FN Thomson Reuters Web of Science™ VR 1.0 PT J AU Hirai, Masahiro Gunji, Atsuko Inoue, Yuki Kita, Yosuke Hayashi, Takashi Nishimaki, Kengo Nakamura, Miho Kakigi, Ryusuke Inagaki, Masumi TI Differential electrophysiological responses to biological motion in children and adults with and without autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 12 BP 1623 EP 1634 DI 10.1016/j.rasd.2014.08.014 PD DEC 2014 PY 2014 AB Although atypical processing of biological motion (BM) in individuals with autism spectrum disorder (ASD) has been reported, the temporal profile of the neural response to BM is not well explored. In the current study, event-related potentials (ERPs) were measured in 12 individuals with ASD, aged 8-22 years, and 12 age- and gender-matched normal controls, to investigate the electrophysiological response to BM and a control visual stimulus. By introducing a novel experimental paradigm that can dissociate the electrophysiological responses to motion processing and the global shape processing of BM, we found that: (1) the timing of the response was preserved in ASD groups, whereas (2) the ERP response to BM was significantly enhanced compared with scrambled point-light motion (SM) in normal controls; the responses to both BM and SM were not significantly different in subjects with ASD. Because we did not find a significant group effect on the peak and mean amplitude induced by BM, it is presumed that this atypical response in individuals with ASD was due to over-sensitivity to the local motion signals. This experimental paradigm showed atypical local motion processing of BM in individuals with ASD. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000345186700001 ER PT J AU Lin, Jin-Ding Su, Sheng-Fang Lin, Lan-Ping Hsu, Shang-Wei Wu, Jia-Ling Chu, Cordia M. TI The Roland-Morris disability scale for the assessment of non-specific low back pain outcomes among disability sector workers SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 12 BP 1635 EP 1640 DI 10.1016/j.rasd.2014.09.005 PD DEC 2014 PY 2014 AB Low back pain (LBP) is the most common cause of time lost from work and has significant personal impacts and societal burdens. Caregivers for patients with disabilities have a high LBP prevalence that requires attention in the public health system. This study aimed to understand the LBP disability outcomes and determinants of care workers for people with intellectual, autistic and associated multiple disabilities. Study subjects included 678 care workers in 15 disability institutions who reported that they had experienced acute or chronic nonspecific LBP in the previous year. The effects of the LBP outcome were measured by the Roland-Morris Disability Questionnaire (RDQ), which is a self-rated assessment of pain-related disability used in this study. The mean score of the RDQ was 3.97 (range 0-24). Of the respondents, 14% expressed that they were free from pain disability (score = 0), 66.4% subjects expressed they had a little pain disability (score 1-6), 14.7% subjects reported that they were mildly affected by pain disability (score 7-12), 3.8% subjects reported that they were moderately affected by pain disability (score 13-18), and 1% reported they had severe pain disability (score 19-24). A multiple linear regression of the pain disability score revealed that those care workers who expressed that LBP affects their work and living (p < 0.001), had ever sought pain care (p = 0.008), with moderate (p = 0.001) and severe (p = 0.001) levels of LBP were significantly associated with a higher score of pain disability than their counterparts (R-2 = 22.6%). This study suggests that a comprehensive assessment of pain disability and treatment strategies for LBP should be undertaken regarding the needs of care workers in disability sectors. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000345186700002 ER PT J AU Ugur, Cagatay Gurkan, Cihat Kagan TI Serum vitamin D and folate levels in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 12 BP 1641 EP 1647 DI 10.1016/j.rasd.2014.09.002 PD DEC 2014 PY 2014 AB It has recently proposed that vitamin D and folate may be involved in the aetiology of autism. We investigated the serum levels of vitamin D, calcium (Ca), phosphorus (P), alkaline phosphatase (ALP) and folate in 54 young children, aged 3-8 years, with autism spectrum disorders (ASD) and in 54 age and gender matched normal controls. Vitamin D. Ca, P. ALP and folate levels in children with ASD were not different from control group. The correlational analysis in children with ASD revealed that Aberrant Behaviour Checklist, Autism Behaviour Checklist, and Childhood Autism Rating Scale scores and the level of cognitive development were not correlated with these laboratory findings. Our findings do not support the idea that serum levels of vitamin D and folate might be low in children with ASD. Nevertheless, it is possible that vitamin D and folate deficiency may be playing a role in development of ASD at earlier ages or during prenatal period. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000345186700003 ER PT J AU Blacher, J. Cohen, S. R. Azad, G. TI In the eye of the beholder: Reports of autism symptoms by Anglo and Latino mothers SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 12 BP 1648 EP 1656 DI 10.1016/j.rasd.2014.08.017 PD DEC 2014 PY 2014 AB Latino children with autism spectrum disorder (ASD) are under-identified and under-diagnosed. Children suspected of ASD (28 Anglo and 55 Latino) were assessed via the Autism Diagnostic Observation Schedule (ADOS) and the mother Intake Form. A sub-sample of 40 children were assessed with the Autism Disagnostic Interview-Revised (ADIR). The primary objective was to determine whether Anglo and Latino mothers differed in their symptom reports, and whether their children differed in the professional classifications. Anglo mothers reported significantly more developmental concerns and ASD symptoms than Latino mothers, yet Latino children meeting diagnostic criteria for autism on the ADOS obtained higher ASD severity scores than Anglo children. The authors set forth three possible explanations for such discrepancies between parents and professionals in perceptions and reporting of autism symptoms: (1) Latino mothers are not as aware of the symptoms, and thus do not report them; and (2) Latino mothers are aware of general developmental delay but not as concerned as Anglo mothers until social communication deficits become more apparent. (3) Latino mothers' parenting practices and cultural beliefs about child-rearing might mask both the ASD symptomatology exhibited by their children and their recognition of it. (C) 2014 Published by Elsevier Ltd. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000345186700004 ER PT J AU Li, Jing Zhu, Liqi Liu, Jing Li, Xue TI Social and non-social deficits in children with high-functioning autism and their cooperative behaviors SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 12 BP 1657 EP 1671 DI 10.1016/j.rasd.2014.08.016 PD DEC 2014 PY 2014 AB The persistent deficits in social communication and social interactions of individuals with high-functioning autism (HFA) may impair their cooperative behaviors. This study investigated the relationship between social and non-social deficits in children with HFA and the cooperative behaviors of such children. Theory of mind (ToM), executive function, and central coherence of children with HFA and typically developing (TD) children, aged 6-12 years, were investigated, and the effects of these social and non-social deficits on children's cooperativeness were examined. The classical prisoner's dilemma game (PDG) and cooperative implemental tasks were used to assess children's cooperativeness. ToM was measured using a series of classical false belief tasks and the face test. The Wisconsin Card Sorting Task (WCST) and the Embedded Figures Test (EFT) were administered to assess executive function and central coherence, respectively. The results showed that there was no significant difference in cooperation in PDG between HFA and TD children, while cooperation in children with HFA in the interruption period of the implemental tasks was significantly lower than that of TD children. Children with HFA had social deficits and had more poorly developed ToM than TD children, and executive function in children with HFA was poorer than that in TD children. Different types of deficits were predictive of HFA children's degree of cooperation on different tasks: the social perceptual component of ToM and executive function predicted children's cooperativeness in the PDC, and executive function predicted HFA children's cooperativeness during the interruption period of an implemental task. By contrast, central coherence did not predict either of the two types of cooperation. It might indicate that the two different types of cooperative tasks may require different mental abilities. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000345186700005 ER PT J AU Asano, Ryosuke Tsuchiya, Kenji J. Takei, Nori Harada, Taeko Kugizaki, Yumeno Nakahara, Ryuji Nakayasu, Chikako Okumura, Akemi Suzuki, Yukiko Takagai, Shu Mori, Norio CA HBC Study Team TI Broader autism phenotype as a risk factor for postpartum depression: Hamamatsu Birth Cohort (HBC) Study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 12 BP 1672 EP 1678 DI 10.1016/j.rasd.2014.08.010 PD DEC 2014 PY 2014 AB The broader autism phenotype (BAP), which refers to the expression of behavioral and cognitive propensities that are milder but qualitatively similar to those defining autism spectrum disorder, can play a crucial role in postpartum depression (PPD). We investigated whether pregnant women's BAP would increase the risk for PPD, using a representative birth cohort in Japan. Pregnant women were enrolled in the Hamamatsu Birth Cohort (HBC) Study during their mid-gestation (N = 841) and were followed up until 3 months after delivery. BAP was measured mainly during the 2nd trimester of the pregnancy by using the Broader Phenotype Autism Symptoms Scale. Participants scoring 9 points or higher on the Edinburgh Postnatal Depression Scale at least once during the first 3 months after childbirth were diagnosed with PPD. Among participants, 128 (15.2%) women were found to have PPD. Multiple logistic regression analyses showed that BAP were associated with PPD (OR = 1.19, 95% CI [1.07-1.31]), even after controlling for other potential confounders. In addition, the association was not moderated by history of depression and/or anxiety disorders, including concurrent depressive and anxiety symptoms during pregnancy. The findings suggest that pregnant women with BAP have an elevated risk for PPD. (C) 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000345186700006 ER PT J AU LaLonde, Kate B. MacNeill, Brian R. Eversole, Laura Wolfe Ragotzy, Steven P. Poling, Alan TI Increasing physical activity in young adults with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 12 BP 1679 EP 1684 DI 10.1016/j.rasd.2014.09.001 PD DEC 2014 PY 2014 AB Although regular physical exercise is clearly beneficial, many people with autism spectrum disorders do not exercise regularly. The present study used a multiple-baseline-across-participants design with a reversal to demonstrate that a treatment package comprising goal-setting and reinforcement substantially increased walking by young adults with autism spectrum disorders while at school. During the initial baseline condition participants were given pedometers to wear. Once each participant's number of steps stabilized, she/he sets daily goals for minimum number of steps taken and received access to valued objects or activities (reinforcers) for meeting those goals. By the end of the first treatment condition each of five participants was successfully meeting his or her goal and walking at or above 10,000 steps each day. Walking decreased when a return to baseline was implemented, then increased when treatment was reinstated. Social validity assessment indicated that both the participants and their teacher found the intervention highly acceptable. These findings suggest that simple strategies based on goal setting and reinforcement merit further investigation as interventions for increasing exercise. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000345186700007 ER PT J AU Pioggia, G. Tonacci, A. Tartarisco, G. Billeci, L. Muratori, F. Ruta, L. Gangemi, S. TI Autism and lack of D3 vitamin: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 12 BP 1685 EP 1698 DI 10.1016/j.rasd.2014.09.003 PD DEC 2014 PY 2014 AB Autism Spectrum Disorder (ASD) is a complex neurodevelopmental disorder characterized by social communication deficits and restricted, repetitive patterns of behavior. Several medical conditions including gastrointestinal (GI) problems, asthma and allergies have been associated with ASD, and multiple risk factors, both genetic and environmental, have been proposed. Among them, vitamin D (VD) deficiency is probably associated with ASD, and may play a role in the condition. We conducted a systematic review of the literature for the period January 1, 2010 through June 15, 2014, according to PRISMA guidelines, aiming to investigate the complex biological interplay between VD, metabolism, immune system and nervous system in ASD. Different trends in the association between ASD and VD deficiency have been observed, and factors such as gender, ethnicity, sampling, and methodology play a role in the results and outcomes. At present, for at least a subgroup of ASD individuals, an imbalance in VD metabolism probably exists and may be associated with the condition. In this cohort, VD replacement in these individuals might contribute to improving ASD symptoms and/or associated conditions. This topic is an important challenge for future research, and could lead to a new tailored therapeutic approach for VD in ASD. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000345186700008 ER PT J AU McFadden, Brandon Kamps, Debra Heitzman-Powell, Linda TI Social communication effects of peer-mediated recess intervention for children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 12 BP 1699 EP 1712 DI 10.1016/j.rasd.2014.08.015 PD DEC 2014 PY 2014 AB Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6-8). Elements of peer networks and pivotal response training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses. (C) 2014 Published by Elsevier Ltd. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000345186700009 ER PT J AU Lum, Michelle Garnett, Michelle O'Connor, Erin TI Health communication: A pilot study comparing perceptions of women with and without high functioning autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 12 BP 1713 EP 1721 DI 10.1016/j.rasd.2014.09.009 PD DEC 2014 PY 2014 AB Research indicates significant health disparities for individuals with autism. Insight into characteristic sensory, cognitive, communication, social, emotional, and behavioural challenges that may influence health communication for patients with autism is vital to address potential disparities. Women with high functioning autism spectrum disorder (ASD) may have specific healthcare needs, and are likely to independently represent themselves and others in healthcare. A pilot study compared perceptions of healthcare experiences for women with and without ASD using on-line survey based on characteristics of ASD likely to influence healthcare. Fifty-eight adult female participants (32 with ASD diagnosis, 26 without ASD diagnosis) were recruited on-line from autism support organisations. Perceptions measured included self-reporting of pain and symptoms, healthcare seeking behaviours, the influence of emotional distress, sensory and social anxiety, maternity experiences, and the influence of autistic status disclosure. Results partially support the hypothesis that ASD women experience greater healthcare challenges. Women with ASD reported greater challenges in healthcare anxiety, communication under emotional distress, anxiety relating to waiting rooms, support during pregnancy, and communication during childbirth. Self-disclosure of diagnostic status and lack of ASD awareness by healthcare providers rated as highly problematic. Results offer detailed insight into healthcare communication and disparities for women with ASD. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000345186700010 ER PT J AU Ratcliffe, Belinda Wong, Michelle Dossetor, David Hayes, Susan TI Teaching social-emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 12 BP 1722 EP 1733 DI 10.1016/j.rasd.2014.09.010 PD DEC 2014 PY 2014 AB This study examined the effectiveness of 'Emotion-Based Social Skills Training (EBSST)' a manualised social-emotional intervention designed to improve emotional competence in school-aged children with Autism Spectrum Disorder (ASD). Participants were 217 children (aged 7-13 years) with ASD without Intellectual Disability attending 41 mainstream primary schools in NSW Australia. Data on emotional competence, social skills and mental health difficulties were collected using teacher and parent informant report questionnaires in a pre-test/post-test control group design. One hundred and six students took part in the treatment and 111 students were in the control group. School Counsellors delivered the 16 session treatment to groups of 3-8 students in their schools. Teachers and parents also received six sessions of EBSST in separate groups. Participants received a booster session at six months follow-up. EBSST improved teacher reported emotional competence as measured by the Emotions Development Questionnaire (EDQ). The effect size was large and improvements were sustained at 6 months follow-up. Parent reported emotional competence and more general measures of social skills and mental health were insensitive to change across informants. This study has important implications for students, teachers and parents and provides a valuable basis for further research and development of EBSST and the EDQ. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000345186700011 ER PT J AU Lorah, Elizabeth R. Parnell, Ashley Speight, D. Renee TI Acquisition of sentence frame discrimination using the iPad (TM) as a speech generating device in young children with developmental disabilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 12 BP 1734 EP 1740 DI 10.1016/j.rasd.2014.09.004 PD DEC 2014 PY 2014 AB This study evaluated the use of the iPad (TM) and application Proloqu2Go as a speech generating device (SGD) for the acquisition of a tact (labeling) repertoire in three preschool aged children with Autism Spectrum Disorder or developmental delay. Additionally, discrimination between picture icons and sentence frames were investigated. Using a five second time delay, with full physical prompts, participants were taught to label four items using the carrier phrases "I see" and "I have". Following the acquisition of those frames in isolation, training on discriminating between those frames was introduced. The results indicate that the training procedures were effective for this purpose, thus contributing to the already existing literature on the use of handheld computing devices as SGD. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000345186700012 ER PT J AU Yi, Li Fan, Yuebo Li, Jiao Huang, Dan Wang, Xueqin Tan, Wenle Zou, Xiaobing Lee, Kang TI Distrust and retaliatory deception in children with Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 12 BP 1741 EP 1755 DI 10.1016/j.rasd.2014.09.006 PD DEC 2014 PY 2014 AB This study examined trust and retaliatory deception in children with Autism Spectrum Disorder (ASD). In Experiment 1, school-aged children with ASD and ability-matched typically developing (TD) children participated in a game to find a hidden prize. An adult repeatedly misinformed children about the whereabouts of the prize. Although children with ASD did not blindly trust all information provided by the informant, they were significantly more trusting of the deceptive adult than TD children. Further, children with ASD were less likely to retaliate by deceiving the adult than TD children. Experiment 2 showed that children with ASD who distrusted a deceptive adult were less flexible and therefore less able to generalize their distrust to different situations compared to TD children. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000345186700013 ER PT J AU Jang, Jina Matson, Johnny L. Adams, Hilary L. Konst, Matt J. Cervantes, Paige E. Goldin, Rachel L. TI What are the ages of persons studied in autism research: A 20-year review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 12 BP 1756 EP 1760 DI 10.1016/j.rasd.2014.08.008 PD DEC 2014 PY 2014 AB Autism spectrum disorder (ASD) is a lifelong neurodevelopment disorder that affects individuals of all ages. Currently, the majority of autism research is focused on children and adolescents. Although this trend has been a norm, there has not been research showing this pattern. The current review aimed to systematically review autism research in the past 20 years to determine who is being studied. The results of this review revealed that 94% of the reviewed studies (n = 2688) included younger population (infants, toddlers, children, and adolescents). Implications regarding these findings are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000345186700014 ER PT J AU Gilley, Caitlin Ringdahl, Joel E. TI The effects of item preference and token reinforcement on sharing behavior exhibited by children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1425 EP 1433 DI 10.1016/j.rasd.2014.07.010 PD NOV 2014 PY 2014 AB The current studies evaluated variables affecting sharing exhibited by children with autism spectrum disorder. Study 1 evaluated the effects of manipulating item preference on the level of assistance needed to exhibit sharing behavior for 4 children with autism. Item preference clearly affected 2 participants' percentage of independent sharing. Preference did not have as clear of an effect for a third participant. However, sharing a high-preference item generally required a higher level of prompting (e.g., vocal prompts) to share. The fourth participant's percentage of independent sharing was not influenced by preference, and his independent sharing behavior was similar across item preference. Study 2 assessed the effectiveness of a token reinforcement procedure as an intervention designed to increase independent sharing of high-preference items for the two participants who did not independently share those items during Study 1. Independent sharing increased for both participants when the token procedure was in place and decreased when it was removed. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100001 ER PT J AU Bodner, Kimberly E. Williams, Diane L. Engelhardt, Christopher R. Minshew, Nancy J. TI A comparison of measures for assessing the level and nature of intelligence in verbal children and adults with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1434 EP 1442 DI 10.1016/j.rasd.2014.07.015 PD NOV 2014 PY 2014 AB Previous work has suggested that the Raven's Progressive Matrices (RPM) are better suited for capturing the nature of intelligence for individuals with autism spectrum disorder (ASD) than the Wechsler scales. The RPM measures 'fluid intelligence', an area for which it has been argued that persons with ASD have a relative strength. Given that measures of intelligence are used for establishing clinical diagnoses, for making educational decisions, and for group-matching in research studies, continued examination of this contention is warranted. In the current study, verbal children with ASD performed moderately better on the RPM than on the Wechsler scales; children without ASD received higher percentile scores on the Wechsler than on the RPM. Adults with and without ASD received higher percentile scores on the Wechsler than the RPM. Results suggest that the RPM and Wechsler scales measure different aspects of cognitive abilities in verbal individuals with ASD. For the verbal children and adults with ASD in the current study, the RPM and Wechsler scales have unique contributions that must be considered in-context when establishing a baseline of cognitive function. The results of this investigation highlight the importance of thoughtfully selecting appropriate measures of intelligence consistent with clinical, educational, and research purposes, especially for verbal children and adults with ASD. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100002 ER PT J AU Shillingsburg, M. Alice Bowen, Crystal N. Shapiro, Steven K. TI Increasing social approach and decreasing social avoidance in children with autism spectrum disorder during discrete trial training SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1443 EP 1453 DI 10.1016/j.rasd.2014.07.013 PD NOV 2014 PY 2014 AB Instructions presented during discrete trial training (DTT) may evoke problem behavior and exacerbate social avoidance in children with autism spectrum disorder (ASD). Given the importance of DTT in comprehensive interventions, evaluating procedures to increase social responsiveness and approach during DTT are warranted. The effect of antecedent strategies on social avoidance during DTT in two children with ASD was examined. A pairing procedure in which one therapist removed demands and paired social interaction with access to preferred toys and activities was compared to a demand procedure in which a therapist presented instructions. Social approach was higher and social avoidance was lower in sessions with the pairing therapist compared to the non-pairing therapist during the Pairing Intervention and during post-pairing demand sessions. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100003 ER PT J AU Tsai, Luke Y. TI Impact of DSM-5 on epidemiology of Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1454 EP 1470 DI 10.1016/j.rasd.2014.07.016 PD NOV 2014 PY 2014 AB This paper extensively and comprehensively reviews the literature on epidemiology of autism focusing on the prevalence rates of Autistic Disorder (AD) and Autism Spectrum Disorder (ASD), and the potential negative impact of DSM-5 ASD on future ASD prevalence studies. Between 1966 and 2013, there are 72 published prevalence studies of AD and 61 published studies of ASD. The AD has a broad range of prevalence rates and has shown a trend of increasing rates over time. But there are also some evidences showing that the increase seems to have leveled off. The current prevalence of AD is estimated in the range of 10-30 per 10,000 people (i.e., 1 in 1000 to 1 in 333). The ASD also has a wide range of prevalence rates with a median rate of 69.5 per 10,000 people (I in 144). When the prevalence rates are subdivided into several sub-ranges (e.g., 10-20, 20-40, etc. per 10,000), it is difficult to pick a particular sub-range to represent the prevalence of ASD. The present review notes that several recent studies comparing the utility of DSM-IV/DSM-IV-TR ASD and the DSM-5 ASD have reported that about 9-54% of DSM-IV ASD cases do not qualify for the DSM-5 ASD. Suggestions of research designs for future ASD prevalence studies are offered. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000343362100004 ER PT J AU Park, Ju Hee Kim, Young-Shin Koh, Yun-Joo Song, Jungeun Leventhal, Bennett L. TI A contrast of comorbid condition and adaptive function between children with Autism Spectrum Disorder from clinical and non-clinical populations SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1471 EP 1481 DI 10.1016/j.rasd.2014.07.014 PD NOV 2014 PY 2014 AB To investigate factors that might hamper early identification of Autism Spectrum Disorder (ASD), the present study examined differences between comorbid conditions and adaptive functions measured by the BASC-2 PRS in an epidemiologically ascertained group of children with ASD (Clinical and Non-clinical ASD groups), those who were screened positive but confirmed not to have ASD (No-ASD), and a group of typical, community children (N = 5222). Results indicate that the Clinical ASD group scored lower on the Externalizing Problems composite, Aggression, and Conduct Problems scales than did the No-ASD group whereas the Non-clinical ASD group did not differ from the other two groups except on the Conduct Problem scale. Further, the Clinical ASD group significantly scored lower than the other two groups the Adaptive Skills composite. The scores of the Clinical ASD group on the Social Skills and Leadership scales were lower than those in the No-ASD group, but not those in the Nonclinical ASD group. Results suggest that the frequent comorbid behavioral problems and higher adaptive skills of children in a non-clinical population, compared to a clinical population could mask their core ASD symptoms, resulting in a delay for caretakers to seek appropriate services for these children. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100005 ER PT J AU Brown, Heather M. Johnson, Andrew M. Smyth, Rachael E. Cardy, Janis Oram TI Exploring the persuasive writing skills of students with high-functioning autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1482 EP 1499 DI 10.1016/j.rasd.2014.07.017 PD NOV 2014 PY 2014 AB Previous studies of students with high-functioning autism spectrum disorder (HFASD) have shown great variability in their writing abilities. Most previous studies of students with HFASD have combined individuals with linguistic impairments (HF-ALI) and individuals without linguistic impairments (HF-ALN) into a single group. The current study was the first to compare the persuasive writing of students with HF-ALN with controls, without confounding the effects of language ability and autism on writing achievement, and while considering possible cognitive underpinnings of their writing skills. Twenty-five students with HF-ALN and 22 typically developing controls completed measures of oral language, nonverbal IQ social responsiveness, theory of mind, integrative processing and persuasive writing. The persuasive texts were coded on 19 variables across six categories: productivity, grammatical complexity, lexical diversity, cohesiveness, writing conventions, and overall quality. The texts were reliably different between groups across measures of productivity, syntactic complexity, lexical complexity and persuasive quality. Specifically, the texts of students with HF-ALN scored lower on overall quality (d = -0.6 SD), contained shorter and simpler sentences (d = -1.0), and had less repetition of content words (d = -0.8 SD). For the HF-ALN group, integrative processing, language ability and age predicted 77% of the variance in persuasive quality. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100006 ER PT J AU Williams, Lindsey W. Matson, Johnny L. Goldin, Rachel L. Adams, Hilary L. TI Children assessed for Autism Spectrum Disorder: Developmental delay and change over time in BDI-2 developmental quotients SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1500 EP 1507 DI 10.1016/j.rasd.2014.08.001 PD NOV 2014 PY 2014 AB Individuals with Autism Spectrum Disorder (ASD) often have overall developmental delays and delays in developmental domains outside of the core ASD symptoms. Research results have been mixed regarding the stability of level of functioning over time in young children with ASD symptoms. Elements that influence development over time in young children with ASD symptoms are an important area of research. Early assessment and intervention is critical to improving prognosis, though effectiveness of intervention depends on a number of factors with some researchers suggesting IQ or overall functioning may influence the degree or rapidity of treatment effects. Using the Battelle Developmental Inventory, this study investigates the effect of overall developmental quotient (DQ) at first assessment on subsequent DQ scores, including scores in communication and adaptive domains in a sample of toddlers evincing significant ASD symptoms. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100007 ER PT J AU Mazurek, Micah O. Keefer, Amy Shui, Amy Vasa, Roma A. TI One-year course and predictors of abdominal pain in children with autism spectrum disorders: The role of anxiety and sensory over-responsivity SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1508 EP 1515 DI 10.1016/j.rasd.2014.07.018 PD NOV 2014 PY 2014 AB Objectives: To examine the one-year course of parent-reported abdominal pain in children with autism spectrum disorder (ASD), and to determine whether anxiety and sensory over-responsivity (SOR) contribute to the onset or remission of abdominal pain. Methods: Participants included 225 children (ages 2-17) with ASD enrolled in the Autism Speaks Autism Treatment Network. Primary measures included the parent-reported GI Symptom Inventory Questionnaire, Child Behavior Checklist, and Short Sensory Profile. Results: One-fourth (25.8%) experienced chronic abdominal pain (duration >= 3 months) at baseline, persisting at one-year follow-up for 86.7%. New onset pain occurred for 23.8% of those without baseline pain. Anxiety, SOR, and chronic abdominal pain were associated at baseline. SOR significantly predicted new onset pain, but neither anxiety nor SOR were predictors of pain remission. Conclusions: Abdominal pain appears to be common and persistent among children with ASD. The relations among SOR, anxiety and abdominal pain offer information about potential underlying mechanisms. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000343362100008 ER PT J AU Hastings, Richard P. Petalas, Michael A. Jones, Leah Totsika, Vasiliki TI Systems analysis of associations over time between maternal and sibling well-being and behavioral and emotional problems of children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1516 EP 1520 DI 10.1016/j.rasd.2014.07.012 PD NOV 2014 PY 2014 AB Taking a family systems perspective, several research studies have shown that the family context (especially maternal well-being) predicts psychological adjustment in children with autism. This work has mainly focused on dyadic relationships in the family (especially parent-child reciprocal effects). In the present study, we extended a systems perspective in autism family research to a triad involving the child with autism, their mother, and a sibling, and also adopted a longitudinal design. Mothers from 60 families of children with autism reported on their own depression, and the behavior problems and pro-social behavior of their child with autism and a sibling. Results from longitudinal regression models suggested that earlier levels of maternal depression and sibling pro-social behavior did not have an independent effect on the behavior problems or pro-social behavior of children with autism 2.5-3 years later. Earlier levels of sibling behavior problems were associated with increased behavior problems of the child with autism 2.5-3 years later. Although replication is required, these are the first data to suggest that outcomes for children with autism may be affected by their siblings' psychological adjustment. The methodology of longitudinal family systems analysis of triadic relationships has important research and practical implications. (C) 2014 Elsevier Ltd. All rights reserved. RI Hastings, Richard/D-9657-2013 OI Hastings, Richard/0000-0002-0495-8270 TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100009 ER PT J AU Romano, Michela Truzoli, Roberto Osborne, Lisa A. Reed, Phil TI The relationship between autism quotient, anxiety, and internet addiction SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1521 EP 1526 DI 10.1016/j.rasd.2014.08.002 PD NOV 2014 PY 2014 AB This study investigated internet addiction across the broad autism phenotype, and assessed the degree to which internet addiction in individuals with higher autism quotient scores may be mediated by co-morbid depression and anxiety. Ninety participants were given a range of psychometric assessments to determine their level of problematic internet usage (Internet Addiction Test), autism traits (Autism Quotient Scale), depression (Beck Depression Inventory), and anxiety (Speilberger Trait Anxiety Scale). Significant associations were found between both autism, and anxiety, and internet addiction. However, the association between autism traits and internet addiction was moderited by high level for anxiety, such that individuals with high numbers of autism traits showed less evidence of internet addiction if they also displayed high levels of anxiety. It is suggested that the presence of anxiety in these individuals alters the function that internet behavior serves, and makes internet addiction less likely. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100010 ER PT J AU Keefer, A. J. Kalb, L. Mazurek, M. O. Kanne, S. M. Freedman, B. Vasa, R. A. TI Methodological considerations when assessing restricted and repetitive behaviors and aggression SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1527 EP 1534 DI 10.1016/j.rasd.2014.07.019 PD NOV 2014 PY 2014 AB Methodological issues impacting the relationship between aggression and restricted, repetitive, and stereotyped behaviors and interests (RRSBI) were examined in 2648 children and adolescents with autism spectrum disorders (ASD) using a multi-method, multi-informant analysis model to assess the effects of informant, assessment method, and aggression phenotype. Overall, a significant, but small relationship was found between RRSBI and aggression (p < .05). There was significant heterogeneity of estimates with large effect sizes observed when utilizing teacher report and a broad phenotype of aggression. Variance in estimates was attributed to differences in informant and assessment method with two times greater effect attributed to informant. Results suggest strategies to optimize future investigations of the relationship between RRSBI and aggression. Findings also provide the opportunity for the development of targeted interventions for aggression in youth with ASD. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100011 ER PT J AU Ruiz-Robledillo, N. Moya-Albiol, L. TI Emotional intelligence modulates cortisol awakening response and self-reported health in caregivers of people with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1535 EP 1543 DI 10.1016/j.rasd.2014.08.003 PD NOV 2014 PY 2014 AB Caring for people with autism spectrum disorders (ASDs) has negative consequences for caregivers' health. Specifically, caregivers of people with ASDs have been observed to have more somatic symptoms, poorer self-perceived general health, poorer social functioning and altered immune and endocrine systems. Various positive variables including emotional intelligence (El) have been found to protect health in several populations, but no studies have previously analyzed the effect of El in caregivers of people with ASDs. The present study aimed to analyze the association of the three components of El (attention, clarity and repair) with self-reported health and cortisol awakening response (CAR) in caregivers of offspring with ASD. Attention was negatively associated and clarity positively associated with self-reported health. Clarity and repair were associated with a lower magnitude of CAR, estimated by the area under the curve with respect to ground (AUCg). Moreover, CAR AUCg was a mediator in the association of clarity and repair with self-perceived general health. These results confirm that El components have different effects on health in caregivers of people with ASDs. El should be included as a target of interventions to improve health in this population. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100012 ER PT J AU Chien, Sarina Hui-Lin Wang, Liang-Huei Chen, Chien-Chung Chen, Tzu-Yun Chen, Hsin-Shui TI Autistic children do not exhibit an own-race advantage as compared to typically developing children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1544 EP 1551 DI 10.1016/j.rasd.2014.08.005 PD NOV 2014 PY 2014 AB The characteristics of aberrant face processing in individuals with autism spectrum disorder (ASD) have been extensively studied, but the aspect regarding sensitivity to race is relatively unexplored. The present study hypothesized that the magnitude of the other-race effect shall be reduced in individuals with ASD owing to their inattention to faces since infancy. Using a sequential face discrimination task, we tested the other-race effect of 18 ASD (mean age = 7.5 years) and 13 age-matched typically developing (TD) children (mean age = 7.6 years). The stimuli were cropped Asian and African faces, each with four levels of difficulty: easy (change identity), medium (replaced eyes), hard-eye (widen eye spacing), and hard-mouth (moved up mouth). The TD children showed a significant own-race advantage such that the best performance was found in the Asian easy condition. The ASD children did not exhibit such advantage at all. Moreover, ASD children showed the highest error rates in the hard-eye condition instead of the hard-mouth condition, indicating insensitivity to eyes region. In sum, our findings support the hypothesis that the other-race effect is reduced in ASD children, reflecting an incomplete development of an expert face system. (C) 2014 The Authors. Published by Elsevier Ltd. RI Chen, HsinShui/C-7898-2015 TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000343362100013 ER PT J AU Goldin, Rachel L. Matson, Johnny L. Cervantes, Paige E. TI The effect of intellectual disability on the presence of comorbid symptoms in children and adolescents with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1552 EP 1556 DI 10.1016/j.rasd.2014.08.006 PD NOV 2014 PY 2014 AB Research is limited in examining the presence of comorbid symptoms in children and adolescents with autism spectrum disorder (ASD) and co-occurring intellectual disability (ID). The current study aimed to expand knowledge in this area by evaluating the presence of comorbid symptoms in children and adolescents with ASD, compared to those with ASD and ID. Comorbid symptoms examined using the Autism Spectrum Disorders-Comorbidity for Children (ASD-C-C) included tantrum behavior, repetitive behavior, worry/depression, avoidant behavior, under-eating, conduct problems, and over-eating. Two hundred and nineteen children and adolescents ranging from 3 to 16 years of age participated in the study. Significant differences were not found between the groups on any of the comorbid symptoms measured. The implications of these findings on treatment are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100014 ER PT J AU Brian, A. Jessica Roncadin, C. Duku, E. Bryson, S. E. Smith, I. M. Roberts, W. Szatmari, P. Drmic, I. Zwaigenbaum, L. TI Emerging cognitive profiles in high-risk infants with and without autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1557 EP 1566 DI 10.1016/j.rasd.2014.07.021 PD NOV 2014 PY 2014 AB This paper examined early developmental trajectories in a large, longitudinal sample at high-risk for ASD ('HR') and low-risk ('LR') controls, and the association of trajectories with 3-year diagnosis. Developmental assessments were conducted at 6, 12, 24 months, and 3 years, with blinded "clinical best-estimate" expert diagnosis at age 3. HR infants were enrolled based only on familial risk. LR infants, from community sources, had no first- or second-degree ASD relatives. All infants were born at 36-42 weeks, weighing >= 2500 g, with no identifiable neurological, genetic, or severe sensory/motor disorders. Analytic phase I: semi-parametric group-based modeling to identify distinct developmental trajectories (n = 680; 487 HR; 193 LR); phase II: Trajectory membership in relation to 3-year diagnosis (n = 424; 310 HR; 114 LR). Three distinct trajectories emerged (1) inclining; (2) stable-average; (3) declining; trajectory membership predicted diagnosis (chi(2) = 99.40; p < .001). Most ASD cases were in stable-average (50.6%) or declining trajectories (33.8%); most non-ASD-HR infants were in inclining (51.9%) or stable-average (40.3%) trajectories. The majority of LR controls were in the inclining trajectory (78.9%). Within the declining trajectory, over half had ASD (57.8%), but 40% were non-ASD-HR infants. Declining/plateauing raw scores were associated with, but not exclusive to, ASD. Findings underscore the importance of monitoring the emergence of ASD symptoms and overall development in high-risk children. Evidence of developmental slowing or decline may be associated not only with ASD, but with other suboptimal outcomes, warranting careful clinical follow-up. (C) 2014 The Authors. Published by Elsevier Ltd. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000343362100015 ER PT J AU Yeung, Michael K. Han, Yvonne M. Y. Sze, Sophia L. Chan, Agnes S. TI Altered right frontal cortical connectivity during facial emotion recognition in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1567 EP 1577 DI 10.1016/j.rasd.2014.08.013 PD NOV 2014 PY 2014 AB A growing body of evidence suggests that autism spectrum disorders (ASD) is associated with altered functional connectivity of the brain and with impairment in recognizing others' emotions. To better understand the relationships among these neural and behavioral abnormalities, we examined cortical connectivity which was indicated by theta coherence during tasks of facial emotion recognition in 18 children with ASD and 18 typically developing (TD) children who were between 6 and 18 years of age. We found that the children with ASD had general impairment in recognizing facial emotions, after controlling for response bias. Additionally, we found that the TO children demonstrated significant modulation of right frontal theta coherence in response to emotional faces compared to neutral faces, whereas children with ASD did not exhibit any modulation of theta coherence. The extent of modulation of theta coherence to emotions was further found to be related to the severity of social impairments in ASD. Our findings of a general impairment in facial emotion recognition and the involvement of disordered cortical connectivity in social deficits in children with ASD have shed light for future exploration of interventions regarding emotional processing and social functioning in ASD. (C) 2014 Published by Elsevier Ltd. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100016 ER PT J AU Matson, Johnny L. Adams, Hilary L. TI Characteristics of aggression among persons with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1578 EP 1584 DI 10.1016/j.rasd.2014.08.004 PD NOV 2014 PY 2014 AB Autism spectrum disorder (ASD) is a commonly occurring life long developmental disorder with core symptoms of communication and social skills deficits. Stereotyped and repetitive behaviors are also present. Along with these core symptoms, a number of co-occurring problems such as aggression are present. The present study reviewed papers that describe various characteristics of aggressive behaviors among persons with ASD. The preponderance of studies involved children who were male. Aggression was more severe in males. Where the maintaining variables were studied, tangible and escape, and some core aspects of ASD such as cognitive rigidity and poor social and communication skills, were associated with aggression. The implication of these data and other characteristics of this challenging behavior are discussed. Published by Elsevier Ltd. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100017 ER PT J AU Matson, Johnny L. Konst, Matthew J. TI Early intervention for autism: Who provides treatment and in what settings SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1585 EP 1590 DI 10.1016/j.rasd.2014.08.007 PD NOV 2014 PY 2014 AB Early intensive interventions have become popular. Thus, not surprisingly, the amount of research surrounding this topic has increased and evolved rapidly. The persons providing treatment, the settings in which treatment is provided, and the methods used have varied considerably. This paper reviews current trends. For example, 20-40 h of therapy weekly has consistently characterized the literature. Conversely, the role of parents has transformed as they have increasingly become co-therapists. One major concern is that little effort has been put into the transition from these intensive programs to educational settings. These factors and related parameters are reviewed and the implications are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100018 ER PT J AU Shih, Ching-Hsiang Chang, Man-Ling Wang, Shu-Hui Tseng, Chang-Lu TI Assisting students with autism to actively perform collaborative walking activity with their peers using dance pads combined with preferred environmental stimulation SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1591 EP 1596 DI 10.1016/j.rasd.2014.08.011 PD NOV 2014 PY 2014 AB The purpose of this study was to provide students with autism spectrum disorders (ASDs) the opportunity to cooperate with their peers. This experiment was designed so that students with ASD and their partners were required to perform the collaborative walking activity using dance pads combined with preferred stimulation. With the foot-pressing position detection program (FPPDP) software, standard dance pads could be used as foot-pressing position detectors to detect participants' collaborative walking activities. An ABAB design was adopted in this experiment, where A represented baseline phases, and B represented intervention phases. The experimental results show that the participants increased their willingness to perform the assigned task and the actual amount of collaborative walking activity also increased during the intervention phases compared to the baseline phases. Practical and developmental implications of the findings are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100019 ER PT J AU Dixon, Mark R. Belisle, Jordan Whiting, Seth W. Rowsey, Kyle E. TI Normative sample of the PEAK relational training system: Direct training module and subsequent comparisons to individuals with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1597 EP 1606 DI 10.1016/j.rasd.2014.07.020 PD NOV 2014 PY 2014 AB The present data provide a normative sample of the PEAK: direct training module assessment and a subsequent comparison to individuals with autism. Altogether, 206 typically developing participants and 94 participants with autism took part in the study. For the normative sample, there was a strong relationship between PEAK total score and age (r = .659, p < .01), and a cubic regression provided a strong fit for the data (R-2 = .821, t = 18.51, p < .01). The results from the autism sample suggest that there was no significant correlation between PEAK total score and age (r = .021, p = .861), and that PEAK total scores for the autism group were significantly lower than the normative sample (t(275) = 10.63, p < .001). The data suggest that PEAK may be especially useful as an assessment and curriculum guide for individuals with autism, and future research should be conducted on the increasingly complex topographies of human language and cognition that PEAK affords clinicians. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000343362100020 ER PT J AU Walenski, Matthew Mostofsky, Stewart H. Ullman, Michael T. TI Inflectional morphology in high-functioning autism: Evidence for speeded grammatical processing SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 11 BP 1607 EP 1621 DI 10.1016/j.rasd.2014.08.009 PD NOV 2014 PY 2014 AB Autism is characterized by language and communication deficits. We investigated grammatical and lexical processes in high-functioning autism by contrasting the production of regular and irregular past-tense forms. Boys with autism and typically developing control boys did not differ in accuracy or error rates. However, boys with autism were significantly faster than controls at producing rule-governed past-tenses (slip-slipped, plim-plimmed, bring-bringed), though not lexically dependent past-tenses (bring-brought, squeeze-squeezed, splim-splam). This pattern mirrors previous findings from Tourette syndrome attributed to abnormalities of frontal/basal-ganglia circuits that underlie grammar. We suggest a similar abnormality underlying language in autism. Importantly, even when children with autism show apparently normal language (e.g., in accuracy or with diagnostic instruments), processes and/or brain structures subserving language may be atypical in the disorder. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000343362100021 ER PT J AU Pazey, Barbara L. Gevarter, Cindy Hamrick, Jennifer Rojeski, Laura TI Administrator views and knowledge of instructional practices for students with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1253 EP 1268 DI 10.1016/j.rasd.2014.06.013 PD OCT 2014 PY 2014 AB This paper contains a review of eight studies that examined the views and knowledge base of administrators regarding intervention and instructional methods for students with autism spectrum disorders (ASDs). Administrators' views surrounding training and professional development in ASD instructional practices were also investigated. While administrators reported being knowledgeable about instructional practices, the need for a more formative evaluation of instructional knowledge combining self-report with observational methods of instructional knowledge was supported. Findings from the review point to added benefits to administrators when exposed to additional training in evidence-based practices for students with ASDs. Accordingly, administrators with a stronger knowledge of such practices may feel more prepared to act as instructional leaders. Research-to-practice gaps related to administrators' views and beliefs about interventions, utility of methods for different age groups, and effective training and implementation of methods obtained through additional out-of-classroom training time were also supported. The small number of studies and limitations surrounding survey methodology employed in all studies warrants further research in this area. Suggestions for future descriptive and intervention-based research are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000341552100001 ER PT J AU Stasolla, Fabrizio De Pace, Claudia Damiani, Rita Di Leone, Antonia Albano, Vincenza Perilli, Viviana TI Comparing PECS and VOCA to promote communication opportunities and to reduce stereotyped behaviors by three girls with Rett syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1269 EP 1278 DI 10.1016/j.rasd.2014.06.009 PD OCT 2014 PY 2014 AB We compared PECS and VOCA intervention strategies to promote communication opportunities for three girls with Rett syndrome and severe to profound developmental disabilities. The first aim of the study was to assess the effectiveness of both aforementioned strategies by enhancing request and choices of preferred items by the participants involved to a caregiver. The second goal of the study was to assess the effects of the intervention program by reducing stereotyped behaviors (i.e. body rocking and hand movements). Finally, the third purpose was to carry out the indices of happiness and monitor quality of life concerning the participants exposed to the intervention program. The study was carried out according to an alternating treatments design with a final preference check phase for each participant. Results showed an increasing of independent requested and chosen items as well as of indices of happiness during intervention phases for all participants. Moreover, two of them chose VOCA strategy during preference checks phase, while the third one equally chose both strategies. Furthermore, a decreasing of stereotypies was observed during intervention phases for the three participants. Clinical, educational and psychological implications of the findings are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000341552100002 ER PT J AU Lang, Russell van der Werff, Marije Verbeek, Katja Didden, Robert Davenport, Katy Moore, Melissa Lee, Allyson Rispoli, Mandy Machalicek, Wendy O'Reilly, Mark Sigafoos, Jeff Lancioni, Giulio TI Comparison of high and low preferred topographies of contingent attention during discrete trial training SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1279 EP 1286 DI 10.1016/j.rasd.2014.06.012 PD OCT 2014 PY 2014 AB We used the paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessment procedures to identify high and low preferred topographies of attention for two children with autism spectrum disorders (ASD). Both preference assessment formats identified the same high and low preferred forms of attention. A reinforcer assessment implemented during discrete trial training demonstrated increased correct responding and reduced challenging behavior when the high preferred form of attention was the contingent reinforcer for both participants. These results replicate previous research demonstrating that children with ASD may have preferences for specific forms of social interaction and that highly preferred forms of attention may function as more potent reinforcers than less preferred forms. This study extends previous research by demonstrating correspondence between the MSWO and PS formats when applied to attention. Implications for practitioners and directions for future research are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000341552100003 ER PT J AU Cervantes, Paige E. Matson, Johnny L. Adams, Hilary L. Konst, Matthew J. TI The relationship between cognitive development and conduct problems in young children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1287 EP 1294 DI 10.1016/j.rasd.2014.06.015 PD OCT 2014 PY 2014 AB Individuals with ASD often demonstrate elevated rates of challenging behaviors, such as tantrums, aggression, and property destruction. The current study examined the relationship between cognitive abilities and conduct problem behaviors in 263 children aged 18 to 39 months. Cognitive development was measured utilizing the cognitive developmental quotient (DQ) on the Battelle Developmental Inventory, Second Edition (BDI-2). Participants were separated into two groups: (1) low cognitive DQgroup (cognitive DQ less than or equal to 70), and (2) typical cognitive DQgroup (cognitive DQgreater than 70). Conduct problems were assessed using the Tantrum/Conduct Behavior subscale of the Baby and Infant Screen for Children with aUtIsm Traits, Part 2 (BISCUIT-Part 2). Higher rates of overall conduct problem behaviors were observed in young children with ASD and typical cognitive development relative to children with low cognitive development. Comparisons of specific conduct behaviors indicated cognitive ability may be associated with particular presentations of conduct problems. Implications are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000341552100004 ER PT J AU Ozturk, Yagmur Riccadonna, Samantha Venuti, Paola TI Parenting dimensions in mothers and fathers of children with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1295 EP 1306 DI 10.1016/j.rasd.2014.07.001 PD OCT 2014 PY 2014 AB Rearing a child with Autism Spectrum Disorder (ASD) is a unique challenge for both parents. Previous studies addressed how mothers are affected by the challenges of raising a child with ASD, mostly in terms of stress pattern. In this study, we focused on comparisons between mothers and fathers of children with ASD in parental stress, attitude and mental health. We examined 99 parents of children with ASD using the Parenting Stress Index-Short Form, the Parental Style Questionnaire, the Self-Perceptions of the Parental Role and the Symptom Checklist-90-Revised. The results revealed the gender differences in the parental attitude and mental health. Mothers reported that they engaged in more social behaviors with their children than fathers. In addition mothers reported higher level of depression than fathers. No difference among parents emerged in the Parenting Stress Index-Short Form. The results of a multiple regression analysis revealed that parenting distress is associated with depression, balance of parents' diverse roles in their life and dysfunctional interaction between parents and children. These findings highlight both similarities and differences between mothers and fathers of children with ASD and the existence of a relationship between parental stress, mental health and attitude. Results suggest the importance of developing specific intervention programs which incorporate these fundamental parenting domains. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000341552100005 ER PT J AU Rieske, Robert D. Matson, Johnny L. Beighley, Jennifer S. Williams, Lindsey W. Turygin, Nicole TI Personal-social development differences in toddlers diagnosed with autism spectrum disorder: DSM-IV-TR versus DSM-5 SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1307 EP 1315 DI 10.1016/j.rasd.2014.07.007 PD OCT 2014 PY 2014 AB Recent changes in diagnostic criteria for autism spectrum disorders (ASD) has stimulated research comparing the differences between those who would no longer meet the criteria for an ASD and those who would according to DSM-5. Previously, researchers have shown that individuals who no longer meet the criteria still have severe deficits in several areas when compared to atypically developing controls. These challenges are often similar in severity when compared to those who retain their diagnosis. The current study sought to compare these groups on a measure of personal and social development using the Battelle Developmental Inventory, second edition (BDI-2). Results were similar to previous research showing that those in the DSM-5 group had the most severe impairments followed by the DSM-IV group and then atypically-developing peers. The participants who no longer met the new criteria (DSM-IV group) were significantly different from both comparison groups but more closely resembled the DSM-5 group. They exhibited severe deficits in areas of personal-social development. These findings support the idea that these individuals do have significant impairments similar to those who would retain their diagnosis and that treatments developed for those with ASD would be beneficial; however, with the new criteria these children may never receive these services. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000341552100006 ER PT J AU Kercood, Suneeta Grskovic, Janice A. Banda, Devender Begeske, Jasmine TI Working memory and autism: A review of literature SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1316 EP 1332 DI 10.1016/j.rasd.2014.06.011 PD OCT 2014 PY 2014 AB Research studies that evaluated working memory with students with autism and other disorders were reviewed and summarized. Results suggest that persons with autism score lower on measures of working memory than do typical controls especially on tasks that require cognitive flexibility, planning, greater working memory load, and spatial working memory, and with increasing task complexity and in dual task conditions. Lower scores in verbal working memory were associated with greater problems in adaptive behavior and more restrictive and repetitive behavior. Children with autism were as likely as typical children to employ articulatory rehearsal (verbal WM). The format of WM tasks may determine whether or not performance is impaired. Implications for educational practice and future research are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000341552100007 ER PT J AU Lin, Ting-Yang Lin, Pei-Yin Su, Tung-Ping Chen, Ying-Sheue Hsu, Ju-Wei Huang, Kai-Lin Chang, Wen-Han Chen, Tzeng-Ji Pan, Tai-Long Chen, Mu-Hong Bai, Ya-Mei TI Autistic spectrum disorder, attention deficit hyperactivity disorder, and allergy: Is there a link? A nationwide study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1333 EP 1338 DI 10.1016/j.rasd.2014.07.009 PD OCT 2014 PY 2014 AB Previous studies showed that both attention deficit hyperactivity disorder (ADHD) and autistic spectrum disorder (ASD) were associated separately with a higher risk of allergic diseases. However, the comorbid effect of ADHD and ASD on the risk of allergic diseases is still unknown. Using the Taiwan National Health Insurance Research Database, 5386 children aged less than 18 years with ADHD alone, 578 with ASD alone, 458 with ADHD + ASD, and 25,688 non-ADHD/ASD age- and sex-matched (1:4) controls were enrolled in our study. The prevalence of allergic diseases, including asthma, allergic rhinitis, atopic dermatitis, and allergic conjunctivitis, was evaluated among the four groups. Logistic regression analysis showed that the ADHD + ASD group (odds ratio [OR]: 226, 95% confidence interval [CI]: 1.83-2.79), ADHD-alone group (OR: 1.81, 95% Cl: 1.70-1.93), and ASD-alone group (OR: 1.24,95% CI: 1.04-1.48) had an increased risk of allergic comorbidities compared to the control after adjusting age, sex, and level of urbanization. ASD children with more allergic comorbidities (>= 3: OR: 2.57,95% Cl: 1.74-3.79:2: OR: 2.00,95% Cl: 1.41-2.84; 1: OR: 1.60,95% CI: 1.16-2.22) were associated with a greater likelihood of ADHD. Children with ADHD or ASD had an increased risk of allergic comorbidities, and those with both ADHD and ASD had the highest. These results may inspire more research to clarify the underlying mechanisms among ASD, ADHD, and allergic diseases. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000341552100008 ER PT J AU Kuhlthau, Karen Payakachat, Nalin Delahaye, Jennifer Hurson, Jill Pyne, Jeffrey M. Kovacs, Erica Tilford, J. Mick TI Quality of life for parents of children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1339 EP 1350 DI 10.1016/j.rasd.2014.07.002 PD OCT 2014 PY 2014 AB This project describes health-related quality of life (HRQoL) of parents of children with autism spectrum disorders (ASDs) using mixed methods. Parents of children with ASDs (N = 224) reported on their HRQoL, depression, and caregiving burden using quantitative tools. HRQoL scores were slightly worse than from those in normative populations especially related to stress and mental health. For example, parents reported average HRQoL scores from SF-6D of 0.74, which was clinically significant lower than an average normative U.S. population. 40% of parents reported having clinical depression symptoms. Married parents reported lower depression symptoms than parents who were not. In addition, families with three or more children with special health care needs (CSHCN) reported lower HRQL and higher caregiving burden than families with less CSHCN. In the qualitative study, we conducted five focus groups to gain insight as to the reasons a child's ASD might influence a parent's HRQoL. Qualitative data further supports the notion that parental HRQoL was negatively influenced by their child's ASDs. Studies that seek to quantify the influence of ASDs and to assess the effect of interventions for children with ASDs may consider measuring the effects on family members as well. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000341552100009 ER PT J AU Harper-Hill, Keely Copland, David Arnott, Wendy TI Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1351 EP 1363 DI 10.1016/j.rasd.2014.07.004 PD OCT 2014 PY 2014 AB Visual supports are widely utilized with children on the autism spectrum, however, the effect of visual versus auditory modality on language comprehension has not been directly investigated. To address this issue, we utilized a semantic priming paradigm in two experiments with 18 children with ASD and no language impairment and 14 children with typical development. In the first, cross-modal experiment with a spoken word prime, no priming effect was identified. In the second, uni-modal written word prime experiment, a three-way interaction was identified. Subsequent analysis revealed that priming occurred only in the younger participants with ASD. These results are discussed in terms of the cross- and uni-modal demands of the two experiments and in light of lexical processing of spoken and written words within a developmental framework. (C) 2014 Elsevier Ltd. All rights reserved. RI Copland, David/F-1409-2010 OI Copland, David/0000-0002-2257-4270 TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000341552100010 ER PT J AU Su, Yi (Esther) Jin, Yu Wan, Guo-Bin Zhang, Ji-Shui Su, Lin-Yan TI Interpretation of wh-words in Mandarin-speaking high-functioning children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1364 EP 1372 DI 10.1016/j.rasd.2014.07.008 PD OCT 2014 PY 2014 AB Mandarin wh-words shenme 'what' and shei 'who' can convey both question readings and statement readings, a distinction of which is subject to intonation cues (rising intonation vs. level intonation) in ambiguous sentences, or is influenced by semantic contexts in unambiguous sentences. In this study, we investigated the interpretation of wh-words in 4-15-year-old Mandarin-speaking high-functioning children with autism spectrum disorders (ASD), as a comparison to typically developing (TD) children. The results showed that older children with ASD demonstrated unimpaired knowledge of the access to both readings, either by using intonation cues in ambiguous sentences or via semantic contexts in unambiguous sentences. However, compared to TD controls and older children with ASD, younger children with ASD appeared to have more difficulties with accessing the statement readings of these wh-words, though they had no problems with the question readings. To sum up, the experimental findings demonstrated children with ASD's relative strengths in understanding these linguistic properties specific to the interpretation of the Mandarin wh-words, though a complete capture of this knowledge is subject to a developmental effect. We discussed the results from the perspective the contribution the language faculty makes to language acquisition in children with ASD. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000341552100011 ER PT J AU McGrew, John H. Keyes, Melissa L. TI Caregiver stress during the first year after diagnosis of an Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1373 EP 1385 DI 10.1016/j.rasd.2014.07.011 PD OCT 2014 PY 2014 AB Caregiver burden and marital adjustment of mothers of children diagnosed with Autism Spectrum Disorder (ASD) were assessed at baseline, i.e., within six months of diagnosis (n = 79), and again 12 months later (n = 65), using predictors from the double ABCX family adaptation model, e.g., life demands, social support, appraisal, coping. Although there were no changes over time in burden or marital adjustment, participants reported increased positive appraisals of having a child with autism, increased support from providers and decreased use of problem focused coping. Cross-sectionally at Time 2, hypothesized predictors of marital adjustment and caregiver burden derived from the literature and from stress and coping theory (Lazarus & Folkman, 1984) were largely confirmed. Longitudinally, after adjusting for baseline levels in the multiple regressions, better marital adjustment at 12 months was associated with changes over time in three predictor variables: decreased negative appraisal, decreased pile-up stress, and increased general social support. Predictors of increased caregiver burden at 12 months, after adjusting for baseline levels, were increased negative appraisal, increased avoidant coping and decreased problem focused coping. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000341552100012 ER PT J AU Wu, Ching-Lin Tseng, Lei-Pin An, Chih-Pei Chen, Hsueh-Chih Chan, Yu-Chen Shih, Chen-I Zhuo, Shu-Ling TI Do individuals with autism lack a sense of humor? A study of humor comprehension, appreciation, and styles among high school students with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1386 EP 1393 DI 10.1016/j.rasd.2014.07.006 PD OCT 2014 PY 2014 AB Humor helps to build interpersonal bonds and allows individuals to feel closer. Previous research has generally claimed that individuals with autism have difficulty with interpersonal communication and social contacts, but there has been no such consensus regarding the sense of humor among individuals with autism. To address this issue, the present study aimed to compare the comprehension of, appreciation for, and preferred styles of humor between students with and without autism. The samples consisted of 177 high school students with autism and 177 control high school students. Every participant was within the normal range of intelligence. The gender ratio and age ratio of the two groups were maintained through pairwise sampling. The research tools were a questionnaire regarding the comprehension of and appreciation for nonsense and incongruity-resolution jokes, and the Humor Styles Questionnaire. The results show that the students with autism did not comprehend the nonsense jokes and incongruity-resolution jokes as well as the control students did, but they felt greater enjoyment when reading nonsense jokes. The students with autism preferred the nonsense jokes which is featured of less logical reasoning and using homophones for double-meaning. The tendencies toward affiliative humor, self-enhancing humor, and self-defeating humor among the students with autism were not as strong as those among the control students. Only the tendency toward aggressive humor was equal between two groups, showing that the students with autism still have sense of humor but tend to use hostile humor style. It is suggested to investigate the tendency of hostile humor in people with autism, and to provide them with affiliative humor to break the interpersonal stalemate experienced by individuals with autism. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000341552100013 ER PT J AU Wright, Kristyn Kelley, Elizabeth Poulin-Dubois, Diane TI Schematic and realistic biological motion identification in children with high-functioning Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1394 EP 1404 DI 10.1016/j.rasd.2014.07.005 PD OCT 2014 PY 2014 AB Research investigating biological motion perception in children with ASD has revealed conflicting findings concerning whether impairments in biological motion perception exist. The current study investigated how children with high-functioning ASD (HF-ASD) performed on two tasks of biological motion identification: a novel schematic motion identification task and a point-light biological motion identification task. Twenty-two HF-ASD children were matched with 21 TD children on gender, non-verbal mental, and chronological, age (M years = 6.72). On both tasks, HF-ASD children performed with similar accuracy as TO children. Across groups, children performed better on animate than on inanimate trials of both tasks. These findings suggest that identification of both realistic and schematic biological motion is unimpaired in children with HF-ASD. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000341552100014 ER PT J AU Weng, Pei-Lin Bouck, Emily C. TI Using video prompting via iPads to teach price comparison to adolescents with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1405 EP 1415 DI 10.1016/j.rasd.2014.06.014 PD OCT 2014 PY 2014 AB Price comparison is a functional mathematics skill commonly taught to secondary students with autism and intellectual disability to increase independence; yet, a lack of evidence-based practice in teaching price comparison exists. The purpose of this study was to examine the effectiveness of video prompting to teach price comparison using an adapted number line. A single-subject, multiprobe, multiple baseline design study was employed across three secondary students with autism. The results showed two out of three students benefited from video prompting presented on an iPad to complete price comparison tasks during the in-class simulation and the grocery store settings. Of the three students, one student completed price comparison tasks solely from video prompting and the other two students required video prompting in conjunction with the system of most-to-least prompts. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000341552100015 ER PT J AU Maras, Katie L. Wimmer, Marina C. Robinson, Elizabeth J. Bowler, Dermot M. TI Mental imagery scanning in autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 10 BP 1416 EP 1423 DI 10.1016/j.rasd.2014.07.003 PD OCT 2014 PY 2014 AB Navigational impairments have previously been reported in autism spectrum disorder (ASD). The present study examined the ability of individuals with ASD to generate and scan their mental image of a previously viewed map. Twenty-one ASD adults and 20 age- and IQ-matched comparison adults memorised a map of a fictitious island containing a number of landmarks. They then mentally imagined the map and were timed as they imagined a character walking between the various landmarks. Consistent with previous mental imagery research with typical individuals, there was a linear relationship between the time that participants took to mentally scan between the landmarks and the actual distance between the landmarks on the picture, and this was the case for both typical and ASD participants. ASD and comparison participants' mental image scanning times were both also influenced by misleading signposts in the picture that indicated different distances between landmarks, thus providing evidence that their mental images were penetrable by top-down information. Although ASD and comparison participants showed very similar mental imagery scanning performance, verbal IQ and working memory were significantly and positively associated with image scanning performance for the ASD, but not the comparison group. This finding furthers the notion of a compensatory reliance on different strategies in ASD to achieve similar surface performance to individuals from the general population. Findings have practical implications for supporting navigation strategies in ASD. (C) 2014 The Authors. Published by Elsevier Ltd. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000341552100016 ER PT J AU Dickerson, Aisha S. Pearson, Deborah A. Loveland, Katherine A. Rahbar, Mohammad H. Filipek, Pauline A. TI Role of parental occupation in autism spectrum disorder diagnosis and severity SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 997 EP 1007 DI 10.1016/j.rasd.2014.05.007 PD SEP 2014 PY 2014 AB Some have suggested that parents of children with autism spectrum disorder (ASD) may present with less recognizable autistic-like phenotypic characteristics, leading them to highly systemizing occupations. Using secondary analysis of data from two previous studies of children with ASD, we tested associations between parental occupations and ASD diagnosis and the association of parental occupational characteristics on ASD severity. We found that fathers in healthcare (P < 0.01) and finance (P = 0.03) were more likely to have children with ASD. Additionally, joint effects of parental technical occupations were associated with communication (P < 0.01) and social impairment (P = 0.04). These results support that a "broader phenotype" and possible assortative mating in adults with autistic-like characteristics might contribute to intergenerational transmission and having offspring with greater ASD severity. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600001 ER PT J AU Gargaro, B. A. May, T. Tonge, B. J. Sheppard, D. M. Bradshaw, J. L. Rinehart, N. J. TI Using the DBC-P Hyperactivity Index to screen for ADHD in young people with autism and ADHD: A pilot study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1008 EP 1015 DI 10.1016/j.rasd.2014.05.004 PD SEP 2014 PY 2014 AB This study aimed to (1) determine preliminary validity of the Developmental Behaviour Checklist-Hyperactivity Index (DBC-HI) as a screening measure of combined-type ADHD in autism and ADHD, and (2) compare emotional-behavioural disturbance using the DBC in autism, ADHD and autism + ADHD. Forty-nine age- and PIQ-matched young people [6-18 years; 12 autism, 13 ADHD, 12 autism + ADHD, 12 typically developing] were recruited. Parents completed the Conners-Revised Rating Scale and DBC. The DBC-HI displayed strong internal consistency and good external validity, reliably measuring combined-type ADHD. The DBC-HI distinguished autism from autism + ADHD with fair sensitivity and specificity. Individuals with autism + ADHD exhibited a more severe profile of emotional-behavioural disturbance than autism or ADHD alone. The DBC may be a useful 'all-in-one' screening tool to (1) identify comorbidity and (2) determine the severity of emotional-behavioural disturbance in autism and/or ADHD. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600002 ER PT J AU Brady, Danielle I. Saklofske, Donald H. Schwean, Vicki L. Montgomery, Janine M. McCrimmon, Adam W. Thorne, Keoma J. TI Cognitive and emotional intelligence in young adults with Autism Spectrum Disorder without an accompanying intellectual or language disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1016 EP 1023 DI 10.1016/j.rasd.2014.05.009 PD SEP 2014 PY 2014 AB Research in the neurosciences has identified distinctions between neural structures that subserve cognitive intelligence (CI) and those subserving emotional intelligence (EI). This study explored the performance of young adults with Autism Spectrum Disorder (ASD) without an accompanying intellectual or language disorder relative to typically-developing peers, on indices of CI and EI. Both the ASD and age- and sex-matched typically-developing groups exhibited high average cognitive intellectual abilities. In contrast, the ASD group reported lower levels of EI relative to their typically-developing peers, as expected given the social and emotional challenges faced by individuals with ASD. Importantly, cognitive intelligence did not correlate with EI in either group. Taken together, these findings further support the theory of dissociable neural systems underlying CI and EI. These findings also highlight the need to address not only the intellectual aspects of cognition, but also the emotional components to increase understanding of, and improve treatment for individuals on the autism spectrum. This understanding would enhance our ability to assess and support young adults with ASD, and ultimately ease their transition into adulthood. Crown Copyright (C) 2014 Published by Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600003 ER PT J AU Adams, Hilary L. Matson, Johnny L. Jang, Jina TI The relationship between sleep problems and challenging behavior among children and adolescents with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1024 EP 1030 DI 10.1016/j.rasd.2014.05.008 PD SEP 2014 PY 2014 AB Prior research has indicated fairly consistently that sleep problems appear to worsen ASD core symptomatology. As such, the present study was conducted to examine whether or not sleep problems also exacerbate behavior problems commonly exhibited by children and adolescents with ASD in terms of total, internalizing, and externalizing challenging behavior. Results indicated that presence of sleep problems increased the ratings of challenging behavior across types, as hypothesized. Unexpectedly, degree of sleep problem (i.e., mild versus severe) only affected total and externalizing challenging behavior, whereas ratings of internalizing challenging behavior were not significantly different between mild and severe sleep problem groups. Clinical applications of findings, as well as future directions for additional research on the topic of sleep among individuals with ASD, are discussed. Published by Elsevier Ltd. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600004 ER PT J AU Rivard, Melina Terroux, Amelie Mercier, Celine TI Effectiveness of early behavioral intervention in public and mainstream settings: The case of preschool-age children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1031 EP 1043 DI 10.1016/j.rasd.2014.05.010 PD SEP 2014 PY 2014 AB Despite the demonstrated positive outcomes of early intensive behavioral intervention (EIBI) among children with autism spectrum disorders (ASD), several challenges to its implementation on a large scale and in community settings remain. In order to maximize the accessibility and cost-effectiveness of its services, a regional public agency serving children with ASD implemented two consecutive programs: a 1 year pre-program for parents (intensive sessions followed by 1 hour per week of individual coaching) and an early behavioral intervention (EBI) program with less than optimal weekly intensity (16-20 hours) delivered in mainstream day care settings. The outcomes of these programs were assessed among 93 children. Their IQ adaptive behavior, and socioaffective competencies were found to have improved after 12 months in the EBI program. Their autism symptoms had also decreased marginally. Although the pre-program did not have observable effects on children's outcomes, their parents reported positive impact on their well-being and family life. These results demonstrate the feasibility and sustainability of offering EBI to large, unselected populations. However, the pre-program may need to be offered more intensively in order to yield positive outcomes for children. Delivering EBI services in mainstream settings may foster the development of skills linked to social integration. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000340693600005 ER PT J AU Fisher, Wayne W. Luczynski, Kevin C. Hood, Stephanie A. Lesser, Aaron D. Machado, Mychal A. Piazza, Cathleen C. TI Preliminary findings of a randomized clinical trial of a virtual training program for applied behavior analysis technicians SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1044 EP 1054 DI 10.1016/j.rasd.2014.05.002 PD SEP 2014 PY 2014 AB As the demand for applied behavior analysis (ABA) services for children with an autism spectrum disorder continues to grow, it is critical to develop efficient, effective, and widely accessible procedures for training technicians to implement ABA interventions. One approach would be to develop efficacious training programs that could be delivered over the Internet via a virtual private network (VPN). In the current study, we developed a 40-h virtual training program in which participants completed e-learning modules and also received behavioral skills training over a VPN to implement behavior reduction and skill acquisition protocols in both discrete-trail and play-based formats. This virtual training program was evaluated in a randomized-clinical trial (RCT) using direct-observation measures on the implementation of discrete-trial training and play-based procedures as the primary dependent variables (which were also collected via a VPN). Participants in the treatment group showed robust and statistically significant improvement in their implementation of behavior reduction and acquisition programs under both discrete-trial and play-based formats, and they rated the training as highly socially acceptable. These preliminary results from an ongoing RCT suggest that this effective, convenient, and socially acceptable virtual training program has the potential to extend access to ABA services to families in rural and other underserved areas or populations. (C) 2014 Elsevier LtdElsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600006 ER PT J AU Shih, Ching-Hsiang Chiang, Ming-Shan Wang, Shu-Hui Chen, Chih-Nung TI Teaching two teenagers with autism spectrum disorders to request the continuation of video playback using a touchscreen computer with the function of automatic response to requests SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1055 EP 1061 DI 10.1016/j.rasd.2014.05.014 PD SEP 2014 PY 2014 AB This study used a standard touchscreen computer with a newly developed Communication Request and Automatic Response Assistive Program (CRARAP) software package to evaluate whether two people with autism spectrum disorders (ASDs) would be able to actively perform communication requests to continue their preferred environmental stimulation. The CRARAP software was specifically developed for this study to combine the functions of a standard touchscreen computer with a speech-generating device (SGD) and the feature of automatic response to requests. A multiple probe design across participants was adopted in this study. The results show that both participants significantly improved their target responses in terms of performing the correct alternative communication request during the intervention phase, and retained this effective performance in the maintenance phase. The practical and developmental implications of the findings are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000340693600007 ER PT J AU Chuang, I-Ching Tseng, Mei-Hui Lu, Lu Shieh, Jeng-Yi Cermak, Sharon A. TI Predictors of the health-related quality of life in preschool children with Autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1062 EP 1070 DI 10.1016/j.rasd.2014.05.015 PD SEP 2014 PY 2014 AB This study was aimed to identify the predictors of health-related quality of life (HRQOL) by considering the caregiver's characteristics such as mental health and parenting stress as well as child characteristics in preschool children with Autism spectrum disorders (ASD). A total of 106 children aged 36-70 months participated in this study. The study indicated that the predictors of HRQOL in children with ASD encompassed not only child but also caregiver characteristics. In particular, good HRQOL on the domains of social and emotional functioning in children with ASD depended upon the caregiver's mental well-being. In summary, the present findings highlight the need for assessment of caregivers' parenting stress and their mental status as well as the predictors of HRQOL in children with ASD. Furthermore, the findings of the study could serve as a guide for clinicians to target at the predictors when providing assessment and intervention for children with ASD to improve their HRQOL. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600008 ER PT J AU Stasolla, Fabrizio Perilli, Viviana Damiani, Rita Caffo, Alessandro O. Di Leone, Antonia Albano, Vincenza Stella, Anna Damato, Concetta TI A microswitch-cluster program to enhance object manipulation and to reduce hand mouthing by three boys with autism spectrum disorders and intellectual disabilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1071 EP 1078 DI 10.1016/j.rasd.2014.05.016 PD SEP 2014 PY 2014 AB We assessed a microswitch-cluster program to enhance object manipulation and to reduce hand mouthing by three boys with autism spectrum disorders and severe to profound intellectual disabilities. A second goal of the study was to monitor the effect of such program on the indices of happiness of the participants. The study has been carried out according to an ABB(1)AB(1) sequence, where A represented baseline phases, B represented intervention phase in which the adaptive response (i.e. object manipulation) was followed by a contingent positive stimulation irrespective of challenge behavior (i.e. hand mouthing), and B-1 indicated intervention phases in which an adaptive response was followed by a contingent positive stimulation only if it occurred with the simultaneous absence of the challenge behavior. Otherwise, positive stimulation was interrupted if the challenge behavior was exhibited during its supply. Results showed an increasing of the adaptive responses and a decrease of the challenge behavior during intervention phases. All participants spent less time with the exhibition of challenge behavior, during intervention phases, compared to baseline sessions. Finally, the indices of happiness augmented during intervention phases. Clinical, practical and psychological implications of the findings are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 3 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000340693600009 ER PT J AU Hambly, Catherine Fombonne, Eric TI Factors influencing bilingual expressive vocabulary size in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1079 EP 1089 DI 10.1016/j.rasd.2014.05.013 PD SEP 2014 PY 2014 AB This study explored bilingual exposure, language, social impairment and cognitive factors that could influence second language (L2) expressive vocabulary size as measured on the MacArthur-Bates Communicative Development Inventories (various languages) in 33 children (mean age = 60 months) diagnosed with ASD. In the 23 children with L2 vocabularies, recent language exposure estimates accounted for 69% of the variation in L2 vocabulary size, and the VABS-II expressive scale score explained an additional 13% of the difference. The complete sample was then subgrouped into three levels of L2 vocabulary size to compare children with no L2 vocabularies (NON-B, n = 10), low L2 word counts (LOW-B, n = 11) and high L2 counts (HIGH-B, n = 12), as determined by a median split procedure. The HIGH-B group had significantly larger L1 vocabularies than both the LOW-B (p = .045) and the NON-B (p = .003) groups, and higher VABS-II expressive scale scores than both the LOW-B (p = .008) and the NON-B (p = .012) groups. Social impairment did not significantly differ across groups and cognitive impairment did not preclude the development of L2 vocabularies. Expressive bilingualism in this population appears related to high levels of recent direct L2 exposure in combination with stronger dominant language abilities. