOI 10.1007/BF02098864 Wechsler D, 1974, WECHSLER INTELLIGENC WECHSLER D, 1981, WECHSLER PRESCHOOL P *WHO, 1993, CLASS MENT BEH DIS C Wing Lorna, 1988, DIAGNOSIS ASSESSMENT, P91 NR 49 TC 60 Z9 61 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2003 VL 7 IS 3 BP 255 EP 268 DI 10.1177/1362361303007003003 PG 14 WC Psychology, Developmental SC Psychology GA 716JK UT WOS:000185024900003 PM 14516059 ER PT J AU Fenton, G D'Ardia, C Valente, D Del Vecchio, I Fabrizi, A Bernabei, P AF Fenton, G D'Ardia, C Valente, D Del Vecchio, I Fabrizi, A Bernabei, P TI Vineland adaptive behavior profiles in children with autism and moderate to severe developmental delay SO AUTISM LA English DT Article DE autism; developmental delay; Vineland Adaptive Behavior scales ID DOWN-SYNDROME; STABILITY; AGE; ADOLESCENTS; SCALES; SAMPLE AB The purpose of this study was to examine adaptive behaviour profiles in children with autism and moderate to severe developmental delay. Previous research has found that children with autism present a characteristic pattern of adaptive behaviour, as measured by the Vineland Adaptive Behavior Scales (VABS) (deficit in the domain of socialization, relative deficit in the domain of communication and relative strength in the domain of daily living). In this study VABS were administered (as part of a comprehensive evaluation of abilities) to a sample of 50 children with moderate to severe developmental delay (2 3 children with autism and 2 7 chronological and developmental age matched non-autistic children). Contrary to initial predictions, the sample presented fairly homogeneous adaptive behaviour profiles. Results are discussed with respect to the effectiveness of adaptive behaviour profiles in the detection of autism and the importance of employing limited chronological and developmental age ranges in the study of autism in infancy. C1 Univ Roma La Sapienza, Dept Child & Adolescent Neuropsychiat, I-00185 Rome, Italy. RP Bernabei, P (reprint author), Univ Roma La Sapienza, Dept Child & Adolescent Neuropsychiat, Via Sabelli 108, I-00185 Rome, Italy. CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BAYLEY N, 1969, BAILEY SCALES INFANT BURACK JA, 1992, J CHILD PSYCHOL PSYC, V33, P607, DOI 10.1111/j.1469-7610.1992.tb00894.x Carpentieri S, 1996, J AUTISM DEV DISORD, V26, P611, DOI 10.1007/BF02172350 Carter AS, 1998, J AUTISM DEV DISORD, V28, P287, DOI 10.1023/A:1026056518470 FERRI R, 2000, QUANDO BOMBINI CRESC FOMBONNE E, 1992, J AUTISM DEV DISORD, V22, P563, DOI 10.1007/BF01046328 FOMBONNE E, 1993, J CHILD PSYCHOL PSYC, V34, P1051, DOI 10.1111/j.1469-7610.1993.tb01108.x FREEMAN BJ, 1991, J AM ACAD CHILD PSY, V30, P479, DOI 10.1097/00004583-199105000-00020 Kraijer D, 2000, J AUTISM DEV DISORD, V30, P39, DOI 10.1023/A:1005460027636 Liss M, 2001, J AUTISM DEV DISORD, V31, P219, DOI 10.1023/A:1010707417274 LORD C, 1989, J AUTISM DEV DISORD, V19, P483, DOI 10.1007/BF02212853 LORD C, 1989, J CHILD PSYCHOL PSYC, V30, P575, DOI 10.1111/j.1469-7610.1989.tb00269.x LOVELAND KA, 1991, AM J MENT RETARD, V96, P13 RODRIGUE JR, 1991, J AUTISM DEV DISORD, V21, P187, DOI 10.1007/BF02284759 Rutter M., 1983, HDB CHILD PSYCHOL, V4, P775 SCHATZ J, 1995, J AUTISM DEV DISORD, V25, P51, DOI 10.1007/BF02178167 Schopler E., 1988, CHILDHOOD AUTISM RAT SEXTON M, 1984, INFANT PERFORMANCE E, P230 Sparrow S, 1984, VINELAND ADAPTIVE BE UZGIRIS IC, 1975, UZGIRIS HUNT ORDINAL VINTER A, 1993, SVILUPPO SENSOMOTRIO VOLKMAR FR, 1990, ISSUES DEV APPROACH, P246 VOLKMAR FR, 1993, J AM ACAD CHILD PSY, V32, P627, DOI 10.1097/00004583-199305000-00020 VOLKMAR FR, 1987, J AM ACAD CHILD PSY, V26, P156, DOI 10.1097/00004583-198703000-00005 WACHS TD, 1984, INFANT PERFORMANCE E, P208 WING L, 1979, J AUTISM DEV DISORD, V9, P11, DOI 10.1007/BF01531288 NR 27 TC 30 Z9 31 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2003 VL 7 IS 3 BP 269 EP 287 DI 10.1177/1362361303007003004 PG 19 WC Psychology, Developmental SC Psychology GA 716JK UT WOS:000185024900004 PM 14516060 ER PT J AU Bledsoe, R Myles, BS Simpson, RL AF Bledsoe, R Myles, BS Simpson, RL TI Use of a Social Story intervention to improve mealtime skills of an adolescent with Asperger syndrome SO AUTISM LA English DT Article DE Asperger syndrome; eating behaviour; mealtime skills; Social Stories ID AUTISM AB This study assessed the utility of a Social Story intervention to improve the lunchtime eating behaviors of an adolescent diagnosed with Asperger syndrome. Using an ABAB design, the Social Story program appeared to result in a decrease in the number of food and drink spills and an increase in the frequency of appropriate mouth-wiping during lunch at school. C1 Univ Kansas, Dept Special Educ, Lawrence, KS 66045 USA. Univ Kansas, Lawrence, KS 66045 USA. RP Myles, BS (reprint author), Univ Kansas, Dept Special Educ, 1122 W Campus Rd, Lawrence, KS 66045 USA. CR American Psychiatric Association, 2000, DIAGN STAT MAN MENT Barnhill G., 2000, DIAGNOSTIQUE, V25, P147 Barnhill G. P., 2001, FOCUS AUTISM OTHER D, V16, P46, DOI 10.1177/108835760101600112 CESARONI L, 1991, J AUTISM DEV DISORD, V21, P303, DOI 10.1007/BF02207327 Ghaziuddin M, 1998, J INTELL DISABIL RES, V42, P279 Gray C. A., 1993, FOCUS AUTISTIC BEHAV, V8, P1, DOI DOI 10.1177/108835769300800101 GRAY CA, 1997, BUILD BRIDG BETT TOM Gray C.A., 1995, SOCIAL STORIES UNLIM Kuttler S., 1998, FOCUS AUTISM OTHER D, V13, P176, DOI DOI 10.1177/108835769801300306 Lorimer PA, 2002, J POSIT BEHAV INTERV, V4, P53, DOI 10.1177/109830070200400109 Myles B. S., 1999, FOCUS AUTISM OTHER D, V14, P82, DOI 10.1177/108835769901400203 Myles BS, 2001, FOCUS EXCEPT CHILD, V34, P1 National Research Council, 2001, ED CHILD AUT Norris C, 1999, FOCUS AUTISM OTHER D, V14, P180, DOI DOI 10.1177/108835769901400307 Swaggart B. L., 1995, FOCUS AUTISTIC BEHAV, V10, P1 Volkmar F. R., 2000, ASPERGER SYNDROME, P25 Wechsler D, 1991, WECHSLER INTELLIGENC, V3rd WETHERBY AM, 2000, T DEV PERSPECTIVE, V9 Woodcock R. W., 1989, WOODCOCK JOHNSON PSY NR 19 TC 34 Z9 34 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2003 VL 7 IS 3 BP 289 EP 295 DI 10.1177/1362361303007003005 PG 7 WC Psychology, Developmental SC Psychology GA 716JK UT WOS:000185024900005 PM 14516061 ER PT J AU Magiati, I Howlin, P AF Magiati, I Howlin, P TI A pilot evaluation study of the Picture Exchange Communication System (PECS) for children with autistic spectrum disorders SO AUTISM LA English DT Article DE children with ASDs; communication; Picture Exchange Communication System; teacher training AB A pilot study was conducted to evaluate the effects of training teachers of children with autistic spectrum disorders (ASDs) in the use of the Picture Exchange Communication System (PECS). Thirty-four children with ASDs (29 boys and 5 girls) were selected from eight specialist schools. Teaching staff attended a 2 day PECS workshop and received six half-day visits from PECS consultants. Data on the children's use of PECS, spontaneous communication, and adaptive behaviour were collected before the study and at set times following the workshop. Significant, rapid increases were recorded in the level of PECS attained by the children, in their PECS vocabulary, and in their frequency of PECS use over time. Improvements in children's general level of communication were slower to occur. The majority of participants showed improvements in their ability to use PECS. The results are discussed in relation to the methodological and practical difficulties that arose during the project. C1 St George Hosp, Sch Med, Dept Psychol, London SW17 0RE, England. RP Magiati, I (reprint author), St George Hosp, Sch Med, Dept Psychol, Cranmer Terrace, London SW17 0RE, England. RI Howlin, Patricia/A-7622-2011 CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BAKER S, 1999, DNA DAY TO DAY LIV R BAKER S, 2000, COMMUNICATION SPR, P15 Berument SK, 1999, BRIT J PSYCHIAT, V175, P444, DOI 10.1192/bjp.175.5.444 BONDY A. S., 1994, PECS PICTURE EXCHANG Bondy A. S., 1994, FOCUS AUTISTIC BEHAV, V9, P1, DOI DOI 10.1177/108835769400900301 Bondy Andrew S., 1998, Seminars in Speech and Language, V19, P373, DOI 10.1055/s-2008-1064055 Bondy Andrew S., 1994, PRESCHOOL ED PROGRAM, P37 BONDY AS, 1993, BEHAV ANALYST, V16, P123 Dewart H, 1988, PRAGMATICS PROFILE E Durand V. M., 2001, FOCUS AUTISM DEV DIS, V15, P110, DOI 10.1177/108835760101600207 DURAND VM, 1991, J APPL BEHAV ANAL, V24, P251, DOI 10.1901/jaba.1991.24-251 Howlin P., 1998, TREATING CHILDREN AU KNOWLES W, 1979, DERBYSHIRE DETAILED Koegel R. 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M., 1989, SEMINARS SPEECH LANG, V10, P77, DOI 10.1055/s-0028-1082491 NR 27 TC 35 Z9 37 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2003 VL 7 IS 3 BP 297 EP 320 DI 10.1177/1362361303007003006 PG 24 WC Psychology, Developmental SC Psychology GA 716JK UT WOS:000185024900006 PM 14516062 ER PT J AU Martin, NT Bibby, P Mudford, OC Eikeseth, S AF Martin, NT Bibby, P Mudford, OC Eikeseth, S TI Toward the use of a standardized assessment for young children with autism - Current assessment practices in the UK SO AUTISM LA English DT Article DE assessment protocols; autism; monitoring; statements ID ADAPTIVE-BEHAVIOR SCALES; EARLY INTERVENTION; STABILITY; PROGRESS; OUTCOMES; SCORES AB Little is known about the progress of autistic children following specific interventions in England. Nor do we know how frequently standardized assessments are used to monitor progress or to evaluate specific educational interventions. The reports of 75 children with autism, for whom special educational provision had been determined by a local education authority, were reviewed. Parents were interviewed and educational psychologists were contacted for details of any norm-referenced assessments. Of these children, 3 9 percent had no standardized assessments before education authorities determined their provision, and only 9 percent had follow-up assessments that could be used to evaluate progress. Children with autism in the UK rarely have sufficient assessments to allow an objective evaluation of their progress. There is currently no standardized assessment protocol to prescribe a specific educational intervention, to evaluate the progress of children or to make comparisons between interventions. We recommend the development of such a protocol. C1 Univ Kent, Canterbury, Kent, England. Univ Keele, Keele ST5 5BG, Staffs, England. Akershus Coll, Bekkestua, Norway. 