FN Thomson Reuters Web of Science™ VR 1.0 PT J AU Price, Kelly J. Shiffrar, Maggie Kerns, Kimberly A. TI Movement perception and movement production in Asperger's Syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 391 EP 398 DI 10.1016/j.rasd.2011.06.013 PD JAN-MAR 2012 PY 2012 AB To determine whether motor difficulties documented in Asperger's Syndrome (AS) are related to compromised visual abilities, this study examined perception and movement in response to dynamic visual environments. Fourteen males with AS and 16 controls aged 7-23 completed measures of motor skills, postural response to optic flow, and visual sensitivity to static form and coherent motion in random dot kinematograms and point-light walkers. No group differences were found in sensitivity to static form or coherent motion. However, significant group differences were found in visual sensitivity to human movement and postural responsivity to optic flow, which both correlated with motor skills. This may suggest difficulties in perception and production of movement and dysfunctional perceptual-motor linkages in AS. (C) 2011 Elsevier Ltd. All rights reserved. TC 6 ZB 1 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000297826400046 ER PT J AU Evans, E. Whitney Must, Aviva Anderson, Sarah E. Curtin, Carol Scampini, Renee Maslin, Melissa Bandini, Linda TI Dietary patterns and body mass index in children with autism and typically developing children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 399 EP 405 DI 10.1016/j.rasd.2011.06.014 PD JAN-MAR 2012 PY 2012 AB To determine whether dietary patterns (juice and sweetened non-dairy beverages, fruits, vegetables, fruits and vegetables, snack foods, and kid's meals) and associations between dietary patterns and body mass index (BMI) differed between 53 children with autism spectrum disorders (ASD) and 58 typically developing children, ages 3-11, multivariate regression models including interaction terms were estimated. Children with ASD were found to consume significantly more daily servings of sweetened beverages (2.6 versus 1.7, p=0.03) and snack foods (4.0 versus 3.0, p=0.01) and significantly fewer daily servings of fruits and vegetables (3.1 versus 4.4, p=0.006) than typically developing children. There was no evidence of statistical interaction between any of the dietary patterns and BMI z-score with autism status. Among all children, fruits and vegetables (p = 0.004) and fruits alone (p = 0.005) were positively associated with BMI z-score in our multivariate models. Children with ASD consume more energy-dense foods than typically developing children; however, in our sample, only fruits and vegetables were positively associated with BMI z-score. (C) 2011 Elsevier Ltd. All rights reserved. RI Anderson, Sarah/A-9792-2008 TC 15 ZB 5 Z8 0 ZS 0 Z9 15 SN 1750-9467 UT WOS:000297826400047 ER PT J AU Strang, John F. Kenworthy, Lauren Daniolos, Peter Case, Laura Wills, Meagan C. Martin, Alex Wallace, Gregory L. TI Depression and anxiety symptoms in children and adolescents with autism spectrum disorders without intellectual disability SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 406 EP 412 DI 10.1016/j.rasd.2011.06.015 PD JAN-MAR 2012 PY 2012 AB Recent studies have shown that rates of depression and anxiety symptoms are elevated among individuals with autism spectrum disorders (ASDs) of various ages and IQs and that depression/anxiety symptoms are associated with higher IQ and fewer ASD symptoms. In this study which examined correlates of depression and anxiety symptoms in the full school-age range of children and adolescents (age 6-18) with ASDs and IQs >= 70 (n = 95), we also observed elevated rates of depression/anxiety symptoms, but we did not find higher IQ or fewer ASD symptoms among individuals with ASDs and depression or anxiety symptoms. These findings indicate an increased risk for depression/anxiety symptoms in children and adolescents with ASDs without intellectual disability, regardless of age, IQ, or ASD symptoms. (C) 2011 Elsevier Ltd. All rights reserved. RI martin, alex/B-6176-2009 TC 34 ZB 13 Z8 0 ZS 0 Z9 34 SN 1750-9467 UT WOS:000297826400048 ER PT J AU Tsai, Fang-Ju Chiang, Huey-Ling Lee, Chi-Mei Gau, Susan Shur-Fen Lee, Wang-Tso Fan, Pi-Chuan Wu, Yu-Yu Chiu, Yen-Nan TI Sleep problems in children with autism, attention-deficit hyperactivity disorder, and epilepsy SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 413 EP 421 DI 10.1016/j.rasd.2011.07.002 PD JAN-MAR 2012 PY 2012 AB This study aimed to examine sleep problems in children with autism spectrum disorders (ASD), attention-deficit/hyperactivity disorder (ADHD), and epilepsy in clinical settings. We assessed 64 children with ASD, 64 with ADHD, 64 with epilepsy, and 64 typically developing children without any neuropsychiatric disorders by using a sex-and age-matched case-control study design. The parents reported their children's sleep problems. Parents of children with ASD and ADHD reported more current and lifetime sleep problems of their children than parents of children with epilepsy, especially in snoring and restless legs syndrome. Current or lifetime sleep problems did not differ between children with ASD and children with ADHD, or between children with epilepsy and typically developing children. Demographic characteristics and medication status could not fully explain the increased risk of sleep problems in children with ASD and ADHD. Our findings lend evidence to support more sleep problems in children with ASD and ADHD than typically developing children. Our study adds that children with epilepsy do not. These findings emphasize the importance to assess sleep problems in children with neurodevelopmental disorders highly comorbid with ASD or ADHD in clinical practice. (C) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 2 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000297826400049 ER PT J AU Reed, Florence D. DiGennaro Hirst, Jason M. Hyman, Sarah R. TI Assessment and treatment of stereotypic behavior in children with autism and other developmental disabilities: A thirty year review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 422 EP 430 DI 10.1016/j.rasd.2011.07.003 PD JAN-MAR 2012 PY 2012 AB A defining feature of children with autism includes stereotypy, characterized as restrictive and repetitive vocal and motor behavior. The current literature review seeks to (a) determine the number of empirical studies using behavioral interventions to treat stereotypy exhibited by children with autism or other pervasive development disorder, (b) identify the assessment techniques used to determine the function of stereotypy, (c) broadly categorize the treatment procedures, (d) summarize findings of other relevant variables (e.g., participant demographics, experimental setting, change agents used, and topography of stereotypy), and (e) determine the number of studies reporting reliability of the independent variables. Results indicate that a wide variety of stereotypies are represented in the published literature. A majority of studies do not rely on a functional assessment to guide intervention planning and consequence-based approaches are the most common treatment technique. Similar to previous research, measurement of reliability of the independent variables is uncommon. (C) 2011 Elsevier Ltd. All rights reserved. RI Moriana, Juan Antonio/B-4268-2008 TC 11 ZB 1 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000297826400050 ER PT J AU Flynn, Lorna Healy, Olive TI A review of treatments for deficits in social skills and self-help skills in autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 431 EP 441 DI 10.1016/j.rasd.2011.06.016 PD JAN-MAR 2012 PY 2012 AB Deficits in social skills and self-help skills present significant challenges for individuals diagnosed with autism spectrum disorders (ASD). Much research in Applied Behavior Analysis (ABA) has been devoted to treatments for deficits in social skills and there exist a number of extensive reviews on the research in this area. Some research has also been conducted in the treatment of self-help skills although no comprehensive reviews of this research have been conducted. A combined acquisition of social and self-help kills is required by individuals diagnosed with ASD for successful independent living in society. The current literature review provides a comprehensive investigation and examination of studies focused on interventions for deficits in social skills or self-help skills in those with ASD. Twenty-two studies that met the inclusion criteria were chosen. Studies were categorised based on intervention. Key studies were defined as studies that added something novel to the literature, rather than replicating previous research. Each study was then evaluated on a number of aspects. All studies showed positive outcomes. Strengths, limitations and future recommendations are discussed. (C) 2011 Elsevier Ltd. All rights reserved. RI Moriana, Juan Antonio/B-4268-2008 TC 6 ZB 1 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000297826400051 ER PT J AU Muratori, Filippo Calderoni, Sara Apicella, Fabio Filippi, Tiziana Santocchi, Elisa Calugi, Simona Cosenza, Angela Tancredi, Raffaella Narzisi, Antonio TI Tracing back to the onset of abnormal head circumference growth in Italian children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 442 EP 449 DI 10.1016/j.rasd.2011.07.004 PD JAN-MAR 2012 PY 2012 AB This retrospective study aims to describe head circumference (HC) developmental course during the first year of life in 50 Italian children with autism spectrum disorder (ASD) and in a control group of 100 typically developing children (TD). To this end, we use anthropometric measurements (HC, body height, body weight) obtained at birth (TO), 1-2 months (T1), 3-5 months (T2) and 6-12 months (T3) from paediatricians and reported in the infant's 'baby book'. Data indicate that at T2 and T3 HC was significantly greater in ASD group compared to TD, while from Ti weight was significantly smaller in ASD subjects compared to healthy infants. After controlling for weight and height, ASD HC shows an excessive rate of growth from birth. The abnormal HC growth is present in the majority of infants with ASD and could represent a biomarker that together with other clinical signs might promote an early ASD identification. (C) 2011 Elsevier Ltd. All rights reserved. TC 11 ZB 9 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000297826400052 ER PT J AU Bishop, Michele R. Kenzer, Amy L. TI Teaching behavioral therapists to conduct brief preference assessments during therapy sessions SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 450 EP 457 DI 10.1016/j.rasd.2011.07.005 PD JAN-MAR 2012 PY 2012 AB The purpose of this study was to examine group classroom instruction and the need for in vivo feedback when teaching 11 behavioral therapists how to conduct a brief paired-stimulus preference assessment, when to conduct preference assessments, and how to interpret the data during regular therapy sessions. Group classroom instruction, consisting of lecture, video modeling, role-play and feedback with a simulated client, was sufficient for seven participants and in vivo feedback was necessary for four participants. Accurate performance was maintained at a 4 week follow-up for 8 participants. Data show that following skill acquisition there was an increase in the variety of stimuli assessed which presents an opportunity to identify diverse preferences. Additionally, each brief paired-stimulus preference assessment took less than 30s to complete, suggesting that it is practical for therapists to regularly assess preference during their therapy sessions. (C) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000297826400053 ER PT J AU Reel, Kristy H. Lecavalier, Luc Butter, Eric Mulick, James A. TI Diagnostic utility of the Pervasive Developmental Disorder Behavior Inventory SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 458 EP 465 DI 10.1016/j.rasd.2011.07.006 PD JAN-MAR 2012 PY 2012 AB This study assessed the diagnostic utility of the Pervasive Developmental Disorder Behavior Inventory (PDDBI) in a sample of 84 children aged 3-12 years of age. Forty-two children with ASD were individually matched on age and non-verbal IQ to 42 children with other disabilities and groups were compared on PDDBI subscales and total score. Results indicated that the groups differed on the total score and on only one of the 14 subscales. Optimal sensitivity and specificity were achieved using a cutoff score of 45 on the Autism Composite T-score. Diagnostic accuracy was not good (sensitivity = .74, specificity = .62, efficiency = .68), but better in individuals with NVIQ < 70. We do not recommend the PDDBI for diagnostic screening. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000297826400054 ER PT J AU Horovitz, Max Matson, Johnny L. Turygin, Nicole Beighley, Jennifer S. TI The relationship between gender and age of first concern in toddlers with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 466 EP 471 DI 10.1016/j.rasd.2011.06.017 PD JAN-MAR 2012 PY 2012 AB The age at which parents first developed concerns over their child's development was examined in 965 toddlers with autism spectrum disorders (ASD) and atypical development to examine the potential role of gender. A two-way analysis of covariance was conducted with gender and diagnosis entered as independent variables, age at assessment entered as a covariate, and age of parents first concerns entered as the dependent variable. The average age of parents' first concerns was significantly younger for females when compared to males. Additionally, the age of parents' first concerns was significantly younger for toddlers with ASD when compared to toddlers with atypical development. No significant interaction was found. Possible explanations for the results and their implications are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 6 ZB 4 Z8 0 ZS 3 Z9 9 SN 1750-9467 UT WOS:000297826400055 ER PT J AU Kozlowski, Alison M. Matson, Johnny L. Worley, Julie A. Sipes, Megan Horovitz, Max TI Defining characteristics for young children meeting cutoff on the modified checklist for autism in toddlers SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 472 EP 479 DI 10.1016/j.rasd.2011.07.007 PD JAN-MAR 2012 PY 2012 AB Early diagnosis of Autism Spectrum Disorders (ASDs) is crucial so that early intervention services, which have been found to best alleviate symptoms of ASD in children, can be implemented. Currently, the Modified Checklist for Autism in Toddlers (M-CHAT) and the Baby and Infant Screen for Children with aUtIsm Traits-Part 1 (BISCUIT-Part 1) are the most widely researched ASD measures in early childhood. However, the M-CHAT provides many false positive results as it is solely used as a screening instrument as opposed to a diagnostic measure, while the BISCUIT-Part 1 appears to have more diagnostic fidelity. The current study examined 243 toddlers who failed the M-CHAT screener and were therefore referred for further evaluation. Upon further evaluation, 141 of the toddlers were diagnosed with an ASD while the remaining 102 were not. Characteristics differentiating these two groups on the M-CHAT, BISCUIT-Part 1, and Battelle Developmental Inventory, Second Edition (BDI-II) were examined with analyses supporting the hypotheses that children in the ASD group had higher M-CHAT and BISCUIT-Part 1 scores in conjunction with lower BDI-II scores. Based on these results, the incremental predictive validity of the M-CHAT was assessed; the BISCUIT-Part 1 was found to be more accurate in arriving at ASD diagnoses. The implications of these findings are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000297826400056 ER PT J AU Lequia, Jenna Machalicek, Wendy Rispoli, Mandy J. TI Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 480 EP 492 DI 10.1016/j.rasd.2011.07.008 PD JAN-MAR 2012 PY 2012 AB We reviewed studies implementing activity schedules to decrease challenging behavior of children with autism spectrum disorders (ASD). Systematic searches of electronic databases, journals, and reference lists identified 18 studies meeting the inclusion criteria. These studies were evaluated in terms of the effectiveness of activity schedules to decrease challenging behavior on the basis of forms and purposes of activity schedules, various settings in which the activity schedule was applied, severity of ASD diagnosis, and communication abilities of the participants. Activity schedules were implemented to decrease challenging behavior in 43 participants aged three to 18 years. Activity schedules included photographs, line drawings, and videos intending to promote self-regulation, independence, transitions, or play skills. Regardless of the form and intended purpose of the activity schedule, they proved effective in reducing challenging behavior in each of the reviewed studies. There was some variation in effectiveness of the activity schedules across settings, severity of ASD diagnosis, and communication abilities. Included studies are summarized and evaluated in terms of effectiveness across the aforementioned variables. Implications and suggestions for future research on the use of activity schedules to decrease challenging behavior are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 5 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000297826400057 ER PT J AU Klintwall, Lars Eikeseth, Svein TI Number and controllability of reinforcers as predictors of individual outcome for children with autism receiving early and intensive behavioral intervention: A preliminary study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 493 EP 499 DI 10.1016/j.rasd.2011.07.009 PD JAN-MAR 2012 PY 2012 AB Although Early and Intensive Behavioral Intervention (EIBI) is an effective treatment for many children with autism, there is a substantial individual difference in outcome. This study was designed to investigate whether treatment gains were associated with the number and type of stimuli that function as reinforcers for 21 preschool-aged children with autism. Children with a large repertoire of socially mediated reinforcers benefited more from treatment. Children with many stereotypic behaviors, assumed to be an effect of a larger repertoire of automatic reinforcers, exhibited less benefit from treatment. These two dimensions taken together explained 49.9% of the variation in treatment gains for children after one year of EIBI. Due to the retrospective and indirect design of the study, results are to be interpreted with caution. (C) 2011 Elsevier Ltd. All rights reserved. TC 9 ZB 1 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000297826400058 ER PT J AU Shimada, Takafumi Kitamoto, Atsushi Todokoro, Ayako Ishii-Takahashi, Ayaka Kuwabara, Hitoshi Kim, Soo-Yung Watanabe, Kei-ichiro Minowa, Iwao Someya, Toshikazu Ohtsu, Hiroshi Osuga, Yutaka Kano, Yukiko Kasai, Kiyoto Kato, Nobumasa Sasaki, Tsukasa TI Parental age and assisted reproductive technology in autism spectrum disorders, attention deficit hyperactivity disorder, and Tourette syndrome in a Japanese population SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 500 EP 507 DI 10.1016/j.rasd.2011.07.010 PD JAN-MAR 2012 PY 2012 AB We investigated whether advanced parental age and assisted reproductive technology (ART) are risk factors in autism spectrum disorders (ASDs), attention deficit hyperactivity disorder (ADHD), and burette syndrome (TS). Clinical charts of Japanese outpatients with ASD (n = 552), ADHD = 87), and TS = 123) were reviewed. Parental age of individuals with ASD, ADHD, or TS was compared with parental age in the general population (GP) of Tokyo after adjusting for year of birth. Paternal and maternal ages were significantly higher in persons with ASD and ADHD, but not those with TS. In final steps of stepwise logistic regression analysis, both maternal and paternal age were associated with ASD after controlling for the other parent's age, gender, and birth order. In cases where the presence or absence of ART could be ascertained (ASD n = 467: ADHD n = 64; TS n = 83), the rate of ART in cases of persons with ASD (4.5%) was 1.8 times the frequency expected in the GP, while ART was not present in cases of persons with ADHD and TS. These preliminary results remain tentative pending replication with larger, community-based samples. (C) 2011 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000297826400059 ER PT J AU Tomeny, Theodore S. Barry, Tammy D. Bader, Stephanie H. TI Are typically-developing siblings of children with an autism spectrum disorder at risk for behavioral, emotional, and social maladjustment? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 508 EP 518 DI 10.1016/j.rasd.2011.07.012 PD JAN-MAR 2012 PY 2012 AB Existing literature regarding the adjustment of siblings of children with an autism spectrum disorder (ASD) remains inconclusive, with some studies showing positive adjustment, others showing negative adjustment, and others showing no difference when compared to siblings of typically-developing children. For the current study, 42 parents of a child with an ASD and a typically-developing sibling (ASD group) and 42 parents of two typically-developing siblings (control group) provided data via online questionnaires. Both diagnostic category and autism symptom severity were tested as possible moderators, but neither produced significant interactions with either externalizing behaviors or internalizing symptoms in the target child when predicting externalizing behaviors, internalizing symptoms, or social problems in the sibling. However, across the overall sample (ASD and control groups), maladjustment - particularly internalizing symptoms - in the target children significantly related to maladjustment in their siblings. Thus, these findings suggest that having a sibling with an ASD is neither a risk nor protective factor for maladjustment among typically-developing siblings above and beyond the relation between maladjustment among siblings in general. Given some of the mixed findings in the literature, other possible moderators that may put siblings of a child with an ASD at specific risk should be considered in future research. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000297826400060 ER PT J AU Stothers, M. E. Cardy, J. Oram TI Oral language impairments in developmental disorders characterized by language strengths: A comparison of Asperger syndrome and nonverbal learning disabilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 519 EP 534 DI 10.1016/j.rasd.2011.07.013 PD JAN-MAR 2012 PY 2012 AB Asperger syndrome (AS) and nonverbal learning disabilities (NLD) are developmental disorders in which linguistic ability is reported to be stronger than in disorders from which they must be distinguished for diagnosis. Children and adults with AS and NLD share pragmatic weaknesses, atypical social behaviours, and some cognitive features. To date, potential similarities between these disorders in oral language have not been directly examined in the literature. A review of the available research suggests that adequate structural language is another area of similarity for AS and NLD. However, systematic investigations of phonology, morphology, or syntax were not found: thus, the evidence for largely intact structural language in these disorders is indirect. The review also pointed to a common semantic profile across both disorders, characterized by strong vocabulary breadth in the face of limited depth and organization. These higher-order problems with semantics are proposed to be consistent with theoretical accounts of poor integrative abilities in AS and NLD, and to contribute to the well-documented pragmatic difficulties in these disorders. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000297826400061 ER PT J AU Mazurek, Micah O. Kanne, Stephen M. Miles, Judith H. TI Predicting improvement in social-communication symptoms of autism spectrum disorders using retrospective treatment data SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 535 EP 545 DI 10.1016/j.rasd.2011.07.014 PD JAN-MAR 2012 PY 2012 AB Data from 1433 children and adolescents with autism spectrum disorders (ASD) participating in the Simons Simplex Collection were examined to (1) investigate change in social-communication symptoms, and (2) examine predictors of improvement, particularly community-based treatments. Measures included the Autism Diagnostic Interview-Revised (ADI-R), IQ demographics, and parent-reported treatment history (occupational, speech, and behavioral therapy). Baseline (age 4-5) and current social-communication symptom severity scores were calculated using 15 ADI-R items. The majority (95.4%) demonstrated improvement (between age 4-5 and current), 2.2% had no change, and 2.4% worsened. Controlling for age and initial severity, those who had received therapy had the best outcomes, greater therapy intensity predicted improvement, and the response to therapy was greatest among those with higher nonverbal IQ. (C) 2011 Elsevier Ltd. All rights reserved. TC 3 ZB 3 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000297826400062 ER PT J AU Petalas, Michael A. Hastings, Richard P. Nash, Susie Hall, Louise M. Joannidi, Helen Dowey, Alan TI Psychological adjustment and sibling relationships in siblings of children with Autism Spectrum Disorders: Environmental stressors and the Broad Autism Phenotype SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 546 EP 555 DI 10.1016/j.rasd.2011.07.015 PD JAN-MAR 2012 PY 2012 AB Research with siblings of children with Autism Spectrum Disorders (ASD) suggests that they may be at increased risk for behavioural and emotional problems and relatively poor sibling relationships. This study investigated a diathesis-stress model, whereby the presence of Broad Autism Phenotype features in the typically developing siblings might interact with family-environmental risk variables to predict sibling functioning (5-17 years of age) of children with an Autism Spectrum Disorder (ASD), their child with an ASD, and their own psychological well-being. Sibling adjustment was associated with the extent of behaviour problems in the child with an ASD and with the extent of the sibling's Broad Autism Phenotype (BAP) features. Sibling relationships were more negative when the child with an ASD had more behaviour problems and when there was evidence of critical expressed emotion in the family environment. Siblings with more BAP features, who had brothers/sisters with an ASD and a greater number of behaviour problems, had more behaviour problems themselves. Siblings with more BAP features who had parents with mental health problems reported more sibling relationship conflict. (C) 2011 Published by Elsevier Ltd. RI Hastings, Richard/D-9657-2013 OI Hastings, Richard/0000-0002-0495-8270 TC 13 ZB 7 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000297826400063 ER PT J AU Thorson, Ryan T. Matson, Johnny L. TI Cutoff scores for the Autism Spectrum Disorder - Comorbid for Children (ASD-CC) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 556 EP 559 DI 10.1016/j.rasd.2011.07.016 PD JAN-MAR 2012 PY 2012 AB Once considered rare, Autism Spectrum Disorders (ASD) are increasingly becoming viewed as common disorders. Additionally, recent studies suggest that comorbid psychopathology within ASD is more common than previously thought. Though these deficits exist, specific instruments to diagnose psychopathology in this population are not available. In this study, 639 children between 2 and 17 years of age were screened for comorbid psychopathology with the ASD-CC. Norms and cut-off scores for numerous forms of psychopathology were established. The ASD-CC is the first screening instrument for comorbid psychopathology in children with ASD over 3 years of age with published psychometric properties. (C) 2011 Elsevier Ltd. All rights reserved. TC 12 ZB 4 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000297826400064 ER PT J AU Lam, Yan Grace Yeung, Siu-sze Susanna TI Cognitive deficits and symbolic play in preschoolers with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 560 EP 564 DI 10.1016/j.rasd.2011.07.017 PD JAN-MAR 2012 PY 2012 AB This study investigated symbolic play in 12 children with autism and 12 children with typical development and compared theories that consider either theory of mind, executive function or central coherence to be causally involved in the development of symbolic play in autism. children with autism demonstrated significantly less symbolic play than their typically developing peers and had significant deficits in theory of mind and central coherence measures but not executive function measures. A tentative conclusion is that symbolic play deficits in autism are more associated with theory of mind and weak central coherence. (C) 2011 Elsevier Ltd. All rights reserved. TC 7 ZB 3 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000297826400065 ER PT J AU Irvin, Dwight W. McBee, Matthew Boyd, Brian A. Hume, Kara Odom, Samuel L. TI Child and family factors associated with the use of services for preschoolers with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 6 IS 1 BP 565 EP 572 DI 10.1016/j.rasd.2011.07.018 PD JAN-MAR 2012 PY 2012 AB This study examines child and family characteristics thought to affect the dosage and type of common in-school and private services (i.e., speech language therapy (SLT), occupational therapy (OT) and applied behavior analysis (ABA)) received by children with ASD. Participants included 137 families and their preschool-aged children with ASD from four states: Colorado, Florida, Minnesota, and North Carolina. Our results indicated child and family characteristics did impact the type and dosage of services used. In the school setting, Hispanic children received a smaller dose of SLT and OT than White children. Children with greater cognitive impairments received more SLT and those with more severe symptoms of autism received a larger dosage of OT. In the private setting, higher levels of caregiver stress were related to increase usage of OT. Caregivers with a higher socioeconomic status were more likely to enroll their children in OT and ABA. Implications for practice and policy are discussed, including the need to better understand and remediate differences in service provision across socioeconomic and minority status. (C) 2011 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000297826400066 ER PT J AU Levy, Alissa Perry, Adrienne TI Outcomes in adolescents and adults with autism: A review of the literature SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1271 EP 1282 DI 10.1016/j.rasd.2011.01.023 PD OCT-DEC 2011 PY 2011 AB Since Kanner's first account of children with autism, there has been extensive research into the presentation of and interventions for Autistic Disorder. However, only a small proportion of this literature has focused on the progress of individuals with autism as they move from childhood and adolescence into adulthood. This paper is a critical review of the current empirical studies that have addressed prognosis in this population in terms of diagnostic severity, cognitive functioning, language, academic performance and social outcomes. The overall pattern of change is considered and factors that appear to influence or predict outcome in adulthood are reviewed. Limitations in this pool of literature and recommendations for future studies are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 46 ZB 16 Z8 1 ZS 0 Z9 47 SN 1750-9467 UT WOS:000292235600001 ER PT J AU White, Pamela J. O'Reilly, Mark Streusand, William Levine, Ann Sigafoos, Jeff Lancioni, Giulio Fragale, Christina Pierce, Nigel Aguilar, Jeannie TI Best practices for teaching joint attention: A systematic review of the intervention literature SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1283 EP 1295 DI 10.1016/j.rasd.2011.02.003 PD OCT-DEC 2011 PY 2011 AB Joint attention is the act of sharing an experience of an object or event with another person. Individuals with autism often have deficits in this area. This review synthesizes 27 articles, involving interventions for individuals with autism, that measured joint attention as an outcome variable. Studies were analyzed and summarized in terms of: (a) joint attention as a collateral versus direct outcome, (b) participant characteristics, (c) study design, (d) intervention techniques, (e) types of joint attention measured, and (f) results. Interventions either directly targeted joint attention or measured joint attention as a collateral outcome. Most interventions used a combination of behavioral and developmental strategies. The results of these studies suggest that using play as a context, and training with natural communication partners may benefit generalization. Future research should address the relation between type of intervention and child characteristics, ensure that joint attention behaviors meet natural contingencies that serve the purpose of sharing attention, and continue to examine collateral outcomes of joint attention. (C) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 2 Z8 0 ZS 1 Z9 11 SN 1750-9467 UT WOS:000292235600002 ER PT J AU Lang, Russell Kuriakose, Sarah Lyons, Gregory Mulloy, Austin Boutot, Amanda Britt, Courtney Caruthers, Stephanie Ortega, Lilia O'Reilly, Mark Lancioni, Giulio TI Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1296 EP 1305 DI 10.1016/j.rasd.2011.02.012 PD OCT-DEC 2011 PY 2011 AB School recess is an opportunity to include students with autism spectrum disorders (ASD) with their typically developing peers and is a setting in which instruction can occur. However, the educational opportunities for children with ASD within recess are often overlooked and recess time is being reduced or eliminated in the United States. This review involved a systematic search and analysis of 15 studies that utilized recess to implement academic, social, or behavioral interventions for students with ASD. Each identified study that met predetermined inclusion criteria was analyzed and summarized in terms of: (a) participant characteristics, (b) intervention procedures, (c) dependent variables, and (d) intervention outcomes. This review has three main aims: (a) to evaluate and synthesize the evidence-base, (b) to inform and guide teachers interested in utilizing recess time for educational purposes, and (c) to stimulate and guide future research in this area. Results demonstrate that recess time can indeed be used to teach target behaviors to students with ASD. (C) 2011 Elsevier Ltd. All rights reserved. RI Moriana, Juan Antonio/B-4268-2008 TC 9 ZB 1 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000292235600003 ER PT J AU Ramdoss, Sathiyaprakash Mulloy, Austin Lang, Russell O'Reilly, Mark Sigafoos, Jeff Lancioni, Giulio Didden, Robert El Zein, Farah TI Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1306 EP 1318 DI 10.1016/j.rasd.2011.03.004 PD OCT-DEC 2011 PY 2011 AB The purpose of this review is to provide a systematic analysis of studies investigating computer-based interventions (CBI) to improve literacy skills (e.g., reading, writing, and vocabulary) in students with autism spectrum disorders (ASD). This review synthesizes intervention outcomes, appraises the certainty of evidence, and describes software features and system requirements for each CBI. Across studies, CBI's effect on literacy skills was inconsistent. Some studies reported significant results and large effect sizes and other studies reported no improvements. Given the heterogeneity of the participants and the wide variety of literacy skills targeted for instruction, it is not possible from the existing literature to determine the variables most likely to be associated with effective CBI. Future research addressing this area as well as the relative effectiveness of CBI versus person delivered literacy instruction is warranted. Published by Elsevier Ltd. TC 18 ZB 4 Z8 0 ZS 0 Z9 18 SN 1750-9467 UT WOS:000292235600004 ER PT J AU Matson, Johnny L. Rieske, Robert D. Tureck, Kimberly TI Additional considerations for the early detection and diagnosis of autism: Review of available instruments SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1319 EP 1326 DI 10.1016/j.rasd.2011.03.006 PD OCT-DEC 2011 PY 2011 AB Once considered rare, autism is now viewed as a common and highly debilitating condition that has generated great interest among mental health professionals worldwide. The disorder is quite heterogeneous, can be very debilitating, and has a lifelong course. The general consensus among researchers, therefore, is that intervention should start at a very early age as a means of enhancing prognosis. The linchpin of early treatment is early detection and diagnosis. As a result of this recognized goal, psychiatrists and psychologists have been engaged in intensive efforts to develop methodologies and methods which will allow for the identification of autism at two years of age or younger. The current review focuses on research for early detection and diagnosis, relevant issues in identifying the disorder, and available assessment methods and instruments for making a diagnosis. Recommendations for future research are provided. (C) 2011 Elsevier Ltd. All rights reserved. RI Moriana, Juan Antonio/B-4268-2008 TC 23 ZB 6 Z8 1 ZS 0 Z9 24 SN 1750-9467 UT WOS:000292235600005 ER PT J AU Evers, Kris Noens, Ilse Steyaert, Jean Wagemans, Johan TI Combining strengths and weaknesses in visual perception of children with an autism spectrum disorder: Perceptual matching of facial expressions SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1327 EP 1342 DI 10.1016/j.rasd.2011.01.004 PD OCT-DEC 2011 PY 2011 AB Background: Children with an autism spectrum disorder (ASD) are known to have an atypical visual perception, with deficits in automatic Gestalt formation and an enhanced processing of visual details. In addition, they are sometimes found to have difficulties in emotion processing. Methods: In three experiments, we investigated whether 7-to-11-year old children with ASD were showing superiorities or deficits in matching tasks that required focusing on faces with an emotional expression. Throughout these experiments, we increased the complexity of the stimuli and tasks demands. Results and conclusions: In matching faces with emotional expressions, children with ASD were not able to show superior processing of details in any of the three experiments. They were able to compensate their inferior processing of emotions in some of the experiments (e.g., by using a slower, more sequential processing style). However, when stimulus complexity (e.g., dynamic facial expressions) or task demands (e.g., extracting and remembering the relevant stimulus dimension) increased, they were no longer able to do so, and they did show performance deficits. (C) 2011 Elsevier Ltd. All rights reserved. RI Steyaert, Jean/B-5326-2015 OI Steyaert, Jean/0000-0003-2512-4694 TC 8 ZB 3 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000292235600006 ER PT J AU Amr, Mostafa Raddad, Dahoud El-Mehesh, Fatima Mahmoud, El-Hassanin El-Gilany, Abdel-Hady TI Sex differences in Arab children with Autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1343 EP 1350 DI 10.1016/j.rasd.2011.01.015 PD OCT-DEC 2011 PY 2011 AB Although autism spectrum disorders (ASD) prevalence is higher in males than females in Arab countries, few studies address sex differences in autistic symptoms and coexiting behavioral problems. A total of 37 boys and 23 girls recruited from three Arab countries (Egypt, Saudi Arabia, Jordan) matched for age and IQ. They were compared using Indian Scale for Assessment of Autism (ISAA) and the Child Behavior Checklist (CBCL). The boys had poor emotional responsiveness and the girls had more cognitive problems. With regard to coexisting psychopathology boys exhibited significantly more delinquent behavior problems. Longitudinal, representative studies are needed to elucidate etiological significance of the observed sex differences. (C) 2011 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000292235600007 ER PT J AU Mays, Nicole McGaha Heflin, L. Juane TI Increasing independence in self-care tasks for children with autism using self-operated auditory prompts SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1351 EP 1357 DI 10.1016/j.rasd.2011.01.017 PD OCT-DEC 2011 PY 2011 AB This study was conducted to determine the effects of self-operated auditory prompting systems (SOAPs) on independent self-care task completion of elementary-school-aged children with autism and intellectual disabilities. Prerecorded verbal prompts on a student-operated tape recorder were employed to facilitate independence in washing hands and brushing teeth. The participants were three students enrolled in a self-contained class for students with autism eligibilities in an elementary school. All students showed marked improvement in their performance of each task immediately following implementation of SOAPs. These results can be interpreted to confirm and extend previous research on self-operated auditory prompting systems in adolescents and adults with moderate intellectual disabilities and provides support for the idea that this intervention may be appropriate for younger students as well as those with autism. (C) 2011 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000292235600008 ER PT J AU Groskreutz, Nicole C. Groskreutz, Mark P. Higbee, Thomas S. TI Effects of varied levels of treatment integrity on appropriate toy manipulation in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1358 EP 1369 DI 10.1016/j.rasd.2011.01.018 PD OCT-DEC 2011 PY 2011 AB We assessed the effects of varying the treatment integrity of a prompting procedure on appropriate toy manipulation in two preschool-aged children with autism. Following an assessment to identify toys with high levels of inappropriate toy manipulation, each of three toys was associated with implementation of the prompting procedure at a different integrity level (10%, 50%, or 100%). For one participant, only the 100% integrity condition produced increases in appropriate toy manipulation. For the second participant, both the 50% and 100% integrity conditions produced increases in appropriate toy manipulation. These results suggest that integrity errors negatively impacted the acquisition of appropriate toy manipulation in children with autism, although the necessary level of treatment integrity varied across participants. (C) 2011 Elsevier Ltd. All rights reserved. RI Higbee, Thomas/F-5157-2010 TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000292235600009 ER PT J AU Viel, Jonathan Wightman, Jade Marion, Carole Jeanson, Brigitte Martin, Garry Yu, Dickie Verbeke, Aynsley TI Does mastery of ABLA Level 6 make it easier for children with autism to learn to name objects? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1370 EP 1377 DI 10.1016/j.rasd.2011.01.019 PD OCT-DEC 2011 PY 2011 AB The Assessment of Basic Learning Abilities (ABLA) was developed to assess the ease or difficulty with which individuals with intellectual disabilities are able to learn an imitation task and five 2-choice discriminations, called levels. Level 6 is an auditory-visual discrimination. We examined whether children with autism who passed ABLA Level 6 (Group 1) would more readily learn to name objects than children with autism who failed Level 6 (Group 2). The 2 groups were matched on the communication subscale of the Vineland Adaptive Behavior Scale. Group 1 learned more object names, and in significantly fewer trials, than Group 2. The implications for language training are discussed. (C) 2011 Elsevier Ltd. All rights reserved. RI Yu, C.T./D-1731-2014 TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000292235600010 ER PT J AU Ogston, Paula L. Mackintosh, Virginia H. Myers, Barbara J. TI Hope and worry in mothers of children with an autism spectrum disorder or Down syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1378 EP 1384 DI 10.1016/j.rasd.2011.01.020 PD OCT-DEC 2011 PY 2011 AB Mothers of children with an autism spectrum disorder (n = 199) or Down syndrome (n = 60) responded to an online questionnaire that assessed their hope and worry. Findings support previous research suggesting that hope is a protective factor against psychological distress: mothers with higher hope reported lower worry. Mothers who reported lower worry had more education and older children or children who were higher functioning. Those whose children had Down syndrome reported lower future-related worry and higher hope. In response to an open-ended question regarding what they worried about when they woke up at night, mothers' responses resulted in themes related to themselves as well as to their children and families. (C) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 1 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000292235600011 ER PT J AU Lung, For-Wey Chiang, Tung-Liang Lin, Shio-Jean Shu, Bih-Ching TI Autism-risk screening in the first 3 years of life in Taiwan Birth Cohort Pilot Study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1385 EP 1389 DI 10.1016/j.rasd.2011.01.024 PD OCT-DEC 2011 PY 2011 AB To increase public awareness and sensitivity, a two-stage screening with a community-based approach is proposed, with the use of the broadband Taiwan Birth Cohort Study (TBCS) developmental instrument in the first stage and the narrowband Modified Checklist of Autism in Toddlers (M-CHAT) in the second stage. Thus, the purpose of this study was to use the M-CHAT as the lead criteria in the investigation of whether the TBCS developmental instrument can be used in first-stage detection of autism spectrum disorder (ASD) at 6, 18, and 36 months. The TBCS dataset, which included 1783 children in the first stage, 1620 in the second stage, and 1630 in the third stage was used for this study. The M-CHAT and the TBCS 6, 18 and 36 months' developmental scales were collected. Using the M-CHAT, 292 (18.0%) children were screened out as being at high risk for ASD: using this as the lead criteria, the cutoff points of 65/66 for the 6 months' scale, 42/43 for the 18 months scale and 51/52 for the 36 months' scale, with negative predictive values of 83.44%, 84.21% and 85.35%, respectively, were established. With the cutoff points, TBCS developmental instrument can be used as a community-based first-stage screening instrument at 6, 18, and 36 months. Early diagnosis and intervention optimizes the long-term prognosis of ASD and also decreases family stress. Follow-up of these children and further evaluation using standard diagnostic assessments will help us in understanding the accuracy of the TBCS developmental instrument and M-CHAT use in the community. (C) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 3 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000292235600012 ER PT J AU Van Eylen, Lien Boets, Bart Steyaert, Jean Evers, Kris Wagemans, Johan Noens, Ilse TI Cognitive flexibility in autism spectrum disorder: Explaining the inconsistencies? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1390 EP 1401 DI 10.1016/j.rasd.2011.01.025 PD OCT-DEC 2011 PY 2011 AB The Wisconsin Card Sorting Task (WCST) is the only cognitive flexibility task that has consistently shown deficits in individuals with an autism spectrum disorder (ASD). As this is the only task characterized by limited explicit task instructions and a high degree of disengagement required to perform the switch, we hypothesized that cognitive flexibility deficits of individuals with ASD might only become apparent in situations fulfilling these requirements. However, the WCST involves various additional cognitive processes besides switching, making it uncertain whether difficulties are indeed due to cognitive flexibility impairments. The aim of this study was to investigate whether individuals with ASD show cognitive flexibility impairments on a more controlled task-switching variant of the WCST, still fulfilling both requirements. We therefore developed such a task and administered it to 40 high-functioning children with ASD and 40 age- and IQ- matched typically developing controls. As predicted, individuals with ASD made more perseveration errors and had a significantly higher switch cost than typically developing controls, but they performed equally well on the control measures. (C) 2011 Elsevier Ltd. All rights reserved. RI Steyaert, Jean/B-5326-2015 OI Steyaert, Jean/0000-0003-2512-4694 TC 15 ZB 10 Z8 0 ZS 1 Z9 16 SN 1750-9467 UT WOS:000292235600013 ER PT J AU Demouy, Julie Plaza, Monique Xavier, Jean Ringeval, Fabien Chetouani, Mohamed Perisse, Didier Chauvin, Dominique Viaux, Sylvie Golse, Bernard Cohen, David Robel, Laurence TI Differential language markers of pathology in Autism, Pervasive Developmental Disorder Not Otherwise Specified and Specific Language Impairment SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1402 EP 1412 DI 10.1016/j.rasd.2011.01.026 PD OCT-DEC 2011 PY 2011 AB Language impairment is a common core feature in Pervasive Developmental Disorders (PDD) and Specific Language Impairment (SLI). Many studies have tried to define the specific language profiles of these disorders, some claiming the existence of overlaps, and others conceiving of them as separate categories. Fewer have sought to determine whether and how PDD-NOS language profile, including prosody, differs from those of Autistic Disorder (AD) and SLI. Here, 12 children with AD (mean age 9.75; sd 3.5), 10 with PDD-NOS (mean age 9.83; sd 2.17), and 13 children with SLI (mean age 9.17; sd 3.9) matched for age, sex and academic skills were explored for both receptive and expressive language skills. Prosody was also assessed with an intonation imitation task analyzed through automatic speech processing and compared to 70 typical developing controls matched for age and sex. A similar delay in phonology and vocabulary was observed in the three groups as were significant but variable differences between the groups in syntax, pragmatics and prosody. SLI showed correlations between chronological age and raw scores in all language tasks, while AD and PDD-NOS did not. Furthermore, SLI showed correlation within all raw scores in language tasks. Most of those correlations were also found in PDD-NOS but not in AD. In conclusion, these findings support the hypothesis that language skills in AD and SLI rely on different mechanisms, while PDD-NOS show an intermediate profile sharing some characteristics of both AD and SLI. They also suggest that expressive syntax, pragmatic skills and some intonation features could be considered as language differential markers of pathology, challenging the DSM-V proposal of broad criteria. (C) 2011 Elsevier Ltd. All rights reserved. TC 11 ZB 4 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000292235600014 ER PT J AU Meyer, Katherine A. Ingersoll, Brooke Hambrick, David Z. TI Factors influencing adjustment in siblings of children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1413 EP 1420 DI 10.1016/j.rasd.2011.01.027 PD OCT-DEC 2011 PY 2011 AB Siblings of children with autism spectrum disorders (ASD) may be at an increased risk of adjustment problems. To examine possible predictors of adjustment difficulties in siblings, 70 mothers with at least one child with ASD and one typical child completed surveys of symptom severity in the child with ASD, impact of the child with ASD on the sibling, maternal depression, and broader autism phenotype (BAP) and behavioral adjustment in the typical sibling. A path analysis indicated that symptom severity in the children with ASD was positively associated with adjustment difficulties in the typical siblings; this relationship was mediated by maternal depression, but not sibling impact. Further, greater expression of the BAP in the siblings was associated with more adjustment difficulties, and this relationship was moderated by autism severity in the children with ASD, such that the relationship was stronger at high levels of ASD severity than at lower levels. These findings highlight the importance of assessing functioning of all family members when working with individuals with ASD and their families. (C) 2011 Elsevier Ltd. All rights reserved. RI Ingersoll, Brooke/A-9117-2012 TC 7 ZB 0 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000292235600015 ER PT J AU Tanaka, Kyoko Uchiyama, Tokio Endo, Fumio TI Informing children about their sibling's diagnosis of autism spectrum disorder: An initial investigation into current practices SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1421 EP 1429 DI 10.1016/j.rasd.2011.02.001 PD OCT-DEC 2011 PY 2011 AB The manner in which typically developing (TD) children were informed about their sibling's diagnosis of autism spectrum disorders (ASDs) was examined in Japan. Seventy-seven parents, each with a child with ASD and a TD child, participated in a questionnaire survey. From the data obtained, it was revealed that parents informed 66.7% (72/108) TD children about their sibling's diagnosis, and usually informed them when they were around 9 years of age. Birth order, age spacing and type of ASD affected the parents' decision about whether or not to inform them, and type of ASD, sex, age spacing and total number of children affected the timing of when parents informed them. TD children whose sibling had high-functioning ASD were informed less often and later. The most common question asked by TD children concerned communication problems, and parents often informed them of symptoms and difficulties of ASD as well as the diagnosis. Before receiving an explanation, 77.9% (53/68) of TD children had guessed the diagnosis or noticed something different about their sibling with ASD and 77.3% (51/66) of them reacted moderately to the parent's explanation. The influence of the parent's explanation on TD children's understanding of ASD warrants further research. (C) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000292235600016 ER PT J AU Hume, Kara Boyd, Brian McBee, Matt Coman, Drew Gutierrez, Anibal Shaw, Evelyn Sperry, Laurie Alessandri, Michael Odom, Samuel TI Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1430 EP 1440 DI 10.1016/j.rasd.2011.02.002 PD OCT-DEC 2011 PY 2011 AB Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. (C) 2011 Elsevier Ltd. All rights reserved. TC 9 ZB 4 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000292235600017 ER PT J AU Tseng, Mei-Hui Fu, Chung-Pei Cermak, Sharon A. Lu, Lu Shieh, Jeng-Yi TI Emotional and behavioral problems in preschool children with autism: Relationship with sensory processing dysfunction SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1441 EP 1450 DI 10.1016/j.rasd.2011.02.004 PD OCT-DEC 2011 PY 2011 AB This study aimed to investigate the sensory processing (SP) dysfunction and emotional and behavioral problems in preschool children with autism and then examine the relationship between the SP dysfunction and emotional and behavioral problems. The parents of 112 children aged 48-84 months (67 with autism; 45 age-matched typically developing) completed a demographic questionnaire, the Child Behavior Checklist-Chinese version (CBCL-C), and the Sensory Profile-Chinese version (SP-C). We found that 95.8% of children with autism who showed significant internalizing problems had at least one SP quadrant in the definite difference range, while 81.8% with significant externalizing problems had at least one SP quadrant in the definite difference range. Typically developing children showed lower percentages of 66.7% and 40.0%. Stepwise linear regression analysis revealed that in children with autism, avoiding and male gender were significant predictors of internalizing problems and sensitivity was a significant predictor of externalizing problems. In contrast, in typically developing children, avoiding was a significant predictor of internalizing problems and seeking was a significant predictor of externalizing problems. This study provided further understanding of the factors influencing emotional and behavioral problems in autism. (C) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 3 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000292235600018 ER PT J AU Kanai, Chieko Iwanami, Akira Hashimoto, Ryuichiro Ota, Haruhisa Tani, Masayuki Yamada, Takashi Kato, Nobumasa TI Clinical characterization of adults with Asperger's syndrome assessed by self-report questionnaires based on depression, anxiety, and personality SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1451 EP 1458 DI 10.1016/j.rasd.2011.02.005 PD OCT-DEC 2011 PY 2011 AB Diagnosing Asperger's syndrome (AS) in adults is difficult and efficient indicators for a precise diagnosis are important in the clinical setting. We examined the clinical characteristics of AS in 129 adults (median age, 32.0 years [range, 19-57]; 102 men and 27 women; AS group (n = 64; median age, 32.0 years [range, 19-50]; 50 men and 14 women), control group (n = 65; median age, 32.0 years [range, 19-57]; 52 men and 13 women) through administration of the Japanese version of the Autism-Spectrum Quotient (AQ) and the Japanese version of the Hospital Anxiety and Depression Scale (HADS), the Liebowitz Social Anxiety Scale (L-SAS), and the NEO Five-Factor Inventory (NEO-FFI). AQ HADS, and L-SAS scores, and the 'Neuroticism' scores of the NEO-FFI were significantly higher in adults with AS than in controls. The 'Extraversion', 'Agreeableness', and 'Conscientiousness' scores of the NEO-FFI were significantly lower in adults with AS than in controls. Total score of the AQ correlated with the 'Anxiety' subscale score of the HADS and the 'Extraversion', 'Openness', and 'Conscientiousness' subscale scores of the NEO-FFI in adults with AS, but not in controls. The findings demonstrated that the AQ and other scales could be used to elucidate the clinical characteristics of AS in adults. (C) 2011 Elsevier Ltd. All rights reserved. TC 9 ZB 3 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000292235600019 ER PT J AU Matson, Johnny L. Belva, Brian Hattier, Megan A. Matson, Michael L. TI Pica in persons with developmental disabilities: Characteristics, diagnosis, and assessment SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1459 EP 1464 DI 10.1016/j.rasd.2011.02.006 PD OCT-DEC 2011 PY 2011 AB Pica is a very serious and often life threatening problem which occurs largely in persons with developmental disabilities. The topic has received sporadic attention from researchers for several decades. This paper reviews definitions, diagnostic implications, causes, prevalence, and assessment methods that have been described in the research literature. A review of available studies is presented and the current state of our knowledge with respect to these areas is covered. The implication of these findings and future areas of research are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 2 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000292235600020 ER PT J AU Sipes, Megan Matson, Johnny L. Worley, Julie A. Kozlowski, Alison M. TI Gender differences in symptoms of Autism Spectrum Disorders in toddlers SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1465 EP 1470 DI 10.1016/j.rasd.2011.02.007 PD OCT-DEC 2011 PY 2011 AB Gender differences in symptoms representing the triad of impairments of Autism Spectrum Disorders remain unclear. To date, the majority of research conducted on this topic has utilized samples of older children. Thus, the purpose of the current study was to utilize a sample of toddlers to investigate gender differences in symptom endorsements of ASD. Also, deficits in areas such as cognition have been shown to affect gender in this same population (i.e., gender ratios). Therefore, each toddler's level of developmental ability was accounted for in the current study. In this sample of toddlers, gender differences were only found in regards to the restricted interests and repetitive behavior domain, with females with an average Developmental Quotient having significantly fewer endorsements on items related to restrictive and repetitive behaviors. Implications of the findings are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 22 ZB 9 Z8 0 ZS 0 Z9 22 SN 1750-9467 UT WOS:000292235600021 ER PT J AU Forde, Ita Holloway, Jennifer Healy, Olive Brosnan, Julie TI A dyadic analysis of the effects of setting and communication partner on elicited and spontaneous communication of children with Autism Spectrum Disorder and typically developing children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1471 EP 1478 DI 10.1016/j.rasd.2011.02.008 PD OCT-DEC 2011 PY 2011 AB The study examined the effects of condition and communication partner on spontaneous and elicited communication in children with Autism Spectrum Disorder (ASD) in comparison to age matched typically developing children. Eighteen children participated in the study (nine children diagnosed with ASD and nine typically developing children). Each participant was video recorded for 2 h 15 min periods across two conditions (academic activity and free-time). The two conditions represented a naturalistic view of the children's environment. Spontaneous and elicited communication were further analysed in terms of verbal behavior functions including requests, mands for information, mands for attention, greetings, terminating an activity, comments/tacts, language of negotiation, specifying using autoclitics and reject. Communication partner was further analysed at two levels, peer and adult. There was no difference between the frequency of functions of communication emitted and diagnosis of the participant. There was a significant difference for communication partner, whereby the main communicative partner for children with ASD was an adult in contrast to typically developing children who spoke more to their peers. Typically developing children engaged in more spontaneous communication than children diagnosed with ASD. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000292235600022 ER PT J AU Fava, Leonardo Strauss, Kristin Valeri, Giovanni D'Elia, Lidia Arima, Serena Vicari, Stefano TI The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1479 EP 1492 DI 10.1016/j.rasd.2011.02.009 PD OCT-DEC 2011 PY 2011 AB We compared the effects of Early Intensive Behavioral Intervention (EIBI) and eclectic intervention in children with ASD on autism severity, developmental performance, adaptive behavior, language skills and challenging behaviors. Twelve children received cross-setting staff- and parent-mediated EIBI of centre-based one-to-one and play sessions as well as home-based sessions, including continuous parent training and supervision. A comparison group of 10 children received eclectic intervention. Standardized tests were carried out independent examiners at intake and after 6 months. The groups were equivalent on key variables at intake. The intervention group outperformed the eclectic group in measures of autism severity, developmental and language skills. Scores on adaptive behaviors revealed comparable changes in both treatment groups. Furthermore, the intervention group reduced challenging behaviors, a progress facilitated by parents that achieved treatment fidelity and gained competence to manage challenging behavior functions. Descriptive data of treatment progress showed that parental treatment provision and treatment fidelity gains indicated differential child progress in outcomes and skill mastery in learning environments. Our results show the effectiveness of a staff- and parent-mediated EIBI program for children with ASD. These findings highlight the importance of generalization across settings and persons for improving functional behavior in various learning environments that result in reduced problem behaviors and increased language and communication skills. (C) 2011 Elsevier Ltd. All rights reserved. TC 21 ZB 4 Z8 0 ZS 1 Z9 22 SN 1750-9467 UT WOS:000292235600023 ER PT J AU Xavier, Jean Vannetzel, Leonard Viaux, Sylvie Leroy, Arthur Plaza, Monique Tordjman, Sylvie Mille, Christian Bursztejn, Claude Cohen, David Guile, Jean-Marc TI Reliability and diagnostic efficiency of the Diagnostic Inventory for Disharmony (DID) in youths with Pervasive Developmental Disorder and Multiple Complex Developmental Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1493 EP 1499 DI 10.1016/j.rasd.2011.02.010 PD OCT-DEC 2011 PY 2011 AB The Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) category is a psychopathological entity few have described and is poorly, and mainly negatively, defined by autism exclusion. In order to limit PDD-NOS heterogeneity, alternative clinical constructs have been developed. This study explored the reliability and the diagnostic efficiency of the Diagnostic Inventory for Disharmony (DID); its concurrent validity with the Vineland Adaptive Behavior Scales (VBAS); and its concordance with Multiplex Complex Developmental Disorder (MCDD) and PDD-NOS. Mean DID interrater reliabilities and internal consistency were good (.58 and .75, respectively). DID diagnostic efficiency yielded by the ROC analysis was very promising using a cut-off score of 12/36 (AUC = .97, sensitivity = .93, specificity = .91). Spearman correlations between the DID total score and the three subscales in the VABS socialization domain were significantly negative, thus confirming an association between Disharmony and impairments in socialization. However, no correlation was found between Disharmony and community daily living skills, likely reflecting a better autonomy in daily activities. Disharmony phenomenology overlapped with Autism Spectrum Disorders (DID and PDD concordance: kappa: .41; p < .01). Nevertheless, the Disharmony construct seemed to differ from PDD-NOS and be closer to MCDD. We conclude that Disharmony and MCDD constitute complementary views on the same group of severely impaired children. (C) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000292235600024 ER PT J AU Ganz, Jennifer B. Earles-Vollrath, Theresa L. Mason, Rose A. Rispoli, Mandy J. Heath, Amy K. Parker, Richard I. TI An aggregate study of single-case research involving aided AAC: Participant characteristics of individuals with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1500 EP 1509 DI 10.1016/j.rasd.2011.02.011 PD OCT-DEC 2011 PY 2011 AB Individuals with autism spectrum disorders (ASD) who cannot speak at all or not intelligibly are frequently taught to use aided augmentative and alternative communication (MC). The majority of the research on the use of AAC with individuals with ASD has been single-case research studies. This investigation involved a meta-analysis of the single-case research on the use of aided AAC with individuals with autism spectrum disorders (ASD), investigating the differential impacts of AAC by participant characteristics. An effect size measure, the Improvement Rate Difference (IRD) was used to analyze 24 single-case studies. Two research questions were investigated concerning (a) the impact of AAC interventions on individuals diagnosed with subcategories of ASD and co-morbid conditions, and (b) the effects of AAC interventions on individuals in different age groups. Results indicated that participants with ASD and no additional diagnoses had better outcomes than others and that participants with ASD and developmental disabilities outperformed participants with ASD and multiple disabilities. Further, preschool-aged participants had better outcomes than elementary-aged and secondary-aged participants. Participants in all diagnostic categories and age ranges had moderate or better effects. (C) 2011 Elsevier Ltd. All rights reserved. TC 21 ZB 3 Z8 0 ZS 0 Z9 21 SN 1750-9467 UT WOS:000292235600025 ER PT J AU Esposito, G. Venuti, P. Bornstein, M. H. TI Assessment of distress in young children: A comparison of autistic disorder, developmental delay, and typical development SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1510 EP 1516 DI 10.1016/j.rasd.2011.02.013 PD OCT-DEC 2011 PY 2011 AB Distress emotions in very young children are manifest in vocal, facial, and bodily cues. Moreover, children with different developmental conditions (i.e. autistic disorder, AD; developmental delay, DD; typically developing, TD) appear to manifest their distress emotions via different channels. To decompose channel of emotional distress display by group, we conducted a study in which video clips of crying of 18 children 18 months of age belonging to three groups (AD, DD, TD) were modified to isolate vocal, facial, or bodily cues, and 42 female adults were asked to judge the distress and typicality (expected normality) of the different stimuli. We find variation in adult judgements of distress and typicality by child group (AD, DD, TD) and by isolated cues (vocal, facial, or body). Although there is some overlap between responses to episodes of crying of children with AD and those with DD, the different cues of crying of children with AD tend to be considered more atypical and distressed than those of the other two groups (DD and TD). Early assessment of different cues of the expression of distress, and more generally of emotional expressivity in a child, may provide useful information for pediatricians and practitioners who are in contact with young children and must make clinical screening decisions. The findings also alert parents of children with AD to important aspects of their cries. (C) 2011 Elsevier Ltd. All rights reserved. RI Esposito, Gianluca/B-1374-2012 OI Esposito, Gianluca/0000-0002-9442-0254 TC 7 ZB 5 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000292235600026 ER PT J AU Suzuki, Mayo TI Mental development and autistic behavior in children with pervasive developmental disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1517 EP 1525 DI 10.1016/j.rasd.2011.02.014 PD OCT-DEC 2011 PY 2011 AB The aim of this study was to clarify the features of mental development and autistic behavior in children with pervasive developmental disorders (PDD) from the viewpoint of remedial therapy. The Tokyo Child Development Schedule (TCDS) and the Tokyo Autistic Behavior Scale (TABS), designed to be completed by children's caregivers, were used. A comparison was made of 36 children with PDD, 36 children with AD/HD, and 36 children with other diagnoses (OTHERS), who were matched about IQ and age. Although there were no significant differences between the three groups in terms of their overall scores on the TCDS and TABS, there were significant differences in specific areas on the tests. On the TCDS, the PDD group scored significantly lower than the AH/HD group and OTHERS group in Area V (Socialization). The PDD group also scored significantly lower than the AD/HD group in Area VII (Comprehension/Cognition). On the TABS, the PDD group had significantly higher scores than the AH/HD group in Area 2 (Language-Communication) and Area 3 (Habits-Mannerisms), and displayed significantly more autistic behavior. These findings suggest that children with PDD not only suffer from impairments in "qualitative impairment in social interaction" and "adapting to change," but also have underdeveloped use of pointing, and impairments in "joint visual attention," conceptualizing spatial relationships and language functions. They also suggest that in addition to general evaluations of development and autistic behavior, remedial therapies need to include more detailed assessments of children with PDD. (C) 2011 Elsevier Ltd. All rights reserved. TC 9 ZB 2 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000292235600027 ER PT J AU Stoit, Astrid M. B. van Schie, Hein T. Riem, Madelon Meulenbroek, Ruud G. J. Newman-Norlund, Roger D. Slaats-Willemse, Dorine I. E. Bekkering, Harold Buitelaar, Jan K. TI Internal model deficits impair joint action in children and adolescents with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1526 EP 1537 DI 10.1016/j.rasd.2011.02.016 PD OCT-DEC 2011 PY 2011 AB Qualitative differences in social interaction and communication are diagnostic hallmarks in autism spectrum disorders (ASD). The present study investigated the hypothesis that impaired social interaction in ASD reflects a deficit to internally model the behavior of a co-actor. Children and adolescents with ASD and matched controls performed a computerized bar-balancing task in a solo condition (S), and together with another individual in two joint action conditions (J2 and J4) in which they used either two or four hands to control the bar lift. Consistent with predictions derived from the 'internal modelling hypothesis', results from the J2 task indicated that ASD dyads were impaired in predicting the occurrence of their partner's response and failed to coordinate their actions in time. Furthermore, results from the J4 task showed that ASD participants used an adaptive strategy to disambiguate their responses from their partner's by regulating opposite sides of the bar during lifting. These findings provide empirical support of theories positing the existence of an internal modelling deficit in ASD. In addition, our findings