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600010 ER PT J AU Uono, Shota Sato, Wataru Toichi, Motorni TI Reduced representational momentum for subtle dynamic facial expressions in individuals with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1090 EP 1099 DI 10.1016/j.rasd.2014.05.018 PD SEP 2014 PY 2014 AB The cognitive mechanisms underlying social communication via emotional facial expressions are crucial for understanding the social impairments experienced by people with autism spectrum disorders (ASD). A recent study (Yoshikawa & Sato, 2008) found that typically developing individuals perceived the last image from a dynamic facial expression to be more emotionally exaggerated than a static facial expression; this perceptual difference is termed representational momentum (RM) for dynamic facial expressions. RM for dynamic facial expressions might be useful for detecting emotion in another's face and for predicting behavior changes. We examined RM for dynamic facial expressions using facial expression stimuli at three levels of emotional intensity (subtle, medium, and extreme) in people with ASD. We predicted that individuals with ASD would show reduced RM for dynamic facial expressions. Eleven individuals with ASD (three with Asperger's disorder and eight with pervasive developmental disorder not otherwise specified) and II IQ-, age- and gender-matched typically developing controls participated in this study. Participants were asked to select an image that matched the final image from dynamic and static facial expressions. Our results revealed that subjectively perceived images were more exaggerated for the dynamic than for the static presentation under all levels of intensity and in both groups. The ASD group, however, perceived a reduced degree of exaggeration for dynamic facial expressions under the subtle intensity condition. As facial expressions are often displayed subtly in daily communications, reduced RM for subtle dynamic facial expressions may prevent individuals with ASD from appropriately interacting with other people as a consequence of their difficulty detecting others' emotions. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600011 ER PT J AU Nordahl-Hansen, Anders Kaale, Anett Ulvund, Stein Erik TI Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1100 EP 1106 DI 10.1016/j.rasd.2014.05.017 PD SEP 2014 PY 2014 AB Impairments in expressive and receptive language are common in individuals with autism spectrum disorder (ASD). Therefore, the importance of language assessment is emphasized in e.g. DSM-5. Thus, studies addressing the validity of different language measures are important. Parents and preschool teachers of 55 children diagnosed with childhood autism separately filled out the Communicative Development Inventory (CDI), a widely used report-based assessment of language. The children were also tested with the two standardized direct language tests: Reynell Developmental Language Scales (RDLS) and Mullen Scales of Early Learning (MSEL). Concurrent validity across the three measures was investigated. The results suggested very high agreement between the measures, and this was found regardless of whether parents or preschool teachers filled out the CDI. Given the difficulty in testing children with low language levels, as often is the case in young children with ASD, this study shows that several valid measures are available for measuring expressive and receptive language. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000340693600012 ER PT J AU King, Melissa L. Takeguchi, Kazu Barry, Shaina E. Rehfeldt, Ruth Anne Boyer, Valerie E. Mathews, Therese L. TI Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1107 EP 1120 DI 10.1016/j.rasd.2014.05.011 PD SEP 2014 PY 2014 AB The iPad (R) with the Proloquo2Go (TM) application is designed to function as a speech-generating device (SGD). This study evaluates whether children with autism spectrum disorder (ASD) can acquire requesting skills using the iPad (R) with the Proloquo2Go (TM) application. Participants included three children with ASD between the ages of three and five. A multiple probe design across participants was used. Intervention phases were adapted and modified from the picture exchange communication system (PECS) (Bondy & Frost, 1994; Frost & Bondy, 2002). Results of this study support that children diagnosed with ASD can acquire skills needed to request preferred items using the iPad (R) with the Proloquo2Go (TM) application with training of a picture-based communication system. In addition, vocal requesting increased for the participants during the training phases in comparison to baseline probes. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600013 ER PT J AU Hill, Alison Presmanes Zuckerman, Katharine E. Hagen, Arlene D. Kriz, Daniel J. Duvall, Susanne W. Van Santen, Jan Nigg, Joel Fair, Damien Fombonne, Eric TI Aggressive behavior problems in children with autism spectrum disorders: Prevalence and correlates in a large clinical sample SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1121 EP 1133 DI 10.1016/j.rasd.2014.05.006 PD SEP 2014 PY 2014 AB Aggressive behavior problems (ABP) are frequent yet poorly understood in children with autism spectrum disorders (ASD) and are likely to co-vary significantly with comorbid problems. We examined the prevalence and sociodemographic correlates of ABP in a clinical sample of children with ASD (N = 400; 2-16.9 years). We also investigated whether children with ABP experience more intensive medical interventions, greater impairments in behavioral functioning, and more severe comorbid problems than children with ASD who do not have ABP. One in four children with ASD had Child Behavior Checklist scores on the Aggressive Behavior scale in the clinical range (T-scores >= 70). Sociodemographic factors (age, gender, parent education, race, ethnicity) were unrelated to ABP status. The presence of ABP was significantly associated with increased use of psychotropic drugs and melatonin, lower cognitive functioning, lower ASD severity, and greater comorbid sleep, internalizing, and attention problems. In multivariate models, sleep, internalizing, and attention problems were most strongly associated with ABP. These comorbid problems may hold promise as targets for treatment to decrease aggressive behavior and proactively identify high-risk profiles for prevention. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600014 ER PT J AU Rahbar, Mohammad H. Samms-Vaughan, Maureen Dickerson, Aisha S. Loveland, Katherine A. Ardjomand-Hessabi, Manouchehr Bressler, Jan Lee, MinJae Shakespeare-Pellington, Sydonnie Grove, Megan L. Pearson, Deborah A. Boervvinkle, Eric TI Role of fruits, grains, and seafood consumption in blood cadmium concentrations of Jamaican children with and without Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1134 EP 1145 DI 10.1016/j.rasd.2014.06.002 PD SEP 2014 PY 2014 AB Human exposure to cadmium has adverse effects on the nervous system. Utilizing data from 110 age- and sex-matched case-control pairs (220 children) ages 2-8 years in Kingston, Jamaica, we compared the 75th percentile of blood cadmium concentrations in children with and without Autism Spectrum Disorder (ASD). In both univariable and multivariable Quantile Regression Models that controlled for potential confounding factors, we did not find any significant differences between ASD cases and typically developing (TD) controls with respect to the 75th percentile of blood cadmium concentrations (P > 0.22). However, we found a significantly higher 75th percentile of blood cadmium concentrations in TD Jamaican children who consumed shellfish (lobsters, crabs) (P < 0.05), fried plantain (P < 0.01), and boiled dumpling (P < 0.01). We also observed that children living in Jamaica have an arithmetic mean blood cadmium concentration of 0.16 mu g/L which is similar to that of the children in developed countries and much lower than that of children in developing countries. Although our results do not support an association between blood cadmium concentrations and ASD, to our knowledge, this study is the first to report levels of blood cadmium in TD children as well as those with ASD in Jamaica. (C) 2014 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000340693600015 ER PT J AU Lacroix, Agnes Guidetti, Michele Roge, Bernadette Reilly, Judy TI Facial emotion recognition in 4-to 8-year-olds with autism spectrum disorder: A developmental trajectory approach SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1146 EP 1154 DI 10.1016/j.rasd.2014.05.012 PD SEP 2014 PY 2014 AB The investigation of emotion recognition in autism spectrum disorder (ASD) has both theoretical and practical implications. However, although many studies have examined facial emotion recognition in ASD, some points remain unclear. We therefore studied facial emotion recognition in young children with ASD across a small age range, in order to determine (1) their ability to recognize emotion and (2) the developmental trajectory of this ability. Twenty-two children with ASD aged 4-8 years were compared with typically developing children matched on either chronological age or verbal mental age. We administered three facial emotion tasks: matching, identification, and labeling. Results showed that children with ASD and typically developing children had difficulty with labeling emotions, but not with matching or identifying them. Happiness was the easiest to recognize, and surprise the hardest. The children with ASD did not exhibit delayed onset in the development of facial emotion recognition. To conclude, emotion recognition difficulties in children with ASD primarily concern the recognition of negative emotions and the identification of surprise, as they do in TD groups. This should be taken into account in future research, as well as in the design of future intervention programs. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000340693600016 ER PT J AU Sreckovic, Melissa A. Brunsting, Nelson C. Able, Harriet TI Victimization of students with autism spectrum disorder: A review of prevalence and risk factors SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1155 EP 1172 DI 10.1016/j.rasd.2014.06.004 PD SEP 2014 PY 2014 AB Bullying is a serious problem among school-aged youth. Research suggests students with autism spectrum disorder (ASD) are overrepresented as victims within the bullying dynamic. This review synthesizes 21 articles involving prevalence rates of victimization of school-age youth with ASD and factors related to the victimization of youth with ASD. Prevalence studies suggest students with ASD are frequent victims of bullying with victimization rates ranging by study methodology. Studies reporting factors related to the victimization of students with ASD include individual (i.e., characteristics of ASD, social vulnerability, behavior problems, disability, race, academic achievement, and age of student) and contextual (i.e., educational setting, school transportation, parental mental health, parental engagement and confidence, family socioeconomic status, and social support from peers and friendship) factors. Strategies for prevention and intervention are posed. Limitations and directions for future inquiry are addressed. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000340693600017 ER PT J AU Zeedyk, S. M. Rodriguez, G. Tipton, L. A. Baker, B. L. Blocher, J. TI Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1173 EP 1183 DI 10.1016/j.rasd.2014.06.001 PD SEP 2014 PY 2014 AB In-depth interviews conducted separately with 13-year-olds with autism spectrum disorder (ASD), intellectual disability (ID), or typical development (TD) and their mothers investigated the experiences of victimization in the form of bullying. Coded constructs from the interviews were utilized to compare groups on the frequency, type, and impact of victimization. Youth with ASD were victimized more frequently than their ID or TO peers, and the groups differed with regard to the type of bullying and the impact it had, with ASD youth faring the worst. Higher internalizing problems and conflict in friendships were found to be significant predictors of victimization, according to both youth- and mother-reports. These predictors were found to be more salient than ASD status alone. Implications for practice are discussed. (c) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600018 ER PT J AU Still, Katharine Rehfeldt, Ruth Anne Whelan, Robert May, Richard Dymond, Simon TI Facilitating requesting skills using high-tech augmentative and alternative communication devices with individuals with autism spectrum disorders: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1184 EP 1199 DI 10.1016/j.rasd.2014.06.003 PD SEP 2014 PY 2014 AB We conducted a systematic review to identify research studies that utilised high-tech devices (e.g., smartphone technology) to teach functional requesting skills to individuals under the age of 16 with a diagnosis of autism spectrum disorder (ASD). We identified 16 studies that included a total of 46 participants. Speech generating devices were the most frequently employed mode of communication, the most frequently requested items were preferred food or toys, and the maximum number of target-requesting skills taught was eight. Research has tended to utilise the multiple baseline design or a variant thereof (e.g., a multiple-probe design). Overall, the intervention results were largely positive, suggesting that high-tech devices can be successfully implemented as augmentative and alternative communication (AAC) devices for individuals with autism. Further research is needed to evaluate the claims made about high-tech AAC devices in facilitating requesting skills in children with ASD. (c) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600019 ER PT J AU Bardikoff, Nicole McGonigle-Chalmers, Margaret TI Testing nonverbal IQ in children with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1200 EP 1207 DI 10.1016/j.rasd.2014.06.007 PD SEP 2014 PY 2014 AB 15 high-functioning school aged children with ASD and 15 neurotypically developing age matched controls were assessed using the WISC-IV and the KABC-II in order to assess whether the WISC-IV has rectified problems associated with the WISC-III's undue emphasis on timing measures. No significant group differences were found for the PRI sub-scale of the WISC-IV nor for the nonverbal scale of the KABC-II, but the ASD group scored significantly lower than controls on the Processing Speed Index of the WISC-IV. This supports the need to isolate of timing criteria when IQ testing in populations with ASD, as is now the case with the WISC-IV. However significantly higher scores were obtained for the KABC-II versus the PRI for children with ASD only. The reasons for this are discussed with regard to a possible cultural bias in the Picture Concepts subtest of the WISC-IV. (c) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600020 ER PT J AU Dixon, Mark R. Whiting, Seth W. Rowsey, Kyle Belisly, Jordan TI Assessing the relationship between intelligence and the PEAK relational training system SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1208 EP 1213 DI 10.1016/j.rasd.2014.05.005 PD SEP 2014 PY 2014 AB The Promoting the Emergence of Advanced Knowledge (PEAK) Relational Training System is an assessment and curriculum tool developed for basic and advanced skills using behavior analytic approaches. The current study evaluated the relationship between intelligence (as measured by IQ scores) and performance on the PEAK assessment with children with autism or other developmental and intellectual disabilities. Each child was administered the PEAK assessment from the Direct Training Module. Scores from this assessment were compared to IQ scores for all participants to assess the relationship between the two measures. Results indicated a strong, significant correlation between scores on standardized IQ tests and scores on the PEAK assessment (r= .759, p< .01). The results demonstrated strong convergent validity and indicate that the PEAK may be a useful assessment and curriculum guide for training language and learning skills to individuals with autism and other developmental disabilities. (c) 2014 Elsevier Ltd. All rights reserved. TC 4 ZB 0 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000340693600021 ER PT J AU Tomchek, Scott D. Huebner, Ruth A. Dunn, Winnie TI Patterns of sensory processing in children with an autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1214 EP 1224 DI 10.1016/j.rasd.2014.06.006 PD SEP 2014 PY 2014 AB The literature describing individuals with autism spectrum disorders (ASDs) commonly includes descriptions of differences in sensory processing. The purpose of this study was to describe patterns of sensory processing found in 400 children with an ASD. Exploratory factor analysis identified 6 parsimonious factors: low energy/weak, tactile and movement sensitivity, taste/smell sensitivity, auditory and visual sensitivity, sensory seeking/distractibility, and hypo-responsivity. These factors are consistent with other reports about differences in sensory processing. Findings provide insights about practice and future research. (c) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600022 ER PT J AU Stern, Jessica A. Gadgil, Milind S. Blakeley-Smith, Audrey Reaven, Judy A. Hepburn, Susan L. TI Psychometric properties of the SCARED in youth with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1225 EP 1234 DI 10.1016/j.rasd.2014.06.008 PD SEP 2014 PY 2014 AB Children with autism spectrum disorder (ASD) are at increased risk of developing co-occurring anxiety symptoms. However, the assessment of anxiety symptoms in this population is often challenging for researchers and clinicians. This study evaluated the psychometric properties of a questionnaire measure of child anxiety symptoms, the Screen for Child Anxiety Related Emotional Disorders (SCARED), in school-aged children and adolescents with high-functioning ASD. Children and parents recruited for an anxiety treatment study completed the SCARED parent and child versions prior to the start of treatment. Both versions demonstrated factor structures, internal reliability, and score distributions largely consistent with those from typically developing samples (Birmaher et al., 1999). The SCARED showed moderate convergent validity with a structured clinical interview and had good sensitivity and specificity. Differences were explored by child age, gender, and ethnicity. Together, these findings support the use of the SCARED as a valid assessment tool in an ASD population. (c) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600023 ER PT J AU Tung, Li-Chen Huang, Chien-Yu Tseng, Mei-Hui Yen, Hsui-Chen Tsai, Yu-Pei Lin, Yu-Ching Chen, Kuan-Lin TI Correlates of health-related quality of life and the perception of its importance in caregivers of children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1235 EP 1242 DI 10.1016/j.rasd.2014.06.010 PD SEP 2014 PY 2014 AB This study aims to investigate the correlates of health-related quality of life (HRQOL) and perceptions of the importance of each HRQOL domain in caregivers of children with autism. Eighty-two caregivers completed the World Health Organization Quality of Life and Parenting Stress Index Short Form to respectively measure the caregivers' HRQOL and parenting stress. The Childhood Autism Rating Scale and the Strength and Difficulties Questionnaire were used to respectively assess severity of autism and children's behavior problems. Results revealed that severity of autism, behavior problems, and parenting stress individually had low to moderate associations with HRQOL. However, all variables considered together, only parental distress (parent-related stress) significantly contributed to the four HRQOL domains. In addition, the physical domain was the most important HRQOL domain to caregivers, and environmental domain, the least. Knowledge of the correlates of HRQOL and the importance of each HRQOL domain could serve as guides for clinicians to improve the HRQOL of caregivers of children with autism by targeting parental distress and focusing on the HRQOL domains perceived as most important by caregivers. (c) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600024 ER PT J AU Hill, Trenesha L. Varela, R. Enrique Kamps, Jodi L. Niditch, Laura A. TI Local processing and social skills in children with Autism Spectrum Disorders: The role of anxiety and cognitive functioning SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 9 BP 1243 EP 1251 DI 10.1016/j.rasd.2014.06.005 PD SEP 2014 PY 2014 AB The present study examined the relations between anxiety, cognitive functioning, local processing, and social skills in a group of 102 children diagnosed with an Autism Spectrum Disorder. The results indicated that children diagnosed with Asperger's Disorder had significantly higher cognitive functioning and enhanced local processing (i.e., Block Design scores) compared to those diagnosed with Autistic Disorder or PDD-NOS. Regression analyses results showed that anxiety and cognitive functioning moderated the association between local processing and social skills. For children with low cognitive functioning and high anxiety, greater local processing was associated with poorer social skills than those with high cognitive functioning, high anxiety, and greater local processing. For children with high cognitive functioning and high anxiety, enhanced local processing was associated with better social skills than those with high cognitive functioning and reduced local processing. Implications of these findings are discussed. (c) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000340693600025 ER PT J AU Novotny, Marissa A. Sharp, Katheryne J. Rapp, John T. Jelinski, Joel D. Lood, Elizabeth A. Steffes, Ayriel K. Ma, Monica TI False positives with visual analysis for nonconcurrent multiple baseline designs and ABAB designs: Preliminary findings SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 8 BP 933 EP 943 DI 10.1016/j.rasd.2014.04.009 PD AUG 2014 PY 2014 AB This study evaluated the probability of generating false positives with three-tier nonconcurrent multiple baseline (NMBL) designs and ABAB designs. For Experiment 1, we generated four sets of three-tier NMBL design graphs. The first, second, and third sets consisted of fixed A-phase data points for all three tiers at 0%, 25% and 50%, respectively, and randomly generated data points in the B phases. The fourth set consisted of randomly generated data points in the A and B phases for all three tiers. Across all four sets (N=1000), results show that false positives were produced with 7.5% of three-tier NMBL design graphs and were most probable when baseline levels were set at 0% or 25%. For Experiment 2, we generated 3000 ABAB design graphs consisting of three to five data points per phase. Results indicate that no false positives were produced, regardless of the number of data points included in each phase. Results of this study support specific guidelines for the use of NMBL designs and ABAB designs. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000337982600001 ER PT J AU Matsuda, Soichiro Yamamoto, Junichi TI Computer-based intervention for inferring facial expressions from the socio-emotional context in two children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 8 BP 944 EP 950 DI 10.1016/j.rasd.2014.04.010 PD AUG 2014 PY 2014 AB Difficulties in understanding others' emotions have been widely reported in autism spectrum disorders (ASDs). Many methodologies for evaluating the emotion recognition can be analyzed by matching-to-sample (MTS) procedures. When using movies of socio-emotional situations as sample stimuli, children with ASD have been found to have difficulties in understanding them. Furthermore, there are few intervention studies that have targeted understanding of socio-emotional situations in children with ASD. The present study examined whether two young children with ASD can acquire the relationships between movies of socio-emotional situations and pictures of facial expressions through computer-based MTS training. The movies of situations and pictures of facial expressions represented happy, surprised, angry and sad emotions. The child with ASD was required to select the picture of facial expression when presented with the movie of socio-emotional situations as a sample stimulus, and if so, whether these skills can be generalized to untrained stimuli. We used a multiple baseline design across participants, and the results demonstrated that both children learned the relationships and improved their performance with untrained stimuli. These findings are discussed in terms of procedures to increase the understanding of others' emotions at an early developmental stage. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000337982600002 ER PT J AU Goldin, Rachel L. Matson, Johnny L. Konst, Matthew J. Adams, Hilary L. TI A comparison of children and adolescents with ASD, atypical development, and typical development on the Behavioral Assessment System for Children, Second Edition (BASC-2) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 8 BP 951 EP 957 DI 10.1016/j.rasd.2014.04.005 PD AUG 2014 PY 2014 AB The present study examined the use of the Behavioral Assessment System for Children, Second Edition (BASC-2) in discerning 151 children and adolescents 12-16 years of age with autism spectrum disorder (ASD) from atypically and typically developing children and adolescents. Scores on the BASC-2 composites (i.e., externalizing behaviors, internalizing behaviors, behavior symptom index [BSI], adaptive behaviors) and subscales (i.e., hyperactivity, aggression, conduct problems, anxiety, depression, somatization, atypicality, withdrawal, attention, adaptability, social skills, leadership, activities of daily living, functional communication) were compared between children and adolescents with ASD, atypical development, and typical development. With the exception of aggression, somatization, and internalizing behaviors, participants with ASD were significantly more impaired than typically developing participants in all other composites and subscales. In comparison to atypically developing participants, the scores of participants with ASD evinced more impairment for BSI and its subscales, with the exception of attention, and the adaptive behavior composite and its subscales, with the exception of adaptability. Scores on the externalizing behaviors and internalizing behaviors composites and their subscales, with the exception of anxiety, were not significantly different. Research and clinical implications are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000337982600003 ER PT J AU Dolev, Smadar Oppenheim, David Koren-Karie, Nina Yirmiya, Nurit TI Early attachment and maternal insightfulness predict educational placement of children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 8 BP 958 EP 967 DI 10.1016/j.rasd.2014.04.012 PD AUG 2014 PY 2014 AB We examined whether mothers' insightfulness - their capacity to "see things from the child's point of view" - and children's attachment, both assessed during the preschool years, are associated with the educational placement of children with ASD in middle childhood and early adolescence beyond the prediction offered by children's IQ and interactive competence. 39 boys with autism and their mothers participated. We assessed mothers' insightfulness, and children's attachment to their mothers, their intelligence and their interactional competencies. The results supported our hypothesis. The emotional quality of the relationship between the children and their mothers during the preschool age, as reflected in the mothers' insightfulness and the children's attachment security, predicted children's educational placement in inclusive programs 4.5 and 8.5 years later, over and above the prediction offered by children's IQ and their interactive competence. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000337982600004 ER PT J AU Matson, Johnny L. Jang, Jina TI Conceptualizing skills that are most critical in diagnosing autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 8 BP 968 EP 973 DI 10.1016/j.rasd.2014.04.011 PD AUG 2014 PY 2014 AB Autism spectrum disorders (ASD) consist of a broad but heterogeneous group of symptoms. This factor has resulted in a debate as to whether the disorder is a unitary construct or a group of related disorders with a similar symptom presentation. Additionally, some core symptoms are seen in other developmental disabilities such as intellectual disability. This review covers these and related issues in the context of what symptoms are most critical for diagnosing ASD and distinguishing it from other developmental disabilities. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000337982600005 ER PT J AU Chiang, Hsu-Min Wineman, Immanuel TI Factors associated with quality of life in individuals with autism spectrum disorders: A review of literature SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 8 BP 974 EP 986 DI 10.1016/j.rasd.2014.05.003 PD AUG 2014 PY 2014 AB This review study was conducted to synthesize the existing research on the level of quality of life (QoL) in individuals with autism spectrum disorders (ASD) and the factors associated with their QoL. A total of 16 studies were included for this review. This study found that (a) the majority of the individuals with ASD had poor QoL; (b) behavior problems and leisure activities were associated with the QoL of the majority of adults with ASD; (c) autism severity, age, behavior problems, social skills, adaptive behavior, education, and comorbid psychiatric conditions were associated with the QoL of the majority of children with ASD. These findings may provide critical information to parents/caregivers of individuals with ASD and practitioners providing services to them. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000337982600006 ER PT J AU Makinen, Leena Loukusa, Soile Leinonen, Eeva Moilanen, Irma Ebeling, Hanna Kunnari, Sari TI Characteristics of narrative language in autism spectrum disorder: Evidence from the Finnish SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 8 BP 987 EP 996 DI 10.1016/j.rasd.2014.05.001 PD AUG 2014 PY 2014 AB This study examined linguistic and pragmatic aspects of narrative abilities of children with autism spectrum disorder (ASD), which have not been studied thoroughly and not at all in Finnish. Sixteen five- to ten-year-old Finnish high-functioning children with ASD (mean age 7;7 years) and 16 age-matched typically developing children (mean age 7;5 years) participated in this study. Children's picture-based narrations were analyzed for narrative productivity, syntactic complexity, referential accuracy, event content, use of additional and extraneous information, mental state expressions, and narrative comprehension. Several linguistic- and pragmatic-based measures were used in order to gain a comprehensive picture of strengths and weaknesses that children with ASD might show in storytelling. The use of linguistic structure, referential accuracy and mental state expressions was similar between the groups. However, children with ASD showed difficulties in establishing informative story content, making inferences from story events and an ability not to include extraneous information into their stories. Therefore, the problems seen in their narrative language use can be described as being related to pragmatic aspects of narration. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000337982600007 ER PT J AU de Boer, Marion Spek, Annelies A. Lobbestael, Jill TI Comparing cognitive functioning in schizophrenia and autism using WAIS-III SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 737 EP 745 DI 10.1016/j.rasd.2014.03.001 PD JUL 2014 PY 2014 AB The main goal of this study was to investigate differences and similarities in general cognitive functioning between adults with schizophrenia and autism, because this has not been systematically investigated. We used a cross-sectional design to compare adults with schizophrenia (n = 27), with autism (n = 114) and a healthy control group (n = 30). Schizophrenia diagnoses were based on the Structured Clinical Interview for the DSM-IV Axis I (SCID-I) and behavioral symptoms were assessed with the Positive and Negative Syndrome Scale (PANSS). Autism was diagnosed with a DSM-IV questionnaire for autism spectrum disorders and the Autistic Diagnostic Interview, revised version. The Wechsler Adult Intelligence Scale, third version (WAIS-III) was used to assess cognitive functions. All participants were between 18 and 65 years of age and had a minimum full scale intelligence of 80. Results showed that patients with schizophrenia scored significantly lower on processing speed than patients with autism and the healthy control group. Differences on other index scales were not found. In participants with schizophrenia a correlation was found between processing speed impairment and negative symptoms. Diagnosis could be predicted correctly with WAIS-III profile in 70.4% of the cases with schizophrenia compared to 56.7% of the healthy control group and 22.8% of the autism group. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000337203600001 ER PT J AU Wang, Hui-Ting Koyama, Takanori TI An analysis and review of the literature and a three-tier video modeling intervention model SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 746 EP 758 DI 10.1016/j.rasd.2014.03.010 PD JUL 2014 PY 2014 AB Many video modeling (VM) studies for teaching learners with autism have been published. Most studies have investigated the effectiveness of intervention; however, not all learners with autism respond to intervention in the same manner, and not all families and educators can afford such treatments. It is equally critical to address the delivery type of VM and the resources and support involved. This paper had 2 purposes: first, to review and analyze the literature regarding the characteristics of VM intervention and the video components for assisting practice and research; second, to develop a 3-tier VM intervention model (self-administered generic VM, group-based instruction, and individually administered individualized VM), based on the delivery types of intervention and the allocation of resources and support to address the factors that influence learners. Seven intervention characteristics and 7 video components were identified, and implications for future research regarding the 3-tier model were discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000337203600002 ER PT J AU Lapenta, Olivia Morgan Boggio, Paulo Sergio TI Motor network activation during human action observation and imagery: Mu rhythm EEG evidence on typical and atypical neurodevelopment SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 759 EP 766 DI 10.1016/j.rasd.2014.03.019 PD JUL 2014 PY 2014 AB The mental simulation theory suggests activation of the motor network during imagery and observation of human movements, similarly to the activation during action execution and is proposed to be mediated by the mirror neuron system. This activation can be measured by several technologies such as electroencephalography, magnetoencephalography, functional magnetic resonance imaging and positron emission tomography. It is proposed that motor network activation and therefore increased cortical excitability of primary motor cortex occur due to premotor mirror neuron system inputs. This mechanism has been demonstrated as important for planning actions and seems relevant for anticipating others actions and for empathy establishing as well as for language development. In this review we focused on studies relative to electroencephalography data of motor neural network activation during movement observation and imagery in typical and atypical development. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000337203600003 ER PT J AU Lin, Yueh-Hsien Chiang, Hsu-Min TI Language comprehension of children with Asperger's disorder and children with autistic disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 767 EP 774 DI 10.1016/j.rasd.2014.03.018 PD JUL 2014 PY 2014 AB This study investigated language comprehension of Mandarin-speaking children with Asperger's disorder (AspD) (n = 88) and children with autistic disorder (AD) (n = 136) and compared their language comprehension to that of children with typical development (TD) (n = 832). The Mandarin Token Test was used in this study. This study found that (a) when IQ was not controlled, children with AspD showed higher language comprehension than did children with AD. But, when IQ was controlled, there was no significant difference between the two groups; (b) children with AspD did not differ from children with TD in language comprehension; (c) gender difference was found in the AspD group at the middle childhood age level (10-12 years). (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000337203600004 ER PT J AU Ploog, Bertram O. Brooks, Patricia J. Scharf, Alexa Aum, SangWeon TI Perception of the prosody and content of sentences in an unfamiliar language in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 775 EP 787 DI 10.1016/j.rasd.2014.03.014 PD JUL 2014 PY 2014 AB Prior research suggests that children with autism spectrum disorders (ASD) show atypical patterns of attention to the prosody (intonation and emotional tone of voice) and content (words) of spoken sentences. Using a discrimination-choice procedure embedded in a custom-made videogame, we examined attention to these features of sentences in 15 children with ASD (ages 5 years, 5 months-18 years) and 15 age-matched typical controls (TYP). Using an unfamiliar language (German) to remove semantics, we assessed the role of meaning in promoting attention to content over prosody. As in a previous study with English sentences, TYP children attended to content to a greater extent than children with ASD while maintaining equivalent levels of discrimination based on prosody. However, in contrast to previous results, TYP children did not show a preference for enthusiastic over grouchy tone of voice, which suggests that the unfamiliar language rendered affective valence less salient. The results confirm intact perception of prosody in children with ASD, and a more selective pattern of attention to content in TYP children. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000337203600005 ER PT J AU Nopprapun, Michael Holloway, Jennifer TI A comparison of fluency training and discrete trial instruction to teach letter sounds to children with ASD: Acquisition and learning outcomes SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 788 EP 802 DI 10.1016/j.rasd.2014.03.015 PD JUL 2014 PY 2014 AB The study investigated the efficacy of fluency training (FT) and discrete trial instruction (DTI) to teach phonic reading to individuals with Autism Spectrum Disorder (ASD), with particular emphasis on the acquisition of correct letter-sound correspondence and the learning outcomes of behavioural fluency instruction. An alternating-treatment design was employed to compare the treatment effects of FT versus DTI for the acquisition, retention, stability, endurance, and application of phonics in four children with ASD. The results showed that for two participants, FT was more efficient for the acquisition of correct letter-sound correspondence. For the remaining two participants, DTI resulted in more rapid acquisition. For all four participants, FT produced better results during post-test retention, endurance, stability, and application checks. The implications of these findings are discussed in relation to reading instruction, as well as the use of rate-building procedures with individuals with ASD. (c) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000337203600006 ER PT J AU Sawyer, Amanda Lake, Johanna K. Lunsky, Yona Liu, Shi-Kai Desarkar, Pushpal TI Psychopharmacological treatment of challenging behaviours in adults with autism and intellectual disabilities: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 803 EP 813 DI 10.1016/j.rasd.2014.03.021 PD JUL 2014 PY 2014 AB Introduction: Autism is a neurodevelopmental disorder with a high co-occurrence with intellectual disability. Adults with Autism and intellectual disability have a high incidence of challenging behaviour, defined as repetitive self injurious or aggressive behaviour. We underwent a systemic review of the evidence for treating challenging behaviours in adults with Autism and intellectual disability. Methods: A literature search was conducted using three large databases to extract studies on the treatment of challenging behaviour among adults with Autism and intellectual disability. Papers, which met this criterion, were reviewed and analysed to assess study evidence and quality. Results: Seven articles were selected which included five agents: fluvoxamine, sertraline, clomipramine, risperidone, and ziprasidone. Randomized control studies of fluvoxamine and risperidone, provided efficacy for the treatment of challenging behaviour in adults with Autism and intellectual disability. Open label trials of sertraline, clomipramine and ziprasidone were also effective in treating challenging behaviours for this population. Discussion: Risperidone and fluvoxamine provided the best evidence for treating challenging behaviour, and risperidone was the only medication with multiple trials showing its efficacy. Further studies are required to demonstrate the efficacy of psychopharmacology in treating challenging behaviours among adults with Autism and intellectual disability. (c) 2014 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000337203600007 ER PT J AU Anzalone, Salvatore Maria Tilmont, Elodie Boucenna, Sofiane Xavier, Jean Jouen, Anne-Lise Bodeau, Nicolas Maharatna, Koushik Chetouani, Mohamed Cohen, David CA MICHELANGELO Study Grp TI How children with autism spectrum disorder behave and explore the 4-dimensional (spatial 3D+time) environment during a joint attention induction task with a robot SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 814 EP 826 DI 10.1016/j.rasd.2014.03.002 PD JUL 2014 PY 2014 AB We aimed to compare, during a joint attention (JA) elicitation task, how children with autism spectrum disorder (ASD) and children with typical development (TD) behave and explore their 4 dimensional (meaning spatial 3D + time) when interacting with a human or with a robotic agent. We built a system that employed a Nao robot and a perception system based on a RGB-D sensor (Kinect) to capture social engagement cues. A JA induction experiment was performed in which children with ASD (N = 16) and matched TD children (N = 16) had a 3-mm interaction with the robot or with a therapist. Nao induced JA by gazing; by gazing and pointing; and by gazing, pointing and vocalizing at pictures. Both groups of children performed well with the therapist. However, with Nao, both groups had lower JA scores, and the children with ASD had a significantly lower score than the TD children. We found that (i) multimodal JA induction was more efficient in both groups; (ii) the 3D spatial world gaze exploration showed less accuracy; and (iii) the trunk position in ASD showed less stability in the 4 dimensions compared to TD controls. We conclude that, in ASD, JA skill depends on the interaction partner, and implies a higher motor and cognitive cost. (c) 2014 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000337203600008 ER PT J AU Kristen, Susanne Rossmann, Franziska Sodian, Beate TI Theory of own mind and autobiographical memory in adults with ASD SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 827 EP 837 DI 10.1016/j.rasd.2014.03.009 PD JUL 2014 PY 2014 AB While there is solid evidence of other-related theory of mind (TOM) deficits in autism, there is less research addressing self-related ToM impairments. To date, relations between self-related ToM and other cognitive skills related to representing own mental states such as autobiographical memory have scarcely been investigated. Thus, the purpose of this study was to investigate the differential relations of self-and other-related theory of mind skills and autobiographical memory in n = 20 adults with Autism Spectrum Disorder and n = 20 matched controls using standardized measures. The overall results indicated a specific relation between recalled episodic autobiographical memories on the episodic and semantic autobiographical memory interview and the performance on the mind-mindedness for oneself task in adults with ASD, which proved to be largely independent of verbal and nonverbal IQ. (c) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000337203600009 ER PT J AU Kuo, Ching-Chih Liang, Keng-Chen Tseng, Christine Chifen Gau, Susan Shur-Fen TI Comparison of the cognitive profiles and social adjustment between mathematically and scientifically talented students and students with Asperger's syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 838 EP 850 DI 10.1016/j.rasd.2014.04.004 PD JUL 2014 PY 2014 AB This study compared the cognitive profiles and social adjustment of mathematically and scientifically talented (MST) students and students with Asperger's syndrome (AS) as compared to typically developing students. The applied instruments were the Wechsler Adult Intelligence Scale, 3rd version, Me Scale II, Social Responsiveness Scale (SRS), Adult Autism Spectrum Quotient (AQ), and autism diagnostic interview-revised. Eighty-four male students, aged 16-26, were assigned to four groups according to a talent in mathematics and science, diagnosis of AS, and the IQ level. The results showed that the high-IQ MST group exhibited balanced development in cognitive and affective aspects, the average-IQ MST group demonstrated weakness in perceptual organization and working memory, and problems with social awareness and socialness, and the AS group had weakness in performance IQ particularly in digit symbol-coding and symbol search and a wide-range of autistic-like social deficits (SRS) and autistic trait (AQ), and reported lower empathetic and higher emotional and creative overexcitability. Our findings support differential cognitive profiles and social adjustment between the MST and AS groups, and the influence of IQ on these manifestations in MST students. More attention should be paid to the social difficulty of average-IQ MST students in addition to AS students. (c) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000337203600010 ER PT J AU Hagenmuller, Florence Roessler, Wulf Wittwer, Amrei Haker, Helene TI Empathic resonance in Asperger syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 851 EP 859 DI 10.1016/j.rasd.2014.04.008 PD JUL 2014 PY 2014 AB Reports on theory-of-mind deficits have led to the common belief that autism spectrum disorders (ASD) are associated with a lack of empathy. Resonance is a basic empathy-related process, linking two interacting individuals at the physiological level. Findings in ASD have been inconclusive regarding basic empathy. We investigated resonance at the autonomic level - the salivation-inducing effect of watching a person eating a lemon. Salivation-induction was assessed in 29 individuals with ASD and 28 control participants. Cotton rolls placed in the mouth were weighed before and after the video stimulation. Orientation to the stimulus was assessed with eye-tracking, autistic and empathic traits through self-reports. Group comparisons revealed lower salivation-induction in individuals with ASD. Linear regressions revealed different predictors of induction in each group: self-reported empathic fantasizing and age in ASD versus self-reported empathic concern plus orientation to the stimulus' face in the control. In both groups the social component was relevant: in ASD in terms of intellectual involvement with social contents and in controls in terms of the mere presence of a social vis-A-vis. Individuals with ASD may use explicitly acquired intellectual strategies whereas individuals with typical development can rely on intuitive processes for social responsivity. (c) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000337203600011 ER PT J AU Lang, Russell Machalicek, Wendy Rispoli, Mandy O'Reilly, Mark Sigafoos, Jeff Lancioni, Giulio Peters-Scheffer, Nienke Didden, Robert TI Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 860 EP 872 DI 10.1016/j.rasd.2014.04.007 PD JUL 2014 PY 2014 AB We measured generalization, maintenance and parent reports of child happiness in the context of a behavioral intervention to teach toy-play skills to three young children with autism. Lag schedules of reinforcement were implemented for two participants whose play did not initially generalize. The play skills intervention was conducted within the participants' early childhood classroom and the utility of teaching play as a means to reduce stereotypy within this setting was also evaluated. A multiple baseline design across participants demonstrated that play taught via behavioral intervention may be maintained after programmed reinforcement is discontinued, generalize across settings and toys (i.e., response and stimulus generalization), and occasion a decrease in stereotypy. Further, the occurrence of play in the absence of socially mediated reinforcement suggested that play taught via behavioral interventions may come to be automatically reinforced. Finally, parent responses on rating scales suggested that two of the participants were happier, in a better mood, and were more interested in appropriate toy-play following behavioral intervention. (c) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000337203600012 ER PT J AU Mishaal, Ram A. Ben-Itzchak, Esther Zachor, Ditza A. TI Age of autism spectrum disorder diagnosis is associated with child's variables and parental experience SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 873 EP 880 DI 10.1016/j.rasd.2014.04.001 PD JUL 2014 PY 2014 AB Early diagnosis of autism spectrum disorder (ASD) is highly important as it enables an early start to intervention. The current study examined familial (parental ages; education; having an older sibling) and child (gender; reported and observed autism symptoms severity; adaptive skills) related variables that might predict the age of ASD diagnosis. The study included 551 participants, age range 15-72 months, diagnosed with ASD who underwent comprehensive medical and behavioral assessment using standardized tests. Of the child's examined variables, the severity of the social interaction impairment reported by the parents and having a history of developmental regression was associated with an earlier age of ASD diagnosis. In contrast, the severity of the restricted and repetitive behaviors was associated with delayed age of ASD diagnosis. Vineland Adaptive Behavior Scales scores lower or higher than the group's mean (70 points) were associated with a relatively delayed age of ASD diagnosis. Of the familial variables, only having an older sibling was associated with an earlier diagnosis. Professionals should be aware that subtle signs of ASD, developmental delay and close to normal adaptive functioning might delay age of ASD diagnosis. Educating parents on "red flags" for ASD and periodic surveillance in early childhood are important. (c) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000337203600013 ER PT J AU Chien, Yi-Ling Gau, Susan Shur-Fen Chiu, Yen-Nan Tsai, Wen-Che Shang, Chi-Yung Wu, Yu-Yu TI Impaired sustained attention, focused attention, and vigilance in youths with autistic disorder and Asperger's disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 881 EP 889 DI 10.1016/j.rasd.2014.04.006 PD JUL 2014 PY 2014 AB The study compared the attention-deficit/hyperactivity disorder (ADHD) related clinical symptoms and a wide-ranging attention performance in 216 youths with autistic disorder (autism), 138 youths with Asperger's disorder (AD) and 255 typically-developing youths. The diagnosis of autism and AD were made based on the clinical assessments according to the DSM-IV criteria and confirmed by the Autism Diagnostic Interview-Revised. All the participants were assessed with the Conners' Continuous Performance Test (CCPT) and the questionnaires about ADHD, oppositional, and autistic symptoms. All indices of the CCPT were analyzed based on a recently developed factor structure, including focused attention, cognitive impulsivity, sustained attention, and vigilance. We found that compared with typically-developing youths, youths with autism and AD showed more inattentive, hyperactive/impulsive, and oppositional symptoms, and performed worse in focused attention and sustained attention as assessed by the CCPT. Youths with AD also showed more oppositional symptoms than youths with autism. Moreover, youths with autism had poorer focused attention than youths with AD; but, youths with AD had more impaired sustained attention. Our results validate different manifestations of ADHD-related symptoms and attention performance between youths with autism and youths with AD and suggest intervention for youths with autism spectrum disorders should consider these specific measures. (c) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000337203600014 ER PT J AU Goin-Kochel, Robin P. Esler, Amy N. Kanne, Stephen M. Hus, Vanessa TI Developmental regression among children with autism spectrum disorder: Onset, duration, and effects on functional outcomes SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 890 EP 898 DI 10.1016/j.rasd.2014.04.002 PD JUL 2014 PY 2014 AB Studies using varied methods report that developmental regression occurs in a sizeable proportion of children with autism spectrum disorder (ASD). Findings are equivocal as to whether regression is associated with poorer cognitive and adaptive functioning. This study examined retrospective parent report in 2105 Simons Simplex Collection participants with ASD. Children were classified as having "full" or "subthreshold" losses on language and/or other skills using items from the Autism Diagnostic Interview-Revised (ADI-R) and a supplemental interview to capture more subtle regressions. Overall, 36.9% of children had some type of regression (27.8% language, 27.0% other-skill loss), with the supplemental interview capturing 11.7% of losses that would have been missed using the ADI-R alone. This figure is consistent with previous parent-report studies but lower than clinician-observed rates in prospective investigations. Early language losses either full or subthreshold and full other-skill losses appear to be associated with more deleterious outcomes by middle childhood. Findings may signify the need for more immediate and/or intense therapies for children who have even minor skill losses, particularly in language skills. Results further demonstrate the utility of an expanded set of additional queries with slightly modified criteria to capture such early, subtle losses. (c) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000337203600015 ER PT J AU Silverman, Laura Hollway, Jill A. Smith, Tristram Aman, Michael G. Arnold, L. Eugene Pan, Xueliang Li, Xiaobai Handen, Benjamin L. TI A multisite trial of atomoxetine and parent training in children with autism spectrum disorders: Rationale and design challenges SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 899 EP 907 DI 10.1016/j.rasd.2014.03.013 PD JUL 2014 PY 2014 AB Several randomized controlled trials (RCTs) involving children with autism spectrum disorder (ASD) have examined effectiveness of mono-therapies for problem behavior. However, results have not been as encouraging as in typically developing children. For example, when prescribed stimulants, children with ASD and hyperactivity/inattentiveness, show only moderately reduced symptoms, with frequent side effects. Therefore, alternative treatments or combinations of treatments are needed. The Children's Hyperactivity and Autism Research Treatment Study (CHARTS) is a randomized clinical trial comparing the individual and combined effects of atomoxetine and parent training to treat hyperactivity, inattentiveness, and noncompliance in children with ASD. Design challenges included the overall study design, targeting of different outcomes by different treatments, and data analysis. This article details options for addressing a number of these methodological issues in the context of conducting a large multicenter RCT with an ASD population. (c) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000337203600016 ER PT J AU Hanley, Mary Riby, Deborah M. McCormack, Teresa Carty, Clare Coyle, Lisa Crozier, Naomi Robinson, Johanna McPhillips, Martin TI Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 908 EP 924 DI 10.1016/j.rasd.2014.03.020 PD JUL 2014 PY 2014 AB Eye-tracking studies have shown how people with autism spend significantly less time looking at socially relevant information on-screen compared to those developing typically. This has been suggested to impact on the development of socio-cognitive skills in autism. We present novel evidence of how attention atypicalities in children with autism extend to real-life interaction, in comparison to typically developing (TD) children and children with specific language impairment (SLI). We explored the allocation of attention during social interaction with an interlocutor, and how aspects of attention (awareness checking) related to traditional measures of social cognition (false belief attribution). We found divergent attention allocation patterns across the groups in relation to social cognition ability. Even though children with autism and SLI performed similarly on the socio-cognitive tasks, there were syndrome-specific atypicalities of their attention patterns. Children with SLI were most similar to TD children in terms of prioritising attention to socially pertinent information (eyes, face, awareness checking). Children with autism showed reduced attention to the eyes and face, and slower awareness checking. This study provides unique and timely insight into real-world social gaze (a)typicality in autism, SLI and typical development, its relationship to socio-cognitive ability, and raises important issues for intervention. (c) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000337203600017 ER PT J AU Jang, Jina Matson, Johnny L. Cervantes, Paige E. Konst, Matthew J. TI The relationship between ethnicity and age of first concern in toddlers with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 7 BP 925 EP 932 DI 10.1016/j.rasd.2014.04.003 PD JUL 2014 PY 2014 AB The current study examined the relationship between ethnicity and the age at which parents first become concerned about their children's development in 1478 toddlers with autism spectrum disorder (ASD) and atypical development. Based on the current findings, there were no racial/ethnic differences in age of parent's first concerns. Caregivers of toddlers with ASD first developed concerns around the same time independent of which ethnic groups they belong to. In addition, the age of caregivers' first concerns was significantly younger for those with ASD compared to those who are atypically developing without an ASD diagnosis. Implications regarding these findings are discussed. (c) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000337203600018 ER PT J AU Hoogenhout, Michelle Malcolm-Smith, Susan TI Theory of mind in autism spectrum disorder: Does DSM classification predict development? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 6 BP 597 EP 607 DI 10.1016/j.rasd.2014.02.005 PD JUN 2014 PY 2014 AB It is unclear how theory of mind (TOM; understanding mental states and their influence on behaviour) develops in autism spectrum disorders (ASD). At least two possibilities exist: development is delayed or developmental patterns deviate from normal. We used a cross-sectional design to examine ToM skills in 4-16 year-old children. First, participants were classified in terms of the DSM-IV categories low-functioning autism (n = 21), high-functioning autism (n = 24), Asperger's syndrome (n = 21), and pervasive developmental disorder not otherwise specified (PDD-NOS; n = 20). The high-functioning autism, Asperger's syndrome and PDD-NOS groups displayed delayed ToM onset compared to a typically developing group (n = 30), but normal ToM developmental rates and sequences; supporting delayed development. ToM in low-functioning ASD fit the deviant development model: Age did not predict ToM. A second ToM model using DSM-5 ASD and verbal IQ. supported ToM development differences: Greater verbal ability was associated with increased ToM in ASD but not in typical development. As a single explanation for ToM development in ASD is insufficient, it is imperative to report specifiers such as intellectual functioning when using DSM-5 classification. DSM-IV classification contributed little to the prediction of ToM development beyond the influence of intellectual functioning. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000336111200001 ER PT J AU Roberts, Andrea L. Koenen, Karestan C. Lyall, Kristen Ascherio, Alberto Weisskopf, Marc G. TI Women's posttraumatic stress symptoms and autism spectrum disorder in their children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 6 BP 608 EP 616 DI 10.1016/j.rasd.2014.02.004 PD JUN 2014 PY 2014 AB Maternal posttraumatic stress disorder (PTSD) may be associated with autism spectrum disorder (ASD) in offspring through multiple pathways: maternal stress may affect the fetus; ASD in children may increase risk of PTSD in mothers; and the two disorders may share genetic risk. Understanding whether maternal PTSD is associated with child's ASD is important for clinicians treating children with ASD, as PTSD in parents is associated with poorer family functioning. We examined the association of maternal PTSD with offspring ASD in a large US cohort (N ASD cases = 413, N controls = 42,868). Mother's PTSD symptoms were strongly associated with child's ASD (RR 4-5 PTSD symptoms = 1.98, 95% CI = 1.39, 2.81; RR 6-7 symptoms = 2.89, 95% CI = 2.00, 4.18). Clinicians treating persons with ASD should be aware of elevated risk of PTSD in the mother. Genetic studies should investigate PTSD risk alleles in relation to ASD. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000336111200002 ER PT J AU Conner, Caitlin M. White, Susan W. TI Stress in mothers of children with autism: Trait mindfulness as a protective factor SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 6 BP 617 EP 624 DI 10.1016/j.rasd.2014.02.001 PD JUN 2014 PY 2014 AB Mindfulness-based interventions may reduce parents' stress and improve parent-child relationships. Given the chronic nature of autism spectrum disorder (ASD) and its influence on parents' stress, interventions to promote mindfulness may be especially helpful for parents of children with ASD. Prior to undertaking intervention development, it is first necessary to establish the relationship between mindfulness and stress, as other factors like child behavioral difficulties may overshadow the mother's regulation strategies. In a sample of mothers of children with ASD (n = 67) and a comparison sample of mothers without ASD (n = 87), mindfulness was significantly associated with the level of maternal stress above and beyond child behavior problems (non-ASD: beta = -.232; F(1, 64) = 15.749, p < .000; ASD: beta = -.206; F(1, 84) = 15.576, p < .000). Results suggest that interventions to promote mindfulness may be helpful in reducing parenting stress among mothers of children with ASD, as well as mothers of typically developing children. Due to the chronic nature of ASD, such interventions may be particularly applicable. Published by Elsevier Ltd. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000336111200003 ER PT J AU Chen, Mu-Hong Su, Tung-Ping Chen, Ying-Sheue Hsu, Ju-Wei Huang, Kai-Lin Chang, Wen-Han Chen, Tzeng-Ji Bai, Ya-Mei TI Is neonatal jaundice associated with autism spectrum disorder, attention deficit hyperactivity disorder, and other psychological development? A nationwide prospective study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 6 BP 625 EP 632 DI 10.1016/j.rasd.2014.03.006 PD JUN 2014 PY 2014 AB Neonatal jaundice may cause the lifelong sequelae of central nerve system developmental disorders. However, the results are inconsistent. 2016 newborns with neonatal jaundice and 8064 age-/gender-matched (1:4) controls were enrolled during 1999-2000. Participants of autistic spectrum disorder (ASD), attention-deficit hyperactivity disorder (ADHD), and other developmental disorders that occurred during the follow-up were identified. Newborns with neonatal jaundice had increased risks of developing ASD (hazard ratio [HR]: 1.75,95% confidence interval [CI]: 1.05-2.90), any developmental delay (HR: 1.27,95% Cl: 1.02-1.58), and developmental speech or language disorder (HR: 1.41, 95% Cl: 1.11-1.79). Newborn exposure to hyperbilirubinemia was related to the increased risk of developing ASD, any developmental delay, and developmental speech or language disorder in later life. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000336111200004 ER PT J AU Reszka, Stephanie S. Hume, Kara A. Sperry, Laurie Boyd, Brian A. McBee, Matthew T. TI The Classroom Practice Inventory: Psychometric evaluation of a rating scale of intervention practices for children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 6 BP 633 EP 643 DI 10.1016/j.rasd.2014.02.003 PD JUN 2014 PY 2014 AB The Classroom Practice Inventory (CPI) was developed as a tool to provide descriptive information about the practices used in classrooms to address the developmental needs of children with autism spectrum disorder (ASD). Data from a multi-site study examining the outcomes for preschool students with ASD served in three types of classroom models indicate that the CPI produces reliable and valid assessments of practices used in classrooms. Items on the CPI can be used to discriminate among classroom models and can be used to provide descriptive information about classrooms following a prescribed comprehensive treatment model as well as those providing an eclectic model of services. Implications for the future use of the CPI are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000336111200005 ER PT J AU Erstenyuk, Valentyna Swanson, Meghan R. Siller, Michael TI Pupillary responses during a joint attention task are associated with nonverbal cognitive abilities and sub-clinical symptoms of autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 6 BP 644 EP 653 DI 10.1016/j.rasd.2014.03.003 PD JUN 2014 PY 2014 AB Measures of pupillary dilation provide a temporally sensitive, quantitative indicator of cognitive resource allocation. The current study included 39 typically developing children between 3 and 9 years of age. Children completed a free-viewing task designed to elicit gaze following, a core deficit of Autism Spectrum Disorders (ASD). Results revealed a negative association between children's pupil dilation and a standardized measure of nonverbal intelligence, suggesting that children with lower intelligence allocated more cognitive resources than children with higher intelligence. In addition, the results revealed a negative association between pupil dilation and a parent-report measure of sub-clinical symptoms of ASD, suggesting that children with fewer ASD-related symptoms allocated more cognitive resources than children who showed more sub-clinical symptoms of ASD. Both associations were independent of each other and could not be explained by variation in chronological age. These findings extend previous research demonstrating associations between basic aspects of visual processing and intelligence. In addition, these findings comport with recent theories of ASD that emphasize reduced sensitivity to the reward value of social situations. When confronted with social ambiguity, children with more ASD-related symptoms allocated fewer cognitive resources to resolving this ambiguity than children who showed fewer sub-clinical symptoms of ASD. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000336111200006 ER PT J AU Yi, Li Fan, Yuebo Joseph, Lisa Huang, Dan Wang, Xueqin Li, Jiao Zou, Xiaobing TI Event-based prospective memory in children with autism spectrum disorder: The role of executive function SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 6 BP 654 EP 660 DI 10.1016/j.rasd.2014.03.005 PD JUN 2014 PY 2014 AB The present study investigated event-based prospective memory (PM) and its cognitive correlates in children with autism spectrum disorder (ASD) compared to age- and ability-matched typically developing (TD) peers. Participants included 25 children with ASD, 25 age-matched TO peers, and 28 ability-matched TO peers. Participants completed one PM task, and several executive functioning tasks assessing working memory (Block Recall Task), inhibitory control (Stroop Task), and cognitive flexibility (Dimensional Change Card Sorting Task). Results indicated that children with ASD had significantly lower scores on the PM task than children in the TD groups. Additionally, PM performance of children with ASD was significantly predicted by their nonverbal IQ, whereas PM performance of TO children was significantly predicted by their inhibitory control. These results provide evidence for the PM deficit in children with ASD and the effect of cognitive functioning, rather than a specific aspect of executive function, on the development of PM. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000336111200007 ER PT J AU Salomone, Erica Kutlu, Besterah Derbyshire, Kayleigh McCloy, Carlye Hastings, Richard P. Howlin, Patricia Charman, Tony TI Emotional and behavioural problems in children and young people with autism spectrum disorder in specialist autism schools SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 6 BP 661 EP 668 DI 10.1016/j.rasd.2014.03.004 PD JUN 2014 PY 2014 AB We investigated emotional and behavioural problems in a sample (N = 615) of children and young people with autism spectrum disorders (ASD), most of whom also had intellectual disability (ID), attending specialist autism schools. High rates of parent- and teacher-reported problems were recorded. Teacher-reported levels of hyperactivity were higher in younger children. Teacher- but not parent-reported levels of conduct problems and hyperactivity were highest in children without phrase speech. Greater use of mental health services was associated with higher levels of emotional and behavioural problems, but only a minority of participants had accessed mental health services in the previous 6 months. (C) 2014 Elsevier Ltd. All rights reserved. RI Hastings, Richard/D-9657-2013 OI Hastings, Richard/0000-0002-0495-8270 TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000336111200008 ER PT J AU Radley, Keith C. O'Handley, Roderick D. Ness, Emily J. Ford, W. Blake Battaglia, Allison A. McHugh, Melissa B. McLemore, Chandler E. TI Promoting social skill use and generalization in children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 6 BP 669 EP 680 DI 10.1016/j.rasd.2014.03.012 PD JUN 2014 PY 2014 AB Social skills training is a frequently utilized intervention for addressing social deficits of children with autism spectrum disorder (ASD). The current study investigated the effects of the Superheroes Social Skills program, a social skills training program consisting of multiple evidence-based practices, in promoting accurate demonstration of target social skills in both a training and generalized setting. Three children with ASD between the ages of 10 and 14 attended 10 social skills training sessions over five weeks, with social skills lessons targeting participation, conversation, perspective taking, and problem solving skills. A multiple probe design across behaviors and replicated across participants was utilized to evaluate accurate demonstration of target social skills. Results suggest improvement in skill accuracy in both the training and generalization settings. Indirect secondary measures of participant social functioning and parental stress were also collected and suggest improvements associated with social skills training. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000336111200009 ER PT J AU Chan, Agnes S. Sze, Sophia L. Han, Yvonne M. Y. TI An intranasal herbal medicine improves executive functions and activates the underlying neural network in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 6 BP 681 EP 691 DI 10.1016/j.rasd.2014.03.007 PD JUN 2014 PY 2014 AB Our animal and human studies have provided empirical evidence that a patented intranasal herbal medicine alters brain functions and neurophysiology. In particular, it reduces clinical symptoms and immunological anomalies in children with autism spectrum disorders (ASD). The present study explored whether the herbal formula can improve executive functions and the associated neuroelectrophysiological activity in ASD. Thirty children with ASD were evenly assigned to receive a daily intranasal administration of the herbal formula or no treatment. Their executive functions, behavioral problems, and electroencephalographic activity during an executive control task were measured before and after six months of treatment with the herbal formula. After treatment, the experimental group showed significantly improved inhibitory control, mental flexibility, and planning, which coincided with an event-related elevation in the activity of their prefrontal and anterior cingulate cortices (regions that are critical for executive control of behaviors) as well as reduced daily dysexecutive behaviors. In contrast, the control group showed no significant changes in executive functions or neural system activity. These findings support the administration of the intranasal herbal medicine as a possible intervention for improving executive functions in ASD. 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/3.0/). TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000336111200010 ER PT J AU Lin, Jin-Ding Lin, Lan-Ping Su, Sheng-Fang Hsu, Shang-Wei Chou, Yu-Ching Lin, Fu-Gong Loh, Ching-Hui Wu, Jia-Ling Chu, Cordia M. TI The interference of low back pain on everyday functions of life in care workers for persons with intellectual, autistic, and associated multiple disabilities: The Brief Pain Inventory short form (BPI-SF) survey SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 6 BP 692 EP 700 DI 10.1016/j.rasd.2014.03.011 PD JUN 2014 PY 2014 AB Low back pain is a critical public health problem; this condition significantly affects the quality of life and has a major socioeconomic impact. The present study aimed to investigate the interference of low back pain with everyday functions of life in disability care workers, and to examine the influencing factors of the interference, such as workers' demographic, lifestyle habits, self-reported health status, working conditions and previous pain experience. The Wong-Baker FACES Pain Rating Scale and Brief Pain Inventory Short Form were used to identify the pain severity and life interference of 677 participants who had experienced low back pain conditions in the previous year. The results indicated that the mean score of the pain severity was 3.78 +/- 1.82, 78.9% subjects experienced mild pain (score 2-4), 13.7% subjects experienced moderate pain, and 5.3% subjects experienced severe pain. More than twenty percent of the respondents reported that low back pain moderately or severely interfered with their daily functions. Many working conditions and pain experienced significantly correlated with the score of pain interference in the care workers after controlling for factors of healthy lifestyle and health status (R-2 = 41.7%). These findings may garner attention from health welfare authorities and lead to improvements in health promotion initiatives to prevent low back pain from interfering with the daily activities of care workers for people with intellectual, autistic and associated disabilities. (C) 2014 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000336111200011 ER PT J AU Carrington, Sarah J. Kent, Rachel G. Maljaars, Jarymke Le Couteur, Ann Gould, Judith Wing, Lorna Noens, Ilse Van Berckelaer-Onnes, Ina Leekam, Susan R. TI DSM-5 Autism Spectrum Disorder: In search of essential behaviours for diagnosis SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 6 BP 701 EP 715 DI 10.1016/j.rasd.2014.03.017 PD JUN 2014 PY 2014 AB The objective of this study was to identify a set of 'essential' behaviours sufficient for diagnosis of DSM-5 Autism Spectrum Disorder (ASD). Highly discriminating, 'essential' behaviours were identified from the published DSM-5 algorithm developed for the Diagnostic Interview for Social and Communication Disorders (DISCO). Study 1 identified a reduced item set (48 items) with good predictive validity (as measured using receiver operating characteristic curves) that represented all symptom sub-domains described in the DSM-5 ASD criteria but lacked sensitivity for individuals with higher ability. An adjusted essential item set (54 items; Study 2) had good sensitivity when applied to individuals with higher ability and performance was comparable to the published full DISCO DSM-5 algorithm. Investigation at the item level revealed that the most highly discriminating items predominantly measured social-communication behaviours. This work represents a first attempt to derive a reduced set of behaviours for DSM-5 directly from an existing standardised ASD developmental history interview and has implications for the use of DSM-5 criteria for clinical and research practice. (C) 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/3.0/). RI Carrington, Sarah/C-1246-2010 OI Carrington, Sarah/0000-0001-5548-8793 TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000336111200012 ER PT J AU Boonen, Hannah Maljaars, Jarymke Lambrechts, Greet Zink, Inge Van Leeuwen, Karla Noens, Ilse TI Behavior problems among school-aged children with autism spectrum disorder: Associations with children's communication difficulties and parenting behaviors SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 6 BP 716 EP 725 DI 10.1016/j.rasd.2014.03.008 PD JUN 2014 PY 2014 AB Research has clearly demonstrated that behavior problems are common among children with ASD. These co-occurring behavior problems place children with ASD and their families at risk for a range of negative outcomes. This questionnaire study aimed to investigate whether and how age, gender, and communication difficulties at the child level and parenting behaviors at the family level are associated with externalizing and internalizing problems among children with ASD (n = 206) and without ASD (n = 187) aged 6-12 years. Results indicated that pragmatic language difficulties of the child and negative controlling parenting behaviors both made a significant and unique contribution to externalizing behavior problems for the ASD group. In the control group, chronological age and pragmatic language difficulties were the most robust concurrent predictors of externalizing problems. With regard to internalizing problems, pragmatic language difficulties and ASD adapted parenting behaviors were significant predictors for both the ASD and control group. (C) 2014 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000336111200013 ER PT J AU Tzanakaki, Pagona Grindle, Corinna F. Dungait, Sarah Hulson-Jones, Amy Saville, Maria Hughes, J. Carl Hastings, Richard P. TI Use of a tactile prompt to increase social initiations in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 6 BP 726 EP 736 DI 10.1016/j.rasd.2014.03.016 PD JUN 2014 PY 2014 AB Making appropriate verbal initiations to others is an aspect of social interaction that can be problematic for individuals with autism. A variety of teaching and prompting methods have been developed to address the issue including the use of a tactile prompt, a small device that can fit in the participant's pocket and can be programmed to vibrate at regular intervals. Our aim was to extend the existing research on the use of the tactile prompt by incorporating reinforcement during intervention and attempting a systematic fading of the prompt. Three children with autism participated in Study 1 and two children in Study 2. In both studies, the intervention was conducted during free-play activities with mainstream peers. Results indicated that the participants' verbal initiations to their peers increased in comparison to baseline. Additionally in Study 2, the use of both the tactile prompt and the prosthetic reinforcement were successfully faded. Implications regarding the use of covert prompting methods to help individuals with autism in the area of social interactions are discussed. (C) 2014 Elsevier Ltd. All rights reserved. RI Hastings, Richard/D-9657-2013 OI Hastings, Richard/0000-0002-0495-8270 TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000336111200014 ER PT J AU Lionello-DeNolf, Karen M. Farber, Rachel Jones, B. Max Dube, William V. TI Thematic matching as remedial teaching for symbolic matching for individuals with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 5 BP 455 EP 462 DI 10.1016/j.rasd.2014.01.004 PD MAY 2014 PY 2014 AB Matching-to-sample (MTS) is often used to teach symbolic relationships between spoken or printed words and their referents to children with intellectual and developmental disabilities. However, many children have difficulty learning symbolic matching, even though they may demonstrate generalized identity matching. The current study investigated whether training on symbolic MTS tasks in which the stimuli are physically dissimilar but members of familiar categories (i.e., thematic matching) can remediate an individual's difficulty learning symbolic MTS tasks involving non-representative stimuli. Three adolescent males diagnosed with autism spectrum disorder were first trained on symbolic MTS tasks with unfamiliar, non-representative form stimuli. Thematic matching was introduced after the participants failed to learn 0, 2 or 4 symbolic MTS tasks and before additional symbolic MTS tasks were introduced. After exposure to thematic matching, accuracy on symbolic MTS tasks with novel stimuli increased to above chance for all participants. For two participants, high accuracy (>90%) was achieved on a majority of these sessions. Thus, thematic matching may be an effective intervention for students with limited verbal repertoires and who have difficulty learning symbolic MTS tasks. Possible explanations for the facilitative effect of thematic matching are considered and warrant further investigation. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000335107200001 ER PT J AU Horlin, Chiara Albrecht, Matthew A. Falkmer, Marita Leung, Denise Ordqvist, Anna Tan, Tele Lee, Wee Lih Falkmer, Torbjorn TI Visual search strategies of children with and without autism spectrum disorders during an embedded figures task SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 5 BP 463 EP 471 DI 10.1016/j.rasd.2014.01.006 PD MAY 2014 PY 2014 AB Individuals with ASD often demonstrate superior performance on embedded figures tasks (EFTs). We investigated visual scanning behaviour in children with ASD during an EFT in an attempt replicating a previous study examining differences in visual search behaviour. Twenty-three children with, and 31 children without an ASD were shown 16 items from the Figure-Ground subtest of the TVPS-3 while wearing an eye tracker. Children with ASD exhibited fewer fixations, and less time per fixation, on the target figure. Accuracy was similar between the two groups. There were no other noteworthy differences between children with and without ASD. Differences in visual scanning patterns in the presence of typical behavioural performance suggest that any purported differences in processing style may not be detrimental to cognitive performance and further refinement of the current methodology may lead to support for a purported advantageous cognitive style. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000335107200002 ER PT J AU Stasolla, Fabrizio Perilli, Viviana Damiani, Rita TI Self monitoring to promote on-task behavior by two high functioning boys with autism spectrum disorders and symptoms of ADHD SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 5 BP 472 EP 479 DI 10.1016/j.rasd.2014.01.007 PD MAY 2014 PY 2014 AB We assessed a self-monitoring procedure to promote on-task behavior in classroom by two high functioning boys with autism spectrum and attention deficit hyperactivity disorders.A second aim of the study was to reduce stereotyped behaviors for both boys. Finally, a third goal was to verify the effects of the intervention on the participant's mood. The study was conducted according to a non concurrent multiple baseline design across participants. Results show an increase of on-task behavior and indices of happiness during the intervention phase. Moreover, the stereotyped behaviors decreased during intervention phase for both boys. Participants maintained their performance during the maintenance phase, which occurred a month after the end of the intervention. The effectiveness of the rehabilitation program was confirmed by 72 university students involved in a social validation assessment as raters. Psychological and practical implications of the findings are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 6 ZB 3 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000335107200003 ER PT J AU Daou, Nidal Vener, Susan M. Poulson, Claire L. TI Analysis of three components of affective behavior in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 5 BP 480 EP 501 DI 10.1016/j.rasd.2014.01.005 PD MAY 2014 PY 2014 AB Affective behavior is a crucial ingredient for appropriate, sustainable social interactions. People with autism have deficits in social interaction that are apparent in nonverbal behavior. Few studies have applied behavioral procedures to increase appropriate affective responding in people with autism. This study adds to that literature by examining three components of affective behavior, thus reinforcing the notion that it is not only what the learner says (verbal responding), but also how she says it (vocal intonation); not only whether the learner makes eye contact with his conversation partner, but also how he presents himself (facial expression). A multiple-baseline design evaluated the effects of an affect-training program on the percentage of appropriate responding emitted by three children with autism. The program consisted of reinforcement, prompting, script-fading, and shaping procedures. The percentage of appropriate affective responding emitted by participants across categories increased systematically following treatment; so did performance on nonreinforced probes. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000335107200004 ER PT J AU Cervantes, Paige E. Matson, Johnny L. Williams, Lindsey W. Jang, Jina TI The effect of cognitive skills and autism spectrum disorder on stereotyped behaviors in infants and toddlers SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 5 BP 502 EP 508 DI 10.1016/j.rasd.2014.01.008 PD MAY 2014 PY 2014 AB Stereotyped behaviors are prominent in both the ASD and ID populations; stereotypies can impede social skill acquisition, interfere with learning, and adversely affect an individual's quality of life. The current study explored the effect of cognitive skills and autism spectrum disorder (ASD) on the rate of stereotypies in 2019 children aged 17-39 months. Cognitive abilities were assessed using the cognitive developmental quotient (DQ) on the Battelle Developmental Inventory, Second Edition (BDI-2); two levels of cognitive skill were used: (1) low (cognitive DQ less than or equal to 70), and (2) typical (cognitive DQ greater than 70). Stereotypies were examined utilizing the Baby and Infant Screen for Children with aUtIsm Traits, Part 3 (BISCUIT-Part 3). Children with ASD were found to have greater rates of overall stereotyped behaviors compared to children with atypical development, regardless of cognitive level; however, children with ASD and typical cognitive ability evinced the highest rate of stereotypies. An examination of specific stereotyped behaviors (i.e., unusual play with objects, repeated and unusual vocalizations, repeated and unusual body movements) revealed disparate results. Research and clinical implications regarding these findings are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000335107200005 ER PT J AU Lin, Jin-Ding Lin, Lan-Ping Su, Sheng-Fang Hsu, Shang-Wei Loh, Ching-Hui Wu, Jia-Ling Chu, Cordia M. TI Personal and workplace factors for the risk of low back pain among institutional caregivers of people with intellectual, autistic or multiple disabilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 5 BP 509 EP 517 DI 10.1016/j.rasd.2014.01.013 PD MAY 2014 PY 2014 AB The aims of the present study were to investigate the prevalence of LBP among institutional caregivers of people with intellectual, autistic or associated multiple disabilities and to examine the risk factors for LBP among this population. A cross-sectional, purposive sampling method was used to recruit into the study 1073 staff who were working in 15 disability welfare institutions. The survey materials included an introduction letter, an informed consent, and a structured questionnaire that queried the participant's demographic and working characteristics, healthy lifestyle, and previous and current LBP experiences. The present study results showed that 63.2% of the participants reported that they had LBP in the previous year. Many factors of the participants' demographic characteristics (gender, BMI, and marital status), working conditions (years of working experience, weekly work days, labor-oriented work, and direct care staff), and health status (exercise habit, perceived health status, previous and more recent medication experience of musculoskeletal discomfort) associated with LBP occurrence were analyzed in univariate Chi-square analyses. Finally, multiple logistic regression analyses revealed that the factors of female gender (OR = 1.534, p = 0.039), being married (OR = 1.469, p = 0.027), being direct care staff (OR = 1.844, p = 0.025), having fair health status (OR = 1.518, p = 0.012), or previous (OR = 1.996, p < 0.001) and more recent (OR = 2.744, p < 0.001) medication experience of musculoskeletal discomfort were found to be more likely to have LBP than their counterparts. This study highlights that we should pay much closer attention to LBP risk factors and to plan necessary initiatives to avoid the progression of LBP in the workplace. (C) 2014 Elsevier Ltd. All rights reserved. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000335107200006 ER PT J AU Van der Paelt, Sara Warreyn, Petra Roeyers, Herbert TI Social-communicative abilities and language in preschoolers with autism spectrum disorders: Associations differ depending on language age SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 5 BP 518 EP 528 DI 10.1016/j.rasd.2014.01.010 PD MAY 2014 PY 2014 AB The aim of this study was to look at the unique contributions of imitation, pretend play and joint attention to differences in receptive and expressive language. Associations between social-communicative and language abilities were assessed thoroughly in a large sample (n = 83) of preschoolers with ASD. We hypothesized that these associations are dependent of language age. Therefore the sample was divided in two subsamples based on either the receptive or expressive language age for each of the analyses. Results revealed that imitation, pretend play, response to joint attention and imperative and declarative joint attention, were all uniquely associated with language. However, these relationships were different for receptive and expressive language and they also differed depending on the language age of the children. While imitation and pretend play showed unique associations with language in children with a language age under 2 years old and children with a language age above 2 years old, joint attention abilities were only uniquely associated with language in children with the youngest language age. These findings lend support to the idea that social-communicative abilities are important intervention targets for children with ASD. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000335107200007 ER PT J AU Lanovaz, Marc J. Rapp, John T. Maciw, Isabella Pregent-Pelletier, Emilie Dorion, Catherine Ferguson, Stephanie Saade, Sabine TI Effects of multiple interventions for reducing vocal stereotypy: Developing a sequential intervention model SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 5 BP 529 EP 545 DI 10.1016/j.rasd.2014.01.009 PD MAY 2014 PY 2014 AB Despite the availability of several interventions designed to reduce engagement in vocal stereotypy, few studies have compared two or more interventions together. Consequently, practitioners have limited amount of data to make informed decisions on whether an intervention may be more suitable than another to begin treating vocal stereotypy. The purpose of the study was to address this limitation by examining the direct and collateral effects of multiple interventions in 12 individuals with autism and other developmental disabilities in order to guide the development of a sequential intervention model. Using single-case experimental designs, we conducted a series of four experiments which showed that (a) noncontingent music generally produced more desirable outcomes than differential reinforcement of alternative behavior, (b) differential reinforcement of other behavior reduced vocal stereotypy in two participants for whom noncontingent music had failed to do so, (c) the addition of simple prompting procedures may enhance the effects of the interventions, and (d) the effects of noncontingent music may persist during sessions with extended durations. Based on these results, we propose a sequential intervention model to facilitate the initial and subsequent selection of an intervention most likely to reduce vocal stereotypy while producing desired collateral outcomes. (C) 2014 The Authors. Published by Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000335107200008 ER PT J AU Magiati, Iliana Chan, Jing Yi Tan, Wen-Li Julianne Poon, Kenneth K. TI Do non-referred young people with Autism Spectrum Disorders and their caregivers agree when reporting anxiety symptoms? A preliminary investigation using the Spence Children's Anxiety Scale SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 5 BP 546 EP 558 DI 10.1016/j.rasd.2014.01.015 PD MAY 2014 PY 2014 AB Anxiety difficulties and disorders are common in children and youth people with Autism Spectrum Disorders (ASD), but only a few studies have specifically examined informant agreement in non-referred samples. The present study examined informant agreement between 38 Singaporean caregiver-child dyads using the Spence Children's Anxiety Scale Parent Version (SCAS-P) and the SCAS Child self-report (SCAS-C) respectively. The young people with ASD (mean age 12 years 10 months) completed the SCAS-C, while their caregivers completed the SCAS-P, the Scales of Independent Behavior-Revised and the Developmental Behavior Checklist. There was overall moderately good agreement between caregivers and children's reporting of anxiety symptoms. Intra-class correlations were highest in the Separation Anxiety, Generalized Anxiety and Physical Injury subscales. Fourteen of the 38 SCAS items, most of which described overt anxiety symptoms, showed strong or moderate inter-rater agreement. Higher severity of autism symptoms was associated with poorer agreement in the Generalized Anxiety, Panic and Obsessions/Compulsions SCAS subscales. These preliminary findings suggest that the SCAS may be a useful measure for reporting anxiety symptoms in terms of satisfactory agreement between caregivers and young people in non-referred settings. Implications for screening for anxiety in non-referred young people with ASD are also discussed. (C) 2014 Elsevier Ltd. All rights reserved. RI Chan, Julia/C-5392-2008 OI Chan, Julia/0000-0003-4434-2160 TC 3 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000335107200009 ER PT J AU Albrecht, Matthew A. Foster, Jonathan K. Joosten, Annette Falkmer, Marita Tang, Julia Leung, Denise Ordqvist, Anna Falkmer, Torbjorn TI Visual search strategies during facial recognition in children with ASD SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 5 BP 559 EP 569 DI 10.1016/j.rasd.2014.01.014 PD MAY 2014 PY 2014 AB Facial recognition is a complex skill necessary for successful human interpersonal and social interactions. Given that the most prevalent disorder of social interaction is autism spectrum disorder (ASD), a number of studies have investigated and found impaired facial recognition abilities in people with ASD. Further, this impairment may be critically involved in mediating the deficits in interpersonal and social interactions in people with ASD. We sought to address the question of whether face processing is impaired in children with ASD in the current study. While there were a number of differences in visual search behaviours between the 19 children with ASD and the 15 controls, this did not manifest in deficits in facial recognition accuracy. In addition, there were notable differences with respect to eye fixation behaviours and recognition accuracy in this study compared to the findings in a previous similar study conducted in adults with ASD. These differences suggest a performance enhancing developmental trajectory in facial processing in controls that may not be present in individuals with ASD. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000335107200010 ER PT J AU Hong, Ee Rea Ganz, Jennifer B. Gilliland, Whitney Ninci, Jennifer TI Teaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 5 BP 570 EP 580 DI 10.1016/j.rasd.2014.01.012 PD MAY 2014 PY 2014 AB Many researchers have investigated the effectiveness of augmentative and alternative communication (AAC) systems on improving communication skills of children with autism spectrum disorder (ASD) and communication complex needs (CCN); however, few studies included adults with ASD. Also, there is a lack of research on primary caregiver implemented interventions with high treatment fidelity although primary caregiver-implemented interventions have been used effectively with adults with ASD and their families. This study investigated the accuracy of primary caregivers' implementation of a tablet-computer based AAC system while they were providing instruction to an adult with ASD. Also, independent use of AAC system of the participant was examined. We implemented a multiple probe design across three instructional coaching steps to examine the accuracy of the caregivers' AAC implementation. One adult with autism and CCN and his four primary caregivers participated in this study, twice a week for seven weeks. Both visual and statistical analyses were utilized. Results indicated that, with instructional coaching, all of the caregivers were able to implement the procedures of the AAC mode with the participant accurately, as demonstrated via visual inspection and statistical analyses. Nevertheless, there was little improvement in the participant's independent use of the AAC mode. Limitations and suggestions for future researchers are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000335107200011 ER PT J AU Bjorgaas, H. M. Elgen, I. Ryland, H. K. Hysing, M. TI Autism spectrum symptoms in children with cerebral palsy: Prevalence and co-occurring conditions SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 5 BP 581 EP 588 DI 10.1016/j.rasd.2014.01.011 PD MAY 2014 PY 2014 AB Purpose: To explore autism spectrum symptoms in children with cerebral palsy (CP), and the association between autism spectrum symptoms and medical and psychiatric comorbidity. Methodology: Parents of children with CP in a Norwegian population were interviewed with a child psychiatric diagnostic instrument, and completed the Autism Spectrum Screening Questionnaire (ASSQ). Medical and socio-demographic data were obtained. ASSQ mean scores were compared to the Bergen Child Study (BCS), both to healthy controls and to subgroups of children with chronic illness in general, and neurological disorders specifically. Results: Interviews and data collection were completed for 47 children, of whom 30 were boys, most had spastic CP, and were less severely affected by CP. Large effect sizes were found when comparing ASSQ mean scores in children with CP to children with chronic illnesses and normal controls. One in five children was ASSQ high scorers defined as a score above the 98th percentile of normal controls. A high rate of co-occurring psychiatric disorders, mainly AD/HD, was found in ASSQ high scorers. Conclusions: More attention should be given to autism spectrum symptoms in the regular follow-up of children with CP in an attempt to enhance social functioning. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000335107200012 ER PT J AU Siller, Michael Swanson, Meghan R. Serlin, Gayle Teachworth, Ann G. TI Internal state language in the storybook narratives of children with and without autism spectrum disorder: Investigating relations to theory of mind abilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 5 BP 589 EP 596 DI 10.1016/j.rasd.2014.02.002 PD MAY 2014 PY 2014 AB The current study examines narratives elicited using a wordless picture book, focusing on language used to describe the characters' thoughts and emotions (i.e., internal state language, ISL). The sample includes 21 children with autism spectrum disorder (ASD) and 24 typically developing controls, matched on children's gender, IQ as well as receptive and expressive vocabulary. This research had three major findings. First, despite equivalent performance on standardized language assessments, the volume of children's narratives (i.e., the number of utterances and words, the range of unique verbs and adjectives) was lower in children with ASD than in typically developing controls. Second, after controlling for narrative volume, the narratives of children with ASD were less likely to reference the characters' emotions than was the case for typically developing controls. Finally, our results revealed a specific association between children's use of emotion terms and their performance on a battery of experimental tasks evaluating children's Theory of Mind abilities. Implications for our understanding of narrative deficits in ASD as well as interventions that use narrative as a context for improving social comprehension are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 3 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000335107200013 ER PT J AU Takayama, Yuko Hashimoto, Ryuichiro Tani, Masayuki Kanai, Chieko Yamada, Takashi Watanabe, Hiromi Ono, Taisei Kato, Nobumasa Iwanami, Akira TI Standardization of the Japanese version of the Glasgow Sensory Questionnaire (GSQ) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 4 BP 347 EP 353 DI 10.1016/j.rasd.2013.12.017 PD APR 2014 PY 2014 AB Individuals with autism spectrum disorders (ASD) often have sensory processing abnormalities. However, limited measures that assess these problems in adults with ASD have been developed till date, particularly in Japan. Robertson and Simmons (2012) developed a self-rating scale to investigate sensory sensitivity: the Glasgow Sensory Questionnaire (GSQ). In the present study, we developed a Japanese version of GSQ and investigated sensory abnormalities in adults with ASD. We compared results of the Japanese version of GSQ in adults between an ASD group (n = 64) and a control group (n = 70). In addition, we also administered these individuals with the autism spectrum quotient (AQ), which is a questionnaire for assessing autistic traits. The Japanese version of GSQ scores was significantly higher in the ASD group than that in the control group. The total GSQ score and each sensory subscale showed a positive correlation with AQ in the total study sample. These results indicate that individuals with pronounced autistic traits have more frequent and extreme sensory processing problems compared with that in individuals with less pronounced autistic traits. We also assessed validity of the new test. Cronbach's alpha of the questionnaire was calculated, and its high value indicates that the Japanese version of GSQ has high reliability. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000332429100001 ER PT J AU Mannion, Arlene Leader, Geraldine TI Epilepsy in autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 4 BP 354 EP 361 DI 10.1016/j.rasd.2013.12.012 PD APR 2014 PY 2014 AB The purpose of this review is to provide an overview of the research on epilepsy in autism spectrum disorder (ASD). Topics explored are the prevalence of epilepsy in ASD, the importance of studying epilepsy, as well as the questionnaire measures used to assess epilepsy side-effects. Research on the relationships between epilepsy and parental stress and psychological distress, developmental regression, language and communication, adaptive behavior, social skills, autism severity, challenging behavior, comorbid psychopathology, gastrointestinal symptoms, sleep problems, sensory issues and quality of life are also discussed. Finally, recommendations for treatment are given as well as areas where future research is needed. (C) 2014 Published by Elsevier Ltd. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000332429100002 ER PT J AU Sappok, Tanja Gaul, Isabell Bergmann, Thomas Dziobek, Isabel Bolte, Sven Diefenbacher, Albert Heinrich, Manuel TI The Diagnostic Behavioral Assessment for autism spectrum disorder-Revised: A screening instrument for adults with intellectual disability suspected of autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 4 BP 362 EP 375 DI 10.1016/j.rasd.2013.12.016 PD APR 2014 PY 2014 AB Given the strong association between intellectual disability (ID) and autism spectrum disorder (ASD), standardized instruments for the assessment of ASD in adults with ID are desirable. The Diagnostic Behavioral Assessment for ASD - Revised (DiBAS-R) is a DSM-5/ICD-10 based caregiver-report screening tool that consists of 19 Likert-scaled items. This study evaluated the item-validities, item-difficulties, item-variances, part-whole corrected item total-correlations, reliability, and the factorial, diagnostic, and convergent/discriminant validities of the DiBAS-R in a clinical, adult ID sample (N = 219). Factor analysis yielded two consistent dimensions; i.e., social interaction/communication and stereotypy/rigidity/sensory abnormalities. The diagnostic validity was adequate, as reflected by an area under the curve of 0.89 and balanced sensitivity and specificity values of 81%. The DiBAS-R total scores were significantly correlated with the Social Communication Questionnaire (r = 0.52), the Scale for Pervasive Developmental Disorders in Mentally Retarded Persons (r = 0.50), and the Autism-Checklist (r = 0.59), while no significant correlation with the Modified Overt Aggression Scale was observed. The interrater reliability was excellent (ICC = 0.88). These findings indicate that the DiBAS-R is a promising and psychometrically sound instrument for ASD screening of adults with ID. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000332429100003 ER PT J AU Stasolla, Fabrizio Damiani, Rita Caffo, Alessandro O. TI Promoting constructive engagement by two boys with autism spectrum disorders and high functioning through behavioral interventions SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 4 BP 376 EP 380 DI 10.1016/j.rasd.2013.12.020 PD APR 2014 PY 2014 AB We assessed a behavioral intervention-based strategy to promote constructive engagement and to reduce stereotyped behaviors by two boys with autism spectrum disorders and high functioning. The program included two functional activities for each participant (i.e. coloring and using a personal computer with a multimedia software for reading and writing) according to a multi-elements baseline design, during classroom. Both participants showed a preference for the computer activity during the choice phase. Results showed an increasing of constructive engagement, according to both functional activities, and a reduction of stereotyped behaviors during intervention phases for both participants. Psychological as well as practical implications of the findings are discussed. (C) 2014 Elsevier Ltd. All rights reserved. TC 6 ZB 2 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000332429100004 ER PT J AU Tsai, Po-Hsin Chen, Mu-Hong Su, Tung-Ping Chen, Ying-Sheue Hsu, Ju-Wei Huang, Kai-Lin Chang, Wen-Han Chen, Tzeng-Ji Bai, Ya-Mei TI Increased risk of autism spectrum disorder among early life asthma patients: An 8-year nationwide population-based prospective study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 4 BP 381 EP 386 DI 10.1016/j.rasd.2013.12.022 PD APR 2014 PY 2014 AB Previous research has suggested an association between autism spectrum disorder (ASD) and allergic disorders, but epidemiological evidence regarding asthma remains limited. We conducted a nationwide population-based prospective cohort study (1:4 case:control patients, age- and gender-matched), hypothesizing that asthma in infancy or toddlerhood increased the risk of ASD. The participants comprised 2134 asthmatic infants and children and 8536 controls aged 0-3 years in 2002. We identified cases of ASD that occurred near the end of the follow-up period (December 31, 2010), determining that asthmatic infants and children exhibited a higher accumulative incidence rate of ASD than did the controls (1.3% vs 0.7%, P = .007). After adjusting for age at enrollment, gender, level of urbanization, and comorbid allergic diseases (i.e., allergic rhinitis and atopic dermatitis), asthmatic infants and children exhibited an elevated risk of developing ASD (hazard ratio: 2.01, 95% confidence interval: 1.19-3.40). This prospective study indicated a temporal relation between asthma and subsequent ASD diagnosis, supporting the immune hypothesis of ASD pathogenesis. Further studies are required to clarify the probable interactional effects between these disorders and define a homogenous ASD subgroup. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000332429100005 ER PT J AU Hoppenbrouwers, Margot Vandermosten, Maaike Boets, Bart TI Autism as a disconnection syndrome: A qualitative and quantitative review of diffusion tensor imaging studies SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 4 BP 387 EP 412 DI 10.1016/j.rasd.2013.12.018 PD APR 2014 PY 2014 AB This review aims at evaluating the leading hypothesis of lower long-range and greater short-range cortical connectivity in individuals with autism spectrum disorder (ASD) by the available literature on diffusion tensor imaging (DTI) studies. DTI, coupled with tractography, assesses the structural connections between cortical regions and quantifies their white matter integrity. First, we provide an extensive qualitative overview of DTI findings in ASD. Next, to reveal convergence between studies, results are quantitatively analyzed using Activation Likelihood Estimation (ALE) and fibre tracking is performed to visualize the white matter tracts running through the obtained ALE clusters. Finally, findings from DTI research are related to specific symptoms characteristic of ASD. Overall, the qualitative analysis yields a widespread disruption of white matter integrity in the brain of individuals with ASD as compared to typically developing controls. This is the case for both the long-range and the local short-range connections, partially contradicting the leading hypothesis. However, several studies investigating very young children with ASD report greater structural connectivity, suggesting a developmental switch in white matter integrity in the ASD brain. Based on the combined qualitative and quantitative analysis, the corpus callosum and the ventral tracts emerge as particularly affected connections in individuals with ASD. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000332429100006 ER PT J AU Strauss, Kristin Esposito, Marco Polidori, Giorgia Vicari, Stefano Valeri, Giovanni Fava, Leonardo TI Facilitating play, peer engagement and social functioning in a peer group of young autistic children: Comparing highly structured and more flexible behavioral approaches SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 4 BP 413 EP 423 DI 10.1016/j.rasd.2014.01.002 PD APR 2014 PY 2014 AB This study examined the differential effect of a highly structured adult-directed behavioral treatment condition and a more flexible child-oriented blending of behavioral and developmental treatment strategies in a clinical group setting with autistic children. The children with autism following the more flexible child-oriented treatment condition engaged significantly more in higher-order play activities allowing for peer proximity and demonstrated better social functioning during activities with other autistic peers. A relation of child-oriented teaching utilizing less intrusive prompting to more developmentally appropriate play as well as social functioning was found. The findings suggest that child-oriented play and social skill interventions in the clinical context, although being applied in a group of autistic children, may facilitate social functioning and engagement. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000332429100007 ER PT J AU Katagiri, Masatoshi Miya, Kazushi Matsui, Mie TI Difficulty of crossmodal processing in individuals with autism spectrum disorders: An audio-visual gap/overlap paradigm study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 4 BP 424 EP 431 DI 10.1016/j.rasd.2014.01.001 PD APR 2014 PY 2014 AB Evidence suggests that individuals with autism spectrum disorders (ASD) exhibit difficulty in integrating crossmodal information. However, few previous studies have investigated crossmodal attention switching in individuals with ASD. The present study investigates whether children with ASD have difficulty in crossmodal processing across auditory and visual modalities. For this study, we observed 10 children with ASD and 11 IQ-, age-, and gender-matched, healthy, control children. We used a modified gap/overlap task that required the simultaneous allocation of attention to auditory and visual stimuli (audiovisual gap/overlap task). In addition, the visual-only gap/overlap task used a classical gap/overlap procedure. In the visual-only gap/overlap task, children with ASD exhibited the same performance as control children. In contrast, in the audio-visual condition, children with ASD were significantly slower to respond than control children in both the gap and overlap tasks. In addition, the gap effects between the ASD and control groups were observed in each condition, but no significant group differences were observed. These results suggest that children with ASD exhibit difficulty in simultaneously allocating attentional resources to auditory and visual modalities although children with ASD are intact in disengagement of attention. These findings provide important insights regarding crossmodal processing in ASD. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000332429100008 ER PT J AU Mannion, Arlene Leader, Geraldine TI Attention-deficit/hyperactivity disorder (AD/HD) in autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 4 BP 432 EP 439 DI 10.1016/j.rasd.2013.12.021 PD APR 2014 PY 2014 AB The purpose of this review is to provide an overview of the research on attention-deficit/hyperactivity disorder (AD/HD) in individuals with autism spectrum disorder (ASD). Topics explored are the prevalence of AD/HD, the importance of studying AD/HD, as well as the questionnaire measures used to measure AD/HD in individuals with ASD. Research on the relationship between AD/HD in ASD and parental stress and psychological distress, developmental regression, language and communication, adaptive behavior, social skills, autism severity, challenging behavior, comorbid psychopathology, gastrointestinal symptoms, sleep problems, epilepsy, sensory issues, motor difficulties, and quality of life are also discussed. Research on cardiac reactivity and executive functioning are also explored. Finally, recommendations for treatment are given as well as areas where future research is needed. (C) 2014 Published by Elsevier Ltd. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000332429100009 ER PT J AU Lee, Ronald Sturmey, Peter TI The effects of script-fading and a Lag-1 schedule on varied social responding in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 4 BP 440 EP 448 DI 10.1016/j.rasd.2014.01.003 PD APR 2014 PY 2014 AB This study investigated the effects of a script-fading procedure and a Lag-1 reinforcement schedule with repeated trials contingent on repeated responses on varied responding during brief conversations by one girl and two boys with autism. The experiment used a multiple-baseline-across-participants design. During baseline (Lag-0), the experimenter reinforced appropriate responding during a brief three-turn conversation. During scripting and script-fading, the experimenter gave participants audio taped models to imitate in response to experimenter-delivered antecedents in the conversation. During Lag-1 with repeated trials, the experimenter delivered reinforcement contingent on appropriate and varied responding in any part of the social conversation. During the Lag-0, participants emitted low levels of appropriate and varied responding. During scripting the participants emitted increased appropriate and varied responding. This systematically decreased to baseline levels during the return to Lag-0. During Lag-1 with repeated trials, participants increased varied and appropriate responding to levels similar to that seen during scripting. Generalization of varied responding to different settings, people, and conversations did not occur. These results are discussed in terms of extinction-induced variability and stimulus control. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000332429100010 ER PT J AU Deckers, Anne Roelofs, Jeffrey Muris, Peter Rinck, Mike TI Desire for social interaction in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 4 BP 449 EP 453 DI 10.1016/j.rasd.2013.12.019 PD APR 2014 PY 2014 AB In this experimental clinical study, a first attempt was made to examine the desire for social interaction in children with autism spectrum disorders (ASD). Children with ASD and typically developing (TD) children completed both an explicit measure (self-report) and an implicit measure (Face Turn Approach-Avoidance Task) of the desire for social interaction. On the explicit assessment, children with ASD clearly displayed lower scores reflecting less desire for social interaction than TO children. On the implicit assessment, children with ASD showed a stronger tendency to pull both social and non-social stimuli towards them, which indicates a general automatic tendency towards approach, as compared to the TO children. Possible reasons for this dissociation between the explicit and implicit desire for social interaction are discussed and directions for future research are provided. (C) 2014 Elsevier Ltd. All rights reserved. RI Rinck, Mike/A-6944-2010 TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000332429100011 ER PT J AU Khanna, Rahul Jariwala-Parikh, Krutika West-Strum, Donna Mahabaleshwarkar, Rohan TI Health-related quality of life and its determinants among adults with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 157 EP 167 DI 10.1016/j.rasd.2013.11.003 PD MAR 2014 PY 2014 AB The purpose of this study was to determine health-related quality of life (HRQOL) among adults with autism, and compare it to the HRQOL of the general adult population in the United States (US). Factors predicting HRQOL of adults with autism were also identified. A cross-sectional online survey was conducted to gather study information. From adults with autism registered with the Interactive Autism Network (IAN), those aged 18 years and above and having the capacity to self-report were identified and approached for study participation. The final sample included 291 adults with autism. One-way t-test revealed adults with autism to have significantly lower physical and mental HRQOL than their counterparts in the US population. Using linear regression analysis, modifiable factors including social support and coping along with other socio-demographic and medial characteristics were identified as significant predictors of physical and mental HRQOL. Greater perceived adequacy of social support from friends and family was associated with better HRQOL, while greater use of maladaptive coping was associated with lower HRQOL. Clinicians and other health interventionist should consider assessing these factors among adults with autism, and provide necessary capabilities to these adults with the aim of improving their HRQOL. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000331505500001 ER PT J AU Lin, Chu-Sui TI Early language learning profiles of young children with autism: Hyperlexia and its subtypes SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 168 EP 177 DI 10.1016/j.rasd.2013.11.004 PD MAR 2014 PY 2014 AB This study utilized a standardized and comprehensive computer-aided language assessment tool to identify the early learning characteristics (e.g., hyperlexia) of young children with autism. The tool consisted of six subtests: decoding, homographs, auditory vocabulary comprehension, visual vocabulary comprehension, auditory sentence comprehension, and visual sentence comprehension. Thirty-five children with ASD between the ages of 4 and 6 from Tao-Yuan County in Taiwan participated in the study. Fifteen children with ASD whose decoding performance was 1 standard deviation above the norm of age-matched typically developing children were identified as hyperlexic and selected for further analysis. Five potential hyperlexic subtypes of language learning profiles emerged from this group of children with ASD. This study revealed the heterogeneous nature of language learning characteristics of young children with autism. Such findings have important implications for preschool teachers and other early interventionists who seek to develop specific strategies that capitalize on the learning strengths of young children with ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000331505500002 ER PT J AU Matson, Johnny L. Rieske, Robert D. TI Are outcome measures for early intensive treatment of autism improving? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 178 EP 185 DI 10.1016/j.rasd.2013.11.006 PD MAR 2014 PY 2014 AB Autism Spectrum Disorders (ASD) are lifelong conditions which can be very debilitating. This disorder can be identified within the first two years of life, thus spurring the popularity of Early Intensive Behavioral Interventions (EIBI). Since 1987, the number of studies has been increasing as efficacy has been established. There has been a broad and inconsistent set of methods and procedures to establish experimental groups, evaluate treatment outcome, and assessing family reactions to treatment. In 2007, Matson noted that most EIBI studies failed to address many important dependent variables include the measurement of core symptoms of ASD. This study evaluates dependent variables used to assess the factors noted above, separated into studies published before 2008 compared to 2008 and later. Results are an indication that improvements are occurring, especially on the measurement of core symptoms of ASD; however, considerably more improvement is needed. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000331505500003 ER PT J AU Williams, Lindsey W. Matson, Johnny L. Beighley, Jennifer S. Rieske, Robert D. Adams, Hilary L. TI Comorbid symptoms in toddlers diagnosed with autism spectrum disorder with the DSM-IV-TR and the DSM-5 criteria SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 186 EP 192 DI 10.1016/j.rasd.2013.11.007 PD MAR 2014 PY 2014 AB Autism spectrum disorder (ASD) is correlated with a high probability of comorbid psychopathology. Comorbid symptoms are often equally impairing and deserving of intervention. With publication of the DSM-5, it is likely that many children who would have met the previous DSM-IV-TR criteria for ASD will not be diagnosed under the current criteria. The aim of this study is to examine common comorbid symptom categories (i.e., tantrum/conduct, inattention/impulsivity, avoidance, anxiety/repetitive behavior, and eating/sleep problems) of children who exhibit significant ASD symptoms but do not meet DSM-5 criteria. The study included toddlers who meet DSM-5 criteria for ASD; 320 who meet DSM-IV-TR criteria only, and a comparison group of 1951 atypically developing toddlers referred for evaluation but who did not meet either set of ASD criteria. Unsurprisingly, toddlers meeting the more stringent DSM-5 ASD criteria also exhibited greater comorbid symptoms, especially anxiety/repetitive behavior. Those who met only DSM-IV-TR criteria exhibited more comorbid symptoms than the atypically developing group in all categories, most notably inattention/impulsivity and tantrum/conduct. As the new DSM-5 criteria are adopted, researchers and clinicians should consider those who do not meet criteria for ASD may still have symptoms warranting assessment or intervention. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000331505500004 ER PT J AU Adams, Hilary L. Matson, Johnny L. Cervantes, Paige E. Goldin, Rachel L. TI The relationship between autism symptom severity and sleep problems: Should bidirectionality be considered? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 193 EP 199 DI 10.1016/j.rasd.2013.11.008 PD MAR 2014 PY 2014 AB Prior research assessing the relationship between autism spectrum disorder (ASD) symptom severity and sleep problems has considered the association in a unidirectional manner; researchers have primarily focused on how sleep difficulties affect ASD symptom presentation. Specifically, extant research literature on this topic indicates that sleep problems exacerbate ASD symptom severity. The present study provides an investigation of this topic in a bidirectional manner. Primary results corroborated the compounding effect of sleep problems on ASD symptom severity. Furthermore, the results of a multinomial linear regression provided preliminary evidence that increased ASD symptom severity may predict an increased likelihood of the presence of sleep problems. As such, the authors conclude that the relationship between ASD symptom severity and sleep problems should be considered bidirectionally in future research. Implications for a relationship in each direction are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 3 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000331505500005 ER PT J AU Konst, Matthew J. Matson, Johnny L. TI Temporal and diagnostic influences on the expression of comorbid psychopathology symptoms in infants and toddlers with Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 200 EP 208 DI 10.1016/j.rasd.2013.11.009 PD MAR 2014 PY 2014 AB In an attempt to increase the specificity and sensitivity the diagnostic criteria for ASD has been recently modified. Aside from the impact the diagnostic rates, these changes also have implications for the study of comorbid symptoms in the ASD population. As we refine the criteria for the ASD category we must also seek to improve our understanding of the manifestation of comorbid psychopathology within ASD populations. The current study sought to examine diagnostic and temporal influences on the expression of comorbid psychopathology symptoms in 205 infants and toddlers ranging in age from 17 to 37 months. Participants were separated into two groups based on their diagnoses (i.e., Autism Spectrum Disorder [ASD] and atypical development without an ASD). The BISCUIT-Part 2 was administered on two separate occasions, with the initial and follow up assessment occurring within one of two time intervals (4-8 months, or 9-13 months). Results from the current study indicate that the time between initial and follow up assessments is a significant factor influencing symptom expression. In addition to the temporal influence, it was observed that children diagnosed with ASD exhibit significantly less stable symptoms of comorbid psychopathology. Implications of these findings are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000331505500006 ER PT J AU Matson, Johnny L. Goldin, Rachel L. TI What is the future of assessment for autism spectrum disorders: Short and long term SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 209 EP 213 DI 10.1016/j.rasd.2013.01.007 PD MAR 2014 PY 2014 AB The autism spectrum disorders (ASD) are common, debilitating and life long. Thus, early identification of the disorder is considered to be critically important. Furthermore, periodic and life long assessment is necessary to calibrate the level and type of supports each person requires. The heterogeneity of ASD further highlights the need for reliable and valid methods which can establish overall severity of ASD, as well as specific skills for intervention. The methods and procedures used to achieve these goals have evolved considerably in the last 60 years with the rate of change accelerating. This paper highlights past practices, current methods and future directions in assessment. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000331505500007 ER PT J AU Tobin, Megan C. Drager, Kathryn D. R. Richardson, Laura F. TI A systematic review of social participation for adults with autism spectrum disorders: Support, social functioning, and quality of life SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 214 EP 229 DI 10.1016/j.rasd.2013.12.002 PD MAR 2014 PY 2014 AB A systematic review of the literature was conducted to investigate what is currently known about support for social participation for adults with autism spectrum disorders (ASD). A computerized database search followed by hand searching was conducted to locate empirical studies published after 1995 in peer-reviewed journals that described social participation or social support for adults with ASD. 14 studies were identified, evaluated for strength of evidence, and organized into topical themes. These studies focused on support for social participation from two perspectives: social functioning and quality of life (QoL). Supporting social functioning and social participation is important, as this is one route through which individuals with ASD may be able to form relationships and establish natural support networks, which can in turn contribute to QoL. In addition, working to improve social skills is of key importance as social functioning heavily impacts outcomes in a variety of areas. Social participation, social functioning, and QoL for adults with ASD appear to be facilitated through informal social support from social networks, participation in social skills groups, and membership in support groups. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000331505500008 ER PT J AU Damiano, Cara R. Aloi, Joseph Burrus, Caley Garbutt, James C. Kampov-Polevoy, Alexei B. Dichter, Gabriel S. TI Intact hedonic responses to sweet tastes in autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 230 EP 236 DI 10.1016/j.rasd.2013.12.003 PD MAR 2014 PY 2014 AB The Sweet Taste Test (STT) is a standardized measure designed to index the ability to detect differences in sweet tastes (sweet taste sensitivity) and hedonic responses to sweet tastes (sweet taste liking). Profiles of response on the STT suggest enhanced hedonic responses to sweet tastes in psychiatric disorders characterized by dysfunctional reward processing systems, including binge-eating disorders and substance use disorders, and a putative mechanism governing STT responses is the brain opioid system. The present study examined STT responses in 20 adults with autism spectrum disorder (ASD) and 38 healthy control adults. There were no differences in sweet taste sensitivity or hedonic response to sweet tastes between the ASD and control groups. Within the ASD sample, ASD symptom severity was associated with sweet taste sensitivity, but not hedonic response to sweet taste. Results may ultimately shed light on brain opioid system functioning in ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000331505500009 ER PT J AU Yoshimura, Sayaka Toichi, Motomi TI A lack of self-consciousness in Asperger's disorder but not in PDDNOS: Implication for the clinical importance of ASD subtypes SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 237 EP 243 DI 10.1016/j.rasd.2013.12.005 PD MAR 2014 PY 2014 AB Self-consciousness plays an important role in a person's social life. Assuming that self-consciousness is a key to understanding social impairments in high-functioning autism spectrum disorder (ASD), we examined self-consciousness in individuals with Asperger's disorder, pervasive developmental disorder not otherwise specified (PDDNOS) and their controls using an episodic memory task. The PDDNOS group consisted of individuals in a milder subgroup of PDDNOS, with less autistic features than Asperger's disorder. In the learning phase, one of three types of questions (phonological, semantic, self-referential) was asked about each following target word. The target words were all personality trait adjectives. Next, a recognition test was conducted. The PDDNOS group, like the control, showed the most superior performance in self-referential processing (i.e. the self-reference effect) while the Asperger's group did not; however, both the ASD groups revealed an atypical pattern of relationship between memory performance and IQ. Individuals with PDDNOS, unlike those with Asperger's disorder, may be self-conscious to the same degree as typically developing individuals, but the cognitive process leading them to self-consciousness seems atypical, causing social impairments similar to those seen in individuals with Asperger's disorder who lack self-consciousness. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000331505500010 ER PT J AU Kloosterman, Patricia H. Kelley, Elizabeth A. Parker, James D. A. Craig, Wendy M. TI Executive functioning as a predictor of peer victimization in adolescents with and without an Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 244 EP 254 DI 10.1016/j.rasd.2013.12.006 PD MAR 2014 PY 2014 AB The present study examined pragmatic language and executive functions (EF) as predictors of peer victimization in three groups: high-functioning adolescent boys with an Autism Spectrum Disorder (ASD) (n = 30); typically developing adolescent boys (n = 40); and adolescent boys (n = 22) without ASD with special education needs (SN). Controlling for age and bullying others, regression analyses revealed EF as measured by the Behavior Rating Inventory of Executive Functioning (Gioia et al., 2000) to be a significant predictor across all types of peer victimization (physical, social, and verbal) regardless of group membership. It is concluded that EF may play a pivotal role in explaining why some SN adolescents with and without ASD are at-risk for peer victimization. (C) 2014 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000331505500011 ER PT J AU Canitano, Roberto Scandurra, Valeria TI Glutamatergic agents in Autism Spectrum Disorders: Current trends SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 255 EP 265 DI 10.1016/j.rasd.2013.12.009 PD MAR 2014 PY 2014 AB Glutamate transmission dysfunction has been found in various preclinical models of Autism Spectrum Disorders (ASD), thus the glutamate system is a target for therapeutics. This report reviews current treatments for glutamate dysfunction in ASD models and clinical trials. Antagonists of metabotropic glutamate receptor subtype 5 (mGluR5) have been tested in preclinical models of autism. Black and Tan Bachyuric (BTBR) mice model behavioral phenotypes of the three core diagnostic domains of autism, e.g. social deficits, impaired language and communication, and repetitive behaviors. A significant reduction in repetitive self-grooming was observed after mGluR5 antagonist administration in BTBR mice. SHANK 3 deficient mice which have altered synaptic transmission and plasticity, were administered IGF-1 treatment to reverse these deficits based on the hypothesis that reduced AMPA receptor levels reflect less mature synapses. Clinical trials have been carried out in ASD with glutamate NMDA receptors, but current findings are not sufficient for conclusions on safety and efficacy. Memantine is an NMDA antagonist under investigation in controlled trials that hopefully will provide new insight on its use in autism. Studies using novel treatments with other glutamatergic agents are also underway and encouraging results have been observed with N-acetylcysteine in treating irritability in ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000331505500012 ER PT J AU Ryland, Hilde K. Hysing, Mari Posserud, Maj-Britt Gillberg, Christopher Lundervold, Astri J. TI Autistic features in school age children: IQ and gender effects in a population-based cohort SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 266 EP 274 DI 10.1016/j.rasd.2013.12.001 PD MAR 2014 PY 2014 AB Level and characteristics of intellectual function (IQ) have been associated with symptom presentation in children with autism spectrum disorder. The present study examined associations between IQ and autistic features in a sample of school aged boys and girls selected from a population-based cohort. The study included detailed examinations of 325 children aged 8-12 years, selected from the sample of the Bergen Child Study. IQ was assessed using the third version of the Wechsler Intelligence Scale for Children (WISC-III) and autistic features by parent reports on the Autism Spectrum Screening Questionnaire (ASSQ). Boys obtained higher ASSQ scores than girls. Gender and FSIQ had main effects on ASSQ scores, with the ASSQ scores showing a gradual decline with higher FSIQ for both genders. Discrepancies between verbal and performance IQ were relatively unrelated to ASSQscores. The findings emphasize the importance of conducting careful assessments of children before reaching conclusions about cognitive function and autistic features. (C) 2013 The Authors. Published by Elsevier Ltd. All rights reserved. TC 0 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000331505500013 ER PT J AU Lin, Jin-Ding Lin, Lan-Ping Hsia, Yi-Chen Hsu, Shang-Wei Wu, Chia-Ling Chu, Cordia M. TI A national survey of caregivers' perspective of early symptoms of dementia among adults with an intellectual disability based on the DSQIID scale SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 275 EP 280 DI 10.1016/j.rasd.2013.12.010 PD MAR 2014 PY 2014 AB As life expectancy increases for persons with an intellectual disability, concerns have been raised that there will be an increased demand for health or social services, particularly to address the challenges posed by the problems of dementia. To plan services for people with an intellectual disability who might experience the consequences of aging, an important first step is to obtain epidemiological data on the prevalence of dementia in this vulnerable population. This study aimed to investigate the dementia prevalence rate and its associated demographical factors in adults with an intellectual disability in Taiwan. A national survey was conducted to recruit 460 community residents of at least 45 years of age with an intellectual disability. The Dementia Screening Questionnaire for Individuals with Intellectual Disabilities (DSQIID) was administered to caregivers to determine the symptoms of dementia in adults with an intellectual disability. The results indicated that 16.5% of the adults with an intellectual disability might have dementia conditions (DSQIID score >= 20). After controlling for other factors in a multiple logistic regression analysis, the older adults with intellectual disability (>= 55 vs. 45-54, OR = 2.594, 95% CI = 1.438-4.679) and those individuals with a comorbid diagnosis of mental illness or neurological disease (with vs. without, OR = 2.826, 95% CI = 1.593-5.012) had a higher risk of dementia than their counterparts. This study suggests that further longitudinal studies are needed to examine the specific aspects of the functions of living and morbidity that might be affected by aging and concomitant conditions in adults with an intellectual disability. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000331505500014 ER PT J AU Persicke, Angela Bishop, Michele R. Coffman, Christine M. Najdowski, Adel C. Tarbox, Jonathan Chi, Kellee Dixon, Dennis R. Granpeesheh, Doreen Adams, Amanda N. Jang, Jina Ranick, Jennifer St Clair, Megan Kenzer, Amy L. Sharaf, Sara S. Deering, Amanda TI Evaluation of the concurrent validity of a skills assessment for autism treatment SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 281 EP 285 DI 10.1016/j.rasd.2013.12.011 PD MAR 2014 PY 2014 AB Accurate assessment is a critical prerequisite to meaningful curriculum programming for skill acquisition with children with autism spectrum disorder. The purpose of this study was to determine the validity of an indirect skills assessment. Concurrent validity of the assessment was evaluated by contrasting parent responses to participants' abilities, as indicated by direct observation of those skills. The degree to which parent report and direct observation were in agreement was measured by Pearson correlation coefficient for each curriculum area. Results indicated moderate to very high levels of agreement between parent report and direct observation of the behaviors. Results are discussed in terms of implications for efficiency of assessment and treatment. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000331505500015 ER PT J AU Einspieler, Christa Sigafoos, Jeff Bartl-Pokorny, Katrin D. Landa, Rebecca Marschik, Peter B. Bolte, Sven TI Highlighting the first 5 months of life: General movements in infants later diagnosed with autism spectrum disorder or Rett syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 286 EP 291 DI 10.1016/j.rasd.2013.12.013 PD MAR 2014 PY 2014 AB We review literature identifying an association between motor abnormality in the first 5 months of infancy and later diagnosis of autism spectrum disorder (ASD) or Rett syndrome (RU). The assessment of the quality of early spontaneous movements (also known as the assessment of general movements; GMs) is a diagnostic tool that has repeatedly proven to be valuable in detecting early markers for neurodevelopmental disorders. Even though the rate of occurrence of abnormal GMs is exceedingly high in infants later diagnosed with ASD, we endorse further studies using this method either based on family videos or its prospective implementation in high-risk sibling studies to evaluate the power of GM assessment as one potential marker for early maldevelopment in this cohort. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000331505500016 ER PT J AU Delahaye, Jennifer Kovacs, Erica Sikora, Darryn Hall, Trevor A. Orlich, Felice Clemons, Traci E. van der Weerd, Emma Glick, Laura Kuhlthau, Karen TI The relationship between Health-Related Quality of Life and sleep problems in children with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 292 EP 303 DI 10.1016/j.rasd.2013.12.015 PD MAR 2014 PY 2014 AB Although children with Autism Spectrum Disorders (ASD) are thought to experience sleep problems at a much higher rate than typically developing peers, the relationship between sleep disturbance and Health-Related Quality of Life (HRQoL) has not been explored within this pediatric population. Further, little is understood about the HRQoL of children with ASD in general. This study assessed the HRQoL and sleep health of a sample of children with ASD and investigated the relationship between HRQoL and overall sleep problems within the context of key clinical characteristics. Study participants included 86 parents of children with ASD between the ages of 4 and 12 years. Subjects were recruited from 3 autism specialty clinics at large academic medical centers and asked to proxy-report on their children's HRQoL and sleep habits. Adjusted regression models showed a consistent negative relationship between sleep disturbance and HRQoL, with greater overall sleep problems being associated with poorer total, physical, and psychosocial HRQoL. Sleep duration and sleep anxiety were also found to be negatively associated with HRQoL. These findings suggest that treatments that are effective in treating sleep disturbances may improve children's HRQoL. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000331505500017 ER PT J AU Baeza-Velasco, Carolina Michelon, Cecile Rattaz, Cecile Baghdadli, Amaria TI Are Aberrant Behavioral patterns associated with the adaptive behavior trajectories of teenagers with Autism Spectrum Disorders? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 304 EP 311 DI 10.1016/j.rasd.2013.12.004 PD MAR 2014 PY 2014 AB This study aims to identify Aberrant Behavioral (AB) patterns in adolescents with Autism Spectrum Disorders (ASD) and to examine if these patterns are associated to their adaptive behavior trajectories. The Aberrant Behavior Checklist (ABC) was used to assess problems behaviors in a sample of 152 adolescents with ASD, whose adaptive behavior trajectories were described based on the Vineland communication and socialization scores. Clustering analyses were performed to identify AB patterns and univariate analyses to evaluate the association between AB patterns and adaptive behavior trajectories. We identified four clusters or AB patterns: (1) low scores in the ABC four domains, (2) high scores in irritability and hyperactivity, (3) medium scores in the four domains, and (4) medium level of irritability and high scores in stereotypy, lethargy and hyperactivity. These patterns were significantly linked to the adolescents' adaptive behavior trajectories. Most adolescents with a high trajectory (87%) were found in clusters 1 and 3, whereas adolescents with a low trajectory were equally distributed in the four clusters. Results suggest that while a high trajectory seems associated with a low level of AB, low trajectory is not necessarily associated with a high level of AB. Study limitations and clinical implications are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000331505500018 ER PT J AU Easson, Amanda Woodbury-Smith, Marc TI The role of prenatal immune activation in the pathogenesis of autism and schizophrenia: A literature review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 312 EP 316 DI 10.1016/j.rasd.2013.12.007 PD MAR 2014 PY 2014 AB Autism spectrum disorder (ASD) and schizophrenia (SZ) are two neurodevelopmental disorders that, despite having distinct diagnostic criteria, share certain clinical and etiological features. The genetic origin of the two disorders is beyond doubt, with evidence for unique and overlapping genetic risk factors. However, lower estimates of heritability have recently been reported for both disorders, lending support to a significant contribution from non-genetic factors. Notably, there is increasing evidence that immune activation during prenatal life may act as a risk factor for ASD and SZ. In this review, evidence supporting the hypothesis that prenatal immune activation (PIA) influences the onset and progression of ASD and SZ is analyzed. Results show that the detrimental effects of PIA on neurodevelopment include morphological changes in various brain regions, with perhaps the most notable being the hippocampus and prefrontal cortex, as well as altered activity of neurotransmitter systems such as the serotonergic system and impairments in working memory and prepulse inhibition. An examination of the risk factor of MA offers new insight into the pathophysiology of ASD and SZ, and in this way opens up new possibilities for the treatment of these two disorders. (C) 2014 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000331505500019 ER PT J AU Strzelecka, Jolanta TI Electroencephalographic studies in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 317 EP 323 DI 10.1016/j.rasd.2013.11.010 PD MAR 2014 PY 2014 AB An important factor in the diagnosis and treatment of Autism spectrum disorder (ASD) is prescribed Electroencephalography (EEG). EEG changes may show the following: slowing, asymmetry, sharp waves or spikes, sharp and slow waves, generalized sharp and slow waves, or generalized polyspikes in a distributed or general area, multifocal or focal, unilateral or bilateral, and they may be located in many different areas of the brain. There is a need to look for a EEG phenotype typical of patients with ASD. The importance of gamma waves, rhythm mu, mirror neurons, and their role in patients with ASD was discussed. Epilepsy is reported to occur in one third of ASD patients. In ASD, seizures and EEG paroxysmal abnormalities could represent an epiphenomenon of a cerebral dysfunction independent of apparent lesions. This article reviews ASD and EEG abnormalities and discusses the interaction between epileptiform abnormalities and cognitive dysfunction. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000331505500020 ER PT J AU Blacher, Jan Howell, Erica Lauderdale-Littin, Stacy Reed, Florence D. DiGennaro Laugesond, Elizabeth A. TI Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 324 EP 333 DI 10.1016/j.rasd.2013.12.008 PD MAR 2014 PY 2014 AB This study examined relations among behavior problems, social skills, and student-teacher relationships within a sample of children (mean age 8) with autism spectrum disorders or ASD (n = 36) and comparison samples of children with typical development (n = 91) or with intellectual disability (n = 38.) Student-teacher relationships (STRs) for children with ASD appeared to be qualitatively different from those of similarly aged children with ID or typical development. The STRs for children with ASD were considerably poorer, with less closeness and more conflict, than in the two comparison groups. Within the group with ASD, teacher-reported child externalizing behavior and social skills accounted for significant variance in the total score on the Student Teacher Relationship Scale. Conflict was predicted only by externalizing behavior, whereas closeness was predicted by social skills; level of autistic mannerisms negatively related to the teacher's perception of closeness. Findings address the implications for transition to early schooling for children with ASD. (C) 2014 Published by Elsevier Ltd. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000331505500021 ER PT J AU Mason, Rose Kamps, Debra Turcotte, Amy Cox, Suzanne Feldmiller, Sarah Miller, Todd TI Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 334 EP 344 DI 10.1016/j.rasd.2013.12.014 PD MAR 2014 PY 2014 AB Recess plays an integral role in the social and emotional development of children given the time provided to engage in interactions with others and practice important social skills. Students with ASD, however, typically fail to achieve even minimal benefit from recess due to social and communication impairments as well as a tendency to withdraw. Implementation of evidence-based interventions such as peer-mediated social skills groups, are necessary to ensure recess is an advantageous learning environment for students with ASD. A multiple-baseline design across participants was used to determine if a functional relationship exists between a social skills instructional program combined with peer networks with school staff as implementers and increases in level of communicative acts for participants with ASD at recess. Results indicate all participants demonstrated an immediate increase in the number of communicative acts with the introduction of the intervention. Implications for practice are discussed. Published by Elsevier Ltd. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000331505500022 ER PT J AU Chung, Kyong-Mee Park, Suna TI Validity and reliability of the Korean Version of Autism Spectrum Disorders-Diagnostic for Children (ASD-DC) (vol 7, pg 1518, 2013) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 3 BP 345 EP 345 DI 10.1016/j.rasd.2013.10.012 PD MAR 2014 PY 2014 TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000331505500023 ER PT J AU Turygin, Nicole Matson, Johnny L. Williams, Lindsey W. Belva, Brian C. TI The relationship of parental first concerns and autism spectrum disorder in an early intervention sample SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 2 BP 53 EP 60 DI 10.1016/j.rasd.2013.10.008 PD FEB 2014 PY 2014 AB Experts in the treatment of children with developmental disabilities emphasize the need to identify at-risk children at an early age. The ability to distinguish children at risk for particular developmental disabilities, such as autism (ASD), can help to target treatment to mitigate core symptoms and the deleterious effects of early delay on developmental trajectory. The present study investigates the relationship between parental first concerns (FC) (communication, social/emotional, cognitive/adaptive/global, behavior problems, motor, hyperactivity, and medical/other concerns) on ASD diagnosis in a sample of 2905 toddlers who presented for early intervention assessment in the state of Louisiana. We also examine whether developmental quotient (DQ) contributes to a diagnosis of ASD. Individuals deemed at-risk for a developmental disability represent a heterogeneous population, and this investigation aims to provide direction for identifying children likely to be diagnosed with an ASD according to parental perceptions of disability. Findings illustrating the differences in ASD diagnosis within each FC category are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000331156600001 ER PT J AU Lorah, Elizabeth R. Gilroy, Shawn P. Hineline, Philip N. TI Acquisition of peer manding and listener responding in young children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 2 BP 61 EP 67 DI 10.1016/j.rasd.2013.10.009 PD FEB 2014 PY 2014 AB Individuals diagnosed with an autism spectrum disorder demonstrate impairments in communication and social interaction. The importance of acquiring those skills, especially as young children, has been well established in the literature. Peer-mediated interventions have recently received much attention; however, its use is contingent upon access to typically developing peers, which is not always the case in all educational settings. Thus, it is often necessary for specific instruction to occur for matched peers when conducting instruction for peer-mediated communication. However, strategies for teaching these skills have not adequately addressed the role of the listener, especially that of a matched peer, within the instructional setting. Listener responding is a required component for teaching this type of behavior, for without it these emerging skills may not produce reinforcement. Once taught, the communicative skills will require reinforcement from peer-listeners if those skills are to be maintained beyond the instructional setting. The current study arranged for young children with autism to play both the speaking and listening roles in the acquisition of peer-mediated communication (i.e., mand) skills, within a multiple baseline design. The study resulted in increases in independent peer manding and listener responding in all three children. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000331156600002 ER PT J AU Mayes, Susan Dickerson Calhoun, Susan L. Murray, Michael J. Pearl, Amanda Black, Amanda Tierney, Cheryl D. TI Final DSM-5 under-identifies mild Autism Spectrum Disorder: Agreement between the DSM-5, CARS, CASD, and clinical diagnoses SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 2 BP 68 EP 73 DI 10.1016/j.rasd.2013.11.002 PD FEB 2014 PY 2014 AB Agreement between the final DSM-5 ASD criteria, Childhood Autism Rating Scale (CARS), and Checklist for Autism Spectrum Disorder (CASD) was assessed in 143 children with ASD and other disorders (e.g., ADHD, intellectual disability, and oppositional defiant disorder). Diagnostic agreement between the CARS and CASD was high (94%), but their agreement with the DSM-5 was lower (84% and 88%). Agreement between the DSM-5 and both the CARS and CASD increased to 94% and diagnostic accuracy increased from 92% to 96% when one less DSM-5 social communication and interaction symptom was required for a diagnosis. Children with ASD not meeting DSM-5 criteria most often did not have criterion A2 (deficits in nonverbal social communication). Total scores on the DSM-5, CASD, and CARS were far higher for children with mild ASD (formerly PDDNOS) than no ASD, indicating that these children are clearly on the autism spectrum and are quite different from children with other disorders. However, only one child with mild ASD was identified by the DSM-5. This study and 11 others show that the DSM-5 under-identifies children with ASD, particularly children at the mild end of the spectrum. This can be rectified by requiring one less social communication and interaction symptom for a diagnosis. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000331156600003 ER PT J AU Beighley, Jennifer S. Matson, Johnny L. Rieske, Robert D. Konst, Matthew J. Tureck, Kimberly TI Differences in communication skills in toddlers diagnosed with Autism Spectrum Disorder according to the DSM-IV-TR and the DSM-5 SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 2 BP 74 EP 81 DI 10.1016/j.rasd.2013.10.014 PD FEB 2014 PY 2014 AB The DSM-5 changes related to Autism Spectrum Disorder (ASD) are controversial, and much research is needed to determine possible implications of the diagnostic changes on early diagnosis and treatment for those with symptoms of the disorder. In the present study, the area of communication was examined, specifically related to the effect the DSM-5 changes have on scores of Expressive and Receptive communication in a sample of 3138 at-risk toddlers using the Battelle Developmental Inventory, Second Edition. Significant differences were not found in overall communication or Expressive Communication between toddlers who longer meet ASD criteria (n = 354) and those who continue to meet the new criteria (n = 486); a difference of only small effect size was found in Receptive communication. The toddlers who no longer met the new criteria represented a population of toddlers who were significantly more impaired than atypically developing peers who did not meet ASD criteria under either version of the DSM (n = 2298), with moderate effect sizes found in receptive, expressive, and overall communication. Importantly, results of the current study demonstrate that toddlers who no longer meet criteria do not differ from toddlers who continue to meet ASD criteria in their Expressive Communication, a common area of first concern noted by parents, and an area that is focused on during early intervention. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000331156600004 ER PT J AU Lidstone, Jane Uljarevic, Mirko Sullivan, Jillian Rodgers, Jacqui McConachie, Helen Freeston, Mark Le Couteur, Ann Prior, Margot Leekam, Susan TI Relations among restricted and repetitive behaviors, anxiety and sensory features in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 2 BP 82 EP 92 DI 10.1016/j.rasd.2013.10.001 PD FEB 2014 PY 2014 AB The purpose of this study was to explore how atypical reactions to sensory stimuli contribute to the relation between restricted and repetitive behaviors and anxiety in children with autism spectrum disorders (ASD). In Study I, factor analysis of restricted and repetitive behaviors was carried out using the Repetitive Behavior Questionnaire-2 (RBQ-2), completed by 120 parents of 2- to 17-year-olds with ASD. Two subtypes resulted: repetitive sensory and motor behaviors, and insistence on sameness, accounting for 40% of the variance. This two-factor solution was retained even when the sensory items of the RBQ-2 were removed. In Study 2, 49 of the same parents also completed the Spence Anxiety Scales and the Sensory Profile. The insistence on sameness factor was significantly associated with anxiety while the repetitive motor behaviors factor was not. The relation between anxiety and insistence on sameness was mediated by sensory avoiding and to a lesser extent by sensory sensitivity. Implications for arousal explanations of ASD and for clinical practice are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 3 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000331156600005 ER PT J AU Matson, Johnny L. Goldin, Rachel L. Matson, Michael L. TI Who and how are children selected for early autism intervention SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 2 BP 93 EP 98 DI 10.1015/j.rasd.2013.10.013 PD FEB 2014 PY 2014 AB Early Intensive Behavioral Interventions (EIBI) has become a well recognized treatment for autism spectrum disorders (ASD). Nonetheless, many questions remain about how to best administer these interventions and tailor treatments to given children. For researchers to make the best decisions regarding treatment, client populations must be precisely defined and described. Thus, the correct methods for client selection need to be described and used. The purpose of this paper is to take stock of methods of client selection for EIBI research. This paper reviews 34 studies which focus on this treatment model. Methods and procedures used in these studies are discussed. At present, they fall short of optimal standards. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000331156600006 ER PT J AU Foody, Ciara James, Jack E. Leader, Geraldine TI Parenting stress, salivary biomarkers, and ambulatory blood pressure in mothers of children with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 2 BP 99 EP 110 DI 10.1016/j.rasd.2013.10.015 PD FEB 2014 PY 2014 AB Parenting a child with an Autism Spectrum Disorder (ASD) is often associated with high levels of stress. This in turn can undermine the success of early intervention, and lead to poorer health outcomes for parents. The present study investigated the effects of parenting a child with an ASD on self-reported parenting stress, salivary biomarkers, and 24-h ambulatory blood pressure. Seventy-four mothers of 2-14 year olds with an ASD diagnosis completed a questionnaire booklet, which contained measures of parenting stress, and parent and child characteristics. Mothers wore an ambulatory blood pressure monitor, which collected systolic and diastolic blood pressure and heart rate over a 24-h period. Saliva samples were collected for the purpose of measuring cortisol and alpha-amylase levels. High levels of parenting stress and anxiety, and moderately high levels of depression were reported. Mothers were found to have low cortisol levels, suggesting dysregulation of the HPA-axis and cortisol profile. Hierarchical multiple regression analyses revealed that quantity of unmet service needs, sleep problems, socialisation deficits, adaptive behaviour, and the coping strategies of self-blame and behavioural disengagement predicted maternal outcomes. Findings are discussed in relation to their implications for supporting parents of children with ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000331156600007 ER PT J AU Petrina, Neysa Carter, Mark Stephenson, Jennifer TI The nature of friendship in children with autism spectrum disorders: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 2 BP 111 EP 126 DI 10.1016/j.rasd.2013.10.016 PD FEB 2014 PY 2014 AB This paper provides a systematic review of 24 studies that addressed the characteristics of friendship in school-age children with a diagnosis of autism spectrum disorder (ASD). The following questions were addressed: who are the participants, what methodologies have been employed, and what is our understanding of friendship in children with ASD. The results of this review indicate important differences in the manifestation of friendships in individuals with ASD as compared to typical children. While there is consistent evidence for several topographical differences in friendship characteristics, a number of gaps in our knowledge are evident. These include limited data on children who have intellectual disability, and on the perspective of nominated friends as well as circumscribed data on satisfaction with friendship relationships. In addition, there are a number of methodological limitations that restrict interpretation of extant research. Implications for future studies are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000331156600008 ER PT J AU van Steensel, F. J. A. Dirksen, C. D. Bogels, S. M. TI Cost-effectiveness of cognitive-behavioral therapy versus treatment as usual for anxiety disorders in children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 2 BP 127 EP 137 DI 10.1016/j.rasd.2013.11.001 PD FEB 2014 PY 2014 AB The study's aim was to evaluate the cost-effectiveness of CBT compared to treatment as usual (TAU). In total, 49 children aged 8-18 years with ASD and comorbid anxiety disorders, and their parents, participated; 24 were assigned to CBT and 25 were assigned to TAU. Outcome measures were the percentage of children free from their primary anxiety disorder and quality adjusted life years (QALYs). Costs were measured using a retrospective cost-questionnaire. Effects and costs were assessed at pre-, post-, and three months after treatment. Effects and costs were not statistically different between CBT and TAU, however the incremental cost-effectiveness ratio (ICER) demonstrated that CBT dominates TAU. Bootstrapped ICERs demonstrated that CBT has a high probability to be more effective than TAU, however, the probability that either CBT or TAU is more costly did not differ much. Secondary analyses demonstrated fairly robust results. CBT seems a cost-effective intervention compared to TAU, however, long-term follow-ups and comparisons between CBT and specific TAUs are necessary. Cost-effectiveness analyses may help inform policy makers to decide how to treat anxiety disorders in children with ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000331156600009 ER PT J AU Matson, Johnny L. Goldin, Rachel L. TI Early Intensive Behavioral Interventions: Selecting behaviors for treatment and assessing treatment effectiveness SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 2 BP 138 EP 142 DI 10.1016/j.rasd.2013.11.005 PD FEB 2014 PY 2014 AB Early Intensive Behavioral Interventions (EIBI) is well established as the most effective treatment for young children with Autism Spectrum Disorders (ASD). A hallmark of this intervention model is the bundling of multiple behaviors simultaneously for intervention. With the addition of various comorbid problems such as challenging behaviors and psychopathology, it becomes incumbent on clinicians to prioritize behaviors for intervention. Based on the studies conducted to date, little has been done in this regard. Additionally, general measures of ASD, adaptive behavior and cognitive functioning are primarily used to assess outcomes, many of these measures were not designed to assess treatment effects, and little evidence is available to link intervention to specific items on these scales. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000331156600010 ER PT J AU Watkins, Erin E. Zimmermann, Zachary J. Poling, Alan TI The gender of participants in published research involving people with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 2 BP 143 EP 146 DI 10.1016/j.rasd.2013.10.010 PD FEB 2014 PY 2014 AB Research articles involving participants with an autism spectrum disorder and published from 2010 through 2012 in Autism,Journal of Autism and Developmental Disorders,Journal of Child Psychology and Child Psychiatry, and Research in Autism Spectrum Disorders were examined to determine the reported gender of participants. The overall male:female ratio was 4.62, which is similar to that reported in epidemiological studies, but the ratio was 6.07 in intervention studies. These findings suggesting that males were in a statistical sense over-represented in intervention studies, but not in other kinds of research. Most (82.21%) of these studies included both male and female participants, but direct comparisons of males and females with an autism spectrum disorder are scarce. Few of the articles we examined, 0.49% of the total, involved only female participants. Roughly half of the articles included comparison groups without an autism spectrum disorder. The percentage of male participants in these comparison groups was substantially and significantly lower than the percentage of males in groups with an autism spectrum disorder, which may in some cases constitute a methodological confound. We encourage researchers to carefully consider the gender of participants as both an extraneous variable and as an independent variable in future investigations. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000331156600011 ER PT J AU Konst, Matthew J. Matson, Johnny L. TI Comorbid psychopathology symptom rates in infants and toddlers with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 2 BP 147 EP 155 DI 10.1016/j.rasd.2013.10.011 PD FEB 2014 PY 2014 AB In comparison to both typically and atypically developing peers, researchers investigating the rates of comorbid psychopathology symptoms in infants and toddlers with an Autism Spectrum Disorder(ASD) have not been widespread. Additionally, the DSM-5 introduced structural criteria changes for the ASD diagnostic group. The current study included 205 infants between 17 and 37 months who were part of a screening program assessing children for developmental delays or a general medical condition placing them at risk for a developmental delay. Each participant was administered the Baby and Infant Screen for Children with aUtIsm Traits-Part 2 (BISCUIT-Part 2) as part of a broader screening package. The BISCUIT-Part 2 is a measure of comorbid psychopathology symptoms which includes a normative ASD group. Following completion of the screeners, participants were separated into either the ASD or atypically developing diagnostic categories based upon clinical diagnosis. The scores for each subscale of the BISCUIT-Part 2 were calculated and used to indicate the presence of comorbid symptoms. Statistical analyses identified that comorbid psychopathology symptoms occur at significantly greater rates in infants and toddlers diagnosed with ASD when compared to an atypically developing peer group. The implications of these findings as well as future directions are discussed. Published by Elsevier Ltd. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000331156600012 ER PT J AU Schlooz, Wim A. J. M. Hulstijn, Wouter TI Boys with autism spectrum disorders show superior performance on the adult Embedded Figures Test SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 1 BP 1 EP 7 DI 10.1016/j.rasd.2013.10.004 PD JAN 2014 PY 2014 AB Weak central coherence is frequently studied using the Embedded Figures Test (EFT) yielding mixed and ambiguous results. In this study, the performance of 36 boys (9-14 years) with Autism Spectrum Disorders (ASD) is compared with that of 46 typical peers using both the children's and the adult version of the EFT. Only in the adult version did the ASD group outperform the controls in terms of accuracy. Corrected for age and pIQ a subgroup of boys with Autistic Disorder (AD) showed superior perceptual processing capacities, while the performance of boys with PDD-NOS and Asperger Syndrome was in between that of those with AD and the controls. The findings strongly suggest that children and adolescents with ASD will only show superior results on visual-perceptual tests if the task complexity and thus their sensitivity is sufficiently high to challenge typically developing age-matched peers. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 2 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000328720400001 ER PT J AU Cheldavi, Hakim Shakerian, Saeid Boshehri, Seyedeh Nahid Shetab Zarghami, Mehdi TI The effects of balance training intervention on postural control of children with autism spectrum disorder: Role of sensory information SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 1 BP 8 EP 14 DI 10.1016/j.rasd.2013.09.016 PD JAN 2014 PY 2014 AB Purpose: The aim of this study was to investigate the effect of balance training intervention in children with autism spectrum disorder (ASD), and to explore the relative role of the sensory systems in such kids. Methodology: We recruited 20 school children (IQ> 80) diagnosed with ASD, and categorized them in two groups; a 10-member training group (average age: 7.70 +/- 1.05) and a 10-member control group (average age: 7.90 1.10). Thus, following a six-week-long balance training intervention in four conditions of bipedal upright stance [compliant (Foam) vs. non-compliant (Hard) with eyes-open (EO) vs. eyes-closed (EC)), we examined measures such as mean velocity (V), anteroposterior (AP) and mediolateral (ML) axis displacement, and compared the results to those calculated prior to the initiation of the intervention using MANOVA test. Results: This study showed that the balance training program efficiently improved the postural control in ASD suffering children, and that removing the visual and plantar proprioceptive information led to increased sway in both groups. The training group performed significantly better than the control group in all conditions. Conclusion: It is thus concludable that children suffering from ASD can benefit from such balance training programs to improve their balance and postural control. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000328720400002 ER PT J AU Kaat, Aaron J. Lecavalier, Luc TI Group-based social skills treatment: A methodological review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 1 BP 15 EP 24 DI 10.1016/j.rasd.2013.10.007 PD JAN 2014 PY 2014 AB Group-based social skills training (SST) is a common treatment for children with autism spectrum disorders (ASD). There has been exponential growth in group-based SST in recent years. This review evaluated the SST literature published between 2000 and 2012 on a number of methodological variables. Key quality indicators included conducting a randomized controlled trial (RCT), having a well-characterized sample, using a manualized intervention, and using validated outcome measures. We identified a total of 48 studies. Thirteen studies (27%) were RCTs. Twenty-two studies (46%) had wellcharacterized samples, but only four (8%) explicitly allowed eligibility for individuals with intellectual disability. Eighteen (38%) had 10 or fewer participants in each active treatment condition. Most studies used or adapted a manual (71%), and had validated outcome measures (92%). Several rating scales and performance measures have seen widespread use. Methodological rigor has been improving as the field grows, especially with regard to the key quality indicators. We provide additional recommendations for future trials regarding study design, expanding participant characterization, statistical methods and analyses, and outcome measures. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000328720400003 ER PT J AU Inoue, Katsuo Wada, Mariko Natsuyama, Takashi Karnitani, Syunsuke Miyaoka, Hitoshi TI The feature of high reading ability in high-functioning pervasive developmental disorders of childhood: Analysis of the K-ABC and WISC-3rd assessment SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 1 BP 25 EP 30 DI 10.1016/j.rasd.2013.10.005 PD JAN 2014 PY 2014 AB We aimed to examine whether children with high-functioning pervasive developmental disorders (HFPDD) have higher reading ability and how their reading ability relates to other cognitive components. Our participants were a HFPDD group (N = 35) and a non-PDD clinical group (N=25). We assessed reading ability with the "Reading/Decoding" and "Reading/Understanding" subtests of the Kaufman Assessment Battery for Children (KABC) Japanese version. To investigate the relationship with other cognitive components, we calculated correlation coefficients between the each subtest and the other l(-ABC and WISC-3rd subtests scores. Analysis with a general linear model revealed significantly higher standard scores on the two subtests of the HFPDD group than the non-PDD. Pearson's correlation coefficients showed different patterns between the two groups (the two subtests significantly related to "Word order" and, "Mazes" in the HFPDD group). These results suggest that HFPDD children have higher reading ability, but read words like symbols without adapting for inferring and comprehending contexts through semantic application of the words. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000328720400004 ER PT J AU Segall, Matthew J. Campbell, Jonathan M. TI Factors influencing the educational placement of students with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 1 BP 31 EP 43 DI 10.1016/j.rasd.2013.10.006 PD JAN 2014 PY 2014 AB Due to legal and therapeutic reasons, children with autism spectrum disorders (ASD) are often educated in general education settings. As such, it is important to understand the variables that might affect a student's placement in inclusive education settings, simultaneously considering student variables (e.g., disability label) and teacher variables (e.g., knowledge of autism). Investigators experimentally manipulated the cognitive ability and diagnostic label of a student with ASD, characteristics and asked first grade teachers to provide their opinion on the student's educational placement. Results suggested that cognitive ability, but not label, significantly impacted decision making. The results hold important implications for special education decision making as well as training for educators. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000328720400005 ER PT J AU Doyle-Thomas, Krissy A. R. Card, Dallas Soorya, Latha V. Wang, A. Ting Fan, Jin Anagnostou, Evdokia TI Metabolic mapping of deep brain structures and associations with symptomatology in autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 8 IS 1 BP 44 EP 51 DI 10.1016/j.rasd.2013.10.003 PD JAN 2014 PY 2014 AB Structural neuroimaging studies in autism report atypical volume in deep brain structures which are related to symptomatology. Little is known about metabolic changes in these regions, and how they vary with age and sex, and/or relate to clinical behaviors. Using magnetic resonance spectroscopy we measured N-acetylaspartate, choline, creatine, myoinositol and glutamate in the caudate, putamen, and thalamus of 20 children with autism and 16 typically developing controls (7-18 years). Relative to controls, individuals with autism had elevated glutamate/creatine in the putamen. In addition, both groups showed age-related increases in glutamate in this region. Boys, relative to girls had increased choline/creatine in the thalamus. Lastly, there were correlations between glutamate, choline, and myoinositol in all three regions, and behavioral scores in the ASD group. These findings suggest changes in deep gray matter neurochemistry, which are sensitive to diagnosis, age and sex, and are associated with behavioral differences. (C) 2013 Elsevier Ltd. All rights reserved. RI Fan, Jin/A-6716-2009 OI Fan, Jin/0000-0001-9630-8330 TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000328720400006 ER PT J AU Simpson, Kate Keen, Deb Lamb, Janeen TI The use of music to engage children with autism in a receptive labelling task SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1489 EP 1496 DI 10.1016/j.rasd.2013.08.013 PD DEC 2013 PY 2013 AB Children with autism are less engaged with social and non-social objects and activities than their typically developing peers, resulting in reduced learning opportunities. There is some support for the use of music to enhance the engagement of children with autism but there has been little research investigating the use of music to engage children in language learning tasks and determining if this impacts on learning outcomes. This study investigated the use of music to engage children with autism in a receptive labelling intervention. Twenty two children (mean age 5.9 yrs) participated in a randomised controlled cross-over design comparing sung and spoken conditions embedded into a computer based intervention. Child performance and observational data were analysed to determine relationships between music, engagement and learning outcomes. The findings from this research showed children with autism were more engaged in the sung condition compared to the spoken condition although there was considerable variability in levels of engagement between participants. Furthermore, a correlation between engagement and learning was found. Implications of these findings are discussed and recommendations made for future research. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000329272500001 ER PT J AU Strahan, Brandy E. Elder, Jennifer H. TI Obesity in adolescents with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1497 EP 1500 DI 10.1016/j.rasd.2013.09.011 PD DEC 2013 PY 2013 AB Adolescents with developmental disabilities such as autism spectrum disorder (ASD) may be particularly vulnerable to obesity due to the behavioral, physical, and psychosocial complications related to their condition. This article provides a general background related to obesity in adolescence with specific emphasis on obesity in the ASD population. A search of Pub Med, CINAHL, and Pro Quest databases revealed several studies which demonstrated that interventions involving physical activity with typically developing, obese adolescents can have positive effects on body mass index, weight, and body composition. However, these findings also suggest that more research is needed to help tailor these interventions to meet the needs of similar adolescents with ASD. To clarify these needs, we present a case study that illustrates the special challenges of treating an obese adolescent with ASD and then offer suggestions for future research. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000329272500002 ER PT J AU Tsai, Wen-Che Soong, Wei-Tsuen Chie, Wei-Chu TI Changes in clinical presentation of children with autistic disorder, at an autism clinic in Taiwan from 1987 to 1995 SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1501 EP 1508 DI 10.1016/j.rasd.2013.09.014 PD DEC 2013 PY 2013 AB Autistic disorder was originally viewed as a distinct, rare, and severe childhood mental disorder that caused life-long disability. However, since the late 1990s autistic disorder was found to have a high prevalence rate and to affect children on a spectrum from mild to severe dysfunction. The purpose of this retrospective, descriptive study was to examine changes in the characteristics of patients with autistic disorder in Taiwan from 1987 to 1995. To that end, we examined the characteristics, age at diagnosis, symptoms, and developmental condition of affected children and the educational background of their parents who visited an autism clinic at the children's mental health center of a medical center in Taipei. This clinic was the first, largest, and for many years the only autistic disorder clinic in Taiwan. Across the 9-year study period, we observed trends in decreasing age at first visit, increasing age at assessment, rising maternal educational level, lessening autistic disorder symptomatology, and increasing developmental quotients. These changes may have been due to improved diagnostic criteria, government policy, and healthcare professionals' and parents' increased awareness of autistic disorder. Clinical implications and related policy making toward these changes are proposed. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000329272500003 ER PT J AU Tarbox, Jonathan Najdowski, Adel C. Bergstrom, Ryan Wilke, Arthur Bishop, Michele Kenzer, Amy Dixon, Dennis TI Randomized evaluation of a web-based tool for designing function-based behavioral intervention plans SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1509 EP 1517 DI 10.1016/j.rasd.2013.08.005 PD DEC 2013 PY 2013 AB Challenging behaviors are prevalent in children with autism and can have a negative impact on a variety of child outcomes. The creation of good-quality behavior intervention plans is critical to decreasing challenging behaviors but little previous research has developed or evaluated practical tools for designing intervention plans. This study consisted of a randomized evaluation of a web-based tool designed to aid clinicians in choosing treatment procedures for inclusion in behavior intervention plans. The effects of the tool were assessed on the inclusion of three types of intervention components that likely contribute to the quality of intervention plans: (I) function-based intervention components, (2) evidence-based intervention components, and (3) non-punishment-based intervention components. Use of the web-based behavior intervention plan builder produced a statistically significant increase in the inclusion of function-based intervention components but no statistically significant effect was observed on the other two measures. Results are discussed in terms of the implications for improving the quality of behavior intervention plans, as well as the dissemination of knowledge of best practices in behavioral intervention. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000329272500004 ER PT J AU Chung, Kyung-Mee Park, Suna TI Validity and reliability of the Korean Version of Autism Spectrum Disorders-Diagnostic for Children (ASD-DC) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1518 EP 1527 DI 10.1016/j.rasd.2013.09.007 PD DEC 2013 PY 2013 AB The purpose of the present study was to develop and evaluate the psychometric properties of the Autism Spectrum Disorders-Child (ASD-DC). Mothers of children with Autism spectrum disorders (N = 333) and mothers of typically developing children (N = 223) ages from 2 to 16 years completed the ASD-DC. The confirmatory factor analysis revealed that the 4-factor structure of the ASD-DC fits the data well, comprising the following factors: nonverbal communication/socialization, verbal communication, social relationships, and insistence of sameness/restricted interests. The ASD-DC was associated with high internal consistency and test-retest reliability. The discriminant validity was demonstrated by the mean differences between ASD and control group. High correlations between several subscales of ASD-DC and Social Communication Questionnaire (SCQ) were found, showing concurrent validity. High correlations between several subscales were found. Optimal cutoff scores for Autism, Asperger's disorder, and PDD-NOS were found via ROC curve analysis. Clinical and research implications as well as limitations are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000329272500005 ER PT J AU Cervantes, Paige Matson, Johnny L. Tureck, Kim Adams, Hilary L. TI The relationship of comorbid anxiety symptom severity and challenging behaviors in infants and toddlers with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1528 EP 1534 DI 10.1016/j.rasd.2013.09.005 PD DEC 2013 PY 2013 AB The rates of comorbid anxiety as well as the presentation of challenging behaviors are elevated within the autism spectrum disorder (ASD) population. The current study utilizes the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT) to explore the relationship of anxiety/repetitive behavior symptom severity and challenging behaviors in infants and toddlers with ASD. Children with ASD who evinced more severe impairment associated with anxiety/repetitive behavior (n = 94) demonstrated higher rates of overall challenging behaviors than those with ASD who evinced no to minimal anxiety impairment (n = 291). Specifically, a comparison of individual challenging behavior items indicated that the infants and toddlers with moderate to severe anxiety impairment exhibited more significant challenging behaviors under the domains of aggression/destruction, stereotypies, and self-injurious behavior than children with no to minimal impairment. This study adds to the literature evidencing an exacerbation of challenging behaviors by comorbid psychopathology in individuals with ASD. Clinical implications of these results are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000329272500006 ER PT J AU Sansosti, Frank J. Was, Christopher Rawson, Katherine A. Remaklus, Brittany L. TI Eye movements during processing of text requiring bridging inferences in adolescents with higher functioning autism spectrum disorders: A preliminary investigation SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1535 EP 1542 DI 10.1016/j.rasd.2013.09.001 PD DEC 2013 PY 2013 AB In this study, 18 children with higher functioning autism (HFASD) and 16 controls read short, two-sentence passages that necessitated a bridging inference for comprehension and responded to a general knowledge question that was either primed or unprimed by the inference. We measured mean reading times and correct responses to knowledge questions, as well as recorded the eye-movements of the participants while reading. Analysis of reaction times to general knowledge questions were faster for questions in relevant context as compared to those in irrelevant contexts, suggesting that children with HFASD were able to build the bridging inferences necessary for comprehension. Eye-movement data revealed that children with HFASD spent more time fixating on text, made more fixations overall, and made more regressions (i.e., moving backward within the text) while reading than did controls. Implications of these findings and suggestions for future research are offered. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000329272500007 ER PT J AU Tajmirriyahi, Maryam Nejati, Vahid Pouretemad, Hamidreza Sepehr, Rouhollah Mansuri TI Reading the mind in the face and voice in parents of children with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1543 EP 1550 DI 10.1016/j.rasd.2013.08.007 PD DEC 2013 PY 2013 AB One core feature of Autism Spectrum Disorders (ASD) is impairment in social functioning and inferring mental states and emotions referred to theory of mind (TOM). The "Broad Autism Phenotype" (BAP) proposes that defining features of autism express in milder form among first degree relatives of these patients. Theory of mind deficits has been examined using advanced TOM tasks such as "Reading the Mind in the Eyes". This study has furthered previous findings using another test designed to tap higher TOM abilities named "Mind Reading in the Voice". The objective of this study is to examine theory of mind abilities from two main communicative sources in parents of children with ASD in contrast to two groups, one clinical and one non-clinical. Forty-eight parents of individuals with autism, 31 parents of individuals with Down syndrome and 30 parents of typically developed children were administered two tests of mind-reading. Analysis revealed that although there is not a significant difference between three groups' performance in "Mind Reading from Eyes", parents of children with ASD have significantly lower performance in "Mind Reading from Voice". It can be concluded that TOM deficits in parents of children with ASD are not restricted to inferring mental states form eyes and deficits in mind-reading from voice could also be a part of BAP. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000329272500008 ER PT J AU Persicke, Angela St Clair, Megan Tarbox, Jonathan Najdowski, Adel Ranick, Jennifer Yu, Yue de Nocker, Yanicka L. TI Teaching children with autism to attend to socially relevant stimuli SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1551 EP 1557 DI 10.1016/j.rasd.2013.09.002 PD DEC 2013 PY 2013 AB Research has shown that children with autism often fail to attend to relevant stimuli in social situations, likely resulting in unsuccessful or absent social interactions. The purpose of this study was to teach children with autism to attend to stimuli with socially relevant features. Specifically, this study evaluated a teaching package including rules, modeling, role play, and specific feedback across multiple exemplars to teach children with autism to attend and respond to others' bids for social attention (e.g., "Whoa!" or "Ouch!"). Three participants successfully learned to shift attention toward others and emit a response to gain more information in response to a socially relevant stimulus. Furthermore, generalization was observed across novel exemplars and people. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000329272500009 ER PT J AU Dillenburger, Karola Jordan, Julie Ann McKerr, Lyn Devine, Paula Keenan, Mickey TI Awareness and knowledge of autism and autism interventions: A general population survey SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1558 EP 1567 DI 10.1016/j.rasd.2013.09.004 PD DEC 2013 PY 2013 AB Recent figures show that autism spectrum disorder (ASD) affects at least 1 in 88 of the population, yet for years, international public awareness of ASD was limited. Over the past 5-10 years intense efforts have been made to raise autism awareness in the general population in countries such as UK and US. In this paper we report data from a large-scale general population survey (N = 1204) in which we assessed autism awareness, knowledge about autism, and perceptions about autism interventions in Northern Ireland. We found high levels of autism awareness, in fact over 80% of the sample were aware of ASD and over 60% of these respondents knew someone with ASD in their own family, circle of friends or work colleagues. Generally, knowledge of strengths and challenges faced by individuals with ASD was relatively accurate. However, perceptions of interventions and service provider responsibilities were vague and uncertain. Results show that local and international autism awareness campaigns have largely been successful and that the focus should shift towards disseminating accurate information regarding intervention and service provider responsibilities. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000329272500010 ER PT J AU Andrews, Lize Attwood, Tony Sofronoff, Kate TI Increasing the appropriate demonstration of affectionate behavior, in children with Asperger syndrome, high functioning autism, and PDD-NOS: A randomized controlled trial SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1568 EP 1578 DI 10.1016/j.rasd.2013.09.010 PD DEC 2013 PY 2013 AB Individuals with Asperger syndrome (AS) can have difficulty understanding, receiving and expressing appropriate affectionate behavior (Attwood, 2007). The purpose of the current study was to further evaluate the effectiveness of a cognitive-behavioral intervention program aimed at improving affectionate communication and friendship skills in children with AS. The pilot study of this program (Sofronoff, Eloff, Sheffield, & Attwood, 2011) was extended in the current study in a randomized controlled trial. Fifty-eight children with AS (aged 7-12 years) participated in the program and were randomly assigned to the intervention (n = 29) or waitlist (n = 29) condition. Parent-report measures indicated that, relative to the waitlist group, children in the intervention group showed significantly greater improvements in the overall appropriateness of their affectionate behavior to others after the program. Specifically, improvements were reported in the appropriate expression of affection to others and this finding was maintained at three-month follow-up. Parent-report measures further demonstrated significant improvements in children's communication of empathy to others at follow-up. Children's understanding of the purpose of affection approached significance. Overall, this study indicates that children with AS can be taught to interact more appropriately. The limitations and suggestions for future research are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000329272500011 ER PT J AU Kaat, Aaron J. Lecavalier, Luc TI Disruptive behavior disorders in children and adolescents with autism spectrum disorders: A review of the prevalence, presentation, and treatment SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1579 EP 1594 DI 10.1016/j.rasd.2013.08.012 PD DEC 2013 PY 2013 AB Children and adolescents with autism spectrum disorders (ASDs) often exhibit behaviors consistent with a disruptive behavior disorder (DBD) such as oppositional defiant disorder (ODD) or conduct disorder (CD). Understanding the relationship between ASDs and DBDs has important implications for clinicians and researchers. We reviewed 55 peer-reviewed articles published between 2000 and 2012 on the prevalence, phenomenology, or psychosocial treatments of DBDs in youth with ASDs. Prevalence estimates vary between 4% and 37% for ODD and 1% and 10% for CD. On the whole, approximately one in four children with an ASD meets diagnostic criteria for either ODD or CD. Most research on phenomenology has focused on distinguishing between DBDs and ASDs, rather than examining their co-occurrence. After the preschool years, the disorders can be reliably distinguished, but certain behaviors are more common among those with ASDs compared to their non-ASD counterparts. If one excludes medication trials and single-subject designs, there have been few treatment studies on DBDs in ASDs. Parent training has been the primary mode of psychosocial treatment and has some support for its efficacy. Overall, when it comes to DBDs, there has been a dearth of research using DSM-nosology in youth with ASDs. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000329272500012 ER PT J AU Mannion, Arlene Leader, Geraldine TI Comorbidity in autism spectrum disorder: A literature review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1595 EP 1616 DI 10.1016/j.rasd.2013.09.006 PD DEC 2013 PY 2013 AB Comorbidity is defined as the co-occurrence of two or more disorders in the same person (Matson & Nebel-Schwalm, 2007). The current study provides a review of the literature on comorbidity, in relation to comorbid psychiatric and medical disorders in babies and infants, children, adults and across the lifespan. We also examine comorbid conditions such as attention deficit/hyperactivity disorder (AD/HD), epilepsy, gastrointestinal symptoms, sleep problems, feeding problems and toileting problems in individuals with autism spectrum disorder. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000329272500013 ER PT J AU Horlin, Chiara Falkmer, Marita Fitzgerald, Patrick Leung, Denise Ordqvist, Anna Falkmer, Torbjorn TI The influence of static versus naturalistic stimuli on face processing in children with and without Asperger syndrome or high-functioning autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1617 EP 1624 DI 10.1016/j.rasd.2013.09.012 PD DEC 2013 PY 2013 AB Questions regarding the use of static or dynamic facial stimuli in experimental studies investigating facial processing of individuals with AS/HFA raises issues of both ecological validity and the applicability of experimental findings to clinical or everyday practice. Children with and without AS/HFA (n = 38) were fitted with a head-mounted eye-tracker and exposed to either static or interactive dynamic facial stimuli. Average fixation duration, the proportion of fixations in areas of interest and a comparative index that was independent of differences in presentation length between stimuli types were calculated. Visual scanning patterns of individuals with AS/HFA were not affected by stimuli type. However, control participants exhibited different scanning patterns between dynamic and static stimuli for certain regions of the face. Visual scanning patterns in children with AS/HFA are consistent regardless of the stimuli being a static photo or dynamic in the form of a real face. Hence, information from experimental studies with static photos of faces provide information that is valid and can be generalised to "real world" interactions. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000329272500014 ER PT J AU Lin, Lan-Ping Kuan, Chiung-Ying Hsu, Shang-Wei Lee, Tzong-Nan Lai, Chia-Im Wu, Jia-Lin Lin, Jin-Ding TI Outpatient visits and expenditures for children and adolescents diagnosed with autism spectrum disorders and co-occurring intellectual disability: An analysis of the national health insurance claims data SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1625 EP 1630 DI 10.1016/j.rasd.2013.09.003 PD DEC 2013 PY 2013 AB The primary healthcare service profile is important and provides valuable information on healthcare policies for patients with autism spectrum disorders (ASD) and co-occurring conditions. The present study analyzed data associated with outpatient care visits and expenditures in patients with ASD and co-occurring intellectual disability (ID) using healthcare setting insurance claims data in Taiwan. A retrospective analysis was conducted by merging database of healthcare setting medical care discharge claims used by the Taiwan Bureau of National Health Insurance and Disability Registration System. There were 5273 children and adolescents with ASD who utilized outpatient services during the year 2005. Taiwan NHI claims (510 cases with co-occurring ID and 4763 cases without ID) were analyzed in the study. The study found that ASD subjects without ID have 1.6-fold the annual outpatient visits of those with ID (13 visits vs. 8 visits). Those ASD cases with ID are more likely to use psychiatric visits and that individuals without ID use more rehabilitation services. The total annual outpatient care expenditure from 5273 children and adolescents with ASD was 137,842,159 New Taiwan Dollars (NTD). Cases without ID have increased medical costs compared with cases with ID in annual outpatient care expenditure (OR = 1.274,95% CI = 1.173-1.384). A logistic regression analysis of outpatient expenditure (low vs. high) showed that of the cases with ASD and ID, the factors of age (reference: 6-11 years; 0-5 years, OR = 1.383,95% CI = 1.106-1.730), severe illness (reference: no; OR = 1.838, 95% CI = 1.538-2.196), low income family (reference: no; OR = 1.799,95% CI = 1.344-2.408), medical care setting (reference: clinic; private hospital: OR = 1.769, 95% CI = 1.199-2.610; corporate hospital, OR = 1.624, 95% CI = 1.139-2315) and clinical unit (reference: psychiatric; rehabilitation, OR = 1.913, 95% CI = 1.651-2344; pediatrics, OR = 1.461, 95% CI = 1.014-2.017) had more outpatient costs (on average) than their counterparts. Finally, this study highlights that health authorities should pay much attention to the factors which correlated to medical needs and costs of children and adolescents with ASD and ID to ensure efficacy of medication and continuing support for patients in treatment. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000329272500015 ER PT J AU Brady, Danielle I. Schwean, Vicki L. Saklofske, Donald H. McCrimmon, Adam W. Montgomery, Janine M. Thorne, Keoma J. TI Conceptual and Perceptual Set-shifting executive abilities in young adults with Asperger's syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1631 EP 1637 DI 10.1016/j.rasd.2013.09.009 PD DEC 2013 PY 2013 AB Neuropsychological models of frontal lobe functioning have led to a greater appreciation of the dissociations among various aspects of executive functions. Theories of executive function have been proposed to account, at least in part, for the unique social and emotional difficulties experienced by individuals with Asperger's syndrome (AS). Given the paucity of research regarding the neural correlates of executive function in AS, this investigation research involves an examination of a well-established measure of executive, fronto-striatal function in young adults with AS. Findings provide preliminary evidence to support a specific type of executive dysfunction and in particular, extradimensional or conceptual set-shifting difficulties in individuals with AS that implicates prefrontal cortex and frontal-striatal function. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000329272500016 ER PT J AU Johnson, Beth P. Papadopoulos, Nicole Fielding, Joanne Tonge, Bruce Phillips, James G. Rinehart, Nicole J. TI A quantitative comparison of handwriting in children with high-functioning autism and attention deficit hyperactivity disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1638 EP 1646 DI 10.1016/j.rasd.2013.09.008 PD DEC 2013 PY 2013 AB Children with high-functioning autism (HFA) and attention deficit hyperactivity disorder (ADHD) often experience significant handwriting difficulties, which can hamper their academic progress and ability to express themselves through symbols and words. Handwriting of children with HFA was compared to those with ADHD based on performance on the speed subtest of the Handwriting Performance Test. Differences in handwriting speed, size and alignment of words, and proportion of handwriting errors, such as corrections and substitutions, were assessed between groups. Results indicated distinct profiles of handwriting problems in HFA and ADHD: children with HFA demonstrated poorer spatial arrangement of words and reduced handwriting speed, and those with ADHD made more handwriting errors, such as corrections and transpositions. These findings have important implications in understanding the similarities and differences for children with HFA and ADHD and lay the groundwork for effective intervention strategies. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000329272500017 ER PT J AU Fienup, Daniel M. Shelvin, Kristal H. Doepke, Karla TI Increasing recall of information of children diagnosed with Asperger's Syndrome: Utilization of visual strategies SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1647 EP 1652 DI 10.1016/j.rasd.2013.09.015 PD DEC 2013 PY 2013 AB Social skills deficits are a hallmark diagnostic characteristic (American Psychiatric Association, 2013) of individuals diagnosed with Asperger's Syndrome (AS) or Autism. Interventions targeting social skills with this population have highlighted the effectiveness of visual strategies. This investigation examined the effectiveness of visual strategies in improving recall of personal information of others, a key friendship skill. In a social skills group, children played a game requiring them to recall information about each other. Visual prompts were found to be effective in helping children to recall information of other children. Children also demonstrated the ability to generate their own visual prompts to increase recall. Implications and directions for future research are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000329272500018 ER PT J AU McKissick, Bethany R. Spooner, Fred Wood, Charles L. Diegelmann, Karen M. TI Effects of computer-assisted explicit instruction on map-reading skills for students with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1653 EP 1662 DI 10.1016/j.rasd.2013.09.013 PD DEC 2013 PY 2013 AB Educational reform for students with disabilities, including autism, has a history of focusing solely on the content areas of reading, mathematics, and science. To date, few empirical studies examining social studies have been published. This study investigated the effects of a computer-assisted explicit instruction package to teach map-reading skills to three elementary school students with autism. A multiple probe across participants design was used to examine the effectiveness of the intervention package. While results did not show a functional relationship, all three students' data indicated a change in level and two students' data showed a change in trend. Implications for practice and suggestions for future research are also discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000329272500019 ER PT J AU Mannion, Arlene Leader, Geraldine TI An analysis of the predictors of comorbid psychopathology, gastrointestinal symptoms and epilepsy in children and adolescents with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 12 BP 1663 EP 1671 DI 10.1016/j.rasd.2013.10.002 PD DEC 2013 PY 2013 AB Mannion, Leader, and Healy (2013) examined the frequency of comorbid disorders in children and adolescents with autism spectrum disorder and the predictors of sleep problems. This study will extend this research by investigating the predictors of comorbidity in 89 participants. Age, gender, level of intellectual disability, presence of epilepsy, attention deficit/hyperactivity disorder (AD/HD) and an anxiety disorder were determined using a self-constructed demographic questionnaire. The Autism Spectrum Disorder-Comorbid for Children (ASD-CC) was administered to informants to assess symptoms of comorbid psychopathology. The Children's Sleep Habits Questionnaire (CSHQ) and Gastrointestinal symptom inventory were administered to assess sleep problems and gastrointestinal symptoms respectively. Sleep problems predicted gastrointestinal symptoms. Level of intellectual disability predicted gastrointestinal symptoms. Specifically, those with no intellectual disability were more likely to present with gastrointestinal symptoms. Gastrointestinal symptoms in turn predicted total comorbid psychopathology score and the individual subscales of worry/depressed, avoidant behavior, conduct behavior and tantrum behavior on the ASD-CC. Gender and ASD-CC total score predicted an individual having an anxiety disorder. Specifically, being male predicted an anxiety disorder. The ASD-CC subscales of worry/depressed and avoidant behavior predicted an anxiety disorder. The implications of these findings are discussed in the study. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000329272500020 ER PT J AU Horovitz, Max Matson, Johnny L. TI The Baby and Infant Screen for Children with aUtIsm Traits-Part 3: The development of age-based scoring procedures SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1291 EP 1299 DI 10.1016/j.rasd.2013.07.019 PD NOV 2013 PY 2013 AB The objective of the current study was to develop age-based scoring procedures for the BISCUIT-Part 3, an assessment measure of challenging behaviors in infants and toddlers aged 17-37 months. Separate age-based cutoffs were developed for those with an autism spectrum disorder (ASD) and those with non-ASD related developmental delays, using the standard deviation from the mean method. The sample consisted of 3022 infants and toddlers and their parents. As age increased in those with ASD, higher cutoff scores were required. Less variation was seen in the cutoff scores established for those with non-ASD related delays. The findings suggest that as children with ASD grow older, challenging behaviors become more frequent and severe. Additionally, they become easier to detect in comparison to same-aged peers. The implications of these results are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000326613500001 ER PT J AU Hay-Hansson, Aina W. Eldevik, Sigmund TI Training discrete trials teaching skills using videoconference SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1300 EP 1309 DI 10.1016/j.rasd.2013.07.022 PD NOV 2013 PY 2013 AB This study investigated the effect of videoconferencing in training staff to implement discrete trial teaching in real life settings with children with autism. Fourteen participants were randomly assigned to two groups. One group received training on-site and the other group received training via videoconference. The participants in both groups received 3x 15 min of training on three different teaching programs: matching, receptive and expressive labeling. The results showed no significant differences between the groups in the post-test whilst both groups improved significantly following training. Although preliminary, these results suggest that videoconferencing can be a cost-saving way to train staff in how to implement discrete trial teaching. (C) 2013 The Authors. Published by Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000326613500002 ER PT J AU Weiss, Jonathan A. Robinson, Suzanne Fung, Stephanie Tint, Ami Chalmers, Philip Lunsky, Yona TI Family hardiness, social support, and self-efficacy in mothers of individuals with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1310 EP 1317 DI 10.1016/j.rasd.2013.07.016 PD NOV 2013 PY 2013 AB Family hardiness is an important construct to understand coping in parents of individuals with Autism Spectrum Disorders (ASD), who are often at risk for considerable distress in the face of multiple stressors. The current study examined family hardiness, perceived social support and parent self-efficacy as predictors of family distress in 138 mothers of individuals with ASD, 4-41 years of age. Using a multiple mediation analysis, we demonstrated that perceived self-efficacy and social support mediated the link between the pile-up of stressors and family hardiness, and that hardiness was a partial mediator in explaining how stressors were associated with family distress. Researchers and clinicians should consider the role that perceived social support and parent self-efficacy play in explaining family hardiness, and how the perception of such hardiness is associated with less distress. (C) 2013 The Authors. Published by Elsevier Ltd. All rights reserved. TC 4 ZB 3 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000326613500003 ER PT J AU Matson, Johnny L. Cervantes, Paige E. TI Comorbidity among persons with intellectual disabilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1318 EP 1322 DI 10.1016/j.rasd.2013.07.018 PD NOV 2013 PY 2013 AB Within the last three decades, the study of conditions that co-occur with intellectual disabilities has flourished. The present paper provides an analysis of the content of 405 papers that were reviewed on the topic. From these papers, trends emerged. The papers fell into one of three broad categories; comorbid psychopathology, comorbid medical problems, and comorbid challenging behaviors. Also, the volume of studies has been increasing rapidly. Implications of these and related issues are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 6 ZB 2 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000326613500004 ER PT J AU Hesse, Tessa L. Danko, Christina M. Budd, Karen S. TI Siblings of children with autism: Predictors of adjustment SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1323 EP 1331 DI 10.1016/j.rasd.2013.07.024 PD NOV 2013 PY 2013 AB As the prevalence of autism increases, so does the need to examine the effects of autism on family members of children with autism. The current study evaluated possible predictors of adjustment in siblings of children with autism. Aspects of the parents' functioning as caregivers for a child with autism were examined to determine whether they predicted the adjustment of the child's sibling. Two hundred caregivers of 4-10-year-old children with autism who had at least one sibling without autism participated by filling out questionnaires online. Parental satisfaction with the role of caregiver for the child with autism was negatively correlated with difficulties in sibling adjustment, and it was the only significant predictor of sibling adjustment in a hierarchical regression analysis. Parental stress and parental self-efficacy were not unique contributors to sibling adjustment when other parental variables were considered. No significant relationship was found between parental therapy involvement and sibling adjustment, or between parental educational involvement and sibling adjustment. The lack of parental involvement as a predictor of sibling adjustment adds new findings to the current literature, which had found such a relationship in a previous study with a smaller sample. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000326613500005 ER PT J AU Akoury-Dirani, Leyla Alameddine, Maysam Salamoun, Mariana TI Validation of the Lebanese Childhood Autism Rating Scale - Second Edition - High Functioning Version SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1332 EP 1338 DI 10.1016/j.rasd.2013.08.001 PD NOV 2013 PY 2013 AB This paper presents the psychometric properties of the Lebanese version of the Childhood Autism Rating Scale Second Edition, High Functioning Version (CARS2-HF). The participants consisted of 30 children aged 6-18 years among which 24 had a clinical diagnosis of Asperger disorder or Pervasive Developmental Disorder-Not Otherwise Specified and 6 had a clinical diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). All participants were verbally fluent and had IQ estimates of 80 or higher, determined with the Wechsler Nonverbal Scale of Ability (WNV). Forward and backward translation of the CARS2-HF and the Childhood Autism Rating Scale Second Edition, Questionnaire for Parents or Caregivers (CARS2-QPC) was completed before the administration of the scales. The results of this study showed that the Lebanese CARS2-HF has a high degree of internal consistency (.92), inter-rater reliability (.97), and test-retest reliability (.99). Receiver Operating Characteristic (ROC) analysis determined that individuals with total raw scores below 26 are less likely - to be in the autism spectrum. This instrument can be used in screening and assessing for ASD in high-functioning Lebanese and Arab speaking individuals. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000326613500006 ER PT J AU Konst, Matthew J. Matson, Johnny L. Turygin, Nicole TI Comparing the rates of tantrum behavior in children with ASD and ADHD as well as children with comorbid ASD and ADHD diagnoses SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1339 EP 1345 DI 10.1016/j.rasd.2013.07.023 PD NOV 2013 PY 2013 AB The current study investigated the presentation of tantrum behaviors in individuals with an autism spectrum disorder (ASD) diagnosis with and without a comorbid diagnosis of attention deficit hyperactivity disorder (ADHD). Participants included 347 children ranging in age from 2 to 18 years old. Diagnostic categories in the current study were based upon clinical diagnosis. The severity of ASD symptomology was measured by the Autism Spectrum Disorder-Diagnostic Child Version (ASD-DC). The presence and severity of tantrum behaviors were measured by the Tantrum behavior subscale of the Autism Spectrum Disorders-Comorbidity for Children (ASD-CC). The influence of diagnosis and ASD symptomology had upon the expression of tantrum behaviors were examined, controlling for participant age. Initial analysis revealed significant differences in the expression of tantrum behavior between the ASD, ADHD and ASD/ADHD groups. However, age did not have a significant influence on the exhibition of tantrum behaviors. Follow-up analyses demonstrated that those individuals diagnosed with an ASD and a comorbid ADHD diagnosis exhibited significantly greater tantrum behavior. Post hoc analyses identified a significant positive correlation between increases in ASD symptomology and elevations of the severity of tantrum behaviors for each group. The observed correlation for the ADHD group was found to be significantly greater than the ASD group. Correlations for individual item responses of the ASD-CC were also computed and discussed for each diagnostic group. (C) 2013 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000326613500007 ER PT J AU Alexander, Jennifer L. Ayres, Kevin M. Smith, Katie A. Shepley, Sally B. Mataras, Theologia K. TI Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1346 EP 1357 DI 10.1016/j.rasd.2013.07.021 PD NOV 2013 PY 2013 AB Two multiple probe designs across three and four participants evaluated the effects of video modeling to teach a matching response (sorting mail) to seven adolescents with autism. Participants were instructed on one set of responses (five mail pieces) using video modeling, while concurrently monitoring two other sets for generalization effects. Results indicated that three participants learned their target set and generalized to the untrained sets, and two participants required an error correction procedure to achieve or approach mastery on their target set. Two participants did not acquire target sets with video based instruction. Data on setting generalization and maintenance are also provided for the participants who reached mastery. Participant variables that may relate to responding, limitations to the study, and directions for future research on video based instruction are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000326613500008 ER PT J AU Vasa, Roma A. Kalb, Luther Mazurek, Micah Kanne, Stephen Freedman, Brian Keefer, Amy Clemons, Traci Murray, Donna TI Age-related differences in the prevalence and correlates of anxiety in youth with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1358 EP 1369 DI 10.1016/j.rasd.2013.07.005 PD NOV 2013 PY 2013 AB Age-related differences in the prevalence and correlates of anxiety were cross-sectionally examined in 1316 children and adolescents with autism spectrum disorder (ASD) who presented for initial evaluation at 14 outpatient autism centers around the country and in Canada. The prevalence of clinical and subclinical anxiety as well as the correlates of anxiety were examined in three age groups of children: preschool, school age and adolescents. Findings showed that the prevalence of anxiety in each age group exceeded the prevalence of anxiety in the general population. Adolescents and school age children had the highest prevalence of clinical (40%) and subclinical anxiety (26%), respectively. Higher IQ and less ASD severity were each weakly correlated with more anxiety in preschool and school age children. Affective symptoms were strongly associated with anxiety in each age group. Age specific psychiatric comorbidities were also present. Anxiety was associated with attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms in the preschool group, ODD and somatic symptoms in the school age children, and ADHD symptoms in adolescents. These data underscore the need for prevention and treatment of anxiety as well as research examining the characteristics of anxiety in children with ASD using a developmental framework. (C) 2013 Elsevier Ltd. All rights reserved. TC 6 ZB 3 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000326613500009 ER PT J AU Kornacki, Lisa T. Ringdahl, Joel E. Sjostrom, Anna Nuernberger, Jodi E. TI A component analysis of a behavioral skills training package used to teach conversation skills to young adults with autism spectrum and other developmental disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1370 EP 1376 DI 10.1016/j.rasd.2013.07.012 PD NOV 2013 PY 2013 AB We conducted a component analysis of a behavioral skills training (BST) package to teach conversation skills to young adults with autism and/or developmental disorders. Performance following each component of the package was compared to a task analysis that included both vocal and non-vocal conversation skills, such as making comments related to the conversation topic, maintaining eye contact, maintaining and appropriate distance from the conversation partner. The components of the BST package included instructions, modeling of an appropriate conversation, rehearsal, rehearsal with feedback, in situ training with feedback provided to the participants in a private training room, and in situ training with feedback plus reinforcement. Results suggested unique components were correlated with acquisition of the conversation skills across participants. Results are presented as they relate to effective components of BST and implications for providing BST to individuals in clinical contexts. (C) 2013 Published by Elsevier Ltd. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000326613500010 ER PT J AU Tureck, Kim Matson, Johnny L. Turygin, Nicole Macmillan, Katie TI Rates of psychotropic medication use in children with ASD compared to presence and severity of problem behaviors SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1377 EP 1382 DI 10.1016/j.rasd.2013.08.003 PD NOV 2013 PY 2013 AB There is a scarcity of research on the relationship between presence of problem behaviors and psychotropic medication use in children with autism spectrum disorder (ASD). Participants in the current study were children and adolescents ages 3-17 years who were sorted into four groups: ASD on psychotropic medication (N = 100), ASD not on psychotropic medication (N = 147), typically developing on medication (N = 48), and typically developing not on medication (N = 168). A one-way multivariate analysis of covariance (MANCOVA) was conducted to determine the relationship between medication use and rates of internalizing and externalizing behaviors. Post hoc analyses revealed that children with ASD on psychotropic medication evinced significantly more externalizing behaviors than children with ASD not on medication. However, the two groups did not significantly differ on rates of internalizing behaviors. These results suggest that psychotropic medications may often be prescribed to manage externalizing behaviors. Implications of these findings are discussed in relation to the existing literature. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000326613500011 ER PT J AU MacDonald, Megan Lord, Catherine Ulrich, Dale TI The relationship of motor skills and adaptive behavior skills in young children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1383 EP 1390 DI 10.1016/j.rasd.2013.07.020 PD NOV 2013 PY 2013 AB Objective: To determine the relationship of motor skills and adaptive behavior skills in young children with autism. Design: A multiple regression analysis tested the relationship of motor skills on the adaptive behavior composite, daily living, adaptive social and adaptive communicative skills holding constant age, non-verbal problem solving, and calibrated autism severity. Setting: Majority of the data collected took place in an autism clinic. Participants: A cohort of 233 young children with ASD (n = 172), PDD-NOS (n = 22) and non-ASD (developmental delay, n = 39) between the ages of 14-49 months were recruited from early intervention studies and clinical referrals. Children with non-ASD (developmental delay) were included in this study to provide a range of scores indicted through calibrated autism severity. Interventions: Not applicable. Main outcome measures: The primary outcome measures in this study were adaptive behavior skills. Results: Fine motor skills significantly predicted all adaptive behavior skills (p <0.01). Gross motor skills were predictive of daily living skills (p <0.05). Children with weaker motor skills displayed greater deficits in adaptive behavior skills. Conclusions: The fine and gross motor skills are significantly related to adaptive behavior skills in young children with autism spectrum disorder. There is more to focus on and new avenues to explore in the realm of discovering how to implement early intervention and rehabilitation for young children with autism and motor skills need to be a part of the discussion. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000326613500012 ER PT J AU Nordahl-Hansen, Anders Kaale, Anett Ulvund, Stein Erik TI Inter-rater reliability of parent and preschool teacher ratings of language in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1391 EP 1396 DI 10.1016/j.rasd.2013.08.006 PD NOV 2013 PY 2013 AB Parent reports such as MacArthur-Bates Communicative Development Inventories (CDIs) have been suggested as a measure of language in young children with autism since this group often score below base levels of direct tests. However, questions have been raised concerning the reliability of report-based assessments. Parents and preschool teachers filled out the CDI-Words & Gestures for 55 children diagnosed with autistic disorder. Inter-rater reliability analyses were done for the whole sample and a subgroup of minimally verbal children (n = 28). Further, potential over- or under-estimation, comparing the raters was analyzed. Results suggested excellent to fair inter-rater reliability between parent and preschool teacher. Parents tended to rate the children slightly higher than preschool teachers. However, the differences were small, and most likely due to contextual variations. These findings suggest that parents can be reliable sources of information about language abilities in children with autism. Therefore, when children are difficult to assess through direct tests, parent reports such as the CDI can be a good alternative.(C) 2013 Elsevier Ltd. All rights reserved. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000326613500013 ER PT J AU Zachor, Ditza A. Ben-Shachar, Shay Ben-Itzchak, Esther TI Do risk factors for autism spectrum disorders affect gender representation? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1397 EP 1402 DI 10.1016/j.rasd.2013.08.008 PD NOV 2013 PY 2013 AB To examine the M:F ratio in several known risk factors to demonstrate insights regarding autism spectrum disorders (ASD) etiology and sex. The study included 615 participants aged 18 months to 18 years age (mean = 49.8 months, SD = 28.4 months) diagnosed with ASD. Cognitive, adaptive and assessment of ASD were obtained using standardized tests. Detailed birth, familial, medical and developmental histories were obtained from the parents. Risk factors included ASD in the family (having a first-order family member with ASD); advanced maternal age (>= 35 years); advanced paternal age (>= 38 years); birth order (first-born versus third-born); low birth weight (LBW) (<2500 g); prematurity (gestational age <36 weeks). The M:F ratio (4.4:1) in the LBW group was lower than the M:F ratio (7.1:1) in the >2500 g group; however the difference showed only a statistical trend. No significant differences in M:F ratio were found between the ASD groups with and without the other examined risk factors. It is possible that the absence of a major association between most of the examined risk factors and sex representation points to the relatively minor role of these risk factors in ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000326613500014 ER PT J AU Inokuchi, Eiko Kamio, Yoko TI Qualitative analyses of verbal fluency in adolescents and young adults with high-functioning autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1403 EP 1410 DI 10.1016/j.rasd.2013.08.010 PD NOV 2013 PY 2013 AB Systematic qualitative analyses of verbal fluency might aid our understanding of the characteristic cognitive processes in individuals with autism spectrum disorder (ASD). In this study, we compared through qualitative and quantitative analyses performance on letter fluency (LF), category fluency (CF), and action fluency (AF) in adolescents and young adults with high-functioning autism spectrum disorders (HFASD) with that of an age-, gender-, and IQ-matched control group. Quantitative analyses revealed significantly fewer correct responses on category and action fluency and significantly more intrusions on category fluency in individuals with HFASD than in control participants. Qualitative analyses revealed significantly fewer semantic clusters and significantly more phonemic clusters during action fluency in individuals with HFASD compared to control participants. With respect to action fluency, the number of correct responses and clusters were related to verbal IQ for individuals with HFASD but not for control participants. We discuss these results in terms of abnormalities in semantic/phonemic strategy choice, cognitive flexibility, and generativity in ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000326613500015 ER PT J AU Yi, Li Fan, Yuebo Zhao, Jing Huang, Dan Li, Yunyi Zou, Xiaobing TI Atypical understanding of mental terms in Chinese-speaking children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1411 EP 1417 DI 10.1016/j.rasd.2013.08.009 PD NOV 2013 PY 2013 AB The present study investigated how Chinese children with autism spectrum disorder (ASD) understand mental terms, especially their knowledge of verb factivity. We examined these children's ability to understand mental terms representing true belief (i.e., zhi1dao4, know) and false belief (i.e., yi3wei2, thought) and compared their ability with that of typically developing (TD) children matched with age, and TD children matched with verbal mental age (VMA). Children were asked to participate in a game to find a toy according to the experimenter's testimony, which involved these mental terms. Results showed that all children from these three groups understood zhi1dao4 better than yi3wei2. Particularly, children with ASD performed statistically significantly worse in understanding mental terms than their age-matched TO children, but not differently from VMA-matched TD children. The understanding of mental verbs was correlated with the language ability of children with ASD, and with age, language ability and executive function of TO children. After controlling for the effects of age, general language ability, and executive functions, the group difference of mental verb understanding still existed. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000326613500016 ER PT J AU Reitzel, J. Summers, J. Lorv, B. Szatmari, P. Zwaigenbaum, L. Georgiades, S. Duku, E. TI Pilot randomized controlled trial of a Functional Behavior Skills Training program for young children with Autism Spectrum Disorder who have significant early learning skill impairments and their families SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1418 EP 1432 DI 10.1016/j.rasd.2013.07.025 PD NOV 2013 PY 2013 AB Many children with Autism Spectrum Disorder (ASD) possess early learning skill deficits and, do not achieve significant cognitive and adaptive gains following intensive behavioral intervention. This pilot randomized controlled trial investigated the effectiveness of a Functional Behavior Skills Training (FBST) program in improving children's performance on functional skills and communication, mitigating children's problem behaviors, and improving parents' strain, sense of competence, and, knowledge of Applied Behavior Analysis (ABA). Fifteen children with ASD who demonstrated early, learning skill impairments (ages between 38 and 82 months) were recruited from a community-based, IBI program or its waitlist. Children and their parents were randomized to a treatment group who, received FBST for four months or a control group who received their treatment as usual. Children who, received FBST improved on targeted functional skills and communication and demonstrated lower, levels of disruptive behavior. Meanwhile, parents who received FBST improved in their knowledge of, ABA. Overall, preliminary findings suggest that FBST is a feasible and promising behavioral, intervention for children with ASD who have early learning skill impairments. FBST promotes the, development of functional behavior and communication which can direct children onto a path of, appropriate skill development and meaningful interactions in the real world. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000326613500017 ER PT J AU Jang, Jina Matson, Johnny L. Cervantes, Paige E. Goldin, Rachel L. TI The relationship between race and comorbid symptoms in infants and toddlers with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1433 EP 1438 DI 10.1016/j.rasd.2013.08.011 PD NOV 2013 PY 2013 AB Researchers have indicated that persons with autism spectrum disorder (ASD) population evince higher rates of comorbid symptoms. While the relationship between comorbid symptoms and factors such as autism symptom severity, IQ level, age, communication abilities, and degree of social impairment were previously examined, there has been limited research on the effect of race in this area. The current study examined the potential role of race in comorbid symptoms in toddlers with ASD and atypically developing toddlers without a diagnosis of ASD using The Baby and Infant Screen for Children with aUtIsm Traits Part 2 (BISCUIT-Part 2). Based on the current findings, African-American toddlers evinced higher rates of comorbid symptoms than Caucasian toddlers and toddlers of other races. In addition, toddlers with ASD evinced higher rates of comorbid symptoms than atypically developing toddlers without a diagnosis of ASD. Implications regarding these findings are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000326613500018 ER PT J AU McDonald, T. A. Machalicek, Wendy TI Systematic review of intervention research with adolescents with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1439 EP 1460 DI 10.1016/j.rasd.2013.07.015 PD NOV 2013 PY 2013 AB A growing body of research provides effective interventions to address the core symptoms of autism spectrum disorders (ASD). However, adolescents with ASDs may face age-specific challenges necessitating the need for contextually relevant and effective interventions. This systematic review examined peer-reviewed intervention research for adolescents (ages 12-21) with ASD. Electronic database searches and ancestral searches were used to identify studies published between 1980 and 2011. 102 studies were identified. A variety of interventions were implemented in these studies to address a wide range of targeted skills and behaviors. Reviewed studies were categorized into seven domains based on the skills and behaviors targeted: (a) social skills; (b) communication skills; (c) challenging behavior; (d) academic skills; (e) vocational skills; (f) independence and self-care; and (g) physical development. Results indicate that effective interventions exist in each category. These results are discussed in relation to participant characteristics, intervention effectiveness, social validity, generalization and maintenance. Generalization, maintenance, and social validity data were gathered in only 34%, 43%, and 31% of the articles, respectively. Additionally, few studies investigated interventions addressing communication, vocational or academic skills. Recommendations for future research are provided. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000326613500019 ER PT J AU Kadey, Heather J. Roane, Henry S. Diaz, Janet C. McCarthy, Christie M. TI Using a Nuk (R) brush to increase acceptance of solids and liquids for two children diagnosed with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1461 EP 1480 DI 10.1016/j.rasd2013.07.017 PD NOV 2013 PY 2013 AB Escape extinction (EE) procedures, such as non-removal of the spoon (NRS) and physical guidance, have been shown to be effective for increasing the acceptance of previously refused foods in children with feeding disorders. NRS typically involves presenting a utensil at a child's lips until he/she accepts a bite/drink or until an arbitrary meal duration is met. As a result, some children may learn to "wait out" the meal duration thus avoiding bites/drinks altogether. Physical guidance procedures are implemented in a similar manner but also include physically guiding the child's mouth open by applying pressure on the mandibular joint (i.e., jaw prompt). In some cases, the jaw prompt may harm the child if too much pressure is applied to his/her face. Due to the limitations of these procedures we evaluated an alternative PG strategy by using a Nuk (R) brush to increase the acceptance of bites and drinks in two participants. Published by Elsevier Ltd. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000326613500020 ER PT J AU Murray, Clodagh Healy, Olive TI Increasing response variability in children with autism spectrum disorder using lag schedules of reinforcement SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 11 BP 1481 EP 1488 DI 10.1016/j.rasd.2013.08.004 PD NOV 2013 PY 2013 AB Individuals with autism spectrum disorder (ASD) often present with deficits in variability in responding across multiple repertoires. However, research to date has resulted in little empirical evaluation of remediation strategies for such deficits. We investigated the effects of lag schedules of reinforcement on response variability using a computer-based task designed for the purpose of the study. The U-value statistic was used as a measure of variability in responding to determine if increasing the lag criterion would correspondingly increase levels of variability. Participants included children with ASD (Group 1) and neurotypical children (Group 2). Results showed that U-values were higher when reinforcement was contingent on increased variability, indicating the effectiveness of higher lag values on response variability. A significant difference in response variability between groups provided evidence for the disparity in such responding in children with ASD compared to their neurotypical peers. Group 1 showed consistently lower U-values than Group 2 indicating lower response variability. However, data from this study clearly show that lag schedules of reinforcement may be employed to increase response variability in ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000326613500021 ER PT J AU Paynter, Jessica Riley, Emma Beamish, Wendi Davies, Michael Milford, Todd TI The double ABCX model of family adaptation in families of a child with an autism spectrum disorder attending an Australian early intervention service SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 10 BP 1183 EP 1195 DI 10.1016/j.rasd.2013.07.006 PD OCT 2013 PY 2013 AB It is well established that families caring for a child with an autism spectrum disorder (ASD) experience increased psychological distress compared to other families (e.g., Baker-Ericzen, Brookman-Frazee, & Stahmer, 2005; Lee et al., 2009). However, little research has captured the range of variables linked to family outcomes, and research in the early childhood period has been largely atheoretical. The current study sought to investigate the applicability of the double ABCX Model of Family Adaptation (McCubbin & Patterson, 1983) in understanding the factors underlying family outcomes when children with ASD attend early intervention. Participants included 43 parents (18 males, 25 females) of children aged 2.5 to 6 years (M=49.35, SD = 9.21 months; 8 female, 35 male) with ASD who were attending an autism-specific intervention service. Participants completed standardised questionnaire measures of constructs of the double ABCX Model. As predicted by the model, family systems outcomes (individual, relationship, or family) were linked to symptom severity (challenging behaviour), pile-up demands, internal and external resources, appraisals, and active-avoidant coping styles. Level of ASD symptoms however, were not significantly linked to outcomes. Limitations, directions for future research, and practical implications are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 2 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000324451700001 ER PT J AU Lane, Ben R. Paynter, Jessica Sharman, Rachael TI Parent and teacher ratings of adaptive and challenging behaviours in young children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 10 BP 1196 EP 1203 DI 10.1016/j.rasd.2013.07.011 PD OCT 2013 PY 2013 AB This study examined parent and teacher rating correspondence of adaptive and challenging behaviours for children with autism spectrum disorders (ASDs) enrolled in an early intervention program. Data were collected on the Behaviour Assessment System for Children, second edition (BASC-2; n = 22), and Vineland Adaptive Behaviour Scales, second edition (VABS-II; n = 28). Adaptive behaviour ratings generally demonstrated high parent-teacher correlations, while challenging behaviour ratings demonstrated relatively low correlations. Only adaptive skills on the BASC-2 showed significant mean parent-teacher differences, with parent ratings suggesting greater impairment. Results suggest that clinicians should consider gaining both parent and teacher perspectives on a child's challenging behaviour, but that a single informant measure of adaptive behaviour, either parent or teacher, may be sufficient after initial assessments are completed. (C) 2013 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000324451700002 ER PT J AU Zhang, Wei Yan, Ting-ting Du, Ya-song Liu, Xiao-hong TI Relationship between coping, rumination and posttraumatic growth in mothers of children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 10 BP 1204 EP 1210 DI 10.1016/j.rasd.2013.07.008 PD OCT 2013 PY 2013 AB This study examined the relationship between coping, rumination and posttraumatic growth in mothers of children with autism spectrum disorders (ASD). One hundred and two mothers of autistic children in China were surveyed using Post-traumatic Growth Inventory, Trait Coping Style Questionnaire, and Event Related Rumination Inventory. Mothers reported mediate level of PIG, mostly on the growth of personal strength. Hierarchal regression analysis indicated that positive coping positively predicted PTG and growth on "relating to others"; deliberate rumination was positively correlated with growth on "appreciation of life"; and intrusive rumination negatively predicted growth on "personal strength", "new possibilities" and "spiritual change". No statistically significant relationship between negative coping and PIG was found. The results may be used to provide mothers with a better understanding of the underlying growth process and assist service providers in facilitating this progress. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000324451700003 ER PT J AU Dixon, Mark R. Whiting, Seth W. Miller, Jeffrey R. TI Discounting of restraint usage, problem behavior management, and risk of autism severity SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 10 BP 1211 EP 1220 DI 10.1016/j.rasd.2013.07.004 PD OCT 2013 PY 2013 AB The current study examined whether a history of experience with children with autism affected the rate of discounting of a delayed or probable consequence. Experiment 1 utilized a temporal discounting task to compare the discounting rates of adults who have worked in an autism service setting and have experience with physical restraints to that of adults who have little or no experience with these populations. The results showed that adults with a history of contact with autism made less optimal choices and discounted restraint responsibilities more steeply than adults with no such history, indicating increased avoidance of engaging in restraints. Experiment 2 investigated how the same groups discounted child problem behavior, and showed that those with experience with autism preferred to delay working with children with severe problem behavior and discounted the student's problem behavior more steeply, again demonstrating increased avoidance. Experiment 3 examined risk tendencies in relation to having children with diminished functioning in parents who have children with autism and those who have only worked with them. Results showed that parents made riskier choices than non-parents. Overall, all 3 experiments showed that those with increased experience with children with autism tended toward more impulsive and risky choices. Published by Elsevier Ltd. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000324451700004 ER PT J AU Erbas, Yasemin Ceulemans, Eva Boonen, Johanna Noens, Ilse Kuppens, Peter TI Emotion differentiation in autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 10 BP 1221 EP 1227 DI 10.1016/j.rasd.2013.07.007 PD OCT 2013 PY 2013 AB Autism spectrum disorder (ASD) is commonly associated with reduced ability to recognize emotions in others. It is less clear however, whether ASD is also associated with impaired knowledge of one's own emotions. In the current study we present a first examination of how much knowledge individuals with ASD have about their emotions by investigating their ability to differentiate between emotions. Across two lab tasks that measured to what extent and how people differentiate between their own feeling states and semantic emotion terms, results showed that ASD individuals differentiated less than typically developing individuals. Yet, both groups of participants similarly categorized emotions according to previously established theoretical categories. These findings indicate that while both give similar meaning to emotions, individuals with ASD make less subtle distinctions between emotions. With low levels of emotion differentiation being linked to reduced well-being, these findings may help to better understand the high prevalence of internalizing problems associated with ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000324451700005 ER PT J AU Matson, Johnny L. Goldin, Rachel L. TI Comorbidity and autism: Trends, topics and future directions SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 10 BP 1228 EP 1233 DI 10.1016/j.rasd.2013.07.003 PD OCT 2013 PY 2013 AB Autism spectrum disorders (ASD) are common, life-long disorders. Symptoms of ASD often co-occur with other difficulties that also tend to be chronic and debilitating. Common co-occurring difficulties include intellectual disabilities, physical conditions, comorbid psychopathologies and challenging behaviors. However, the idea of comorbidities among individuals with ASD is still a relatively new notion. Thus, a new field of research is developing examining comorbidities with ASD. This field is developing rapidly but is still lacking. This paper highlights the most common forms of comorbid disorders, and the future direction of research on comorbidities among individuals with ASD is discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000324451700006 ER PT J AU Lanovaz, Marc J. Robertson, Kirsty M. Soerono, Kara Watkins, Nicholas TI Effects of reducing stereotypy on other behaviors: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 10 BP 1234 EP 1243 DI 10.1016/j.rasd.2013.07.009 PD OCT 2013 PY 2013 AB Researchers have shown that high levels of stereotypy in individuals diagnosed with autism spectrum disorders were correlated with more significant impairments in social and adaptive functioning. Reducing stereotypy may thus potentially occasion an increase in appropriate social and adaptive behaviors. Hence, the purpose of this systematic review was to examine the effects of reducing stereotypy on engagement in other behaviors. Following a thorough literature search, we identified 60 studies that both reduced engagement in stereotypy and measured engagement in at least one other behavior. We divided the studies into six broad categories: noncontingent reinforcement, differential reinforcement, punishment-based interventions, multiple contingencies, physical exercise, and other antecedent-based interventions. The results of our analyses suggest that reducing stereotypy produces reallocation toward other behaviors, albeit not necessarily appropriate. As such, clinicians and researchers targeting stereotypy should plan to strengthen an appropriate alternative behavior while targeting all response forms of stereotypy for reduction. Moreover, our review suggests that measuring untargeted behaviors when implementing interventions designed to reduce stereotypy may be essential in clinical and research settings. (C) 2013 Elsevier Ltd. All rights reserved. TC 7 ZB 0 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000324451700007 ER PT J AU Liu, Ting Breslin, Casey M. TI Fine and gross motor performance of the MABC-2 by children with autism spectrum disorder and typically developing children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 10 BP 1244 EP 1249 DI 10.1016/j.rasd.2013.07.002 PD OCT 2013 PY 2013 AB The purpose of this study was to investigate the fine and gross motor performance of children with autism spectrum disorder (ASD) and age-matched typically developing children as measured by the Movement Assessment Battery for Children-2 (MABC-2). Thirty children with ASD (ages 3-16 years, male = 25, female = 5) and 30 age-matched typically developing children (male = 16, female = 14) performed the MABC-2. Group differences on MABC-2 percentile scores were analyzed using descriptive data and one-way ANOVAs. Effect sizes were also calculated for practical significance. Descriptive data showed that all typically developing children were classified in the green zone on MABC-2. However, the majority of children (80%) with ASD were categorized in the red and amber zones suggesting they experienced motor difficulty or were at risk for motor delay. In addition, children with ASD showed significantly lower MABC-2 percentile scores than the typically developing children on manual dexterity, ball skills, and static and dynamic balance, F(1, 59) = 109.043, p < .001, and the effect sizes were large (>.80). In conclusion, children with ASD were delayed in both fine and gross motor skill performance on MABC-2 when compared to their age-matched typically developing children. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000324451700008 ER PT J AU Zhao, Shuo Uono, Shota Yoshimura, Sayaka Kubota, Yasutaka Toichi, Motomi TI Can gaze-cueing be helpful for detecting sound in autism spectrum disorder? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 10 BP 1250 EP 1256 DI 10.1016/j.rasd.2013.07.001 PD OCT 2013 PY 2013 AB Autism spectrum disorder (ASD) is a developmental disorder characterized by impaired social interaction, including joint attention, but psychological studies generally have reported intact gaze-triggered joint attention in ASD. These studies used a uni-modal paradigm (i.e. visual cue-target pairs) with eyes or faces as cues and letters or dots as targets. However, it has not been determined whether joint attention is impaired under cross-modal conditions in ASD, although cross-modal impairment has been reported. This study investigated joint attention in ASD under cross-modal conditions with gaze stimuli as visual cues and two kinds of sound (social voice or non-social tone) stimuli as targets. The task for the subject was to locate the target sound and click as soon and as accurately as possible. The ASD group was impaired in joint attention when a tone was used as the target, while both groups showed joint attention to a voice. The results suggest that cross-modal joint attention is impaired in the ASD group when the cue-target relationship is weak (i.e. social cue and non-social target) while it is unimpaired when there is a strong cue-target relationship (i.e. social cue and social target). (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000324451700009 ER PT J AU Bulkeley, Kim Bundy, Anita Roberts, Jacqueline Einfeld, Stewart TI ASD intervention research in real world contexts: Refining single case designs SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 10 BP 1257 EP 1264 DI 10.1016/j.rasd.2013.07.014 PD OCT 2013 PY 2013 AB There is a pressing need for intervention research that reflects real world practice to support evidence-based decision making for families, professionals and administrators who support children with ASD. Some of the challenges confronting intervention research are explored, with solutions offered based on single case design methodology. Challenges with single case designs are also outlined and contemporary solutions that are applicable in real world contexts are illustrated in a study by the authors. Research utilizing these strategies may assist with facilitating practitioners to engage in practice-based research to bridge the research to practice gap in intervention with young children with ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 4 ZB 0 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000324451700010 ER PT J AU Stasolla, Fabrizio Caffo, Alessandro O. TI Promoting adaptive behaviors by two girls with Rett syndrome through a microswitch-based program SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 10 BP 1265 EP 1272 DI 10.1016/j.rasd.2013.07.010 PD OCT 2013 PY 2013 AB We assessed a microswitch-based program to improve self-determination to access to preferred stimuli and to foster locomotor behavior by two girls with Rett syndrome and multiple disabilities. To enhance the first behavior (access to preferred stimuli) a wobble microswitch (sensitive touch sensor) was used while for the second behavior (step responses) optic sensors were applied. A second aim of the study was to monitor indices of happiness as consequence of the use of assistive technology. Finally, a third objective of the study was the reduction of hand washing and body rocking related stereotypies. The study was carried out according to a multiple probe design across behaviors for both participants, where the two behaviors were first learned independently, then combined together. Results showed an increasing of performance and of indices of happiness and a decreasing of stereotyped behaviors for both participants during intervention phases. Practical, psychological and clinical implications of the findings are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 10 ZB 4 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000324451700011 ER PT J AU Bennett, Kyle D. Gutierrez, Anibal Honsberger, Toby TI A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with Autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 10 BP 1273 EP 1281 DI 10.1016/j.rasd.2013.07.013 PD OCT 2013 PY 2013 AB The purpose of this study was to compare the effects of video prompting with and without voice-over narration on the acquisition of clerical skills among five secondary students with Autism Spectrum Disorder. We used an adapted alternating treatments design consisting of baseline, comparison, and best treatment conditions. Results showed there were negligible differences between video prompting with or without voice-over narration. However, participants indicated differing preferences for one method over the other. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000324451700012 ER PT J AU Koning, Cyndie Magill-Evans, Joyce Volden, Joanne Dick, Bruce TI Efficacy of cognitive behavior therapy-based social skills intervention for school-aged boys with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 10 BP 1282 EP 1290 DI 10.1016/j.rasd.2011.07.011 PD OCT 2013 PY 2013 AB School-aged children with Autism Spectrum Disorders (ASD) experience significant difficulty with peer interaction. Research to identify the most effective strategies to address this difficulty has increased but more evidence is needed. Cognitive behavior therapy (CBT), which focuses on changing how a person thinks about social situations as well as how he behaves, is a promising approach. This study evaluated the efficacy of a 15 week CBT-based social skills intervention for boys aged 10-12 years diagnosed with an ASD. Boys with average or better IQ and receptive language skills were randomly assigned to either a control (n = 8) or intervention condition (n = 7). During intervention, boys attended weekly 2 h long group sessions focusing on self-monitoring skills, social perception and affective knowledge, conversation skills, social problem-solving, and friendship management skills. Comparison of the outcomes using repeated measures analyses indicated that boys receiving the intervention scored significantly better on measures of social perception, peer interaction, and social knowledge than boys who had not received intervention. There were no differences on general measures of socialization. The manualized intervention used in this study shows promise but replication with larger samples is needed. Crown Copyright (C) 2011 Published by Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000324451700013 ER PT J AU Causin, Kaitlin G. Albert, Kristin M. Carbone, Vincent J. Sweeney-Kerwin, Emily J. TI The role of joint control in teaching listener responding to children with autism and other developmental disabilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 997 EP 1011 DI 10.1016/j.rasd.2013.04.011 PD SEP 2013 PY 2013 AB This study evaluated the effectiveness of a teaching procedure derived from the analysis of joint control in increasing listener responses for three children with autism using a multiple probe design across participants. One nonvocal and two vocal children with autism were taught to select multiple pictures of items from a large array in the order in which they were requested (e.g., "Give me the ball, cup, and spoon") using the joint control teaching procedure. The effect of these procedures on the emission of accurate selection responses to both trained and novel stimulus sets was measured. The results indicated that listener responses to trained stimuli increased following the implementation of the independent variable and untrained responses across novel stimulus sets also emerged. Implications for designing language training programs for children with autism based on an analysis of joint control are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000323358400001 ER PT J AU Peters-Scheffer, Nienke Didden, Robert Mulders, Monique Korzilius, Hubert TI Effectiveness of low intensity behavioral treatment for children with autism spectrum disorder and intellectual disability SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1012 EP 1025 DI 10.1016/j.rasd.2013.05.001 PD SEP 2013 PY 2013 AB To determine the effectiveness of low intensity behavioral treatment (LIBT) supplementing regular treatment in young children with autism spectrum disorder (ASD) and intellectual disability (ID) standardized tests of cognition, adaptive behavior, interpersonal relations, play, language, characteristics of autism, emotional and behavioral problems, behavioral flexibility, early social communication, and maternal stress were administered in a treatment group (n = 20), receiving 4-10 h LIBT per week and a control group (n = 20) receiving treatment as usual. At baseline, no differences were found between groups (mean chronological age: 5.3 years; mean developmental age: 1.11 years) on several key variables, but after two years of intervention the treatment group outperformed the control group on IQ developmental age, adaptive behavior, interpersonal relations, play and receptive language, and less autistic symptoms were seen in treatment group. Following intervention, no differences between groups were found on expressive language, behavioral flexibility and maternal stress. Progress in developmental age, adaptive behavior, interpersonal relations, play and receptive and expressive language was clinically and reliably significant for the majority of the LIBT group. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000323358400002 ER PT J AU Taubman, Mitchell T. Leaf, Ronald B. McEachin, John J. Papovich, Sasha Leaf, Justin B. TI A comparison of data collection techniques used with discrete trial teaching SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1026 EP 1034 DI 10.1016/j.rasd.2013.05.002 PD SEP 2013 PY 2013 AB This study was designed to examine the comparative value of three discrete trial teaching data collection techniques: Continuous recording, time sample, and estimation. The data collection was conducted by behavior interventionists while teaching children diagnosed with autism spectrum disorder skills using discrete trial teaching. Utilizing a counterbalanced design, data collection techniques were examined in regards to their accuracy, that is, their correspondence to the independent measurement of a primary observer collecting contemporaneous trial-by-trial data. Also assessed were the relative impacts of the various techniques on efficiency of therapy and rate of children's acquisition. Finally, interventionists rated their preference of and satisfaction with each of the three techniques. Continuous recording was generally the most accurate, although the other methods were accurate to a degree when used by trained recorders to justify their usage in applied settings. Estimation was the most efficient and time sample was the most preferred. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000323358400003 ER PT J AU Kuhlthau, Karen Kovacs, Erica Hall, Trevor Clemmons, Traci Orlich, Felice Delahaye, Jennifer Sikora, Darryn TI Health-related quality of life for children with ASD: Associations with behavioral characteristics SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1035 EP 1042 DI 10.1016/j.rasd.2013.04.006 PD SEP 2013 PY 2013 AB This paper examines health-related quality of life (HRQoL) of children age 6-11 years with an autism spectrum disorder (ASD) using the Child Health and Illness Profile - Child Edition (CHIP-CE). We further examine associations of HRQoL scores with measures of behavior using regression models. Overall HRQoL scores are lower than those for normative samples. We find that both externalizing and internalizing behaviors (measured with the Child Behavior Checklist) are correlated with HRQoL as are several of the subscales of the aberrant behavior checklist. These results suggest that some potentially modifiable aspects of ASD, in particular ASD-related and aberrant behaviors, are associated with HRQoL. These associations are suggestive of the potential for improvements in behaviors in some domains having the potential to improve HRQoL. Future studies should determine whether improvements in behaviors are associated with improvements in HRQoL. (C) 2013 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000323358400004 ER PT J AU Louwerse, A. van der Geest, J. N. Tulen, J. H. M. van der Ende, J. Van Gool, A. R. Verhulst, F. C. Greaves-Lord, K. TI Effects of eye gaze directions of facial images on looking behaviour and autonomic responses in adolescents with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1043 EP 1053 DI 10.1016/j.rasd.2013.04.013 PD SEP 2013 PY 2013 AB It has been suggested that atypical eye contact of individuals with autism spectrum disorders (ASDs) arises from an unusually high level of autonomic activity elicited by another person's gaze. The present study investigated visual fixation duration and autonomic reactivity (heart rate, skin conductance response) simultaneously, while adolescents looked towards photographs of neutral faces, with either direct eye gaze, averted eye gaze or closed eyes. Both cognitively able adolescents with ASD (n = 31, mean age = 16 years, mean IQ = 104) and typically developing (TD) adolescents (n = 34, mean age = 16 years, mean IQ = 108) looked significantly longer towards the eye region of faces with direct eye gaze compared with faces with averted eye gaze or closed eyes. The adolescents with ASD did not show higher levels of autonomic activity than TD adolescents while they were instructed to look at the eye region. This suggests that looking at the eye region of static faces does not particularly trigger high autonomic arousal in adolescents with ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000323358400005 ER PT J AU Movahedi, Ahmadreza Bahrami, Fatimah Marandi, Sayed Mohammad Abedi, Ahmad TI Improvement in social dysfunction of children with autism spectrum disorder following long term Kata techniques training SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1054 EP 1061 DI 10.1016/j.rasd.2013.04.012 PD SEP 2013 PY 2013 AB The purpose of the present study was to investigate the effects of long term Kata techniques training on social interaction of children with autism spectrum disorders (ASD). We assigned 30 school aged children with ASD to an exercise (n = 15) or a no-exercise group (n = 15). We required participants of the exercise group to exercise Kata techniques for 14 weeks, while participants of the control group received no exercise. We evaluated the social interaction of the participants at baseline, post-intervention (week 14), and at one month follow up. Results revealed that Kata techniques training significantly improved social dysfunction in the exercise group. Interestingly, at one month follow up improvement in social deficiency in the exercise group remained unchanged compared to post-intervention time. The social deficiency of participants of the control group was not changed across the experimental period. We concluded that teaching martial arts techniques to children with ASD leads to significant improvement in their social interaction. (C) 2013 Elsevier Ltd. All rights reserved. RI McCann, Brian/N-9504-2014 TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000323358400006 ER PT J AU Chaput, Valerie Amsellem, Frederique Urdapilleta, Isabel Chaste, Pauline Leboyer, Marion Delorme, Richard Gousse, Veronique TI Episodic memory and self-awareness in Asperger Syndrome: Analysis of memory narratives SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1062 EP 1067 DI 10.1016/j.rasd.2013.05.005 PD SEP 2013 PY 2013 AB Previous findings from researchers on individuals with Asperger Syndrome (AS) suggest peculiarities of autobiographical memory (AM). They have shown a personal episodic memory deficit in the absence of a personal semantic memory impairment. The primary aim of this study was to explore AM in individuals with AS, and more specifically to investigate the link between episodic memory, self-awareness, and autonoetic consciousness through language analysis. We asked fifteen adults with AS and fifteen age- and IQ-matched controls to recall autobiographical memories from three life periods. Recorded interviews were processed using Alceste software. We found that participants with AS recalled fewer and less-detailed episodic memories than did controls. A content analysis revealed that family-related vocabulary as well as possessive pronouns was significantly less frequent in AS interviews than in those of controls. In conclusion, our results support the hypothesis that a deficiency of episodic memory may be due to poor awareness of the self in social relationships. Reduced use of possessive pronouns may also indicate less self-investment in life experiences, which would in turn impact recall. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000323358400007 ER PT J AU Konst, Matthew J. Matson, Johnny L. Turygin, Nicole TI Exploration of the correlation between autism spectrum disorder symptomology and tantrum behaviors SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1068 EP 1074 DI 10.1016/j.rasd.2013.05.006 PD SEP 2013 PY 2013 AB The purpose of the current study was to investigate the relationship between the presence of Autism Spectrum Disorder (ASD) symptoms and tantrum behaviors in 598 children ranging in age from two to sixteen years old who meet cutoffs for ASD. Diagnostic categories created in the current study were provided by the Autism Spectrum Disorder - Diagnostic Child Version (ASD-DC). Initial analysis replicated previous research revealing significant differences in the expression of tantrum behavior between the ASD, Atypical, and Normal groups. Pearson Bivariate correlations were then computed for each individual's ASD symptom score and their total score on the Tantrum behavior subscale. Follow-up correlations found significant positive correlations between individual's in the Atypical, Normal, and ASD categories and their scores for the Tantrum behavior subscale of the Autism Spectrum Disorders - Comorbidity for Children (ASD-CC). Post hoc analyses revealed that the correlation between ASD symptomology and tantrum behaviors in the Normal group was significantly different when compared to children in the ASD group. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000323358400008 ER PT J AU Zakas, Tracie-Lynn Browder, Diane M. Ahlgrim-Delzell, Lynn Heafner, Tina TI Teaching social studies content to students with autism using a graphic organizer intervention SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1075 EP 1086 DI 10.1016/j.rasd.2013.06.001 PD SEP 2013 PY 2013 AB The National Council for the Social Studies (NCSS) emphasizes the teaching of social studies to provide students with information, critical thinking skills, and experiences to allow them to grow into responsible and effective citizens. There have been few studies focused on social studies instruction for students with autism spectrum disorders or other developmental disabilities. One of the barriers to teaching social studies to students without and with disabilities is students' ability to read and understand written expository text. This current study investigated the use of a modified graphic organizer to promote improved expository text comprehension for middle school students with autism. Three students were instructed to use a modified graphic organizer intervention to answer nine items from United States history passages. Results indicated that each of the three students increased their ability to independently respond to the nine comprehension items. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000323358400009 ER PT J AU Swanson, Meghan R. Siller, Michael TI Patterns of gaze behavior during an eye-tracking measure of joint attention in typically developing children and children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1087 EP 1096 DI 10.1016/j.rasd.2013.05.007 PD SEP 2013 PY 2013 AB This study evaluated whether diagnostic classifications or features of ASD were associated with individual differences in children's gaze pattern during an eye-tracking measure of joint attention. The sample included 21 children with ASD (mean age, 7.3 +/- 1.5 years) and 24 typically developing children (mean age, 6.8 +/- 1.6 years), matched on receptive language abilities. Results revealed no significant group differences on global measures of gaze allocation (total gaze time allocation). However, significant group differences emerged using a measure evaluating a microstructure of children's gaze (duration of first fixation). In addition, individual differences in children's gaze pattern were reliably predicted by parent report measures of children's social abilities. The majority of children in this sample (including all typically developing children and those children with ASD who scored lowest on the SRS Social Awareness subscale) showed significant modulation in eye-gaze between the two experimental conditions. In contrast, children with ASD who also scored the highest on the SRS Social Awareness subscale consistently failed to modulate their eye gaze in accordance with the experimental condition. This failure to flexibly modulate gaze in the context of a joint attention eye-tracking paradigm may reveal children's limited awareness of social cues that may further limit social learning. (C) 2013 Elsevier Ltd. All rights reserved. TC 5 ZB 1 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000323358400010 ER PT J AU Akoury-Dirani, Leyla Alameddine, Maysam Salamoun, Mariana TI Validation of the Lebanese Childhood Autism Rating Scale-Second Edition-Standard Version SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1097 EP 1103 DI 10.1016/j.rasd.2013.05.004 PD SEP 2013 PY 2013 AB The purpose of this study is to validate the Childhood Autism Rating Scale-Second Edition-Standard Version (CARS2-ST) to the Lebanese population. The participants consisted of 109 children among which 90 had autism spectrum disorder (ASD) and 19 had intellectual disability (ID). Forward and backward translation was ensured before administration. The Wechsler Nonverbal Scale of Ability (WNV) was used to estimate the level of intellectual functioning. The Lebanese CARS2-ST was found to have a good reliability as measured by internal consistency (.95), inter-rater reliability (.99), and test-retest reliability (.89). It classified individuals as having ASD versus ID based on a cutoff score of 26 or higher for children younger than 13 years old and a cutoff score of 28.5 or higher for adolescents (>= 13 years). A similar level of psychometric properties was found with the original CARS2-ST. Therefore, the Lebanese CARS2-ST is a useful tool for assessing for ASD among the Lebanese population. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000323358400011 ER PT J AU Cervantes, Paige E. Matson, Johnny L. Adams, Hilary L. Williams, Lindsey W. Goldin, Rachel L. Jang, Jina TI Comparing social skill profiles of children with autism spectrum disorders versus children with attention deficit hyperactivity disorder: Where the deficits lie SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1104 EP 1110 DI 10.1016/j.rasd.2013.05.008 PD SEP 2013 PY 2013 AB Marked socialization impairment is evident in both individuals with autism spectrum disorders (ASD) and individuals with attention deficit/hyperactivity disorder (ADHD). The current study utilizes the Matson Evaluation of Social Skills for Youngsters-II (MESSY-II) to explore similarities and discrepancies in the social skill profiles of children with ASD and children with ADHD ages 6-9 years old and 10-16 years old. Children with ASD and children with ADHD were both found to be significantly deficient in social skills compared to atypically developing peers without an Axis I or Axis II diagnosis; however, specific skill deficits vary between the groups. In particular, children with ASD exhibited a lack of adaptive social skills whereas children with ADHD demonstrated social skill knowledge but an increased level of maladaptive social behavior. The trends of socialization impairment over time were also found to differ in children with ASD versus children with ADHD. While children with ASD remained at similar levels of adaptive social skill impairment over age groups, children with ADHD were found to become more socially impaired in more areas over time. The distinct patterns and trends of social skill deficit found in children with ASD and children with ADHD can inform treatments targeted toward the specific deficits observed within each disorder. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000323358400012 ER PT J AU Khowaja, Kamran Salim, Siti Salwah TI A systematic review of strategies and computer-based intervention (CBI) for reading comprehension of children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1111 EP 1121 DI 10.1016/j.rasd.2013.05.009 PD SEP 2013 PY 2013 AB This paper presents a systematic review of relevant published studies on reading comprehension for children with autism, focusing on vocabulary instruction and text comprehension instruction from years 2000 to 2011. This systematic review attempts to address three specific research questions: strategies of vocabulary instruction and text comprehension instruction used, computer-based intervention (CBI) used or developed during study, and the effectiveness of using CBI for teaching children with autism. There are five strategies of vocabulary instruction and seven strategies of text comprehension instruction. Results indicate that two strategies of vocabulary instruction, multimedia methods and explicit instruction were found to be more commonly used than the other three. On the same note, question answering strategy of text comprehension instruction was discovered to be used more often than the other six. Results also indicate that children with autism can benefit from the strategies of reading comprehension and that the use of CBI as a mode of instruction for reading comprehension improved learning of children. This is clearly evident judging from the performance of children between pre-tests and post-tests of studies in which CBI was used. However, due to heterogeneity of participants, this is not always the case; a few studies reported no improvement in the learning of children with autism. (C) 2013 Elsevier Ltd. All rights reserved. RI Khowaja, Kamran/A-5003-2014 OI Khowaja, Kamran/0000-0002-0624-2428 TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000323358400013 ER PT J AU Esther-Ben Itzchak Aviva, Binet Zachor, Ditza A. TI Are special abilities in autism spectrum disorder associated with a distinct clinical presentation? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1122 EP 1128 DI 10.1016/j.rasd.2013.05.003 PD SEP 2013 PY 2013 AB Special abilities may be common in autism spectrum disorders (ASD). The aim of this study was to investigate the clinical presentation of ASD with special abilities. Special abilities were defined based on the Autism Diagnostic Interview-Revised (ADI-R). Based on a sample of 398 children, ages 2-7 years old with ASD, 112 with special skills were compared to an age- and gender-matched group without special abilities (n = 79). The examined measures included autism symptoms severity, adaptive behaviors and head circumference percentile. Children with ASD and special abilities seemed to exhibit significantly less impaired ASD symptoms in the social, communication and stereotyped behaviors and significantly better adaptive skills than individuals with ASD without special skills. Children with ASD and special abilities had a larger head circumference percentile than children without special abilities. Special abilities occurred in 28% of the study participants. Memory skills were the most frequently reported special ability, followed by musical, visuospatial and reading skills. The authors conclude that individuals with ASD and special abilities might represent a distinct ASD subgroup with milder clinical ASD presentation. Larger head circumference in ASD was previously associated with enhanced "local" connectivity which provides detailed information processing and therefore might be related to the appearance of special abilities. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000323358400014 ER PT J AU Benson, Paul R. TI Family influences on social and play outcomes among children with ASD during middle childhood SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1129 EP 1141 DI 10.1016/j.rasd.2013.06.003 PD SEP 2013 PY 2013 AB Using data drawn from a longitudinal study of families of children with autism spectrum disorders (ASD), I examined the concurrent and prospective impact of two family factors, marital quality and maternal expressed emotion (EE) on five indicators of parent-reported child social functioning (number of peers in the child's play network, child participation in unstructured group play, and the extent to which group play was characterized by play interaction, disruption, and disconnection). Controlling for child autism symptom severity, regression analyses indicated martial quality and maternal EE to be significant cross-sectional predictors of number of playmates and group play participation. In addition, marital quality was found to mediate the relationship between symptom severity and both play outcomes. Despite these significant cross-sectional effects, initial analyses revealed no significant longitudinal family effects on play outcomes. Subsequent analyses focusing specifically on the prediction of substantial change in child social functioning over time, however, did find increased play disconnection to be significantly linked to heightened levels of maternal EE, suggesting that familial influences may play a role in hindering improvement in some aspects of social functioning among mid-aged children with ASD. Study implications and limitations are discussed. (C) 2013 Published by Elsevier Ltd. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000323358400015 ER PT J AU Perry, Adrienne Blacklock, Ksusha Geier, Jennifer Dunn TI The relative importance of age and IQ as predictors of outcomes in Intensive Behavioral Intervention SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1142 EP 1150 DI 10.1016/j.rasd.2013.06.004 PD SEP 2013 PY 2013 AB Outcomes of Intensive Behavioral Intervention are known to be highly variable. We report on two studies examining the role of age at entry to treatment and initial IQ in relationship to cognitive and adaptive outcomes in the Ontario province-wide program. Study 1 included 207 children aged 2-14 at entry. Age was modestly negatively correlated with several outcome variables; IQ was strongly predictive of most cognitive and adaptive outcomes. Age accounted for additional variance, beyond that accounted for by IQ for cognitive outcomes, especially change in IQ. Children who made very large gains were all under age 6 at entry. Children who were over 8 years of age and/or had very low IQ showed uniformly poor outcomes. Study 2 was a comparison of IQ-matched younger (2-5 years) versus older (6-13 years) children (n = 60 each). The two groups of children, who were on the same initial trajectory, showed different outcomes. Only the younger group showed substantial cognitive gains. Results strongly argue for the importance of early intervention. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000323358400016 ER PT J AU Ruble, Lisa A. Toland, Michael D. Birdwhistell, Jessica L. McGrew, John H. Usher, Ellen L. TI Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1151 EP 1159 DI 10.1016/j.rasd.2013.06.006 PD SEP 2013 PY 2013 AB The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers (N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers' responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000323358400017 ER PT J AU Jackson, Linda Sue Little, Steven G. Akin-Little, Angeleque TI The Spanish adaptation of the Gilliam Autism Rating Scale-2: Translation and psychometric analysis SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1160 EP 1167 DI 10.1016/j.rasd.2013.06.005 PD SEP 2013 PY 2013 AB Autism is an increasingly prevalent developmental neurological condition that manifests in pervasive impairments in social interaction, communication, and stereotypic behavior and interests. Early identification leads to positive long-term outcomes. At present, all standardized rating instruments are written in English; therefore, the purpose of the present study was to adapt the Gilliam Autism Rating Scale-2 from English into Spanish using the state-of-the-art procedures described in the literature. The English instrument was translated into Spanish, back-translated into English, and then revised using an iterative process. The adapted instrument's psychometric qualities were substantiated. An alpha coefficient of .96 verified the adapted instrument's internal consistency. Results from test-retest comparisons verified the instrument's time stability. The instrument's discriminative validity was confirmed using analysis of variance; the autism group had significantly higher scores than did the other diagnostic groups. Factor analysis verified the construct validity as the items loaded into three clusters that corresponded to the defining characteristics of autism: social interaction, language, and stereotyped behaviors. This culturally and linguistically appropriate assessment tool could be an important instrument for autistic children with Spanish-speaking parents who would otherwise be disenfranchised in regards to early intervention services. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000323358400018 ER PT J AU Stock, Richard Mirenda, Pat Smith, Isabel M. TI Comparison of community-based verbal behavior and pivotal response treatment programs for young children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 9 BP 1168 EP 1181 DI 10.1016/j.rasd.2013.06.002 PD SEP 2013 PY 2013 AB This research compared the outcomes of a community-based group program based on the verbal behavior approach to early intervention (Sautter & LeBlanc, 2006; Sundberg & Michael, 2001) to the outcomes of a program based on Pivotal Response Treatment (Bryson et al., 2007; Koegel & Koegel, 2006). Fourteen preschool children with autism spectrum disorder in each program were matched by baseline chronological age and cognitive score. Assessments were conducted at the initiation of treatment and 12 months later to measure cognitive, receptive and expressive language, and adaptive behavior skills, as well as problem behavior and parenting stress. Results for both groups showed statistically significant changes in cognitive scores, receptive and expressive language age equivalents, and problem behavior scores. Significant results were not found for either adaptive behavior or parenting stress scores. Changes in cognitive and adaptive behavior scores were similar to those reported in published studies of applied behavior analytic programs of similar intensity. Study limitations and recommendations for future research are provided. Although additional research is needed to examine the long-term effectiveness of the programs examined in this study, it appears that both hold promise as effective early intervention approaches that are also relatively cost-effective. (C) 2013 Elsevier Ltd. All rights reserved. TC 6 ZB 1 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000323358400019 ER PT J AU Sigafoos, Jeff Lancioni, Giulio E. O'Reilly, Mark F. Achmadi, Donna Stevens, Michelle Roche, Laura Kagohara, Debora M. van der Meer, Larah Sutherland, Dean Lang, Russell Marschik, Peter B. McLay, Laurie Hodis, Flaviu Green, Vanessa A. TI Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad (R)-based speech-generating device SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 8 BP 923 EP 930 DI 10.1016/j.rasd.2013.04.002 PD AUG 2013 PY 2013 AB We evaluated a set of instructional procedures for teaching two nonverbal boys with autism spectrum disorders (ASD) to request the continuation of toy play using an iPad (R)-based speech-generating device (SGD). The effects of the instructional procedures were evaluated in a multiple baseline across participants design. Instruction focused on teaching the boys to select a TOY PLAY symbol from the iPad (R) screen when their toy play was briefly interrupted. The instructional procedures included behavior chain interruption, time delay, graduated guidance, and differential reinforcement. Results showed that both boys learned to use the SGD to request and maintained this skill without prompting. SGD-based requesting also generalized to other objects/activities. Acquisition of SGD-based requesting was associated with decreases in reaching and aggressive behavior. Results suggest that systematic instruction with the iPad (R)-based SGD effectively replaced reaching and aggression with socially acceptable communication. (C) 2013 Elsevier Ltd. All rights reserved. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000320836000001 ER PT J AU Fisher, Marisa H. Moskowitz, Andrew L. Hodapp, Robert M. TI Differences in social vulnerability among individuals with autism spectrum disorder, Williams syndrome, and Down: syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 8 BP 931 EP 937 DI 10.1016/j.rasd.2013.04.009 PD AUG 2013 PY 2013 AB Although individuals with disabilities are at increased risk of victimization, few studies examine persons with different disability conditions to determine whether distinctive cognitive-behavioral profiles are associated with different levels of social vulnerability. To determine the differences in social vulnerability and experiences of victimization, caregiver responses to a Social Vulnerability Questionnaire were examined for 103 caregivers of individuals with autism spectrum disorder (ASD), Williams syndrome (WS), and Down syndrome (DS). Although all three groups experienced similar rates and types of victimization, the specific correlates of social vulnerability differed by disability. Individuals with ASD displayed less risk awareness and had less social protection; those with WS were rated higher on risk factors related to perceived vulnerability and parental independence; and those with DS had less risk awareness and were perceived to be more vulnerable. Safety interventions should be tailored to address each group's specific correlates of social vulnerability. (C) 2013 Elsevier Ltd. All rights reserved. TC 6 ZB 4 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000320836000002 ER PT J AU Matsuda, Soichiro Yamamoto, Junichi TI Intervention for increasing the comprehension of affective prosody in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 8 BP 938 EP 946 DI 10.1016/j.rasd.2013.04.001 PD AUG 2013 PY 2013 AB Deficits in comprehension of others' emotions have been well documented in children with autism spectrum disorders (ASDs). As to variety of methodological procedures, many of them can be analyzed by matching-to-sample (MTS) procedures. When using affective prosody as a sample stimulus, children with ASD have been found to have difficulties with cross-modal MTS, including understanding the relationship between affective prosody (auditory stimulus) and affective illustrations or texts (visual stimulus). Furthermore, several studies have attempted to train the perception of cross-modal processing relationships in older children with high functioning ASD or Asperger's syndrome. The purpose of the present study was to examine whether four young children with ASD (mean age, 5 years 6 months) could be taught the relationships between affective prosody and facial expression via cross-modal MTS training and, if so, whether or not this skills generalized to novel stimuli. A multiple baseline design across participants was implemented. Results showed that all four of the children acquired the cross-modal emotion relationships and generalized this learned relationship to the perception of untrained stimuli. These findings are discussed in terms of the procedures to increase the understanding of the richness of other's emotions at an early developmental stage. (C) 2013 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000320836000003 ER PT J AU Irvin, Dwight W. Hume, Kara Boyd, Brian A. McBee, Matthew T. Odom, Samuel L. TI Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 8 BP 947 EP 955 DI 10.1016/j.rasd.2013.04.004 PD AUG 2013 PY 2013 AB The aim of this study was to examine associations between the automated Language ENvironment Analysis (LENA) system adult word count (AWC) variable and characteristics of classrooms (e.g., teacher burnout) and preschoolers with autism spectrum disorder (ASD) (e.g., autism severity). The AWC samples from 67 preschoolers with ASD were collected during typical morning classroom routines (e.g., center time). Results indicated that AWC was positively associated with children's cognitive ability and negatively associated teacher burnout and adult to student with ASD ratio. Lower adult to children with ASD ratio (i.e., fewer adults relative to students with ASD) resulted in preschoolers receiving less adult language. Additional factors thought to be related to child and classroom characteristics affecting the adult language directed at children with ASD are discussed. (C) 2013 The Authors. Published by Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000320836000004 ER PT J AU Fornasari, Livia Chittaro, Luca Ieronutti, Lucio Cottini, Lucio Dassi, Sebastiano Cremaschi, Silvana Molteni, Massimo Fabbro, Franco Brambilla, Paolo TI Navigation and exploration of an urban virtual environment by children with autism spectrum disorder compared to children with typical development SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 8 BP 956 EP 965 DI 10.1016/j.rasd.2013.04.007 PD AUG 2013 PY 2013 AB Autism spectrum disorder (ASD) is a severe disorder therefore the importance to implement targeted interventions in order to improve daily life of children with ASD. For this purpose, virtual environments (VEs), i.e., simulations of the real world based on 3D computer graphics, can offer a safe learning environment for them. This study analyzed navigation and exploration of an urban VE by children with ASD in comparison to children with a typical development. Sixteen children with ASD and 16 matched control ones were involved. After an initial training phase, children carried out two tasks: the first one was navigating in an unfamiliar urban environment which they could freely explore; the second one was navigating in the same environment but with the goal of finding specific target objects, as in a treasure hunt. In the first task, children with ASD spent significantly less time in active exploration and explored fewer zones than controls. No differences were found between the two groups in the second task. Our data indicate that, when freely exploring an unfamiliar VE, children with ASD explore less the environment compared to the control ones. By repeating the exploration with a game-like goal, no differences were found. instead. Neuropsychological and motivational aspects should be considered in order to explain these findings. (C) 2013 Elsevier Ltd. All rights reserved. RI brambilla, paolo/B-4184-2010 OI brambilla, paolo/0000-0002-4021-8456 TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000320836000005 ER PT J AU Williams, Lindsey W. Matson, Johnny L. Jang, Jina Beighley, Jennifer S. Rieske, Robert D. Adams, Hilary L. TI Challenging behaviors in toddlers diagnosed with autism spectrum disorders with the DSM-IV-TR and the proposed DSM-5 criteria SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 8 BP 966 EP 972 DI 10.1016/j.rasd.2013.03.010 PD AUG 2013 PY 2013 AB With publication of the DSM-5 slated for May 2013, it has been predicted that the new diagnostic criteria will cause a decrease in the prevalence of autism spectrum disorders (ASDs), seriously impacting children no longer meeting criteria for the disorder. A majority of individuals with ASD have behavior problems which are not considered core features of the disorder but are significantly impairing and often the focus of intervention. The aim of the current study was to investigate types of challenging behaviors in toddlers who may no longer meet diagnostic criteria for ASD using a psychometrically sound measure, the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT) - Part 3. The study included 3339 toddlers, 501 who will retain ASD diagnosis according to the DSM-5; 439 who will no longer meet criteria, and a comparison group of 2399 toddlers referred for evaluation due to atypical development. Though toddlers diagnosed under the DSM-5 exhibited the most challenging behaviors, those who did not meet DSM-5 criteria exhibited significantly more challenging behaviors than the atypically developing toddlers. The effect of the changes in ASD diagnostic criteria on access to early behavioral interventions warrants careful consideration as the new DSM-5 criteria are adopted. (C) 2013 Elsevier Ltd. All rights reserved. TC 5 ZB 1 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000320836000006 ER PT J AU Ganz, Jennifer B. Hong, Ee Rea Goodwyn, Fara D. TI Effectiveness of the PECS Phase III app and choice between the app and traditional PECS among preschoolers with ASD SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 8 BP 973 EP 983 DI 10.1016/j.rasd.2013.04.003 PD AUG 2013 PY 2013 AB We investigated the efficacy of a tablet-computer-based Picture Exchange Communication System (PECS) application for use with three preschoolers with ASD and investigated participant preference for the app versus traditional PECS (i.e., with a physical communication book) once the participants demonstrated minimal levels of mastery of both. We implemented a single-case multiple baseline design to determine the efficacy of the app. Results indicated that participants rapidly demonstrated above-chance level mastery of the app. Following mastery, two participants demonstrated a preference for the app, while the other preferred the traditional PECS communication book. (C) 2013 The Authors. Published by Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000320836000007 ER PT J AU Choi, Kathy Y. K. Kovshoff, Hanna TI Do maternal attributions play a role in the acceptability of behavioural interventions for problem behaviour in children with autism spectrum disorders? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 8 BP 984 EP 996 DI 10.1016/j.rasd.2013.04.010 PD AUG 2013 PY 2013 AB The present study explored the relationship between parental attributions and treatment acceptability of behavioural interventions for problem behaviour in children with autism spectrum disorders (ASD). Mothers of children with ASD aged 3-9 years (N = 139) completed survey measures that assessed demographics, parental attributions, treatment acceptability of parent-focused and child-focused behavioural interventions, severity of their child's disruptive behaviour, and severity of their child's ASD symptoms. The results showed that parental attributions of parent-referent stability, but not the other attributional dimensions, negatively predicted treatment acceptability of a parent-focused behavioural intervention, even when severity of disruptive behaviour was statistically controlled. Conversely, no associations were found between any attributional dimension and treatment acceptability of a child-focused behavioural intervention. Preliminary analyses also revealed that mothers' ratings of the severity of their child's disruptive behaviour were significantly negatively associated with the acceptability of both parent-focused and child-focused behavioural interventions. The findings have potential implications for professionals to identify and challenge distorted attributions of parent-referent stability to promote parental acceptance of a parent-focused behavioural intervention for problem behaviour in children with ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000320836000008 ER PT J AU Matson, Johnny L. Jang, Jina TI Autism spectrum disorders: Methodological considerations for Early Intensive Behavioral Interventions SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 7 BP 809 EP 814 DI 10.1016/j.rasd.2013.01.006 PD JUL 2013 PY 2013 AB Early Intensive Behavioral Intervention (EIBI) has become a cornerstone of early intervention for young children with autism spectrum disorders (ASDs). As this field has matured, the emphasis will need to shift from does it work to more specific and tailored research topics. Increasing compatibility across studies will be critical. Establishing more rigorous methods of group assignment and more systematic and detailed descriptions of participants, and developing more up-to-date criteria and methods of diagnosis will be needed. Also, providing more systematic and detailed descriptions of treatment and more emphasis on staff training and treatment integrity will be required. How methodology can be improved serves as the primary focus of the paper. (C) 2013 Elsevier Ltd. All rights reserved. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000320070200001 ER PT J AU Andersson, Stein Posserud, Maj-Britt Lundervold, Astri J. TI Early and late auditory event-related potentials in cognitively high functioning male adolescents with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 7 BP 815 EP 823 DI 10.1016/j.rasd.2013.03.007 PD JUL 2013 PY 2013 AB Event-related potentials (ERP) studies have offered diverging results in characterizing the basic nature of abnormal sensory processing and discrimination in autism spectrum disorders (ASDs). In the present study we report duration mismatch negativity (MMN) and later ERP components (P3 a and P3b) derived from auditory odd-ball paradigms in a homogenous sample of cognitively high functioning male adolescents with ASD. We find significantly reduced frontal and temporal MMN amplitudes and no differences in P3a or P3b amplitudes or latencies compared to controls. These findings are in contrast to recent studies reporting enhanced ERP amplitudes to auditory stimuli, and are more in support of a weakened automatic auditory sensory processing as being central to the abnormal auditory behavioral responses commonly encountered in ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000320070200002 ER PT J AU Kloosterman, Patricia H. Kelley, Elizabeth A. Craig, Wendy M. Parker, James D. A. Javier, Christine TI Types and experiences of bullying in adolescents with an autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 7 BP 824 EP 832 DI 10.1016/j.rasd.2013.02.013 PD JUL 2013 PY 2013 AB Being victimized by one's peers is a major problem in adolescence, and research has suggested that individuals with autism spectrum disorders (ASD) may experience higher rates of bullying than their typically-developing (TD) peers. However, it is currently unclear whether adolescents with ASD are victimized more by their peers simply because they are 'different'. This study was designed to examine percentage rates across different types of bullying behaviour in adolescents with an ASD (n = 24), in comparison to a group of special-needs adolescents without an ASD (n = 22), and a group of typically developing peers (n = 24), to determine whether simply being 'different' leads to higher rates of victimization. We also examined the agreement between parental and self-reports of bullying behaviour experienced by these groups. Overall, more adolescents with ASD reported victimization than adolescents in the other two groups. In addition, those with ASD reported more social bullying in comparison to the other two groups and more physical bullying than the TD group. No difference was found between parental and self-reports for the bullying experienced by the adolescents with ASD or special needs; however, TO adolescents reported higher levels of victimization than their parents reported for them. Contributing factors for the victimization experienced by adolescents with an ASD are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000320070200003 ER PT J AU Leung, Denise Ordqvist, Anna Falkmer, Torbjorn Parsons, Richard Falkmer, Marita TI Facial emotion recognition and visual search strategies of children with high functioning autism and Asperger syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 7 BP 833 EP 844 DI 10.1016/j.rasd.2013.03.009 PD JUL 2013 PY 2013 AB Adults with high functioning autism (HFA) and Asperger syndrome (AS) are often less able to identify facially expressed emotions than their matched controls. However, results regarding emotion recognition abilities in children with HFA/AS remain equivocal. Emotion recognition ability and visual search strategies of 26 children with HFA/AS and matched controls were compared. An eye tracker measured the number of fixations and fixation durations as participants were shown 12 pairs of slides, displaying photos of faces expressing anger, happiness or surprise. The first slide of each pair showed a face broken up into puzzle pieces. The eyes in half of the puzzle piece slides were bisected, while those in the remaining half were whole. Participants then identified which of three alternative faces was expressing the same emotion shown in the preceding puzzle piece slide. No differences between the participant groups were found for either emotion recognition ability or number of fixations. Both groups fixated more often on the eyes and performed better when the eyes were whole, suggesting that both children with HFA/AS and controls consider the eyes to be the most important source of information during emotion recognition. Fixation durations were longer in the group with HFA/AS, which indicates that while children with HFA/AS may be able to accurately recognise emotions, they find the task more demanding. (C) 2013 Elsevier Ltd. All rights reserved. TC 7 ZB 0 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000320070200004 ER PT J AU Brooks, Patricia J. Ploog, Bertram O. TI Attention to emotional tone of voice in speech perception in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 7 BP 845 EP 857 DI 10.1016/j.rasd.2013.03.003 PD JUL 2013 PY 2013 AB A video game was developed to assess speech perception in 13 children with autism spectrum disorders (ASD) and 13 children with typical development (TYP), ages 5-17 years old. Children listened to pre-recorded sentences varying in content (e.g., "Bob parked a van" vs. "Tim shut a door") and prosody (i.e., enthusiastic vs. grouchy tone of voice). During training, children learned to select one of two sentences differing in both content and prosody (e.g., enthusiastic "Bob parked a van" vs. grouchy "Tim shut a door"). At testing, children listened to test probes comprising re-combinations of the content and prosodic features of the training sentences. Testing indicated that both groups showed accurate discrimination of the training sentences from the re-combined test probes. However, whereas TYP children showed a preference to select the sentence with enthusiastic prosody over its grouchy counterpart, children with ASD did not. Thus, children with ASD show atypical attention to emotional tone of voice, even though they show no deficit in perceiving prosody. (C) 2013 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000320070200005 ER PT J AU Braunstein, Valerie L. Peniston, Nicole Perelman, Andrea Cassano, Michael C. TI The inclusion of fathers in investigations of autistic spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 7 BP 858 EP 865 DI 10.1016/j.rasd.2013.03.005 PD JUL 2013 PY 2013 AB Recent reviews indicate an underrepresentation of fathers in empirical investigations of child development and psychopathology (Cassano, Adrian, Veits, & Zeman, 2006; Phares, Fields, Kamboukos, & Lopez, 2005). The purpose of the current study was to examine the nature of parental involvement in research on children with autistic spectrum disorders (ASD). Articles published over the last decade from journals with the highest impact factors in disciplines relevant to the study of ASD were reviewed, including areas of psychiatry, developmental psychopathology, and developmental disabilities. A total of 404 articles were included in the review and were coded to determine if parental inclusion and method of statistical analysis varied as a function of child age, journal type, year of publication, and parent gender. Results were consistent with findings from recent reviews and indicated that fathers are widely underrepresented in the literature on ASD, even more so than rates of inclusion in investigations of developmental and child clinical psychology. In contrast to findings from broad reviews of parental inclusion in studies of child psychopathology, fathers' involvement was not higher in older versus younger age of child participant. Clinical implications and recommendations to improve inclusion rates of fathers in research on children with ASDs are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000320070200006 ER PT J AU Raulston, Tracy Carnett, Amarie Lang, Russell Tostanoski, Amy Lee, Allyson Machalicek, Wendy Sigafoos, Jeff O'Reilly, Mark F. Didden, Robert Lancioni, Giulio E. TI Teaching individuals with autism spectrum disorder to ask questions: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 7 BP 866 EP 878 DI 10.1016/j.rasd.2013.03.008 PD JUL 2013 PY 2013 AB This review involved a systematic search and analysis of studies aimed at teaching individuals with autism spectrum disorder (ASD) to ask questions (i.e., teaching mands for information). A systematic search of databases, reference lists, and journals identified 21 studies that met predetermined inclusion criteria. Included studies were then summarized in terms of (a) participant characteristics, (b) dependent variables (e.g., types of question-asking skills that were taught), (c) intervention procedures, (d) research designs, and (e) outcomes. All 21 studies reported that participants acquired or improved in the targeted question-asking skills. The most common intervention components included (a) echoic prompts and systematic fading procedures (e.g., time delay), (b) positive reinforcement via provision of requested information and/or access to preferred items or activities, and (c) contriving situations to motivate specific questions (i.e., creating establishing operations). Implications for practitioners and directions for future research are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000320070200007 ER PT J AU Ben-Sasson, Ayelet Carter, Alice S. TI The contribution of sensory-regulatory markers to the accuracy of ASD screening at 12 months SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 7 BP 879 EP 888 DI 10.1016/j.rasd.2013.03.006 PD JUL 2013 PY 2013 AB Screening tools for autism spectrum disorders (ASD) focus primarily on identifying early-emerging social-communication markers. This study's objective was to examine the predictive validity of the First Year Inventory (FYI) risk cutoffs, including the sensory-regulatory domain. Parents of 613 12-month infants completed the FYI, an ASD screening questionnaire. Norm-based FYI risk criteria with and without the sensory-regulatory domain were evaluated. Infants at social-communication risk (n = 10), at social-communication and sensory-regulatory risk (n = 19), and a subset of infants at no risk (n = 60) were followed at 13 and 30 months. Children were referred for further evaluation as needed. The FYI identified 60% of those with ASD, and 87.5% of those with other types of developmental problems at 30 months within the followed sample. Applying the FYI dual risk criteria led to higher specificity relative to mean risk and social risk alone. Infants with dual risk had the highest rate of persisting referral for evaluation. Infants with dual risk and those with only social risk had lower developmental scores particularly in the social-communication domain compared to those with no risk. Including sensory-regulatory markers in screening for ASD leads to the identification of children with persisting and pervasive clinical needs and reduces false positive rates. (C) 2013 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000320070200008 ER PT J AU Tsai, Arthur C. Savostyanov, Alexander N. Wu, Alan Evans, Jonathan P. Chien, Vincent S. C. Yang, Han-Hsuan Yang, Dong-Yu Liou, Michelle TI Recognizing syntactic errors in Chinese and English sentences: Brain electrical activity in Asperger's syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 7 BP 889 EP 905 DI 10.1016/j.rasd.2013.02.001 PD JUL 2013 PY 2013 AB This study investigates electroencephalographic (EEG) oscillatory activity in the brain for bilingual participants with Asperger's syndrome (AS) and bilingual healthy control participants during visual recognition of syntactic errors in traditional Mandarin Chinese (native) and English (foreign) sentences. Reading performance is similar for the two groups in both languages. While reading Mandarin Chinese, the control group showed a left-hemispheric specialization within the 400-600 ms interval in delta synchronization. However, delta synchronizations were widely distributed in all scalp regions and lasted longer than 600 ms in the AS group. One possible interpretation of our data is the hypothesis that the AS group has more difficulty in brain organization of semantic and syntactic processes than the control group when reading their native language, because Chinese syntactic structure requires more work to be done by the perceiver. Nevertheless, other brain mechanisms (e.g., top-down regulation), can partially compensate for this difficulty, allowing AS subjects to attain the same level of response activity as the controls. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000320070200009 ER PT J AU Sato, Wataru Uono, Shota Toichi, Motomi TI Atypical recognition of dynamic changes in facial expressions in autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 7 BP 906 EP 912 DI 10.1016/j.rasd.2013.04.008 PD JUL 2013 PY 2013 AB Previous studies have suggested that the processing of dynamic facial expressions is impaired in autism spectrum disorders (ASD). However, the specific component that is impaired in the processing of dynamic facial expressions has not been identified. We investigated the recognition of dynamic changes in facial expressions among individuals with ASD and age- and sex-matched typically developing controls. Morphing animations of facial expressions of six emotions were presented at four different changing speeds, and participants rated the naturalness of the expression changes. The correspondence between reduced speeds and decreased naturalness ratings was weaker in the ASD than in the control group. These results suggest that the atypical visual analysis of dynamic changes in facial expressions underlies the impairment in real-life social interaction among individuals with ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000320070200010 ER PT J AU Van Eylen, Lien De Graef, Peter Steyaert, Jean Wagemans, Johan Noens, Ilse TI Children with autism spectrum disorder spontaneously use scene knowledge to modulate visual object processing SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 7 BP 913 EP 922 DI 10.1016/j.rasd.2013.04.005 PD JUL 2013 PY 2013 AB Several studies have investigated contextual influences on visual object processing in individuals with autism spectrum disorder (ASD) and failed to find reduced context effects. However, these studies did not properly account for local inter-object effects and/or the influence of post-perceptual processes, leaving it unclear whether individuals with ASD display equally large global top-down effects of context, or whether they rely on a more local mechanism producing the same result. In this study, an eye-movement paradigm was used to investigate implicitly induced context effects on visual object processing in children with ASD compared to matched controls. To find out whether the context effects in the ASD group were, to the same extent, due to early top-down influences on object recognition, we also examined the interaction between context effects and the ease of object recognition. Both groups displayed equally large context effects and congruent contextual information facilitated object recognition to the same extent in both groups. This indicates that the context effects in the ASD group did not result from the operation of a more local, less top-down mechanism. These findings contradict predictions based on the weak central coherence account. However, a good alternative to explain all inconsistencies is currently lacking. (C) 2013 Elsevier Ltd. All rights reserved. RI Steyaert, Jean/B-5326-2015 OI Steyaert, Jean/0000-0003-2512-4694 TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000320070200011 ER PT J AU Reed, Phil Osborne, Lisa A. Makrygianni, Maria Waddington, Emma Etherington, Annie Gainsborough, Judith TI Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a 'real world' setting SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 631 EP 638 DI 10.1016/j.rasd.2013.02.009 PD JUN 2013 PY 2013 AB The Barnet Early Autism Model (BEAM) for children with Autism Spectrum Disorder (ASD) was compared to a time-comparable approach (Portage) in terms of child outcomes and parental functioning. BEAM produced improvements in the adaptive behavioural function and language abilities of the children with ASD. Additionally, the programme produced decreases in parenting stress and improvements in the parents' perceptions of their own limit setting abilities. In contrast to these areas of success, it was noted that BEAM did not significantly impact on the behavioural problems of the children. Overall, BEAM produced significant benefits to the children receiving this intervention, although it may be that a more intensive programme, involving an increase in applied behaviour analytic content, would help to improve the behavioural aspects of the children's functioning. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000318833400001 ER PT J AU Barnes, Clarissa S. Rehfeldt, Ruth Anne TI Effects of fluency instruction on selection-based and topography-based comprehension measures SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 639 EP 647 DI 10.1016/j.rasd.2013.02.010 PD JUN 2013 PY 2013 AB A multiple probe across participants design was used to assess the effects of an intervention package on reading fluency and section-based and topography-based comprehension tasks. Participants were three adolescents diagnosed with high functioning pervasive developmental disorders. The intervention package consisted of listen passage preview, phrase drill error correction, and performance feedback. Reading fluency for all three participants improved following fluency instruction. Topography-based reading comprehension improved over the course of the study for all three participants. Enhanced fluency performance did not generalize to novel passages. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000318833400002 ER PT J AU Delmolino, Lara Hansford, Amy P. Bamond, Meredith J. Fiske, Kate E. LaRue, Robert H. TI The use of instructive feedback for teaching language skills to children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 648 EP 661 DI 10.1016/j.rasd.2013.02.015 PD JUN 2013 PY 2013 AB Instructive feedback (IF) is a teaching strategy in which extra information is presented to a student during teaching trials for other target skills. Research has shown that when IF is utilized with students with disabilities, they acquire additional skills without additional instructional time (fewer trials and sessions), resulting in more efficient instruction. Only one published study has focused specifically on the effectiveness of IF for children with autism, and demonstrated that the inclusion of IF resulted in more efficient teaching during 1:1 instruction for four preschoolers with autism/developmental delay. The current pair of studies seeks to replicate and extend the findings of Reichow and Wolery. In Study 1, we examined the effectiveness of IF with older students with autism with greater levels of impairment. Out of four students, only one showed more efficient acquisition with IF than without IF during 1:1 instruction. In Study 2, the student who demonstrated positive effects with IF in Study 1 participated in dyad instruction with IF. The effectiveness of IF for that student did not extend to the dyad context for this student. (C) 2013 Published by Elsevier Ltd. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000318833400003 ER PT J AU Han, Yvonne M. Y. Chan, Agnes S. Sze, Sophia L. Cheung, Mei-Chun Wong, Chun-kwok Lam, Joseph M. K. Poon, Priscilla M. K. TI Altered immune function associated with disordered neural connectivity and executive dysfunctions: A neurophysiological study on children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 662 EP 674 DI 10.1016/j.rasd.2013.02.011 PD JUN 2013 PY 2013 AB Previous studies have shown that children with autism spectrum disorders (ASDs) have impaired executive function, disordered neural connectivity, and abnormal immunologic function. The present study examined whether these abnormalities were associated. Seventeen high-functioning (HFA) and 17 low-functioning (LFA) children with ASD, aged 8-17 years, participated voluntarily in the study. The two groups of children were compared on their general intelligence in terms of IQ; executive function as measured by the Hong Kong List Learning Test, D2 Test of Concentration, Five Point Test, Children's Color Trail Test, Tower of California Test, and Go/No-Go task; a non-executive task as measured by the Picture Completion Task; neural connectivity as measured by theta coherence in the anterior and posterior regions; and immunologic function as measured by the level of circulating CD3+ CD8+ suppressor/cytotoxic T lymphocytes in a blood sample. Results on executive function showed that LFA children performed significantly poorer than HFA children as shown on their lower Executive Composite as well as individual executive function scores. However, there was no group difference on the Picture Completion Task. Results on neural connectivity showed that LFA children demonstrated a different pattern of electroencephalography (EEG) coherence from HFA children as shown in the significantly elevated theta coherence in the anterior network, as well as at the left intra-hemispheric (LA-LP) and right-to-left interhemisphere (RA-LP) connections of LFA children. In immunologic function, results showed that LFA children had significantly elevated level of suppressor/cytotoxic T lymphocytes (CD3+ CD8+) (p < 0.05). In addition, the executive dysfunction, disordered neural connectivity, and abnormal immunologic function were found to be associated. These results provided some initial evidence to support the notion that immunologic factors are associated with neuronal damage, measureable by EEG coherence and manifested as executive dysfunctions. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000318833400004 ER PT J AU Goldman, Sylvie TI Opinion: Sex, gender and the diagnosis of autism-A biosocial view of the male preponderance SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 675 EP 679 DI 10.1016/j.rasd.2013.02.006 PD JUN 2013 PY 2013 AB Autism Spectrum Disorders (ASD) are behaviorally defined neurodevelopmental disorders. The best known yet less understood characteristic of autism is its unexplained male preponderance. Using a biosocial perspective, the goal of this article is to draw attention to the role of gender-based socialization practices and behavioral expectations during the clinical evaluation. Together with gender-biased standardized instruments used to support the diagnosis of ASD, these factors may contribute to the higher prevalence of males with ASD. The assumption is that both biological sex and gender identity contribute, in distinct ways, to the male preponderance. While sex is genetically defined, gender is a psycho-social construct expressed through specific behaviors consistent with socio-cultural expectations based on individuals' genetic sex. As such, clinicians are influenced by the expected behaviors based on the prominent gender socialization attribute. Concurrently, most standardized clinical instruments used for the diagnosis of ASD do not include gendered-norms. The first question raised here pertains to the role of a child's biological sex and the effect of hormones, be it protective versus increase vulnerability for ASD. The second question focuses on the function of gendered socialization practices, especially in regard to externalizing and internalizing behaviors and how these practices may bias the diagnosis and thus the sex ratio. (C) 2013 Elsevier Ltd. All rights reserved. TC 4 ZB 3 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000318833400005 ER PT J AU Bishop, Michele R. Kenzer, Amy L. Coffman, Christine M. Tarbox, Courtney M. Tarbox, Jonathan Lanagan, Taira M. TI Using stimulus fading without escape extinction to increase compliance with toothbrushing in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 680 EP 686 DI 10.1016/j.rasd.2013.02.004 PD JUN 2013 PY 2013 AB Routine toothbrushing is an essential part of good oral hygiene. This study investigated the use of stimulus fading without escape extinction to increase compliance with toothbrushing with three children with autism spectrum disorder (ASD). A 30-step stimulus fading hierarchy was implemented; gradually increasing the proximity of the toothbrush to the child's mouth, the duration of exposure to the toothbrush, and finally the duration of toothbrushing. Results demonstrated increased compliance with clinician implemented toothbrushing and generalization to caregivers for all participants. Systematic probes, conducted throughout the intervention, eliminated approximately 50% of the stimulus fading steps for each participant, with the specific steps omitted varying across participants. This study extends the generality of stimulus fading without escape extinction to oral hygiene practices for children with ASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000318833400006 ER PT J AU Walton, Katherine M. Ingersoll, Brooke R. TI Expressive and receptive fast-mapping in children with autism spectrum disorders and typical development: The influence of orienting cues SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 687 EP 698 DI 10.1016/j.rasd.2013.02.012 PD JUN 2013 PY 2013 AB Typically developing toddlers accurately follow an adult's gaze learn object labels. However, children with autism spectrum disorders (ASD) mis-map new words to their own focus of attention. Children with ASD and typical development participated in three word learning conditions. In the follow-in condition, the adult labeled an object which was the focus of the child's attention. In the redirecting condition, the adult labeled an object which was the focus of their own attention. In the orienting cue condition, the adult used a verbal cue to attract the child's attention, then labeled an object which was the focus of their own attention. Typically developing children learned receptive labels in all conditions. Children with ASD mis-mapped words to their own focus of attention during redirecting trials, but showed a trend toward correct receptive mapping during orienting cue trials. During expressive trials, both groups were most likely to map successfully during follow-in trials and least likely to map successfully during redirecting trials. Using a verbal orienting cue may help children with ASD learn new words. Following a child's focus of attention may confer vocabulary learning benefits for both children with ASD and children with typical development during expressive vocabulary learning tasks. (C) 2013 Elsevier Ltd. All rights reserved. RI Ingersoll, Brooke/A-9117-2012 TC 3 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000318833400007 ER PT J AU Peters-Scheffer, Nienke Didden, Robert Sigafoos, Jeff Green, Vanessa A. Korzilius, Hubert TI Behavioral flexibility in children with autism spectrum disorder and intellectual disability SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 699 EP 709 DI 10.1016/j.rasd.2013.02.016 PD JUN 2013 PY 2013 AB Children with autism spectrum disorder (ASD) have particular difficulty with behavioral flexibility, but the knowledge base on behavioral flexibility in children with a diagnosis of ASD plus intellectual disability (ID) compared to children with ID only is still scarce. The aim of the present study was to assess behavioral flexibility in 111 children (84 boys) with ASD (87 autistic disorder; 24 PDD-NOS) plus ID (IQ range 10.59-72.67) and compare their scores to those of a control group consisting of 65 children with ID only (42 boys). Their age range was between 2:7 and 9:11 years/months. Behavior flexibility was measured using a Dutch version of the Behavioral Flexibility Rating Scale - Revised (Green et al., 2006; Peters-Scheffer et al., 2008). Results showed that behavioral flexibility in children with ASD plus ID was predicted by autism severity, developmental age, and initiating social interaction. A lack of behavioral flexibility seems to influence emotional and behavioral problems and maternal stress, but not adaptive behavior. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000318833400008 ER PT J AU Fujita, Takako Kamio, Yoko Yamasaki, Takao Yasumoto, Sawa Hirose, Shinichi Tobimatsu, Shozo TI Altered automatic face processing in individuals with high-functioning autism spectrum disorders: Evidence from visual evoked potentials SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 710 EP 720 DI 10.1016/j.rasd.2013.03.001 PD JUN 2013 PY 2013 AB Individuals with autism spectrum disorders (ASDs) have different automatic responses to faces than typically developing (TD) individuals. We recorded visual evoked potentials (VEPs) in 10 individuals with high-functioning ASD (HFASD) and 10 TD individuals. Visual stimuli consisted of upright and inverted faces (fearful and neutral) and objects presented subliminally in a backward-masking paradigm. In all participants, the occipital N1 (about 100 ms) and P1 (about 120 ms) peaks were major components of the evoked response. We calculated "subliminal face effect (SFE)" scores by subtracting the N1/P1 amplitudes and latencies of the object stimuli from those of the face stimuli. In the TD group, the SFE score for the N1 amplitude was significantly higher for upright fearful faces but not neutral faces, and this score was insignificant when the stimuli were inverted. In contrast, the N1 amplitude of the HFASD subjects did not show this SFE in the upright orientation. There were no significant group differences in SFE scores for P1 amplitude, latency, or N1 latency. Our findings suggest that individuals with HFASD have altered automatic visual processing for emotional faces within the lower level of the visual cortex. This impairment could be a neural component of the disrupted social cognition observed in individuals with HFASD. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000318833400009 ER PT J AU Jenkins, Sarah R. Reed, Florence D. DiGennaro TI An experimental analysis of the effects of therapeutic horseback riding on the behavior of children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 721 EP 740 DI 10.1016/j.rasd.2013.02.008 PD JUN 2013 PY 2013 AB The current study experimentally evaluated the effects of therapeutic horseback riding on the behavior of children with autism using a multiple baseline across participants design and a waitlist control group for comparison purposes. Participants were observed weekly in an after-school program during four center-based activities and during therapeutic horseback riding lessons. We also conducted intermittent probes of behavior at home. Therapeutic horseback riding did not produce systematic changes in affect, responding to others' initiations, spontaneous initiations, off-task behavior, compliance, problem behavior, or performance on two standardized measures. Three of four participants' posture improved during therapeutic horseback riding. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000318833400010 ER PT J AU Delaherche, Emilie Chetouani, Mohamed Bigouret, Fabienne Xavier, Jean Plaza, Monique Cohen, David TI Assessment of the communicative and coordination skills of children with Autism Spectrum Disorders and typically developing children using social signal processing SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 741 EP 756 DI 10.1016/j.rasd.2013.02.003 PD JUN 2013 PY 2013 AB To cooperate with a partner, it is essential to communicate by sharing information through all available avenues, including hand gestures, gazes, head gestures and naturally, speech. In this paper, we compare the communicative and coordination skills of children with typical development to those of children with Autism Spectrum Disorders (ASDs) in cooperative joint action tasks. Communicative skills were assessed using a pragmatic annotation grid. Coordination skills were assessed based on automatically extracted features that characterize interactive behavior (turn-taking, synchronized gestures). First, we tested the performance of the interactive features when discriminating between the two groups of children (typical vs. ASD). Features characterizing the gestural rhythms of the therapist and the duration of his gestural pauses were particularly accurate at discriminating between the two groups. Second, we tested the ability of these features for the continuous classification problem of predicting the developmental age of the child. The duration of the verbal interventions of the therapist were predictive of the age of the child in all tasks. Furthermore, more features were predictive of the age of the child when the child had to lead the task. We conclude that social signal processing is a promising tool for the study of communication and interaction in children with ASD because we showed that therapists adapt differentially in three different tasks according to age and clinical status. (C) 2013 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000318833400011 ER PT J AU Stratis, Elizabeth A. Lecavalier, Luc TI Restricted and repetitive behaviors and psychiatric symptoms in youth with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 757 EP 766 DI 10.1016/j.rasd.2013.02.017 PD JUN 2013 PY 2013 AB Children with autism spectrum disorders (ASD) are at high risk for co-occurring psychiatric disorders. Previous research has suggested that restricted and repetitive behaviors (RRB) are associated with symptoms of co-occurring psychiatric disorders in individuals with ASD, but this relationship is not well understood. The current study investigated the relationship between RRB and co-occurring psychiatric symptoms, including depressive, anxiety, attention-deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) symptoms, while considering the role of level of functioning. Participants were 72 parents of youth diagnosed with an ASD (ages 5-17). They completed the Social Communication Questionnaire (SCQ), the Repetitive Behavior Scale-Revised (RBS-R), an abridged version of the Child Symptom Inventory-4 (CSI-4) and the Conceptual domain of the Adaptive Behavior Assessment System, 2nd Edition (ABAS-II). Results indicated that RRB do predict psychopathology. Ritualistic and sameness behavior is predictive of anxiety, depression and ODD while stereotypy is predictive of ADHD. Restricted interests were a negative predictor of depression. Level of functioning moderated the relationship between self-injurious behavior (SIB) and both anxiety and depressive symptoms as well as the relationship between ritualistic and sameness behavior and depressive symptoms. Understanding the relationship between RRB and psychiatric symptoms could help clarify the presentation of ASD phenotypes as well as etiological variables. (C) 2013 Elsevier Ltd. All rights reserved. TC 6 ZB 3 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000318833400012 ER PT J AU Wilson, Beverly J. Berg, Jessica L. Zurawski, Megan E. King, Kathleen A. TI Autism and externalizing behaviors: Buffering effects of parental emotion coaching SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 767 EP 776 DI 10.1016/j.rasd.2013.02.005 PD JUN 2013 PY 2013 AB The purpose of this study was to examine the relation between parental emotion coaching and externalizing behaviors in children with autism spectrum disorders (ASD). Children with ASD often exhibit externalizing behaviors, particularly emotionally driven externalizing behaviors, at a higher rate than their typically developing peers. An examination of parental emotion coaching as a possible protective factor may inform future interventions. Participants included 66 children (44 typically developing and 22 with ASD), ages 3:0 to 6:11, who were matched on verbal mental age, and their parents. Parental emotion coaching and emotionally driven externalizing behaviors were coded individually based on audiotaped responses from parents who completed the Meta-Emotion Interview. Parents also reported on child externalizing behaviors using the Behavioral Assessment System for Children, Second Edition (BASC-2). ASD status predicted more parent-reported total externalizing behaviors on the BASC-2. Hierarchical multiple regression analyses indicated that parental emotion coaching moderated the relation between ASD status and emotionally driven externalizing behaviors, such that children with ASD whose parents provided high emotion coaching reported significantly fewer emotionally driven externalizing behaviors than children with ASD whose parents provided low emotion coaching. These findings suggest parental emotion coaching buffers the effects of ASD status on externalizing behaviors, and thus may be a potential area for intervention. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000318833400013 ER PT J AU Lin, Lan-Ping Lin, Jin-Ding TI Job burnout amongst the institutional caregivers working with individuals with intellectual and developmental disabilities: Utilization of the Chinese version of the Copenhagen Burnout Inventory survey SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 777 EP 784 DI 10.1016/j.rasd.2013.03.004 PD JUN 2013 PY 2013 AB Burnout has been considered important to understand the well-being of people who work with individuals with intellectual disabilities (ID) and developmental disabilities (DD). To identify personal and workplace characteristics associated with burnout, this study aimed to utilize the Chinese version of the Copenhagen Burnout Inventory to provide a burnout profile of caregivers who served individuals with ID/DD and evaluate the potential factors associated with burnout in this group. A purposive sampling method and a self-administered structured questionnaire were employed to recruit 276 caregivers from 4 different disability institutions for study participation. The results revealed that the average personal burnout score (PBS) and work-related burnout score (WBS) were 44.0 (SD = 16.8) and 34.2 (SD =- 15.9). These burnout scores were higher compared with general full time employees in Taiwan. The results showed that that 17.8% of the staff were moderately burnt out (PBS score: 50-70), and 7.6% of the staff were in the highest exhausted level (PBS score >= 70) of PBS. With regard to the WBS score, 20.7% were moderately burnt out (PBS score: 50-70), and 5.1% of the staff were in the highest exhausted level (WBS score >= 70). Finally, a multiple regression analysis reported that the factors of self-report health status and WBS significantly predicted higher respondent PBS (R-2 = 0.642). The study highlights the need to improve the psychological health and wellbeing of the caregivers who work with individuals with ID/DD and the need for the institutions to strengthen supportive healthy working environments to decrease staff burnout. (C) 2013 Elsevier Ltd. All rights reserved. TC 3 ZB 0 Z8 0 ZS 1 Z9 4 SN 1750-9467 UT WOS:000318833400014 ER PT J AU Broadbent, Jaclyn Stokes, Mark A. TI Removal of negative feedback enhances WCST performance for individuals with ASD SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 785 EP 792 DI 10.1016/j.rasd.2013.03.002 PD JUN 2013 PY 2013 AB Negative feedback was explored as a potential mechanism that may exacerbate perseverative behaviours in individuals with Asperger's syndrome (AS). The current study compared 50 individuals with AS and 50 typically developing (TD) individuals for their abilities to successfully complete the Wisconsin Card Sorting Task (WCST) in the presence or absence of negative feedback. The results revealed that negative feedback led to perseveration in individuals with AS. When negative feedback was removed from the WCST, performance by individuals with AS was enhanced, and was no different to that of the TD individuals under the same conditions. These results suggest negative feedback may impair learning in persons with AS, and prevent the development of more effective strategies in many life domains. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000318833400015 ER PT J AU Gessaroli, Erica Andreini, Veronica Pellegri, Elena Frassinetti, Francesca TI Self-face and self-body recognition in autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 793 EP 800 DI 10.1016/j.rasd.2013.02.014 PD JUN 2013 PY 2013 AB The advantage in responding to self vs. others' body and face-parts (the so called self-advantage) is considered to reflect the implicit access to the bodily self representation and has been studied in healthy and brain-damaged adults in previous studies. If the distinction of the self from others is a key aspect of social behaviour and is a precursory ability of later conceptual self development, it is interesting to investigate these functions in children with autism spectrum disorder (ASD). Here we investigate the implicit access to self representation in children with autism spectrum disorder (ASD) and in children with typical development (TD). Children with ASD were submitted to a visual matching-to-sample task with stimuli depicting their own or other people's body or face-parts. Participants were required to decide which of the two vertically aligned images matched the central target stimulus. The performance of children with ASD was compared to the performance of children with typical development (TD). Children with ASD were less accurate compared to children with typical development. Interestingly, children with ASD performed the task better when they visually matched their own, compared to others' stimuli showing the self-advantage effect, as well as children with TD. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000318833400016 ER PT J AU Kodak, Tiffany Clements, Andrea LeBlanc, Brittany TI A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 6 BP 801 EP 807 DI 10.1016/j.rasd.2013.02.007 PD JUN 2013 PY 2013 AB The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, & Kuhn, 2004) by evaluating the effects of reinforcement and prompting on the acquisition of auditory-visual conditional discriminations. The results showed that our assessment procedure identified at least one effective instructional strategy for each participant. In addition, our experimental design allowed us to identify the most efficient instructional strategy for all three participants. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000318833400017 ER PT J AU Essa, M. M. Braidy, N. Waly, M. I. Al-Farsi, Y. M. Al-Sharbati, M. Subash, S. Amanat, A. Al-Shaffaee, M. A. Guillemin, G. J. TI Impaired antioxidant status and reduced energy metabolism in autistic children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 5 BP 557 EP 565 DI 10.1016/j.rasd.2012.12.006 PD MAY 2013 PY 2013 AB Accumulating evidence suggests that oxidative stress induced mechanisms are believed to be associated with the pathophysiology of autisin. In this study, we recruited 19 Omani autistic children with age-matched controls to analyze their plasma and serum redox status and the levels of ATP, NAD(+) and NADH using well established spectrophotometric assays. A significant decrease was observed in the levels of plasma total antioxidants (TA), reduced glutathione (GSH), superoxide and catalase activity in Omani autistic children as compared to their age-matched controls. In contrary, the level of plasma glutathione peroxidase (GSH-Px) was significantly increased in autistic children. Reduced serum NAD(+) and ATP levels and lower NAnNADH ratio were observedin patients with autism compared to controls. Finally, a significant inverse correlation was observed between plasma GSH, SOD, catalase activity, and serum NAD(+) and ATP levels, and autism severity using Childhood Autism Rating Scale (CARS) scores. The levels of plasma GSH-Px and serum NADH correlated strongly with autism severity whilst no significant correlation was observed for plasma TA. Our data suggests that increased vulnerability to oxidative stress in autism may occur as a consequence of alterations in antioxidant enzymes leading to mitochondrial dysfunction. Crown Copyright (C) 2013 Published by Elsevier Ltd. All rights reserved. TC 2 ZB 2 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000317545700001 ER PT J AU Manouilenko, Irina Pagani, Marco Stone-Elander, Sharon Odh, Richard Brolin, Fredrik Hatherly, Robert Jacobsson, Hans Larsson, Stig A. Bejerot, Susanne TI Autistic traits, ADHD symptoms, neurological soft signs and regional cerebral blood flow in adults with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 5 BP 566 EP 578 DI 10.1016/j.rasd.2012.12.008 PD MAY 2013 PY 2013 AB The resting regional cerebral blood flow (rCBF) patterns related to co-occurring symptoms such as inattention, hyperactivity, neurological soft signs and motor problems have not yet been disclosed in autism spectrum disorders (ASD). In this study thirteen adults with ASD and ten matched neurotypical controls underwent PET. The scores of rating scales for autistic traits, attention deficit hyperactivity disorder (ADHD) and neurological soft signs were included in a factorial analysis and correlated with rCBF. Factors corresponding to "autistic/ADHD traits", "sensory-motor integration" and "Intelligence/Motor sequencing" were identified. In the ASD group, positive correlations with CBF were found for "autistic/ADHD traits" in caudate bilaterally and the inferior parietal lobule, for "sensory-motor integration" in parieto-occipital cortex and for "Intelligence/Motor sequencing" in the right temporal cortex. Notably, CBF in the left thalamus correlated negatively with all three factors. Autistic traits and ADHD symptoms were associated with shared neural substrates. The correlation between "autistic/ADHD traits" and rCBF in the caudate is possibly associated with the executive impairments and ritualistic/stereotyped behaviors apparent in ASD. Furthermore, sensory-motor deficits were correlated with rCBF in the occipital visual cortex, involved in atypical visual perception in ASD. Various behavioral and neurological symptoms are suggested to converge into the ASD phenotype. (C) 2013 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000317545700002 ER PT J AU Sun, Xiang Allison, Carrie Auyeung, Bonnie Matthews, Fiona E. Baron-Cohen, Simon Brayne, Carol TI What is available for case identification in autism research in mainland China? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 5 BP 579 EP 590 DI 10.1016/j.rasd.2012.11.003 PD MAY 2013 PY 2013 AB Little is known about research on Autism Spectrum Conditions (ASC) in mainland China. The few available studies in mainland China have shown the screening and diagnostic instruments for ASC used in mainland China were different from the West. Literature on screening and diagnostic instruments and criteria were reviewed and current available instruments were identified and evaluated. Eight screening instruments and two diagnostic instruments were identified. The Clancy Autism Behaviour Scale (CABS), the Autism Behaviour Checklist (ABC) and the Childhood Autism Rating Scale (CARS) were the most frequently used instruments in mainland China. They were adopted from the West more than two decades ago for detecting individuals with Childhood Autism but not the whole autism spectrum. Standardised instruments need to be validated and adopted into autism research in mainland China. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 2 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000317545700003 ER PT J AU Gardner, Lauren M. Murphy, Laura Campbell, Jonathan M. Tylavsky, Frances Palmer, Frederick B. Graff, J. Carolyn TI Screening accuracy for risk of autism spectrum disorder using the Brief Infant-Toddler Social and Emotional Assessment (BITSEA) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 5 BP 591 EP 600 DI 10.1016/j.rasd.2013.01.004 PD MAY 2013 PY 2013 AB Early identification of autism spectrum disorders (ASDs) is facilitated by the use of standardized screening scales that assess the social emotional behaviors associated with ASD. Authors examined accuracy of Brief Infant-Toddler Social and Emotional Assessment (BITSEA) subscales in detecting Modified Checklist for Autism in Toddlers (M-CHAT) risk for 456 toddlers. An ASD-specific screener, Total ASD, was developed from BITSEA subscales incorporating both behavioral and social communicative features of ASD. Results indicated that Total ASD is more accurate in detecting autism risk than scales measuring general behavior problems or social competence. Results provide support for the BITSEA as a Level I screener for social emotional problems and a Level II screener for ASD symptoms at community sites such as well child clinics. (C) 2013 Published by Elsevier Ltd. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000317545700004 ER PT J AU Lemonnier, E. Grandgeorge, M. Jacobzone-Leveque, C. Bessaguet, C. Peudenier, S. Misery, L. TI Red dermographism in autism spectrum disorders: A clinical sign of cholinergic dysfunction? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 5 BP 601 EP 605 DI 10.1016/j.rasd.2013.01.005 PD MAY 2013 PY 2013 AB The authors hypothesised that red dermographism - a skin reaction involving the cholinergic system - is more frequent in children with autism spectrum disorders (ASDs) than in children exhibiting typical development. We used a dermatological examination to study red dermographism in this transverse study, which compared forty six children with ASDs with seventy one children exhibiting typical development. Both univariate and stratified statistical analyses were performed. In comparison with the control group, children with ASDs had a greater prevalence of red dermographism, especially the subgroup of children with autism and Asperger syndrome. Our results reflect a probable difference in the functionality of the cholinergic system. Indeed, ASDs are usually considered neurodevelopmental disorders caused by several factors. Cholinergic system abnormalities may be involved in the pathophysiology of ASDs, at least for a subgroup of individuals. The implications for a possible treatment strategy and a potential biomarker for ASDs are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000317545700005 ER PT J AU Spek, Annelies A. Velderman, E. TI Examining the relationship between Autism spectrum disorders and technical professions in high functioning adults SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 5 BP 606 EP 612 DI 10.1016/j.rasd.2013.02.002 PD MAY 2013 PY 2013 AB A relationship has been hypothesized between Autism and technical professions. This has been attributed to superior folk physics in individuals with Autism. Folk physics can be described as the capability to understand physical causality. Since all the previous studies in this area were focused on family members of individuals with Autism, it was unclear if there is a direct relationship between Autism and technical professions. Therefore, we examined the degree to which the professions of high functioning adults with Autism (N = 29) encompass technical skills and compared the results to adults with Schizophrenia (N = 17) and a neurotypical control group (N = 30). Furthermore, we examined whether the degree of technical skills in the professions of the Autism group was related to their autistic traits. The results showed that the last and longest attained professions of the adults with Autism require more technical skills than those of the Schizophrenia and neurotypical group. Furthermore, the degree of technical skills in the professions of the adults with Autism is related to impairments in social skills, but not to strengths in detailed information processing. (C) 2013 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000317545700006 ER PT J AU Whyatt, Caroline Craig, Cathy M. TI Interceptive skills in children aged 9-11 years, diagnosed with Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 5 BP 613 EP 623 DI 10.1016/j.rasd.2013.01.003 PD MAY 2013 PY 2013 AB Growing evidence suggests that significant motor problems are associated with a diagnosis of Autism Spectrum Disorders (ASD), particularly in catching tasks. Catching is a complex, dynamic skill that involves the ability to synchronise one's own movement to that of a moving target. To successfully complete the task, the participant must pick up and use perceptual information about the moving target to arrive at the catching place at the right time. This study looks at catching ability in children diagnosed with ASD (mean age 10.16 +/- 0.9 years) and age-matched non-verbal (9.72 +/- 0.79 years) and receptive language (9.51 +/- 0.46) control groups. Participants were asked to "catch" a ball as it rolled down a fixed ramp. Two ramp heights provided two levels of task difficulty, whilst the sensory information (audio and visual) specifying ball arrival time was varied. Results showed children with ASD performed significantly worse than both the receptive language (p =.02) and non-verbal (p =.02) control groups in terms of total number of balls caught. A detailed analysis of the movement kinematics showed that difficulties with picking up and using the sensory information to guide the action may be the source of the problem. (C) 2013 Elsevier Ltd. All rights reserved. RI Craig, Cathy/D-9833-2014 OI Craig, Cathy/0000-0001-5509-1120 TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000317545700007 ER PT J AU Garcia-Villamisar, Domingo Dattilo, John Matson, Johnny L. TI Quality of life as a mediator between behavioral challenges and autistic traits for adults with intellectual disabilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 5 BP 624 EP 629 DI 10.1016/j.rasd.2012.12.009 PD MAY 2013 PY 2013 AB A multiple mediation model was proposed to integrate core concepts of challenging behaviors with autistic traits to increase understanding of their relationship to quality of life (QoL). It was hypothesized that QoL is a possible mediator between the severity of challenging behaviors and autistic traits in adults with intellectual disability. These constructs are of vital importance because they are essential variables for people with autism, and obviously they influence their psychosocial development. Participants were 70 adults with autism spectrum disorders (ASD) and moderate intellectual disabilities (ID). Results indicated that several dimensions of QoL mediated the relationships between autistic traits and challenging behaviors. The dimensions of QoL, Satisfaction, Competence/Productivity, and Autonomy/Independence are mediators between autistic traits and challenging behaviors. Implications of these data are discussed. (C) 2013 Elsevier Ltd. All rights reserved. TC 2 ZB 2 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000317545700008 ER PT J AU Ranick, Jennifer Persicke, Angela Tarbox, Jonathan Kornack, Jake A. TI Teaching children with autism to detect and respond to deceptive statements SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 4 BP 503 EP 508 DI 10.1016/j.rasd.2012.12.001 PD APR 2013 PY 2013 AB Previous research has shown that children with autism often have deficits in deception, both in the ability to lie to others and in the ability to detect when they are being lied to. Additionally, children with autism are frequently the victims of bullying and difficulty with understanding deception likely makes the population more vulnerable to bullying. The purpose of this study was to teach individuals with autism to identify when others were lying to them, specifically to exclude them or to take their possessions. The treatment package consisted of multiple exemplar training, including rules, modeling, role-play, and immediate feedback. The results indicated that the procedure was effective for all three participants. Additionally, generalization was demonstrated to novel, untrained lies and to same-age peer confederates who were not involved in training. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000319539800001 ER PT J AU Neely, Leslie Rispoli, Mandy Camargo, Siglia Davis, Heather Boles, Margot TI The effect of instructional use of an iPad (R) on challenging behavior and academic engagement for two students with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 4 BP 509 EP 516 DI 10.1016/j.rasd.2012.12.004 PD APR 2013 PY 2013 AB iPads (R) are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads (R) on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad (R) to instruction delivered through traditional materials for two students with autism spectrum disorder who engaged in escape-maintained challenging behavior. An ABAB reversal design was utilized in which academic instruction with an iPad (R) and academic instruction with traditional materials were compared. Both participants demonstrated lower levels of challenging behavior and higher levels of academic engagement in the iPad (R) condition and higher levels of challenging behavior with lower levels of academic engagement during the traditional materials condition. These results suggest that the use of an iPad (R) as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed. (C) 2013 Published by Elsevier Ltd. TC 11 ZB 3 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000319539800002 ER PT J AU Occelli, Valeria Esposito, Gianluca Venuti, Paola Arduino, Giuseppe Maurizio Zampini, Massimiliano TI Attentional shifts between audition and vision in Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 4 BP 517 EP 525 DI 10.1016/j.rasd.2012.12.003 PD APR 2013 PY 2013 AB Previous evidence on neurotypical adults shows that the presentation of a stimulus allocates the attention to its modality, resulting in faster responses to a subsequent target presented in the same (vs. different) modality. People with Autism Spectrum Disorders (ASDs) often fail to detect a (visual or auditory) target in a stream of stimuli after shifting attention between modalities, possibly because they do not fully switch their attention from one modality to the other. In this study, the performance of a group of high-functioning patients with ASDs and a group of neurotypical controls was compared. Participants were asked to detect a target, auditory or visual, which was preceded, at different temporal intervals (i.e., 150, 600, 1000 ms), by an uninformative cue, either in the same or a different modality. In controls, when the target was visual, the cue modality did not affect performance. Unlike, when the target was auditory, a visual cue produced longer reaction times as compared to when it was auditory. In the ASD group, irrespectively of the modality of the cue, a slowing-down of responses to the target was observed at increasing temporal intervals. The discrepancy of performance is consistent with the 'over-focused' theory of sensory processing. Published by Elsevier Ltd. RI Esposito, Gianluca/B-1374-2012; Esposito, Gianluca/K-9353-2013 OI Esposito, Gianluca/0000-0002-9442-0254; Esposito, Gianluca/0000-0002-9442-0254 TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000319539800003 ER PT J AU Schenning, Heather Knight, Victoria Spooner, Fred TI Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 4 BP 526 EP 540 DI 10.1016/j.rasd.2012.12.007 PD APR 2013 PY 2013 AB In social studies, students learn about society and the culture in which they live, current and historical events, people from different backgrounds, and how to develop skills for participating in a democratic system. As people with disabilities are members of our society, participation in social studies content is an important component of their knowledge. Despite the potential benefits of learning social studies content, there is limited investigation in this area for individuals with autism spectrum disorders (ASD). In this study, three middle school students with autism spectrum disorders (ASD) who participated in alternate assessment standards testing based on alternate achievement standards (AA-AAS) learned social studies content (geographic relationships, historical perspectives, economics and development, and government and active citizenship) via structured inquiry and explicit instruction. Results from the single-case multiple probe across participants design suggest a functional relation between the implementation of structured inquiry using explicit instruction and student comprehension of social studies content. In addition, students were able to generalize to "real-world" applications. Future ;research and implications for practices are discussed. (C) 2012 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000319539800004 ER PT J AU Hassan, Tamer H. Abdelrahman, Hadeel M. Fattah, Nelly R. Abdel El-Masry, Nagda M. Hashim, Haitham M. El-Gerby, Khaled M. Fattah, Nermin R. Abdel TI Blood and brain glutamate levels in children with autistic disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 4 BP 541 EP 548 DI 10.1016/j.rasd.2012.12.005 PD APR 2013 PY 2013 AB Despite of the great efforts that move forward to clarify the pathophysiologic mechanisms in autism, the cause of this disorder, however, remains largely unknown. There is an increasing body of literature concerning neurochemical contributions to the pathophysiology of autism. We aimed to determine blood and brain levels of glutamate in children with autistic disorder and to correlate between them. The study included 10 children with autism and 10 age- and sex-matched healthy controls. Blood glutamate levels were measured using high performance liquid chromatography technique. Brain glutamate levels were measured using proton magnetic resonance spectroscopy. The mean blood and brain glutamate levels were significantly higher in patients than controls (p < 0.001). There was highly significant positive correlation between blood glutamate level and brain glutamate levels in the four tested brain regions (p < 0.001). Glutamate plays an important role in the pathogenesis of autism. Further larger studies are required to support our findings. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 2 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000319539800005 ER PT J AU Pouw, Lucinda B. C. Rieffe, Carolien Stockmann, Lex Gadow, Kenneth D. TI The link between emotion regulation, social functioning, and depression in boys with ASD SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 4 BP 549 EP 556 DI 10.1016/j.rasd.2013.01.002 PD APR 2013 PY 2013 AB Purpose: Symptoms of depression are common in children and adolescents with an autism spectrum disorder (ASD), but information about underlying developmental factors is limited. Depression is often linked to aspects of emotional functioning such as coping strategies, but in children with ASD difficulties with social interactions are also a likely contributor to depressive symptoms. Methodology: We examined several aspects of emotional coping (approach, avoidant, maladaptive) and social functioning (victimization, negative friendship interactions) and their relation to depression symptoms in children with ASD (N=63) and typically developing (TD) peers (N=57). Children completed a battery of self-report questionnaires. Results: Less approach and avoidant, but more maladaptive coping strategies, and poor social functioning were uniquely associated with more symptoms of depression in children with ASD. Only less approach and more maladaptive coping were uniquely associated with depression severity in TO boys. Conclusions: Unlike TD boys, boys with ASD who report using avoidant strategies to deal with stressful situations report fewer symptoms of depression, suggesting that this may be an adaptive emotion regulation strategy. However, understanding the role of over-arousal in this process, inferences about long-term effects of this strategy, its causality and direction of effects will require additional research. (C) 2013 Elsevier Ltd. All rights reserved. TC 9 ZB 6 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000319539800006 ER PT J AU Smith, Bethany R. Spooner, Fred Wood, Charles L. TI Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 3 BP 433 EP 443 DI 10.1016/j.rasd.2012.10.010 PD MAR 2013 PY 2013 AB For students with Autism Spectrum Disorders and intellectual disability, the need for scientific literacy is further complicated by the need for individualized instruction necessary to teach new skills, especially when those skills are academic. This study investigated the effects of embedded, computer-assisted explicit instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom and a multiple probe across participants design was used to examine the effectiveness of the intervention. Results showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Implications for practice and suggestions for future research are also discussed. (C) 2012 Elsevier Ltd. All rights reserved. TC 3 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000314673500001 ER PT J AU Campatelli, G. Federico, R. R. Apicella, F. Sicca, F. Muratori, F. TI Face processing in children with ASD: Literature review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 3 BP 444 EP 454 DI 10.1016/j.rasd.2012.10.003 PD MAR 2013 PY 2013 AB Face processing has been studied and discussed in depth during previous decades in several branches of science, and evidence from research supports the view that this process is a highly specialized brain function. Several authors argue that difficulties in the use and comprehension of the information conveyed by human faces could represent a core deficit in autism. Neuroimaging and ERP studies show that the brains of individuals with autism spectrum disorders (ASD) fail to activate and coordinate the activation of the cortical regions that are specialized in face processing. However, the mechanisms for the occurrence of this impairment remain poorly understood. ERP studies that investigate brain activity in ASD individuals during face processing have yielded mixed results. This review reports several debates in the literature regarding the interpretation of recorded neural components, their correlation with ASD, the possible organization of neural networks, the strategies of encoding structural and emotional stimuli, and the future goals of research. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 2 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000314673500002 ER PT J AU Mazurek, Micah O. Kanne, Stephen M. Wodka, Ericka L. TI Physical aggression in children and adolescents with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 3 BP 455 EP 465 DI 10.1016/j.rasd.2012.11.004 PD MAR 2013 PY 2013 AB Aggression is a clinically significant problem for many children and adolescents with autism spectrum disorders (ASD). However, there have been few large-scale studies addressing this issue. The current study examined the prevalence and correlates of physical aggression in a sample of 1584 children and adolescents with ASD enrolled in the Autism Treatment Network. The prevalence of aggression was 53%, with highest prevalence among young children. Aggression was significantly associated with a number of clinical features, including self-injury, sleep problems, sensory problems, GI problems, communication and social functioning. In multivariate models, self-injury, sleep problems, and sensory problems were most strongly associated with aggression. The results indicate that aggression is markedly prevalent, and clinical implications and directions for future research are discussed. (C) 2012 Elsevier Ltd. All rights reserved. TC 12 ZB 5 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000314673500003 ER PT J AU Matson, Johnny L. Adams, Hilary L. Williams, Lindsey W. Rieske, Robert D. TI Why are there so many unsubstantiated treatments in autism? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 3 BP 466 EP 474 DI 10.1016/j.rasd.2012.11.006 PD MAR 2013 PY 2013 AB The number of interventions used in the field of autism is astronomical. Unfortunately, while there are effective and well-researched methods, many of the techniques that parents use have no empirical support. These interventions are expensive, take up valuable time, and in some cases are dangerous. How bad is this problem, how did the field get here, and what are potential solutions? This review covers this important but infrequently discussed topic. (C) 2012 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000314673500004 ER PT J AU Matson, Johnny L. Konst, Matthew J. TI What is the evidence for long term effects of early autism interventions? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 3 BP 475 EP 479 DI 10.1016/j.rasd.2012.11.005 PD MAR 2013 PY 2013 AB At this point there is sufficient research to demonstrate the efficacy of Early Intensive Behavior Interventions (EIBI) for young children with autism spectrum disorders (ASDs). However, also of great importance is the value of these early efforts overtime. The purpose of this review was to assess existing EIBI papers with respect to follow-up and overall long term efficacy of intervention. Twenty-two treatment studies were reviewed which used the term follow-up. Of these, 19 included actual post-test data. Only 3 followed children after termination of treatment. Thus, a major problem with the current EIBI literature is that little can be said about the impact of these treatments long term. Details of these studies and their implications are discussed. (C) 2012 Elsevier Ltd. All rights reserved. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000314673500005 ER PT J AU Boesch, Miriam C. Wendt, Oliver Subramanian, Anu Hsu, Ning TI Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 3 BP 480 EP 493 DI 10.1016/j.rasd.2012.12.002 PD MAR 2013 PY 2013 AB An experimental, single-subject research study investigated the comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device (SGD) in developing requesting skills for three elementary-age children with severe autism and little to no functional speech. Results demonstrated increases in requesting behavior for all participants across intervention phases with both augmentative and alternative communication (AAC) intervention strategies; however, difficulties were observed with picture discrimination. The Wilcoxon signed pair test did not reveal significant differences between PECS and the SGD for any participant. Findings suggest PECS and SGD are equally appropriate for developing initial requesting skills. Based on the current findings, successful implementation of either AAC strategy is achievable when appropriate instructional strategies are used. (C) 2012 Elsevier Ltd. All rights reserved. TC 10 ZB 1 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000314673500006 ER PT J AU Akbar, Maysa Loomis, Rebecca Paul, Rhea TI The interplay of language on executive functions in children with ASD SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 3 BP 494 EP 501 DI 10.1016/j.rasd.2012.09.001 PD MAR 2013 PY 2013 AB Autism Spectrum Disorder (ASD) is a neurodevelopmental disability characterized by deficits in social interaction and communication and by repetitive behaviors and restricted interests. Prior research has revealed executive function (EF) deficits in children with ASD. It has been suggested that these EF impairments are associated with language deficits intrinsic to ASD, specifically the inability to utilize inner speech to regulate non-routine behaviors (Russell, Jarrold, & Hood, 1999). Other studies, however, have found no link between language ability and EF (Joseph, McGrath, & Tager-Flusberg, 2005). The present study seeks to clarify the link between language and EF deficits in children with ASD in a cognitively heterogeneous sample. Four specific domains of EF (Working Memory, Organization, Shift, and Inhibition) were assessed in 62 children with ASD using direct measures (DKEFS, NEPSY, and WISC), and indirect parent/teacher report (BRIEF). Analysis by stepwise regressions showed measures of language skill, nonverbal cognition, and autistic symptom severity to be predictive of several domains of EF. Direct measure of Working Memory (WM) was predicted by structural and pragmatic language ability, direct measure of Organization (0) was predicted by nonverbal cognition, and direct measure of Shift (S) was predicted by nonverbal cognition and autistic symptom severity. Additionally, parent and teacher reports of WM were predicted by structural and pragmatic language skills, respectively. Results are interpreted to demonstrate a mediating effect of language on the WM component of EF when assessed directly or indirectly. Implications for theories linking language skill to EF in the ASD population are discussed, and the observed deficit is compared with findings on EF and language ability in the SLI population. (C) 2012 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000314673500007 ER PT J AU Carlon, Sarah Carter, Mark Stephenson, Jennifer TI A review of declared factors identified by parents of children with autism spectrum disorders (ASD) in making intervention decisions (vol 7, pg 369, 2013) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 3 BP 502 EP 503 DI 10.1016/j.rasd.2013.01.001 PD MAR 2013 PY 2013 TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000314673500008 ER PT J AU Chen, Mu-Hong Su, Tung-Ping Chen, Ying-Sheue Hsu, Ju-Wei Huang, Kai-Lin Chang, Wen-Han Chen, Tzeng-Ji Bai, Ya-Mei TI Comorbidity of allergic and autoimmune diseases in patients with autism spectrum disorder: A nationwide population-based study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 205 EP 212 DI 10.1016/j.rasd.2012.08.008 PD FEB 2013 PY 2013 AB Previous clinical and genetic studies have suggested autism spectrum disorders (ASDs) is associated with immunological abnormalities involving cytokines, immunoglobulins, inflammation, and cellular immunity, but epidemiological reports are still limited. Patients with ASDs were identified in the National Health Insurance Database from 1996 to 2010, and compared with age and gender-matched controls (1:4) in an investigation of the association between ASDs and allergic/autoimmune diseases. A total of 1596 patients with ASDs were identified, and were found to have a significantly higher prevalence of allergic and autoimmune diseases than the control group. Patients with ASDs had increased risks of asthma (OR = 1.74, 95%CI = 1.51-1.99), allergic rhinitis (OR = 1.70, 95%CI = 1.51-1.91), atopic dermatitis (OR = 1.52, 95%CI = 1.30-1.78), urticaria (OR = 1.38, 95%CI = 1.12-1.69) and type 1 diabetes (OR = 4.00, 95%CI = 1.00-16.00), and a trend toward increasing comorbidity with Crohn's disease (OR = 1.46, 95%CI = 0.90-2.35). Our results support the association between ASDs and allergic diseases, and autoimmune comorbidities (type I diabetes and Crohn's disease). Further basic study is required to elucidate the possible underlying mechanisms and roles of allergy immunity and autoimmunity in the etiology of ASDs. (C) 2012 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000318194700001 ER PT J AU Kose, Sezen Erermis, Serpil Ozturk, Onder Ozbaran, Burcu Demiral, Nagehan Bildik, Tezan Aydin, Cahide TI Health Related Quality of Life in children with Autism Spectrum Disorders: The clinical and demographic related factors in Turkey SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 213 EP 220 DI 10.1016/j.rasd.2012.09.009 PD FEB 2013 PY 2013 AB We aimed to investigate the Health Related Quality of Life and related clinical variables (HRQoL) of children with Autism Spectrum Disorders (ASD). We included 102 children with ASD (46 with autism, 38 with pervasive developmental disorder not otherwise specified (PDD-NOS) and 18 with Asperger's syndrome (AS)) and 39 typically developing children as a control (TDC), between 3 and 18 years of age. The mothers scored the Pediatric Quality of Life Inventory 4.0 (PedsQLTM 4.0). The physical health, psychosocial health and total summary score of ASD group were significantly lower than TDC. Within ASD group, psychosocial (p < 0.001), social, school functioning and total summary score (p < 0.001) of the autism group were lower than AS, and PDD-NOS. The scores of AS and PDD-NOS were similar. PedsQL scores differed between the groups who take psychotropic medication and continue to special and formal education in ASD. PedsQL scores were negatively correlated with the Childhood Autism Rating Scale (CARS) score and positively correlated with the age that first signs appeared (p < 0.01). Within ASD group the children with autism had the poorer HRQoL than AS and PDD-NOS. The correlation between HRQoL and CARS scores was moderate. The severity of ASD has negative effects on HRQoL. (C) 2012 Elsevier Ltd. All rights reserved. TC 4 ZB 0 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000318194700002 ER PT J AU Prigge, Molly B. D. Lange, Nicholas Bigler, Erin D. Merkley, Tricia L. Neeley, E. Shannon Abildskov, Tracy J. Froehlich, Alyson L. Nielsen, Jared A. Cooperrider, Jason R. Cariello, Annahir N. Ravichandran, Caitlin Alexander, Andrew L. Lainhart, Janet E. TI Corpus callosum area in children and adults with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 221 EP 234 DI 10.1016/j.rasd.2012.09.007 PD FEB 2013 PY 2013 AB Despite repeated findings of abnormal corpus callosum structure in autism, the developmental trajectories of corpus callosum growth in the disorder have not yet been reported. In this study, we examined corpus callosum size from a developmental perspective across a 30-year age range in a large cross-sectional sample of individuals with autism compared to a typically developing sample. Midsagittal corpus callosum area and the 7 Witelson subregions were examined in 68 males with autism (mean age 14.1 years; range 3-36 years) and 47 males with typical development (mean age 15.3 years; range 429 years). Controlling for total brain volume, increased variability in total corpus callosum area was found in autism. In autism, increased midsagittal areas were associated with reduced severity of autism behaviors, higher intelligence, and faster speed of processing (p = 0.003, p = 0.011, p = 0.013, respectively). A trend toward group differences in isthmus development was found (p = 0.029, uncorrected). These results suggest that individuals with autism benefit functionally from increased corpus callosum area. Our cross-sectional examination also shows potential maturational abnormalities in autism, a finding that should be examined further with longitudinal datasets. (C) 2012 Elsevier Ltd. All rights reserved. TC 11 ZB 5 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000318194700003 ER PT J AU Jahromi, Laudan B. Bryce, Crystal I. Swanson, Jodi TI The importance of self-regulation for the school and peer engagement of children with high-functioning autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 235 EP 246 DI 10.1016/j.rasd.2012.08.012 PD FEB 2013 PY 2013 AB This study examined individual differences in self-regulation, emotional and behavioral school engagement, and prosocial peer engagement in a sample of 40 children that included children with high functioning autism (HFA; n = 20) and their typical peers (n = 20). Children were 54.57 months on average at recruitment. Measures of self-regulation included parents' reports of emotion regulation, effortful control, and executive function; direct observations of executive function skills; and observations of joint engagement during a parent-child interaction. Parents reported on school and prosocial peer engagement approximately one year later. Children with HFA had significantly impaired self-regulation, and decreased school and peer engagement. Executive function predicted both emotional and behavioral school engagement, whereas emotion regulation predicted prosocial peer engagement. The relation between effortful control and subsequent prosocial peer engagement was moderated by diagnostic group, suggesting it served a protective function for behaviors of children with HFA in the school setting. (C) 2012 Elsevier Ltd. All rights reserved. TC 11 ZB 5 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000318194700004 ER PT J AU Brooks, Whitney T. Benson, Betsey A. TI The validity of the social communication questionnaire in adults with intellectual disability SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 247 EP 255 DI 10.1016/j.rasd.2012.10.002 PD FEB 2013 PY 2013 AB This study assessed the validity of the Social Communication Questionnaire (SCQ) in a sample of 69 adults, aged 18-40 years old. Participants included 21 adults diagnosed with an autism spectrum disorder (ASD) and intellectual disability (ID), and 48 individuals diagnosed with ID and no diagnosis of an ASD. The SCQ yielded a sensitivity of .71 and a specificity of .77 at the authors' recommended cutoff score of 15 (Berument et al., 1999). However, when sensitivity was prioritized over specificity, the optimal cutoff score was 12, which yielded a sensitivity of .86 and a specificity of .60. The internal consistencies of the total scale (alpha=.87), the social interaction subscale (alpha=.83), and the restricted repetitive behavior subscale (alpha=.81) were good, but the communication subscale performed poorly (alpha=.48). The SCQ shows promise as a screening measure for adults with ID whose early developmental history may be unavailable. A lower cutoff score than the authors originally proposed is recommended in adults. (C) 2012 Elsevier Ltd. All rights reserved. RI Benson, Betsey/E-2740-2011 TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000318194700005 ER PT J AU Walsh, Caitlin E. Mulder, Emile Tudor, Megan E. TI Predictors of parent stress in a sample of children with ASD: Pain, problem behavior, and parental coping SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 256 EP 264 DI 10.1016/j.rasd.2012.08.010 PD FEB 2013 PY 2013 AB Studies have shown that children with ASD have increased severity and incidence of pain symptoms compared to typically developing children and children with other disorders. Pain has also been shown to act as a setting event for problem behavior. Further, problem behavior is one of the biggest impediments to quality of life for families and highly relates to parent stress. This study examined pain and problem behavior as predictors of parent stress and also examined how parenting style interacted with pain and problem behavior to influence parent stress. Results showed that problem behavior was a moderating factor between pain and parent stress and there was a significant interaction between pain and problem behavior predicting stress. An overprotective parenting style also moderated the relationship between pain and parent stress and there was an interaction between the two factors predicting stress. Implications are discussed in terms of treatments that focus on children's behavior and parenting behavior in order to improve quality of life in families of children with ASD. (C) 2012 Elsevier Ltd. All rights reserved. TC 3 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000318194700006 ER PT J AU Harper-Hill, Keely Copland, David Arnott, Wendy TI Do spoken nonword and sentence repetition tasks discriminate language impairment in children with an ASD? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 265 EP 275 DI 10.1016/j.rasd.2012.08.015 PD FEB 2013 PY 2013 AB The primary aim of this paper was to investigate heterogeneity in language abilities of children with a confirmed diagnosis of an ASD (N = 20) and children with typical development (TD; N = 15). Group comparisons revealed no differences between ASD and TD participants on standard clinical assessments of language ability, reading ability or nonverbal intelligence. However, a hierarchical cluster analysis based on spoken nonword repetition and sentence repetition identified two clusters within the combined group of ASD and TD participants. The first cluster (N = 6) presented with significantly poorer performances than the second cluster (N = 29) on both of the clustering variables in addition to single word and nonword reading. The significant differences between the two clusters occur within a context of Cluster 1 having language impairment and a tendency towards more severe autistic symptomatology. Differences between the oral language abilities of the first and second clusters are considered in light of diagnosis, attention and verbal short term memory skills and reading impairment. (C) 2012 Elsevier Ltd. All rights reserved. RI Copland, David/F-1409-2010 OI Copland, David/0000-0002-2257-4270 TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000318194700007 ER PT J AU Tanji, Takayuki Takahashi, Kosuke Noro, Fumiyuki TI Teaching generalized reading and spelling to children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 276 EP 287 DI 10.1016/j.rasd.2012.09.005 PD FEB 2013 PY 2013 AB We examined the effects of constructed-response matching-to-sample (CRMTS) training on the generalization of reading and spelling skills in three Japanese children with autism using a series of overlapping-syllable word sets. We taught them to construct printed words to match printed words, spoken words, and pictures through the CRMTS procedure. Hence, two participants performed well in the generalized reading and spelling skills of untrained words. However, one participant did not meet the criterion for the generalization of reading and spelling skills. We taught her to break a word into each syllable as a differential observing response to the sample in the task. The modified CRMTS procedure enabled her to establish the generalized reading and spelling skills. This study discusses that the procedure and the modified CRMTS with differential observing response are effective for acquisition of generalized reading and spelling skills in children with autism. (C) 2012 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000318194700008 ER PT J AU Faso, Daniel J. Neal-Beevers, A. Rebecca Carlson, Caryn L. TI Vicarious futurity, hope, and well-being in parents of children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 288 EP 297 DI 10.1016/j.rasd.2012.08.014 PD FEB 2013 PY 2013 AB Hope is shown to provide resiliency for parents of children with autism spectrum disorders (ASDs) against the negative effects related to extreme parenting stressors. The broad positivity of hope may overloolc opposing parental feelings about their child that may be important for well-being. Vicarious futurity (VF) is the hope and despair a parent feels for the future of their child, which reflects both positive and negative components of parental attitudes directed toward their child. In this study we examined how vicarious futurity related to hope, and how each predicted well-being in 71 parents (53 mothers) of children with ASD. Results indicated that regardless of child symptom severity, vicarious futurity strongly predicted stress experienced by parents, hope predicted depressive symptoms, and both predicted life satisfaction. Vicarious futurity and hope were found to be weakly correlated, indicating that both constructs are largely independent when influencing the well-being of parents raising a child with ASD. General hopefulness is important for parental well-being, but in the unique context of parents raising children with ASD, child focused constructs that measure both positive and negative components, such as vicarious futurity, may be more informative and useful when understanding how parental feelings about their child influence their own well-being. Published by Elsevier Ltd. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000318194700009 ER PT J AU Mayes, Susan Dickerson Black, Amanda Tierney, Cheryl D. TI DSM-5 under-identifies PDDNOS: Diagnostic agreement between the DSM-5, DSM-IV, and Checklist for Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 298 EP 306 DI 10.1016/j.rasd.2012.08.011 PD FEB 2013 PY 2013 AB Agreement between the DSM-5, DSM-IV, and Checklist for Autism Spectrum Disorder was assessed in 125 children with autism spectrum disorder (ASD), which included high and low functioning autism (HFA and LFA) and pervasive developmental disorder not otherwise specified (PDDNOS), and children with other clinical disorders (e.g., ADHD, mental retardation, and oppositional-defiant disorder). Diagnostic specificity (true negatives) was 100% for the DSM-5 and 97% for the DSM-IV. Sensitivity (true positives) was high for LFA and HFA (DSM-5 98%, DSM-IV 100%), but only 27% of children with PDDNOS were identified by the DSM-5 as having ASD. The unidentified children had significant autism symptoms on an autism severity measure compared to controls. Overall, children with ASD identified by the DSM-5 increased from 75% to 91% when one less symptom was required for an ASD diagnosis, with only a slight change in specificity (97%), similar to previously published research. Diagnostic agreement between the DSM-5 and DSM-IV for the entire sample increased from 86% to 94% when one less DSM-5 symptom was required. Therefore, under-identification of ASD and low agreement between the DSM-5 and other measures may be resolved if one less symptom is required for an ASD diagnosis. (C) 2012 Elsevier Ltd. All rights reserved. TC 19 ZB 6 Z8 1 ZS 0 Z9 20 SN 1750-9467 UT WOS:000318194700010 ER PT J AU Sikora, Darryn Moran, Erin Orlich, Felice Hall, Trevor A. Kovacs, Erica A. Delahaye, Jennifer Clemons, Traci E. Kuhlthau, Karen TI The relationship between family functioning and behavior problems in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 307 EP 315 DI 10.1016/j.rasd.2012.09.006 PD FEB 2013 PY 2013 AB Although it is well known that families of children with an autism spectrum disorder (ASD) are at risk for increased stress and other problems, little is known about what child characteristics may mediate that risk. To address the impact of child behavior problems on family health, we examined data collected from 136 families raising children with ASD. Children were divided into groups based on parent responses to the Child Behavior Checklist (CBCL): low versus high internalizing and low versus high externalizing behavior problems. Family functioning was measured using the Family Impact Questionnaire, Revised (FIQ-R). Results of ANCOVA analyses indicated significant group differences in FIQ-R domains of Negative Attitudes About Parenting, Social Relationships, Sibling Impact, and Impact to Marriage when comparing externalizing behaviors. None of the FIQ-R domains demonstrated group differences when comparing internalizing behaviors. Correlation coefficients indicated moderately strong associations between higher externalizing behaviors and poorer family functioning, with the most significant associations among child behavior and increased negativity in parenting perceptions and poorer social functioning. This study provides information regarding co-occurring behaviors that have the strongest negative association with family functioning and the domains of family functioning most vulnerable to the severity of such behaviors. (C) 2012 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000318194700011 ER PT J AU Mazurek, Micah O. Engelhardt, Christopher R. TI Video game use and problem behaviors in boys with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 316 EP 324 DI 10.1016/j.rasd.2012.09.008 PD FEB 2013 PY 2013 AB Children with autism spectrum disorders (ASD) have strong preferences for screen-based media, particularly video games. Although problematic video game use has been associated with behavior problems among typically developing children, the relationship between these variables has not been previously examined among children with ASD. The current study examined the relationships between aspects of video game use and problem behaviors among a sample of 169 boys (ages 8-18) with ASD. Parents reported on their children's behavioral functioning and video game habits and preferences, including the average number of hours spent playing video games per day, preferred game types (genres), and problematic (i.e., addictive) video game play patterns. The results revealed that problematic video game use was significantly correlated with inattention and oppositional behavior. Boys who played Role-Playing games had higher levels of both problematic game use and oppositional behavior. Finally, problematic game use and Role-Playing game genre were significant predictors of oppositional behavior, even when controlling for age and amount of time spent playing video games. The results highlight the clinical importance of examining video game use patterns among children with ASD, and indicate a need for future experimental and longitudinal research in this area. (C) 2012 Elsevier Ltd. All rights reserved. TC 4 ZB 2 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000318194700012 ER PT J AU Memari, Amir Hossein Ghanouni, Parisa Gharibzadeh, Shahriar Eghlidi, Jandark Ziaee, Vahid Moshayedi, Pouria TI Postural sway patterns in children with autism spectrum disorder compared with typically developing children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 325 EP 332 DI 10.1016/j.rasd.2012.09.010 PD FEB 2013 PY 2013 AB Postural control is a fundamental building block of each child's daily activities. The aim of this study was to compare patterns of postural sway in children with autism spectrum disorder (ASD) with typically developing children (TD). We recruited 21 schoolchildren diagnosed with ASD aged 9-14 and 30 TD pupils aged 8-15. Postural sway parameters in composite, anteroposterior and mediolateral axis were reported. Furthermore we examined the impact of age and characteristics of autism on postural sway. Children with ASD exhibited higher amount of sway in anteroposterior range (p < 0.001), mediolateral range (p = 0.002), root mean square (p = 0.001), mean velocity (p = 0.03), and sway area (p = 0.007) compared with their TD peers. Children with ASD showed higher instability in mediolateral than anteroposterior axis though TD children demonstrated higher sway scores in anteroposterior than mediolateral direction. The rate of autism symptom severity significantly affected the postural sway in children with ASD (p < 0.05). In conclusion, patterns of postural control seem to be different in children with ASD compared with TD counterparts. This could be partially due to clinical features were underlying in ASD. (C) 2012 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000318194700013 ER PT J AU Pina-Camacho, Laura Villero, Sonia Boada, Leticia Fraguas, David Janssen, Joost Mayoral, Maria Llorente, Cloe Arango, Celso Parellada, Mara TI Structural magnetic resonance imaging data do not help support DSM-5 autism spectrum disorder category SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 333 EP 343 DI 10.1016/j.rasd.2012.08.013 PD FEB 2013 PY 2013 AB This systematic review aims to determine whether or not structural magnetic resonance imaging (sMRI) data support the DSM-5 proposal of an autism spectrum disorder (ASD) diagnostic category, and whether or not classical DSM-IV autistic disorder (AD) and Asperger syndrome (AS) categories should be subsumed into it. The most replicated sMRI findings in patients with ASD compared with healthy controls are increased total brain volume in early childhood and decreased corpus callosum volume. Regarding the notion of a spectrum, some studies support that AS and AD are similar but "quantitatively different" diagnostic categories, whereas others support that they are "qualitatively different" entities with specific brain structural abnormalities. It seems that there are still not enough arguments from sMRI data for or against subsuming DSM-IV categories under a single ASD category. (C) 2012 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000318194700014 ER PT J AU Paynter, Jessica Peterson, Candida C. TI Further evidence of benefits of thought-bubble training for theory of mind development in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 344 EP 348 DI 10.1016/j.rasd.2012.10.001 PD FEB 2013 PY 2013 AB Children with autism spectrum disorders (ASDs) routinely fail false belief tests of theory of mind (ToM), even at advanced chronological and mental ages. Initial training efforts were largely disappointing for those with ASD, suggesting an intractable deficit. However, more recently, children with ASD trained with various pictorial strategies (like thought bubbles to depict beliefs) have made modest gains on trained ToM tasks, despite poor generalization and unanswered methodological questions. The present study therefore aimed to further examine the possible benefits of thought-bubble training for children with ASD while overcoming past methodological limitations. Our design advanced upon past thought-bubble studies by incorporating: (a) a non-intervention control group to test specificity of gains to the training intervention, (b) a broad ToM Scale to examine generalization of gains to other steps in ToM growth besides (trained) false belief, (c) a comprehensive assessment of children's verbal and nonverbal abilities, and (d) a delayed follow-up test. Results from 24 children with ASD aged 4.67-12.25 years revealed even stronger evidence than previously that thought-bubble training is genuinely beneficial in the context of autism. Statistically significant gains were made by trained children that, furthermore, (a) generalized beyond false-belief to other ToM concepts and (b) were maintained for at least 3 weeks. Control children showed no significant gains of any kind despite their close match to trained children at pretest. Theoretical and practical implications of the findings are discussed. (C) 2012 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000318194700015 ER PT J AU Gau, Susan Shur-Fen Liu, Li-Ting Wu, Yu-Yu Chiu, Yen-Nan Tsai, Wen-Che TI Psychometric properties of the Chinese version of the Social Responsiveness Scale SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 349 EP 360 DI 10.1016/j.rasd.2012.10.004 PD FEB 2013 PY 2013 AB This study evaluated the psychometric properties of the Chinese version of the Social Responsiveness Scale (Chinese SRS). We assessed 1419 grade 1 to grade 8 students from northern Taiwan and 401 clinic-based participants (aged 3-20, male 90.3%). All clinic-based participants were clinically diagnosed with autism spectrum disorders (ASDs), including autistic disorder and Asperger's disorder, according to the DSM-IV diagnostic criteria and confirmed by a parental interview using the Chinese version of the Autism Diagnostic Interview-Revised (ADI-R). All the parents completed the Chinese SRS. Parents of participants with ASD also completed the Chinese version of the Social Communication Questionnaire (Chinese SCQ). Exploratory factor analysis revealed a 4-factor structure which was validated by confirmatory factor analysis with an adequate fit (root mean square error of approximation 0.031, comparative fit index 0.983, adjusted goodness of fit index 0.910, standardized root mean square residual 0.050) after excluding five items with low correlation coefficients. The 4-week test-retest reliability (intraclass correlations 0.751-0.852), internal consistency (Cronbach's alpha 0.944-0.947), and convergent validity with the Chinese SCQ (Pearson correlations 0.609-0.865) demonstrated well-accepted psychometric performance. Participants with ASD reported significantly higher total scores and subscale scores for the four factors (i.e. socio-communication, autism mannerisms, social awareness, and social emotion) compared to those without ASD. Our findings indicate that the Chinese SRS is a reliable and valid instrument for measuring autistic traits in the ethnic Chinese population in Taiwan. (C) 2012 Elsevier Ltd. All rights reserved. TC 8 ZB 5 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000318194700016 ER PT J AU Uono, Shota Sato, Wataru Toichi, Motomi TI Common and unique impairments in facial-expression recognition in pervasive developmental disorder-not otherwise specified and Asperger's disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 361 EP 368 DI 10.1016/j.rasd.2012.10.007 PD FEB 2013 PY 2013 AB This study was designed to identify specific difficulties and associated features related to the problems with social interaction experienced by individuals with pervasive developmental disorder-not otherwise specified (PDD-NOS) using an emotion-recognition task. We compared individuals with PDD-NOS or Asperger's disorder (ASP) and typically developing individuals in terms of their ability to recognize facial expressions conveying the six basic emotions. Individuals with PDD-NOS and ASP were worse at recognizing fearful faces than were controls. Individuals with PDD-NOS were less accurate in recognizing disgusted faces than were those with ASP. The results suggest that PDD subtypes are characterized by shared and unique impairments in the ability to recognize facial expressions. Furthermore, the ability to recognize fearful but not disgusted expressions was negatively correlated with the severity of social dysfunction in PDD-NOS and ASP. The results suggest that impaired recognition of fearful and disgusted faces may reflect the severity of social dysfunction across PDD subtypes and the specific problems associated with PDD-NOS, respectively. Characteristics associated with different levels of symptom severity in PDD-NOS are discussed in terms of similarities with brain damage and other psychiatric disorders. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000318194700017 ER PT J AU Carlon, Sarah Carter, Mark Stephenson, Jennifer TI A review of declared factors identified by parents of children with autism spectrum disorders (ASD) in making intervention decisions SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 369 EP 381 DI 10.1016/j.rasd.2012.10.009 PD FEB 2013 PY 2013 AB The range of interventions available for children with autism spectrum disorders (ASD) has increased in recent years. This has led to an interest in the decision-making process related to intervention choices for parents of children with ASD. The present paper reviewed 16 studies examining the factors declared by parents as affecting their decision-making. Frequently nominated factors included recommendations from others, the availability, accessibility, and cost of interventions, the availability and use of other interventions, and research evidence. Few studies presented data regarding the impact of research evidence or the relative importance of factors when making decisions. Further research related to professionals' recommendations for interventions, the weight parents place on different factors, and the influence of research evidence is recommended. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000318194700018 ER PT J AU Poon, Kenneth K. Koh, Lynette Magiati, Iliana TI Parental perspectives on the importance and likelihood of adult outcomes for children with Autism Spectrum Disorders, Intellectual Disabilities or Multiple Disabilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 382 EP 390 DI 10.1016/j.rasd.2012.10.006 PD FEB 2013 PY 2013 AB Aims: This study examined parental perspectives on the importance and likelihood of future adult outcomes for children with Autism Spectrum Disorders (ASD), Intellectual Disabilities (ID), or Multiple Disabilities (MD) and some of the factors that may affect parental aspirations. Methods: Parents of 105 children with ASD, ID, or MD were presented with 21 possible future outcomes and were asked to indicate how important and how likely they considered these outcomes for their children with disabilities when they become adults. Results: Parents rated the overall likelihood of their child attaining various future outcomes significantly lower than the importance they placed on these same outcomes. They mostly valued future outcomes relating to their children's personal satisfaction, safety and security over and above those relating to social participation. Parental ratings of the importance or likelihood of outcomes did not differ across the diagnostic groups. Ratings of importance were independent of the child's age, gender, diagnosis, or severity of functioning, but likelihood ratings were significantly predicted by the children's symptom severity. Conclusions: The implications of this study's findings for service development, intervention and transitioning planning, and treatment outcome research are discussed in relation to existing literature and the study's strengths and limitations. (C) 2012 Elsevier Ltd. All rights reserved. RI Poon, Kenneth /K-5799-2012 OI Poon, Kenneth /0000-0002-8809-902X TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000318194700019 ER PT J AU Smile, S. Dupuis, A. MacArthur, C. Roberts, W. Fehlings, D. TI Autism spectrum disorder phenotype in children with ambulatory cerebral palsy: A descriptive cross-sectional study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 391 EP 397 DI 10.1016/j.rasd.2012.10.008 PD FEB 2013 PY 2013 AB The current study aims to describe the cognitive profile, autism profile, medical and behavioral presentation of children with a dual diagnosis of cerebral palsy (CP) and autism spectrum disorder (ASD). Little is known about the dual presentation of CP and ASD. Timely diagnosis is imperative as early intervention may impact a child's developmental trajectory. The study used a cross-sectional descriptive design. We report data on cognitive profiles, ASD presenting symptoms, the time to definitive diagnosis of ASD, medical and behavioral co-morbidities in children with a dual diagnosis of CP and ASD. Seventy-two percent (72%) of children with CP+ASD had a developmental disability profile. Children were diagnosed with ASD at the median age of 66.5 months (range: 31-210 months). Repetitive behaviors were the most common ASD alerting symptom. Repetitive motor mannerisms were reported in 71% of CP+ASD population. Constipation, asthma and aggression showed highest statistical differences between CP+ASD group and CP only group. Our study has established that cognitive impairment is common amongst children with CP+ASD. ASD is diagnosed later in children with CP+ASD, than reference age of diagnosis in children with ASD. Medical and behavioral co-morbidities are common in children with CP+ASD. Clinicians need to be sensitized to the possibility of multiple diagnoses including ASD in children with cerebral palsy. Crown Copyright (C) 2012 Published by Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000318194700020 ER PT J AU Hattier, Megan A. Matson, Johnny L. Belva, Brian C. Adams, Hilary TI The effects of informant age and education level on childhood ASD symptom endorsement SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 398 EP 404 DI 10.1016/j.rasd.2012.11.001 PD FEB 2013 PY 2013 AB There is literature suggesting that some demographic characteristics actually can influence how parents or caregivers respond on informant-based measures for their children. The current study aimed to expand that research to include analysis of the relationship of maternal age and education level on mothers' ratings of their child's ASD by inspecting the total score on the Autism Spectrum Disorders - Diagnostic for Children (ASD-DC). We investigated biological mothers' ratings of 73 children (5-16 years of age), all of who had ASD diagnoses. Informants were classified into one of three age groups (<= 34 years; 35-40 years; >= 41 years) and one of two education groups (high school graduate; university graduate). Following a two-way ANOVA, a significant interaction effect was found for informant age group and education level on total scores of the ASD-DC. Within the >= 41 age group, ratings of ASD increased (indicating greater impairment) as the informants' education level increased. A reverse trend was established in the other two age groups. Further findings and implications are discussed. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000318194700021 ER PT J AU Matson, Johnny L. Horovitz, Max Mahan, Sara Fodstad, Jill TI Reliability of the Matson Evaluation of Social Skills with Youngsters (MESSY) for children with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 405 EP 410 DI 10.1016/j.rasd.2012.10.005 PD FEB 2013 PY 2013 AB The purpose of this paper was to update the psychometrics of the Matson Evaluation of Social Skills for Youngsters (MESSY) with children with Autism Spectrum Disorders (ASD), specifically with respect to internal consistency, split-half reliability, and inter-rater reliability. In Study I, 114 children with ASD (Autistic Disorder, Asperger's Syndrome, or Pervasive Developmental Disorder - Not Otherwise Specified) were assessed using the MESSY. Participants ranged in age from 2 to 16 years. Study 1 found excellent internal consistency, and split half reliability. Using MESSY scores from two caregivers of 33 children, Study 2 found that the MESSY demonstrated moderate to high inter-rater reliability. As such, this study established the internal and inter-rater reliability of the MESSY for use among children with ASD. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000318194700022 ER PT J AU Nuernberger, Jodi E. Ringdahl, Joel E. Vargo, Kristina K. Crumpecker, Anna C. Gunnarsson, Karl F. TI Using a behavioral skills training package to teach conversation skills to young adults with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 411 EP 417 DI 10.1016/j.rasd.2012.09.004 PD FEB 2013 PY 2013 AB A behavioral skills training package was used to teach vocal and non-vocal conversation skills to young adults with autism spectrum disorders. A task analysis was created and verified that included both vocal conversation skills such as making comments related to the conversation topic, and non-vocal conversation skills such as maintaining appropriate proximity. The behavioral skills training package included behavioral skills training, in situ training, and reinforcer delivery. Behavioral skills training involved delivering instructions, modeling of an appropriate conversation, and role-playing with the participants in a private training room. In situ training followed each successful role-play. Access to a preferred item/activity was provided for performing at or above the previous session. The training package was shown to be effective and effects maintained during four to eight week follow-up observations. (C) 2012 Elsevier Ltd. All rights reserved. TC 4 ZB 2 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000318194700023 ER PT J AU McLay, Laurie Kathleen Sutherland, Dean Church, John Tyler-Merrick, Gaye TI The formation of equivalence classes in individuals with autism spectrum disorder: A review of the literature SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 2 BP 418 EP 431 DI 10.1016/j.rasd.2012,11.002 PD FEB 2013 PY 2013 AB Articles that empirically investigated the emergence of untaught equivalence relations among individuals with autism are presented in this review. Systematic searches of academic databases, journals and ancestry searches identified nine studies that met inclusion criteria. These studies were evaluated according to: (a) participants, (b) developmental assessments conducted and reported, (c) experimental design, (d) stimulus content, (e) setting, (f) teaching procedure variables, (g) independent variables, (h) emergent skills tested, (i) main findings, (j) retention testing, and (k) reliability measures. The results of this synthesis demonstrate that while most individuals with ASD are able to form equivalence classes, the findings are variable. There are several examples in the literature in which untaught equivalence relations only emerged for some of the participants, or under modified teaching and testing conditions. In view of the limited research in this area, the lack of replication of findings, and the lack of investigation into variables that may affect the formation of equivalence classes, several recommendations are made for further research. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000318194700024 ER PT J AU Iskander, Jeannette M. Rosales, Rocio TI An evaluation of the components of a Social Stories (TM) intervention package SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 1 EP 8 DI 10.1016/j.rasd.2012.06.004 PD JAN-MAR 2013 PY 2013 AB The present study examined the effectiveness of Social Stories (TM), and Social Stories paired with a differential reinforcement procedure on disruptive behaviors of two elementary school children diagnosed with pervasive developmental disorder-not otherwise specified (PDD-NOS) and attention deficit hyperactivity disorder (ADHD). We implemented a multiple-baseline design across target behaviors, whereby the Social Story was implemented first, followed by the pairing of the story and a differential reinforcement of zero behavior (DRO) procedure. Results indicate that while the use of a Social Story was effective in decreasing problem behavior when compared to baseline levels, the pairing of the story with a DRO procedure resulted in lower average levels of the target behaviors across both participants. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000311656000001 ER PT J AU Bal, Elgiz Yerys, Benjamin E. Sokoloff, Jennifer L. Celano, Mark J. Kenworthy, Lauren Giedd, Jay N. Wallace, Gregory L. TI Do social attribution skills improve with age in children with high functioning autism spectrum disorders? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 9 EP 16 DI 10.1016/j.rasd.2012.07.004 PD JAN-MAR 2013 PY 2013 AB Age-related changes in social attribution skills were assessed using the "Triangles Playing Tricks" task in 7-17 year old high functioning children with ASDs (n = 41) and in typically developing (TD) children (n = 58) matched on age. IQ and sex ratio. Children with ASDs gave responses that received lower intentionality and appropriateness ratings than did TD children in both the goal-directed and theory of mind (TOM) conditions. Results remained unchanged when the effects of verbal output (i.e., number of clause produced) and verbal IQ were included as covariates in the analyses. Whereas age was highly associated with ToM performance in the TD children, this relationship was not as strong among children with ASDs. These results indicate not only a diminished tendency among high functioning children with ASDs to attribute social meaning and intentionality to ambiguous visual displays of interactive forms but also an aberrant developmental trajectory. That is, children with ASDs may fall further behind their typically developing peers in social attribution abilities as they get older. Published by Elsevier Ltd. RI Giedd, Jay/B-7302-2012 OI Giedd, Jay/0000-0003-0827-3460 TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000311656000002 ER PT J AU Matson, Johnny L. Kozlowski, Alison M. Fitzgerald, Mary E. Sipes, Megan TI True versus false positives and negatives on the Modified Checklist For Autism in Toddlers SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 17 EP 22 DI 10.1016/j.rasd.2012.02.011 PD JAN-MAR 2013 PY 2013 AB Given the importance of early intervention services for children with autism spectrum disorders (ASD), early diagnosis of children is critical. At present, several ASD screeners exist for young children, with the Modified Checklist for Autism in Toddlers (M-CHAT) being one of the most widely researched. While the M-CHAT has good sensitivity and specificity, the presence of false positives and false negatives is inevitable. While false positives are not as disconcerting, since follow-up assessment will reveal the absence of ASD, false negatives can inadvertently delay much needed services to toddlers. The current study examined parental report for 552 toddlers who were referred for early intervention services due to being part of an at-risk population. The groups were divided into four groups based on their M-CHAT scores and actual diagnoses - a true positive group (n = 150), false positive group (n = 150), true negative group (n = 151), and false negative group (n = 101). All four groups were compared with respect to their total M-CHAT score and total critical items score on the M-CHAT. While the true positive and false positive groups significantly differed from the true negative and false negative groups on both of these dimensions, significant differences were also found between the true and false positive groups but not between the true and false negative groups. Furthermore, all 23 M-CHAT items were more commonly endorsed by individuals in the true positive group when compared to the false positive group, while differences in item endorsements between the true and false negative groups were scant. Based on these results, the true and false positive groups tended to be more easily discriminated from one another while the true and false negative groups presented themselves similarly. The implications of these findings are discussed. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000311656000003 ER PT J AU Matson, Johnny L. Hess, Julie A. Mahan, Sara TI Moderating effects of challenging behaviors and communication deficits on social skills in children diagnosed with an autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 23 EP 28 DI 10.1016/j.rasd.2012.07.002 PD JAN-MAR 2013 PY 2013 AB One-hundred nine children 3-16 years of age diagnosed with Autistic Disorder, Pervasive Developmental Disorder Not Otherwise Specified, or Asperger's Syndrome were studied. Children resided in six states in the United States. Using moderation analysis via multiple regression, verbal communication and challenging behaviors and how they interact with social skills were examined. Children and adolescents exhibiting fewer challenging behaviors and presenting with better verbal communication skills had the greatest strengths in social skills. Furthermore, challenging behaviors adversely affected social skills more than verbal communication skills. Thus, regardless of verbal communication level, children with low levels of challenging behaviors exhibited greater social skills. Clinical implications of these findings and directions for future research are discussed. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000311656000004 ER PT J AU Neal, Daniene Matson, Johnny L. Belva, Brian C. TI An examination of the reliability of a new observation measure for autism spectrum disorders: The autism spectrum disorder observation for children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 29 EP 34 DI 10.1016/j.rasd.2012.07.003 PD JAN-MAR 2013 PY 2013 AB The autism spectrum disorder observation for children (ASD-OC) is a newly created 54-item observation measure for autism spectrum disorders (ASD). Due to the fact that many of the ASD observation measures currently available do not have established psychometric properties and require extensive time and training to administer, the ASD-OC seeks to address these issues. The purpose of this initial study was to investigate the reliability of the ASD-OC. The measure was administered to a sample of 114 children as part of an outpatient evaluation. In a subset of the sample, 26 children were rated by two independent clinicians after the same session. Interrater reliability was calculated using intraclass coefficients (ICC). Five items were removed after this interrater reliability analysis given poor reliability coefficients less than .40. Mean interrater reliability for each of the 49 retained items was good (i.e., .73). Interrater reliability for the scale as a whole was excellent (i.e., ICC = .96). Item analysis and internal consistency were investigated in the total sample (n = 114). Four items were removed from the scale because of little to no variance in scores. Forty-five items remained on the scale. The internal consistency of the ASD-OC as measured by Cronbach's alpha was excellent at .96. The ASD-OC proved to be a promising measure with robust reliability. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000311656000005 ER PT J AU Mannion, Arlene Leader, Geraldine Healy, Olive TI An investigation of comorbid psychological disorders, sleep problems, gastrointestinal symptoms and epilepsy in children and adolescents with Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 35 EP 42 DI 10.1016/j.rasd.2012.05.002 PD JAN-MAR 2013 PY 2013 AB The current study investigated comorbidity in eighty-nine children and adolescents with Autism Spectrum Disorder in Ireland. Comorbidity is the presence of one or more disorders in addition to a primary disorder. The prevalence of comorbid psychological disorders, behaviours associated with comorbid psychopathology, epilepsy, gastrointestinal symptoms and sleep problems were examined. Age, gender, level of intellectual disability, presence of epilepsy, attention deficit/hyperactivity disorder (AD/HD) and an anxiety disorder were determined using a self-constructed demographic questionnaire. The Autism Spectrum Disorder-Comorbidity-Child (ASD-CC) was administered to informants to assess symptoms of psychopathology and emotional difficulties. The Children's Sleep Habits Questionnaire (CSHQ) and Gastrointestinal Symptom Inventory were administered to assess sleep problems and gastrointestinal symptoms respectively. Forty-six percent of participants had a comorbid disorder, with this number increasing to 78.7% if intellectual disability was included. The prevalence of epilepsy was 10.1%. AD/HD was 18% and an anxiety disorder was 15.7%. Prevalence rates of gastrointestinal symptoms and sleep problems are discussed in the study. (C) 2012 Elsevier Ltd. All rights reserved. TC 16 ZB 7 Z8 0 ZS 0 Z9 16 SN 1750-9467 UT WOS:000311656000006 ER PT J AU Lin, Lan-Ping Hsu, Shang-Wei Kuo, Fang-Yu Lin, Jin-Ding TI Geographic differences in social-welfare oriented institutional care for people with disabilities in Taiwan, 2002-2009 SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 43 EP 48 DI 10.1016/j.rasd.2012.07.008 PD JAN-MAR 2013 PY 2013 AB The present paper aims to provide information of long-term trend of distribution and utilization of institutional care resource for people with disabilities by different geographic areas in Taiwan. Data were analyzed using governmental reported general population by administrative area, population of persons with disabilities, and the profile of disability service institutions in Taiwan-Fuchien Area from 2002 to 2009. Results revealed that there were averagely 956,549 persons with disabilities and 15,172 institutional service beds (15.86 beds per 1000 persons with disabilities; range = 0-33 parts per thousand) and the mean occupancy rate was 79% (area range: 36.26-92.09%). during the past 8 years. Many rural countries and off-shore islands have poorer disability service beds than other urban cities. The results also showed that the disability population (R-2 = 0.093, p < 0.001). institutional service beds (R-2 = 0.885, p = 0.001) and occupied service beds (R-2 = 0.917, p < 0.001) were significantly increased in curve tests during 2002-2009. However, the service beds per 1000 persons with disabilities and occupancy rate were not statistical change during the past 8 years. The study highlights the service authorities should focus on the uneven distribution problem of disability institutional care, particularly in rural countries and off-shore islands in Taiwan. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 2 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000311656000007 ER PT J AU Davis, Tonya N. O'Reilly, Mark Kang, Soyeon Lang, Russell Rispoli, Mandy Sigafoos, Jeff Lancioni, Giulio Copeland, Daelynn Attai, Shanna Mulloy, Austin TI Chelation treatment for autism spectrum disorders: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 49 EP 55 DI 10.1016/j.rasd.2012.06.005 PD JAN-MAR 2013 PY 2013 AB Chelation treatment is used to eliminate specific metals from the body, such as mercury. It has been hypothesized that mercury poisoning may be a factor in autism and data suggest that perhaps 7% of individuals with autism spectrum disorder (ASD) have received chelation treatment. It would therefore seem timely to review studies investigating the effects of chelation treatment for individuals with ASD. To this end, we conducted a systematic search to identify studies that have evaluated the effects of chelation on autism symptomatology. Our search identified five studies, which were analyzed in terms of (a) participant characteristics, (b) dependent variables, (c) study outcomes, and (d) certainty of evidence. Four of the five studies found mixed results and only one study reported positive results. However, given the significant methodological limitations of these studies, the research reviewed here does not support the use of chelation as a treatment for ASD. (C) 2012 Elsevier Ltd. All rights reserved. TC 7 ZB 3 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000311656000008 ER PT J AU Sharp, William G. Jaquess, David L. Lukens, Colleen T. TI Multi-method assessment of feeding problems among children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 56 EP 65 DI 10.1016/j.rasd.2012.07.001 PD JAN-MAR 2013 PY 2013 AB Estimates suggest that atypical eating is pervasive among children with autism spectrum disorders (ASD); however, much remains unknown regarding the nature and prevalence of feeding problems in this population due to methodological limitations, including lack of adequate assessment methods and empirical evaluation of existing measures. In the current study, a sample of 30 children ages 3-8 years completed a multi-method assessment battery involving a standardized mealtime observation, a food preference inventory, and the Brief Autism Mealtime Behavior Inventory (BAMBI), which represents the first attempt to assess the correspondence between direct observation and parent-report measures of feeding concerns and dietary intake in ASD. During the mealtime observation, fourteen participants either rejected (n = 8) or accepted (n = 6) all bites, while the remaining 16 participants demonstrated selective patterns of acceptance by type and/or texture. Among this subgroup, vegetables were the most frequently rejected food type during the behavioral observation. Vegetables were also the most frequently rejected food based on parent report for the sample. Increased food selectivity was positively correlated with problem behaviors during the observation, while ASD symptom severity and growth parameters were unrelated to feeding data. We discuss findings in relation to clinical and research activities and recommend strategies to achieve more systematic research in this area. (C) 2012 Elsevier Ltd. All rights reserved. TC 7 ZB 1 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000311656000009 ER PT J AU Healy, Olive Brett, Denise Leader, Geraldine TI A comparison of experimental functional analysis and the Questions About Behavioral Function (QABF) in the assessment of challenging behavior of individuals with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 66 EP 81 DI 10.1016/j.rasd.2012.05.006 PD JAN-MAR 2013 PY 2013 AB We compared two functional behavioral assessment methods: the Questions About Behavioral Function (QABF; a standardized test) and experimental functional analysis (EFA) to identify behavioral functions of aggressive/destructive behavior, self-injurious behavior and stereotypy in 32 people diagnosed with autism. Both assessments found that self injurious behavior (SIB) was mostly maintained by automatic reinforcement and escape from task demands. Aggressive/destructive behavior was found to be maintained by escape and access to tangibles, whereas stereotypy was mostly maintained by automatic reinforcement. There was exact agreement on function(s) between the two assessments for 24 participants and partial agreement for six participants. Results suggest that the QABF has clinical utility and is an effective tool for ascribing behavioral function. Implications of the present findings for future assessment of behavioral function are discussed. (C) 2012 Elsevier Ltd. All rights reserved. TC 9 ZB 6 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000311656000010 ER PT J AU Goldman, Sylvie O'Brien, Liam M. Filipek, Pauline A. Rapin, Isabelle Herbert, Martha R. TI Motor stereotypies and volumetric brain alterations in children with Autistic Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 82 EP 92 DI 10.1016/j.rasd.2012.07.005 PD JAN-MAR 2013 PY 2013 AB Motor stereotypies are defined as patterned, repetitive, purposeless movements. These stigmatizing motor behaviors represent one manifestation of the third core criterion for an Autistic Disorder (AD) diagnosis, and are becoming viewed as potential early markers of autism. Moreover, motor stereotypies might be a tangible expression of the underlying neurobiology of this neurodevelopmental disorder. In this study, we videoscored stereotypies recorded during semi-structured play sessions from school age children with AD. We examined the effect of severity and persistence over time of stereotypies on brain volumetric changes. Our findings confirmed that the brain volume of school age children with AD is, on average, larger than that of age-matched typically developing children. However, we have failed to detect any sign of volumetric differences in brain regions thought to be particularly linked to the pathophysiology of stereotypies. This negative finding may suggest that, at least with respect to motor stereotypies, functional rather than structural alterations might be the underpinning of these disruptive motor manifestations of autism. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000311656000011 ER PT J AU Krstovska-Guerrero, Ivana Jones, Emily A. TI Joint attention in autism: Teaching smiling coordinated with gaze to respond to joint attention bids SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 93 EP 108 DI 10.1016/j.rasd.2012.07.007 PD JAN-MAR 2013 PY 2013 AB Children with autism demonstrate early deficits in joint attention and expressions of affect. Interventions to teach joint attention have addressed gaze behavior, gestures, and vocalizations, but have not specifically taught an expression of positive affect such as smiling that tends to occur during joint attention interactions. Intervention was applied to teach smile and gaze shift with eye contact to respond to others' joint attention instructions. All targeted responses increased during intervention, with generalized performance as well as maintenance of performance during follow-up. Related measures of joint attention and characteristics of autism showed overall improvements from pre- to post-intervention. (C) 2012 Elsevier Ltd. All rights reserved. TC 5 ZB 1 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000311656000012 ER PT J AU Mayes, Susan Dickerson Gorman, Angela A. Hillwig-Garcia, Jolene Syed, Ehsan TI Suicide ideation and attempts in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 109 EP 119 DI 10.1016/j.rasd.2012.07.009 PD JAN-MAR 2013 PY 2013 AB Frequency of suicide ideation and attempts in 791 children with autism (1-16 years), 35 nonautistic depressed children, and 186 typical children and risk factors in autism were determined. Percent of children with autism for whom suicide ideation or attempts was rated as sometimes to very often a problem by mothers (14%) was 28 times greater than that for typical children (0.5%) but less than for depressed children (43%). For children with autism, four demographic variables (age 10 or older, Black or Hispanic, lower SES, and male) were significant risk factors of suicide ideation or attempts. The majority of children (71%) who had all four demographic risk factors had ideation or attempts. Comorbid psychological problems most highly predictive of ideation or attempts were depression, behavior problems, and teased. Almost half of children with these problems had suicide ideation or attempts. All children with autism should be screened for suicide ideation or attempts because ideation and attempts in autism are significantly higher than the norm and are present across the spectrum. This is especially important for children who have the demographic and comorbid risk factors, many of which can be targeted for intervention to reduce and prevent suicide ideation and attempts. (C) 2012 Elsevier Ltd. All rights reserved. TC 14 ZB 5 Z8 0 ZS 1 Z9 15 SN 1750-9467 UT WOS:000311656000013 ER PT J AU Mason, Rose A. Ganz, Jennifer B. Parker, Richard I. Boles, Margot B. Davis, Heather S. Rispoli, Mandy J. TI Video-based modeling: Differential effects due to treatment protocol SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 120 EP 131 DI 10.1016/j.rasd.2012.08.003 PD JAN-MAR 2013 PY 2013 AB Identifying evidence-based practices for individuals with disabilities requires specification of procedural implementation. Video-based modeling (VBM), consisting of both video self-modeling and video modeling with others as model (VMO), is one class of interventions that has frequently been explored in the literature. However, current information related to differential effects that occur based on variations in procedural implementation is not available. The purpose of this study was to analyze VBM with individuals with disabilities using improvement rate difference meta-analytic procedures. The impact of type of VBM and type of model was investigated as well as the differential effects that occur when VBM is implemented alone or as a component of a package. In addition, the quality of research is assessed. Results yielded an overall large effect size of .81 CI.8341[.80, .82] with a range from -.26 to .96. No statistically significant differences were found based on type of VBM. However, when disaggregated by model, differential effects were indicated with VMO with adult as model demonstrating the greatest magnitude of change. Additionally, VMO with reinforcement demonstrated greater effects then when delivered alone or as part of a package. Implications for practice and future research are discussed. (C) 2012 Elsevier Ltd. All rights reserved. TC 8 ZB 0 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000311656000014 ER PT J AU Shibata, Aki Hitomi, Yoshiaki Kambayashi, Yasuhiro Hibino, Yuri Yamazaki, Masami Mitoma, Junko Asakura, Hiroki Hayashi, Koichi Otaki, Naoto Sagara, Takiko Nakamura, Hiroyuki TI Epidemiological study on the involvements of environmental factors and allergy in child mental health using the Autism Screening Questionnaire SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 132 EP 140 DI 10.1016/j.rasd.2012.06.003 PD JAN-MAR 2013 PY 2013 AB Although autism is now recognized as being very common (Buie et al., 2010) and as developing due to not only genetic but also environmental factors, there is insufficient epidemiological evidence on the relationship between autism and allergy. In this study, therefore, we attempted to clarify the association of environmental factors with autism and allergy using a population-based epidemiological study and to propose a newly developed screening method with improved validity by determining the relationship between ASD (autism spectrum disorders) subscales. We examined the association among autistic score from the Autism Screening Questionnaire (ASQ Japanese version), living environment factors, and allergic disease in 1407 children aged 3-5 years old. We recognized that children with higher ASD score have significantly higher prevalence of nasal allergy and associated with significantly factors of boy and first in terms of birth order and maternal smoking. In addition, nasal allergy were observed to be associated with "reciprocal social interaction", "language and communication", and "repetitive and stereotyped patterns of behaviors" as subscales of ASD. These results suggest that autism in children were closely related to allergy and environmental factors. Investigation of allergy symptoms in addition to subscale of ASD seem to enable more efficient screening of autism tendency at an earlier stage. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000311656000015 ER PT J AU Doyle-Thomas, Krissy A. R. Duerden, Emma G. Taylor, Margot J. Lerch, Jason P. Soorya, Latha V. Wang, A. Ting Fan, Jin Hollander, Eric Anagnostou, Evdokia TI Effects of age and symptomatology on cortical thickness in autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 141 EP 150 DI 10.1016/j.rasd.2012.08.004 PD JAN-MAR 2013 PY 2013 AB Several brain regions show structural and functional abnormalities in individuals with autism spectrum disorders (ASD), but the developmental trajectory of abnormalities in these structures and how they may relate to social and communicative impairments are still unclear. We assessed the effects of age on cortical thickness in individuals with ASD, between the ages of 7 and 39 years in comparison to typically developing controls. Additionally, we examined differences in cortical thickness in relation to symptomatology in the ASD group, and their association with age. Analyses were conducted using a general linear model, controlling for sex. Social and communication scores from the Autism Diagnostic Interview-Revised (ADI-R) were correlated with the thickness of regions implicated in those functions. Controls showed widespread cortical thinning relative to the ASD group. Within regions-of-interest, increased thickness in the rostral anterior cingulate cortex was associated with poorer social scores. Additionally, a significant interaction between age and social impairment was found in the orbitofrontal cortex, with more impaired younger children having decreased thickness in this region. These results suggest that differential neurodevelopmental trajectories are present in individuals with ASD and some differences are associated with diagnostic behaviours. (C) 2012 Elsevier Ltd. All rights reserved. TC 6 ZB 4 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000311656000016 ER PT J AU Mayes, Susan Dickerson Calhoun, Susan L. Aggarwal, Richa Baker, Courtney Mathapati, Santosh Molitoris, Sarah Mayes, Rebecca D. TI Unusual fears in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 151 EP 158 DI 10.1016/j.rasd.2012.08.002 PD JAN-MAR 2013 PY 2013 AB Unusual fears have long been recognized as common in autism, but little research exists. In our sample of 1033 children with autism, unusual fears were reported by parents of 421 (41%) of the children, representing 92 different fears. Many additional children had common childhood fears (e.g., dogs, bugs, and the dark). More than half of children with unusual fears had fears of mechanical things, heights, and/or weather. The most common unusual fear was fear of toilets, and the most common category was fear of mechanical things. Amazingly, many of the fears reported in our sample were described in children with autism 70 years ago by Kanner, including fear of vacuum cleaners, elevators, mechanical toys, swings, and the wind. Children with autism perceive, experience, and react to the world differently than children without autism. What is tolerable for most children (e.g., clouds in the sky, a change in activity or routine, sensory input, or a performance request) might be terrifying, distressing, or infuriating for a child with autism. It is critical to assess for unusual and common fears in children with autism because they are present in the majority of these children, they further impair functioning, and effective treatment is available. (C) 2012 Elsevier Ltd. All rights reserved. TC 4 ZB 3 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000311656000017 ER PT J AU Fahmy, Sarah Farid El-hamamsy, Manal H. Zaki, Osama K. Badary, Osama A. TI L-Carnitine supplementation improves the behavioral symptoms in autistic children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 159 EP 166 DI 10.1016/j.rasd.2012.07.006 PD JAN-MAR 2013 PY 2013 AB L-Carnitine was proposed as a potential treatment for patients diagnosed with autism to ameliorate the behavioral symptoms associated with the disease. Thirty children diagnosed with autism were randomly assigned to receive (100 mg/kg bodyweight/day) of liquid L-carnitine (n = 16) or placebo (n = 14) for 6 months. Measurements included changes in childhood autism rating scale (CARS) form and free and total carnitine levels using tandem mass spectrometry. Results showed significant improvement in CARS scores (P-groups <0.001) and (P-overtime = 0.006), with statistically significant differences in free carnitine levels (P=0.027) and total carnitine levels (P=0.036). There was no correlation between baseline free and total carnitine levels with changes in CARS scores from zero to 6 months (r > 0.5, P > 0.05) and generally L-carnitine therapy was well tolerated. In conclusion, L-carnitine therapy (100 mg/kg bodyweight/day) administered for 6 months significantly improved the autism severity, but subsequent studies are recommended. (C) 2012 Elsevier Ltd. All rights reserved. TC 5 ZB 4 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000311656000018 ER PT J AU Cohen, David Raffin, Marie Canitano, Roberto Bodeau, Nicolas Bonnot, Olivier Perisse, Didier Consoli, Angele Laurent, Claudine TI Risperidone or aripiprazole in children and adolescents with autism and/or intellectual disability: A Bayesian meta-analysis of efficacy and secondary effects SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 167 EP 175 DI 10.1016/j.rasd.2012.08.001 PD JAN-MAR 2013 PY 2013 AB Second-generation antipsychotics (SGAs) induce frequent adverse effects in children and adolescents with each compound appearing to have a specific adverse effect profile. Aripiprazole and risperidone are FDA-approved medications for behavioral disturbances associated with autism and/or intellectual disabilities (ID) in children and adolescents. Using Bayesian meta-analysis of all relevant studies (N = 8; 18 arms: 782 patients), we aimed to calculate odds ratios (OR) or mean average effects to assess efficacy, weight gain, metabolic changes, sedation, and extra-pyramidal syndrome (EPS) of the two compounds. Reporting was incomplete to assess metabolic changes. Compared to placebo, significant treatment-related increases were observed for: CGI response with aripiprazole (OR = 6.09.95% credible interval [2.3-12.63]) and risperidone (12.8 [5.57-27.33]); weight gain with aripiprazole (OR = 6.28[1.64-17.12]) and risperidone (7.76[1.88-25.2]); EPS with risperidone (OR = 3.72 [1.73-7.22]); and somnolence/sedation with aripiprazole (OR = 25.76 [1.29-112.3]) and risperidone (9.63 [3.52-22.79]). There were no significant differences between active compounds. We conclude that short term efficacy of risperidone and aripiprazole are similar for behavioral disturbances associated with autism and/or ID, and that secondary effects are frequent. More research should be conducted on metabolic changes as current literature is lacking compared to other indications in youths. (C) 2012 Elsevier Ltd. All rights reserved. TC 6 ZB 3 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000311656000019 ER PT J AU Hellinckx, Tinneke Roeyers, Herbert Van Waelvelde, Hilde TI Predictors of handwriting in children with Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 176 EP 186 DI 10.1016/j.rasd.2012.08.009 PD JAN-MAR 2013 PY 2013 AB During writing, perceptual, motor, and cognitive processes interact. This study explored the predictive value of several factors on handwriting quality as well as on speed in children with Autism Spectrum Disorder (ASD). Our results showed that, in this population, age, gender, and visual-motor integration significantly predicted handwriting quality, whereas age, reading abilities, and fine motor coordination had an impact on handwriting speed. These results indicate that, although reading abilities are often overlooked, handwriting remediation in children with ASD should tackle reading skills as well. (C) 2012 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000311656000020 ER PT J AU Tedroff, Kristina Eriksson, Jonna M. Bejerot, Susanne TI What has feet to do with it? Pes planus and medial arch height in adults with and without autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 187 EP 192 DI 10.1016/j.rasd.2012.08.006 PD JAN-MAR 2013 PY 2013 AB Individuals with autism have higher rates of minor physical anomalies (MPAs) than neurotypical persons. Minor physical anomalies are slight morphological deviations typically harmless and without cosmetic or medical importance to the individual but indicative of an underlying neurodevelopmental disorder. In genetic autism research the utilization of MPAs has been recommended. In the present study the prevalence of pes planus or flatfoot in adults with ASD compared to age and sex matched neurotypical adults was investigated with two different methods. A photograph of the feet was obtained from underneath while the subjects were standing on a glass table. From this imprint calculations were made. In addition the mtedial longitudinal foot arch was measured with a Verniper caliper. The ultimate purpose of this study was to evaluate if flatfoot deformity could be utilized as an MPA in ASD. In this cohort of nearly one hundred adults no one fulfilled the predefined criteria of a flatfoot diagnosis but a lower foot arch height was shown in individuals with ASD compared to controls, confirming the clinical impression. (C) 2012 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000311656000021 ER PT J AU Persicke, Angela Tarbox, Jonathan Ranick, Jennifer St Clair, Megan TI Teaching children with autism to detect and respond to sarcasm SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 193 EP 198 DI 10.1016/j.rasd.2012.08.005 PD JAN-MAR 2013 PY 2013 AB Previous research has demonstrated that children with autism often have difficulty using and understanding non-literal language (e.g., irony, sarcasm, deception, humor, and metaphors). Irony and sarcasm may be especially difficult for children with autism because the meaning of an utterance is the opposite of what is stated. The current study evaluated the effectiveness of a training package, including rules and in vivo multiple exemplar training, to teach three children with autism to detect and respond appropriately to sarcastic statements. The training package was effective and generalization was obtained across novel exemplars, settings, and people. (C) 2012 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000311656000022 ER PT J AU Hashim, Haitham Abdelrahman, Hadeel Mohammed, Doaa Karam, Rehab TI Association between plasma levels of transforming growth factor-beta 1, IL-23 and IL-17 and the severity of autism in Egyptian children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 7 IS 1 BP 199 EP 204 DI 10.1016/j.rasd.2012.08.007 PD JAN-MAR 2013 PY 2013 AB It has been recently shown that dysregulation of transforming growth factor-beta 1 (TGF-beta 1), IL-23 and IL-17 has been identified as a major factor involved in autoimmune disorders. Based on the increasing evidence of immune dysfunction in autism the aim of this study was to measure serum levels of TGF-beta 1, IL-23 and IL-17 in relation to the degree of the severity of autism. Serum TGF-beta 1, IL-23 and IL-17 were measured by Enzyme-linked Immunosorbent Assay technique in 50 autistic children aged 6-12 years, in comparison to 50 developmental disabilities and 50 typically developing-matched children. The severity of autism was assessed by using the Childhood Autism Rating Scale. We found that TGF-beta 1 and IL-23 levels were significantly decreased in the plasma of children with ASD in comparison to control groups (P < 0.0001 for both) with no significant difference in IL-17 levels. There was no correlation between IL-23 and TGF-beta 1 with IL-17 in children with ASD. There was a negative correlation between TGF-beta 1, IL-23 and IL-17 with the severity of autism (P < 0.0001, 0.0001, 0.005 respectively). Our results support the findings that immune dysfunction may occur in some children with autism. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000311656000023 ER PT J AU van der Meer, Larah Sutherland, Dean O'Reilly, Mark F. Lancioni, Giulio E. Sigafoos, Jeff TI A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1247 EP 1257 DI 10.1016/j.rasd.2012.04.005 PD OCT-DEC 2012 PY 2012 AB We compared acquisition of, and preference for, manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs) in four children with autism spectrum disorders (ASD). Intervention was introduced across participants in a non-concurrent multiple-baseline design and acquisition of the three communication modes was compared in an alternating treatments design. Children's preference for using MS. PE or the SGD was also assessed. With intervention, all four participants learned to make specific requests using at least one of the three communication modes. The children also showed a preference for one mode. These results extend previous studies by demonstrating (in four new children with ASD) differential acquisition of, and idiosyncratic preferences for, three commonly used alternative communication modes. The present results further suggest faster acquisition and better maintenance with the preferred mode. We conclude that children's preferences for MS. PE, and SGDs should be considered when designing and implementing augmentative and alternative communication interventions. (C) 2012 Elsevier Ltd. All rights reserved. TC 17 ZB 2 Z8 0 ZS 0 Z9 17 SN 1750-9467 UT WOS:000308731700001 ER PT J AU Achmadi, Donna Kagohara, Debora M. van der Meer, Larah O'Reilly, Mark F. Lancioni, Giulio E. Sutherland, Dean Lang, Russell Marschik, Peter B. Green, Vanessa A. Sigafoos, Jeff TI Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1258 EP 1264 DI 10.1016/j.rasd.2012.05.005 PD OCT-DEC 2012 PY 2012 AB We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication. (C) 2012 Elsevier Ltd. All rights reserved. TC 12 ZB 7 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000308731700002 ER PT J AU Ito, Hiroyuki Tani, Iori Yukihiro, Ryoji Adachi, Jun Hara, Koichi Ogasawara, Megumi Inoue, Masahiko Kamio, Yoko Nakamura, Kazuhiko Uchiyama, Tokio Ichikawa, Hironobu Sugiyama, Toshiro Hagiwara, Taku Tsujii, Masatsugu TI Validation of an interview-based rating scale developed in Japan for pervasive developmental disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1265 EP 1272 DI 10.1016/j.rasd.2012.04.002 PD OCT-DEC 2012 PY 2012 AB The pervasive developmental disorders (PDDs) Autism Society Japan Rating Scale (PARS), an interview-based instrument for evaluating PDDs, has been developed in Japan with the aim of providing a method that (1) can be used to evaluate PDD symptoms and related support needs and (2) is simpler and easier than the currently used "gold standard" instruments such as the Autism Diagnostic Interview-Revised (ADI-R). We examined the reliability and validity of PARS on the basis of data from 572 participants (277 PDD patients and 295 nonclinical controls). Inter-rater reliability was sufficient at both the item and scale level. Factor analysis extracted four subscales, for which internal consistency was found to be high. The sub and total scores of PARS showed correlations with the domain and total scores of ADI-R, in line with theoretical prediction, indicating the convergent validity of PARS. A receiver operating characteristic analysis showed that PARS has good discriminative validity in differentiating between PDD patients and nonclinical controls, regardless of intellectual capacity. Considering that PARS can be easily implemented by professionals with appropriate knowledge regarding PDDs, PARS may be superior to the existing instruments in terms of cost performance. (C) 2012 Elsevier Ltd. All rights reserved. TC 8 ZB 3 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000308731700003 ER PT J AU Fava, Leonardo Vicari, Stefano Valeri, Giovanni D'Elia, Lidia Arima, Serena Strauss, Kristin TI Intensive Behavioral Intervention for school-aged children with autism: Una Breccia nel Muro (UBM)-A Comprehensive Behavioral Model SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1273 EP 1288 DI 10.1016/j.rasd.2012.03.011 PD OCT-DEC 2012 PY 2012 AB Although, reviews and outcome research supports empirical evidence for Early Intensive Behavior Intervention in pre-scholars, intensive behavioral service provision for school-aged children with autism spectrum disorders (ASD) are less subject to research studies. In order to provide effective behavioral interventions for school-aged children it was first necessary to comprehend key variables that are common to empirically validated programs and to tailor the to the needs of older children and their families in community settings. The proposed Comprehensive Behavioral Model "Una Breccia nel Muro" (UBM) includes individualized assessment and skill building, treatment provision in inclusive setting and cross-service collaboration, parent inclusion and support, and intensive training for parents, staff as well as school teachers. (C) 2012 Elsevier Ltd. All rights reserved. RI Vicari, Stefano/J-3008-2012 TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000308731700004 ER PT J AU Melogno, Sergio Pinto, Maria Antonietta Levi, Gabriel TI Metaphor and metonymy in ASD children: A critical review from a developmental perspective SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1289 EP 1296 DI 10.1016/j.rasd.2012.04.004 PD OCT-DEC 2012 PY 2012 AB The aim of the present article is to critically review the experimental research in the domain of metaphor and metonymy competencies in Autism Spectrum Disorders (ASD) children. After providing some basic definitions of metaphor and metonymy, we consider some major points emerging from studies on metaphorical and metonymical competencies in typical child development. Then, we review a number of emblematic studies concerning the relationship between autism and metaphor and metonymy, starting from the pioneering clinical studies by Kanner and Asperger in the 1940s, We also critically analyze experimental research on these same topics starting from the 1990s. The discussion highlights some major points emerging from recent experimental research and outlines possible perspectives for future research. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000308731700005 ER PT J AU Stampoltzis, Aglaia Papatrecha, Virginia Polychronopoulou, Stavroula Mavronas, Dimitris TI Developmental, familial and educational characteristics of a sample of children with Autism Spectrum Disorders in Greece SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1297 EP 1303 DI 10.1016/j.rasd.2012.05.004 PD OCT-DEC 2012 PY 2012 AB The aim of this study is to describe the developmental, familial and educational characteristics of 91 children with a clinical diagnosis of autism spectrum disorders (ASDs), from one educational district of Athens, Greece. Records of the 91 children, aged 4-14 years old, were examined with respect to sex, age of diagnosis, type of ASDs, school placement, co-existing disorders, parental ages, type of conception, prematurity and birth order. The results indicated that the boy:girl ratio was 4.3:1 while the average age of diagnosis was 6 years which implies a delay in the early detection of ASDs. Children with typical autism constituted 80% of the sample, while the Asperger group constituted 20%. The majority of pupils were served in general education, and only a small percentage attended special schools. The preferable type of support was one-to-one support in the classroom (47%). Among the most common disorders that coexist with the ASDs was ADHD, epilepsy, dyslexia and learning difficulties. Interesting findings were obtained for the advanced parental age, birth order and the relationship of assisted conception and premature birth with the presence of autism. The present study offers some useful insights about the characteristics of ASDs in a Greek school-based sample. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000308731700006 ER PT J AU Bean, Jessica L. Eigsti, Inge-Marie TI Assessment of joint attention in school-age children and adolescents SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1304 EP 1310 DI 10.1016/j.rasd.2012.04.003 PD OCT-DEC 2012 PY 2012 AB Joint attention (JA), the ability to share attention to an object or event with another person, is one of the earliest identified deficits in autism spectrum disorders (ASD) and directly influences language and social development. There are several effective assessments of JA for young children (e.g., Mundy et al., 2003), but none are appropriate for school-age or adolescence. We developed a measure of response to JA and assessed individuals with ASD (n = 18) and typical development (n = 24), ages 7 to 17. Six naturalistic prompts were interleaved throughout a testing session. Discriminative validity was high: there was a broad range for both groups, though scores were lower for children with ASD. Scores in the ASD group were associated with receptive language, symptomatology, and theory of mind. Reliability across examiners was high (kappa = .875). This measure, which requires no special equipment and minimal training, was useful in capturing JA skills in older individuals with and without ASD. Further, scores were associated with theoretically related skills, indicating high external validity. Given the powerful developmental sequelae and numerous interventions for JA, this measure offers a longitudinal assessment opportunity. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000308731700007 ER PT J AU Gurkan, C. Kagan Hagerman, Randi J. TI Targeted treatments in autism and fragile X syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1311 EP 1320 DI 10.1016/j.rasd.2012.05.007 PD OCT-DEC 2012 PY 2012 AB Autism is a neurodevelopmental disorder consisting of a constellation of symptoms that sometimes occur as part of a complex disorder characterized by impairments in social interaction, communication and behavioral domains. It is a highly disabling disorder and there is a need for treatment targeting the core symptoms. Although autism is accepted as highly heritable, there is no genetic cure at this time. Autism is shown to be linked to several genes and is a feature of some complex genetic disorders, including fragile X syndrome (FXS), fragile X premutation involvement, tuberous sclerosis and Rat syndrome. The term autism spectrum disorders (ASDs) covers autism, Asperger syndrome and pervasive developmental disorders (PDD-NOS) and the etiologies are heterogeneous. In recent years, targeted treatments have been developed for several disorders that have it known specific genetic cause leading to autism. Since there are significant molecular and neurobiological overlaps among disorders, targeted treatments developed for a specific disorder may be helpful in ASD of unknown etiology. Examples of this are two drug classes developed to treat FXS, Arbaclofen, a GABA(B) agonist, and mGluR5 antagonists, and both may be helpful in autism without FXS. The mGluR5 antagonists are also likely to have a benefit in the aging problems of fragile X premutation carriers, the fragile X-associated tremor ataxia syndrome (FXTAS) and the Parkinsonism that can occur in aging patients with fragile X syndrome. Targeted treatments in FXS which has a well known genetic etiology may lead to new targeted treatments in autism. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000308731700008 ER PT J AU Young, Kristen L. Boris, Ashley L. Thomson, Kendra M. Martin, Garry L. Yu, C. T. TI Evaluation of a self-instructional package on discrete-trials teaching to parents of children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1321 EP 1330 DI 10.1016/j.rasd.2012.05.001 PD OCT-DEC 2012 PY 2012 AB The purpose of this research was to evaluate a self-instructional package (Fazzio & Martin, 2007) to train parents of children with autism to conduct discrete-trials teaching (DTT). In Study 1, we investigated the effectiveness of a self-instructional manual and a self-instructional video for teaching five parents of children with autism to correctly apply DTT to teach three tasks to a confederate who role-played a child with autism, and to their own child when possible. Following an average of 4.76 h of training, the package produced a strong effect with three parents and a weak effect with two parents. In Study 2, we investigated the effectiveness of the self-instructional manual combined with role-playing and feedback, plus the self-instructional video, for teaching an additional five parents. Following an average of 4.68 h of training, all five parents demonstrated large, clinically significant gains in their performance of DTT, both with a confederate as well as with their own child, with a minimal investment of one-on-one instructor time. These results suggest that the training package in Study 2 has considerable potential as an effective, efficient and acceptable method of training parents of children with autism to apply DTT. (C) 2012 Elsevier Ltd. All rights reserved. RI Yu, C.T./D-1731-2014 TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000308731700009 ER PT J AU Afshari, Javad TI The effect of perceptual-motor training on attention in the children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1331 EP 1336 DI 10.1016/j.rasd.2012.05.003 PD OCT-DEC 2012 PY 2012 AB The present study attempted to investigate the effect of perceptual-motor training on attention in children with autism spectrum disorders. The participants (20 girls and 20 boys) were divided into experimental and control groups. They were selected from among 85 subjects after primary tests to be matched. The design of the study was quasi-experimental including an independent variable, a pretest and a posttest. After considering the research hypotheses using descriptive statistics and one-way Analysis of Covariance (ANCOVA), the results suggested a significant difference in posttest scores of experimental and control groups after independent variable being applied. The results also showed that perceptual-motor trainings for children with autism increase their attention because of the impact they have on increasing neurological and cognitive function. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000308731700010 ER PT J AU Hodge, Danelle Parnell, Andrea M. N. Hoffman, Charles D. Sweeney, Dwight P. TI Methods for assessing sleep in children with autism spectrum disorders: A review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1337 EP 1344 DI 10.1016/j.rasd.2012.05.009 PD OCT-DEC 2012 PY 2012 AB A literature review completed by Bauer and Blunden (2008) determined that compared to objective measures, subjective assessments of sleep for typically developing children (e.g., parental reports) were of limited utility. No comparable literature review has been undertaken to determine whether subjective measures are appropriate for assessing sleep in children with autism spectrum disorders (ASD). Such a review is necessary as children with ASD have more sleep problems than typically developing children and children's sleep difficulties can negatively affect the child and other family members. It is, therefore, important to have measures of sleep for children with ASD that can reliably detect sleep problems and track improvements in sleep. This literature review described frequently used measures of children's sleep and evaluated their utility for assessing sleep in children with ASD. It was determined that, with the exception of sleep latency, parents' reports of children's sleep are not consistently associated with objective measures of children's sleep. This was true for single-item parent-reports and for a widely used multi-item parent-report measure of children's sleep. Limitations of objective sleep measures (e.g., polysomnography, actigraphy), including the inability of children with ASD to tolerate such methods, are described. (C) 2012 Elsevier Ltd. All rights reserved. TC 3 ZB 3 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000308731700011 ER PT J AU Grondhuis, Sabrina N. Aman, Michael G. TI Assessment of anxiety in children and adolescents with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1345 EP 1365 DI 10.1016/j.rasd.2012.04.006 PD OCT-DEC 2012 PY 2012 AB Anxiety disorders are among the most common comorbid conditions in children and adolescents with autism spectrum disorders (ASDs), although assessment presents unique challenges. Many symptoms of anxiety appear to overlap with common presentations of autism. Furthermore, deficits in language and cognitive functioning make it difficult for such children to convey their emotional states accurately. A comprehensive review of the recent literature was conducted to assay the types and rates of use of tools for evaluating anxiety symptoms in children and adolescents with ASDs. We identified strengths and weaknesses in existing scales, identified instruments that (although imperfect) seem to have a good coverage for youngsters with ASDs, recommended strategies for studying anxiety in these youth, and offered suggestions for future scale development. (C) 2012 Elsevier Ltd. All rights reserved. TC 12 ZB 5 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000308731700012 ER PT J AU Plavnick, Joshua B. Ferreri, Summer J. TI Collateral effects of mand training for children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1366 EP 1376 DI 10.1016/j.rasd.2012.05.008 PD OCT-DEC 2012 PY 2012 AB Proponents of the verbal behavior approach to instruction for individuals with autism have identified mand training as a starting point for early intervention. Mand training is a process whereby the learner is taught to request highly preferred items under conditions when those items are most valuable. A hypothesized benefit of this approach is that mand training has a collateral effect on nontargeted behavior, though empirical support for this hypothesis is currently tenuous. The present investigation examined the collateral effects of vocal mand training compared to vocal request training for 3 previously nonvocal children with autism. Levels of orienting toward a speaker, compliance with instruction, and overall problem behavior were measured across experimental conditions and analyzed using an alternating treatment design. Results indicate that problem behavior for all participants occurred at lower levels during mand training than request training and that the level of nontargeted social behavior (i.e., orienting and compliance) was higher during mand training for 2 participants and was similar across both conditions for the final participant. The results support the hypothesis that mand training can have a collateral impact on nontargeted behavior, though explicit instruction of social behaviors may also need to be embedded within mand training procedures. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000308731700013 ER PT J AU Palmen, Annemiek Didden, Robert TI Task engagement in young adults with high-functioning autism spectrum disorders: Generalization effects of behavioral skills training SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1377 EP 1388 DI 10.1016/j.rasd.2012.05.010 PD OCT-DEC 2012 PY 2012 AB This study evaluated the effectiveness of a behavioral skills training package on task engagement in six young adults with high-functioning ASD who worked in a regular job-training setting. Experimental sessions were implemented in a small-group training format in a therapy room using unknown tasks. Data were collected on participant's off-task behavior and questions for help as well as on staffs behavior in the regular setting during regular job tasks (i.e.. generalization). Intervention consisted of discrimination training, self-management strategies, behavioral practice, corrective feedback, and reinforcement. Following intervention, a significant decrease was found in percentage off-task behavior in the regular setting while performing regular job tasks. No changes were found in questions for help by participants or in behavior of staff. Effects were maintained at 6-week follow-up and at 6-month follow-up outcomes were still beneath baseline levels. Findings are discussed in relation to future research. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000308731700014 ER PT J AU Cardon, Teresa A. TI Teaching caregivers to implement video modeling imitation training via iPad for their children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1389 EP 1400 DI 10.1016/j.rasd.2012.06.002 PD OCT-DEC 2012 PY 2012 AB Children with autism fail to imitate from an early age and this lack of imitation is a salient diagnostic marker for the disorder. For children with Autism Spectrum Disorder (ASD), increased imitation skills appear to be related to increased skill development in a variety of areas. Video modeling was recently validated as a technique to support imitation acquisition in young children with autism. The purpose of this research was to determine if there is a functional relation between caregiver implemented Video Modeling Imitation Training (VMIT) via iPad and increased imitation skills in young children with autism. In addition, a secondary analysis of language development after exposure to VMIT was also conducted. A multiple baseline design across four caregivers and their children with autism was implemented. Results indicated that all four caregivers were able to successfully create video models on an iPad when provided with minimal training and implement VMIT with fidelity for their children. All four children made substantial gains in their imitation skills during caregiver implemented treatment. Imitation skills maintained post treatment and, to varying degrees, generalized to imitation of live models. Expressive language skills increased to varying degrees for all participants. (C) 2012 Elsevier Ltd. All rights reserved. TC 6 ZB 0 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000308731700015 ER PT J AU Tudor, Megan E. DeVincent, Carla J. Gadow, Kenneth D. TI Prenatal pregnancy complications and psychiatric symptoms: Children with ASD versus clinic controls SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1401 EP 1405 DI 10.1016/j.rasd.2012.06.001 PD OCT-DEC 2012 PY 2012 AB The current study examined the association between prenatal pregnancy complications (PPC) and childhood psychiatric symptoms in children with an autism spectrum disorder (ASD) and non-ASD children who were referred to a psychiatric clinic (Controls). Parents completed a DSM-IV-referenced rating scale and developmental history questionnaire. Participants were classified as having >= 1 PPC (+PPC) versus none (-PPC). Children with ASD were significantly more likely to have PPC than Controls. Intra-group comparisons demonstrated that children in the ASD + PPC group had more severe anxiety than ASD/-PPC group. The Control + PPC group obtained higher symptom ratings of inattention., hyperactivity, and oppositional behavior than Control/-PPC. Children in the ASD + PPC group were rated as having more severe anxiety and depression symptoms than Control + PPC. Dissimilar associations in ASD and non-ASD samples were found, suggesting divergent pathogenic processes in different clinical phenotypes. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000308731700016 ER PT J AU Horovitz, Max Matson, Johnny L. Barker, Alyse TI The relationship between symptoms of autism spectrum disorders and psychotropic medication use in infants and toddlers SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1406 EP 1411 DI 10.1016/j.rasd.2011.05.013 PD OCT-DEC 2012 PY 2012 AB Little research has been conducted to date on the relationship between psychotropic medication use and autism spectrum disorders (ASDs). Participants in the current study were placed into one of four groups: ASD on psychotropic medications (N = 33), ASD off psychotropic medications (N = 45), atypically developing on psychotropic medications (N = 30) and atypically developing off psychotropic medications (N = 45). Severity of autistic symptoms were compared between the groups based on total scores on the Baby and Infant Screen for Children with aUtIsm Traits, Part 1(BISCUIT Part-1). Toddlers with ASD on psychotropic medications had significantly higher ratings than any other group. No such relationship was found within the atypically developing group. The results suggest a relationship between psychotropic medication use and severity of autistic symptoms in infants and toddlers. Implications of these results are discussed. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000308731700017 ER PT J AU Matson, Johnny L. Tureck, Kimberly Turygin, Nicole Beighley, Jennifer Rieske, Robert TI Trends and topics in Early Intensive Behavioral Interventions for toddlers with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1412 EP 1417 DI 10.1016/j.rasd.2012.02.010 PD OCT-DEC 2012 PY 2012 AB The use of applied behavior analysis (ABA) to treat persons with autism goes back several decades. Many specific target behaviors and intervention strategies have been developed. In the last two decades the most heavily studied of these methods has been Early Intensive Behavioral Interventions (EIBI). This package of ABA methods is unique in two ways. First, a broad range of target behaviors are trained for 20-40 h per week. This training is much more treatment per week than what is described in most ABA studies. Second, the children treated are typically 2-3 years of age, which is younger than for most ABA research. Reviews of EIBI have typically focused on the efficacy of the methods. These are important, but at present we argue that these methods are effective. This paper is different in that it looks at current trends such as generalization, parent training, factors that mitigate against effective treatment and the need for follow-up and booster treatment. (C) 2012 Elsevier Ltd. All rights reserved. TC 9 ZB 0 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000308731700018 ER PT J AU Kasner, Melanie Reid, Greg MacDonald, Cathy TI Evidence-based practice: Quality indicator analysis of antecedent exercise in autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 4 BP 1418 EP 1425 DI 10.1016/j.rasd.2012.02.001 PD OCT-DEC 2012 PY 2012 AB The purpose of the research was to conduct a quality indicator analysis of studies exploring the effects of antecedent exercise on self-stimulatory behaviors of individuals with autism spectrum disorders (ASD). Educational Resources Information Center (ERIC), Google Scholar, SPORTDiscus, PsychINFO, and PubMed/MedLine databases from 1980 to October 2010 and reference lists of included articles were searched. Twelve research studies employing group experimental (Gersten et al., 2005) or single-subject designs (Horner et al., 2005) met inclusion criteria. Each study was assessed for the presence and clarity of quality indicators. Group experimental and single-subject designs met 48% and 82% of quality indicators, respectively. This suggests that the effects of antecedent exercise on self-stimulatory behaviors of individuals with ASD is incomplete and claims of exercise being an evidence-based practice are premature. Several indicators were difficult to interpret or lacking clear definitions. Recommendations for clarifying and applying the quality indicators are offered. (C) 2012 Elsevier Ltd. All rights reserved. TC 4 ZB 0 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000308731700019 ER PT J AU Matson, Johnny L. Worley, Julie A. Kozlowski, Alison M. Chung, Kyong-Mee Jung, Woohyun Yang, Jae-won TI Cross cultural differences of parent reported social skills in children with autistic disorder: An examination between South Korea and the United States of America SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 971 EP 977 DI 10.1016/j.rasd.2011.07.019 PD JUL-SEP 2012 PY 2012 AB Symptoms of Autism Spectrum Disorders are universally accepted; however, the reported severity of symptoms may be sensitive to cultural differences. Therefore, the aim of the current study was to examine the differences in reported symptoms of appropriate and inappropriate social skills between children and adolescents from South Korea (SK) and the United States (US). Scores on the three subscales of the Matson Evaluation of Social Skills with Youngsters, Second Edition (MESSY-II) were compared between 147 participants from either SK (n = 49) or the US (n = 98). Children and adolescents from the two countries scored statistically different from each other on the Hostile, Adaptive/Appropriate, and Inappropriately Assertive subscales. However, the mean scores for participants from the two countries fell into the same impairment level on the MESSY-II, indicating no clinically significant differences. The implications of these results are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000305107400001 ER PT J AU Graudins, Maija M. Rehfeldt, Ruth Anne DeMattei, Ronda Baker, Jonathan C. Scaglia, Fiorella TI Exploring the efficacy of behavioral skills training to teach basic behavior analytic techniques to oral care providers SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 978 EP 987 DI 10.1016/j.rasd.2011.12.010 PD JUL-SEP 2012 PY 2012 AB Performing oral care procedures with children with autism who exhibit noncompliance can be challenging for oral care professionals. Previous research has elucidated a number of effective behavior analytic procedures for increasing compliance, but some procedures are likely to be too time consuming and expensive for community-based oral care providers to adopt. The purpose of this study was to use Behavioral Skills Training to teach dental hygiene students and staff to implement basic function-based behavior analytic strategies to reduce noncompliance and increase their success in performing oral care exams and cleanings in vivo. All participants rapidly acquired the techniques and used them effectively during exams and cleanings following BST, and skills generalized to their completion of an X-ray procedure with several children with autism. The number of steps attempted in all procedures increased relative to baseline for all participants. (C) 2012 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000305107400002 ER PT J AU Chuang, I-Ching Tseng, Mei-Hui Lu, Lu Shieh, Jeng-Yi TI Sensory correlates of difficult temperament characteristics in preschool children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 988 EP 995 DI 10.1016/j.rasd.2012.01.002 PD JUL-SEP 2012 PY 2012 AB This study was aimed to investigate the rate of co-occurring sensory processing (SP) dysfunction in children with autism who had a difficult temperament characteristics, and the relationship between SP dysfunction and temperament characteristics in preschool children with autism. A total of 111 children aged 48-84 months, 67 children with autism and 44 age-matched typically developing children, participated in this study. Results of the study indicated that SP dysfunction was prevalent in children with autism who had difficult temperament characteristics, and that different SP patterns were associated with different temperament characteristics in preschool children with autism. In summary, the present findings highlight the importance of evaluating SP patterns in addition to assessing temperament in children with autism in order for clinicians to plan appropriate intervention programs and support children's participation in their daily lives. Furthermore, the knowledge of the relationship between difficult temperament characteristics and SP dysfunction of the child can foster parental appreciation of individual differences in children, provide parents effective strategies to manage children's behaviors, and promote adaptive parent-child interaction. (C) 2012 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000305107400003 ER PT J AU Edwards, Timothy L. Watkins, Erin E. Lotfizadeh, Amin D. Poling, Alan TI Intervention research to benefit people with autism: How old are the participants? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 996 EP 999 DI 10.1016/j.rasd.2011.11.002 PD JUL-SEP 2012 PY 2012 AB We determined the reported ages of participants with autism (or autism spectrum disorders) in 146 intervention research studies published recently in four prominent journals. Most participants were between two and eight years of age and only 1.7% of them were 20 or more years of age. These findings suggest that the special needs of older people with autism have generated little interest among researchers, which is arguably an unfortunate oversight. (C) 2011 Elsevier Ltd. All rights reserved. TC 6 ZB 2 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000305107400004 ER PT J AU Gregory, Michael D. Mandelbaum, David E. TI Evidence of a faster posterior dominant EEG rhythm in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1000 EP 1003 DI 10.1016/j.rasd.2012.01.001 PD JUL-SEP 2012 PY 2012 AB Multiple electroencephalography (EEG) abnormalities have been associated with autism. In the course of clinical work, we have observed a posterior dominant EEG rhythm at higher frequency in children with autism. To test this observation, 56 EEG tracings of children with autism were compared to the EEGs of age-matched controls. Children with autism showed a posterior dominant EEG rhythm (PDR) of 9.00 Hz versus 8.60 Hz for controls (p = 0.014). This difference was greater at younger ages. Neural correlates of an increased alpha frequency are unclear. This may represent pathology in cortical-thalamic circuits, default mode network, dorsal attention network and/or occipital visual networks. Examination of changes in these circuits in autism may be a worthwhile area for future research. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 2 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000305107400005 ER PT J AU Lang, Russell O'Reilly, Marl Healy, Olive Rispoli, Mandy Lydon, Helena Streusand, William Davis, Tonya Kang, Soyeon Sigafoos, Jeff Lancioni, Giulio Didden, Robert Giesbers, Sanne TI Sensory integration therapy for autism spectrum disorders: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1004 EP 1018 DI 10.1016/j.rasd.2012.01.006 PD JUL-SEP 2012 PY 2012 AB Intervention studies involving the use of sensory integration therapy (SIT) were systematically identified and analyzed. Twenty-five studies were described in terms of: (a) participant characteristics, (b) assessments used to identify sensory deficits or behavioral functions, (c) dependent variables, (d) intervention procedures, (e) intervention outcomes, and (f) certainty of evidence. Overall, 3 of the reviewed studies suggested that SIT was effective, 8 studies found mixed results, and 14 studies reported no benefits related to SIT. Many of the reviewed studies, including the 3 studies reporting positive results, had serious methodological flaws. Therefore, the current evidence-base does not support the use of SIT in the education and treatment of children with autism spectrum disorders (ASD). Practitioners and agencies serving children with ASD that endeavor, or are mandated, to use research-based, or scientifically-based, interventions should not use SIT outside of carefully controlled research. (C) 2012 Elsevier Ltd. All rights reserved. TC 22 ZB 3 Z8 2 ZS 0 Z9 24 SN 1750-9467 UT WOS:000305107400006 ER PT J AU Herguner, Sabri Harmanci, Hatice Herguner, Arzu Toy, Harun TI Autistic traits in women with polycystic ovary syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1019 EP 1022 DI 10.1016/j.rasd.2012.01.003 PD JUL-SEP 2012 PY 2012 AB Several studies suggested that prenatal androgen exposure might contribute to development of polycystic ovary syndrome (PCOS). The androgen theory of autism proposes that autism spectrum conditions (ASC) are in part due to elevated fetal testosterone levels. Furthermore, higher rates of androgen-related conditions including PCOS are reported in women with ASC. In this study, we aimed to measure the autistic traits in women with PCOS. Forty females who had a diagnosis of PCOS were recruited for the study group. For comparison, 40 healthy age - and Body Mass Index (BMI) - matched women who had regular menses were included. All participants completed the Autism-Spectrum Quotient (AQ). There were no significant differences in age, education, and BMI between groups. Total AQ and communication scores were statistically higher in females with PCOS. Although social skills, imagination, attention to detail and attention switching scores were higher in women with PCOS, these did not reach significance. This study showed that autistic traits were higher in women with PCOS than healthy controls which supports that prenatal exposure to high levels of androgen may be involved in development of ASC. (C) 2012 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000305107400007 ER PT J AU Tregnago, Megan K. Cheak-Zamora, Nancy C. TI Systematic review of disparities in health care for individuals with autism spectrum disorders in the United States SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1023 EP 1031 DI 10.1016/j.rasd.2012.01.005 PD JUL-SEP 2012 PY 2012 AB Authors conducted a systematic review of the literature to determine whether differences exist for children with ASD versus children without ASD in the utilization, accessibility, and cost of their health care services. Population and outcome variables of interest were used to search for articles in Medline and PsycInfo databases. Thirteen studies comparing ASD and other groups of children without ASD were reviewed. A review of these publications revealed that children with ASD have higher health care utilization and costs, and worse access to care and medical homes. These results have implications for autism research and insurance policy to reduce health care utilization and costs, and ensure proper insurance coverage. (C) 2012 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000305107400008 ER PT J AU Khakzad, Mohammad Reza Javanbakht, Maryam Shayegan, Mohammad Reza Kianoush, Sina Omid, Fatemeh Hojati, Maryam Meshkat, Mojtaba TI The complementary role of high sensitivity C-reactive protein in the diagnosis and severity assessment of autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1032 EP 1037 DI 10.1016/j.rasd.2011.10.002 PD JUL-SEP 2012 PY 2012 AB C-reactive protein (CRP) is a beneficial diagnostic test for the evaluation of inflammatory response. Extremely low levels of CRP can be detected using high-sensitivity CRP (hs-CRP) test. A considerable body of evidence has demonstrated that inflammatory response has an important role in the pathophysiology of autism. In this study, we evaluated and compared hs-CRP levels between autistic and intellectually normal individuals. Clinical data of 39 autistic and 30 age-matched intellectually normal individuals (control group) were recorded. Patients were divided into two groups (mild-to-moderate and severe) according to childhood autism rating scale. Then serum hs-CRP concentrations were measured and compared between two groups. Also, the correlation between hs-CRP concentration and the severity of autism was determined. The mean concentration of hs-CRP in children with autism (540.1 +/- 1125.5 ng/ml) was significantly (P < 0.0001) higher than control group (1.3 +/- 1.0 ng/ml). In severe autism, the mean level of hs-CRP (985.1 +/- 1432.1 ng/ml) was significantly (P = 0.008) higher than the mean level of hs-CRP in patients with mild-to-moderate autism (147.1 +/- 60.4 ng/ml). There was a positive correlation between hs-CRP concentration and autism severity (r = 0.34: P = 0.039). These findings affirm the role of inflammation in autism. (C) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000305107400009 ER PT J AU Dereu, Mieke Roeyers, Herbert Raymaekers, Ruth Warreyn, Petra TI Exploring individual trajectories of social communicative development in toddlers at risk for autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1038 EP 1052 DI 10.1016/j.rasd.2011.12.003 PD JUL-SEP 2012 PY 2012 AB Whilst impairments in joint attention, imitation, and pretend play are well documented in children with autism spectrum disorder (ASD), the developmental trajectories of these symptoms remain unknown. The main objective was to explore these trajectories in a sample of children at risk for ASD between the ages of 2 and 4 years. After screening positive for ASD, 17 children were prospectively followed with 6-monthly assessments of social communicative skills and general development. During this study, 9 children were diagnosed with ASD. Results showed that there was growth in imitation skills and in pretend play ability. Also, a slightly increased amount of initiation of joint attention was noted. However, the quality of joint attention behaviours did not significantly improve and growth rates did not significantly differ between children with ASD and non-ASD cases. There was a great intra-individual variability, especially in the performances on the imitation tasks. Also interindividual variability was apparent: some children with ASD showed a delayed development of imitation or pretend play, whereas others had a more clearly deviant developmental profile. The importance of looking at individual trajectories and variability in the study of social communicative development in children with ASD is discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000305107400010 ER PT J AU Johnson, Ashley L. Gillis, Jennifer M. Romanczyk, Raymond G. TI A brief report: Quantifying and correlating social behaviors in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1053 EP 1060 DI 10.1016/j.rasd.2012.01.004 PD JUL-SEP 2012 PY 2012 AB The current study investigated social behaviors, including initiating joint attention (IJA), responding to joint attention (RJA), social orienting, and imitation in 14 children with an autism spectrum disorder (ASD) compared to 12 typically developing children (TD). Results indicated that IJA and RJA were positively correlated with social orienting in both groups, replicating previous results with greater precision through the use of eye-tracking technology. Additionally, results supported the novel hypothesis that social orienting and imitation would be positively correlated in the ASD group, but not in the TD group. Joint attention and imitation were not significantly correlated in either group. Through the use of objective and automated eye gaze measurement more precise information is provided concerning the relation among commonly impaired social behaviors in children with ASD. (C) 2012 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000305107400011 ER PT J AU Cardon, Teresa Azuma, Tamiko TI Visual attending preferences in children with autism spectrum disorders: A comparison between live and video presentation modes SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1061 EP 1067 DI 10.1016/j.rasd.2012.01.007 PD JUL-SEP 2012 PY 2012 AB Visual attending patterns of children with ASD differ from those of typically developing (TD) children. Children with ASD spend less time visually attending to relevant people and stimuli than do TD children. Impaired visual attending patterns can greatly decrease the effectiveness of therapy. The purpose of the present study was to evaluate the effect of presentation modality on the visual attending profiles of children with ASD and typically developing (TD) peers. In the study, the children watched puppet shows presented in two presentation modes: live (in person) and video. The amount of time that the children visually attended to the puppet shows was measured. Overall, typically developing children visually attended significantly longer to the shows than the children with ASD. Both children with ASD and TD children attended longer to the video presentations than to the live presentations. All of the children with ASD showed a visual preference for the video presentation relative to the live presentation. The results show that visual attending of children with ASD can be influenced by presentation mode. Establishing the variables that increase visual attending may improve the effectiveness of intervention techniques developed for individuals with ASD. (C) 2012 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000305107400012 ER PT J AU Park, Subin Cho, Soo-Churl Cho, In Hee Kim, Boong-Nyun Kim, Jae-Won Shin, Min-Sup Chung, Un-Sun Park, Tae-Won Son, Jung-Woo Yoo, Hee Jeong TI Sleep problems and their correlates and comorbid psychopathology of children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1068 EP 1072 DI 10.1016/j.rasd.2012.02.004 PD JUL-SEP 2012 PY 2012 AB This study examined sleep problems and their correlates and comorbid psychopathology in children with autism spectrum disorders (ASDs). Participants consisted of 166 ASD children and 111 unaffected siblings aged 4-15 years. Parents completed a self-administered child sleep questionnaire. Of the children with ASDs, 47.0% (78/166) had at least one sleep problem. Children with ASDs were more likely to have bedtime resistance (OR 2.72, 95% CI 1.02-7.21), insomnia (OR 4.07, 95% CI 1.60-10.35), and daytime sleepiness (OR 7.62, 95% CI 1.17-49.38) compared to their unaffected siblings. Among children with ASDs, multivariate logistic regression analyses indicated that communication abnormalities and repetitive stereotyped behaviors were associated with increased risk of sleep problems. ASD children with sleep problems were more likely to have withdrawal problems, somatizing problems, aggressive behaviors, internalizing problems, externalizing problems, and total behavioral problems compared to those without sleep problems. Sleep problems are prevalent in children with ASDs and are associated with both internalizing and externalizing problems. Clinicians should pay close attention to sleep problems when assessing and treating autistic behaviors. (C) 2012 Elsevier Ltd. All rights reserved. RI Yoo, Hee Jeong/J-5555-2012; Shin, Min Sup/J-5521-2012 TC 4 ZB 2 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000305107400013 ER PT J AU Thomson, Kendra M. Martin, Garry L. Fazzio, Daniela Salem, Sandra Young, Kristen Yu, C. T. TI Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1073 EP 1082 DI 10.1016/j.rasd.2012.02.005 PD JUL-SEP 2012 PY 2012 AB A widely used method for teaching children with autism is applied behavior analysis (ABA), and a main component of ABA programming is discrete-trials teaching (DTF). Using a modified multiple-baseline design across participants, we assessed the effectiveness of a DTT self-instructional package (Fazzio & Martin, 2007) for teaching four pairs of newly hired ABA tutors how to apply 21 components of DTT to teach three tasks to a confederate role-playing a child with autism. In Phase 1 (baseline), tutors attempted to teach the three tasks to the confederate. In Phase 2 (manual), tutors mastered a 37-page self-instructional manual and attempted to teach the same three tasks to the confederate. If tutors did not meet a DTT mastery criterion of 80% after studying the manual they watched a 17-min video of an expert in DTT modeling the teaching of a task (Fazzio, 2007), and then once again attempted to teach the three tasks to the confederate. The results were very positive, and they indicate that the training package is a practical, economical and efficient method of instructing newly hired tutors in ABA programs for children with autism. (C) 2012 Elsevier Ltd. All rights reserved. RI Yu, C.T./D-1731-2014 TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000305107400014 ER PT J AU Fentress, Genevieve M. Lerman, Dorothea C. TI A comparison of two prompting procedures for teaching basic skills to children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1083 EP 1090 DI 10.1016/j.rasd.2012.02.006 PD JUL-SEP 2012 PY 2012 AB We compared two prompting techniques that are commonly used to teach individuals with autism. In the "most-to-least" (MTL) prompting condition, the therapist initially delivered the most intrusive prompt necessary to achieve a correct response. Prompts were gradually faded across subsequent trials, while errors resulted in the provision of increasingly more intrusive prompts. Prompt fading occurred in the same manner for the "no-no-prompt" (NNP) condition; however, the therapist presented the initial instruction up to two times before delivering a prompt. Four children with autism participated. Rate of skill mastery, frequency of errors, and maintenance of skills under the two prompting conditions were compared via combined multielement and multiple baseline designs. Although the NNP method resulted in faster skill acquisition, MTL prompting was associated with fewer errors for all participants and better performance during 1- and 2-week maintenance probes for 3 of the 4 participants. (C) 2012 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000305107400015 ER PT J AU Jepsen, Matthew I. Gray, Kylie M. Taffe, John R. TI Agreement in multi-informant assessment of behaviour and emotional problems and social functioning in adolescents with Autistic and Asperger's Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1091 EP 1098 DI 10.1016/j.rasd.2012.02.008 PD JUL-SEP 2012 PY 2012 AB There is a paucity of evidence concerning the patterns of multi-informant agreement in populations with Autism Spectrum Disorders (ASD). This study compared ratings of behaviour and emotional problems and social functioning provided by 45 adolescents aged 12-18 years, with Autistic or Asperger's Disorder with ratings by their parents and teachers. Behaviour and emotional problems were measured using the Child Behaviour Checklist and social functioning was measured with the Social Skills Rating System. Moderate agreement was found between adolescent and parent ratings of psychopathology and social functioning. In general, parent and teacher ratings and adolescent and teacher ratings differed significantly. These findings suggest that behaviour varies across environmental contexts. Patterns of agreement between multiple informants observed in the current study frequently differed from those previously found in non-ASD populations. Clinicians and researchers need to consider a multi-informant approach to obtain a detailed picture of behaviour and emotional problems in adolescents with autism and Asperger's Disorder. (C) 2012 Elsevier Ltd. All rights reserved. RI Gray, Kylie/H-3345-2014 OI Gray, Kylie/0000-0001-6518-4240 TC 8 ZB 3 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000305107400016 ER PT J AU LeMonda, Brittany C. Holtzer, Roee Goldman, Sylvie TI Relationship between executive functions and motor stereotypies in children with Autistic Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1099 EP 1106 DI 10.1016/j.rasd.2012.03.001 PD JUL-SEP 2012 PY 2012 AB This study reports on the relationship between motor stereotypies and impairments in executive functions (EF) in children with Autistic Disorder (AD) and in children with Developmental Language Disorders (DLD). We hypothesized that low EF performance would predict higher frequency and longer durations of stereotypies in the AD group only. Twenty-two children (age range = 7-9 years, 6 months, girls = 5) with AD were recruited from a longitudinal multi-site study and compared to twenty-two non-autistic children with DLD (age range = 7-9 years, 6 months, girls = 5). The two groups were matched on non-verbal IQ and demographic characteristics. Frequency and duration of stereotypies were coded from videotaped semi-structured play sessions. EF measures included the Wisconsin Card Sorting Task (WCST) Categories, Wechsler Intelligence Scale for Children-Revised (WISC-R) Mazes, and Stanford-Binet Fourth Edition (SB-IV) Matrices. The scores for frequency and duration of stereotypies were higher in the AD group. Separate linear regressions revealed that group status, EF, and their interactions predict stereotypies. Specifically, lower EF scores predicted higher frequencies and longer durations of stereotypies in the AD group only. Analyses controlled for age, gender, and parent education. Findings suggest that in AD, EF impairments and stereotypies may be linked to shared brain pathways. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000305107400017 ER PT J AU Sharp, Rebecca A. Phillips, Katrina J. Mudford, Oliver C. TI Comparisons of interventions for rumination maintained by automatic reinforcement SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1107 EP 1112 DI 10.1016/j.rasd.2012.03.002 PD JUL-SEP 2012 PY 2012 AB The effectiveness of four antecedent treatments for rumination was compared for two individuals with autism, severe intellectual disabilities and long histories (at least 20 years) of rumination. Comparisons of increased meal size, supplemental feedings, fixed-time provision of peanut butter, and liquid rescheduling found liquid rescheduling to be the most effective intervention for both clients. However, within-session analyses, both during intervention and for 30 min after the meal, showed individualized schedules of fluid provision were needed to increase the effectiveness of the treatment. (C) 2012 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000305107400018 ER PT J AU Teagardin, Jill Dixon, Dennis R. Smith, Marlena N. Granpeesheh, Doreen TI Randomized trial of law enforcement training on autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1113 EP 1118 DI 10.1016/j.rasd.2012.02.002 PD JUL-SEP 2012 PY 2012 AB The core symptoms of autism spectrum disorders (ASD) are likely to affect interactions between law enforcement officers and persons with ASD. If law enforcement officers are not trained to identify and appropriately respond to persons with ASD, it is possible that officers may exacerbate a situation, resulting in unnecessary trauma, injury, or fatality. The purpose of the current study was to evaluate the effectiveness of a method of law enforcement training on persons with ASD. A total of 82 law enforcement officers participated in this randomized, waitlist-controlled, between-groups study. The results revealed significant differences in change scores between groups, with the training group scoring considerably better than the control group at posttest. Subsequently, the control group completed training and likewise showed significant improvement. However, despite the significant gains in knowledge following training, posttests scores for participants in both groups did not indicate mastery of the training material. The implications of these findings are discussed. (C) 2012 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000305107400019 ER PT J AU Kjellmer, Liselotte Hedvall, Asa Holm, Anette Fernell, Elisabeth Gillberg, Christopher Norrelgen, Fritjof TI Language comprehension in preschoolers with autism spectrum disorders without intellectual disability: Use of the Reynell Developmental Language Scales SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1119 EP 1125 DI 10.1016/j.rasd.2012.03.003 PD JUL-SEP 2012 PY 2012 AB This study aimed to (a) assess language comprehension in children with autism spectrum disorders (ASD) without intellectual disability, (b) assess differences between ASD diagnostic subgroups, and (c) analyze the relationship between language comprehension and performance and verbal IQ respectively. The 94 participants (83 boys, 11 girls; 4:0-6:8 years) were a subgroup of a large cohort of 208 Swedish preschool children with ASD that had been followed longitudinally over 2 years. The Comprehension Scale of the Reynell Developmental Language Scales III (RDLS) was used at follow-up to assess language comprehension. Results revealed a delay in the development of language comprehension as well as high variability within the group as a whole. The Asperger syndrome and the Autistic feature groups performed within the normal range whereas the PDD-NOS and the Autistic disorder groups performed at the lower boundary of the normal range. However, importantly, 38% or more of the children showed results in the impaired range (i.e., <10th percentile) regardless of ASD type. Explained variance in language comprehension scores were 10% for non-verbal and 41% for verbal IQ. Many children with ASD without intellectual disability may have difficulties comprehending instructions in the classroom and in other everyday situations. The results highlight the need for detailed linguistic assessment of children with ASD. (C) 2012 Elsevier Ltd. All rights reserved. TC 8 ZB 4 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000305107400020 ER PT J AU Rowley, Emma Chandler, Susie Baird, Gillian Simonoff, Emily Pickles, Andrew Loucas, Tom Charman, Tony TI The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1126 EP 1134 DI 10.1016/j.rasd.2012.03.004 PD JUL-SEP 2012 PY 2012 AB Children with an autism spectrum disorder (ASD) may be vulnerable to social isolation and bullying. We measured the friendship, fighting/bullying and victimization experiences of 10-12-year-old children with an ASD (N = 100) using parent, teacher and child self-report. Parent and teacher reports were compared to an IQ-matched group of children with special educational needs (SEN) without ASD (N = 80) and UK population data. Parents and teachers reported a lower prevalence of friendships compared to population norms and to children with SEN without an ASD. Parents but not teachers reported higher levels of victimization than the SEN group. Half of the children with an ASD reported having friendships that involved mutuality. By teacher report children with an ASD who were less socially impaired in mainstream school experienced higher levels of victimization than more socially impaired children; whereas for more socially impaired children victimization did not vary by school placement. Strategies are required to support and improve the social interaction skills of children with an ASD, to enable them to develop and maintain meaningful peer friendships and avoid victimization. (C) 2012 Elsevier Ltd. All rights reserved. RI Simonoff, Emily/B-7593-2011; Pickles, Andrew/A-9625-2011; Charman, Tony/A-2085-2014 OI Pickles, Andrew/0000-0003-1283-0346; Charman, Tony/0000-0003-1993-6549 TC 15 ZB 4 Z8 0 ZS 0 Z9 15 SN 1750-9467 UT WOS:000305107400021 ER PT J AU Matson, Johnny L. Tureck, Kim TI Early diagnosis of autism: Current status of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT-Parts 1, 2, and 3) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1135 EP 1141 DI 10.1016/j.rasd.2012.02.009 PD JUL-SEP 2012 PY 2012 AB The benefits of early intervention for very young children with autism are now well established. Hand and hand with these interventions is the necessity of psychometrically sound diagnostic tools. Not only should these tools be instrumental in differentiating developmentally delayed and other at risk infants. These measures should also be structured to address challenging behaviors and psychopathology. The latter problems co-occur at high rates in infants who evince autism. Being able to identify these behaviors and symptoms, and to monitor the effectiveness of interventions to remediate these problems, is a high priority. The Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT), is designed to address all of the issues listed. At this writing, the BISCUIT has the best psychometrics of any of the early childhood evaluation scales. Over 80 studies have been published to date using the BISCUIT. The purpose of this paper was to review the current status and future research trends using this test battery. (C) 2012 Elsevier Ltd. All rights reserved. TC 6 ZB 1 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000305107400022 ER PT J AU Lake, Johanna K. Balogh, Robert Lunsky, Yona TI Polypharmacy profiles and predictors among adults with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1142 EP 1149 DI 10.1016/j.rasd.2012.03.005 PD JUL-SEP 2012 PY 2012 AB Pharmacological interventions are frequently used to treat commonly associated mental health and behavioural issues in individuals with autism spectrum disorders (ASD). Despite high rates of psychotropic drug use documented in children with ASD, very few studies have examined medication profiles, side effects, and rates of polypharmacy in adolescents and adults with ASD. To address this, we examined medication profiles and predictors of polypharmacy among 142 adults with ASD who had experienced a psychiatric crisis. Of the 142 adults sampled, 91 (64.1%) were prescribed at least 1 psychotropic medication and 41 (28.9%) were taking 3 or more psychotropic medications. Variables associated with and predictive of polypharmacy included history of aggression, residence, and psychiatric support. Adults with ASD are a highly medicated population and polypharmacy is a significant concern in this vulnerable group of individuals. (C) 2012 Elsevier Ltd. All rights reserved. TC 7 ZB 2 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000305107400023 ER PT J AU Grossman, Ruth B. Tager-Flusbereg, Helen TI Quality matters! Differences between expressive and receptive non-verbal communication skills in adolescents with ASD SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1150 EP 1155 DI 10.1016/j.rasd.2012.03.006 PD JUL-SEP 2012 PY 2012 AB We analyzed several studies of non-verbal communication (prosody and facial expressions) completed in our lab and conducted a secondary analysis to compare performance on receptive vs. expressive tasks by adolescents with ASD and their typically developing peers. Results show a significant between-group difference for the aggregate score of expressive tasks, but not for the aggregate score of receptive tasks. There was also a significant within-group difference among individuals with ASD for expressive vs. receptive performance. Our data indicate that adolescents with ASD can achieve receptive accuracy in non-verbal communication, but show significant qualitative deficits in expressive skills across a range of tasks, which may have a significant negative impact on their success as social communicators. (C) 2012 Elsevier Ltd. All rights reserved. TC 3 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000305107400024 ER PT J AU Segall, Matthew J. Campbell, Jonathan M. TI Factors relating to education professionals' classroom practices for the inclusion of students with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1156 EP 1167 DI 10.1016/j.rasd.2012.02.007 PD JUL-SEP 2012 PY 2012 AB It is essential to understand the current practices used to foster inclusive education for students with autism spectrum disorders (ASDs) as well as factors related to the implementation of classroom interventions. In the current study authors assess the experience, knowledge, attitudes and current practices of education professionals regarding ASD. Results suggest that special education teachers and school psychologists hold higher levels of experience, training, and knowledge as compared to general education teachers and administrators. Attitudes towards inclusive education for students with ASD were positive, in general, although attitudes were not a significant predictor of awareness or use of empirically supported interventions. Implications and future directions are discussed. (C) 2012 Elsevier Ltd. All rights reserved. TC 5 ZB 0 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000305107400025 ER PT J AU Maras, Katie L. Bowler, Dermot M. TI Brief report: Suggestibility, compliance and psychological traits in high-functioning adults with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1168 EP 1175 DI 10.1016/j.rasd.2012.03.013 PD JUL-SEP 2012 PY 2012 AB Individuals with autism spectrum disorder (ASD) may be over-represented within the criminal justice system; it is therefore important to understand how they fare under police questioning. The present study examined interrogative suggestibility and compliance in individuals with ASD, and whether this is associated with certain psychological traits. Adults with ASD and their typical counterparts completed the Gudjonsson Suggestibility Scales (GSS), Gudjonsson Compliance Scale (GCS), and measures of state-trait anxiety, self-esteem, fear of negative evaluation by others and paranoia. In contrast to previous research (North, Russell, & Gudjonsson, 2008), there was no difference between the ASD and comparison groups on the measure of compliance, and groups also did not differ on any of the GSS measures, despite the ASD group reporting significantly higher paranoia. Findings indicate that individuals with ASD may be no more likely to succumb to interrogative pressures than their typical counterparts. (C) 2012 Elsevier Ltd. All rights reserved. RI Maras, Katie/F-9283-2013 TC 4 ZB 3 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000305107400026 ER PT J AU Axe, Judah B. Evans, Christine J. TI Using video modeling to teach children with PDD-NOS to respond to facial expressions SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1176 EP 1185 DI 10.1016/j.rasd.2012.03.007 PD JUL-SEP 2012 PY 2012 AB Children with autism spectrum disorders often exhibit delays in responding to facial expressions, and few studies have examined teaching responding to subtle facial expressions to this population. We used video modeling to train 3 participants with PDD-NOS (age 5) to respond to eight facial expressions: approval, bored, calming, disapproval, disgusted, impatient, pain, and pleased. Probes consisted of showing an adult performing these facial expressions in a video, and we conducted generalization probes across people and settings. Training was showing a video of an adult modeling a response to each facial expression. In the context of a multiple probe across behaviors design, two participants correctly responded to all facial expressions across people and settings after viewing the video models one or two times. Experimental control was achieved with the other participant though he required more training sessions and was less consistent with responding. Future researchers should evaluate ways to teach and test responding to facial expressions under naturalistic conditions. (C) 2012 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000305107400027 ER PT J AU Casey, Laura Baylot Zanksas, Steve Meindl, James N. Parra, Gilbert R. Cogdal, Pam Powell, Kevin TI Parental symptoms of posttraumatic stress following a child's diagnosis of autism spectrum disorder: A pilot study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1186 EP 1193 DI 10.1016/j.rasd.2012.03.008 PD JUL-SEP 2012 PY 2012 AB Posttraumatic stress symptoms (PTSS) are well documented in parents of children diagnosed with chronic disabilities and life-threatening illnesses. The occurrence of PTSS in parents of children with autism spectrum disorders (autism) has not been directly linked but instead only mentioned without data supporting the claim. This research was a retrospective study examining the occurrence of PTSS in parents of children with autism. The instruments used included in the survey were the Impact of Events Scale-Revised (IES-R) and the LA Symptom Checklist (LASC). The IES-R was used for group membership (PTSS or not) and the LASC was used to determine if further psychosocial ailments were common to one group over the other. The findings validate the existence of PTSS in a subpopulation (20%) of parents. These findings document a need to recognize the degree of psychological impact/distress in parents resulting from their child being diagnosed with autism. Awareness of parental PTSS, will help ensure the necessary steps are taken to see that the parents/child's caretakers are healthy and that the child's access to treatment is not compromised due to parental stress. (C) 2012 Elsevier Ltd. All rights reserved. TC 8 ZB 1 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000305107400028 ER PT J AU Kenworthy, Lauren Wallace, Gregory L. Powell, Kelly Anselmo, Cheryl Martin, Alex Black, David O. TI Early language milestones predict later language, but not autism symptoms in higher functioning children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1194 EP 1202 DI 10.1016/j.rasd.2012.03.009 PD JUL-SEP 2012 PY 2012 AB Language ability is a known predictor of outcome in children with autism but plays a more controversial role for higher functioning children with autism spectrum disorders (ASD). We studied the relationship between early language milestones and later structural language, adaptive functioning and autism symptoms in a sample of 76 children (mean age = 9.1 years) with an ASD, using two different language milestones: first phrase by 24 or 36 months. After controlling for age and nonverbal abilities, retrospectively reported early language milestones were predictive of later structural language abilities, measured by a sentence repetition task, and adaptive communication skills, but not autism symptoms or adaptive social skills. Acquisition of phrase speech by 24 months was sensitive to language and communication impairments in our ASD group, the majority (84%) of which had already acquired phrase speech by 36 months of age. Early available and easily collectable milestone data may be a useful marker of later language performance even in higher functioning, verbal children on the autism spectrum. When a detailed assessment of language is not possible, data on early milestones may be useful for identifying children at-risk in clinical settings and for language phenotyping in the laboratory. (C) 2012 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000305107400029 ER PT J AU Turner, Laura B. Romanczyk, Raymond G. TI Assessment of fear in children with an autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1203 EP 1210 DI 10.1016/j.rasd.2012.03.010 PD JUL-SEP 2012 PY 2012 AB Although intense fears have been reported in up to 64% of children with an autism spectrum disorder (ASD), little is known about the phenomenology of fear in this population. This study assessed the relationship between fear and core symptoms of autism in children with an ASD. In Phase I of this study, parents of 41 children with an ASD completed the PDD Behavior Inventory (PDDBI) and a survey of their child's fears. Social communication abilities were positively correlated with overall levels of fear in children with an ASD. In Phase II the correspondence between parent report of children's fear and direct systematic observations of children's fear reactions was assessed. Results showed poor correspondence between the two assessment methods. Implications of both assessment methods are discussed as well as limitations. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000305107400030 ER PT J AU Chu, Chia-Hua Pan, Chien-Yu TI The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1211 EP 1223 DI 10.1016/j.rasd.2012.02.003 PD JUL-SEP 2012 PY 2012 AB The purpose of this study was to assess the effect of peer- and sibling-assisted learning on interaction behaviors and aquatic skills in children with autism spectrum disorders (ASD). Outcome measures were also examined in their typically developing (TD) peers/siblings. Twenty-one children with ASD and 21 TD children were assigned in three groups: peer-assisted (PG), sibling-assisted (SG), and control (CG). All participated in 16-week aquatic settings under three instructional conditions (teacher-directed, peer/sibling-assisted, and voluntary support). The main findings were that (a) PG and SG of children with ASD showed significantly more improvement on physical and social interactions with their TD peers/siblings during peer/sibling-assisted condition as compared to CG (p < 0.01), (b) PG and SG of children with ASD showed significantly more improvement on physical interactions with their TD peers/siblings (p < 0.01) and social interactions with their teachers and other children with ASD (p < 0.01) during voluntary support condition as compared to CG, and (c) all children with ASD and their TD peers/siblings significantly increased their aquatic skills after the program. The benefit for children with ASD as well as TD peers/siblings makes the use of TD peer/sibling assisted learning an even more desirable instructional strategy. (C) 2012 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000305107400031 ER PT J AU Kagohara, Debora M. van der Meer, Larah Achmadi, Donna Green, Vanessa A. O'Reilly, Mark F. Lancioni, Giulio E. Sutherland, Dean Lang, Russell Marschik, Peter B. Sigafoos, Jeff TI Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1224 EP 1233 DI 10.1016/j.rasd.2012.04.001 PD JUL-SEP 2012 PY 2012 AB We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention-consisting of time delay, least-to-most prompting, and differential reinforcement-was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. (C) 2012 Elsevier Ltd. All rights reserved. TC 9 ZB 1 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000305107400032 ER PT J AU Woodard, Cooper R. Goodwin, Matthew S. Zelazo, Philip R. Aube, Daniella Scrimgeour, Meghan Ostholthoff, Tyler Brickley, Michael TI A comparison of autonomic, behavioral, and parent-report measures of sensory sensitivity in young children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 3 BP 1234 EP 1246 DI 10.1016/j.rasd.2012.03.012 PD JUL-SEP 2012 PY 2012 AB The present research compared responses to sensory stimuli among eight young children with autism and an age- and sex-matched typically developing control group, using autonomic (heart rate/HR) and a behavioral rating scale. Parents of all participants also completed the Infant/Toddler Sensory Profile (SP). Results indicate that children with autism were generally more hyper-sensitive and less hypo-sensitive to a wide range of sensory stimuli as compared to controls on both physiological and behavioral measures. Further, a weak association was found for the group with autism between HR and behavioral rating data, while no such relationship was found for the typically developing control group. Neither the HR data nor the behavioral rating data corresponded to the SP, with the exception of (1) HR and the Low Registration score and (2) HR and the Vestibular score for the ASD group only. While these are preliminary findings based on a small number of participants, the results suggest that some young children with autism are hyper-responsive to sensory stimuli. These findings also call into question the validity of the SP, and indicate the need for further examination of this instrument. (C) 2012 Elsevier Ltd. All rights reserved. TC 9 ZB 4 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000305107400033 ER PT J AU Matson, Johnny L. Kozlowski, Alison M. Matson, Michael M. TI Speech deficits in persons with autism: Etiology and symptom presentation SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 573 EP 577 DI 10.1016/j.rasd.2011.10.009 PD APR-JUN 2012 PY 2012 AB Speech and other communication deficits are core features of the autism spectrum. This topic has become one of the most heavily studied in the child health/mental health field. Even within this group of disorders, considerable variability in symptoms is evident. A variety of subtopics within this area have been studied. Topics include types of communication deficits specific to autism, developmental course including language regression, communication as an aid in differential diagnosis, and collateral behaviors. This paper reviews selective research on these topics and further directions for study. (c) 2011 Elsevier Ltd. All rights reserved. TC 12 ZB 4 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000301470100001 ER PT J AU Gabriels, Robin L. Agnew, John A. Holt, Katherine D. Shoffner, Amy Pan Zhaoxing Ruzzano, Selga Clayton, Gerald H. Mesibov, Gary TI Pilot study measuring the effects of therapeutic horseback riding on school-age children and adolescents with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 578 EP 588 DI 10.1016/j.rasd.2011.09.007 PD APR-JUN 2012 PY 2012 AB This preliminary study examined the effects of 10 weekly lessons of therapeutic horseback riding (THR) on 42 participants diagnosed with an autism spectrum disorder (ages 6-16 years) compared to a subset (n = 16) of the total study population who were first evaluated before and after a 10-week waitlist control condition. All participants received baseline and post-condition assessments in the areas of self-regulation (Irritability, Lethargy, Stereotypic Behavior, and Hyperactivity), adaptive living skills, and motor skills. Participants who completed 10 weeks of THR demonstrated significant improvements on measures of Irritability, Lethargy, Stereotypic Behavior, Hyperactivity, expressive language skills, motor skills, and verbal praxis/motor planning skills. When compared to the pre- and post-assessments of participants from the waitlist control condition, the THR group still showed significant improvements in self-regulation behaviors. The THR-specific change from the baseline to post-assessments suggests that the improvements are related to the THR treatment. (c) 2011 Elsevier Ltd. All rights reserved. TC 12 ZB 5 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000301470100002 ER PT J AU Guinchat, Vincent Chamak, Brigitte Bonniau, Beatrice Bodeau, Nicolas Perisse, Didier Cohen, David Danion, Anne TI Very early signs of autism reported by parents include many concerns not specific to autism criteria SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 589 EP 601 DI 10.1016/j.rasd.2011.10.005 PD APR-JUN 2012 PY 2012 AB This study assessed parents' first concerns about their autistic child. This information was categorized so that it could help healthcare professionals improve early detection of autism. We designed a questionnaire using an open-ended format, and 459 questionnaires were completed by parents to assess difficulties encountered in obtaining a diagnosis for their child. Answers about their first motive of concerns were categorized and compared with regards to age, gender, birth order, age of onset, delay in seeking professional advice, and delay in diagnosis. Concerns about social development or autistic behaviors were frequent, but not exclusive. Parents were divided into three clusters of concerns: (a) an "early awareness group": which included motor problems and passivity (14.6 months); (b) "intermediate awareness group": included emotional, hyperactivity, and sleep problems (15.3 months); and (c) a "later awareness group": which included communication problems, poor social interaction, and autistic-type behaviors (22.3 months). Parents who noticed general concerns not specific to autism were worried earlier, but received a later diagnosis. We suggest that motor problems, and/or emotional problems, and/or the level of a child's activity should encourage frontline professionals to seek autistic symptoms in infants. (c) 2011 Elsevier Ltd. All rights reserved. TC 11 ZB 4 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000301470100003 ER PT J AU Palmen, Annerniek Didden, Robert Lang, Russell TI A systematic review of behavioral intervention research on adaptive skill building in high-functioning young adults with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 602 EP 617 DI 10.1016/j.rasd.2011.10.001 PD APR-JUN 2012 PY 2012 AB This review involved a systematic search and analysis of behavioral intervention studies aimed at improving adaptive skills in high-functioning young adults with autism spectrum disorders. Through electronic databases and hand searching, 20 studies were identified meeting pre-determined inclusion criteria. Studies were summarized and analysed in terms of (a) participants, (b) adaptive skill(s) targeted for intervention, (c) intervention procedures, and (d) intervention outcomes. Certainty of evidence was assessed through critical appraisal of each study's design and other methodological characteristics. Social interaction skills were the most common intervention targets (n = 8), followed by practical academic skills (n = 6), vocational skills (n = 5), and domestic skills (n = 1). Improvements in adaptive skills were reported by 19 studies. Interventions consisting of low or high tech assisted procedures (e.g., video modeling, visual cues, self-recording and self-reinforcement, self-prompting), reinforcement contingencies, and corrective feedback using prompts were found to be most promising. Five studies were identified as having the methodological rigor to provide conclusive results. Insufficient control for alternative explanations for behavior outcomes and reliance on pre- or quasi-experimental designs hindered the certainty of evidence for the remaining studies. Implications for clinical practice and future research are discussed. (c) 2011 Elsevier Ltd. All rights reserved. TC 18 ZB 4 Z8 0 ZS 0 Z9 18 SN 1750-9467 UT WOS:000301470100004 ER PT J AU Cavalari, Rachel N. S. Romanczyk, Raymond G. TI Supervision of children with an autism spectrum disorder in the context of unintentional injury SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 618 EP 627 DI 10.1016/j.rasd.2011.09.012 PD APR-JUN 2012 PY 2012 AB Despite high rates of severe medically attended injuries, a thorough understanding of the correlates of injury for children with an autism spectrum disorder (ASD) is currently lacking. The present study sought to determine the effect of an ASD diagnosis, self-reported supervision styles, and supervisor characteristics on behavioral supervisory responses in childhood injury risk scenarios. Objective eye tracking methodology was utilized to allow for greater precision during measurement of behavioral responses exhibited by 161 young adults between the ages of 18 and 26 years old. Multivariate analyses revealed that participants engaged in more effective child monitoring strategies when asked to imagine that children they were viewing were diagnosed with an ASD, p < .01, eta(2) = .07; however, effects diminished when self-reported knowledge of developmental norms, supervision styles, and general stress were statistically controlled. Caregiver characteristics were also interdependent with child gender in relation to differential behavioral supervision responses. Overall, results suggest that idiographic perspectives on supervision and child safety predict the speed of caregiver intervention responses and differential supervisory monitoring behavior. Implications are discussed with emphasis on adult-mediated injury prevention programs emphasizing the quantitative and qualitative aspects of caregiver supervision for individuals with an ASD in home, residential, and school settings. (c) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000301470100005 ER PT J AU Glenwright, Melanie Agbayewa, Abiola S. TI Older children and adolescents with high-functioning autism spectrum disorders can comprehend verbal irony in computer-mediated communication SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 628 EP 638 DI 10.1016/j.rasd.2011.09.013 PD APR-JUN 2012 PY 2012 AB We compared the comprehension of verbal irony presented in computer-mediated conversations for older children and adolescents with high-functioning autism spectrum disorders (HFASD) and typically developing (TD) controls. We also determined whether participants interpretations of irony were affected by the relationship between characters in the interactions. Participants role-played as addressees in computer-mediated conversations that contained ironic and literal remarks made by speakers and that varied according to the speaker's relationship with the addressee: a same-aged friend, an older relative, or no relationship information. Children and adolescents with HFASD were just as accurate as TD controls in comprehending ironic criticisms and in judging the speaker's intentions to criticize and to convey humor. Both participant groups considered the speaker's relationship with the addressee in their attributions of the ironic speaker's belief but not the speaker's intentions to convey criticism or humor. Unlike TD controls who commented on the context when typing their initial thoughts, participants with HFASD provided no response. The two groups, however, provided similarly themed typed responses for both ironic criticisms and literal compliments. We suggest that tasks which impose minimal social and verbal demands offer a promising way to assess pragmatic abilities in individuals with HFASD. (c) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 1 ZS 0 Z9 2 SN 1750-9467 UT WOS:000301470100006 ER PT J AU De la Marche, Wouter Steyaert, Jean Noens, Ilse TI Atypical sensory processing in adolescents with an autism spectrum disorder and their non-affected siblings SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 639 EP 645 DI 10.1016/j.rasd.2011.09.014 PD APR-JUN 2012 PY 2012 AB Atypical sensory processing is common in autism spectrum disorders (ASD). Specific profiles have been proposed in different age groups, but no study has focused specifically on adolescents. Identifying traits of ASD that are shared by individuals with ASD and their non-affected family members can shed light on the genetic underpinnings of ASD. Eighty adolescents with ASD (64 boys, 16 girls), 56 non-affected adolescent siblings (21 boys, 35 girls) and 33 adolescent controls (18 boys, 15 girls) filled out the Adolescent/Adult Sensory Profile, a self-report questionnaire resulting in four sensory quadrants according to Dunn's model of sensory processing. Adolescents with ASD differed significantly from controls on the quadrants Sensation Seeking and Sensation Avoidance. On quadrant 2 (Sensation Seeking) siblings scored significantly lower than controls and significantly higher than ASD. These results confirm the presence of atypical sensory processing in adolescents with ASD. We argue that reduced Sensation Seeking might be a candidate for an intermediate phenotype. (c) 2011 Elsevier Ltd. All rights reserved. RI Steyaert, Jean/B-5326-2015 OI Steyaert, Jean/0000-0003-2512-4694 TC 3 ZB 3 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000301470100007 ER PT J AU Brewton, Christie M. Nowell, Kerri P. Lasala, Morgan W. Goin-Kochel, Robin P. TI Relationship between the social functioning of children with autism spectrum disorders and their siblings' competencies/problem behaviors SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 646 EP 653 DI 10.1016/j.rasd.2011.10.004 PD APR-JUN 2012 PY 2012 AB There is very little known about how sibling characteristics may influence the social functioning of a child with an autism spectrum disorder (ASD). The current study utilized data from the Simons Simplex Collection (SSC; n = 1355 children with ASD and 1351 siblings) to investigate this relationship. Phenotypic measures included (a) the Autism Diagnostic Interview-Revised (ADI-R), the Autism Diagnostic Observation Schedule (ADOS), and the Vineland Adaptive Behavior Scales-II (VABS-II) for the probands with ASD and (b) the Social Communication Questionnaire (SCQ), the Social Responsiveness Scale (SRS), the Child Behavior Checklist (CBCL), and the VABS-II for siblings. Sibling data were first analyzed collectively, then analyzed by "older" and "younger" groups, relative to the age of the proband with ASD. Significant correlations were observed between probands' and siblings' VABS-II socialization domain scores; additional associations were noted between (a) probands' VABS-II socialization domain scores and siblings' CBCL internalizing subscale scores when only younger siblings were analyzed, and (b) probands' ADOS Reciprocal Social Interaction (RSI) domain scores and the sibling SCQ scores when only older siblings were analyzed. These findings suggest that typically developing children may have a small yet meaningful influence on the prosocial development of their siblings with ASD. Limitations and future directions are discussed. (c) 2011 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000301470100008 ER PT J AU Ingvarsson, Einar T. Cammilleri, Anthony P. Macias, Heather TI Emergent listener responses following intraverbal training in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 654 EP 664 DI 10.1016/j.rasd.2011.09.009 PD APR-JUN 2012 PY 2012 AB We examined the emergence of listener responses following intraverbal training in four children with autism. Intraverbal training consisted of a transfer-of-control procedure in which the participants were taught to answer questions in the form of "What is the state bird of [name of state]" using either picture prompts (tact-to-intraverbal transfer-of-control procedures) or vocal prompts (echoic to intraverbal transfer-of-control procedures). Prior to intraverbal training, the participants were able to tact pictures of all the birds. Following training, listener posttests showed that the participants were able to correctly point to pictures of the birds upon hearing the spoken name of the state, although those responses had not been directly taught. For one participant, the tact-to-intraverbal transfer-of-control procedure resulted in greater number of emergent listener responses. (c) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000301470100009 ER PT J AU Chou, Miao-Chun Chou, Wen-Jiun Chiang, Huey-Ling Wu, Yu-Yu Lee, Ju-Chin Wong, Ching-Ching Gau, Susan Shur-Fen TI Sleep problems among Taiwanese children with autism, their siblings and typically developing children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 665 EP 672 DI 10.1016/j.rasd.2011.09.010 PD APR-JUN 2012 PY 2012 AB The current study compared the sleep schedules, sleep problems among children with autism, their siblings and typically developing children, and to explore other associated factors with sleep problems. We conducted a case-control study consisting 110 children with autistic disorder, 125 unaffected siblings, and 110 age-, sex-, and parental education-matched typically developing children, aged 4-13 years old. We conducted psychiatric interviews to obtain DSM-IV diagnosis of autistic disorder and confirmed by the Chinese Version of the Autism Diagnostic Interview-Revised. The mothers were asked to report on the self-administered questionnaires regarding sleep schedules and problems of their children and parenting styles. Our results showed that children with autism had more sleep problems, including early insomnia, middle insomnia, sleep-wake schedule disorders and daytime napping. Their unaffected siblings also had more risk of early insomnia, sleep-talking and nightmares, compared to the typically developing children in non-autistic family. We also found an association between bring-up experience and nightmare, and between maternal overprotection and middle insomnia and sleep-wake schedule disorder. The findings of increased risks for sleep problems in both children with autism and their unaffected sibling suggest that parenting counseling should be included in intervention of sleep problems in children with autism and their siblings. (c) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000301470100010 ER PT J AU Flanagan, Helen E. Perry, Adrienne Freeman, Nancy L. TI Effectiveness of large-scale community-based Intensive Behavioral Intervention: A waitlist comparison study exploring outcomes and predictors SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 673 EP 682 DI 10.1016/j.rasd.2011.09.011 PD APR-JUN 2012 PY 2012 AB File review data were used to explore the impact of a large-scale publicly funded Intensive Behavioral Intervention (IBI) program for young children with autism. Outcomes were compared for 61 children who received IBI and 61 individually matched children from a waitlist comparison group. In addition, predictors of better cognitive outcomes were explored (n = 142). Although random assignment did not take place, a standardized waitlist management system was used that did not include any prioritization other than time of referral. Groups did not differ significantly on available measures at intake. The treatment period tended to be longer than the waitlist period and this difference was controlled in analyses. At exit, the IBI group had better outcomes in all measured areas, with milder autism severity, higher adaptive functioning, and higher cognitive skills. Younger initial age predicted better cognitive outcomes in the IBI group but not the Waitlist group. Higher initial adaptive skills predicted better outcomes similarly in the two groups. Results support the effectiveness of community-based IBI and suggest that earlier age at treatment onset may increase the likelihood of better outcomes relative to comparison conditions. (c) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 3 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000301470100011 ER PT J AU Melogno, Sergio D'Ardia, Caterina Pinto, Maria Antonietta Levi, Gabriel TI Explaining metaphors in high-functioning Autism Spectrum Disorder children: A brief report SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 683 EP 689 DI 10.1016/j.rasd.2011.09.005 PD APR-JUN 2012 PY 2012 AB This study investigated metaphor comprehension in a group of 24 Italian high-functioning ASD children (mean age: 8.5 y.). Children were administered a test that was composed of 'sensorial metaphors', which are understood by normally developing preschoolers, that the children had to verbally explain. Two normally developing control groups, which were composed of 5- and 6-year olds, were recruited as well, as the highest age for this test is 6 years. A one-way ANOVA applied to the four scores from the test showed a partial delay in the ASD group with respect to the 6-year-old control group, but not with respect to the 5-year-old control group. The ASD group showed some capabilities in metaphor processing; however, there were also some atypical behaviors that suggest that ASD children process metaphorical stimuli in a particular way. (c) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000301470100012 ER PT J AU Goodarzi, Mahmood Hemayattalab, Rasool TI Bone mineral density accrual in students with autism spectrum disorders: Effects of calcium intake and physical training SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 690 EP 695 DI 10.1016/j.rasd.2011.02.015 PD APR-JUN 2012 PY 2012 AB The purpose of this study was to investigate the effects of weight bearing exercise and calcium intake on bone mineral density (BMD) of students with autism spectrum disorders. For this reason 60 boy students with autism disorder (age 8-10 years old) were assigned to four groups with no differences in age, BMD, calcium intake, and physical activity: exercise groups with or without calcium supplementation (Ex+Ca+ and Ex+Ca-) and non-exercise groups with or without calcium supplementation (Ex-Ca+ and Ex-Ca-). The intervention involved 50 min of weight bearing exercise performed 3 sessions a week and/or the addition of dietary calcium rich food using enriched cow milk with vitamin D containing 250 mg calcium per serving, over 6 months. Paired-samples t test, one way ANOVA analysis, and Tukey tests were used to determine the main and combined effects of training and calcium on BMD. All groups showed greater femoral neck BMD after 6 months. The increase in femoral neck BMD in the Ex+Ca+ group was 14.04% greater than increase in the Ex+Ca- group (P < 0.05). Apparently, the effect of training was greater than calcium intake because the Ex+Ca- group achieved 4.71% greater BMD than Ex-Ca+ group (P < 0.05). In this study, all experimental groups had greater BMD than the control group (Ex-Ca-) (P < 0.05). In these participants, additional weight bearing exercise and calcium supplementation resulted in a greater increase in BMD than controls at the loaded site (femoral neck). These results help to provide more evidence for public health organizations to deal with both exercise and nutrition issues in children with autism disorder for the achievement and of peak BMD. (c) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000301470100013 ER PT J AU Peters-Scheffer, Nienke Didden, Robert Korzilius, Hubert TI Maternal stress predicted by characteristics of children with autism spectrum disorder and intellectual disability SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 696 EP 706 DI 10.1016/j.rasd.2011.10.003 PD APR-JUN 2012 PY 2012 AB To determine maternal stress and child variables predicting maternal stress, 104 mothers of children with autism spectrum disorder (ASD) and intellectual disability (ID) completed the Dutch version of the Parental Stress Index (PSI; De Brock, Vermulst, Gerris, & Abidin, 1992) every six months over a period of two years. The level of maternal stress remained stable over time. Child characteristics predicting maternal stress are behavioral inflexibility toward objects and initiating social interactions. However, these factors do not predict maternal stress when analyzed in combination with children's emotional and behavioral problems measured on the Child Behavior Checklist (CBCL; Achenbach & Rescorla, 2000). The subscales emotionally reactive behavior, withdrawn behavior and attention problems explain a third of the variance in maternal stress. This study revealed no relation between maternal stress and children's developmental age and IQ receptive and expressive language, adaptive behavior, severity and subtype of ASD, behavioral flexibility toward the environment and persons, initiating and responding to joint attention, initiating and responding to behavioral requests, responding to social interactions and the other subscales of the CBCL Findings are discussed in relation to the clinical and non-clinical norm groups of the PSI, the limitations of the study and clinical practice. (c) 2011 Elsevier Ltd. All rights reserved. RI Peters-Scheffer, Nienke`/F-1012-2012 TC 12 ZB 7 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000301470100014 ER PT J AU Blakeley-Smith, Audrey Reaven, Judy Ridge, Katherine Hepburn, Susan TI Parent-child agreement of anxiety symptoms in youth with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 707 EP 716 DI 10.1016/j.rasd.2011.07.020 PD APR-JUN 2012 PY 2012 AB Best practice for assessment of anxiety symptoms in children suggests that child self-report is an important element to consider. Yet, it is not known if it is a reliable assessment method for children with high-functioning autism spectrum disorders (ASDs). The present study examines the extent to which verbally fluent children with ASD and their parents agree on the child's symptoms of anxiety. Sixty-three children with ASD and their parents independently completed the Screen for Child Anxiety Related Emotional Disorders (SCARED). Intraclass correlations indicated moderate-to-strong agreement on several domains. Associations among child factors (e.g., verbal IQ metacognitive ability) and parent-child agreement were explored. More advanced verbal ability was associated with better agreement on Separation, School Avoidance, and Total Anxiety; higher metacognitive skills were associated with better agreement on Social Anxiety. Implications for the use of child self-report are discussed. (c) 2011 Elsevier Ltd. All rights reserved. TC 16 ZB 7 Z8 2 ZS 0 Z9 18 SN 1750-9467 UT WOS:000301470100015 ER PT J AU Wakabayashi, Akio Baron-Cohen, Simon Ashwin, Chris TI Do the traits of autism-spectrum overlap with those of schizophrenia or obsessive-compulsive disorder in the general population? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 717 EP 725 DI 10.1016/j.rasd.2011.09.008 PD APR-JUN 2012 PY 2012 AB Social and communicative deficits, restricted interests and repetitive behaviors are diagnostic features of autism spectrum disorders (ASD). The present study examined the relationship between autistic characteristics and schizophrenia-spectrum traits as well as between autistic characteristics and obsessive-compulsive traits in typically developed young adults. The Autism-Spectrum Quotient (AQ) was given separately to two large samples. In addition, one sample (N = 662) was given the Schizotypal Personality Questionnaire (SPQ) to assess schizophrenia-spectrum traits, whereas the other sample (N = 347) was given the Padua Inventory (PI) to assess obsessive-compulsive disorder (OCD) traits. The results revealed a moderate correlation between the AQ and the SPQ total scores; however, multiple regression analyses showed that the "Cognitive-Perceptual" factor did not predict the autism-spectrum degree, although autistic characteristics and schizophrenia-spectrum traits had common social-emotional difficulties. Similarly, there was a moderate correlation between the AQ and PI total scores, which suggests that they had common problems in cognitive aspects; however, autism-spectrum and OCD traits differed with regard to other behavioral characteristics including repetitive or impulsive behaviors. Therefore, there was not a large overlap of the autism-spectrum and either the schizophrenia- or obsessive-compulsive spectrums, although certain traits were correlated with each other. (c) 2011 Elsevier Ltd. All rights reserved. TC 3 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000301470100016 ER PT J AU Schurink, J. Hartman, E. Scherder, E. J. A. Houwen, S. Visscher, C. TI Relationship between motor and executive functioning in school-age children with pervasive developmental disorder not otherwise specified SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 726 EP 732 DI 10.1016/j.rasd.2011.10.013 PD APR-JUN 2012 PY 2012 AB This study examines the motor skills and executive functioning (EF) of 28 children diagnosed with pervasive developmental disorder-not otherwise specified (PDD-NOS; mean age: 10 years 6 months, range: 7-12 years; 19 boys, 9 girls) in comparison with age- and gender-matched typically developing children. The potential relationship between motor performance and EF in children with PDD-NOS is investigated as well. The children's motor skills were evaluated with the Movement ABC. EF, in terms of planning ability, strategic decision making, and problem solving, was gauged with the Tower of London (TOL) task. Compared with their typically developing peers, the children with PDD-NOS scored poor on the Movement ABC (p < 0.01) and the TOL (p < 0.05). They had significantly more definite motor problems than the normative sample of the Movement ABC: 43% (manual dexterity, p < 0.001), 25% (ball skills, p < 0.001), and 25% (balance skills, p < 0.001). There were significant inverse relationships between manual dexterity and the TOL score (r = -0.46, p < 0.01), and balance and the TOL score (r = -0.41, p < 0.05), indicating that children with a better performance on the manual dexterity subtest and the balance subtest had a better TOL score than children with a worse performance. Children with PDD-NOS have inferior motor skills, and these deficits are interrelated with planning ability, strategic decision making, and problem solving. (c) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000301470100017 ER PT J AU Brown, S. M. Bebko, J. M. TI Generalization, overselectivity, and discrimination in the autism phenotype: A review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 733 EP 740 DI 10.1016/j.rasd.2011.10.012 PD APR-JUN 2012 PY 2012 AB Beginning with Kanner's (1943) seminal article on autism, through the current DSM-IV-R criteria for the disorder, children have been described as having difficulty with seeing overall gestalts, due to excess attention to the constituent part. In current terms, children with autism have been found to process objects at the local level differently, which in some cases leads to their missing more global information or understanding. These local processing biases have been proposed to lead to overselectivity, enhanced discrimination, poor generalization, and poor categorization. There has been extensive research on these separate topics over the past 40 years. The current article provides a concise review and synthesis of key research findings from these areas. Problems with previous methodology and areas in need of further research are discussed. (c) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 2 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000301470100018 ER PT J AU Hewitt, Amy S. Stancliffe, Roger J. Sirek, Annie Johnson Hall-Lande, Jennifer Taub, Sarah Engler, Joshua Bershadsky, Julie Fortune, Jon Moseley, Charles R. TI Characteristics of adults with autism spectrum disorder who use adult developmental disability services: Results from 25 US states SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 741 EP 751 DI 10.1016/j.rasd.2011.10.007 PD APR-JUN 2012 PY 2012 AB There is a significant increase in the prevalence of autism and autism spectrum disorders (ASD) in children with estimates now reaching 1 in 110 children in the United States. Families report difficulties in finding services for their young and adult children. Many adults with ASD receive services and supports through state intellectual and developmental disabilities (IDD) adult service systems. This study presents descriptive data on a random sample of 12,382 individual users of adult IDD services from 25 states that included 1002 individuals with an autism diagnosis (8.1%). Data are provided on demographic characteristics, diagnoses, communication and relationship status for adults with autism/ASD and a comparison of these findings for IDD service users who have other diagnoses. (c) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000301470100019 ER PT J AU Belva, Brian C. Matson, Johnny L. Hattier, Megan A. Kozlowski, Allison M. Bamburg, Jay W. TI Convergent validity of the Autism Spectrum Disorders-Diagnostic Adult (ASD-DA) with the Pervasive Developmental Disorder/Autism subscale of the Diagnostic Assessment for the Severely Handicapped-II (DASH-II) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 752 EP 756 DI 10.1016/j.rasd.2011.10.008 PD APR-JUN 2012 PY 2012 AB The Autism Spectrum Disorders-Diagnosis for Adults (ASD-DA) is a standardized assessment used to measure autistic symptomatology in adults with intellectual disabilities (ID). In order to further establish the validity of this measure, convergent validity of the ASD-DA was established by comparing ASD-DA total and subscales scores with the Pervasive Developmental Disorder/Autism (PDD/Autism) subscale score on the Diagnostic Assessment for the Severely Handicapped-II (DASH-II). Data was collected from 278 adults residing in two large supports and services centers in the southeastern region of the United States. The ASD-DA total scores and all subscale scores correlated with the PDD/Autism subscale score at the p < .001 level, further supporting the validity of the ASD-DA as a valid measure of autistic symptoms in adults with ID. The implications of these findings are discussed. (c) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 2 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000301470100020 ER PT J AU Honey, Emma Rodgers, Jacqui McConachie, Helen TI Measurement of restricted and repetitive behaviour in children with autism spectrum disorder: Selecting a questionnaire or interview SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 757 EP 776 DI 10.1016/j.rasd.2011.10.011 PD APR-JUN 2012 PY 2012 AB Assessment of children's restricted and repetitive behaviours offers potential opportunities to improve early diagnosis of autism spectrum disorder (ASD) and timely access to interventions and support. To facilitate this requires understanding of the phenomenology of repetitive behaviours in ASD, including differentiating behaviours seen in ASD from other populations such as young typically developing and developmentally delayed children. A key factor in achieving understanding is valid and reliable measurement. This review considers the issues in conceptualisation of repetitive behaviours which should guide the choice of measurement tool, including definition of subtypes of repetitive behaviours, associations with age and ability, and categorisation of frequency and severity. The resulting conclusions about the requirements for measurement are applied within a systematic review of quantitative interview and questionnaire measures of repetitive behaviour used with children with ASD. The conclusions of the review lead to recommendations for existing and future research on restricted and repetitive behaviours in ASD. (c) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 4 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000301470100021 ER PT J AU Oppenheim-Leaf, Misty L. Leaf, Justin B. Dozier, Claudia Sheldon, Jan B. Sherman, James A. TI Teaching typically developing children to promote social play with their siblings with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 777 EP 791 DI 10.1016/j.rasd.2011.10.010 PD APR-JUN 2012 PY 2012 AB Siblings are important "peers" for children. Unfortunately, children with autism often do not play or interact often with their typically developing siblings. The purpose of this study was to teach three typically developing children (ages 4-6) skills that were likely to increase the amount and quality of social play interactions with their brothers who have autism. A teacher used the teaching interaction procedure to teach typically developing children to provide clear instructions and prompt and reinforce appropriate play behavior such as joining into a play activity, sharing toys, and engaging in appropriate toy play. All three typically developing children learned the targeted skills during role-plays with a teacher and, to a large part, generalized the skills when they played with their brothers with autism. In addition, some children who learned these skills increased their positive interactions and decreased negative interactions during a free-play period with their sibling with autism. (c) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000301470100022 ER PT J AU Lam, Yan Grace Yeung, Siu Sze Susanna TI Towards a convergent account of pragmatic language deficits in children with high-functioning autism: Depicting the phenotype using the Pragmatic Rating Scale SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 792 EP 797 DI 10.1016/j.rasd.2011.08.004 PD APR-JUN 2012 PY 2012 AB Despite its prominence, pragmatic characteristic associated with autism is under-explored and thus was not well defined. The present study attempted to depict a relatively comprehensive profile of language pragmatics in children with high-functioning autism (HFA) using the Pragmatic Rating Scale (PRS). Pragmatic behaviors of 26 HFA children were contrasted with those of their normal counterparts. As predicted, the group with autism demonstrated substantial pragmatic difficulty when compared to their normal counterparts matched stringently on both verbal and non-verbal intelligence. The findings were discussed with relevance to lacking a "theory of mind", weak central coherence and executive dysfunction. (c) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 4 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000301470100023 ER PT J AU Griffith, G. M. Fletcher, R. Hastings, R. P. TI A national UK census of Applied Behavior Analysis school provision for children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 798 EP 805 DI 10.1016/j.rasd.2011.10.014 PD APR-JUN 2012 PY 2012 AB Over more than a decade, specialist Applied Behavior Analysis (ABA) schools or classes for children with autism have developed in the UK and Ireland. However, very little is known internationally about how ABA is defined in practice in school settings, the characteristics of children supported in ABA school settings, and the staffing structures used. To answer these questions, the focus of the present research was a nationwide census of ABA schools throughout the UK. As far as it was possible to ascertain, we achieved a 100% return rate. There were 14 ABA schools and classes throughout the UK, supporting 258 children with autism, and employing 382 staff that supported ABA teaching. The mean ratio for ABA staff to children was 1.4 staff members: 1 child (range 0.7:1-2:1). The majority of all staff members were graduates or had a higher academic qualification (67.7%). This census methodology, if repeated, may help to identify future trends and can provide a baseline for developments in ABA schools/classes in the UK. (c) 2011 Elsevier Ltd. All rights reserved. RI Hastings, Richard/D-9657-2013 OI Hastings, Richard/0000-0002-0495-8270 TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000301470100024 ER PT J AU Maljaars, Jarymke Noens, Ilse Scholte, Evert van Berckelaer-Onnes, Ina TI Level of sense-making in children with autistic disorder and intellectual disability: Patterns of delay and deviance in development SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 806 EP 814 DI 10.1016/j.rasd.2011.10.006 PD APR-JUN 2012 PY 2012 AB The present study examined levels of sense-making in relation to adaptive functioning and autism symptomatology in low-functioning children with autistic disorder. Thirty-six children with autistic disorder and intellectual disability were compared with 27 children with intellectual disability and 33 typically developing children with a comparable nonverbal mental age (2-5 years). Level of sense-making was measured with the ComFor. Delays and deviant behaviors were assessed by using the Vineland Screener 0-6-NL and the Diagnostic Interview for Social and Communication Disorders. Levels of sense-making were substantially lower in the group with autistic disorder. At nonsymbolic levels of sense-making, children with autistic disorder and intellectual disability were much lower functioning in terms of social and communicative adaptive behavior than the children in the comparison groups with the same level of sense-making. Within the autism group, lower levels of sense-making were associated with more severe autism symptomatology in the domains of social interaction, communication, and imagination. (c) 2011 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000301470100025 ER PT J AU Meek, Shantel E. Robinson, Lauren T. Jahromi, Laudan B. TI Parent-child predictors of social competence with peers in children with and without autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 815 EP 823 DI 10.1016/j.rasd.2011.11.001 PD APR-JUN 2012 PY 2012 AB The current study investigated the relations among parent-child joint engagement, dyadic interactive behaviors, and children's subsequent social competence with peers. Participants were 40 children (20 children with autism, and 20 developmentally-matched typical children) between the ages of 2.75 and 6.5 years. Observational coding was conducted to assess children's joint engagement initiations, global interactive behaviors with parents, and parents' responsiveness, behavior regulation, and attention regulation. Children's social competence with peers was measured approximately one year later. Group differences were observed in child-initiated joint engagement, children's interactive behaviors in the parent-child context, and individual aspects of social competence. Child-initiated joint engagement with parents was positively related to social competence with peers overall, and with less exclusion by peers and hyperactive-distractible behaviors with peers, in particular. In addition, parent attention regulation emerged as the most salient predictor of children's behaviors within the parent-child context. Findings are discussed with respect to implications for future research and intervention. (C) 2011 Elsevier Ltd. All rights reserved. TC 9 ZB 3 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000301470100026 ER PT J AU Wilke, Arthur E. Tarbox, Jonathan Dixon, Dennis R. Kenzer, Amy L. Bishop, Michele R. Kakavand, Heleya TI Indirect functional assessment of stereotypy in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 824 EP 828 DI 10.1016/j.rasd.2011.11.003 PD APR-JUN 2012 PY 2012 AB Autism spectrum disorders (ASD) are characterized by the presence of repetitive behavior and stereotyped patterns of interest and activities. It is common for clinicians to assume that repetitive behaviors are maintained by automatic reinforcement but, as with any challenging behavior, the function of stereotypy should not be assumed based on its topography. Previous research on the functional assessment of stereotypy has produced mixed results, and most previous studies on the functional assessment of stereotypy in children with ASD have included small sample sizes, so more research in this area is warranted. In the current study, indirect functional assessments consisting of the questions about behavioral function (QABF) were conducted across 53 children and adolescents with ASD. The QABF produced interpretable results in a high percentage of cases and 90% of the stereotypic behavior appeared to be maintained by automatic reinforcement. (C) 2011 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000301470100027 ER PT J AU Eikeseth, Svein Klintwall, Lars Jahr, Erik Karlsson, Peter TI Outcome for children with autism receiving early and intensive behavioral intervention in mainstream preschool and kindergarten settings SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 829 EP 835 DI 10.1016/j.rasd.2011.09.002 PD APR-JUN 2012 PY 2012 AB The evidence for Early and Intensive Behavioral Intervention (EIBI) for children with autism is well founded in several efficacy studies. However, only a few studies have investigated the effectiveness of EIBI in community settings. This study examined whether children receiving one year of EIBI (N = 35) would make larger gains in adaptive behaviors than a group of children receiving treatment as usual (TAU; N = 24). At intake, the groups did not differ significantly on chronological age or level of adaptive behavior. After one year of treatment, children in the EIBI group scored significantly higher on all scales of adaptive behavior as compared to the children receiving TAU. Moreover, children in the EIBI group showed significant improvements in adaptive behaviors, maladaptive behaviors, and autism symptoms after one year of treatment, and this change continued into the second year of treatment, albeit to a lesser degree. Limitations of the study include lack of independent assessments of children receiving EIBI, and lack of random assignment of participants to treatment groups. (C) 2011 Elsevier Ltd. All rights reserved. TC 15 ZB 3 Z8 0 ZS 0 Z9 15 SN 1750-9467 UT WOS:000301470100028 ER PT J AU Hsu, Shang-Wei Chiang, Po-Huang Lin, Lam-Ping Lin, Jin-Ding TI Disparity in autism spectrum disorder prevalence among Taiwan National Health Insurance enrollees: Age, gender and urbanization effects SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 836 EP 841 DI 10.1016/j.rasd.2011.09.006 PD APR-JUN 2012 PY 2012 AB The present study aims to characterize the prevalence of autism spectrum disorders (ASDs) in Taiwan while examining the effects of age, gender, and urbanization on ASD occurrence. A cross-sectional study was conducted to analyze data from 895,639 random health insurance claimants who claimed medical services in the year 2007. Autism was defined using the ICD-9-CM Diagnosis Code 299.0 (autism, current or active). The prevalence of autistic cases was found to be 12.3 parts per thousand. (10,868/884,771) in the general population, with the prevalence among males (19.2 parts per thousand significantly higher than that among females (6 parts per thousand With regards to age distribution, we found that the autistic group (mean age = 16.0 years) was significantly younger than the general population (mean age = 37.2 years). A logistic regression analysis found that age, gender, residence urbanization level and Bureau of National Health Insurance regional division all constituted influence factors for autistic occurrence. The results demonstrate the importance of taking into account age, gender, and geographical disparities in autistic prevalence in order to implement appropriate public health policies for the ASD population. (C) 2011 Elsevier Ltd. All rights reserved. RI Chiang, Po-Huang /E-3996-2010 TC 7 ZB 3 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000301470100029 ER PT J AU Elison, Jed T. Sasson, Noah J. Turner-Brown, Lauren M. Dichter, Gabriel S. Bodfish, James W. TI Age trends in visual exploration of social and nonsocial information in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 842 EP 851 DI 10.1016/j.rasd.2011.11.005 PD APR-JUN 2012 PY 2012 AB Because previous studies of attention in autism spectrum disorders (ASD) have been restricted in age range examined, little is known about how these processes develop over the course of childhood. In this study we examined cross-sectional age effects on patterns of visual attention to social and nonsocial information in 43 typically developing children and 51 children with ASD ranging in age from 2 to 18. Results indicated a sharp increase in visual exploration with age and a decrease in perseverative and detail-focused attention for both groups of children. However, increased age was associated with greater increases in visual exploration for typically developing children than for those children with ASD. The developmental differences were most pronounced for attention to certain nonsocial stimuli as children with ASD demonstrated a disproportionate attentional bias for these stimuli from very early in life. Disproportionate visual attention to certain nonsocial objects relative to social stimuli in ASD spanned from early to late childhood, and thus may represent both an early and a persistent characteristic of the disorder. (C) 2011 Elsevier Ltd. All rights reserved. TC 6 ZB 5 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000301470100030 ER PT J AU Jang, Jina Dixon, Dennis R. Tarbox, Jonathan Granpeesheh, Doreen Kornack, Julie de Nocker, Yanicka TI Randomized trial of an eLearning program for training family members of children with autism in the principles and procedures of applied behavior analysis SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 852 EP 856 DI 10.1016/j.rasd.2011.11.004 PD APR-JUN 2012 PY 2012 AB Effective training of caregivers is an integral part of top-quality treatment programs for individuals with autism spectrum disorders (ASD). However, traditional caregiver training can be time consuming and costly. The development of Web-based electronic training programs (e.g., "eLearning") may extend training to rural areas, thereby increasing accessibility and improving efficiency. The eLearning approach has been shown to be effective and efficient in various disciplines and industries, but studies evaluating eLearning programs for training parents of children with ASD are limited. The purpose of this study was to evaluate the effectiveness of an eLearning program for training family members of children with ASD in the principles and procedures of applied behavior analysis treatment. A total of 28 family members participated in this randomized, waitlist-controlled, between-groups study. Differences in change scores between groups were significant, with the trained group substantially outperforming the waitlist control group at post-test. The control group then received training and also demonstrated significant gains post training. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000301470100031 ER PT J AU Price, Kelly J. Edgell, Dorothy Kerns, Kimberly A. TI Timing deficits are implicated in motor dysfunction in Asperger's Syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 857 EP 860 DI 10.1016/j.rasd.2011.11.007 PD APR-JUN 2012 PY 2012 AB This study addressed what role movement timing irregularities have in producing the motor deficits documented in Asperger's Syndrome (AS). Participants included males with AS (n = 14) and without (n = 16), matched by age (7-23 years) and with no significant IQ differences. They completed measures of timing perception (comparisons of tempo of tones) and production (rhythmic finger tapping), and general motor skills (Dean-Woodcock Neuropsychological Battery motor tests). No central timing difficulties were noted, but the AS group showed more irregularity in motor implementation (with a large effect size), and this irregularity correlated with general motor skills. (C) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000301470100032 ER PT J AU Park, Subin Cho, Soo-Churl Cho, In Hee Kim, Boong-Nyun Kim, Jae-Won Shin, Min-Sup Chung, Un-Sun Park, Tae-Won Son, Jung-Woo Yoo, Hee Jeong TI Sex differences in children with autism spectrum disorders compared with their unaffected siblings and typically developing children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 861 EP 870 DI 10.1016/j.rasd.2011.11.006 PD APR-JUN 2012 PY 2012 AB This study examined the nature of cognitive and behavioral sex differences in children with autism spectrum disorders (ASDs) and two comparison groups: a group of typically developing (TD) children and a group of unaffected siblings of ASD children. Sex differences in core autistic symptoms, co-occurring behavioral symptoms, and cognitive styles were assessed in each group. Females with ASD were less severely affected than IQ- and age-matched males with ASD in the communication and repetitive stereotyped behavior domains, as measured by the ADI-R, but such sex differences were less significant than they were in the unaffected sibling group. Several behavioral/emotional symptom scores were significantly higher in male siblings than in female siblings. However, the ASD and TD groups did not show sex differences in any behavioral/emotional symptom scores. Males were superior in systemizing relative to empathizing, while the opposite was true for females in the unaffected sibling group and the TD children group: however, both males and females were superior in systemizing relative to empathizing in the ASD group. Our findings support the extreme male brain theory of autism, and further studies are needed to understand the mechanisms behind and developmental perspectives on the nature of sex differences in ASD. (C) 2011 Elsevier Ltd. All rights reserved. RI Yoo, Hee Jeong/J-5555-2012; Shin, Min Sup/J-5521-2012 TC 5 ZB 2 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000301470100033 ER PT J AU Hattier, Megan A. Matson, Johnny L. TI An examination of the relationship between communication and socialization deficits in children with autism and PDD-NOS SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 871 EP 880 DI 10.1016/j.rasd.2011.12.001 PD APR-JUN 2012 PY 2012 AB Autism Spectrum Disorders (ASDs) are characterized by pervasive impairments in repetitive behaviors or interests, communication, and socialization. As the onset of these features occurs at a very young age, early detection is of the utmost importance. In an attempt to better clarify the behavioral presentation of communication and socialization deficits to aid in early assessment and intervention, impairments in these areas were examined among infants and toddlers (17-36 months) with Autistic Disorder (AD), Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), and non-ASD related developmental delay. The Baby and Infant Screen for Children with aUtIsm Traits-Part1 (BISCUIT-Part1) and the Battelle Developmental Inventory, 2nd Edition (BDI-2) were utilized to examine communication and socialization levels, respectively, among these groups. All groups significantly differed on level of socialization impairment with the Autism group displaying the greatest impairment and the non-ASD related developmental delay group evincing the least impairment. In regards to communication deficits, the non-ASD related developmentally delayed group differed significantly in comparison to the Autism and PDD-NOS groups; however, no significant differences were found between children with AD and PDD-NOS. While communication and socialization impairments were found to significantly correlate for all participants with the exception of those with PDD-NOS, these correlations were not found to significantly differ from one another across groups. The implications, limitations, and future directions of these results are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 1 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000301470100034 ER PT J AU Chung, Kyong-Mee Jung, Woohyun Yang, Jae-won Ben-Itzchak, Esther Zachor, Ditza A. Furniss, Frederick Heyes, Katie Matson, Johnny L. Kozlowski, Alison M. Barker, Alyse A. TI Cross cultural differences in challenging behaviors of children with autism spectrum disorders: An international examination between Israel, South Korea, the United Kingdom, and the United States of America SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 881 EP 889 DI 10.1016/j.rasd.2011.03.016 PD APR-JUN 2012 PY 2012 AB Challenging behaviors are deemed extremely common within the autism spectrum disorders (ASD) population. Numerous factors and their effects upon the presence and severity of challenging behaviors within this population have been investigated. However, there has been limited research to investigate the effects of cultural differences on challenging behaviors. The aim of the current study was to examine differences between cultures in the reported presence and severity of a multitude of challenging behaviors commonly displayed by children with ASD. The Autism Spectrum Disorders-Behavior Problems for Children was used to assess possible differences between the United States and three other countries (South Korea, Israel, and the United Kingdom). Relatively few differences were found between the United States and both South Korea and Israel, with the United States endorsing a higher presence and severity on items that differed. In contrast, the United States and the United Kingdom differed on nearly half of the behavior items assessed with the United Kingdom reporting greater endorsements. The potential implications of these results are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 4 ZB 3 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000301470100035 ER PT J AU Ohashi, J. Kaori Mirenda, Pat Marinova-Todd, Stefka Hambly, Catherine Fombonne, Eric Szatmari, Peter Bryson, Susan Roberts, Wendy Smith, Isabel Vaillancourt, Tracy Volden, Joanne Waddell, Charlotte Zwaigenbaum, Lonnie Georgiades, Stelios Duku, Eric Thompson, Ann CA Pathways ASD Study Team TI Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 890 EP 897 DI 10.1016/j.rasd.2011.12.002 PD APR-JUN 2012 PY 2012 AB The purpose of this study was to compare a group of recently diagnosed bilingual-exposed children with autism (n = 20) aged 24-52 months with a matched group of monolingual-exposed children with autism (n = 40). The groups were matched with regard to chronological age at the time of language assessment and nonverbal IQ score, then compared with regard to the severity of children's autism-related communication impairment, age of first words, age of first phrases, receptive language scores, expressive language scores, and functional communication scores. Univariate ANOVAs were performed for autism-related communication impairment, age of first words, and age of first phrases. A MANCOVA, with the total number of speech-language and applied behavior analysis intervention hours entered as a covariate, was performed on the remaining dependent variables. No statistically significant differences between the two groups on any of the language measures were observed. The results suggest that a bilingual language environment does not disadvantage young children with autism in the early stages of language development. Study limitations and research and clinical implications are discussed. (C) 2011 Elsevier Ltd. All rights reserved. RI ibrahim, raquib/F-5078-2012; Vaillancourt, Tracy/F-8949-2015 TC 5 ZB 1 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000301470100036 ER PT J AU Fahim, Cherine Meguid, Nagwa A. Nashaat, Neveen H. Yoon, Uicheul Mancini-Marie, Adham Evans, Alan C. TI The neuroanatomy of the autistic phenotype SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 898 EP 906 DI 10.1016/j.rasd.2011.11.008 PD APR-JUN 2012 PY 2012 AB The autism phenotype is associated with an excess of brain volume due in part to decreased pruning during development. Here we aimed at assessing brain volume early in development to further elucidate previous findings in autism and determine whether this pattern is restricted to idiopathic autism or shared within the autistic phenotype (fragile X syndrome [FXS]). We investigated brain volume in 37 participants, using the fully automated Civet pipeline anatomical magnetic resonance imaging. 3 groups with intellectual deficiency: autism (AUT); its most associated FXS; and its most opposite Williams syndrome (WS) were compared with each other and with normal controls (NC). We report increased total and regional gray and white matter brain volume in AUT and FXS relative to WS and NC. These findings are discussed in light of the possibilities leading for the enlarged brain volume in children with the AUT phenotype. We speculate that this excess suggests reduced regression of neuronal processes "pruning" in cortical and subcortical regions in AUT/FXS, which may be due to a mutation in specific genes involved in pruning and/or a lack of socio-emotional environmental experience during a critical developmental period.(C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000301470100037 ER PT J AU Tani, Masayuki Kanai, Chieko Ota, Haruhisa Yamada, Takashi Watanabe, Hiromi Yokoi, Hideki Takayama, Yuko Ono, Taisei Hashimoto, Ryuichiro Kato, Nobumasa Iwanami, Akira TI Mental and behavioral symptoms of person's with Asperger's syndrome: Relationships with social isolation and handicaps SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 907 EP 912 DI 10.1016/j.rasd.2011.12.004 PD APR-JUN 2012 PY 2012 AB People with Asperger's syndrome (AS) experience mental comorbidities, and behavioral symptoms that can deepen social isolation and handicaps. We compared the frequency of mental and behavioral symptoms, motor abnormality, and life history between adults with AS and those with no mental disorders but with disturbance of social functions and communication skills (ND) from our outpatient clinic. Participants with AS (n = 99) as compared with ND subjects (n = 63) showed significant higher rate of depressive mood, anxiety, unstable emotion, mood swings, oversensitivity to normal situation obsessive compulsive symptoms, persecutory idea, loss of energy, insomnia carelessness, restlessness, confusion in new environments, episodic agitation, inflexible adherence, egocentric behavior, self harm, circumscribed interest, poor lifestyle habits, non-athleticism, clumsiness, bulling at school, school non-attendance, social withdrawal, and lack of friendships. In AS, emotional instability and confusion in new environments might lead to social isolation. The findings demonstrated that individuals with AS experience greater social isolation and distress, as well as a wider range of mental and behavioral symptoms and disturbances of motor skills as compared to healthy subjects with disturbances of social functions and communication skills. These factors are interrelated and may be used as supplementary methods for differential diagnosis of AS from other conditions. (C) 2011 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000301470100038 ER PT J AU Persicke, Angela Tarbox, Jonathan Ranick, Jennifer St Clair, Megan TI Establishing metaphorical reasoning in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 913 EP 920 DI 10.1016/j.rasd.2011.12.007 PD APR-JUN 2012 PY 2012 AB Researchers have shown that children with autism have difficulty with non-literal language, such as irony, sarcasm, deception, humor, and metaphors. To date, few studies have attempted to remediate these deficits, and no studies of which we are aware have attempted to teach children with autism to understand metaphors. Metaphorical reasoning consists of complex verbal behavior, involving relations of coordination, hierarchy, and distinction, at a minimum. The purpose of the current study was to evaluate multiple exemplar training for teaching children with autism to attend to relevant features of the context in which a metaphor is used and to engage in the required relational responding in order to respond correctly to metaphorical questions. Participants included three children, ages 5-7. Results suggest that multiple exemplar training is effective for teaching children with autism to understand metaphors. Furthermore, generalization to untrained metaphors was found for all participants. (C) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 1 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000301470100039 ER PT J AU Froehlich, A. L. Anderson, J. S. Bigler, E. D. Miller, J. S. Lange, N. T. DuBray, M. B. Cooperrider, J. R. Cariello, A. Nielsen, J. A. Lainhart, J. E. TI Intact prototype formation but impaired generalization in autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 921 EP 930 DI 10.1016/j.rasd.2011.12.006 PD APR-JUN 2012 PY 2012 AB Cognitive processing in autism has been characterized by a difficulty with the abstraction of information across multiple stimuli or situations and subsequent generalization to new stimuli or situations. This apparent difficulty leads to the suggestion that prototype formation, a process of creating a mental summary representation of multiple experienced stimuli that go together in a category, may be impaired in autism. Adults with high functioning autism and a typically developing comparison group matched on age and IQ completed a random dot pattern categorization task. Participants with autism demonstrated intact prototype formation in all four ways it was operationally defined, and this performance was not significantly different from that of control participants. However, participants with autism categorized dot patterns that were more highly distorted from the category prototypes less accurately than did control participants. These findings suggest, at least within the constraints of the random dot pattern task, that although prototype formation may not be impaired in autism, difficulties may exist with the generalization of what has been learned about a category to novel stimuli, particularly as they become less similar to the category's prototype. (C) 2011 Elsevier Ltd. All rights reserved. TC 3 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000301470100040 ER PT J AU Matson, Johnny L. Turygin, Nicole C. Beighley, Jennifer Matson, Michael L. TI Status of single-case research designs for evidence-based practice SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 931 EP 938 DI 10.1016/j.rasd.2011.12.008 PD APR-JUN 2012 PY 2012 AB The single-case research design has become a paradoxical methodology in the applied sciences. While various experimental designs have been in place for over 50 years, there has not been wide acceptance of single-case methodology outside clinical and school psychology, or the field of special education. These methods were developed in the U.S.A., and their acceptance internationally has been even slower. The development and popularity of applied behavior analysis for persons with intellectual disabilities and the tremendously popular field of autism, and single-case designs have been very closely interrelated and have helped spread the use of single-case designs. The purpose of this paper is to review the history, types of designs, and their maturation in the applied fields of mental health and special education. (C) 2011 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000301470100041 ER PT J AU Planche, Pascale Lemonnier, Eric TI Children with high-functioning autism and Asperger's syndrome: Can we differentiate their cognitive profiles? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 939 EP 948 DI 10.1016/j.rasd.2011.12.009 PD APR-JUN 2012 PY 2012 AB The aim of this study was to investigate whether children with high-functioning autism (HFA) and Asperger's syndrome (AS) can be differentiated from each other and from typically developing children on their cognitive profiles. The present study included a total of 45 participants: children with autism (high-functioning autism or Asperger's syndrome) and a matched control group of typically developing children (n = 15 per group). Two tasks were used to establish their cognitive profiles: the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the NEPSY scale. Our results highlighted differentiated profiles between the children with Asperger's syndrome and those with high-functioning autism. The first ones showed strengths on verbally mediated skills as well as weaknesses on visual-motor coordination and graphomotor ability, whereas the children with HFA exhibited a profile with deficits on tasks calling upon verbal comprehension and good performances on tasks requiring visuo-spatial skills. This paper argues for a revision of AS criteria in the forthcoming DSM-V rather than a combination of the two subgroups within the autism spectrum disorders in the diagnostic manual. (C) 2011 Elsevier Ltd. All rights reserved. TC 9 ZB 5 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000301470100042 ER PT J AU Kawakami, Chihiro Ohnishi, Masafumi Sugiyama, Toshiro Someki, Fumio Nakamura, Kazuhiko Tsujii, Masatsugu TI The risk factors for criminal behaviour in high-functioning autism spectrum disorders (HFASDs): A comparison of childhood adversities between individuals with HFASDs who exhibit criminal behaviour and those with HFASD and no criminal histories SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 949 EP 957 DI 10.1016/j.rasd.2011.12.005 PD APR-JUN 2012 PY 2012 AB Most reports of the criminal behaviour of individuals with high-functioning autism spectrum disorder (HFASD) have been case studies, and few have empirically examined the risk factors of criminal behaviour among these individuals. This study examined 175 individuals with HFASD, including 36 individuals who had a prior history of criminal behaviours (the criminal group) and 139 individuals without a criminal history (the control group), with regard to 15 types of childhood adversities (CAs). The age of initial HFASD diagnosis and history of neglect and physical abuse were significantly correlated with an increased risk of criminal behaviour. These findings agreed with previous studies on general populations. The unique characteristics of individuals with HFASD and a history of criminal behaviour are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000301470100043 ER PT J AU Kozlowski, Alison M. Matson, Johnny L. Rieske, Robert D. TI Gender effects on challenging behaviors in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 958 EP 964 DI 10.1016/j.rasd.2011.12.011 PD APR-JUN 2012 PY 2012 AB Challenging behaviors are extremely prevalent within the autism spectrum disorder (ASD) population. To date, numerous factors affecting the rates of challenging behaviors within the ASD population have been examined including age, gender, ethnicity, and intellectual functioning. Controversy has arisen in regard to the effect of gender on challenging behaviors rates in individuals with ASD with some researchers finding differences while others do not. The aim of the current study was to examine the gender effects of children and adolescents with ASD on challenging behavior rates in an effort to assist in clarifying this relationship. Three hundred ninety-one children ages 2 through 17 years participated in the current study and were assigned to one of four groups: male with ASD, male without ASD, female with ASD, and female without ASD. Differences in rates of challenging behaviors between the groups were examined using the Autism Spectrum Disorder-Behavior Problems for Children. Overall, gender was not found to have an effect on the rates of challenging behaviors among children and adolescents with or without ASD. The implications of this finding are discussed along with possible future avenues of investigation. (C) 2012 Elsevier Ltd. All rights reserved. TC 8 ZB 3 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000301470100044 ER PT J AU Worley, Julie A. Matson, Johnny L. TI Comparing symptoms of autism spectrum disorders using the current DSM-IV-TR diagnostic criteria and the proposed DSM-V diagnostic criteria SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 2 BP 965 EP 970 DI 10.1016/j.rasd.2011.12.012 PD APR-JUN 2012 PY 2012 AB The American Psychiatric Association has proposed major revisions for the diagnostic category encompassing Autism Spectrum Disorders (ASD), which will reportedly increase the specificity and maintain the sensitivity of diagnoses. As a result, the aim of the current study was to compare symptoms of ASD in children and adolescents (N = 208) who met criteria for ASD according to only the DSM-IV-TR to those who met criteria according to the forthcoming version of the DSM and to those that were typically developing. Participants comprising the DSM-IV-TR and DSM-V groups did not score significantly different from each other on overall autism symptoms, but both groups scored significantly different from the control group. However significant differences emerged between the DSM-IV-TR and DSM-V groups in the core domain of nonverbal communication/socialization. Implications of the results and the proposed changes to the ASD diagnostic category are discussed. (C) 2012 Elsevier Ltd. All rights reserved. TC 52 ZB 15 Z8 0 ZS 0 Z9 52 SN 1750-9467 UT WOS:000301470100045 ER PT J AU Mayes, Susan Dickerson Calhoun, Susan L. Aggarwal, Richa Baker, Courtney Mathapati, Santoshkumar Anderson, Robert Petersen, Christopher TI Explosive, oppositional, and aggressive behavior in children with autism compared to other clinical disorders and typical children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 1 EP 10 DI 10.1016/j.rasd.2011.08.001 PD JAN-MAR 2012 PY 2012 AB Maternal ratings of explosiveness, opposition, and aggression were analyzed in 1609 children 6-16 years of age. Behavior problems were common in autism, ADHD-Combined type, and depression, whereas children with ADHD-Inattentive type, anxiety disorder, and acquired brain injury did not differ from typical controls. More than 40% of children with autism, ADHD-Combined type, and depression met criteria for oppositional-defiant disorder (ODD), and less than 15% did in the other groups. Male gender and low SES increased the risk of behavior problems, but correlations were small between behavior problems and age and IQ. Our findings have implications for new DSM-V diagnostic categories and criteria. The DSM-V needs to clarify whether or not an additional diagnosis of ODD should be made in children with autism who meet ODD criteria. The proposed DSM-V states that ADHD and temper dysregulation disorder with dysphoria not be diagnosed in autism, but does not mention ODD. Our study also suggests that diagnoses of temper dysregulation disorder with dysphoria and prepubertal bipolar disorder may be redundant to a diagnosis of ODD. (C) 2011 Elsevier Ltd. All rights reserved. TC 12 ZB 3 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000297826400001 ER PT J AU Stephenson, Jennifer Carter, Mark Kemp, Coral TI Quality of the information on educational and therapy interventions provided on the web sites of national autism associations SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 11 EP 18 DI 10.1016/j.rasd.2011.08.002 PD JAN-MAR 2012 PY 2012 AB Parents and teachers of children with autism spectrum disorders (ASD) are often presented with a confusing array of intervention options that vary considerably in their level of research support. Logical sources of information and guidance are the web sites of national autism associations. This research examined the quality of the information that is available on the web sites of national autism associations with regard to educational and therapy interventions. Rankings derived from current research evidence on interventions were compared with those available on web sites to determine whether or not this information was consistent with current research evidence and the stated aims of the organisations. Overall, these sites provided limited guidance for parents and teachers with regard to the selection of research-based interventions. Several options to improve the information available are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 2 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000297826400002 ER PT J AU Matson, Johnny L. Beighley, Jennifer Turygin, Nicole TI Autism diagnosis and screening: Factors to consider in differential diagnosis SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 19 EP 24 DI 10.1016/j.rasd.2011.08.003 PD JAN-MAR 2012 PY 2012 AB There has been an exponential growth in assessment methods to diagnose disorders on the autism spectrum. Many reasons for this trend exist and include advancing knowledge on how to make a diagnosis, the heterogeneity of the spectrum, the realization that different methods may be needed based on age and intellectual disability. Other factors include the recognition that some testing will be for diagnosis, while other diagnostic work will be for identifying targets for intervention and for monitoring symptoms over time. Measures of co-occurring conditions that interface with measures of core symptoms are also needed and should aid in multidisciplinary treatment. In addition to these factors we discuss factors associated with observational data collection methods, length, and scoring of evaluations and the fallacy that a "gold standard" for diagnosis of autism exists or in fact is desirable. The implications of these data are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 3 Z8 0 ZS 2 Z9 10 SN 1750-9467 UT WOS:000297826400003 ER PT J AU Isenhower, Robert W. Marsh, Kerry L. Richardson, Michael J. Helt, Molly Schmidt, R. C. Fein, Deborah TI Rhythmic bimanual coordination is impaired in young children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 25 EP 31 DI 10.1016/j.rasd.2011.08.005 PD JAN-MAR 2012 PY 2012 AB Impairments in motor coordination are a common behavioral manifestation of autism spectrum disorder (ASD). We, therefore, used a drumming methodology to examine rhythmic bimanual coordination in children diagnosed with ASD (M = 47.3 months) and age-matched typically developing (TD) children (M = 42.6 months). Both groups were instructed to drum on a pad in two required phases: in-phase (drumsticks striking the pad simultaneously) and anti-phase (drumsticks striking in alteration). Analysis revealed that TD children were more able than children with ASD to stay in the required phase relationships for both in-phase and anti-phase coordination. Movement variability was higher for children with ASD than TD children. Imitation ability of the ASD group was somewhat related to their performance on the task. We discuss the implications that deficits in bimanual (intra-personal) coordination may have for social and interpersonal coordination in children with ASD. Published by Elsevier Ltd. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000297826400004 ER PT J AU Cummings, Anne R. Carr, James E. LeBlanc, Linda A. TI Experimental evaluation of the training structure of the Picture Exchange Communication System (PECS) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 32 EP 45 DI 10.1016/j.rasd.2011.08.006 PD JAN-MAR 2012 PY 2012 AB The Picture Exchange Communication System (PECS) is a picture-based alternative communication method that is widely accepted and utilized with individuals with disabilities. Although prior studies have examined the clinical efficacy of PECS, none have experimentally evaluated its manualized training structure. We experimentally evaluated the effects of training during each of the 6 phases of PECS with 7 children with developmental or language disorders. For all 7 participants, PECS responses consistently increased only after training was completed for each of the first 4 phases, but increases in PECS responses occurred during tests of Phases Sand 6 as soon as training was completed in Phase 4. Consistent with prior research, PECS was taught in a short period of time and required few prerequisite skills. However, 3 of the 7 participants had difficulty with some aspects of training and were able to acquire the targeted skills only after procedural modifications were made. (C) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 1 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000297826400005 ER PT J AU Sowa, Michelle Meulenbroek, Ruud TI Effects of physical exercise on Autism Spectrum Disorders: A meta-analysis SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 46 EP 57 DI 10.1016/j.rasd.2011.09.001 PD JAN-MAR 2012 PY 2012 AB It is generally agreed that regular physical exercise promotes physical and mental health, but what are the benefits in people with Autism Spectrum Disorders (ASD)? This meta-analysis evaluates 16 behavioural studies reporting on a total of 133 children and adults with various variants of the syndrome who were offered structured physical activities either in an individual or a group context. The effects on social and motor deficiencies, two of the three primary symptom clusters of ASD, were normalized to afford a quantitative evaluation. Results pertaining to communication deficits were insufficient to permit classification. All activity programmes yielded significant progress on the measures assessed, but the individual programmes elicited significantly more improvement than the group interventions in the motor and, more surprisingly, also in the social domain. Although overall sample sizes were small, the combined results do permit the tentative conclusion that in terms of motor performance and social skills children and adults with ASD benefit most from individual exercise interventions. Further research of the impact of individual and group interventions on communication deficits in particular as well as studies gauging the extent to which exercise effects depend on ASD symptom severity are warranted. (C) 2011 Elsevier Ltd. All rights reserved. RI Meulenbroek, Ruud/D-4781-2009 TC 10 ZB 0 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000297826400006 ER PT J AU Kanai, Chieko Tani, Masayuki Hashimoto, Ryuichiro Yamada, Takashi Ota, Haruhisa Watanabe, Hiromi Iwanami, Akira Kato, Nobumasa TI Cognitive profiles of adults with Asperger's disorder, high-functioning autism, and pervasive developmental disorder not otherwise specified based on the WAIS-III SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 58 EP 64 DI 10.1016/j.rasd.2011.09.004 PD JAN-MAR 2012 PY 2012 AB Little is known about the cognitive profiles of high-functioning Pervasive Developmental Disorders (PDD) in adults based on the Wechsler Intelligence Scale III (WAIS-III). We examined cognitive profiles of adults with no intellectual disability (IQ > 70), and in adults with Asperger's disorder (AS; n = 47), high-functioning autism (HFA; n = 24), and pervasive developmental disorder not otherwise specified (PDDNOS; n = 51) using the WAIS-III. Verbal Intelligence (VIQ)-Performance Intelligence (PIQ) differences were detected between the three groups. Full Intelligence (FIQ) and VIQ scores were significantly higher in AS than in HFA and PDDNOS. Vocabulary, Information, and Comprehension subtest scores in the Verbal Comprehension index were significantly higher in AS than in the other subgroups, while Digit-Symbol Coding and Symbol Search subtest scores in the Processing Speed index were significantly lower in HFA. The findings demonstrated cognitive profiles characteristic of adults with high-functioning PDD. (C) 2011 Elsevier Ltd. All rights reserved. TC 6 ZB 3 Z8 0 ZS 1 Z9 7 SN 1750-9467 UT WOS:000297826400007 ER PT J AU Dunkel-Jackson, Sarah M. Dixon, Mark R. Szekely, Susan TI Portable data assistants: Potential in evidence-based practice autism treatment SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 65 EP 72 DI 10.1016/j.rasd.2011.06.004 PD JAN-MAR 2012 PY 2012 AB The emerging era of "evidence-based practice" emphasizes that human service agencies need to find effective and efficient means of training staff and implementing systems change based on scientific evidence. Additional advancements in technology use across populations and settings within the field have also served as a catalyst for the development of contemporary staff training techniques. Therefore, the purpose of the current study was to train management-level staff employed at an agency for individuals diagnosed with autism spectrum disorders to collect agency-wide data using personal digital assistant (PDA) data collection systems. (C) 2011 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000297826400008 ER PT J AU Lin, Jin-Ding Li, Chien-De Lin, Lan-Ping Hsu, Shang-Wei TI The study of geographic differences in the prevalence of disability among Taiwanese population SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 73 EP 78 DI 10.1016/j.rasd.2011.07.001 PD JAN-MAR 2012 PY 2012 AB The present study analyzes data of the governmental reported general population and population of persons with disabilities from 2002 to 2009, to describe the disability prevalence and to test the overtime change with particular focused on the geographic differences in Taiwan. In average, the disability prevalence was 42.06 parts per thousand (range = 31.06 parts per thousand-80.04 parts per thousand in different areas) of the general population during the past 8 years. We found that the disability prevalence in general population (R-2 = 0.991; p < 0.001), disability prevalence in men (R-2=0.992; p < 0.001) and in women (R-2 = 0.991; p < 0.001) were significantly increased in curve tests of the study. The disability number were more populous in north or west urban areas (such as Taipei County, Taipei City, Taoyuan County, Taichung County, Kaohsiung City), however, those areas of higher disability prevalence were more likely to locate in east and central remote areas (such as Taitung County = 80.04 parts per thousand; Yunlin County = 71.95 parts per thousand; Hualien County = 71.59 parts per thousand; Chiayi County = 63.51 parts per thousand and Yilan County = 59.91 parts per thousand). The study highlights that the uneven distribution of disability prevalence will bring challenges of health and social welfare services for this group of population. We suggest the authorities should scrutinize the disparity of disability prevalence in different geographic area to examine the equality of social welfare resources distribution in Taiwan. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 2 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000297826400009 ER PT J AU Mouridsen, Svend Erik TI Current status of research on autism spectrum disorders and offending SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 79 EP 86 DI 10.1016/j.rasd.2011.09.003 PD JAN-MAR 2012 PY 2012 AB An emerging literature on autism spectrum disorders (ASD) and offending has highlighted that these disorders are at times associated with criminal behaviour. Ghaziuddin et al. (1991) reviewed the published literature on this topic from 1944 to 1990 and concluded that there was no clear link between Asperger syndrome (AS) and violent crime. They suggested that people with AS hardly were more likely to commit violent crime than the rest of the population. The present review provides an update on the issues in the earlier review mentioned and presents new issues that have emerged in the past two decades. Currently, there is still no body of evidence to suppose that people with ASD are more prone to commit offences than anyone else. However, a small number of serious crimes can be linked to the core features of ASD. Co-morbid psychiatric disorders are important risk factors for offending in people with ASD. Studies of referred samples have suggested considerable differences in offending among subgroups of people with ASD. Offending has rarely been reported in childhood autism, but is more common in atypical autism (AA) and AS. Literature suggests that people with ASD are potentially overrepresented within the criminal justice system, and that failure to detect ASD among offenders is not uncommon. Insofar as people with AA and AS have offended, it has typically been connected with arson and sexual abuse. But due to lack of valid community based studies of offending relating to people with ASD, these findings must be interpreted with caution. (C) 2011 Elsevier Ltd. All rights reserved. TC 4 ZB 2 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000297826400010 ER PT J AU Miller, Victoria A. Schreck, Kimberly A. Mulick, James A. Butter, Eric TI Factors related to parents' choices of treatments for their children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 87 EP 95 DI 10.1016/j.rasd.2011.03.008 PD JAN-MAR 2012 PY 2012 AB The history of autism treatment has been plagued with fad therapies which waste parents' and children's time, energy, and money. To determine if referral sources, such as professionals' recommendations, media, or scholarly sources, have influenced parents' treatment decisions, parents of at least one child with an autism spectrum disorder (N = 400) were surveyed to determine the sources they used to obtain treatment. Recommendations from professionals in non-medical fields and autism books were the most popular sources of information. Due to the diverse range of influences on parents' treatment decisions, a multifaceted dissemination strategy for the most effective therapies is warranted. (C) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 0 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000297826400011 ER PT J AU Pandolfi, Vincent Magyar, Caroline I. Dill, Charles A. TI An initial psychometric evaluation of the CBCL 6-18 in a sample of youth with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 96 EP 108 DI 10.1016/j.rasd.2011.03.009 PD JAN-MAR 2012 PY 2012 AB Individuals with an autism spectrum disorder (ASD) often present with co-occurring emotional and behavioral disorders (EBD). The Child Behavior Checklist 6-18 (CBCL: Achenbach & Rescorla, 2001) is an EBD measure that contains several norm-referenced scales derived through factor analysis of data from the general pediatric population. The psychometric properties of this widely used and well-researched measure have not been evaluated in samples of youth with ASD. This study evaluated the CBCL's internal structure, scale reliability, criterion-related validity, and diagnostic accuracy using archival data from a well-characterized sample of youth with ASD (N = 122). Confirmatory factor analyses supported the unidimensionality of the CBCL's syndrome scales and its internalizing-externalizing factor structure. Significance tests indicated that many scales discriminated between two subgroups: a group of individuals with ASD + EBD and a group with ASD alone. Diagnostic accuracy analyses indicated that the CBCL had good sensitivity but low specificity for detecting co-occurring disorders. Results supported the use of the CBCL in conjunction with other clinical data when assessing for EBD in youth with ASD. (C) 2011 Elsevier Ltd. All rights reserved. TC 13 ZB 2 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000297826400012 ER PT J AU Kooistra, Elizabeth T. Buchmeier, Amanda L. Klatt, Kevin P. TI The effect of motivating operations on the transfer from tacts to mands for children diagnosed with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 109 EP 114 DI 10.1016/j.rasd.2011.03.010 PD JAN-MAR 2012 PY 2012 AB This study examined the effect of motivating operations (MO) on the emergence of a mand following tact training. Two children with autism were taught to tact a high-preferred (HP) edible identified through a preference assessment. The children were then tested to see if a mand for the HP edible emerged under deprivation (24+ h) and pre-session exposure (immediately prior to the mand test) test conditions. Following tact training, both participants manded for the HP edible in the deprivation condition but little to no responding occurred in the pre-session exposure condition. The results from this study suggest that a tact-to-mand transfer may occur under certain conditions. (C) 2011 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000297826400013 ER PT J AU Fu, Chung-Pei Chen, Kuan-Lin Tseng, Mei-Hui Chiang, Fu-Mei Hsieh, Ching-Lin TI Reliability and validity of the Psychoeducational Profile-third edition Caregiver Report in children with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 115 EP 122 DI 10.1016/j.rasd.2011.03.011 PD JAN-MAR 2012 PY 2012 AB The aim of this study was to examine the internal consistency, inter-respondent reliability, and convergent and divergent validity of the Psychoeducational Profile-third edition Caregiver Report (PEP3-CR) in children with Autism Spectrum Disorders (ASD). We examined the internal consistency on 66 mothers of children with ASD who completed the PEP3-CR. Inter-respondent reliability was examined on 46 pairs of mothers and fathers who completed the PEP3-CR independently within one week. Moreover, 64 children were administered the Psychoeducational Profile-third edition Performance Test (PEP3-PT) and 20 children and their parents were administered the Childhood Autism Rating Scale (CARS) and the Vineland Adaptive Behavior Scale (VABS) to examine the convergent and divergent validity of the PEP3-CR. The Cronbach's alpha of the PEP3-CR subtests, ranging from 0.83 to 0.85, indicated sufficient internal consistency. The intra-class correlation coefficient (ICC) of the two parents, ranging from 0.66 to 0.79, indicated moderate inter-respondent reliability. The correlations between the PEP3-PT, CARS, VABS and the PEP3-CR supported the convergent and divergent validity of the PEP3-CR. Therefore, the PEP3-CR is a reliable and valid caregiver report for assessing adaptive functioning and autistic behaviors in children with ASD. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000297826400014 ER PT J AU Diehl, Joshua John Paul, Rhea TI Acoustic differences in the imitation of prosodic patterns in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 123 EP 134 DI 10.1016/j.rasd.2011.03.012 PD JAN-MAR 2012 PY 2012 AB In research, it has been difficult to characterize the prosodic production differences that have been observed clinically in autism spectrum disorders (ASD). Moreover, the nature of these differences has been particularly hard to identify. This study examined one possible contributor to these perceived differences: motor planning. We examined the ability of children and adolescents with ASD to imitate prosodic patterns in comparison to a group with learning disabilities (LD) and a typically developing (TD) comparison group. Overall, we found that both the ASD and LD groups were significantly worse at perceiving and imitating prosodic patterns than the TD comparison group. Similar to previous studies using non-imitative speech, participants with ASD showed a significantly longer duration of utterances than the two comparison groups when attempting to imitate an intonation pattern. The implications of differences in duration of utterances are discussed. This study also highlights the importance of using clinical comparison groups in studies of language performance in individuals with ASD. (C) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 4 Z8 1 ZS 0 Z9 11 SN 1750-9467 UT WOS:000297826400015 ER PT J AU Pitts, Laura Dymond, Simon TI Increasing compliance of children with autism: Effects of programmed reinforcement for high-probability requests and varied inter-instruction intervals SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 135 EP 143 DI 10.1016/j.rasd.2011.03.013 PD JAN-MAR 2012 PY 2012 AB Research on the high-probability (high-p) request sequence shows that compliance with low-probability (low-p) requests generally increases when preceded by a series of high-p requests. Few studies have conducted formal preference assessments to identify the consequences used for compliance, which may partly explain treatment failures, and still fewer have examined the impact of programmed reinforcement for compliance to high-p requests. The present study first investigated the effects of high-p request sequences, with and without programmed reinforcement, on compliance to low-p requests using a reversal design with three children with autism. Preferred stimuli were identified via formal reinforcer preference assessments, and compliance, latency to compliance, and task completion time were measured. Results demonstrated high-p request sequences were most effective in increasing compliance and reducing compliance latency and task completion time when implemented with programmed reinforcement. Generalization probes conducted with a second trainer indicated that compliance occurred for all but one of the participants' low-p requests. The further effects of inter-instruction intervals (105 and 5 s) were examined using a combined alternating treatments and reversal design with one participant. Results demonstrated high-p request sequences were most effective in increasing compliance when implemented with 5s inter-instruction intervals and with programmed reinforcement. (C) 2011 Elsevier Ltd. All rights reserved. RI Dymond, Simon/D-8503-2014 OI Dymond, Simon/0000-0003-1319-4492 TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000297826400016 ER PT J AU Matson, Johnny L. Turygin, Nicole C. Beighley, Jennifer Rieske, Robert Tureck, Kimberly Matson, Michael L. TI Applied behavior analysis in Autism Spectrum Disorders: Recent developments, strengths, and pitfalls SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 144 EP 150 DI 10.1016/j.rasd.2011.03.014 PD JAN-MAR 2012 PY 2012 AB Autism has become one of the most heavily researched topics in the field of mental health and education. While genetics has been the most studied of all topics, applied behavior analysis (ABA) has also received a great deal of attention, and has arguably yielded the most promising results of any research area to date. The current paper provides a review of recent trends in ABA research with respect to autism. Among the areas that are receiving the most attention include early intervention, parent training, functional assessment, challenging behaviors, independent living skills, social skills training, and parent training. The implications of these data are discussed. (C) 2011 Published by Elsevier Ltd. TC 6 ZB 2 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000297826400017 ER PT J AU Kozlowski, Alison M. Matson, Johnny L. Worley, Julie A. TI The impact of familial autism diagnoses on autism symptomatology in infants and toddlers SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 151 EP 157 DI 10.1016/j.rasd.2011.03.015 PD JAN-MAR 2012 PY 2012 AB Debate regarding the etiology of Autism Spectrum Disorders (ASD) is on the rise with numerous theories being put forth. Currently, the theory with the most empirical support is the interaction of multiple genes. Many studies have provided evidence that as the incidence of ASD increases so do genetic similarities. However, very little research has focused on the presentation of ASD symptomatology in those individuals with or without ASD diagnoses who have biological relatives with or without ASD diagnoses. The aim of the current study was to first examine the percentage of toddlers with and without ASD who had biological relatives with ASD. Next, the impact familial ASD had on ASD symptomatology within infants and toddlers with and without diagnoses of ASD was investigated. In the first study, 438 toddlers with an ASD diagnosis and 1,071 who were atypically developing without an ASD diagnosis were examined. A greater percentage of toddlers with ASD were noted to have a biological relative with an identified ASD in comparison to atypically developing toddlers. In the second study, no significant differences emerged between groups dependent on familial ASD of symptoms of autism as measured by the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT). As such, despite previous research indicating a strong genetic link to ASD, this link is undoubtedly complex and not necessarily related to ASD symptomatology. Suggestions for further research are provided. (C) 2011 Elsevier Ltd. All rights reserved. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000297826400018 ER PT J AU Mangum, Aphrodite Fredrick, Laura Pabico, Robert Roane, Henry TI The role of context in the evaluation of reinforcer efficacy: Implications for the preference assessment outcomes SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 158 EP 167 DI 10.1016/j.rasd.2011.04.001 PD JAN-MAR 2012 PY 2012 AB Highly preferred stimuli were identified via two preference assessments (based on Fisher et al., 1992), the second of which included stimuli that were ranked low in the initial preference assessment. Following the preference assessments, a subset of stimuli was evaluated as reinforcers in single- and concurrent-operant arrangements. In general, stimuli that were identified as highly preferred in the initial preference assessment functioned as more effective reinforcers. These results are discussed in terms of how the context in which stimuli are evaluated may play a role in the identification of effective positive reinforcers for individuals with autism and related developmental disabilities. (C) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000297826400019 ER PT J AU Kuppens, S. Onghena, P. TI Sequential meta-analysis to determine the sufficiency of cumulative knowledge: The case of early intensive behavioral intervention for children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 168 EP 176 DI 10.1016/j.rasd.2011.04.002 PD JAN-MAR 2012 PY 2012 AB Meta-analysis has become a popular tool to statistically integrate results across studies in order to formulate more general conclusions on treatment effectiveness. Unfortunately, traditional meta-analytic applications fail to answer the question whether enough cumulative knowledge is available to draw convincing statistical conclusions. Leaving questions regarding the sufficiency of cumulative knowledge unaddressed may lead to inefficient use of limited resources or to the dissemination of spurious treatment benefit. Sequential meta-analysis or SMA provides a statistical framework to determine the sufficiency of cumulative knowledge in a meta-analysis, but is relatively unknown in mental health or disability fields. In this article, we introduce SMA and demonstrate its application by resynthesizing research findings on the effectiveness of early intensive behavioral intervention (EIBI) for children with autism reported in five published meta-analyses. The results illustrate the additional information that can be gained by including a sequential approach in research synthesis. SMA may serve as a valuable tool to systematically build and interpret a cumulative knowledge base on treatment effectiveness in the field of developmental disabilities. (C) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 0 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000297826400020 ER PT J AU Levine, Todd P. Sheinkopf, Stephen J. Pescosolido, Matthew Rodino, Alison Elia, Gregory Lester, Barry TI Physiologic arousal to social stress in children with Autism Spectrum Disorders: A pilot study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 177 EP 183 DI 10.1016/j.rasd.2011.04.003 PD JAN-MAR 2012 PY 2012 AB Little is known about arousal to socially stressful situations in children with Autism Spectrum Disorders. This preliminary study investigates physiologic arousal in children with high functioning autism (HFA, n = 19) compared to a comparison group (n = 11) before, during, and after the Trier Social Stress Test. The HFA group was more likely to have a decrease in salivary cortisol following the stressor, while the comparison group was more likely to have an increase (p = .02). However, there was no difference in electrodermal activity, a measure of sympathetic arousal, or vagal tone, a measure of parasympathetic activity, between groups. These findings implicate a differential neuroendocrine response to social stress in children with HFA despite similar sympathetic and parasympathetic responses during a stressor. Further studies are required to substantiate this finding. (C) 2011 Elsevier Ltd. All rights reserved. TC 21 ZB 17 Z8 0 ZS 0 Z9 21 SN 1750-9467 UT WOS:000297826400021 ER PT J AU Wright, Kristyn Poulin-Dubois, Diane TI Modified Checklist for Autism in Toddlers (M-CHAT) screening at 18 months of age predicts concurrent understanding of desires, word learning and expressive vocabulary SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 184 EP 192 DI 10.1016/j.rasd.2011.04.004 PD JAN-MAR 2012 PY 2012 AB The Modified Checklist for Autism in Toddlers (M-CHAT) is a 23-item questionnaire used in primary screening of Autism Spectrum Disorder (ASD). The current studies examine the concurrent validity of the M-CHAT in its ability to predict 18-month-olds' performance on theory of mind and word learning tasks. In Experiment 1, infants' understanding of desires was tested using a modified food request task. Experiment 2 assessed infants' ability to learn novel words. Results indicate that infants' score on the M-CHAT significantly predicts their performance on both the desire understanding and the novel word learning task. As expected, the number of items endorsed on the M-CHAT also relates to infants' expressive vocabulary at 18 months of age. Taken together, these findings confirm the concurrent validity of the M-CHAT at the youngest age this measure can reliably be administered. Within a broader clinical context, the present results provide preliminary evidence that controlled laboratory tasks assessing early social cognitive and verbal abilities could be added to the battery of screening instruments for ASD. (C) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 2 Z9 3 SN 1750-9467 UT WOS:000297826400022 ER PT J AU Balconi, Michela Amenta, Simona Ferrari, Chiara TI Emotional decoding in facial expression, scripts and videos: A comparison between normal, autistic and Asperger children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 193 EP 203 DI 10.1016/j.rasd.2011.04.005 PD JAN-MAR 2012 PY 2012 AB ASD subjects are described as showing particular difficulty in decoding emotional patterns. This paper explored linguistic and conceptual skills in response to emotional stimuli presented as emotional faces, scripts (pictures) and interactive situations (videos). Participants with autism, Asperger syndrome and control participants were shown facial, pictorial and video representation of six basic emotions (happiness, anger, fear, sadness, surprise, disgust). They were asked to identify the emotion and to individuate possible causes of the emotional state. A semantic analysis was applied to verbal reports, focusing on labeling and conceptualization. Log-linear analyses showed different representations across the participants as a function of emotion, pathology and presentation modality. Autistic participants were able to correctly decode primary emotions while showing difficulties with surprise. In contrast., Asperger participants performance was more similar to control subjects'. Finally, when situational correlates were provided, it was evident a "facilitation effect" for the representation of emotions. (C) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 2 Z8 1 ZS 0 Z9 6 SN 1750-9467 UT WOS:000297826400023 ER PT J AU Miniscalco, Carmela Franberg, Josefina Schachinger-Lorentzon, Ulrika Gillberg, Christopher TI Meaning what you say? Comprehension and word production skills in young children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 204 EP 211 DI 10.1016/j.rasd.2011.05.001 PD JAN-MAR 2012 PY 2012 AB Thirty-one, representative, one- to three-year-old children with autism spectrum disorders (ASD) were given the MacArthur Communicative Developmental Inventory (CDI) for parent completion and the Reynell Developmental Language Scales III (RDLS) for assessment by a speech and language pathologist. Correspondence across scales was good to excellent, indicating that parents of children with ASD can often be trusted in their report on children's language and communication abilities. The children had considerably better word production than comprehension and gesture skills, which is a pattern that is reversed in comparison with typically developing children. These findings suggest that children with ASD who have some spoken language may well be overestimated on the basis of superficially (at least relatively) good word production skills. (C) 2011 Elsevier Ltd. All rights reserved. TC 7 ZB 3 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000297826400024 ER PT J AU Dunphy-Lelii, Sarah Wellman, Henry M. TI Delayed self-recognition in autism: A unique difficulty? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 212 EP 223 DI 10.1016/j.rasd.2011.05.002 PD JAN-MAR 2012 PY 2012 AB Achieving a sense of self is a crucial task of ordinary development. With which aspects of self do children with autism have particular difficulty? Two prior studies concluded that children with autism are unimpaired in delayed self-recognition; we confirm and clarify this conclusion by examining it in conjunction with another key aspect of self understanding, including several needed controls and contrasts. Three groups of children were tested in a delayed self-recognition paradigm as well as a self-other action memory card game in which they took turns placing pictures with an adult: 3-year-olds (n = 25), 5-year-olds (n = 27), and children with autism spectrum disorder (n = 20). Children with autism spectrum disorder (ASD) demonstrated impaired performance on self-other recall compared to both typical 5-year-olds and typical 3-year-olds, but were not significantly different on delayed self-recognition. Results are discussed with regard to the unique profile of self-related performance in autism. (C) 2011 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000297826400025 ER PT J AU McCrimmon, Adam W. Schwean, Vicki L. Saklofske, Donald H. Montgomery, Janine M. Brady, Danielle I. TI Executive functions in Asperger's syndrome: An empirical investigation of verbal and nonverbal skills SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 224 EP 233 DI 10.1016/j.rasd.2011.05.003 PD JAN-MAR 2012 PY 2012 AB Deficits in executive functioning (EF) have been proposed to underlie the behavioural patterns of individuals with an autism spectrum disorder. Researchers have shown that the Asperger's syndrome (AS) population performs more poorly than typically developing controls on many EF tasks. However, the research literature is inconsistent in identifying the specific features or aspects of EF that are affected in this population. This study investigated EF in AS using a bottom-up empirical method. Four visually mediated and three verbally mediated EF tasks from the Delis-Kaplan Executive Functioning System were administered to 33 adolescents with AS and 33 age- and gender-matched controls. Two-step cluster analysis was then used to derive subgroups. Diagnostic composition of these subgroups (AS versus control) was examined to provide empirical evidence of a performance bias towards verbal EF for the AS group. A two cluster solution best fits the data with 73% of the AS participants being classified into one cluster and 64% of the control participants classified into another. Assignment into cluster A was based primarily upon low performance on the four visual EF tasks whereas assignment into cluster B was based primarily upon good performance on the four visual EF tasks and one verbal EF task. (C) 2011 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000297826400026 ER PT J AU Memari, Amir Hossein Kordi, Ramin Ziaee, Vahid Mirfazeli, Fatemeh Sadat Setoodeh, Mohammad S. TI Weight status in Iranian children with autism spectrum disorders: Investigation of underweight, overweight and obesity SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 234 EP 239 DI 10.1016/j.rasd.2011.05.004 PD JAN-MAR 2012 PY 2012 AB The purpose of this study was to survey the weight status of children and adolescents with autism spectrum disorders (ASDs) in Iranian pupils and further to investigate the most likely associated factors such as demographics, autism severity and medications. The survey was designed to provide a random sample of 113 children and adolescents (boys = 90, girls = 23) aged 7-14 years old attending autism-specific schools in Tehran in 2010. The findings revealed that 50.4% of these young children were in the limits of normal weight, but 8.7% were underweight, 13.3% were overweight, 11.5% were obese, and 15.9% were severely obese. There were significant associations between obesity and poverty level, age, sex and socioeconomic state. We conclude that with increase in the prevalence of ASD, there was found a growing rate of obesity in these children. (C) 2011 Elsevier Ltd. All rights reserved. TC 7 ZB 2 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000297826400027 ER PT J AU Amr, Mostafa Raddad, Dahoud El-Mehesh, Fatima Bakr, Ashraf Sallam, Khalid Amine, Tarek TI Comorbid psychiatric disorders in Arab children with Autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 240 EP 248 DI 10.1016/j.rasd.2011.05.005 PD JAN-MAR 2012 PY 2012 AB The objective of our study is to estimate the prevalence of comorbid psychiatric disorders in a sample of children with autism spectrum disorders (ASD) recruited from three Arab countries. We also examine the relationship between comorbidity and children's cognitive functioning and gender. Children who received a diagnosis of ASD (n = 60) from a child psychiatric outpatient clinic in Mansoura (Egypt), Al-Ahsa (Saudi Arabia) and Amman (Jordan) were included in this study. Comorbid diagnoses were established with a clinical interview and a semi-structured clinical interview for children and adolescents (SCICA). In addition, for all patients the cognitive evaluation was measured given the range in age and level of ability. Sixty-three percent of the children were diagnosed with at least one comorbid disorder. The most commonly reported comorbid disorders were anxiety disorders (58.3%), ADHD (31.6%), conduct disorders (23.3%), and major depressive disorder (13.3%). Out of the total sample, Obsessive compulsive disorder was the most prevalent anxiety disorder (55%). Elimination disorders were also diagnosed in 40% of patients. These findings emphasize a wide variety of psychiatric comorbidity afflicting youth with ASD and may be important targets for intervention. (C) 2011 Elsevier Ltd. All rights reserved. TC 9 ZB 5 Z8 3 ZS 0 Z9 12 SN 1750-9467 UT WOS:000297826400028 ER PT J AU Diehl, Joshua J. Schmitt, Lauren M. Villano, Michael Crowell, Charles R. TI The clinical use of robots for individuals with Autism Spectrum Disorders: A critical review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 249 EP 262 DI 10.1016/j.rasd.2011.05.006 PD JAN-MAR 2012 PY 2012 AB We examined peer-reviewed studies in order to understand the current status of empirically based evidence on the clinical applications of robots in the diagnosis and treatment of Autism Spectrum Disorders (ASD). Studies are organized into four broad categories: (a) the response of individuals with ASD to robots or robot-like behavior in comparison to human behavior, (b) the use of robots to elicit behaviors, (c) the use of robots to model, teach, and/or practice a skill, and (d) the use of robots to provide feedback on performance. A critical review of the literature revealed that most of the findings are exploratory and have methodological limitations that make it difficult to draw firm conclusions about the clinical utility of robots. Finally, we outline the research needed to determine the incremental validity of this technique. (C) 2011 Elsevier Ltd. All rights reserved. RI Moriana, Juan Antonio/B-4268-2008 TC 24 ZB 2 Z8 0 ZS 0 Z9 24 SN 1750-9467 UT WOS:000297826400029 ER PT J AU Gau, Susan Shur-Fen Chou, Miao-Churn Chiang, Huey-Ling Lee, Ju-Chin Wong, Ching-Ching Chou, Wen-Jiun Wu, Yu-Yu TI Parental adjustment, marital relationship, and family function in families of children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 263 EP 270 DI 10.1016/j.rasd.2011.05.007 PD JAN-MAR 2012 PY 2012 AB This study aimed to investigate the psychopathology, marital relationship, and family function in parents of children with autistic disorder (autism) as compared to parents of typically developing children. We also compared these measures between the mothers and the fathers. We assessed 151 families with at least one child with autistic disorder and 113 families of typically developing children in Taiwan. Both parents completed the self-administered questionnaires measuring psychopathology, marital dyadic adjustment, and family function. Both parents of children with autism suffered from more psychopathology and less dyadic consensus than parents of typically developing children; mothers of children with autism, perceived less marital satisfaction, affection expression, family adaptability and cohesion than mothers of typically developing children. We also found that mothers of children with autism displayed more psychopathology and marital maladjustment than did the fathers. These findings highlight that parents of children with autism encounter more psychological problems, marital difficulties and family dysfunction, particularly their mothers. (C) 2011 Elsevier Ltd. All rights reserved. TC 23 ZB 9 Z8 0 ZS 0 Z9 23 SN 1750-9467 UT WOS:000297826400030 ER PT J AU Matson, Johnny L. TI Treating adaptive living skills of persons with autism using applied behavior analysis: A review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 271 EP 276 DI 10.1016/j.rasd.2011.05.008 PD JAN-MAR 2012 PY 2012 AB Work, self-help, leisure, and hygiene skill deficits are often associated with Autistic Disorder, a neurodevelopmental disorder characterized by pervasive impairments in socialization, communication, and repetitive and restricted behaviors or interests. A number of interventions have been established to assist individuals with these impairments. This paper is a review of the use of techniques specific to applied behavior analysis (ABA) as an intervention for these adaptive living skill deficits for individuals with autism. The current status and future directions for research are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 11 ZB 2 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000297826400031 ER PT J AU Mayes, Susan Dickerson Calhoun, Susan L. Mayes, Rebecca D. Molitoris, Sarah TI Autism and ADHD: Overlapping and discriminating symptoms SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 277 EP 285 DI 10.1016/j.rasd.2011.05.009 PD JAN-MAR 2012 PY 2012 AB Children with ADHD and autism have some similar features, complicating a differential diagnosis. The purpose of our study was to determine the degree to which core ADHD and autistic symptoms overlap in and discriminate between children 2-16 years of age with autism and ADHD. Our study demonstrated that 847 children with autism were easily distinguished from 158 children with ADHD. All children with autism had 15 or more of the 30 Checklist for Autism Spectrum Disorder symptoms (mean 22), and none of the children with ADHD did (mean 4). Three of the symptoms were present only in children with autism. Almost all 30 symptoms were found in over half of the children with autism, whereas none were present in the majority of children with ADHD-Inattentive type (ADHD-I) or in children with ADHD-Combined type (ADHD-C) without comorbid oppositional-defiant disorder. In contrast, ADHD symptoms were common in autism. Children with low and high functioning autism and ADHD-C did not differ on maternal ratings of attention deficit, impulsivity, and hyperactivity. For children with normal intelligence, nonsignificant differences were found between children with autism, ADHD-C, and ADHD-I on neuropsychological tests including measures of attention, working memory, processing speed, and graphomotor skills. (C) 2011 Elsevier Ltd. All rights reserved. TC 38 ZB 14 Z8 0 ZS 1 Z9 39 SN 1750-9467 UT WOS:000297826400032 ER PT J AU Papadopoulos, Nicole McGinley, Jennifer Tonge, Bruce J. Bradshaw, John L. Saunders, Kerryn Rinehart, Nicole J. TI An investigation of upper limb motor function in high functioning autism and Asperger's disorder using a repetitive Fitts' aiming task SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 286 EP 292 DI 10.1016/j.rasd.2011.05.010 PD JAN-MAR 2012 PY 2012 AB There is now a growing body of research examining movement difficulties in children diagnosed with high functioning autism (HFA) and Asperger's disorder (AD). Despite this, few studies have investigated the kinematic components of movement that may be disrupted in children diagnosed with these disorders. The current study investigated rapid aiming movements in 19 individuals diagnosed with HFA, 20 individuals diagnosed with AD and 18 typically developing (TD) controls. A novel touchscreen version of a Fitts' aiming task was administered that required participants to make 10 reciprocal aiming movements between targets. Task difficulty was manipulated by varying the size and distance between targets. Movement time in the HFA and AD groups was comparable to TD controls. Children with HFA displayed more constant and variable error across repeated aiming attempts compared to the TD group that may be attributed to deficits in feedforward online refinement of movement. These findings are in accordance with previous gait, ocular motor, upper limb and neuroimaging studies that suggest that the cerebellum may underlie movement disturbance in individuals diagnosed with HFA. Additionally, differences in the nature of upper limb motor disturbance in HFA may serve as a useful future adjunct to clinical measures. (C) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 4 Z8 1 ZS 0 Z9 11 SN 1750-9467 UT WOS:000297826400033 ER PT J AU Moh, Teresa Ailing Magiati, Iliana TI Factors associated with parental stress and satisfaction during the process of diagnosis of children with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 293 EP 303 DI 10.1016/j.rasd.2011.05.011 PD JAN-MAR 2012 PY 2012 AB Diagnosis of Autism Spectrum Disorders (ASD) is complex and parents worldwide often experience difficulties and frustration during the diagnostic process. This study examined the duration of the diagnostic period, the number of professionals consulted, the relationship with the professional(s) and the perceived helpfulness of information provided in relation to how they impact on parental satisfaction and stress during the diagnostic process. The study also obtained professional perspectives regarding current diagnostic practices to understand aspects of the process which may be helpful in increasing professional confidence in diagnosing ASD. One hundred and two parents of 2-17 years old children and young people with ASD recruited from ASD special schools, intervention centres and hospitals in Singapore completed a survey, which included information on various aspects of the diagnostic process and measures of autism severity, parental stress and satisfaction. Seventeen professionals completed a similar survey. Parents from higher educational and socioeconomic backgrounds were more likely to raise concerns about their child's development at an earlier age. Higher parental stress was associated with more professionals consulted and lower perceived collaboration with professionals. Higher parental satisfaction was associated with higher perceived collaboration with professionals, higher perceived helpfulness of received information, lower severity of child ASD symptoms and lower levels of stress. Findings are discussed in relation to clinical practice guidelines and existing literature on the process and impact of diagnosis on families. (C) 2011 Elsevier Ltd. All rights reserved. TC 12 ZB 5 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000297826400034 ER PT J AU Kagohara, Debora M. Sigafoos, Jeff Achmadi, Donna O'Reilly, Mark Lancioni, Giulio TI Teaching children with autism spectrum disorders to check the spelling of words SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 304 EP 310 DI 10.1016/j.rasd.2011.05.012 PD JAN-MAR 2012 PY 2012 AB This study aimed to teach two students with autism spectrum disorders (ASD) to check the spelling of words using the spell-check function on common word processor programs. A multiple-baseline across participants design with baseline, video modeling, and follow-up phases was implemented. During baseline, the participants performed less than 40% of the task-analyzed steps correctly. When the video modeling intervention was introduced via an iPad (R), both participants reached the 76-100% correct level on the task analysis and became more successful in using the word processor programs to check the spelling of words. Follow-up data showed 100% correct performance by both participants. The results suggest that the video modeling intervention, delivered via an iPad (R), was effective in teaching two adolescents with ASD to check the spelling of words using common word processing programs. (C) 2011 Elsevier Ltd. All rights reserved. TC 19 ZB 3 Z8 0 ZS 0 Z9 19 SN 1750-9467 UT WOS:000297826400035 ER PT J AU Lambrechts, Greet Van Leeuwen, Karla Boonen, Hannah Maes, Bea Noens, Ilse TI Parenting behaviour among parents of children with autism spectrum disorder (vol 5, pg 1143, 2011) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 311 EP 312 DI 10.1016/j.rasd.2011.06.001 PD JAN-MAR 2012 PY 2012 TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000297826400036 ER PT J AU Gilmour, Laura Schalomon, P. Melike Smith, Veronica TI Sexuality in a community based sample of adults with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 313 EP 318 DI 10.1016/j.rasd.2011.06.003 PD JAN-MAR 2012 PY 2012 AB Few studies have examined the sexual attitudes and behaviours of individuals with high functioning autism spectrum disorders (ASDs) living in community settings. A total of 82 (55 female and 17 male) adults with autism were contrasted with 282 members of the general population on their responses to an online survey of sexual knowledge and experiences. Findings revealed that individuals with ASD display an interest in sex and engage in sexual behaviours and showed no significant differences in breadth and strength of sexual behaviours and comprehension of sexual language when contrasted with non-ASD participants. However, despite these similarities, a higher rate of asexuality was found among individuals with ASD. In addition, the results of the current study indicated that females with ASD show a significantly lower degree of heterosexuality when compared to males with ASD. The results also suggested a higher degree of homosexuality among females with ASD although this effect did not reach significance. Crown Copyright (C) 2011 Published by Elsevier Ltd. All rights reserved. TC 14 ZB 4 Z8 0 ZS 0 Z9 14 SN 1750-9467 UT WOS:000297826400037 ER PT J AU Kozlowski, Alison M. Matson, Johnny L. TI An examination of challenging behaviors in autistic disorder versus pervasive developmental disorder not otherwise specified: Significant differences and gender effects SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 319 EP 325 DI 10.1016/j.rasd.2011.06.005 PD JAN-MAR 2012 PY 2012 AB Children with Autism Spectrum Disorders (ASDs) are well-known for engagement in challenging behaviors. Unfortunately, due to its absence as a criterion for diagnosis in the DSM-IV-TR, little attention has been paid to the endorsement rates of such behaviors. However, a recently developed measure to assist in the diagnosis of infants and toddlers with autism and PDD-NOS - the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT) - has included a section designated for just this reason. This study used the BISCUIT to assess for significant differences in the endorsement rates of challenging behaviors between infants and toddlers with autism versus PDD-NOS as well as for significant differences between genders. There were significant differences between the diagnostic groups in endorsement rates of challenging behaviors as a whole, as well as among many specific behavior items. No significant differences between genders in endorsement rates of challenging behaviors were found. The implications of these findings are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 13 ZB 4 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000297826400038 ER PT J AU Schlooz, Wim A. J. M. Hulstijn, Wouter TI Atypical visuomotor performance in children with PDD SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 326 EP 336 DI 10.1016/j.rasd.2011.06.006 PD JAN-MAR 2012 PY 2012 AB Children with autism spectrum disorders (ASD) frequently encounter difficulties in visuomotor tasks, which are possibly caused by atypical visuoperceptual processing. This was tested in children (aged 9-12 years) with pervasive developmental disorder (PDD; including PDD-NOS and Asperger syndrome), and two same-age control groups (Tourette syndrome and typical developers) using two tasks: a visual and non-visual tactile tracking task (modified from Hermelin & O'Connor 1970 task) and the Developmental Test of Visual-Motor Integration (VMI). Both tasks revealed marked differences between the PDD group and the controls. Confirming Hermelin and O'Connor's findings in 'classical' autism, the children with PDD were faster than the controls on the non-visual tracking task, whereas they performed similarly to the controls when they could see the tracks. However, VMI copy scores were lowest for the children with PDD, while their scores on the visual perception and motor coordination subtests did not differ from the controls. The results support observations of an atypical visuomotor performance in children with PDD, which appears to derive from a deviant use of visual information in planning and guiding movements. (C) 2011 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000297826400039 ER PT J AU Foss-Feig, Jennifer H. Heacock, Jessica L. Cascio, Carissa J. TI Tactile responsiveness patterns and their association with core features in autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 337 EP 344 DI 10.1016/j.rasd.2011.06.007 PD JAN-MAR 2012 PY 2012 AB Autism spectrum disorders (ASD) are often associated with aberrant responses to sensory stimuli, which are thought to contribute to the social, communication, and repetitive behavior deficits that define ASD. However, there are few studies that separate aberrant sensory responses by individual sensory modality to assess modality-specific associations between sensory features and core symptoms. Differences in response to tactile stimuli are prevalent in ASD, and tactile contact early in infancy is a foundation for the development of social and communication skills affected by ASD. We assessed the association between three aberrant patterns of tactile responsiveness (hyper-responsiveness, hypo-responsiveness, sensory seeking) and core symptoms of ASD. Both sensory and core features were measured with converging methods including both parent-report and direct observation. Our results demonstrate that for the tactile modality, sensory hypo-responsiveness correlates strongly with increased social and communication impairments, and to a lesser degree, repetitive behaviors. Sensory seeking was found to correlate strongly with social impairment, nonverbal communication impairment, and repetitive behaviors. Surprisingly, tactile hyper-responsiveness did not significantly correlate with any core features of ASD. This differential association between specific tactile processing patterns and core features provides an important step in defining the significance of sensory symptoms in ASD, and may be useful in the development of sensory-based approaches for early detection and intervention. (C) 2011 Elsevier Ltd. All rights reserved. TC 14 ZB 7 Z8 0 ZS 0 Z9 14 SN 1750-9467 UT WOS:000297826400040 ER PT J AU Woolfenden, Sue Sarkozy, Vanessa Ridley, Greta Williams, Katrina TI A systematic review of the diagnostic stability of Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 345 EP 354 DI 10.1016/j.rasd.2011.06.008 PD JAN-MAR 2012 PY 2012 AB There is debate in the current literature regarding the permanence of an Autism Spectrum Disorder (ASD) diagnosis. We undertook a systematic review of the diagnostic stability of ASD to summarise current evidence, A comprehensive search strategy was used to identify studies. Participants were children with ASD. Risk of bias was assessed by examining the sample selected, recruitment method, completeness of follow up, timing of diagnosis and blinding. Twenty three studies assessed diagnostic stability with a total of 1466 participants. Fifty three to 100% of children still had a diagnosis of Autistic Disorder (AD) and 14-100% of children still had a diagnosis of another form of ASD at follow up. There is some evidence that Autistic Disorder is a reasonably stable diagnosis; however a significant minority of children will no longer meet diagnostic criteria after a period of follow up, particularly those diagnosed in the preschool years with cognitive impairment. Other Autism Spectrum Disorders have very variable stability between studies and clinicians when using this diagnosis need inform parents of its instability. This study supports the stricter diagnostic criteria in DSM-V. There is a need for long term, large population cohort studies measuring diagnostic stability. Crown Copyright (C) 2011 Published by Elsevier Ltd. All rights reserved. RI Williams, Katrina/B-6828-2015 OI Williams, Katrina/0000-0002-1686-4458 TC 21 ZB 13 Z8 1 ZS 0 Z9 22 SN 1750-9467 UT WOS:000297826400041 ER PT J AU Honey, Emma McConachie, Helen Turner, Michelle Rodgers, Jacqui TI Validation of the repetitive behaviour questionnaire for use with children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 355 EP 364 DI 10.1016/j.rasd.2011.06.009 PD JAN-MAR 2012 PY 2012 AB The repetitive behaviour questionnaire (RBQ) (Turner, 1995) is one of the three most commonly used interview/questionnaire measures of repetitive behaviour (Honey et al., in preparation). Despite this there is a scarcity of information concerning its structure, reliability and validity. The psychometric properties of the RBQ were examined when used with children with an autism spectrum disorder, children of typical development and children with a learning disability. The questionnaire was found to examine two valid and reliable factors of repetitive behaviour and to have good levels of concurrent and construct validity. This novel study provides researchers and clinicians with information necessary to make decisions about the RBQ's utility and for the evaluation of conclusions drawn from existing research, which has used the RBQ. (C) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 6 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000297826400042 ER PT J AU Conallen, Kevin Reed, Phil TI The effects of a conversation prompt procedure on independent play SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 365 EP 377 DI 10.1016/j.rasd.2011.06.010 PD JAN-MAR 2012 PY 2012 AB This study used a multiple baseline design (ABCAD) to determine whether teaching children with autistic spectrum disorders (ASD) to tact private events would function as a conditioned reinforcer for teaching non-preferred play activities. In this study, 10 children, aged between 5.3 and 8.9 years of age, were taught to tact a set of private events (e.g., fun, bored, easy, hard) after engaging in selected preferred, and non-preferred, play activities. These 'typical' language exchanges were built into existing individual activity play schedules, and were designed to prompt a conversational unit after a play period of up to 10 min. This conversational unit was designed to serve as a conditioned reinforcer for the activity under observation. The results show that having access to a set of tacts for putatively private events could function as a conditioned reinforcer when teaching non-preferred play activities, reduced off-task play behavior, while revealing a measurable increase in spontaneous language, emitted both during the targeted play sessions. (C) 2011 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000297826400043 ER PT J AU LoVullo, Santino V. Matson, Johnny L. TI Development of a critical item algorithm for the Baby and Infant Screen for Children with aUtIsm Traits SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 378 EP 384 DI 10.1016/j.rasd.2011.06.011 PD JAN-MAR 2012 PY 2012 AB Autism is defined by impairments in socialization, communication, with the presence of stereotyped behavior. It is also associated with various medical conditions, intellectual disability, comorbid psychopathology, and problem behavior. This is a concerning finding in that there may be a true increase in the disorder's prevalence and that it is associated with poor long-term outcomes. Fortunately, effective treatments exist that can alter the course of the disorder if administered early in a child's life. A method to facilitate early intervention is through the early screening of autism with instruments such as the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT). The primary purpose of the current investigation was to further develop the utility of the BISCUIT by creating an abbreviated scoring algorithm. Participants included 2168 children ages 17-37 with an autism spectrum disorder or atypical development enrolled in an early intervention program. Discriminant function analysis (DFA) and receiver operating characteristic (ROC) analysis were conducted resulting in a 5 item scoring algorithm with comparable diagnostic accuracy to the existing scoring procedure. Implications for these data and directions for further research are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 7 ZB 1 Z8 0 ZS 3 Z9 10 SN 1750-9467 UT WOS:000297826400044 ER PT J AU Kozlowski, Alison M. Matson, Johnny L. Belva, Brian Rieske, Robert TI Feeding and sleep difficulties in toddlers with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 385 EP 390 DI 10.1016/j.rasd.2011.06.012 PD JAN-MAR 2012 PY 2012 AB Children with autism spectrum disorders (ASD) present with a variety of comorbid difficulties, some of which relate to seemingly simply activities of daily living. Feeding and sleep difficulties are purportedly common within the ASD population, although the association between these problems and ASD symptomatology has rarely been addressed. The current study examined the feeding and sleep difficulties of 1747 toddlers who had a diagnosis of Autistic Disorder (n = 506), PDD-NOS (n = 522), or atypical development (n = 719) using the Baby and Infant Screen for Children with aUtIsm Traits-Part 2, a screening tool designed to identify comorbid difficulties of toddlers with ASD and/or atypical development. Individuals with Autistic Disorder were found to exhibit significantly more feeding and sleep difficulties than those with PDD-NOS, who in turn presented with more difficulties of this type than those with atypical development. While developmental quotient (DQ) was also related to feeding and sleep difficulties, DQ could not account for the differences between these groups. (C) 2011 Elsevier Ltd. All rights reserved. TC 9 ZB 1 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000297826400045 ER EF