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Accurate identification of such deficits has implications for early diagnosis, intervention and prognosis. The parents of 153 children with autistic disorder completed a questionnaire asking them to describe early childhood behaviours of concern and to recall the age of onset. Core deficit-linked behaviours were then identified and the ontogeny of their development was noted. Behaviour categories were: (1) gross motor difficulties, (2) social awareness and play deficits, (3) language and communication difficulties, and (4) unusual preoccupations. The findings supported the notion that the nature and prevalence of these deficits depend on age. Consistent with past research, there was a significant interval between parents first noticing abnormalities and the making of a definitive diagnosis. The implications for this delay are discussed. C1 Flinders Univ S Australia, Sch Psychol, Adelaide, SA 5001, Australia. RP Young, RL (reprint author), Flinders Univ S Australia, Sch Psychol, GPO Box 2100, Adelaide, SA 5001, Australia. 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R., 1997, HDB AUTISM PERVASIVE, P5 Volkmar FR, 1998, AUTISM, V2, P45, DOI DOI 10.1177/1362361398021005 VOLKMAR FR, 1985, AM J PSYCHIAT, V142, P1450 Vostanis P., 1998, AUTISM, V2, P229, DOI 10.1177/1362361398023002 Werner E, 2000, J AUTISM DEV DISORD, V30, P157, DOI 10.1023/A:1005463707029 NR 71 TC 53 Z9 56 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUN PY 2003 VL 7 IS 2 BP 125 EP 143 DI 10.1177/1362361303007002002 PG 19 WC Psychology, Developmental SC Psychology GA 692KC UT WOS:000183659400002 PM 12846383 ER PT J AU Reaven, J Hepburn, S AF Reaven, J Hepburn, S TI Cognitive-behavioral treatment of obsessive-compulsive disorder in a child with Asperger syndrome - A case report SO AUTISM LA English DT Article DE Asperger syndrome; case study; cognitive-behavioral treatment; obsessive-compulsive disorder ID PERVASIVE DEVELOPMENTAL DISORDERS; REPETITIVE THOUGHTS; AUTISM; ADOLESCENTS AB This case report outlines the cognitive-behavioral treatment of obsessive-compulsive disorder in a 7-year-old female with Asperger syndrome. Interventions were based upon the work of March and Mulle and were adapted in light of the patient's cognitive, social, and linguistic characteristics. Obsessive-compulsive symptoms improved markedly after approximately 6 months of treatment. Issues regarding symptom presentation, assessment, and treatment of a dually diagnosed patient are discussed. C1 Univ Colorado, Hlth Sci Ctr, Dept Pediat, Denver, CO 80262 USA. RP Reaven, J (reprint author), Univ Colorado, Hlth Sci Ctr, Dept Pediat, 4200 E 9th Ave,Box C-234, Denver, CO 80262 USA. CR ALEXANDER G, 1997, ITALIAN J INTELLECTU, V9, P133 Aman MG, 1999, MENT RETARD DEV D R, V5, P279, DOI 10.1002/(SICI)1098-2779(1999)5:4<279::AID-MRDD5>3.0.CO;2-6 American Academy of Children and Adolescent Psychiatry, 1998, J AM ACAD CHILD ADOL, V37, p27S, DOI 10.1097/00004583-199810001-00003 American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th APTER A, 1991, ROLE SEROTONIN PSYCH, V4 BARONCOHEN S, 1995, MOVEMENT ALLIED DISO, P306 BARONCOHEN S, 1989, BRIT J CLIN PSYCHOL, V28, P193 Beck A. 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The study site was a clinic specializing in ASD in a large pediatric medical center serving a 10 county area in the midwestern USA. In a sample of 13 7 children, age 24-96 months, classified as having autism or ASD by the Autism Diagnostic Observation Schedule-Generic, 24 percent had a history of at least one chronic gastrointestinal symptom. The most common symptom was diarrhea, which occurred in 17 percent. There was no association between chronic gastrointestinal symptoms and a history of developmental regression. The potential phenotypic association between autism and gastrointestinal symptoms is discussed. C1 Cincinnati Childrens Hosp, Med Ctr, Ctr Biostat & Epidemiol, Cincinnati, OH 45229 USA. RP Molloy, CA (reprint author), Cincinnati Childrens Hosp, Med Ctr, Ctr Biostat & Epidemiol, MLC 5041,3333 Burnet Ave, Cincinnati, OH 45229 USA. CR BERTANI I, 2001, RRD MICROBIOL 1, V5, P1 Black C, 2002, BRIT MED J, V325, P419, DOI 10.1136/bmj.325.7361.419 Cade R, 2000, NUTR NEUROSCI, V3, P57, DOI 10.1080/1028415042000198807 DEufemia P, 1996, ACTA PAEDIATR, V85, P1076, DOI 10.1111/j.1651-2227.1996.tb14220.x DONOVAN E, 2000, REPORT WELL BEING CH Fiorica-Howells E, 2000, J NEUROSCI, V20, P294 Horvath K, 1999, J PEDIATR-US, V135, P559, DOI 10.1016/S0022-3476(99)70052-1 Knivsberg AM, 2001, NUTR NEUROSCI, V4, P25 Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947 Melmed R. D., 2000, JPGN, V31, pS31 Sandler RH, 2000, J CHILD NEUROL, V15, P429, DOI 10.1177/088307380001500701 TAYLOR B, 2001, INT M AUT RES SAN DI Wakefield AJ, 1998, LANCET, V351, P637, DOI 10.1016/S0140-6736(97)11096-0 Wakefield AJ, 2000, AM J GASTROENTEROL, V95, P2285 YEARGINALLSOPP M, 2001, INT M AUT RES SAN DI NR 15 TC 78 Z9 79 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUN PY 2003 VL 7 IS 2 BP 165 EP 171 DI 10.1177/1362361303007002004 PG 7 WC Psychology, Developmental SC Psychology GA 692KC UT WOS:000183659400004 PM 12846385 ER PT J AU Binnie, L Williams, J AF Binnie, L Williams, J TI Intuitive psychology and physics among children with autism and typically developing children SO AUTISM LA English DT Article DE autism; domain specificity; intuitive physics; intuitive psychology ID ASPERGER-SYNDROME; COGNITIVE-DEVELOPMENT; FALSE BELIEFS; CORE DOMAINS; MIND; PRESCHOOLERS; REPRESENTATION; KNOWLEDGE; ORIGINS; REALITY AB Many studies have documented poor understanding of intuitive psychology among children with autism; however, few have investigated claims of superior understanding of intuitive physics said to be evident in this group. This study aimed to investigate the reported differential preference of intuitive psychology and intuitive physics among children with autism by employing three tasks each with a psychological and a physical condition. In order to gain a detailed developmental picture the study compared children with autism, an age matched comparison group, and typically developing preschoolers, 7-year-olds and 10-year-olds. Results demonstrated that children with autism preferred to employ physical causality when reasoning about novel physical and psychological events. Furthermore, their performance on a multiple-choice task confirmed their impairment in intuitive psychology whilst highlighting a superior ability to reason about physical phenomena in relation to all other comparison groups. The theoretical implications of this potential cognitive strength are discussed. C1 Univ Edinburgh, Edinburgh EH8 9YL, Midlothian, Scotland. RP Williams, J (reprint author), Fac Educ, St Johns Land,Holyrood Rd, Edinburgh EH8 8AQ, Midlothian, Scotland. 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M., 1990, CHILDS THEORY MIND Wellman H.M., 1997, EMERGENCE CORE DOMAI WELLMAN HM, 1992, ANNU REV PSYCHOL, V43, P337, DOI 10.1146/annurev.ps.43.020192.002005 WELLMAN HM, 2000, CHILDHOOD COGNITIVE Williams E, 1999, J AUTISM DEV DISORD, V29, P367, DOI 10.1023/A:1023026810619 WIMMER H, 1983, COGNITION, V13, P103, DOI 10.1016/0010-0277(83)90004-5 WING L, 1969, J CHILD PSYCHOL PSYC, V10, P1, DOI 10.1111/j.1469-7610.1969.tb02066.x World Health Organisation, 1992, ICD 10 CLASS MENT BE ZAITCHIK D, 1990, COGNITION, V35, P41, DOI 10.1016/0010-0277(90)90036-J NR 61 TC 6 Z9 6 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUN PY 2003 VL 7 IS 2 BP 173 EP 193 DI 10.1177/1362361303007002005 PG 21 WC Psychology, Developmental SC Psychology GA 692KC UT WOS:000183659400005 PM 12846386 ER PT J AU Vogindroukas, I Papageorgiou, V Vostanis, P AF Vogindroukas, I Papageorgiou, V Vostanis, P TI Pattern of semantic errors in autism - A brief research report SO AUTISM LA English DT Article DE autism; semantic errors; vocabulary errors ID DISORDERS AB Semantic or vocabulary errors were measured among children with autism and mild learning disability and children with mild learning disability only (six children of 7.9-8.7 years in each group), testing the hypothesis that these were common in both groups. Different variables were investigated such as breadth of vocabulary and number of vocabulary errors, type of paraphasias, and mechanisms used to name the meanings that children were not aware of or could not recall, and the particular meanings that were difficult for each group. Preliminary findings showed that vocabulary errors were similar in both groups, except under-extension, which was not used by the autism group. Children with autism tended to use all mechanisms in order to name something they did not know and to focus on parts of the object in order to name it, while unknown words were similar in both groups. C1 Hosp Psychiat, Thessaloniki, Greece. Univ Leicester, Leicester, Leics, England. RP Vogindroukas, I (reprint author), Med Psychopedag Ctr No Greece, 52 Giannitson Str, Thessaloniki, Greece. CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Ball M. J., 1992, CLIN GUIDE LINGUISTI BERNSTEIN DK, 1993, LANGUAGE COMMUNICATI Bishop D.V.M., 2000, ASPERGER SYNDROME BISHOP DVM, 1999, UNCOMMON UNDERSTANDI Boucher J, 1998, INT J LANG COMM DIS, V33, P71 Conti-Ramsden G., 1999, AUTISM, V3, P371, DOI 10.1177/1362361399003004005 Crystal D., 1982, PROFILING LINGUISTIC Dunn L. M., 1981, PEABODY PICTURE VOCA Frith U., 1989, AUTISM EXPLAINING EN Fujiki M., 1991, LANG SPEECH HEAR SER, V22, P322 Happe F., 1994, AUTISM INTRO PSYCHOL JORDAN R, 1990, SPECIAL CURRICULAR N LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 MARTIN D, 1997, DEV DISABILITIES COM MENYUK P, 1985, COMMUNICATION PROBLE Minshew N. J., 1993, NEUROPSYCHOLOGY, V7, P209, DOI DOI 10.1037/0894-4105.7.2.209 Peeters T., 1997, AUTISM THEORETICAL U QUILL AK, 1995, TEACHING CHILDREN AU Rapin I., 1987, P 1 INT S SPEC SPEEC Rapin I, 1996, J CHILD PSYCHOL PSYC, V37, P643, DOI 10.1111/j.1469-7610.1996.tb01456.x Renfrew C, 1995, WORD FINDING VOCABUL SARNO M, 1991, ACQUIRED APHASIA TAGERFLUSBERG H, 1981, J AUTISM DEV DISORD, V11, P45, DOI 10.1007/BF01531340 VOSTANIS P, 1998, AUTISM, V3, P229 Wechsler D., 1992, MANUAL WECHSLER INTE, V3rd Wechsler D, 1990, MANUAL WECHSLER PRES Wing L., 1996, AUTISTIC SPECTRUM GU WING L, 2001, UNDERSTANDING WORKIN World Health Organisation, 1992, ICD 10 CLASS MENT BE NR 30 TC 3 Z9 3 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUN PY 2003 VL 7 IS 2 BP 195 EP 203 DI 10.1177/1362361303007002006 PG 9 WC Psychology, Developmental SC Psychology GA 692KC UT WOS:000183659400006 PM 12846387 ER PT J AU Sigman, M Dissanayake, C Corona, R Espinosa, M AF Sigman, M Dissanayake, C Corona, R Espinosa, M TI Social and cardiac responses of young children with autism SO AUTISM LA English DT Article DE autism; cardiac responses; social interaction ID ATTACHMENT; BEHAVIORS; ATTENTION; SYMPTOMS; DISTRESS; MOTHERS AB The behavioral and heart rate responses of 22 children with autism and 2 2 children with