suggest that impaired social reciprocal behavior and joint cooperative play exhibited by individuals with ASD may reflect behavioral adaptations to evade conflicting or ambiguous information in social settings. (C) 2011 Elsevier Ltd. All rights reserved. RI van Schie, Hein/D-2281-2010; Bekkering, Harold/A-6357-2009; Meulenbroek, Ruud/D-4781-2009; Buitelaar, Jan/E-4584-2012 OI Buitelaar, Jan/0000-0001-8288-7757 TC 2 ZB 2 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000292235600028 ER PT J AU Chan, Raymond C. K. Hu, Zhou-yi Cui, Ji-fang Wang, Ya McAlonand, Grainne M. TI Social attribution in children with high functioning autism and Asperger syndrome: An exploratory study in the Chinese setting SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1538 EP 1548 DI 10.1016/j.rasd.2011.02.017 PD OCT-DEC 2011 PY 2011 AB The present study aimed to examine social attribution in children with high-functioning autism (HFA) and Asperger's syndrome (AS). A sample of 20 boys (9 with HFA and 11 with AS) and 20 age-matched controls were recruited for this study. All participated in two tasks measuring social attribution ability, the conventional Social Attribution Task (SAT) and a modified version with animals rather than shapes (mSAT). They also completed a battery of neuropsychological tests. Compared to typically developing controls, children with autism spectrum disorders were impaired on some measures in both SATs. However, group differences in 'theory-of-mind' indices were only significant in the mSAT, with the ASD group performing more poorly than controls. In addition, the scores in person index of both versions of the SAT correlated with executive function in children with HFA/AS. The current study found the mSAT paradigm was especially sensitive to ToM difficulties in young Chinese children with HFA/AS. Social attribution in children with HFA/AS, unlike neurotypical children, was related to executive function ability, suggesting these psychological domains are not distinct in children with autism spectrum disorders. (C) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 5 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000292235600029 ER PT J AU Al-Farsi, Yahya M. Al-Sharbati, Marwan M. Waly, Mostafa I. Al-Farsi, Omar A. Al Shafaee, Mohammed A. Deth, Richard C. TI Malnutrition among preschool-aged autistic children in Oman SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1549 EP 1552 DI 10.1016/j.rasd.2011.02.018 PD OCT-DEC 2011 PY 2011 AB To assess prevalence of malnutrition indicators among preschool children with autism spectrum disorder (ASD) a cross-sectional study was conducted among 128 Omani autistic children 3-5 years of age. Based on standardized z-scores, the overall prevalence of malnutrition was 9.2 per 100 preschool ASD children (95% CI 4.1, 11.6). The most common type of malnutrition was underweight (3.9; 95% CI 0.5, 7.3), followed by wasting (3.1; 95% CI 0.1, 6.1) and stunting (2.3; 95% CI 0.3, 5.0). Among boys, underweight and stunting were significantly higher than in girls, while wasting was more prevalent among girls. None of the participants showed evidence of overweight or obesity. The study indicates an overall tendency among autistic Omani children towards being malnourished. (C) 2011 Elsevier Ltd. All rights reserved. TC 7 ZB 3 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000292235600030 ER PT J AU Roberts, Jacqueline Williams, Katrina Carter, Mark Evans, David Parmenter, Trevor Silove, Natalie Clark, Trevor Warren, Anthony TI A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1553 EP 1566 DI 10.1016/j.rasd.2011.03.001 PD OCT-DEC 2011 PY 2011 AB This study compares outcomes of early intervention programs for young children with autism; an individualised home-based program (HB), a small group centre-based program for children combined with a parent training and support group (CB) and a non-treatment comparison group (WL). Outcome measures of interest include social and communication skill development in children, quality of life and stress for parents. Eligible (diagnosed ASD, preschool age) participants were randomised into 2 groups FIB (n = 28) and CB (n = 28). A WL (n = 29) comparison group was also recruited. FIB and CB groups had 12-month programs. Pre and post assessments were conducted using formal and informal measures. Children in the CB group improved significantly more than HB and WL groups on some social and communication measures. On parent measures outcomes varied with CB group parents making the most gains in perception of competence and quality of life. The small group centre-based program combined with parent program resulted in the best most cost effective outcomes for children and families however this is not an option for all. The CB program did not suit some children and families. The heterogeneity of the autism population indicates that a range of intervention options is necessary to meet the needs of children with autism and their families. 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 11 ZB 2 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000292235600031 ER PT J AU Brennand, Richard Schepman, Astrid Rodway, Paul TI Vocal emotion perception in pseudo-sentences by secondary-school children with Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1567 EP 1573 DI 10.1016/j.rasd.2011.03.002 PD OCT-DEC 2011 PY 2011 AB There have been inconsistent findings regarding emotion identification abilities in people with Autism Spectrum Disorder (ASD). Some researchers have found global or emotion-specific impairments, while others have not. The present work reports findings from an experiment testing the ability of children with ASD (primarily Asperger syndrome) to identify basic vocal emotions. Participants identified the emotion present in pseudosentences spoken with affective prosody (anger, fear, happiness, sadness). Participants with ASD, at secondary school, showed a modest, non-significant performance deficit compared to typically developing controls. This minor deficit was dependent on a difference in verbal ability. There was no evidence that children with ASD had emotion-specific or valence-specific deficits. By-items correlations showed that stimuli whose emotions were difficult to identify for children with ASD were also difficult to identify for controls, while confusion matrices showed similar error patterns across groups. The results are discussed in relation to the amygdala theory of autism. (C) 2011 Elsevier Ltd. All rights reserved. TC 14 ZB 7 Z8 0 ZS 0 Z9 14 SN 1750-9467 UT WOS:000292235600032 ER PT J AU Barnes, Clarissa S. Dunning, Johnna L. Rehfeldt, Ruth Anne TI An evaluation of strategies for training staff to implement the picture exchange communication system SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1574 EP 1583 DI 10.1016/j.rasd.2011.03.003 PD OCT-DEC 2011 PY 2011 AB The picture exchange communication system (PECS) is a functional communication system frequently used with individuals diagnosed with autism spectrum disorders who experience severe language delays (Frost & Bondy, 2002). Few empirical investigations have evaluated strategies for training direct care staff how to effectively implement PECS with clients. Using a multiple probe design, the current investigation evaluated staff training procedures for teaching three direct care staff to implement phases 1-3 of PECS for 3 adults with autism. Training with verbal instructions and an instructional video resulted in little improvement from pretest scores, underscoring the limited utility of workshops and instructional videos alone in teaching paraprofessional staff important clinical skills. (C) 2011 Elsevier Ltd. All rights reserved. TC 9 ZB 0 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000292235600033 ER PT J AU Marion, Carole Martin, Garry L. Yu, C. T. Buhler, Charissa TI Teaching children with Autism Spectrum Disorder to mand "What is it?" SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1584 EP 1597 DI 10.1016/j.rasd.2011.03.005 PD OCT-DEC 2011 PY 2011 AB In general terms a mand is a requesting response. Teaching children with autism to mand for information is often a difficult task given their language deficits. The present study examined a procedure consisting of contrived motivating operations, prompt fading, manded consequences, error correction, and a brief preference assessment for teaching the mand "What is it?" A modified multiple-baseline design across situations was used to evaluate the teaching procedure. Each of three children with Autism Spectrum Disorder learned the mands and generalized to situations, activities, scripts, the natural environment, and over time. (C) 2011 Elsevier Ltd. All rights reserved. RI Yu, C.T./D-1731-2014 TC 4 ZB 2 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000292235600034 ER PT J AU Matson, Johnny L. Worley, Julie A. Fodstad, Jill C. Chung, Kyong-Mee Suh, Dongsoo Jhin, Hea Kyung Ben-Itzchak, Esther Zachor, Ditza A. Furniss, Frederick TI A multinational study examining the cross cultural differences in reported symptoms of autism spectrum disorders: Israel, South Korea, the United Kingdom, and the United States of America SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 4 BP 1598 EP 1604 DI 10.1016/j.rasd.2011.03.007 PD OCT-DEC 2011 PY 2011 AB Purportedly, there is a worldwide acceptance of diagnostic criteria for Autism Spectrum Disorders (ASD); however, cultural differences in regards to what is considered normal development may affect the diagnosis despite the biological basis for the condition. The aim of the current study was to examine the differences in reports of symptoms of ASD across cultures. The Autism Spectrum Disorders-Diagnostic for Children (ASD-DC) was utilized to examine symptoms of ASD between children from Israel, South Korea, the united Kingdom, and the United States. Symptom expression differences were found on nonverbal communication/socialization, verbal communication, and insistence of sameness and restricted interests. However, no significant differences emerged between participants on the domain of social relationships. The implications of these results are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 19 ZB 7 Z8 0 ZS 0 Z9 19 SN 1750-9467 UT WOS:000292235600035 ER PT J AU Kaland, Nils Mortensen, Erik Lykke Smith, Lars TI Social communication impairments in children and adolescents with Asperger syndrome: Slow response time and the impact of prompting SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1129 EP 1137 DI 10.1016/j.rasd.2010.12.009 PD JUL-SEP 2011 PY 2011 AB In the present study children and adolescents with Asperger syndrome (N = 13) and a matched control group of typically developing children and adolescents were presented with 26 vignettes of daily life situations, including irony, metaphors, contrary emotions, jealousy, social blunders, and understanding intentions. The participants in the AS group showed significant impairments in social communication. They needed significantly longer response times to solve the tasks and required significantly more prompt questions than the control persons. When analyzing the AS participants' performances before any prompt questions had been given, their task performances were significantly poorer than after the prompts had been given indicating that without any prompt questions their task performance would have fallen markedly. (C) 2011 Elsevier Ltd. All rights reserved. TC 12 ZB 2 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000289327200019 ER PT J AU Rivet, Tessa Taylor Matson, Johnny L. TI Review of gender differences in core symptomatology in autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 957 EP 976 DI 10.1016/j.rasd.2010.12.003 PD JUL-SEP 2011 PY 2011 AB A preponderance of males with autism spectrum disorders (ASD) has been evident since the initial writings on the topic. This male predominance has consistently emerged in all ASD research to date in epidemiological as well as clinical populations. Despite this long recognized gender disparity in ASD, surprisingly there is a paucity of research addressing gender as it relates to core ASD symptom presentation. Gender differences may manifest with regard to symptom domains, severity, breadth, and so forth. The present review will discuss background (e.g., history, prevalence), assessment issues, gender differences in typically developing individuals in domains relevant to ASD, an in depth review of the literature base on the nature and etiology of gender differences in ASD, as well as future research directions and implications. (C) 2010 Elsevier Ltd. All rights reserved. TC 33 ZB 17 Z8 0 ZS 1 Z9 34 SN 1750-9467 UT WOS:000289327200001 ER PT J AU Duffy, Cormac Healy, Olive TI Spontaneous communication in autism spectrum disorder: A review of topographies and interventions SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 977 EP 983 DI 10.1016/j.rasd.2010.12.005 PD JUL-SEP 2011 PY 2011 AB Lack of spontaneous communicative initiations appears to be a consistent problem in individuals with a diagnosis of autism spectrum disorder (ASD: Fujiki & Brinton, 2009). Spontaneous communication is emitted at a much lower frequency compared to individuals with language impairment and typically developing persons. Deficits of spontaneity in social interaction have been identified explicitly in the diagnostic criteria for autism, regardless of communication level or ability (American Psychiatric Association, 1994). In addition, without intervention 21-66% of children with ASD do not develop communicative speech (Lord & McGee, 2001). Individuals with autism rarely initiate appropriate speech and often fail to engage in typical social interactions such as asking questions, requesting information, expressing affection or requesting interactions (Carr & Kologinsky, 1983). This paper provides a review of the communicative topographies used to ameliorate spontaneous communication functions in individuals with autism and addresses the behavioral interventions that are used to induce such spontaneity. (C) 2010 Elsevier Ltd. All rights reserved. TC 26 ZB 1 Z8 0 ZS 0 Z9 26 SN 1750-9467 UT WOS:000289327200002 ER PT J AU Kaland, Nils TI Brief report: Should Asperger syndrome be excluded from the forthcoming DSM-V? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 984 EP 989 DI 10.1016/j.rasd.2011.01.011 PD JUL-SEP 2011 PY 2011 AB Asperger syndrome (AS) is a pervasive developmental disorder, characterized by social impairments and focused, circumscribed interests and activities in the absence of significant language impairment and cognitive delay. Since its inclusion in the DSM-IV, there has been a dramatic increase in its recognition both in children and adults. Some recent studies suggest that there may be differences between AS and high-functioning autism (HFA) on behavioural, cognitive and neurobiological levels. As the majority of studies so far have generally failed to demonstrate a clear distinction between AS and HFA, some researchers have called for eliminating AS from the forthcoming DSM-V. This paper reports some interesting differences between the conditions on different levels and argues for more experimental studies on AS, modifications of its diagnostic criteria, and for its continued retention in the diagnostic manual. (C) 2011 Elsevier Ltd. All rights reserved. TC 17 ZB 6 Z8 0 ZS 0 Z9 17 SN 1750-9467 UT WOS:000289327200003 ER PT J AU Gould, Evelyn Dixon, Dennis R. Najdowski, Adel C. Smith, Marlena N. Tarbox, Jonathan TI A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 990 EP 1002 DI 10.1016/j.rasd.2011.01.012 PD JUL-SEP 2011 PY 2011 AB A large proportion of national education and treatment centers for persons with autism spectrum disorders (ASD), including those providing applied behavior analysis (ABA)-based services, show a relatively high percentage of agreement among practitioners on the instruments they routinely use for a variety of purposes, including curriculum design and treatment evaluation. In this paper, several assessments are reviewed and evaluated in terms of their utility for designing comprehensive early intensive behavioral intervention (EIBI) curriculum programs for children with ASD. The assessments found to be most useful for this purpose are reported. A general critique regarding the available pool of assessment tools is provided and the need for a comprehensive assessment directly linked to curricula is discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 3 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000289327200004 ER PT J AU Reed, Florence D. DiGennaro Hyman, Sarah R. Hirst, Jason M. TI Applications of technology to teach social skills to children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1003 EP 1010 DI 10.1016/j.rasd.2011.01.022 PD JUL-SEP 2011 PY 2011 AB Children with autism spectrum disorder show deficits in social skills such as initiating conversation, responding in social situations, social problem-solving, and others. These deficits are targeted through the use of social skills interventions, some of which use a technology-based approach as a resource-efficient alternative to common forms of instruction. The current literature review aims to (a) determine the number of empirical studies using a technology-based social skills intervention, (b) explore the features of social skills targeted in these studies, and (c) analyze the number of studies reporting reliability of the dependent and independent variables. Results indicate that a majority of the studies relied on a video or DVD to deliver the intervention (modeling or feedback), were conducted in school settings, and targeted more than one social skill. The most common social skill addressed was initiating conversation followed by play skills. All but one study included standardized assessment before treatment; however, none of the studies used a published social skills assessment. Like previous research, reliability of the dependent variables was common; however, reliability of the independent variables was infrequent. (C) 2011 Elsevier Ltd. All rights reserved. TC 11 ZB 1 Z8 0 ZS 1 Z9 11 SN 1750-9467 UT WOS:000289327200005 ER PT J AU Kern, Janet K. Geier, David A. Adams, James B. Troutman, Melissa R. Davis, Georgia King, Paul G. Young, John L. Geier, Mark R. TI Autism severity and muscle strength: A correlation analysis SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1011 EP 1015 DI 10.1016/j.rasd.2010.11.002 PD JUL-SEP 2011 PY 2011 AB The current study examined the relationship between muscle strength, as measured by hand grip strength, and autism severity, as measured by the Childhood Autism Rating Scale (CARS). Thirty-seven (37) children with a diagnosis of autism spectrum disorder (ASD) were evaluated using the CARS and then tested for hand muscle strength using a hand grip dynamometer. Statistical analysis was then conducted to examine the relationship between autism severity and hand muscle strength. The model generated in the present study showed that the CARS score is a significant predictor of Max Hand Muscle Score after adjustment for age, race, gender, year of birth, and a history of prior chelation therapy. Evidence suggests that hand grip strength in children with ASD is related to the severity of the disorder. Further research is needed to determine the extent and consistency of the muscle weakness and possible treatments. (C) 2010 Published by Elsevier Ltd. TC 4 ZB 0 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000289327200006 ER PT J AU Magiati, Iliana Moss, Joanna Charman, Tony Howlin, Patricia TI Patterns of change in children with Autism Spectrum Disorders who received community based comprehensive interventions in their pre-school years: A seven year follow-up study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1016 EP 1027 DI 10.1016/j.rasd.2010.11.007 PD JUL-SEP 2011 PY 2011 AB There are few long-term follow-up studies of children with Autism Spectrum Disorders (ASD) who attended intensive intervention programmes in their pre-school years. Thirty-six children with ASD enrolled in relatively intensive, specialist pre-school programmes (minimum of 15 h intervention per week for 2 years at a mean age of 3.4 years) were assessed after 2 years (mean age 5.5 years) and again after a further 5 years (mean age 10.3 years). Cognitive, language and adaptive behaviour skills and severity of autism symptoms were assessed at intake (Time 1) and subsequent follow-ups (Times 2 and 3). Children made significant increases in raw and age equivalent scores in most areas of development assessed, although mean standard scores remained stable or decreased over time. Time 1 IQ language and adaptive behaviour skills were predictive of outcome at Time 3. Although there were marked individual differences in the rate and patterns of change over time, many children continued to show increases in test scores over the course of the study. This study highlights that whilst overall group improvements may be evident, the rate and nature of these improvements is highly variable across individual children. Further investigation of the specific child characteristics that affect treatment effectiveness is required. (C) 2010 Elsevier Ltd. All rights reserved. RI Moss, Jo/C-8812-2009; Charman, Tony/A-2085-2014; Howlin, Patricia/A-7622-2011 OI Charman, Tony/0000-0003-1993-6549; TC 20 ZB 6 Z8 0 ZS 0 Z9 20 SN 1750-9467 UT WOS:000289327200007 ER PT J AU Jang, Jina Dixon, Dennis R. Tarbox, Jonathan Granpeesheh, Doreen TI Symptom severity and challenging behavior in children with ASD SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1028 EP 1032 DI 10.1016/j.rasd.2010.11.008 PD JUL-SEP 2011 PY 2011 AB The prevalence of challenging behaviors in the autism spectrum disorders (ASD) population is often assumed to be high but relatively little research has actually been published on it. Furthermore, challenging behaviors are likely to impede progress in evidence-based treatment programs, such as early intensive behavioral intervention (EIBI). Little or no previous research has evaluated the prevalence of various topographies of challenging behavior in a population of children with ASD receiving EIBI services, nor evaluated the relationship between such behaviors and the severity of ASD symptoms. Using data from the ASD-DC and the ASD-BPC in 84 children with autism receiving EIBI services, the current study conducted a regression analysis of relations between endorsement of challenging behaviors and ASD symptom severity. Results indicated that 94% of the sample reported the presence of challenging behavior, stereotypical behaviors were the most commonly reported, and that the presence of challenging behavior was predicted by ASD severity. (C) 2010 Elsevier Ltd. All rights reserved. TC 23 ZB 5 Z8 0 ZS 0 Z9 23 SN 1750-9467 UT WOS:000289327200008 ER PT J AU Carter, Mark Roberts, Jacqueline Williams, Katrina Evans, David Parmenter, Trevor Silove, Natalie Clark, Trevor Warren, Anthony TI Interventions used with an Australian sample of preschool children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1033 EP 1041 DI 10.1016/j.rasd.2010.11.009 PD JUL-SEP 2011 PY 2011 AB This study examined the previous and current range of educational, therapy, medical and CAM interventions used by a clearly described Australian sample of 84 families of preschool-aged children with autism spectrum disorders who were enrolled in a controlled trial of early intervention services. With regard to educational and therapy interventions, the most frequently used services were speech language pathology, preschool and childcare, generic early intervention, and occupational therapy. With the exception of preschool and childcare, the access frequency for most of these services indicated they were used at relatively low intensity. Exclusion diets, oils/fatty acids and vitamin and mineral supplements were the primary CAM interventions used by families. There was no clear evidence of a relationship between the number of interventions used by families and developmental status although this may have been due to the relatively recent diagnoses. Implications of these findings and directions for future research are discussed. Crown Copyright (C) 2010 Published by Elsevier Ltd. All rights reserved. RI Williams, Katrina/B-6828-2015 OI Williams, Katrina/0000-0002-1686-4458 TC 9 ZB 1 