other developmental disabilities were compared whilst they were watching videotapes of a baby either playing or crying. We expected both groups to show arousal as increased heart rate when watching the video of the crying baby, and the children with autism to attend less than the other children to both videos. However, the children with autism were as attentive to the videos as the other children, and both groups showed heart rate slowing compared with a baseline condition. There was no change in heart rate during interactions with a stranger or separation from mothers. The findings suggest that the lack of social attention often demonstrated by children with autism does not stem from increased arousal in social situations. An alternative explanation is considered. C1 Univ Calif Los Angeles, Sch Med, Dept Psychiat, Los Angeles, CA 90095 USA. La Trobe Univ, Melbourne, Vic, Australia. RP Sigman, M (reprint author), Univ Calif Los Angeles, Sch Med, Dept Psychiat, Room 68-237, Los Angeles, CA 90095 USA. CR ADRIEN JL, 1993, J AM ACAD CHILD PSY, V32, P617, DOI 10.1097/00004583-199305000-00019 American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Baron-Cohen Simon, 1995, MINDBLINDNESS ESSAY Capps L., 1997, CHILDREN AUTISM DEV CLARK P, 1981, J AUTISM DEV DISORD, V11, P201, DOI 10.1007/BF01531685 Corona R, 1998, CHILD DEV, V69, P1494, DOI 10.1111/j.1467-8624.1998.tb06172.x DAWSON G, 1990, J ABNORM CHILD PSYCH, V18, P335, DOI 10.1007/BF00916569 Dissanayake C, 1996, J CHILD PSYCHOL PSYC, V37, P461, DOI 10.1111/j.1469-7610.1996.tb01427.x DISSANAYAKE C, 2001, INT REV RES MENT RET, V43, P239 Dissanayake C, 1996, J CHILD PSYCHOL PSYC, V37, P149, DOI 10.1111/j.1469-7610.1996.tb01386.x Dissanayake C, 1997, J AUTISM DEV DISORD, V27, P295, DOI 10.1023/A:1025802515241 EISENBERG N, 1990, MOTIV EMOTION, V14, P131, DOI 10.1007/BF00991640 FABES RA, 1993, DEV PSYCHOL, V29, P655, DOI 10.1037/0012-1649.29.4.655 HOBSON P, 1989, AUTISM NEW PERSPECTI HOUZEL D, 1996, INT C THEOR MIND SYM KASARI C, 1993, DEV PSYCHOPATHOL, V5, P403, DOI 10.1017/S0954579400004491 Krug D. A., 1980, AUTISM SCREENING INS Mars AE, 1998, J PEDIATR-US, V132, P500, DOI 10.1016/S0022-3476(98)70027-7 MUNDY P, 1995, DEV PSYCHOPATHOL, V7, P63 MUNDY P, 1986, J CHILD PSYCHOL PSYC, V27, P657, DOI 10.1111/j.1469-7610.1986.tb00190.x OSTERLING J, 1994, J AUTISM DEV DISORD, V24, P247, DOI 10.1007/BF02172225 Reynell J., 1977, REYNELL DEV LANGUAGE Schopler E., 1986, CHILDHOOD AUTISM RAT Sigman M., 1999, MONOGRAPHS SOC RES C, V64 SIGMAN M, 1989, J AM ACAD CHILD PSY, V28, P74, DOI 10.1097/00004583-198901000-00014 SIGMAN M, 1984, J AUTISM DEV DISORD, V14, P231, DOI 10.1007/BF02409576 TINBERGEN N, 1974, SCIENCE 0705, P367 NR 27 TC 21 Z9 22 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUN PY 2003 VL 7 IS 2 BP 205 EP 216 DI 10.1177/1362361303007002007 PG 12 WC Psychology, Developmental SC Psychology GA 692KC UT WOS:000183659400007 PM 12846388 ER PT J AU Charman, T Howlin, P AF Charman, T Howlin, P TI Research into early intervention for children with autism and related disorders: Methodological and design issues - Report on a workshop funded by the Wellcome Trust, Institute of Child Health, London, UK, November 2001 SO AUTISM LA English DT Article ID PROGRESS RI Howlin, Patricia/A-7622-2011; Charman, Tony/A-2085-2014 OI Charman, Tony/0000-0003-1993-6549 CR Bibby P, 2001, RES DEV DISABIL, V22, P425, DOI 10.1016/S0891-4222(01)00082-8 Harrington RC, 2002, J CHILD PSYCHOL PSYC, V43, P695, DOI 10.1111/1469-7610.00087 Howlin P, 1998, J CHILD PSYCHOL PSYC, V39, P307, DOI 10.1017/S0021963097002138 Law J, 1998, Health Technol Assess, V2, P1 Magiati I, 2001, AUTISM, V5, P399, DOI 10.1177/1362361301005004005 MCEACHIN JJ, 1993, AM J MENT RETARD, V97, P359 *MED RES COUNC, 2001, ED CHILDR AUT Medical Research Council, 2001, REV AUT RES EP CAUS Medical Research Council, 2000, FRAM DEV EV RCTS COM *NEW YORK STAT DEP, 1999, CLIN PRACT GUID ASS Rumsey JM, 2000, J AUTISM DEV DISORD, V30, P369, DOI 10.1023/A:1005595303185 Smith T, 1999, CLIN PSYCHOL-SCI PR, V6, P33, DOI 10.1093/clipsy/6.1.33 WOLKE D, 1994, EUR J PEDIATR, V153, P906, DOI 10.1007/s004310050239 WOLKE D, 1995, LANCET, V345, P447, DOI 10.1016/S0140-6736(95)90425-5 NR 14 TC 34 Z9 34 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUN PY 2003 VL 7 IS 2 BP 217 EP 225 PG 9 WC Psychology, Developmental SC Psychology GA 692KC UT WOS:000183659400008 PM 12846389 ER PT J AU Stone, WL Coonrod, EE Pozdol, SL Turner, LM AF Stone, WL Coonrod, EE Pozdol, SL Turner, LM TI The Parent Interview for Autism Clinical Version (PIA-CV) - A measure of behavioral change for young children with autism SO AUTISM LA English DT Article DE autism; change measure; early characteristic; parent interview; toddlers ID PERVASIVE DEVELOPMENTAL DISORDERS; MENTAL-RETARDATION; NONVERBAL-COMMUNICATION; 3-YEAR-OLD CHILDREN; SPECTRUM DISORDERS; JOINT ATTENTION; RATING-SCALE; CHECKLIST; LANGUAGE; CLASSIFICATION AB The Parent Interview for Autism-Clinical Version (PIA-CV) was developed to measure autism symptom severity across a wide range of behavioral domains. Two studies were conducted to examine the psychometric properties of the PIA-CV for a sample of children under 3 years old. Results of study I revealed adequate internal consistency for nine of the 11 PIA-CV dimensions, as well as significant group differences on social-communication domains between 2-year-old children with autism and a developmentally matched sample. Study 2 examined the association between changes in PIA-CV scores and changes in autism symptomatology from age 2 to age 4. Results revealed that changes on PIA-CV dimensions assessing social and communication skills were associated with clinically significant behavioral and diagnostic improvements. These findings support the utility of the PIA-CV for obtaining ecologically valid information from parents and for measuring behavioral change in young children with autism. C1 Vanderbilt Univ, Med Ctr, Nashville, TN USA. RP Stone, WL (reprint author), Vanderbilt Child Dev Ctr, 426 Med Ctr S,2100 Pierce Ave, Nashville, TN 37232 USA. CR ACHENBACH TM, 1987, J ABNORM CHILD PSYCH, V15, P629, DOI 10.1007/BF00917246 Achenbach TM, 1991, MANUAL CHILD BEHAV C Adrien J L, 1992, Acta Paedopsychiatr, V55, P71 ADRIEN JL, 1991, J AUTISM DEV DISORD, V21, P43, DOI 10.1007/BF02206996 AMAN MG, 1985, AM J MENT DEF, V89, P485 Aman MG, 1996, RES DEV DISABIL, V17, P41, DOI 10.1016/0891-4222(95)00039-9 American Psychiatric Association, 2000, DIAGN STAT MAN MENT American Psychiatric Association, 1987, DIAGN STAT MAN MENT American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Arnold LE, 2000, J AUTISM DEV DISORD, V30, P99, DOI 10.1023/A:1005451304303 Baranek GT, 1999, J AUTISM DEV DISORD, V29, P213, DOI 10.1023/A:1023080005650 Bayley N, 1969, MANUAL BAYLEY SCALES Bayley N, 1993, BAYLEY SCALES INFANT Bristol MM, 1996, J AUTISM DEV DISORD, V26, P121, DOI 10.1007/BF02172002 Committee on Educational Interventions for Children with Autism, 2001, ED CHILDR AUT Cox A, 1999, J CHILD PSYCHOL PSYC, V40, P719, DOI 10.1111/1469-7610.00488 DAHLGREN SO, 1989, EUROPEAN ARCH PSYCHI, V238, P167 DILALLA DL, 1994, J AUTISM DEV DISORD, V24, P115, DOI 10.1007/BF02172092 EINFELD SL, 1995, J AUTISM DEV DISORD, V25, P81, DOI 10.1007/BF02178498 GARBER J, 1984, CHILD DEV, V55, P30, DOI 10.1111/j.1467-8624.1984.tb00272.x GILLBERG C, 1991, J AM ACAD CHILD PSY, V30, P375, DOI 10.1097/00004583-199105000-00004 Gilliam J. 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On a rating of satisfaction, SS percent indicated that they were satisfied or very satisfied with the disclosure. Parents were more likely to be satisfied if they gave positive ratings to the manner of the professional and the quality of the information provided; if they had been given written information and the opportunity to ask questions; and if their early suspicions had been accepted by professionals. These factors were combined into a global index of satisfaction; those gaining higher scores were more likely to have been given the diagnosis of Asperger syndrome (as opposed to autism), to have had a definite diagnosis, and to have children who were not currently in an educational placement. These results underline the importance of the interaction between parent and professional during the disclosure interview. C1 Glasgow Caledonian Univ, Dept Psychol, Glasgow G4 0BA, Lanark, Scotland. RP Brogan, CA (reprint author), Glasgow Caledonian Univ, Dept Psychol, Cowcaddens Rd, Glasgow G4 0BA, Lanark, Scotland. 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Follow-up study of children assessed for autism at age 2 and development of an early diagnostic service SO AUTISM LA English DT Article DE assessment; autism; Autism Diagnostic Interview; early diagnosis; parent support ID YOUNG-CHILDREN; EARLY INTERVENTION; BEHAVIORAL TREATMENT; PRESCHOOL-CHILDREN; HOME VIDEOTAPES; ADI-R; DISORDERS; INTERVIEW; 1ST; INDIVIDUALS AB Twenty children who presented with severe interactional and communication difficulties at age 2 underwent a comprehensive assessment for autism, and were reassessed at age 4-5. In common with other recent studies, diagnosis of autistic spectrum disorders at age 2 was found to be reliable and stable. The communication and social skills of the children showed little change overall by the second assessment. However, children whose scores deteriorated in the social domain tended to have presented initially with more significant behaviour problems. Few repetitive behaviours were observed at age 2, whereas these were more apparent by age 4-5. The finding that early diagnosis of autism is reliable and stable has led to the development of an early diagnostic service in Southampton, which is described. The importance of early diagnosis is that it opens the door to early intervention programmes, which in turn prevent many problems from occurring in later life. C1 Tremona Rd Childrens Ctr, Southampton SO16 6HU, Hants, England. RP Moore, V (reprint author), Tremona Rd Childrens Ctr, Wordsworth House,121-123 Tremona Rd, Southampton SO16 6HU, Hants, England. 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As age increased, so did IQ, which probably reflects both an actual increase in IQ over time and the likelihood that brighter children are diagnosed later. Early in life, 67 percent had normal motor and delayed speech milestones. Verbal IQ continued to lag behind non-verbal IQ during the preschool years. By school age, the gap between verbal and non-verbal IQs had closed. Visual reasoning exceeded graphomotor scores for all children, and surpassed IQ for most. Graphomotor scores were significantly below IQ for both high-IQ groups. For school-age children with low IQs, math, spelling, and writing scores were consistent with IQ and reading was above IQ. School-age children with high IQs had average reading, math, and spelling scores and a weakness in writing. RP Mayes, SD (reprint author), Milton S Hershey Med Ctr, Dept Psychiat, POB 850, Hershey, PA 17033 USA. 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M., 1988, ASSESSMENT CHILDREN Sheinkopf SJ, 1998, J AUTISM DEV DISORD, V28, P15, DOI 10.1023/A:1026054701472 Smith T, 2000, AM J MENT RETARD, V105, P269, DOI 10.1352/0895-8017(2000)105<0269:RTOIEI>2.0.CO;2 SZATMARI P, 1990, J AM ACAD CHILD PSY, V29, P130, DOI 10.1097/00004583-199001000-00021 Volkmar F. R., 1998, ASPERGER SYNDROME HI, P107 Wechsler D, 1991, WECHSLER INTELLIGENC, V3rd Wing L, 1991, AUTISM ASPERGER SYND, P93, DOI DOI 10.1017/CB09780511526770.003 YIRMIYA N, 1991, CLIN PSYCHOL REV, V11, P669, DOI 10.1016/0272-7358(91)90125-E NR 46 TC 50 Z9 52 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2003 VL 7 IS 1 BP 65 EP 80 DI 10.1177/1362361303007001006 PG 16 WC Psychology, Developmental SC Psychology GA 656RM UT WOS:000181622300004 PM 12638765 ER PT J AU Bauminger, N Shulman, C AF Bauminger, N Shulman, C TI The development and maintenance of friendship in high-functioning children with autism - Maternal perceptions SO AUTISM LA English DT Article DE friendship; high-functioning autism; maternal perception ID PARENTAL REPORT; DOWN-SYNDROME; PRESCHOOLERS; PERSPECTIVES; COMPETENCE AB The current study investigated mothers' perceptions of the development of friendship in high-functioning children with autism and in typically developing children. Fourteen mothers in each group (autism, typical) completed the Childhood Friendship Survey regarding their children's friendships. Main results indicated that both groups (autism and typical) tended to have same-gender and same-age friendships. However, friendships of children with autism differ compared with typical children's friendships on number of friends, friendship duration, frequency of meetings, and type of activities. Half of the friendships in the autism group were mixed (friendship with a typically developing child). Mixed differed from non-mixed friendships in that mixed pairs met and played mostly at home, whereas non-mixed pairs met and played at school. Factors contributing to the development and formation of friendship in each group are discussed. C1 Bar Ilan Univ, Sch Educ, IL-52900 Ramat Gan, Israel. Hebrew Univ Jerusalem, IL-91905 Jerusalem, Israel. RP Bauminger, N (reprint author), Bar Ilan Univ, Sch Educ, IL-52900 Ramat Gan, Israel. CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Asher S. R., 1996, CO THEY KEEP FRIENDS, P366 Bacon AL, 1998, J AUTISM DEV DISORD, V28, P129, DOI 10.1023/A:1026040615628 Bauminger N, 2000, CHILD DEV, V71, P447, DOI 10.1111/1467-8624.00156 BUHRMESTER D, 1990, CHILD DEV, V61, P1101, DOI 10.1111/j.1467-8624.1990.tb02844.x Buhrmester D., 1996, CO THEY KEEP FRIENDS, P158 BUYSSE V, 1993, J EARLY INTERVENTION, V17, P380 Buysse V., 1991, EARLY CHILDHOOD FRIE CAPPS L, 1993, J CONSULT CLIN PSYCH, V61, P475, DOI 10.1037/0022-006X.61.3.475 Davidovitch M, 2000, J AUTISM DEV DISORD, V30, P113, DOI 10.1023/A:1005403421141 Dunn J., 1993, YOUNG CHILDRENS CLOS GURALNICK MJ, 1995, AM J MENT RETARD, V99, P457 Hartley J, 2000, PSYCHOL CRIME LAW, V6, P1, DOI 10.1080/10683160008410828 Hartson H. 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F., 1996, CO THEY KEEP FRIENDS, P289 PARKER JG, 1989, PEER RELATIONSHIPS C, P131 PARKER LG, 1995, DEV PSYCHOPATHOL, P161 ROOPNARINE JL, 1984, FRIENDSHIPS NORMAL H, P89 RUBENSTEIN J, 1976, CHILD DEV, V47, P597 Schreck KA, 2000, J AUTISM DEV DISORD, V30, P127, DOI 10.1023/A:1005407622050 Sigman M, 1999, MONOGR SOC RES CHILD, V64, P1, DOI 10.1111/1540-5834.00002 STONE WL, 1990, J AUTISM DEV DISORD, V20, P437, DOI 10.1007/BF02216051 STONE WL, 1990, J AUTISM DEV DISORD, V20, P513, DOI 10.1007/BF02216056 WATERHOUSE L, 1997, HDB AUTISM PERVASIVE, P901 Wechsler D, 1974, WISC R MANUAL WECHSL Wimpory DC, 2000, J AUTISM DEV DISORD, V30, P525, DOI 10.1023/A:1005683209438 Bauminger N, 2001, RESEARCH BASIS FOR AUTISM INTERVENTION, P151 NR 38 TC 31 Z9 32 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD MAR PY 2003 VL 7 IS 1 BP 81 EP 97 DI 10.1177/1362361303007001007 PG 17 WC Psychology, Developmental SC Psychology GA 656RM UT WOS:000181622300005 PM 12638766 ER PT J AU Engstrom, I Ekstrom, L Emilsson, B AF Engstrom, I Ekstrom, L Emilsson, B TI Psychosocial functioning in a group of Swedish adults with Asperger syndrome or high-functioning autism SO AUTISM LA English DT Article DE Asperger syndrome; autism; long-term course; outcome ID FOLLOW-UP; CHILDREN; OUTCOMES AB This study reports on psychosocial functioning in Swedish adults with Asperger syndrome (AS) or high-functioning autism (HFA). A systematically selected sample of patients and relatives was interviewed concerning their psychosocial situation. The majority was living independently. All persons but one were unemployed. None was married and none had children. Only a few had some kind of partner. Most persons needed a high level of public and/or private support. The overall adjustment was rated good in 12 percent, fair in 7 5 percent and poor in 12 percent. Adult persons with AS/HFA have extensive need for support from their families and/or society. This information is important in order to provide adequate interventions that are in accordance with the expressed needs of the individuals themselves. C1 Psychiat Res Ctr, SE-70116 Orebro, Sweden. Orebro Cty Council, Orebro, Sweden. RP Engstrom, I (reprint author), Psychiat Res Ctr, POB 1613, SE-70116 Orebro, Sweden. 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Such children benefit from focused teaching, where beliefs are likened to photographs-in-the-head. Here two studies, one with seven participants and one with 10, tested a picture-in-the-head strategy for dealing with thoughts and behaviour by teaching children with autism about cartoon thought-bubbles as a device for representing such mental states. This prosthetic device led children with autism to pass not only false belief tests, but also related theory of mind tests. These results confirm earlier findings of the efficacy of picture-in-the-head teaching about mental states, but go further in showing that thought-bubble training more easily extends to children's understanding of thoughts (not just behaviour) and to enhanced performance on several transfer tasks. Thought-bubbles provide a theoretically interesting as well as an especially easy and effective teaching technique. C1 Univ Michigan, Ctr Human Growth & Dev, Ann Arbor, MI 48109 USA. Univ Cambridge, Cambridge CB2 1TN, England. Univ St Andrews, St Andrews KY16 9AJ, Fife, Scotland. UCL, London WC1E 6BT, England. RP Wellman, HM (reprint author), Univ Michigan, Ctr Human Growth & Dev, 300 N Ingalls Bldg,10th Level, Ann Arbor, MI 48109 USA. 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Possible autism-specific impairments include an inability to engage in goal-directed behaviors and adjust behaviors given environmental demands. What has been described as executive functions is based largely on observations of performance in the laboratory rather than in natural settings. An ecological method first described by Barker and Wright and adapted by Scott was used to assess the patterns of goal-directed behaviors of eight children with autism and eight chronological and mental age comparable children with Down syndrome. Quantitative and qualitative features of naturalistic behaviors were collected, and coded using previously described categories of children's behavior. Results indicated that children with autism exhibited shorter and less overlapping goal-directed behaviors. These data suggest a cognitive difference rather than developmental delay, and lend support for impaired executive functions in autism. Practical implications for educators and caregivers are discussed. C1 Vanderbilt Univ, Nashville, TN 37240 USA. Indiana Univ, Bloomington, IN 47405 USA. RP Ruble, LA (reprint author), Univ Louisville, WeissKopf Ctr Evaluat Children, Dept Pediat, 571 So Floyd St,Suite 100, Louisville, KY 40202 USA. EM larubl01@gwise.louisville.edu CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Barker R. G., 1955, MIDWEST ITS CHILDREN Barkley RA, 2000, J AM ACAD CHILD PSY, V39, P1064, DOI 10.1097/00004583-200008000-00025 BRYSON S, 1997, CHILDHOOD ATTENTION, P232 DUMKE R, 1986, THESIS INDIANA U GUMP PV, 1974, SCHOOL REV, V82, P575, DOI 10.1086/443151 Gump P. 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E., 1997, ENVIRON BEHAV, P271 MESIBOV GB, 1994, CURR I AUT, P195 MUNDY P, 1986, J CHILD PSYCHOL PSYC, V27, P657, DOI 10.1111/j.1469-7610.1986.tb00190.x MUNDY P, 1998, HDB MENTAL RETARDATI, V18, P183 Ozonoff S., 1998, ASPERGER SYNDROME HI, P263 Ozonoff S., 1995, LEARNING COGNITION A, P199 Ozonoff S, 1999, J AUTISM DEV DISORD, V29, P171, DOI 10.1023/A:1023052913110 Pierce K, 1997, J AUTISM DEV DISORD, V27, P265, DOI 10.1023/A:1025898314332 RAGER T, 1986, THESIS INDIANA U Rogers SJ, 1998, MENT RETARD DEV D R, V4, P104 RUBLE L, 1997, COMP STUDY NATURAL H RUBLE L, 1998, DISS ABSTR INT, V59, P2459 Ruble LA, 2001, J AUTISM DEV DISORD, V31, P471, DOI 10.1023/A:1012264808377 RUMSEY JM, 1990, J AUTISM DEV DISORD, V20, P155, DOI 10.1007/BF02284715 SCHOGGEN P, 1964, CHILD DEV, V35, P985, DOI 10.1111/j.1467-8624.1964.tb05237.x SCOTT M, 1980, J SPEC EDUC, V14, P279 SCOTT M, 2002, UNPUB CHILDRENS PROB SCOTT MM, 1985, J EDUC MEAS, V22, P207, DOI 10.1111/j.1745-3984.1985.tb01059.x Sparrow S, 1984, VINELAND ADAPTIVE BE WETHERBY A, 1998, AM J SPEECH-LANG PAT, V7, P19 Wicker A. W., 1979, INTRO ECOLOGICAL PSY Wright H. F., 1967, RECORDING ANAL CHILD NR 37 TC 9 Z9 10 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2002 VL 6 IS 4 BP 365 EP 381 DI 10.1177/1362361302006004004 PG 17 WC Psychology, Developmental SC Psychology GA 631DJ UT WOS:000180151900003 PM 12540128 ER PT J AU Stahl, L Pry, R AF Stahl, L Pry, R TI Joint attention and set-shifting in young children with autism SO AUTISM LA English DT Article DE autism; development; executive functions; joint attention; set-shifting ID EXECUTIVE FUNCTION; INFANTS; DEFICITS AB Executive function deficits in autism have been consistently found in many studies, using a wide range of measures, but usually involving older children and adults and those of higher IQ. The interpretation of executive function deficits is difficult because the concept itself is poorly defined (inhibition of prepotent responses, set-shifting, action planning etc.). Analyses have focused mainly on the attention participants pay to physical