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000289327200009 ER PT J AU Pan, Chien-Yu Tsai, Chia-Liang Hsieh, Kai-Wen Chu, Chia-Hua Li, Ya-Lin Huang, Shih-Tse TI Accelerometer-determined physical activity among elementary school-aged children with autism spectrum disorders in Taiwan SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1042 EP 1052 DI 10.1016/j.rasd.2010.11.010 PD JUL-SEP 2011 PY 2011 AB To examine age-related physical activity (PA) patterns between- and within-day in elementary school-aged children with autism spectrum disorders (ASD). PA was recorded every 5-s by uniaxial accelerometry in 35 children (grades 1-2, n = 13; grades 3-4, n = 13; grades 5-6, n = 9) for up to five weekdays and two weekend days. Younger children were more active during weekend days compared with weekdays, while the opposite was observed in older children. Age variation also exists in children's PA levels within a weekday, with this effect being most evident during recess and after school. Weekend days and free time within school days seem appropriate targets when promoting PA in older children with ASD. (C) 2010 Elsevier Ltd. All rights reserved. RI Tsai, Chia-Liang/A-9261-2011 TC 1 ZB 1 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000289327200010 ER PT J AU Davis, Tonya N. Durand, Shannon Chan, Jeffrey M. TI The effects of a brushing procedure on stereotypical behavior SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1053 EP 1058 DI 10.1016/j.rasd.2010.11.011 PD JUL-SEP 2011 PY 2011 AB In this study we analyzed the effects of a brushing protocol on stereotyped behavior of a young boy with autism. First, a functional analysis was conducted which showed that the participant's stereotypy was maintained by automatic reinforcement. Next, the Wilbarger Protocol, a brushing intervention, was implemented. An ABA design was implemented in which the participant was observed during four phases: (a) baseline, prior to the administration of the brushing protocol; (b) week 3 of implementation of the brushing protocol; (c) week 5 of implementation; and (d) 6 months after the discontinuation of the brushing protocol. Findings suggest that the brushing protocol had no marked affect on levels of stereotypy. (C) 2010 Elsevier Ltd. All rights reserved. TC 7 ZB 0 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000289327200011 ER PT J AU Kodak, Tiffany Fisher, Wayne W. Clements, Andrea Paden, Amber R. Dickes, Nitasha R. TI Functional assessment of instructional variables: Linking assessment and treatment SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1059 EP 1077 DI 10.1016/j.rasd.2010.11.012 PD JUL-SEP 2011 PY 2011 AB The purpose of the present investigation was to refine and validate an assessment procedure to identify instructional variables influencing acquisition of conditional discriminations in children diagnosed with autism. An assessment was implemented with eleven individuals to identify the specific instructional variables influencing the individual's responding. A prescribed academic intervention was selected for participants based on the results of the functional assessment. The prescribed intervention was compared to an alternative treatment and control condition. The functional assessment identified several different patterns of responding to instructional variables across participants. The treatment evaluation demonstrated that the prescribed academic intervention was effective in teaching conditional discriminations. (C) 2010 Elsevier Ltd. All rights reserved. TC 7 ZB 0 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000289327200012 ER PT J AU Ingersoll, Brooke Meyer, Katherine TI Examination of correlates of different imitative functions in young children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1078 EP 1085 DI 10.1016/j.rasd.2010.12.001 PD JUL-SEP 2011 PY 2011 AB Children with autism spectrum disorders (ASD) have difficulties with social-communication skills, including imitation, language, joint attention, and play. This study investigated whether imitation performance in two different contexts (structured-elicited vs. social-interactive) was differentially related to attention-following, social reciprocity, language, and play in children with ASD. This study used a concurrent, correlational design to investigate the relationships between these skills in 23, 2-4-year-old children with autism. Participants imitated more actions on the structured-elicited than social-interactive task. After controlling for developmental level, imitation in the structured-elicited condition was correlated with vocabulary size and imitation in the social-interactive condition was correlated with vocabulary size, social reciprocity, and symbolic play. These findings suggest different skills may underlie imitation in different contexts. In addition, while imitation in both contexts appears to be important for vocabulary development at this age, imitation in a social context may be more important in the development of symbolic play skills. (C) 2010 Elsevier Ltd. All rights reserved. RI Ingersoll, Brooke/A-9117-2012 TC 8 ZB 3 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000289327200013 ER PT J AU Worley, Julie A. Matson, Johnny L. TI Psychiatric symptoms in children diagnosed with an Autism Spectrum Disorder: An examination of gender differences SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1086 EP 1091 DI 10.1016/j.rasd.2010.12.002 PD JUL-SEP 2011 PY 2011 AB In addition to the triad of impairments experienced by children and adolescents diagnosed with Autism Spectrum Disorders (ASD), they often present with symptoms of psychiatric disorders. To date, very few studies have examined gender differences in regards to psychiatric symptoms in children and adolescents diagnosed with an ASD. Thus, the current study compared male and female children and adolescents (n = 129) who were diagnosed with an ASD or who were typically developing psychiatric symptoms. The Autism Spectrum Disorders-Comorbid for Children (ASD-CC) was utilized to assess for symptoms of psychopathology. Males and females diagnosed with an ASD did not significantly differ from each other in total psychiatric symptoms or on any of the specific factors of psychiatric symptoms examined (i.e., tantrum behavior, repetitive behavior, worry/depressed, avoidant behavior, under-eating, conduct, and over-eating). Similarly, males and females who were typically developing did not differ from each other on any factors examined. A discussion including future directions of research is included. (C) 2010 Elsevier Ltd. All rights reserved. TC 23 ZB 9 Z8 0 ZS 0 Z9 23 SN 1750-9467 UT WOS:000289327200014 ER PT J AU Tsai, Chia-Liang Pan, Chien-Yu Wang, Chun-Hao Tseng, Yu-Ting Hsieh, Kai-Wen TI An event-related potential and behavioral study of impaired inhibitory control in children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1092 EP 1102 DI 10.1016/j.rasd.2010.12.004 PD JUL-SEP 2011 PY 2011 AB Autism spectrum disorders (ASD) are characterized by a deficit of dorsal visual stream processing as well as the impairment of inhibitory control capability. However, the cognitive processing mechanisms of executive dysfunction have not been addressed. In the present study, the endogenous Posner paradigm task was administered to 15 children with ASD and 16 typically developing (TD) children to simultaneously investigate and compare the behavioral performance and event-related potentials (ERPs) measures. Children with ASD showed slower reaction time in the incongruent condition but did not significantly differ in the overall conditions and in response accuracy as compared to TD children. The ASD group also exhibited significant impairment on measures of inhibitory control. In terms of ERPs regarding early and late inhibition, there were no significant differences found with regard to N2 latency, N2 amplitude, and P3 amplitude in children with ASD relative to TD children, but the ASD group manifested prolonged latency on the P3 component to target stimuli, especially in the incongruent condition, which is indicative of slow and inefficient stimulus classification speed as compared to TD children. (C) 2010 Elsevier Ltd. All rights reserved. RI Tsai, Chia-Liang/A-9261-2011 TC 4 ZB 2 Z8 1 ZS 0 Z9 5 SN 1750-9467 UT WOS:000289327200015 ER PT J AU Singh, Nirbhay N. Lancioni, Giulio E. Singh, Angela D. A. Winton, Alan S. W. Singh, Ashvind N. A. Singh, Judy TI Adolescents with Asperger syndrome can use a mindfulness-based strategy to control their aggressive behavior SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1103 EP 1109 DI 10.1016/j.rasd.2010.12.006 PD JUL-SEP 2011 PY 2011 AB Children and adolescents with Asperger syndrome occasionally exhibit aggressive behavior against peers and parents. In a multiple baseline design across subjects, three adolescents with Asperger syndrome were taught to use a mindfulness-based procedure called Meditation on the Soles of the Feet to control their physical aggression in the family home and during outings in the community. They were taught to shift the focus of their attention from the negative emotions that triggered their aggressive behavior to a neutral stimulus, the soles of their feet. Prior to training in the mindfulness-based procedure the adolescents had moderate rates of aggression. During mindfulness practice, which lasted between 17 and 24 weeks, their mean rates of aggression per week decreased from 2.7, 2.5 and 3.2 to 0.9, 1.1, and 0.9, respectively, with no instances observed during the last 3 weeks of mindfulness practice. No episodes of physical aggression occurred during a 4-year follow-up. This study suggests that adolescents with Asperger syndrome may successfully use a mindfulness-based procedure to control their aggressive behavior. (C) 2010 Elsevier Ltd. All rights reserved. TC 13 ZB 3 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000289327200016 ER PT J AU Jennett, Heather Hagopian, Louis P. Beaulieu, Lauren TI Analysis of heart rate and self-injury with and without restraint in an individual with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1110 EP 1118 DI 10.1016/j.rasd.2010.12.007 PD JUL-SEP 2011 PY 2011 AB The relation between self-injury and heart rate was analyzed for an individual who appeared anxious while engaging in self-injury. The analysis involved manipulating the presence or absence of restraint while simultaneously measuring heart rate. The following findings were obtained and replicated: (a) when some form of restraint was applied, heart rate was typically within or close to the range of resting heart rate; (b) when restraint was removed or signaled to be removed, heart rate increased dramatically within a short time period; and (c) when restraint was re-applied, heart rate decreased and eventually returned to resting range within a couple of minutes. Recommendations for the assessment of anxiety in individuals with limited verbal skills are discussed. (C) 2010 Elsevier Ltd. All rights reserved. TC 7 ZB 2 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000289327200017 ER PT J AU Dillenburger, Karola TI The Emperor's new clothes: Eclecticism in autism treatment SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1119 EP 1128 DI 10.1016/j.rasd.2010.12.008 PD JUL-SEP 2011 PY 2011 AB Increasingly, Applied Behaviour Analysis (ABA) is internationally recognised as the scientific basis for teaching and treatment in Autism Spectrum Disorders. Yet, many governments and professionals across Europe promote an eclectic model as more child-centred and pragmatic. This paper addresses the issues of eclecticism and ABA by exploring how misinformation stands in the way of evidence-based procedures that are truly unified, practical, and child-centred. (C) 2011 Elsevier Ltd. All rights reserved. TC 7 ZB 0 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000289327200018 ER PT J AU Lin, Jin-Ding Hung, Wen-Jiu Lin, Lan-Ping Lai, Chia-Im TI Utilization and expenditure of hospital admission in patients with autism spectrum disorder: National Health Insurance claims database analysis SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1138 EP 1142 DI 10.1016/j.rasd.2010.12.010 PD JUL-SEP 2011 PY 2011 AB There were not many studies to provide information on health access and health utilization of people with autism spectrum disorders (ASD). The present study describes a general profile of hospital admission and the medical cost among people with ASD, and to analyze the determinants of medical cost. A retrospective study was employed to analyze medical fee of 397 individuals with ASD based on population-based National Health Insurance (NHI) claims data in Taiwan. The average frequency of hospital admission in the respondents was 3.5 annually, mean of hospital stay was 111.9 days, and the mean medical expenditure was 94,293 NTD in the year of 2005. Those autistic individuals with characteristics of younger age (OR = 31.085, 95% CI = 12.772-75.659), hold a serious illness card (OR = 4.980, 95% CI = 1.690-14.673), more frequent in inpatient care (OR = 7.636, 95% Cl = 2.643-22.066), longer days in acute ward (OR = 3.840, 95% CI = 1.989-7.416), and days in acute + chronic wards (OR = 3.804, 95% CI = 1.334-10.846) were more likely to consume more medical expenditure than their counterparts. The present study provides valuable medical care utilization information to health care decision makers to initiate a supportive healing environment for people with ASD. (C) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 4 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000289327200020 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 SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1143 EP 1152 DI 10.1016/j.rasd.2010.12.011 PD JUL-SEP 2011 PY 2011 AB Contrary to the extensive amount of empirical findings about parental perceptions, parenting cognitions, and coping in families with a child with autism spectrum disorder (ASD), research about parenting itself is very scarce. A first goal of this study was to examine the factor structure and internal consistency of two scales to measure parenting behaviour: the Parental Behaviour Scale-short version (PBS, Van Leeuwen, 2002; Van Leeuwen & Vermulst, 2004, 2010) and a new scale to measure parenting behaviours more specifically relevant to children with ASD. A second goal was to compare general and more specific parenting behaviour among parents of children with and without ASD. The participants were 305 parents of a child with ASD between 8 and 18 years old and 325 parents of a typically developing child between 8 and 18 years old. Parents completed both scales. Exploratory factor analysis of the new scale resulted in two factors: Stimulating the Development and Adapting the Environment. Multisample confirmatory factor analyses showed good fit indices for the noninvariant model of both the PBS and the new scale. Mean level analyses revealed significant main effects of group with higher mean scores for the control group in comparison with the experimental group for the subscale Harsh Punishment and the reversed effect for the subscale Stimulating the Development. We concluded that it is possible to use the parenting constructs of the PBS-short version to investigate parenting behaviour of parents with and without children with ASD. Furthermore, the new scale showed a relatively stable two factor structure for the control group as well as for the experimental group. The two factors 'Stimulating the child's Development' and 'Adapting the child's Environment' were also convincing as regards content. A first indication was found that parents of children with ASD indeed use more specifically relevant parenting behaviours. It is self-evident that more research is needed to gain further insight into the nature of these behaviours. (C) 2011 Elsevier Ltd. All rights reserved. TC 6 ZB 1 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000289327200021 ER PT J AU Singh, Nirbhay N. Lancioni, Giulio E. Manikam, Ramasamy Winton, Alan S. W. Singh, Ashvind N. A. Singh, Judy Singh, Angela D. A. TI A mindfulness-based strategy for self-management of aggressive behavior in adolescents with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1153 EP 1158 DI 10.1016/j.rasd.2010.12.012 PD JUL-SEP 2011 PY 2011 AB Some individuals with autism engage in physical aggression to an extent that interferes with not only their quality of life, but also that of their parents and siblings. Behavioral and psychopharmacological treatments have been the mainstay of treatments for aggression in children and adolescents with autism. We evaluated the effectiveness of a mindfulness-based procedure, Meditation on the Soles of the Feet, in helping three adolescents to manage their physical aggression. This procedure required the adolescents to rapidly shift the focus of their attention from the aggression-triggering event to a neutral place on their body, the soles of their feet. Incidents of aggression across the three adolescents ranged from a mean of 14-20 per week during baseline, 4-6 per week during mindfulness training, including zero rates during the last 4 weeks of intervention. Aggression occurred a rate of about 1 per year during a 3-year follow-up. Our results suggest adolescents with autism can learn, and effectively use, a mindfulness-based procedure to self-manage their physical aggression over several years. (C) 2011 Elsevier Ltd. All rights reserved. TC 25 ZB 7 Z8 0 ZS 0 Z9 25 SN 1750-9467 UT WOS:000289327200022 ER PT J AU Lanovaz, Marc J. Sladeczek, Ingrid E. TI Vocal stereotypy in children with autism: Structural characteristics, variability, and effects of auditory stimulation SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1159 EP 1168 DI 10.1016/j.rasd.2011.01.001 PD JUL-SEP 2011 PY 2011 AB Two experiments were conducted to examine (a) the relationship between the structural characteristics (i.e., bout duration, inter-response time [IRT], pitch, and energy) and overall duration of vocal stereotypy, and (b) the effects of auditory stimulation on the duration and temporal structure of the behavior. In the first experiment, we measured the structural characteristics of vocal stereotypy in five children with autism during five 30-min free-operant sessions. The results suggested that the structure of vocal stereotypy varied considerably within and across participants. Furthermore, the overall duration of vocal stereotypy was positively correlated with bout duration and negatively correlated with IRT. In the second experiment, reversal designs were used to examine the effects of noncontingent access to auditory stimulation (i.e., music) on the vocal stereotypy of three participants. Music decreased engagement in vocal stereotypy for two of the participants. The reductions were mostly associated with a considerable increase in IRT. The implications of the results are discussed in terms of measuring the structural characteristics of vocal stereotypy to identify more effective matched stimuli and using music to facilitate the implementation of other interventions. (C) 2011 Elsevier Ltd. All rights reserved. TC 11 ZB 0 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000289327200023 ER PT J AU Wouters, Saskia G. M. Spek, Annelies A. TI The use of the Autism-spectrum Quotient in differentiating high-functioning adults with autism, adults with schizophrenia and a neurotypical adult control group SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1169 EP 1175 DI 10.1016/j.rasd.2011.01.002 PD JUL-SEP 2011 PY 2011 AB The present study compared 21 high functioning individuals with autism, 21 individuals with schizophrenia and 21 healthy individuals in self-reported features of autism, as measured by the Autism-spectrum Quotient (AQ). The individuals with autism reported impairment on all AQ subscales, compared to the neurotypical group. The schizophrenia group reported deficits on all subscales except Attention to Detail, compared to the neurotypical group. The autism group reported more impairment than the individuals with schizophrenia in Social skill, Communication and Attention switching. (C) 2011 Elsevier Ltd. All rights reserved. TC 9 ZB 3 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000289327200024 ER PT J AU Dewrang, Petra Sandberg, Annika Dahlgren TI Repetitive behaviour and obsessive-compulsive features in Asperger syndrome: Parental and self-reports SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1176 EP 1186 DI 10.1016/j.rasd.2011.01.003 PD JUL-SEP 2011 PY 2011 AB Symptoms of repetitive, obsessive and compulsive behaviour were explored in a group of adolescents and young adults with Asperger syndrome and compared to a typically developing group. By means of self-evaluations and an interview regarding such symptoms with the adolescents and young adults and parental evaluations, the parents retrospectively assessed the behaviour of their children from preschool years to middle teens, and the young participants assessed their own behaviour from school years until present time. An anxiety scale was also used. The results revealed no significant differences between the groups on the interview and the anxiety scale. There were, however, significant differences on both the parental and the self-evaluations. Thus, the parents reported that their children had difficulties with repetitive, obsessive-compulsive behaviour, and social interaction from preschool years, and both the parents and the adolescents and young adults reported considerable difficulties in those areas during school years. When comparing the evaluations from the parents and the young participants it was shown that the parents in the Asperger group reported significantly more problems than their children while in the comparison group the parents reported less problems than their children. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000289327200025 ER PT J AU Iwanami, Akira Okajima, Yuka Ota, Haruhisa Tani, Masayuki Yamada, Takashi Hashimoro, Ryuichiro Kanai, Chieko Watanabe, Hiromi Yamasue, Hidenori Kawakubo, Yuki Kato, Nobumasa TI Task dependent prefrontal dysfunction in persons with Asperger's disorder investigated with multi-channel near-infrared spectroscopy SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1187 EP 1193 DI 10.1016/j.rasd.2011.01.005 PD JUL-SEP 2011 PY 2011 AB Dysfunction of the prefrontal cortex has been previously reported in individuals with Asperger's disorder. In the present study, we used multi-channel near-infrared spectroscopy (NIRS) to detect changes in the oxygenated hemoglobin concentration ([oxy-Hb]) during two verbal fluency tasks. The subjects were 20 individuals with Asperger's disorder and 18 age- and IQ-matched healthy controls. The relative [oxy-Hb] in the prefrontal cortex was measured during the category and letter fluency tasks. The mean total [oxy-Hb] during the category fluency task did not differ significantly between the groups; however, during the letter fluency task, the mean [oxy-Hb] in persons with Asperger's disorder was significantly lower than that in controls. These results suggested task-relevant or task-specific prefrontal dysfunction in persons with Asperger's disorder. (C) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000289327200026 ER PT J AU Sanefuji, Wakako Ohgami, Hidehiro TI Children's responses to the image of self, peer, and adult: Autism and typical development SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1194 EP 1200 DI 10.1016/j.rasd.2011.01.006 PD JUL-SEP 2011 PY 2011 AB The typical development (TD) of social cognition could be rooted in the implicit notion that others are like the self. Although many studies show their impairment of social orienting, such a primary notion in children with autistic disorder (AD) has not been known. The present paper examined the responses of children with AD to stimuli such as others with similar features as the self. The preferential looking paradigm was used to assess the responses of children with AD to others of the same or different age (i.e., peer or adult), and compare these responses to those of children with TD. Subsequently, the same participants' responses to the self and peer were also examined. The results revealed that children with AD did not show preferential responses to peer nor adult, but showed a looking preference for their own images: on the other hand, children with TD preferred to look at both peer and the self. It could be interpreted that children with AD might not be able to generalize their understanding of the self to that of others at least at the visual level, whereas children with TD should, on the basis of self-recognition, detect similarity and perceive familiarity with others of the same age as themselves. (C) 2011 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000289327200027 ER PT J AU Kowalski, Robin M. Fedina, Cristin TI Cyber bullying in ADHD and Asperger Syndrome populations SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1201 EP 1208 DI 10.1016/j.rasd.2011.01.007 PD JUL-SEP 2011 PY 2011 AB Cyber bullying or electronic bullying refers to bullying that occurs through the Internet or cellular phones. With the rise of technology, researchers have shown a keen interest in the topic of cyber bullying. However, that interest has not extended to individuals with special needs. To address this gap in the literature, the current study examined the prevalence of both "traditional" bullying and cyber bullying in youth with ADHD and/or Asperger's Syndrome, and assessed the social, psychological, and health effects of bullying on participants. In addition, the study addressed the disconnect between parents' understanding of their child's online experiences and their child's actual experiences in the virtual world. Forty-two children and youth reported high rates of bullying victimization through both traditional and electronic means. Individuals not involved with bullying showed greater levels of physical and psychological health relative to those involved with bullying. Parents and children disagreed on a number of issues related to use of the Internet, indicating the need for more clear communication between parents and their children. The results are discussed in terms of theory of mind, both for self and for others. (C) 2011 Elsevier Ltd. All rights reserved. TC 18 ZB 3 Z8 0 ZS 0 Z9 18 SN 1750-9467 UT WOS:000289327200028 ER PT J AU Stauder, J. E. A. Cornet, L. J. M. Ponds, R. W. H. M. TI The Extreme Male Brain theory and gender role behaviour in persons with an autism spectrum condition SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1209 EP 1214 DI 10.1016/j.rasd.2011.01.008 PD JUL-SEP 2011 PY 2011 AB According to the Extreme Male Brain theory persons with autism possess masculinised cognitive traits. In this study masculinisation of gender role behaviour is evaluated in 25 persons with an autism spectrum condition (ASC) and matched controls with gender role behaviour as part of a shortened version of the Minnesota Multiphasic Personality Inventory-2 and the Empathizing Quotient and Systemizing Quotient. Both males and females with an ASC showed minimum male role behaviour. It is suggested that the minimum male gender role could be related to an underdeveloped Theory of Mind, a well-known feature of autism. (C) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000289327200029 ER PT J AU McTiernan, Aoife Leader, Geraldine Healy, Olive Mannion, Arlene TI Analysis of risk factors and early predictors of challenging behavior for children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1215 EP 1222 DI 10.1016/j.rasd.2011.01.009 PD JUL-SEP 2011 PY 2011 AB The current study evaluated risk factors for the occurrence, frequency and severity of challenging behavior among a sample of individuals with a diagnosis of autism, under the age of eighteen, in Ireland. Age, gender, hours of intervention received, age at diagnosis, presence of challenging behavior at diagnosis and treatment type at diagnosis were not found to be significant predictors for the frequency or severity of challenging behavior. The participants' IQ was found to be a significant predictor of the frequency and severity of the behaviors measured. Lower IQ predicted greater frequencies of stereotyped behavior, aggression and self-injurious behavior along with increased severity of stereotyped behavior and self-injurious behavior. The intervention participants were currently receiving was not significant in predicting the frequency of challenging behavior, nor the severity of aggressive or self-injurious behaviors. However, this variable was a significant predictor of severity of stereotyped behaviors with individuals currently in Applied Behavior Analysis interventions presenting with more severe stereotyped behavior than those currently in "eclectic" interventions. Additional findings and implications in relation to these variables are discussed. (C) 2011 Published by Elsevier Ltd. TC 22 ZB 9 Z8 0 ZS 0 Z9 22 SN 1750-9467 UT WOS:000289327200030 ER PT J AU Goldman, Suzanne E. McGrew, Susan Johnson, Kyle P. Richdale, Amanda L. Clemons, Traci Malow, Beth A. TI Sleep is associated with problem behaviors in children and adolescents with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1223 EP 1229 DI 10.1016/j.rasd.2011.01.010 PD JUL-SEP 2011 PY 2011 AB Multiple sleep problems have been reported in children with Autism Spectrum Disorder (ASD). The association of poor sleep with problematic daytime behaviors has been shown in small studies of younger children. We assessed the relationship between sleep and behavior in 1784 children, ages 2-18, with confirmed diagnosis of ASD participating in the Autism Treatment Network. Sleep problems were identified using the Children's Sleep Habits Questionnaire (CSHQ). The Parental Concerns Questionnaire (PCQ) was used to evaluate behavioral concerns and to define good or poor sleepers. Poor sleepers had a higher percentage of behavioral problems on all PCQ scales than good sleepers. Over three-fourths had problems with attention span and social interactions. Further delineation of this phenotype will help guide future interventions. (C) 2011 Elsevier Ltd. All rights reserved. TC 17 ZB 5 Z8 0 ZS 0 Z9 17 SN 1750-9467 UT WOS:000289327200031 ER PT J AU Akechi, Hironori Senju, Atsushi Kikuchi, Yukiko Tojo, Yoshikuni Osanai, Hiroo Hasegawa, Toshikazu TI Do children with ASD use referential gaze to learn the name of an object? An eye-tracking study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1230 EP 1242 DI 10.1016/j.rasd.2011.01.013 PD JUL-SEP 2011 PY 2011 AB Children with autism spectrum disorder (ASD) are reported to have difficulty in learning novel word-object associations in case of discrepancy between objects in the speaker's focus and their focus (the discrepant condition). Two eye-tracking experiments investigated this difficulty by controlling and recording children's gaze fixation. In Experiment Vs discrepant condition, typically developing (TD) children (age: 6-11 years) mapped the novel word to the novel object in the speaker's focus more frequently than children with ASD (age: 6-11 years). Additionally, the former looked at the object in the speaker's focus longer than the object in their own focus, while the latter looked at these objects for the same duration. In Experiment 2, the saliency of the object in the speaker's focus was enhanced and children with ASD (age: 6-12 years) mapped the word to the object in the speaker's focus as well as TD children (age: 6-12 years). Moreover, they looked at the object in the speaker's focus longer than the object in their focus. Comparison between experiments also confirmed improvement in performance, suggesting that the duration of gaze at an object in the speaker's focus is related to difficulty in referential word learning in children with ASD. (C) 2011 Elsevier Ltd. All rights reserved. TC 6 ZB 6 Z8 3 ZS 0 Z9 9 SN 1750-9467 UT WOS:000289327200032 ER PT J AU Pry, Rene Petersen, Arne F. Baghdadli, A. Maria TI On general and specific markers of lexical development in children with autism from 5 to 8 years of age SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1243 EP 1252 DI 10.1016/j.rasd.2011.01.014 PD JUL-SEP 2011 PY 2011 AB Delays in language production in children with autism (ASD) are now well known. For parents and clinicians, the possibility of using the first vocal productions as prognostic indications has been tempting. However, such an approach implies questions of predictability and the development of language. To describe and analyze certain relationships between phonological and lexical development with the aim of determining a simple prognostic indicator, 60 children were observed twice, at 5 years of age (T1) and three years later (T2). Linguistic data were obtained in a semi-standardized situation (ADDS-G) and from parents (ADI-R, Item 19), and analyzed with CHILDES. At Ti, the sample was distributed into a 'verbal' and a 'non-verbal' group. From Ti to T2, the sample replicated the four trajectories known from pathological development characterized by stability, progression and regression. A multiple regression analysis for predicting morpheme production at T2 showed that two general markers (CARS and DLS, being 'risk factors') and one specific marker (phoneme production, a 'protection' factor) were significantly related to lexical development. (C) 2011 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000289327200033 ER PT J AU Osborne, Lisa A. Reed, Phil TI School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1253 EP 1263 DI 10.1016/j.rasd.2011.01.016 PD JUL-SEP 2011 PY 2011 AB This research examined the factors promoting inclusion of young people with Autism Spectrum Disorders (ASD) in mainstream secondary schools, and noted high levels of behavioral difficulties in these pupils. The size of the secondary school, and the class size, impacted positively on the pupils with Autism, and the number of other pupils with Special Educational Needs (SEN) statements and the number of support staff per pupil were both positive factors in school progress for children with Autism, but not Asperger's Syndrome. Support teachers and assistants helped to reduce emotional and behavioral difficulties, but also reduced improvements in pro-social behavior. Good staff-training promoted the pupils' social behaviors and their sense of school belonging. In summary, social-emotional behaviors are better facilitated in mainstream secondary schools with larger numbers of other children with SEN statements, individual support, which helps emotional and behavioral difficulties, but does not facilitate social behaviors, good teacher-training, which facilitates social behaviors, and a sense of school belonging. (C) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 0 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000289327200034 ER PT J AU Senju, Atsushi Kikuchi, Yukiko Akechi, Hironori Hasegawa, Toshikazu Tojo, Yoshikuni Osanai, Hiroo Johnson, Mark H. TI Atypical modulation of face-elicited saccades in autism spectrum disorder in a double-step saccade paradigm SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 3 BP 1264 EP 1269 DI 10.1016/j.rasd.2011.01.021 PD JUL-SEP 2011 PY 2011 AB Atypical development of face processing is a major characteristic in autism spectrum disorder (ASD), which could be due to atypical interactions between subcortical and cortical face processing. The current study investigated the saccade planning towards faces in ASD. Seventeen children with ASD and 17 typically developing (TD) children observed a pair of upright or inverted face configurations flashed sequentially in two different spatial positions. The reactive saccades of participants were recorded by eye-tracking. The results did not provide evidence of overall impairment of subcortical route in ASD, However, the upright, but not the inverted, face configuration modulated the frequency of vector sum saccades (an index of subcortical control) in TD, but not in ASD. The current results suggest that children with ASD do not have overall impairment of the subcortical route, but the subcortical route may not be specialized to face processing. (C) 2011 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000289327200035 ER PT J AU Worley, Julie A. Matson, Johnny L. Sipes, Megan Kozlowski, Alison M. TI Prevalence of autism spectrum disorders in toddlers receiving early intervention services SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 920 EP 925 DI 10.1016/j.rasd.2010.10.007 PD APR-JUN 2011 PY 2011 AB The prevalence of autism spectrum disorders (ASD) continues to be a source of debate among researchers and clinicians. Prevalence studies are of the utmost importance in order to obtain an accurate picture of the true prevalence rate of ASD and because these rates continue to be on the rise. To date, studies examining prevalence rates have utilized community or clinical populations. Therefore, the aim of the current study was to utilize a sample of toddlers at risk for or currently diagnosed with a developmental delay (N = 2027) to determine the prevalence rate in this young population. As anticipated, the prevalence rates of ASD were much higher in this at risk sample of toddlers compared to rates reported in community or clinical samples. In addition, gender differences in prevalence rates emerged. However, the differences between these rates were not as pronounced as in other previously studied populations. These results underscore the necessity to routinely assess toddlers for the presence of symptoms of ASD who are already receiving early intervention services for other developmental delays. (C) 2010 Elsevier Ltd. All rights reserved. TC 15 ZB 2 Z8 0 ZS 0 Z9 15 SN 1750-9467 UT WOS:000286994500027 ER PT J AU Eigsti, Inge-Marie de Marchena, Ashley B. Schuh, Jillian M. Kelley, Elizabeth TI Language acquisition in autism spectrum disorders: A developmental review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 681 EP 691 DI 10.1016/j.rasd.2010.09.001 PD APR-JUN 2011 PY 2011 AB This paper reviews the complex literature on language acquisition in the autism spectrum disorders (ASD). Because of the high degree of interest in ASD in the past decade, the field has been changing rapidly, with progress in both basic science and applied clinical areas. In addition, psycholinguistically-trained researchers have increasingly begun to test theories of language acquisition in studies of ASD, because it is characterized by meaningful differences in ability across a wide range of language, social, and cognitive domains. As such, ASD has served as a "natural laboratory" in which to explore a variety of theories of language acquisition. We provide an overview of the current state of knowledge of language acquisition in autism spectrum disorders, also noting gaps in our current knowledge. We also review implications of this work for theories of typical language acquisition, and discuss some promising future directions. While the pragmatic deficits that characterize autism spectrum disorders are widely acknowledged, both clinicians and researchers should consider the phonological and morphosyntactic differences that likely play an important role in language comprehension and production for affected children. (C) 2010 Elsevier Ltd. All rights reserved. TC 25 ZB 11 Z8 0 ZS 2 Z9 27 SN 1750-9467 UT WOS:000286994500001 ER PT J AU Sigafoos, Jeff Kagohara, Debora van der Meer, Larah Green, Vanessa A. O'Reilly, Mark F. Lancioni, Giulio E. Lang, Russell Rispoli, Mandy Zisimopoulos, Dimitrios TI Communication assessment for individuals with Rett syndrome: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 692 EP 700 DI 10.1016/j.rasd.2010.10.006 PD APR-JUN 2011 PY 2011 AB We reviewed studies that aimed to determine whether behaviors, such as body movements, vocalizations, eye gaze, and facial expressions, served a communicative function for individuals with Rett syndrome. A systematic search identified eight studies, which were summarized in terms of (a) participants, (b) assessment targets, (c) assessment protocols, (d) main findings, and (e) evidence of communication. The eight studies included 41 females with Rett syndrome, ranging from 2.7 (years.months) to 36 years of age. All studies used direct behavioral observations to assess participants' behavior. Half the studies also used standardized assessments and interviews. Evidence of communication behavior was found for at least some participants in each study, but the validity of this evidence is unknown. Still, the observation-based approaches described in these studies may enable clinicians to identify a range of potential communicative forms and functions, which could be useful for intervention planning. (C) 2010 Elsevier Ltd. All rights reserved. TC 17 ZB 8 Z8 0 ZS 0 Z9 17 SN 1750-9467 UT WOS:000286994500002 ER PT J AU Haesen, Birgitt Boets, Bart Wagemans, Johan TI A review of behavioural and electrophysiological studies on auditory processing and speech perception in autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 701 EP 714 DI 10.1016/j.rasd.2010.11.006 PD APR-JUN 2011 PY 2011 AB This literature review aims to interpret behavioural and electrophysiological studies addressing auditory processing in children and adults with autism spectrum disorder (ASD). Data have been organised according to the applied methodology (behavioural versus electrophysiological studies) and according to stimulus complexity (pure versus complex tones versus speech sounds). In line with the weak central coherence (WCC) theory of autism we aimed to investigate whether individuals with ASD show a more locally and less globally oriented processing style in the auditory modality. To avoid the possible confound of stimulus complexity, this influence was taken into account as an additional hypothesis. The review reveals that the identification and discrimination of isolated acoustic features (in particular pitch processing) is generally intact or enhanced in individuals with ASD, for pure as well as for complex tones and speech sounds. It thus appears that the local processing advantage is not influenced by stimulus complexity. Individuals with ASD are also less susceptible to global interference of speech-like material. A deficit in global auditory processing, however, is less universally confirmed. We propose that the observed pattern of auditory enhancements and deficits in ASD may be related to an atypical pattern of right hemisphere dominance. As the right and left hemisphere are relatively more specialized in spectral versus temporal auditory processing, respectively, right hemisphere dominance in ASD could provoke enhanced pitch and vowel processing, whereas left hemisphere deficiencies might explain speech perception problems and temporal processing deficits. (C) 2010 Elsevier Ltd. All rights reserved. TC 13 ZB 9 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000286994500003 ER PT J AU Chan, Jeffrey M. O'Reilly, Mark F. Lang, Russell B. Boutot, E. Amanda White, Pamela J. Pierce, Nigel Baker, Sonia TI Evaluation of a Social Stories (TM) intervention implemented by pre-service teachers for students with autism in general education settings SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 715 EP 721 DI 10.1016/j.rasd.2010.08.005 PD APR-JUN 2011 PY 2011 AB Pre-service teachers were trained to implement a Social Stories (TM) intervention to three students with autism in the general education classroom. A multiple baseline across students was used to assess the effects of Social Stories on classroom behavior and an alternating treatments design was used to compare two conditions. In one condition (immediate) data on student behavior was collected immediately following exposure to the Social Stories and in the second condition (delayed) data was collected after a delay of several hours following exposure to Social Stories. Results indicate some improvement in classroom behavior following Social Stories for all three students. No differences between the immediate and delayed conditions were noted in student behavior. Improvements in classroom behavior considered in tandem with treatment fidelity, social validity, and peer comparison data suggest Social Stories may not be a particularly powerful intervention in terms of the magnitude of behavior change, but that they may offer a simple, acceptable, classroom friendly intervention. (C) 2010 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000286994500004 ER PT J AU Urbanowicz, Anna Downs, Jenny Bebbington, Ami Jacoby, Peter Girdler, Sonya Leonard, Helen TI Use of equipment and respite services and caregiver health among Australian families living with Rett syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 722 EP 732 DI 10.1016/j.rasd.2010.08.006 PD APR-JUN 2011 PY 2011 AB This study assessed factors that could influence equipment and respite services use among Australian families caring for a girl/woman with Rett syndrome and examined relationships between use of these resources and the health of female caregivers. Data was sourced from questionnaires completed by families (n = 170)contributing to the Australian Rett Syndrome Database in 2004 and 2006. Regression analysis was used to assess relationships between child factors (age, mobility, clinical severity and behaviour), family factors (accessibility and socio-economic factors) and the use of equipment and respite services in 2004, and relationships between resource use in 2004 and health of female caregivers as measured by the SF-12 in 2006. In 2004, the majority (88.3%) of families used at least one piece of equipment with more equipment use associated with greater mobility restrictions. Home respite services were used by 54.9% of families and overnight respite services by 47.6% of families. Use of more home respite services was associated with severely restricted levels of mobility and mothers having a vocational or university qualification. Use of more overnight respite services was associated with increasing age of the girl/woman with Rett syndrome and mothers being employed while use of less overnight respite services was associated with increasingly difficult behaviours in the girl/woman. In 2006, female caregivers had a mean mental health score of 41.1 (95% CI 38.9-43.3) and no relationships with previous resource use were identified. The mean physical health score of female caregivers was 48.7 (95% CI 46.8-50.5) and lower scores were associated with the use of equipment and overnight respite services. Equipment was a widely used resource whereas respite services, particularly overnight services, were used less widely. Further investigation of the reasons for this and alternative support strategies is indicated. (C) 2010 Elsevier Ltd. All rights reserved. RI Leonard, Helen/A-1010-2013 OI Leonard, Helen/0000-0001-6405-5834 TC 5 ZB 2 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000286994500005 ER PT J AU Pan, Chien-Yu Tsai, Chia-Liang Chu, Chia-Hua Hsieh, Kai-Wen TI Physical activity and self-determined motivation of adolescents with and without autism spectrum disorders in inclusive physical education SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 733 EP 741 DI 10.1016/j.rasd.2010.08.007 PD APR-JUN 2011 PY 2011 AB The main purpose of this study was to compare the objectively measured physical activity (PA) and the motivation process between adolescents with (n = 25) and without (n = 75) autism spectrum disorders (ASD) in inclusive physical education (PE); and assess the associations of the PA levels to a sequence of motivational processes. Independent t-tests revealed significant PA and motivational process differences between adolescents with and without ASD. External regulation was positively correlated with the percentage of time that adolescents with ASD spent in moderate PA (r(25) = 0.58, p < .01) and moderate-to-vigorous PA (r(25) = 0.50, p < .05), and this extrinsic motive was associated with their needs of being attached or related in the class (r(25) = 0.53, p < .01). No significant associations of PA in PE on the motivational sequences of adolescents without ASD were observed. It is concluded that adolescents with ASD had less PA levels in PE and lower motives toward PE than adolescents without ASD, and external regulation was important in facilitating PA participation in adolescents with ASD. (C) 2010 Elsevier Ltd. All rights reserved. RI Tsai, Chia-Liang/A-9261-2011 TC 4 ZB 0 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000286994500006 ER PT J AU Stauder, Johannes E. A. Bosch, Claudia P. A. Nuij, Hiske A. M. TI Atypical visual orienting to eye gaze and arrow cues in children with high functioning Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 