entities (object handling and problem solving) rather than social ones. The present study investigated whether these two types of attention are linked in autistic development. Fifteen children with autism (mean mental age = 24 months) were compared to 21 normally developing children (mean mental age = 25 months). A strong correlation was found between joint attention and set-shifting in the typically developing children but not those with autism. The results are discussed from a psychopathological perspective on development. C1 Univ Montpellier 3, EA 1977, F-34199 Montpellier 5, France. CHU Montpellier, Serv Medicopsychol Enfants & Adolescents, Montpellier, France. RP Stahl, L (reprint author), Univ Montpellier 3, EA 1977, Route Mende, F-34199 Montpellier 5, France. CR ADAMSON LB, 1985, CHILD DEV, V56, P582, DOI 10.2307/1129748 Anderson P, 1996, CLIN NEUROPSYCHOL, V10, P54, DOI 10.1080/13854049608406663 Baron-Cohen S., 1998, CECITE MENTALE ESSAI BLANC G, 1980, NATURE, V284, P265, DOI 10.1038/284265a0 BRUNET O, 1975, DEV PSYCHOL PREMIARE Butterworth G., 1988, THOUGHT LANGUAGE Butterworth G., 1991, NATURAL THEORIES MIN CORKUM V, 1993, BIENN M SOC RES CHIL Dawson G, 1998, CHILD DEV, V69, P1276, DOI 10.2307/1132265 DIAMOND A, 1985, Society for Neuroscience Abstracts, V11, P832 Griffith EM, 1999, CHILD DEV, V70, P817, DOI 10.1111/1467-8624.00059 GUIDETTI M, 1993, EVALUATION COMMUNICA HUGHES C, 1993, DEV PSYCHOL, V29, P498, DOI 10.1037/0012-1649.29.3.498 HUGHES C, 1994, NEUROPSYCHOLOGIA, V32, P477, DOI 10.1016/0028-3932(94)90092-2 HUGHES C, 1996, AUTISME CINQUANTE AP, P99 Lord C, 1995, J CHILD PSYCHOL PSYC, V36, P1365, DOI 10.1111/j.1469-7610.1995.tb01669.x MCEVOY RE, 1993, J CHILD PSYCHOL PSYC, V34, P563, DOI 10.1111/j.1469-7610.1993.tb01036.x MUNDY P, 1994, DEV PSYCHOPATHOL, V6, P389, DOI 10.1017/S0954579400006003 OZONOFF S, 1991, J CHILD PSYCHOL PSYC, V32, P1081, DOI 10.1111/j.1469-7610.1991.tb00351.x Passler MA, 1985, DEV NEUROPSYCHOL, V1, P349, DOI 10.1080/87565648509540320 PHILLIPS W, 1992, DEV PSYCHOPATHOL, V4, P375, DOI 10.1017/S0954579400000845 PRIOR M, 1990, J AUTISM DEV DISORD, V20, P581, DOI 10.1007/BF02216063 Roeyers H, 1998, DEV PSYCHOPATHOL, V10, P441, DOI 10.1017/S0954579498001680 RUMSEY JM, 1988, J CLIN EXP NEUROPSYC, V10, P201, DOI 10.1080/01688638808408236 SCAIFE M, 1975, NATURE, V253, P265, DOI 10.1038/253265a0 SCHOPLER E, 1980, J AUTISM DEV DISORD, V10, P91, DOI 10.1007/BF02408436 Seibert J. M., 1982, INFANT MENT HEALTH J, V3, P244, DOI DOI 10.1002/1097-0355(198224)3:4<244::AID-IMHJ2280030406>3.0.CO;2-R Siegel S., 1988, NONPARAMETRIC STAT B Sigman M., 1995, JOINT ATTENTION ITS, P189 SOPHIAN C, 1983, J EXP CHILD PSYCHOL, V35, P369, DOI 10.1016/0022-0965(83)90015-2 Stuss DT, 1986, FRONTAL LOBES TOMASELLO M, 1995, JOINT ATTENTION ITS, P189 WELSH MC, 1988, DEV NEUROPSYCHOL, V4, P199 World Health Organisation, 1992, ICD 10 CLASS MENT BE Zelazo P. D., 1997, REV GEN PSYCHOL, V1, P198, DOI DOI 10.1037/1089-2680.1.2.198 Zelazo PD, 1998, DEV PSYCHOL, V34, P203, DOI 10.1037/0012-1649.34.2.203 NR 36 TC 16 Z9 16 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2002 VL 6 IS 4 BP 383 EP 396 DI 10.1177/1362361302006004005 PG 14 WC Psychology, Developmental SC Psychology GA 631DJ UT WOS:000180151900004 PM 12540129 ER PT J AU Sivberg, B AF Sivberg, B TI Family system and coping behaviors - A comparison between parents of children with autistic spectrum disorders and parents with non-autistic children SO AUTISM LA English DT Article DE autism; coping behaviors; family system; parents AB The study deals with strain on the family system, as Well as the level of coping and types of coping behavior of the parents, in families with a child diagnosed as having an autistic spectrum disorder (ASD) as compared to families in a control group. Thirty-seven families and 66 parents were involved in each case, and four psychological tests were used. It was found that lower levels of coping were associated with higher levels of strain on the family system, that the level of strain on the family system was greater in the families with a child with an ASD, and that the two groups differed in their pattern of coping behavior. It is argued that limited contact between the child with an ASD and its parents, claimed earlier to be a cause of autism, can be explained in terms of strain on the family system and the resulting pattern of coping. C1 Lund Univ, S-22100 Lund, Sweden. RP Sivberg, B (reprint author), Dept Nursing, Sect Caring Sci, POB 157, SE-22100 Lund, Sweden. CR Altman DG, 1999, PRACTICAL STAT MED R American Psychiatric Association, 2000, DIAGN STAT MAN MENT ANTONOVSKY A, 1993, SOC SCI MED, V36, P725, DOI 10.1016/0277-9536(93)90033-Z Antonovsky A, 1987, UNRAVELLING MYSTERY Antonovsky A, 1979, NEW PERSPECTIVES MEN Bristol M. M., 1984, EFFECTS AUTISM FAMIL, P289 Bristol M. M., 1983, AUTISM ADOLESCENTS A, P251 CANTWELL DP, 1984, EFFECTS AUTISM FAMIL, P41 Cohen D. J, 1997, HDB AUTISM PERVASIVE Crumbaugh J, 1988, INT FORUM LOGOTHERAP, V11, P76 FISMAN S, 1991, PSYCHIAT CLIN N AM, V14, P199 Frankl V., 1958, J PASTORAL CARE, V12, P82 Frankl V. E., 1962, MANS SEARCH MEANING GILLBERG C, 2001, INT J CIRCUMPOLAR S1, V60, P36 Gillberg C, 1995, EPIDEMIOLOGY CHILD A, P227 Hallum A, 1995, Curr Probl Pediatr, V25, P12, DOI 10.1016/S0045-9380(06)80013-7 HANSSON K, 1995, KANSLA SAMMANHANG HOLMES N, 1991, J AUTISM DEV DISORD, V21, P159, DOI 10.1007/BF02284757 HOOK B, 1992, FAMILJERELATIONSSKAL Lazarus R. S., 1984, STRESS APPRAISAL COP Mahler M., 1975, PSYCHOL BIRTH HUMAN Marcus L. M., 1997, HDB AUTISM PERVASIVE, P631 MORGAN SB, 1988, J AUTISM DEV DISORD, V18, P263, DOI 10.1007/BF02211952 Norusis M. J., 1993, SPSS WINDOWS SIVBERG B, 2001, UNPUB CULTURAL EXPLO SIVBERG B, 2001, UNPUB COPING STRATEG Spitz R. A., 1965, 1 YEAR LIFE TIDEMAN E, 1999, SWEDISH VERSION WECH Wechsler D, 1974, WECHSLER INTELLIGENC Wechsler D., 1992, WECHSLER INTELLIGENC Wechsler D, 1981, WECHSLER ADULT INTEL NR 31 TC 54 Z9 57 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2002 VL 6 IS 4 BP 397 EP 409 DI 10.1177/1362361302006004006 PG 13 WC Psychology, Developmental SC Psychology GA 631DJ UT WOS:000180151900005 PM 12540130 ER PT J AU Whitaker, P AF Whitaker, P TI Supporting families of preschool children with autism - What parents want and what helps SO AUTISM LA English DT Article DE autism; early intervention; parent training ID MOTHERS AB This paper describes a local education authority project to provide support to the families of preschool children with autistic spectrum disorders. As part of an evaluation study, all parents were interviewed when their children entered full-time education and left the service's caseload. The report outlines key findings regarding levels of satisfaction with the service provided and describes parental responses to the different components of the support offered. All parents rated the input of the support worker as 'very useful'. Parents particularly valued the following: support to 'make sense' of their child's development and needs; practical strategies for facilitating language and engaging in interactive play; and support to the nurseries and playgroups attended by their children. The interviews also looked at parents' experience of diagnosis and their needs in the immediate aftermath. Key implications of these findings, and of this. model of service delivery, are also discussed. RP Whitaker, P (reprint author), Educ Psychol Serv, Cty Hall, Leicester LE3 8RF, Leics, England. CR BONDY AS, 1994, PRE SCH ED PROGRAMS Charman T, 2002, J CHILD PSYCHOL PSYC, V43, P289, DOI 10.1111/1469-7610.00022 HOPPES K, 1990, J CLIN CHILD PSYCHOL, V19, P365, DOI 10.1207/s15374424jccp1904_8 Howlin P, 1997, AUTISM, V1, P135, DOI DOI 10.1177/1362361397012003 Kaufman Barry N., 1994, SON RISE MIRACLE CON KOEGEL RL, 1992, J AUTISM DEV DISORD, V22, P205, DOI 10.1007/BF01058151 Lord C, 1995, J CHILD PSYCHOL PSYC, V36, P1365, DOI 10.1111/j.1469-7610.1995.tb01669.x Randall P., 1999, SUPPORTING FAMILIES Shields J, 2001, AUTISM, V5, P49, DOI 10.1177/1362361301005001005 WEITZMAN K, 1992, LEARNING LANGUAGE LO NR 10 TC 22 Z9 22 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2002 VL 6 IS 4 BP 411 EP 426 DI 10.1177/1362361302006004007 PG 16 WC Psychology, Developmental SC Psychology GA 631DJ UT WOS:000180151900006 PM 12540131 ER PT J AU Broderick, C Caswell, R Gregory, S Marzolini, S Wilson, O AF Broderick, C Caswell, R Gregory, S Marzolini, S Wilson, O TI 'Can I join the club?' - A social integration scheme for adolescents with Asperger syndrome SO AUTISM LA English DT Article DE adolescents; Asperger syndrome; social integration C1 Surrey Hampshire Borders CAMHS, Buryfields Clin, Guildford GU2 4AX, Surrey, England. RP Wilson, O (reprint author), Surrey Hampshire Borders CAMHS, Buryfields Clin, Guildford GU2 4AX, Surrey, England. CR Attwood T., 2000, AUTISM, V4, P85, DOI DOI 10.1177/1362361300004001006 Attwood T., 1998, ASPERGERS SYNDROME G GRAY C, 1999, BOTH SIDES NOW TEACH Howlin P., 1999, AUTISM, V3, P299, DOI DOI 10.1177/1362361399003003007 Koning C, 2001, AUTISM, V5, P23, DOI 10.1177/1362361301005001003 MISHNA F, 1998, J CHILD ADOLESCENT G, V8, P97, DOI 10.1023/A:1022984118001 Piers E., 1984, PIERS HARRIS CHILDRE ROTHENBERG S, 1999, PLAYING SELF ESTEEM Spence S. H., 1995, SOCIAL SKILLS TRAINI Stoddart K, 1999, AUTISM, V3, P255, DOI DOI 10.1177/1362361399003003004 NR 10 TC 8 Z9 8 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD DEC PY 2002 VL 6 IS 4 BP 427 EP 431 DI 10.1177/1362361302006004008 PG 5 WC Psychology, Developmental SC Psychology GA 631DJ UT WOS:000180151900007 PM 12540132 ER PT J AU Scott, FJ Baron-Cohen, S Bolton, P Brayne, C AF Scott, FJ Baron-Cohen, S Bolton, P Brayne, C TI Brief report - Prevalence of autism spectrum conditions in children aged 5-11 years in Cambridgeshire, UK SO AUTISM LA English DT Article DE autism; autism spectrum; epidemiology; prevalence ID ASPERGER-SYNDROME; EPIDEMIOLOGY; POPULATION AB The study aimed to establish prevalence of the broader autistic spectrum, including Asperger syndrome, in 5- to 11-year-olds in Cambridgeshire, UK. Cases of diagnosed autism spectrum condition (ASC) in children who were in Cambridgeshire schools and aged between 5 and I I years on 31 December 1999 were sought using public records, screening instruments, educational psychology and special educational needs coordinator (SENCO) records. We report a prevalence of ASC in the age group 5- 11 years of almost 0.6 percent (5 7 in 10, 0 0 0). This is I I times higher than the rate of classic autism but in line with other recent national and international rates for the broader spectrum. In the responding mainstream schools the prevalence was 0.33 percent. In the responding special school population it was 12.5 percent. The overall sex ratio of the children with ASC replicated findings for classical autism of 4:1 (M: F), but in those children being educated in mainstream schools the sex ratio was 8:1 (M:F). C1 Univ Cambridge, Dept Psychiat, Autism Res Ctr, Cambridge CB2 2AH, England. Univ Cambridge, Dept Expt Psychol, Autism Res Ctr, Cambridge CB2 2AH, England. RP Scott, FJ (reprint author), Univ Cambridge, Dept Psychiat, Autism Res Ctr, Douglas House,18B Trumpington Rd, Cambridge CB2 2AH, England. RI Bolton, Patrick/E-8501-2010 OI Bolton, Patrick/0000-0002-5270-6262 CR Baird G, 2000, J AM ACAD CHILD PSY, V39, P694, DOI 10.1097/00004583-200006000-00007 Baron-Cohen Simon, 1996, British Journal of Psychiatry, V168, P158, DOI 10.1192/bjp.168.2.158 BOLTON P, 1994, J CHILD PSYCHOL PSYC, V35, P877, DOI 10.1111/j.1469-7610.1994.tb02300.x *CDC, 2000, PREV AUT BRICK TOWNS EHLERS S, 1993, J CHILD PSYCHOL PSYC, V34, P1327, DOI 10.1111/j.1469-7610.1993.tb02094.x Fombonne E, 1999, PSYCHOL MED, V29, P769, DOI 10.1017/S0033291799008508 Howlin P, 1999, DEV MED CHILD NEUROL, V41, P834, DOI 10.1017/S0012162299001656 Howlin P, 1997, AUTISM, V1, P135, DOI DOI 10.1177/1362361397012003 KAZAKBERUMENT S, 1999, BRIT J PSYCHIAT, V175, P444 Kielinen M, 2000, EUR CHILD ADOLES PSY, V9, P162 Magnusson P, 2001, J AUTISM DEV DISORD, V31, P153, DOI 10.1023/A:1010795014548 WING L, 1981, PSYCHIAT RES, V5, P129, DOI 10.1016/0165-1781(81)90043-3 WING L, 1979, J AUTISM DEV DISORD, V9, P11, DOI 10.1007/BF01531288 NR 13 TC 83 Z9 83 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2002 VL 6 IS 3 BP 231 EP 237 DI 10.1177/1362361302006003002 PG 7 WC Psychology, Developmental SC Psychology GA 588CC UT WOS:000177682300001 PM 12212915 ER PT J AU Honda, H Shimizu, Y AF Honda, H Shimizu, Y TI Early intervention system for preschool children with autism in the community - The DISCOVERY approach in Yokohama, Japan SO AUTISM LA English DT Article DE autism; community services; early detection; early diagnosis; early intervention ID SPECIAL EDUCATIONAL TREATMENT; BEHAVIORAL TREATMENT AB The article reports on DISCOVERY, a conceptual model for a clinical system of early detection and early intervention in cases of autism that has been implemented in Yokohama, Japan. The minimal requirements for this system are subsystems dealing with detection, diagnosis and intervention, Specific issues involving early diagnosis that complicate the design of the system are the seemingly contradictory considerations of early versus precise diagnosis, the undifferentiated recognition of a child's disorder on the part of the parents, and the difficulty of establishing cooperative working relationships among related facilities. To overcome these issues, an 'interface' linking consecutive subsystems is emphasized in the DISCOVERY model. A clinical system based on this model has been developed in Yokohama. This system not only benefits clinical performance, but will also add significantly to research on autism. C1 Yokohama Rehabil Ctr, Kohoku Ku, Yokohama, Kanagawa 2220035, Japan. RP Honda, H (reprint author), Yokohama Rehabil Ctr, Kohoku Ku, 1770 Toriyama Cho, Yokohama, Kanagawa 2220035, Japan. CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Baird G, 2000, J AM ACAD CHILD PSY, V39, P694, DOI 10.1097/00004583-200006000-00007 BARON RA, 1992, MOTIV EMOTION, V16, P1, DOI 10.1007/BF00996485 Baron-Cohen Simon, 1996, British Journal of Psychiatry, V168, P158, DOI 10.1192/bjp.168.2.158 BARTAK L, 1973, J CHILD PSYCHOL PSYC, V14, P161, DOI 10.1111/j.1469-7610.1973.tb01185.x Dawson G., 1997, EFFECTIVENESS EARLY, P307 Erba HW, 2000, AM J ORTHOPSYCHIAT, V70, P82, DOI 10.1037/h0087826 Filipek PA, 1999, J AUTISM DEV DISORD, V29, P439, DOI 10.1023/A:1021943802493 Heisenberg W., 1927, Zeitschrift fur Physik, V43, DOI 10.1007/BF01397280 Honda H, 1996, BRIT J PSYCHIAT, V169, P228, DOI 10.1192/bjp.169.2.228 Howlin P, 1997, AUTISM, V1, P135, DOI DOI 10.1177/1362361397012003 JOHNSON MH, 1992, DEV MED CHILD NEUROL, V34, P316 LOVAAS OI, 1987, J CONSULT CLIN PSYCH, V55, P3, DOI 10.1037/0022-006X.55.1.3 ORNITZ EM, 1977, J AUTISM CHILD SCHIZ, V7, P207, DOI 10.1007/BF01538999 Rogers SJ, 1996, J AUTISM DEV DISORD, V26, P243, DOI 10.1007/BF02172020 RUTTER M, 1973, J CHILD PSYCHOL PSYC, V14, P241 Sackett D, 1991, CLIN EPIDEMIOLOGY BA, V2nd SCHOPLER E, 1989, DIAGNOSIS AND TREATMENT OF AUTISM, P167 SCHOPLER E, 1989, J CONSULT CLIN PSYCH, V57, P162 Schopler E., 1997, HDB AUTISM PERVASIVE, P767 Shields J, 2001, AUTISM, V5, P49, DOI 10.1177/1362361301005001005 Von Bertalanffy L., 1968, GEN SYSTEM THEORY FD WHO, 1993, ICD 10 CLASS MENT BE WING L, 1996, AUTISITIC SPECTRUM G NR 24 TC 8 Z9 8 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2002 VL 6 IS 3 BP 239 EP 257 DI 10.1177/1362361302006003003 PG 19 WC Psychology, Developmental SC Psychology GA 588CC UT WOS:000177682300002 PM 12212916 ER PT J AU Van Berckelaer-Onnes, IA Van Loon, J Peelen, A AF Van Berckelaer-Onnes, IA Van Loon, J Peelen, A TI Challenging behaviour - A challenge to change SO AUTISM LA English DT Article DE case study; challenging behaviour AB People with intellectual disability often exhibit severe behavioural problems. Treatment of these problems is frequently very difficult. In The Netherlands, parents, institutes, schools and others can request the services of an independent advisory team with a pool of professionals who have experience with individuals who exhibit challenging behaviour. In this article the methods of the team will be described using a 24-year-old man as an example. The process took almost 7 years, Finally, this man, who had been living full time in one room in total isolation from the rest of the world, fulfilled his heart's desire - visiting the UK by Hovercraft. C1 Leiden Univ, Fac Social Sci, Dept Psychol & Special Educ, NL-2300 RB Leiden, Netherlands. Stichtung Arduin, Middelburg, Netherlands. Stichtung Molendrift, Groningen, Netherlands. RP Van Berckelaer-Onnes, IA (reprint author), Leiden Univ, Fac Social Sci, Dept Psychol & Special Educ, POB 9555, NL-2300 RB Leiden, Netherlands. CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th BARTAK L, 1976, J AUTISM CHILDHOOD S, V6, P173 Carpentieri S, 1996, J AUTISM DEV DISORD, V26, P611, DOI 10.1007/BF02172350 COX RD, 1995, LEARNING COGNITION A DEVOS MPA, 1996, HET CONSULENTENTEAM, P1 EINFELD SL, 1995, J AUTISM DEV DISORD, V25, P143, DOI 10.1007/BF02178501 GREMMEN T, 1993, CONSULENTENTEAMS VER MCGEE J, 1989, BEING OTHERS PSYCHOL MESIBOV GB, 1994, CURR I AUT, P195 SCHOPLER E, 1994, CURR I AUT, P55 SCHUURMAN M, 1997, NEDERLANDS TIJDSCHRI, V23, P161 VANBERCKELAERON.IA, 1998, NEDERLANDS TIJDSCHRI, V24, P167 VANBERCKELAERON.IA, 1996, NEDERLANDS TIJDSCHRI, V22, P79 VANBERCKELAERON.IA, 1993, NEDERLANDS TIJDSCHRI, V19, P156 NR 14 TC 4 Z9 4 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2002 VL 6 IS 3 BP 259 EP 270 DI 10.1177/1362361302006003004 PG 12 WC Psychology, Developmental SC Psychology GA 588CC UT WOS:000177682300003 PM 12212917 ER PT J AU Sofronoff, K Farbotko, M AF Sofronoff, K Farbotko, M TI The effectiveness of parent management training to increase self-efficacy in parents of children with Asperger syndrome SO AUTISM LA English DT Article DE Asperger syndrome; parent management training; self-efficacy ID BEHAVIOR PROBLEMS; STRESS; MOTHERS; AUTISM; SATISFACTION; PERCEPTIONS; IMPACT; MODEL AB This study was a trial of an intervention programme aimed to improve parental self-efficacy in the management of problem behaviours associated with Asperger syndrome. The intervention was compared across two formats, a I day workshop and six individual sessions, and also with a non-intervention control group. The results indicated that, compared with the control group, parents in both intervention groups reported fewer problem behaviours and increased self-efficacy following the interventions, at both 4 weeks and 3 months follow-up. The results also showed a difference in self-efficacy between mothers and fathers, with mothers reporting a significantly greater increase in self-efficacy following intervention than fathers. There was no significant difference between the workshop format and the individual sessions. C1 Univ Queensland, Sch Psychol, St Lucia, Qld 4072, Australia. RP Sofronoff, K (reprint author), Univ Queensland, Sch Psychol, St Lucia, Qld 4072, Australia. 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L., 1998, AUTISM PERVASIVE DEV, P195 HERBERT M, 1995, BRIT J CLIN PSYCHOL, V34, P325 Howlin P, 1998, CHILDREN AUTISM ASPE JOHNSTON C, 1989, J CLIN CHILD PSYCHOL, V18, P167, DOI 10.1207/s15374424jccp1802_8 Judge SL, 1997, TOP EARLY CHILD SPEC, V17, P457 Kazdin AE, 1997, J AM ACAD CHILD PSY, V36, P1349, DOI 10.1097/00004583-199710000-00016 KOEGEL RL, 1992, J AUTISM DEV DISORD, V22, P205, DOI 10.1007/BF01058151 KONSTANTAREAS MM, 1991, CAN J BEHAV SCI, V23, P358, DOI 10.1037/h0079022 MASH EJ, 1983, J CONSULT CLIN PSYCH, V51, P86, DOI 10.1037/0022-006X.51.1.86 McNeil C. B., 1999, EARLY EDUC DEV, V10, P445, DOI 10.1207/s15566935eed1004_2 MOUTON PY, 1988, J CLIN CHILD PSYCHOL, V17, P217, DOI 10.1207/s15374424jccp1703_4 PERKINS M, 1991, ARCH DIS CHILD, V66, P693 PEVSNER R, 1982, J BEHAV THER EXP PSY, V13, P119, DOI 10.1016/0005-7916(82)90052-0 Pincus D., 1999, EYBERG CHILD BEHAV I PRIOR M, 2000, UNDERSTANDING ASPERG RODRIGUE JR, 1992, J AUTISM DEV DISORD, V22, P249, DOI 10.1007/BF01058154 Ruma PR, 1996, BEHAV THER, V27, P159, DOI 10.1016/S0005-7894(96)80012-8 Sanderson MA, 1996, P FORAG GR, V5, P9 Serketich WJ, 1996, BEHAV THER, V27, P171, DOI 10.1016/S0005-7894(96)80013-X Solomonov YA, 1996, PISMA ZH TEKH FIZ+, V22, P1 NR 29 TC 55 Z9 57 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2002 VL 6 IS 3 BP 271 EP 286 DI 10.1177/1362361302006003005 PG 16 WC Psychology, Developmental SC Psychology GA 588CC UT WOS:000177682300004 PM 12212918 ER PT J AU Soderstrom, H Rastam, M Gillberg, C AF Soderstrom, H Rastam, M Gillberg, C TI Temperament and character in adults with Asperger syndrome SO AUTISM LA English DT Article DE anxiety; autism spectrum disorder; personality; rarity; Temperament and Character Inventory ID TRIDIMENSIONAL PERSONALITY QUESTIONNAIRE; NORMATIVE DATA; MODEL AB To study the personality characteristics of adults with Asperger syndrome, and investigate the value of self-rating personality inventories, we administered the Temperament and Character Inventory (TCI) to 31 outpatients with Asperger syndrome. The TCI is a self-rating personality inventory that has been validated in the Swedish general population. The results were compared with age- and sex-matched norm groups. Participants with Asperger syndrome scored significantly