742 EP 748 DI 10.1016/j.rasd.2010.08.008 PD APR-JUN 2011 PY 2011 AB Although children with autism often fail follow the gaze of others in natural situations they are sensitive to directional cues by eye movements. This suggests that the low-level aspects of gaze cueing and are intact in persons with autism, while the higher level social skills like joint attention and attribution of desire and intention are impaired. The present study investigates whether these low-level aspects of gaze cueing are indeed intact. Children with high functioning ASD (n = 22) and matched controls (n = 22) performed two choice reaction time tasks in which eye- or arrow direction correctly (congruent) or incorrectly (incongruent) cues target location. In children with normal development right side cueing, but not left side cueing, induced a congruence effect for eyes, while this cueing effect was evident for right and left side cueing for arrow cues. In children with ASD left side cueing, but not right side cueing, induced a congruence effect for eyes while right sight cueing, but not left side cueing, provoked a congruence effect for arrow cues. These findings indicate that children with ASD have functional, but atypical, low-level visual orienting to eye gaze and arrow cues. (C) 2010 Elsevier Ltd. All rights reserved. TC 3 ZB 3 Z8 1 ZS 0 Z9 4 SN 1750-9467 UT WOS:000286994500007 ER PT J AU Mayes, Susan Dickerson Calhoun, Susan L. TI Impact of IQ, age, SES, gender, and race on autistic symptoms SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 749 EP 757 DI 10.1016/j.rasd.2010.09.002 PD APR-JUN 2011 PY 2011 AB The purpose of our study was to determine differences in autism severity and symptoms as a function of IQ, age, SES, gender, and race while simultaneously controlling these variables in 777 children with autism using a comprehensive measure evaluating 30 core and associated symptoms of autism. The children were 1-17 years of age with IQs from 9 to 146. Results showed that autism severity (total score on the Checklist for Autism Spectrum Disorder) and the 30 CASD item scores were not related to gender or race. However, the two CASD items reflecting mood and behavior problems were significantly more common in the lower than higher SES group. Our findings revealed significant, though modest, IQ and age effects. Autism severity increased with decreasing IQ and age, as did the frequency of 14 of the 30 CASD symptoms. The direction of IQ and age effects was the opposite for five symptoms and was nonsignificant for 11. Though IQ was associated with autistic symptoms, the majority of children with both high functioning and low functioning autism had most CASD symptoms and their symptom profiles were overwhelmingly similar. This supports the DSM-V Work Group's position that autism is a single spectrum disorder. (C) 2010 Elsevier Ltd. All rights reserved. TC 24 ZB 10 Z8 0 ZS 0 Z9 24 SN 1750-9467 UT WOS:000286994500008 ER PT J AU Henderson, Jill A. Barry, Tammy D. Bader, Stephanie H. Jordan, Sara Sytsma TI The relation among sleep, routines, and externalizing behavior in children with an autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 758 EP 767 DI 10.1016/j.rasd.2010.09.003 PD APR-JUN 2011 PY 2011 AB The present study examined relations among sleep, routines, and externalizing behavior (based on parent report) in 115 children ages 6 to 12 years in two groups: 58 children with an autism spectrum disorder (age M = 9.0, SD = 2.09) and 57 non-ASD children (age M = 8.25, SD = 1.98). Within the ASD group, sleep hygiene and sleep quality were related to both routines and externalizing behaviors. In the combined sample, a significant interaction was found between diagnostic status and general routines in predicting externalizing behaviors. Specifically, lower levels of routines were related to higher levels of externalizing behaviors for both groups, whereas higher levels of routines were related to lower levels of externalizing behaviors for the non-ASD group. Further research among these constructs may focus on children with an ASD who experience less consistent routines or significant sleep disturbance. (C) 2010 Elsevier Ltd. All rights reserved. TC 5 ZB 3 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000286994500009 ER PT J AU Callahan, Emily H. Gillis, Jennifer M. Romanczyk, Raymond G. Mattson, Richard E. TI The Behavioral Assessment of Social Interactions in Young Children: An examination of convergent and incremental validity SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 768 EP 774 DI 10.1016/j.rasd.2010.09.004 PD APR-JUN 2011 PY 2011 AB Many treatment programs for individuals with an autism spectrum disorder (ASD) target social skills, and there is growing attention directed toward the development of specific interventions to improve social skills and social interactions in this population (Hestenes & Carroll, 2000; Strain & Hoyson, 2000). However, there are limited tools available to assess social skills in children with ASD. Furthermore, there are even fewer designed to assess response to intervention. The focus of the current study was to examine the convergent, criterion, and incremental validity of a new measure designed to assess the development of social interaction skills in individuals with ASD; namely, the Behavioral Assessment of Social Interactions in Young Children (BASYC; Gillis, Callahan, & Romanczyk, 2010). A total of 44 individuals with ASD participated in this study (mean age was 7 years 11 months; range was 2-12 years old). The BASYC demonstrated convergent validity with the Social Approach subscale of the Pervasive Developmental Disorders Behavior Inventory (PDDBI; Cohen & Sudhalter, 2005) and criterion-related validity with the Socialization domain of the Vineland Adaptive Behavior Scales-II (VABS-II; Sparrow, Cicchetti, & Balla, 2005). One of the two BASYC subscales demonstrated incremental validity over the PDDBI in predicting variability in the VABS-II Socialization domain. The results of this research provide further support for the clinical utility of the BASYC as a measure of social interaction skills in individuals with ASD. (C) 2010 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 1 Z9 2 SN 1750-9467 UT WOS:000286994500010 ER PT J AU Vannetzel, Leonard Chaby, Laurence Cautru, Fabienne Cohen, David Plaza, Monique TI Neutral versus emotional human stimuli processing in children with pervasive developmental disorders not otherwise specified SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 775 EP 783 DI 10.1016/j.rasd.2010.09.005 PD APR-JUN 2011 PY 2011 AB Pervasive developmental disorder not otherwise specified (PDD-NOS) represents up to two-thirds of autism spectrum disorders; however, it is usually described in terms of the symptoms not shared by autism. The study explores processing of neutral and emotional human stimuli (by auditory, visual and multimodal channels) in children with PDD-NOS (n = 10) compared to typically developing children (n = 35). The neutral human stimuli consisted of faces and common first names. The emotional human stimuli consisted of happy, sad, angry, and neutral faces and vocalizations. The results confirmed previous findings and led to others. The PDD-NOS group (a) accurately processed neutral human stimuli; (b) had difficulty processing emotional stimuli in general and more easily identified happy compared to angry or neutral faces and vocalizations; (c) had a strong discrepancy between emotional and neutral human stimuli processing; (d) used the multimodal channel to compensate for unimodal deficits, especially for angry faces; and (e) was strongly heterogeneous. (C) 2010 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000286994500011 ER PT J AU White, Pamela O'Reilly, Mark Fragale, Christina Kang, Soyeon Muhich, Kimberly Falcomata, Terry Lang, Russell Sigafoos, Jeff Lancioni, Giulio TI An extended functional analysis protocol assesses the role of stereotypy in aggression in two young children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 784 EP 789 DI 10.1016/j.rasd.2010.09.006 PD APR-JUN 2011 PY 2011 AB Two children with autism who engaged in aggression and stereotypy were assessed using common analogue functional analysis procedures. Aggression was maintained by access to specific preferred items. Data on the rates of stereotypy and appropriate play were collected during an extended functional analysis tangible condition. These data reveal that once the child was given access to the items shown to be maintaining challenging behavior that these items were then used to engage in stereotypy. These results suggest a relationship between stereotypy and socially mediated challenging behavior. Potential modifications to standard functional analysis procedures designed to identify this relationship and the implications of this relationship for intervention design are discussed. (C) 2010 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000286994500012 ER PT J AU Crane, Laura Pring, Linda Ryder, Nicola Hermelin, Beate TI Executive functions in savant artists with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 790 EP 797 DI 10.1016/j.rasd.2010.09.007 PD APR-JUN 2011 PY 2011 AB Although executive functions have been widely studied in individuals with autism spectrum disorders (ASD), there have been no direct empirical studies of executive abilities in savants with ASD. This study assessed three facets of executive ability (fluency, perseveration and monitoring) in savant artists with ASD, compared to non-talented adults with ASD or mild/moderate learning difficulties (MLD). Executive functions were assessed in and out of the savants' domain of expertise: on design fluency and card sort tasks, respectively. The design fluency task suggested a sparing of executive abilities in the savant artists, relative to the non-talented ASD group; an effect not observed on the card sort task. The idea that islets of ability involve functions that are protected from more general cognitive deficits in ASD is explored. (C) 2010 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000286994500013 ER PT J AU Matson, Johnny L. Kozlowski, Alison M. Neal, Daniene Worley, Julie A. Fodstad, Jill TI Cutoffs for the Matson Evaluation of Social Skills with Youngsters-II (MESSY-II) for typically developing children and for children diagnosed with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 798 EP 802 DI 10.1016/j.rasd.2010.09.008 PD APR-JUN 2011 PY 2011 AB The acquisition of social skills is an essential part of childhood and adolescent development. Due to its critical nature, assessment of appropriate and inappropriate social skills is necessary in order to determine whether or not deficits or excesses exist, thereby guiding treatment. The Matson Evaluation or Social Skills with Youngsters (MESSY) was developed for this purpose, and it has recently been renormed and revised. Beyond a general understanding of where strengths and weaknesses lie, it is important to also be able to identify clinically significant impairments versus those that may be observed as a normal part of development. This was accomplished with typically developing children to establish cutoffs for the revised scale, the MESSY-II. Additionally, a sample of children diagnosed with autism spectrum disorders were administered the MESSY-II and their cutoff scores were examined. (C) 2010 Elsevier Ltd. All rights reserved. TC 7 ZB 0 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000286994500014 ER PT J AU Tsakanikos, Elias Underwood, Lisa Kravariti, Eugenia Bouras, Nick McCarthy, Jane TI Gender differences in co-morbid psychopathology and clinical management in adults with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 803 EP 808 DI 10.1016/j.rasd.2010.09.009 PD APR-JUN 2011 PY 2011 AB The present study examined rates of co-morbid psychopathology and clinical management/care pathways in adult females (N = 50) and males (N = 100) with autism spectrum disorders (ASD) and intellectual disability (ID) living in community settings. We also compared a sub-sample (N = 60) with ASD to an age-, gender- and ID-matched control group (N = 90) on ratings of psychopathology and autism-related symptoms. All participants were referrals to specialist mental heath services for people with ID. Clinical diagnoses of psychopathology and ASD were based on ICD-10 criteria. Key informants also completed the Psychopathology Assessment Schedule for Adults with Developmental Disabilities (PAS-ADD) checklist. The analysis showed that there were statistically significant differences in rates of co-morbid psychopathology and clinical management between males and females with ASD, although there were no significant differences in level of ID and age. More specifically, personality disorder and schizophrenia were more common among males, where as dementia was more common among females. Regarding clinical management, males were more likely to be prescribed a combination of medication and females were more likely to receive sedation. Overall, the results suggest that male and female patients with ASD have, at least to some extent, different mental health needs. (C) 2010 Elsevier Ltd. All rights reserved. TC 10 ZB 5 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000286994500015 ER PT J AU Gau, Susan Shur-Fen Lee, Chi-Mei Lai, Meng-Chuan Chiu, Yen-Nan Huang, Ya-Fen Kao, Jen-Der Wu, Yu-Yu TI Psychometric properties of the Chinese version of the Social Communication Questionnaire SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 809 EP 818 DI 10.1016/j.rasd.2010.09.010 PD APR-JUN 2011 PY 2011 AB This study aimed to examine the psychometric properties of the Chinese version of the Social Communication Questionnaire (SCQ). We assessed 736 participants (male, 80.1%) aged 2-18, who were clinically diagnosed with autism spectrum disorders (ASD) including autistic disorder, Asperger's disorder, or pervasive developmental disorders, not otherwise specified according to the DSM-IV diagnostic criteria. All the parents completed the Chinese versions of the SCQ. Among them, parents of 317 participants were interviewed by using the Chinese version of the Autism Diagnostic Interview-Revised (ADI-R). The exploratory factor analysis revealed a three-factor structure (social interaction, repetitive behaviors, and communication), which was further validated by the confirmatory factor analyses with an adequate fit (Goodness-of-Fit Index = 0.923; Comparative Fit Index = 0.983; root mean square error of approximation = 0.034). The test-retest reliability (intra-class correlations = 0.77-0.78), internal consistency (alpha = 0.73-0.91), and concurrent validity (Pearson correlation up to 0.65) were satisfactory. Children with autistic disorder had the highest scores, followed by children with Asperger's disorder who had intermediate scores and then non-ASD participants who had the lowest scores. Our findings suggest that the Chinese SCQ is a reliable and valid instrument for rating autistic symptoms in Chinese-speaking population (ClinicalTrials.gov number: NCT00494754). (C) 2010 Elsevier Ltd. All rights reserved. TC 16 ZB 11 Z8 0 ZS 0 Z9 16 SN 1750-9467 UT WOS:000286994500016 ER PT J AU Kenzer, Amy L. Bishop, Michele R. TI Evaluating preference for familiar and novel stimuli across a large group of children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 819 EP 825 DI 10.1016/j.rasd.2010.09.011 PD APR-JUN 2011 PY 2011 AB This study examined relative preference for familiar and novel stimuli for 31 children with autism. Preference surveys, completed by 39 staff members, identified high and low preference familiar stimuli for each participant. Novel stimuli were selected by experimenters and included items that were not reported on a preference survey for that child. Subsequently, two paired-stimulus preference assessments were conducted comparing staff-reported high preference stimuli to (1) staff-reported low preference stimuli and (2) experimenter-selected novel stimuli. Results indicated that 27 of 31 participants (87%) frequently selected stimuli that were reportedly less preferred or novel. The inclusion of a wide array of familiar and novel stimuli may increase the number of preferred stimuli identified for use within behavioral interventions for children with autism. (C) 2010 Elsevier Ltd. All rights reserved. TC 5 ZB 1 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000286994500017 ER PT J AU Dotto-Fojut, Kim M. Reeve, Kenneth F. Townsend, Dawn B. Progar, Patrick R. TI Teaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 826 EP 833 DI 10.1016/j.rasd.2010.09.012 PD APR-JUN 2011 PY 2011 AB Previous research suggests that vocational skills training for individuals with autism may increase the likelihood that they may be effectively employed. In the present study, a multiple-baseline-across-participants design was used to assess the effects of graduated guidance, scripts, and script fading to teach four adolescents with autism in a simulated vocational setting to approach an instructor, describe a work-related problem, and request assistance. Although none of the participants emitted these skills during baseline, the introduction of the teaching procedure resulted in all participants learning these skills. Generalization measures indicated that the participants also learned to emit the target skills in the presence of work-related materials not directly associated with training. In addition, pre- and post-treatment measures showed that the participants learned to emit the target skills in a different setting not associated with training. (C) 2010 Elsevier Ltd. All rights reserved. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000286994500018 ER PT J AU Forti, Sara Valli, Angela Perego, Paolo Nobile, Maria Crippa, Alessandro Molteni, Massimo TI Motor planning and control in autism. A kinematic analysis of preschool children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 834 EP 842 DI 10.1016/j.rasd.2010.09.013 PD APR-JUN 2011 PY 2011 AB Kinematic recordings in a reach and drop task were compared between 12 preschool children with autism without mental retardation and 12 gender and age-matched normally developing children. Our aim was to investigate whether motor anomalies in autism may depend more on a planning ability dysfunction or on a motor control deficit. Planning and control processes were separately investigated by examining kinematic recordings divided into primary movement- (planning-based) and corrective submovement- (control-based) phases. Despite longer movement durations, participants with autism were as accurate in their movements as normally developing children were and showed a preserved movement structure. No differences were observed for the initial movement phases for hand velocity, accuracy and inter-trial variability. Our main finding was that of a group difference in proximity of the target, at transition from planning-based to control-based movement guidance. At primary movement conclusion, the normally developing children had already reduced velocity and begun orienting their hands for ball drop. Also, they tended to terminate movements within the same movement unit that had transported the hand into the target box. Compared to this group, participants with autism reached this stage with less preparation: their speed was significantly higher, wrist inclination reduced and they showed further movement units after entering the box over the vast majority of trials. These additional movement units were presumed to represent late control-based spatial adjustments. Hence, our data support the hypothesis that children with autism have a greater need for corrective submovements. We provide evidence that motor anomalies in autism might be determined either by a disruption in planning-control integration, or by a limited planning process capacity, as participants with autism might have been able to plan only the very beginning of the movement, leaving its final phases to further planning on the fly, with important consequences on movement time optimization. (C) 2010 Elsevier Ltd. All rights reserved. TC 12 ZB 6 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000286994500019 ER PT J AU Suzuki, Mayo Tachimori, Hisateru Saito, Mari Koyama, Tomonori Kurita, Hiroshi TI Development of a screening scale for high-functioning pervasive developmental disorders using the Tokyo Child Development Schedule and Tokyo Autistic Behavior Scale SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 843 EP 854 DI 10.1016/j.rasd.2010.09.014 PD APR-JUN 2011 PY 2011 AB This study aimed to compile a screening scale for high-functioning pervasive developmental disorders (PDD), using the Tokyo Child Development Schedule (TCDS) and Tokyo Autistic Behavior Scale (TABS). The 72 participants (IQ >= 70) were divided into 3 groups after IQ matching depending on their diagnoses: i.e., PDD, attention-deficit hyperactivity disorder (AD/HD), or other than POD or AD/HD. Among the items of TCDS and TABS, correlation with PDD diagnosis was confirmed in 3 items. A screening scale consisting of these 3 items (TCDS/TABS-3) had a sensitivity of 0.75 and a specificity of 0.84 at 2 cutoff points. We consider that the TCDS/TABS-3 encompasses and adequately reflects the autism diagnostic criteria and would be a useful auxiliary scale for PDD diagnosis. (C) 2010 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000286994500020 ER PT J AU Baltruschat, Lisa Hasselhorn, Marcus Tarbox, Jonathan Dixon, Dennis R. Najdowski, Adel C. Mullins, Ryan D. Gould, Evelyn R. TI Further analysis of the effects of positive reinforcement on working memory in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 855 EP 863 DI 10.1016/j.rasd.2010.09.015 PD APR-JUN 2011 PY 2011 AB Individuals with autism spectrum disorders (ASD) often exhibit impaired executive function (EF) performance, including difficulty with working memory (WM), in particular. While research has documented the existence of these deficits, surprisingly little research exists that evaluates potential treatment strategies for improving EF or WM. One exception is a study that used positive reinforcement to improve performance on a classical WM task, the counting span, resulting in both maintenance and generalization (Baltruschat et al., 2011). The current study is the second in a programmatic line of research on behavioral intervention for improving WM in children with autism. This study extended the use of the same procedure (positive reinforcement) to another task which is said to measure WM, a Complex Span, and included three additional children with autism. Results demonstrated significant improvements in performance for each participant, including maintenance and generalization to untrained stimuli and untrained responses. These results provide further evidence that behavioral intervention procedures may be useful for improving skills labeled as EF or WM in children with ASD. (C) 2010 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000286994500021 ER PT J AU Weinkauf, Sara M. Zeug, Nicole M. Anderson, Claire T. Ala'i-Rosales, Shahla TI Evaluating the effectiveness of a comprehensive staff training package for behavioral interventions for children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 864 EP 871 DI 10.1016/j.rasd.2010.10.001 PD APR-JUN 2011 PY 2011 AB The effectiveness of behavioral interventions for the treatment of young children with autism has been well documented in professional literature. The success of these procedures, however, depends on the fidelity of implementation and proper training of the therapist. The purpose of this study was to evaluate a 125-skill, comprehensive staff training package that involved a graduated sequence of teaching. In addition to changes in skills, participant satisfaction and training time were also assessed. Correct demonstration of skills increased following training, incorrect implementation decreased, teachers rated the procedures favorably, and the total training took between 20 and 32.5 h for over 120 skills to reach mastery criteria. A discussion of the results as well as implications for future research is also provided. (C) 2010 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000286994500022 ER PT J AU Lydon, Helena Healy, Olive Leader, Geraldine TI A comparison of Video Modeling and Pivotal Response Training