higher on harm avoidance and lower on self-directedness and cooperativeness. Reward dependence and novelty seeking tended to be low. They also had significantly higher rarity scores, reflecting idiosyncratic perspectives. The most common temperament configurations were 'obsessional', 'passive-dependent' and 'explosive'. Character, reflecting conceptual maturity, was poorly developed in the majority of our subjects. The self-ratings of persons with Asperger syndrome thus indicated anxious personalities with coping difficulties in the areas of social interaction and self-directedness, a picture corresponding to the clinical descriptions of Asperger syndrome. C1 Gothenburg Univ, S-41124 Gothenburg, Sweden. Univ London, London WC1E 7HU, England. RP Soderstrom, H (reprint author), Dept Forens Psychiat, Box 4024, S-42204 Hislings Backa, Sweden. RI Anckarsater, Henrik/C-2244-2009 CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Brandstrom S, 1998, COMPR PSYCHIAT, V39, P122, DOI 10.1016/S0010-440X(98)90070-0 Cloninger C. R., 1994, TEMPERAMENT CHARACTE Cloninger C. R., 1986, PSYCHIATRIC DEV, V3, P167 CLONINGER CR, 1987, ARCH GEN PSYCHIAT, V44, P573 CLONINGER CR, 1993, ARCH GEN PSYCHIAT, V50, P975 CLONINGER CR, 1991, PSYCHOL REP, V69, P1047, DOI 10.2466/PR0.69.7.1047-1057 CLONINGER CR, 1988, ALCOHOL CLIN EXP RES, V12, P494, DOI 10.1111/j.1530-0277.1988.tb00232.x Gillberg C., 1991, AUTISM ASPERGER SYND, P122, DOI 10.1017/CBO9780511526770.004 GILLBERG IC, 1989, J CHILD PSYCHOL PSYC, V30, P631, DOI 10.1111/j.1469-7610.1989.tb00275.x HEATH AC, 1994, J PERS SOC PSYCHOL, V66, P762, DOI 10.1037/0022-3514.66.4.762 JOYCE PR, 1994, J AFFECT DISORDERS, V30, P35, DOI 10.1016/0165-0327(94)90149-X Manjiviona J., 1999, AUTISM, V3, P327, DOI DOI 10.1177/1362361399003004003 Stallings MC, 1996, J PERS SOC PSYCHOL, V70, P127 SVARKIC DM, 1993, ARCH GEN PSYCHIAT, V50, P991 *WHO, 1993, ICD 10 CLASS MENT DI WOLFF S, 1995, J CHILD PSYCHOL PSYC, V36, P793, DOI 10.1111/j.1469-7610.1995.tb01330.x NR 17 TC 43 Z9 44 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2002 VL 6 IS 3 BP 287 EP 297 DI 10.1177/1362361302006003006 PG 11 WC Psychology, Developmental SC Psychology GA 588CC UT WOS:000177682300005 PM 12212919 ER PT J AU Hillier, A Allinson, L AF Hillier, A Allinson, L TI Beyond expectations - Autism, understanding embarrassment, and the relationship with theory of mind SO AUTISM LA English DT Article DE embarrassment; emotion; high-functioning autism; theory of mind ID CHILDS APPRAISAL; EMOTION; SELF; ATTRIBUTION; EXPRESSIONS AB The ability of high-functioning individuals with autism to understand the complex emotion of embarrassment, and how this relates to an understanding of theory of mind, was investigated. Scenarios involving embarrassing and non-embarrassing situations were presented to a group with autism and three comparison groups. Participants were required to rate the level of embarrassment felt by the protagonist and to justify their choices. The results indicated that those with autism generally gave similar ratings of embarrassment as the comparison groups, but did show significant difficulty with non-embarrassing scenarios, and in providing appropriate justifications for embarrassment. In addition, a significant relationship between scores from false belief tasks and justification scores was found, supporting the proposed link between theory of mind skills and understanding embarrassment. Participants with autism did, however, show a higher than expected understanding of this complex emotion. C1 Lincoln Univ, Lincoln, England. Univ Lincolnshire & Humberside, Kingston Upon Hull, N Humberside, England. RP Hillier, A (reprint author), Ohio State Univ, Dept Neurol, 1654 Upham Dr,469 Means Hall, Columbus, OH 43210 USA. CR BARONCOHEN S, 1989, J CHILD PSYCHOL PSYC, V30, P285, DOI 10.1111/j.1469-7610.1989.tb00241.x BARONCOHEN S, 1985, COGNITION, V21, P37, DOI 10.1016/0010-0277(85)90022-8 BARONCOHEN S, 1991, CHILD DEV, V62, P385, DOI 10.1111/j.1467-8624.1991.tb01539.x Bennett JM, 2000, J HIST SEXUALITY, V9, P1 BENNETT M, 1991, J GENET PSYCHOL, V152, P303 BENNETT M, 1989, BRIT J DEV PSYCHOL, V7, P207 Buitelaar JK, 1999, DEV PSYCHOPATHOL, V11, P39, DOI 10.1017/S0954579499001947 BUSS AH, 1979, J PSYCHOL, V103, P227 CAPPS L, 1992, J CHILD PSYCHOL PSYC, V33, P1069 Dunn L. M., 1997, BRIT PICTURE VOCABUL, V2nd GOFFMAN E, 1956, AM J SOCIOL, V62, P264, DOI 10.1086/222003 HAPPE FGE, 1995, CHILD DEV, V66, P843, DOI 10.1111/j.1467-8624.1995.tb00909.x Harris P., 1989, COGNITION EMOTION, V3, P379, DOI DOI 10.1080/02699938908412713 Harris P. L., 1982, SOCIAL COGNITION STU, P188 HILLIER A, IN PRESS J AUTISM DE HOBSON RP, 1986, J CHILD PSYCHOL PSYC, V27, P321, DOI 10.1111/j.1469-7610.1986.tb01836.x HOBSON RP, 1986, J CHILD PSYCHOL PSYC, V27, P671, DOI 10.1111/j.1469-7610.1986.tb00191.x Kanner L, 1943, NERV CHILD, V2, P217 Kasari C, 1996, EMOTIONAL DEVELOPMENT IN ATYPICAL CHILDREN, P109 Lagattuta KH, 1997, CHILD DEV, V68, P1081, DOI 10.2307/1132293 LESLIE AM, 1988, BRIT J DEV PSYCHOL, V6, P315 LEWIS M, 1989, CHILD DEV, V60, P146, DOI 10.1111/j.1467-8624.1989.tb02704.x Lewis M., 1997, SELF ACROSS PSYCHOL, P119 Lewis Michael, 1995, P198 Miller R. S., 1992, EMOTION SOCIAL BEHAV, P202 MILLER RS, 1996, EMBARRASSMENT PERNER J, 1985, J EXP CHILD PSYCHOL, V39, P437, DOI 10.1016/0022-0965(85)90051-7 Raven J.C., 1956, COLOURED PROGRESSIVE NR 28 TC 12 Z9 12 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2002 VL 6 IS 3 BP 299 EP 314 DI 10.1177/1362361302006003007 PG 16 WC Psychology, Developmental SC Psychology GA 588CC UT WOS:000177682300006 PM 12212920 ER PT J AU Solaas, KM Skjeldal, O Gardner, MLG Kase, BF Reichelt, KL AF Solaas, KM Skjeldal, O Gardner, MLG Kase, BF Reichelt, KL TI Urinary peptides in Rett syndrome SO AUTISM LA English DT Article DE opioids; peptides; Rett syndrome; urine ID ENDOGENOUS OPIOID SYSTEMS; DEVELOPING RAT-BRAIN; BETA-ENDORPHIN; DENDRITIC GROWTH; SPINE FORMATION; EXCRETION; MECP2; MUTATIONS; INCLUSION; CRITERIA AB Rett syndrome is a neuro-developmental disorder related to autistic behavior. Persons with autism have previously been found to have hyperpeptiduria. We here report a significantly higher level of peptides in the first fasting morning urine from 53 girls with Rett syndrome (both classical and congenital) compared with 53 healthy girls. This elevation in urinary peptides was similar to that in 35 girls with infantile autism. As in persons with autism, the individual levels of urinary peptides in the Rett syndrome group varied, and about a fifth were within the normal range. Levels of peptides were lower in girls with classic Rett syndrome than in girls with congenital Rett syndrome. This may be due to different etiological causes or to active and stagnant phases of the disease. Urine from girls with Rett syndrome was found to have higher frequency and higher levels of some urinary peptides that may cause inhibition of brain maturation and epilepsy. C1 Univ Oslo, Natl Hosp, Pediat Res Inst, N-0027 Oslo, Norway. Univ Oslo, Natl Hosp, Child Neurol Sect, Pediat Clin, N-0027 Oslo, Norway. Univ Bradford, Sch Biomed Sci, Bradford BD7 1DP, W Yorkshire, England. RP Reichelt, KL (reprint author), Univ Oslo, Natl Hosp, Pediat Res Inst, N-0027 Oslo, Norway. CR ABASSI Z, 1992, METABOLISM, V41, P683, DOI 10.1016/0026-0495(92)90303-R Amir RE, 1999, NAT GENET, V23, P185 Banks WA, 1996, NEUROTOXICOL TERATOL, V18, P711, DOI 10.1016/S0892-0362(96)00128-6 Belichenko PV, 1997, ACTA NEUROPATHOL, V93, P50 Bienvenu T, 2000, HUM MOL GENET, V9, P1377, DOI 10.1093/hmg/9.9.1377 BOHLEN P, 1980, INT J PEPT PROT RES, V16, P306 Cade R, 2000, NUTR NEUROSCI, V3, P57, DOI 10.1080/1028415042000198807 EHRMISCH A, 1983, J NEUROCHEM, V41, P1229 Gschanes A, 1999, BEHAV BRAIN RES, V100, P161, DOI 10.1016/S0166-4328(98)00127-2 HAGBERG B, 1985, BRAIN DEV-JPN, V7, P372 HAGBERG B, 1995, ACTA PAEDIATR, V84, P971, DOI 10.1111/j.1651-2227.1995.tb13809.x HAGBERG BA, 1994, PEDIATR NEUROL, V11, P5, DOI 10.1016/0887-8994(94)90082-5 HAUSER KF, 1989, J COMP NEUROL, V281, P13, DOI 10.1002/cne.902810103 HAUSER KF, 1987, BRAIN RES, V416, P157, DOI 10.1016/0006-8993(87)91509-5 Huppke P, 2000, HUM MOL GENET, V9, P1369, DOI 10.1093/hmg/9.9.1369 JOHNSTON MV, 1995, NEUROPEDIATRICS, V26, P119, DOI 10.1055/s-2007-979740 KERR AM, 1985, BRIT MED J, V291, P579 KERR AM, 2002, OUTCOMES NEURODEVELO, P241, DOI 10.1017/CBO9780511543876.011 KITT CA, 1995, NEUROPEDIATRICS, V26, P114, DOI 10.1055/s-2007-979739 LEBOYER M, 1994, AM J PSYCHIAT, V151, P1797 LORBER BA, 1990, BRAIN RES, V531, P329, DOI 10.1016/0006-8993(90)90795-D LUNDE H, 1982, J NEUROCHEM, V38, P238 MURAKAMI JW, 1992, AM J ROENTGENOL, V159, P177 MYARA I, 1984, LIFE SCI, V34, P1985, DOI 10.1016/0024-3205(84)90363-1 PAIER B, 1992, BEHAV BRAIN RES, V51, P23, DOI 10.1016/S0166-4328(05)80308-0 REICHELT K-L, 1990, Journal of Applied Nutrition, V42, P1 Reichelt K L, 1981, Adv Biochem Psychopharmacol, V28, P627 Reichelt Karl L., 1991, Brain Dysfunction, V4, P308 Reichelt WH, 1997, DEV BRAIN DYSFUNCT, V10, P44 REICHELT WH, 1997, POSSIBLE ROLE PEPTID, P227 Reichelt WH, 1998, J PEDIATR GASTR NUTR, V26, P305, DOI 10.1097/00005176-199803000-00012 Rett A, 1966, Wien Med Wochenschr, V116, P723 SHANAHAN MR, 2000, Patent No. 0069015 SHATTOCK P, 1990, Brain Dysfunction, V3, P328 STORM H, 1995, PEDIATR RES, V38, P205, DOI 10.1203/00006450-199508000-00012 Wan MM, 1999, AM J HUM GENET, V65, P1520, DOI 10.1086/302690 WATANABE Y, 1993, RES COMMUN CHEM PATH, V81, P323 ENGERSTROM IW, 1992, BRAIN DEV-JPN, V14, pS11 ZAGON IS, 1987, BRAIN RES, V412, P68, DOI 10.1016/0006-8993(87)91440-5 ZAGON IS, 1984, LIFE SCI, V35, P2057, DOI 10.1016/0024-3205(84)90563-0 NR 40 TC 8 Z9 9 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD SEP PY 2002 VL 6 IS 3 BP 315 EP 328 DI 10.1177/1362361302006003008 PG 14 WC Psychology, Developmental SC Psychology GA 588CC UT WOS:000177682300007 PM 12212921 ER PT J AU Fombonne, E AF Fombonne, E TI Prevalence of childhood disintegrative disorder SO AUTISM LA English DT Article DE autism; childhood disintegrative disorder; epidemiology; pervasive developmental disorder; prevalence ID PERVASIVE DEVELOPMENTAL DISORDERS; PRESCHOOL-CHILDREN; DSM-IV; AUTISM; PSYCHOSIS; ONSET; AGE AB The prevalence of childhood disintegrative disorder (CDD) is unknown. In this study, 32 epidemiological surveys of autism and pervasive developmental disorders published in English language journals since 1966 were reviewed. Four surveys yielded estimates for CDD ranging from 1.1 to 6.4 per 100,000 subjects. A pooled estimate across these four surveys is 1.7 per 100,000 (95 percent Confidence Interval: 0.6-3.8 per 100,000). The conclusion is that CDD is very rare and its prevalence is 60 times less than that for autistic disorder, assuming a prevalence of 10 per 10,000 for autism. If a rate of 30 per 10 000 is taken for all PDDs, only one child out of 175 children with a DD diagnosis would, on average, meet criteria for CDD. C1 McGill Univ, Montreal Childrens Hosp, Canada Res Chair Child & Adolescent Psychiat, Dept Psychiat, Montreal, PQ H3Z 1P2, Canada. RP Fombonne, E (reprint author), McGill Univ, Montreal Childrens Hosp, Canada Res Chair Child & Adolescent Psychiat, Dept Psychiat, 4018 St Catherine St W, Montreal, PQ H3Z 1P2, Canada. CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th Amir RE, 1999, NAT GENET, V23, P185 Baird G, 2000, J AM ACAD CHILD PSY, V39, P694, DOI 10.1097/00004583-200006000-00007 Bertrand J, 2001, PEDIATRICS, V108, P1155, DOI 10.1542/peds.108.5.1155 BURD L, 1987, J AM ACAD CHILD PSY, V26, P700, DOI 10.1097/00004583-198709000-00014 *CAL DEP DEV SERV, 1999, CHANG POP PERS AUT P Chakrabarti S, 2001, JAMA-J AM MED ASSOC, V285, P3093, DOI 10.1001/jama.285.24.3093 De Giacomo A, 1998, EUR CHILD ADOLES PSY, V7, P131 Fombonne E, 1999, PSYCHOL MED, V29, P769, DOI 10.1017/S0033291799008508 Fombonne E, 2001, J AM ACAD CHILD PSY, V40, P820, DOI 10.1097/00004583-200107000-00017 FOMBONNE E, 2002, IN PRESS MOL PSYCHIA FOMBONNE E, 2001, ED CHILDREN AUTISM FOMBONNE E, 2001, PEDIATRICS, V108, P1 Heller T, 1908, Z ERFORSCHUNG BEHAND, V2, P141 Hillman R E, 2000, Mo Med, V97, P159 Howlin P, 1997, AUTISM, V1, P135, DOI DOI 10.1177/1362361397012003 Kielinen M, 2000, EUR CHILD ADOLES PSY, V9, P162 KURITA H, 1992, J AUTISM DEV DISORD, V22, P175, DOI 10.1007/BF01058149 Magnusson GT, 1977, LAEKNABLADID, V63, P237 Magnusson P, 2001, J AUTISM DEV DISORD, V31, P153, DOI 10.1023/A:1010795014548 Malhotra S, 1999, J AUTISM DEV DISORD, V29, P491, DOI 10.1023/A:1022247903401 Mouridsen SE, 1998, BRIT J PSYCHIAT, V172, P263, DOI 10.1192/bjp.172.3.263 Powell JE, 2000, DEV MED CHILD NEUROL, V42, P624, DOI 10.1017/S001216220000116X ROGERS JS, 1990, J AM ACAD CHILD ADOL, V29, P207 SHORT AB, 1988, J AUTISM DEV DISORD, V18, P207, DOI 10.1007/BF02211947 Sponheim E, 1998, J AUTISM DEV DISORD, V28, P217, DOI 10.1023/A:1026017405150 Tuchman R F, 1997, Semin Pediatr Neurol, V4, P93, DOI 10.1016/S1071-9091(97)80025-3 Volkmar F. R., 1997, HDB AUTISM PERVASIVE, P47 VOLKMAR FR, 1992, J AUTISM DEV DISORD, V22, P625, DOI 10.1007/BF01046331 VOLKMAR FR, 1995, J AM ACAD CHILD PSY, V34, P1092, DOI 10.1097/00004583-199508000-00020 VOLKMAR FR, 1989, J CHILD PSYCHOL PSYC, V30, P717, DOI 10.1111/j.1469-7610.1989.tb00784.x Wakefield AJ, 1998, LANCET, V351, P637, DOI 10.1016/S0140-6736(97)11096-0 Wakefield AJ, 2000, AM J GASTROENTEROL, V95, P2285 World Health Organisation, 1978, MENT DIS GLOSS GUID World Health Organisation, 1992, ICD 10 CLASS MENT BE NR 35 TC 30 Z9 32 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUN PY 2002 VL 6 IS 2 BP 149 EP 157 DI 10.1177/1362361302006002002 PG 9 WC Psychology, Developmental SC Psychology GA 562QX UT WOS:000176211400001 PM 12083281 ER PT J AU Noterdaeme, M Mildenberger, K Sitter, S Amorosa, H AF Noterdaeme, M Mildenberger, K Sitter, S Amorosa, H TI Parent information and direct observation in the diagnosis of pervasive and specific developmental disorders SO AUTISM LA English DT Article DE ADI-R; ADOS-G; diagnostic assessment; infantile autism; receptive language disorder ID RECEPTIVE LANGUAGE DISORDER; COMPARATIVE FOLLOW-UP; EARLY ADULT LIFE; OBSERVATION SCHEDULE; INFANTILE-AUTISM; OUTCOMES; CHILDREN; INTERVIEW; BEHAVIOR AB Children with autism and children with a severe specific receptive language disorder show clear deficits in communicative language skills and social relationships. In this study the usefulness of a standardized parent interview (ADI-R) and a standardized observation schedule (ADOS-G) for the differential diagnosis of these two groups was assessed. Eleven children with early infantile autism and 16 children with a specific receptive language disorder participated, The parent interview was conducted with all parents and the observation schedule was administered to all children. Ten out of I I children with autism were correctly classified as having autism on the ADI-R and the ADOS-G. One child with a receptive language disorder was falsely classified as having autism on the ADI-R, and none on the ADOS-G. Parent interview provides extensive information on the developmental course of the child. Direct observation gives an overview of actual relevant behavioural problems. The two instruments are complementary in the diagnosis of developmental disorders. C1 Heckscher Klin Kinder & Jugendpsychiat, Abt Teilleistungs & Verhaltensgestorte Kinder, D-81479 Munich, Germany. Univ Munich, D-80539 Munich, Germany. RP Noterdaeme, M (reprint author), Heckscher Klin Kinder & Jugendpsychiat, Abt Teilleistungs & Verhaltensgestorte Kinder, Wolfratshauser Str 350, D-81479 Munich, Germany. CR ALLEN DA, 1992, INT CONGR SER, V965, P157 ALLEN DA, 1988, J CHILD NEUROL, V35, P48 BARTAK L, 1975, BRIT J PSYCHIAT, V126, P127, DOI 10.1192/bjp.126.2.127 Beitchman JH, 1996, J AM ACAD CHILD PSY, V35, P815, DOI 10.1097/00004583-199606000-00022 BEITCHMAN JH, 1986, J AM ACAD CHILD PSY, V25, P528, DOI 10.1016/S0002-7138(10)60013-1 CANTWELL DP, 1989, J AUTISM DEV DISORD, V19, P19, DOI 10.1007/BF02212715 GRIMM H, 1978, HEIDELBERGER SPRACHE Howlin P, 2000, J CHILD PSYCHOL PSYC, V41, P561, DOI 10.1017/S0021963099005806 Kaufman AS, 1991, KAUFMAN ASSESSMENT B LORD C, 1989, J AUTISM DEV DISORD, V19, P185, DOI 10.1007/BF02211841 LORD C, 1994, J AUTISM DEV DISORD, V24, P659, DOI 10.1007/BF02172145 Lord C, 2000, J AUTISM DEV DISORD, V30, P205, DOI 10.1023/A:1005592401947 Mawhood L, 2000, J CHILD PSYCHOL PSYC, V41, P547, DOI 10.1017/S002196309900579X Noterdaeme M, 1999, Z KINDER JUG-PSYCH, V27, P251, DOI 10.1024//1422-4917.27.4.251 Noterdaeme M, 1999, Z KINDER JUG-PSYCH, V27, P183, DOI 10.1024//1422-4917.27.3.183 Poustka F, 1996, PSYCHOPATHOLOGY, V29, P145 RUTTER M, 1992, SPECIFIC SPEECH AND LANGUAGE DISORDERS IN CHILDREN : CORRELATES, CHARACTERISTICS AND OUTCOMES, P63 *WHO, 1991, ICD 10 INT KLASS PSY NR 18 TC 18 Z9 18 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUN PY 2002 VL 6 IS 2 BP 159 EP 168 DI 10.1177/1362361302006002003 PG 10 WC Psychology, Developmental SC Psychology GA 562QX UT WOS:000176211400002 PM 12083282 ER PT J AU Sherratt, D AF Sherratt, D TI Developing pretend play in children with autism - A case study SO AUTISM LA English DT Article DE autism; play; pretence; symbolic ID MIND AB A classroom-based intervention study aimed to explore whether it was possible to teach children with autism and additional learning difficulties to use symbolic pretend play. Five children with autism were involved in a 4 month intervention that used structure, affect and repetition. The intervention progressively faded out the structuring over three phases. All the children were able to use some symbolic acts within play. The study suggests that some of the symbolic play was not the result of replicating previously modelled examples but was spontaneous and novel. CR BARONCOHEN S, 1989, BRIT J DISORD COMMUN, V24, P199 BEYER J, 2000, AUTISM PLAY Charman T, 1997, J AUTISM DEV DISORD, V27, P325, DOI 10.1023/A:1025806616149 Hadwin J, 1996, DEV PSYCHOPATHOL, V8, P345 Jarrold C, 1996, BRIT J DEV PSYCHOL, V14, P275 JARROLD C, 1993, J AUTISM DEV DISORDE, V23 LESLIE AM, 1987, PSYCHOL REV, V94, P412, DOI 10.1037/0033-295X.94.4.412 LESLIE AM, 1994, COGNITION, V50, P211, DOI 10.1016/0010-0277(94)90029-9 Lewis V., 1998, TEST PRETEND PLAY LEWIS V, 1988, BRIT J DEV PSYCHOL, V6, P325 Libby S, 1998, J AUTISM DEV DISORD, V28, P487, DOI 10.1023/A:1026095910558 LOWE M, 1989, SYMBOLIC PLAY TEST Reynell J., 1977, REYNELL DEV LANGUAGE Schopler E., 1988, CHILDHOOD AUTISM RAT THORP DM, 1995, J AUTISM DEV DISORDE, V25 VANBERCKALAERON.IA, 1994, PLAY INTERVENTION WING L, 1979, J AUTISM DEV DISORD, V9, P11, DOI 10.1007/BF01531288 Wolfberg P. J., 1999, PLAY IMAGINATION CHI NR 18 TC 17 Z9 19 PU SAGE PUBLICATIONS LTD PI LONDON PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND SN 1362-3613 J9 AUTISM JI Autism PD JUN PY 2002 VL 6 IS 2 BP 169 EP 179 DI 10.1177/1362361302006002004 PG 11 WC Psychology, Developmental SC Psychology GA 562QX UT WOS:000176211400003 PM 12083283 ER PT J AU Kok, AJ Kong, TY Bernard-Opitz, V AF Kok, AJ Kong, TY Bernard-Opitz, V TI A comparison of the effects of structured play and facilitated play approaches on preschoolers with autism - A case study SO AUTISM LA English DT Article DE autism; communication; facilitated play; non-verbal; structured play ID SYMBOLIC PLAY; CHILDREN; SKILLS; BEHAVIOR AB This study compared the effect of structured play (SP) and facilitated play (FP) in promoting spontaneity and responsiveness in communication and play behaviors in children with autism. SP is characterized by the use of mass practice trials under the instruction of the experimenter while FP incorporated incidental teaching with multiple exemplars. Eight preschoolers participated in a crossover design of both play conditions. Gains in appropriate communication and play were observed across both treatments. Respondent communicative acts occurred more frequently across all participants during SP compared With FR The preliminary results indicate an interaction between the mental age of the child and the teaching paradigm used. The need to match treatment goals and specific methods of the play intervention to the skill profile of participants is discussed. C1 Natl Univ Singapore, Dept Social Work & Psychol, Singapore 119260, Singapore. RP Bernard-Opitz, V (reprint author), Natl Univ Singapore, Dept Social Work & Psychol, 10 Law Link, Singapore 119260, Singapore. 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Recently, evidence has grown to support the notion that aberrant neurodevelopment may play a role in the pathophysiology of autism. Is the body, like the brain, affected by abnormal development in these patients? The aim of this study was to evaluate body mass index (BMI) of children with infantile autism, by comparing the BMI of 117 children with infantile autism with the corresponding BMI percentiles in an age- and sex-matched reference population. The BMI distribution of the male, but not female, children with infantile autism was significantly lower than that of the age-matched reference population. There was no evidence that BMI was associated with intelligence or socioeconomic status among children with infantile autism. C1 Bispebjerg Hosp, Dept Child & Adolescent Psychiat, DK-2400 Copenhagen, Denmark. Naestved Hosp, Naestved, Denmark. Glostrup Cty Hosp, DK-2600 Glostrup, Denmark. 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