to teach pretend play skills to children with Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 872 EP 884 DI 10.1016/j.rasd.2010.10.002 PD APR-JUN 2011 PY 2011 AB This study aimed to directly compare the effectiveness of Pivotal Response Training (PRT) and Video Modeling (VM) in the acquisition and generalization of scripted play verbalizations and actions as well as the use of novel statements or actions in both the training and generalization settings. All five participants were exposed to both conditions and were randomly assigned to the sequence of treatment conditions: participants in Sequence 1 received Condition 1 (VM) followed by and Condition 2 (PRT); participants in Sequence 2 received Condition 2 followed by Condition 1. Results showed a significant increase in the number of play actions for both the PRT and VM conditions in the training environment, with greater increases evident as a result of PRT. Significant increases were also found in the number of play actions in PRT compared to VM in the generalization environment. (C) 2010 Elsevier Ltd. All rights reserved. TC 9 ZB 0 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000286994500023 ER PT J AU Reynhout, Georgina Carter, Mark TI Evaluation of the efficacy of Social Stories (TM) using three single subject metrics SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 885 EP 900 DI 10.1016/j.rasd.2010.10.003 PD APR-JUN 2011 PY 2011 AB Social Stories (TM) are a popular intervention used with individuals with autism spectrum disorders (ASD) and other disabilities. Most of the research conducted to date has involved small n designs. Previous meta-analyses of this research have involved relatively small numbers of studies and issues such as selection bias and failure to evaluate methodological quality and have confounded the findings. The present article addresses the limitations of the previous meta-analyses and evaluates 62 studies using three small n metrics, focussing on whether Social Stories were effective with individuals with ASD or other disabilities. It was also determined whether efficacy varied systematically across study or participant characteristics. Consistent with previous reviews, while there was considerable variation, on average Social Stories appear to have only a small clinical effect on behaviour. Implications for the selection of interventions strategies by practitioners are discussed. (C) 2010 Elsevier Ltd. All rights reserved. TC 8 ZB 1 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000286994500024 ER PT J AU Hendrie, Delia Bebbington, Ami Bower, Carol Leonard, Helen TI Measuring use and cost of health sector and related care in a population of girls and young women with Rett syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 901 EP 909 DI 10.1016/j.rasd.2010.10.004 PD APR-JUN 2011 PY 2011 AB This study measured use and cost of health sector and related services in Rett syndrome and effects of socio-demographic, clinical severity and genetic factors on costs. The study population consisted of individuals with Rett syndrome registered with the Australian Rett Syndrome Database in 2004. Descriptive analysis was used to examine patterns of resource use and costs, and logistic regression to analyse factors associated with higher costs. We found the use of health sector and related resources varied by type of resource. Mean annual cost per case was $21,158 (range $238-$85,776). High cost items included long-term residential care, therapy services out of school and paid home and community care. Factors associated with increasing odds of being above the median cost were clinical severity and the p.R255X mutation. Compared with the youngest cases, cases in the 5-14 year age group and the 15-24 year age group were at lower odds of being above the median cost. Needs relating to health sector and related resources can result in considerable costs for individuals with Rett syndrome. Many households caring for dependents with Rett syndrome are like to be facing undue financial pressures from the additional costs of disability. (C) 2010 Elsevier Ltd. All rights reserved. RI Leonard, Helen/A-1010-2013; Wilson, Eloise/B-3269-2014 OI Leonard, Helen/0000-0001-6405-5834; TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000286994500025 ER PT J AU Ishitobi, Makoto Kosaka, Hirotaka Omori, Masao Matsumura, Yukiko Munesue, Toshio Mizukami, Kimiko Shimoyama, Tomohiro Murata, Tetsuhito Sadato, Norihiro Okazawa, Hidehiko Wada, Yuji TI Differential amygdala response to lower face in patients with autistic spectrum disorders: An fMRI study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 910 EP 919 DI 10.1016/j.rasd.2010.10.005 PD APR-JUN 2011 PY 2011 AB Much functional neuroimaging evidence indicates that autistic spectrum disorders (ASD) demonstrate marked brain abnormalities in face processing. Most of these findings were obtained from studies using tasks related to whole faces. However, individuals with ASD tend to rely more on individual parts of the face for identification than on the overall configuration. Therefore, this neuroimaging evidence might reflect differential visual attention systems in face recognition. It was hypothesized that differential brain function is shown between ASD and control participants with face recognition tasks presenting parts of faces separately. Nine adults with high-functioning ASD and 24 age-matched normal comparison participants were studied using a 3T-MR scanner. We investigated brain activation when processing whole faces and parts of faces displaying positive or negative expressions. The control group showed bilateral amygdalae activation to the whole face, but not to parts of the face. The ASD group showed bilateral amygdalae activation to the lower face (mainly mouth region), but not to the whole face and upper face (mainly eye region). These findings suggest that differential amygdala function for face processing exists in ASD. This aberrant amygdala function might cause abnormalities in gaze processing or recognition of emotional expressions, shown clinically in ASD. (C) 2010 Elsevier Ltd. All rights reserved. TC 2 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000286994500026 ER PT J AU Glaser, Sarah E. Shaw, Steven R. TI Emotion regulation and development in children with autism and 22q13 Deletion Syndrome: Evidence for group differences SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 926 EP 934 DI 10.1016/j.rasd.2010.11.001 PD APR-JUN 2011 PY 2011 AB Emotion regulation (ER) abilities and developmental differences were investigated among 19 children with autism and 18 children with 22q13 Deletion Syndrome (a rare chromosomal disorder with certain autistic symptoms). The purpose of this study was to examine the phenotypic similarities between the two disorders. ER was measured by the Temperament and Atypical Behavior Scale (TABS) and development was measured by the Developmental Profile - Third Edition (DP-3). It was hypothesized that children with autism would score higher on the Detached domain of the TABS because the domain is associated with autism spectrum disorders. It was also hypothesized that because of similarly well established cognitive and communicative deficits between the two populations, no significant differences in development would be found. Results indicated that the autism group was significantly more impaired on the Detached domain of the TABS and scored higher on every domain of the DP-3 except in social-emotional skills. These findings differentiate the phenotypes of the two disorders and suggest that detached emotional behavior is more salient among children with autism. Early intervention programs that target the improvement of ER and social skills may ensure healthier behavioral outcomes for these individuals. (C) 2010 Elsevier Ltd. All rights reserved. TC 2 ZB 2 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000286994500028 ER PT J AU Falkmer, Marita Bjallmark, Anna Larsson, Matilda Falkmer, Torbjorn TI The influences of static and interactive dynamic facial stimuli on visual strategies in persons with Asperger syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 935 EP 940 DI 10.1016/j.rasd.2010.11.003 PD APR-JUN 2011 PY 2011 AB Several studies, using eye tracking methodology, suggest that different visual strategies in persons with autism spectrum conditions, compared with controls, are applied when viewing facial stimuli. Most eye tracking studies are, however, made in laboratory settings with either static (photos) or non-interactive dynamic stimuli, such as video clips. Whether or not these results are transferable to a "real world" dialogue situation remains unclear. In order to examine the consistency of visual strategies across conditions, a comparison of two static conditions and an interactive dynamic "real world" condition, in 15 adults with Asperger syndrome and 15 matched controls, was made using an eye tracker. The static stimuli consisted of colour photos of faces, while a dialogue between the participants and the test leader created the interactive dynamic condition. A within-group comparison showed that people with AS, and their matched controls, displayed a high degree of stability in visual strategies when viewing faces, regardless of the facial stimuli being static or real, as in the interactive dynamic condition. The consistency in visual strategies within the participants suggests that results from studies with static facial stimuli provide important information on individual visual strategies that may be generalized to "real world" situations. (C) 2010 Elsevier Ltd. All rights reserved. TC 7 ZB 2 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000286994500029 ER PT J AU Birkan, Binyamin Krantz, Patricia J. McClannahan, Lynn E. TI Teaching children with autism spectrum disorders to cooperate with injections SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 941 EP 948 DI 10.1016/j.rasd.2010.11.004 PD APR-JUN 2011 PY 2011 AB When injections are necessary, young people with autism spectrum disorders (ASD) may exhibit responses that compromise their health care. Parents often report that their children with ASD struggle or attempt to flee when immunizations or other injections are attempted. This report describes our evaluation of procedures that enable children to cooperate with injections. A changing-criterion design with two replications in the United States and three replications in Turkey was used to assess the performance of five boys and one girl with ASD, ages 8-16. The teaching procedures, conducted in school settings, were relatively errorless. During generalization programming, the participants' skills transferred to different instructors who played the role of medical practitioner and to different school and community settings. Subsequently, in medical settings, they cooperated with doctors and nurses and successfully received important injections, such as long-overdue diphtheria, tetanus, and pertussis (DTaP) immunizations, tetanus boosters, and influenza and hepatitis B immunizations. (C) 2010 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000286994500030 ER PT J AU Rosset, Delphine Santos, Andreia Da Fonseca, David Rondan, Cecilie Poinso, Francois Deruelle, Christine TI More than just another face in the crowd: Evidence for an angry superiority effect in children with and without autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 2 BP 949 EP 956 DI 10.1016/j.rasd.2010.11.005 PD APR-JUN 2011 PY 2011 AB The angry superiority effect refers to more efficient way individuals detect angry relative to happy faces in a crowd. Given their socio-emotional deficits, children with autism spectrum disorders (ASD) may be impervious to this effect. Thirty children with ASD and 30 matched-typically developing children were presented with a visual search task, in which they were to detect a happy or angry target face in a crowd. A significant angry superiority effect was found for children with and without ASD. Results are discussed in light of perceptual, cognitive and social mechanisms underlying this effect in children with ASD. (C) 2010 Elsevier Ltd. All rights reserved. RI deruelle, christine/E-2130-2015 TC 6 ZB 5 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000286994500031 ER PT J AU Keenan, Mickey Dillenburger, Karola TI When all you have is a hammer ... : RCTs and hegemony in science SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 1 EP 13 DI 10.1016/j.rasd.2010.02.003 PD JAN-MAR 2011 PY 2011 AB People diagnosed with autism spectrum disorder (ASD) deserve the same respect as any other person and should be free to benefit from scientific research that can help them achieve skills which enable them to reach their full potential. Over the past 40 years Applied Behaviour Analysis (ABA) has utilised inductive, natural science methods to investigate techniques for the analysis and augmentation of socially significant behaviours. Unfortunately, many individuals with ASD in the UK cannot avail of these techniques because of an obdurate reliance on randomised controlled trials (RCTs) as the single most respectable measure of effectiveness of interventions. In this paper we focus on how the debate about RCTs is played out in the 'autism wars'. (C) 2011 Elsevier Ltd. All rights reserved. TC 9 ZB 0 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000283953800001 ER PT J AU Prandota, Joseph TI Metabolic, immune, epigenetic, endocrine and phenotypic abnormalities found in individuals with autism spectrum disorders, Down syndrome and Alzheimer disease may be caused by congenital and/or acquired chronic cerebral toxoplasmosis SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 14 EP 59 DI 10.1016/j.rasd.2010.03.009 PD JAN-MAR 2011 PY 2011 AB Toxoplasina gondii is a protozoan parasite that infects about a third of human population. It is generally believed that in immunocompetent hosts, the parasite infection takes usually asymptomatic course and induces self-limiting disease, but in immunocompromised individuals may cause significant morbidity and mortality. T. gondii uses sulfated proteoglycans for host cell invasion and sulfated sugars on the surface of host cells may functions as key parasite receptors. Patients with autism spectrum disorders (ASD) have many inborn or acquired abnormalities of metabolism, including impaired sulfation and sulfoxidation. The impaired sulfation of dehydroepiandrosterone (DHEA) to DHEA-S affected normal development of various brain functions because DHEA-S inhibited vascular neuroinflammation in ASD individuals probably caused by cerebral toxoplasmosis (CT). Treatment of endothelial cells with DHEA-S dramatically inhibited the TNF-alpha-induced activation of NF-kappa B, an inflammatory transcription factor, and increased protein levels of the NF-kappa B inhibitor, I kappa B-alpha. A significant decrease in sulfation capacity found during pregnancy compared with post partum probably reflect a defense reaction of the host due to increased production of proinflammatory cytokines associated with frequent and widespread infection with this parasite. This suggestion may be supported by the finding that TNF and IL-1 mediated inhibitory effect of lipopolysaccharide on DHEA sulfotransferase mRNA level in Hep3B human hepatoma cells. It seems however that the impaired sulfation and sulfonation may be also beneficial for the host because lack or a markedly diminished anionic charge of the host cells associated with this event did not promote binding to the negatively charged outer leaflet of T. gondii plasma membranes. Phosphorylation of the parasite and/or host proteins is also of great importance in the process of T. gondii-host cell interaction. Furthermore, the increased male to female ratio characteristic for autistic participants most likely resulted from significantly increased testosterone levels associated with congenital T. gondii infection. It was demonstrated that the parasite, aging and dietary restriction have been able to induce DNA breakage, therefore one may suggest that such an epigenetic mechanism play an important role in development of Down syndrome (DS). Several data may support this notion: (a) autism occurs 10 times more often in children with trisomy 21 than in the general population, (b) the parasite can be transmitted by semen and ovum, (c) autistic children exhibit impaired DNA methylation capacity, and (d) T. gondii affect chromatin structure and may cause dysregulation of the host cell cycle. Alzheimer disease (AD) also may be caused by CT because this abnormality is more prevalent in women, characterizes with a skewed capacity for xenobiotic metabolism especially of compounds containing sulfur that manifest as a decreased plasma levels of DHEA-S, and has marked immune irregularies in part due to aging. Moreover, chronic neuroinflammation characteristic for AD and DS individuals is associated with vascular lesions, patients with AD have increased levels of DNA breaks in the cerebral cortex, markedly enhanced production of proinflammatory cytokines, reactive oxygen species, and lipid peroxidation, disturbances in glucose metabolism, and irregularities in hypothalamic-pituitary axis. It must be noted that similar metabolic and endocrine disturbances have been reported also in humans and mice with chronic toxoplasmosis Overproduction of IFN-gamma and other proinflammatory cytokines associated with persistent neuroinflammation resulted in neurodegeneration and induced amyloid-beta production also in DS, as well as accounted for cognitive impairment. Because bradyzoites and sporozoites throughout their life cycle accumulate large amounts of crystalline storage polysaccharide granules analogous to amylopectin within the cytoplasm and are able to build more complex macromolecules, they may be at least in part responsible for the production of amyloid-beta senile plaques. Moreover, it seems that the accumulation of iron in senile plaques reflect a defense of the host against T. gondii because this transition metallic ion is necessary for proliferation of tachyzoites. Finally, the beneficial effects of ibuprofen in the patients with AD that restored cellular immunity, decreased production of proinflammatory cytokines, NO, amyloid-beta, reduced lipid peroxidation and free radical generation, were consistent with the suggestion that congenital and/or acquired chronic latent cr play an important role in development of these types of neurodegeneration. (C) 2011 Elsevier Ltd. All rights reserved. TC 7 ZB 3 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000283953800002 ER PT J AU Peters-Scheffer, Nienke Didden, Robert Korzilius, Hubert Sturmey, Peter TI A meta-analytic study on the effectiveness of comprehensive ABA-based early intervention programs for children with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 60 EP 69 DI 10.1016/j.rasd.2010.03.011 PD JAN-MAR 2011 PY 2011 AB Excitement and controversy have surrounded the effectiveness of Early Intensive Behavioral Intervention (EIBI) for young children with autism. The purpose of this meta-analysis was to investigate the effectiveness of EIBI based on applied behavior analysis in young children with Autism Spectrum Disorders (ASD). There were 11 studies with 344 children with ASD. Quality of studies was assessed using the Downs and Black Checklist. Experimental groups who received EIBI outperformed the control groups on IQ non-verbal IQ expressive and receptive language and adaptive behavior. Differences between the experimental and control groups were 4.96-15.21 points on standardized tests. These results strongly support the effectiveness of EIBI. (C) 2011 Elsevier Ltd. All rights reserved. RI Peters-Scheffer, Nienke`/F-1012-2012 TC 50 ZB 9 Z8 1 ZS 0 Z9 51 SN 1750-9467 UT WOS:000283953800003 ER PT J AU Cappadocia, M. Catherine Weiss, Jonathan A. TI Review of social skills training groups for youth with Asperger Syndrome and High Functioning Autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 70 EP 78 DI 10.1016/j.rasd.2010.04.001 PD JAN-MAR 2011 PY 2011 AB Although social skills deficits represent core symptoms of Asperger Syndrome and High Functioning Autism, there is limited research investigating the empirical validity of social skills interventions currently being used with these populations. This literature review compares three types of social skills training groups: traditional, cognitive behavioral, and parent inclusive. The studies included in this review provide preliminary evidence for the efficacy of group-based social skills interventions among children and youth diagnosed with Autism Spectrum Disorders, although few used comparison group or randomized control trial designs. Limitations within the literature, as well as future directions, are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 32 ZB 8 Z8 0 ZS 1 Z9 32 SN 1750-9467 UT WOS:000283953800004 ER PT J AU Salseda, Lindsay M. Dixon, Dennis R. Fass, Tracy Miora, Deborah Leark, Robert A. TI An evaluation of Miranda rights and interrogation in autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 79 EP 85 DI 10.1016/j.rasd.2010.06.014 PD JAN-MAR 2011 PY 2011 AB The primary deficits present in autism spectrum disorders (ASD) may lead to increased susceptibility to involvement in the criminal justice system. The same deficits may also cause individuals with ASD to be more vulnerable to interrogation techniques and other aspects of the legal system. Due to the increased level of vulnerability as well as impairments in social cognition, individuals with ASD may have difficulty understanding their legal rights, more specifically their Miranda rights. This review explores Miranda comprehension in general and how the specific deficits found in ASD may impact Miranda comprehension. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000283953800005 ER PT J AU Mulloy, Austin Lang, Russell O'Reilly, Mark Sigafoos, Jeff Lancioni, Giulio Rispoli, Mandy TI Addendum to "gluten-free and casein-free diets in treatment of autism spectrum disorders: A systematic review" SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 86 EP 88 DI 10.1016/j.rasd.2010.07.004 PD JAN-MAR 2011 PY 2011 AB Shortly after the publication of our literature review on gluten-free and casein-free (GFCF) diets in the treatment of autism spectrum disorders (ASD; Mulloy et al., 2010), Whiteley et al. (2010) published the results of experimental evaluation of a GFCF diet. To update our previous literature review, we herein provide an analysis of the Whiteley et al 's study. The study was well designed, but also contains substantial weaknesses that suggest the need for caution in interpreting the findings reported by Whiteley and colleagues. In conclusion, we maintain our previous position that GFCF diets are not effective in treatment of core symptoms of ASD and should only be implemented in the event a child with ASD experiences acute behavioral changes, seemingly associated with changes in diet, and/or medical professionals confirm through testing the child has allergies or food intolerances to gluten and/or casein. (C) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 2 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000283953800006 ER PT J AU Vanvuchelen, Marleen Roeyers, Herbert De Weerdt, Willy TI Do imitation problems reflect a core characteristic in autism? Evidence from a literature review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 89 EP 95 DI 10.1016/j.rasd.2010.07.010 PD JAN-MAR 2011 PY 2011 AB Although imitation problems have been associated with autism for many years, the issue if these problems are a core deficit in autism remains subject of debate. In this review article, the question if autism imitation problems fulfil the criteria of uniqueness, specificity, universality, persistency, precedence and broadness is explored and discussed. Findings of this review suggest that there is only partial evidence for the idea that imitation problems are unique, specific and broad to autism, and that these problems are long-lasting and persistent. In addition, imitation problems seem not to be universal in autism at an early age. Mental and motor impairment may affect imitation performance but they do not seem to explain imitation problems in a sufficient way. Recommendations for clinical practice are formulated. (C) 2011 Elsevier Ltd. All rights reserved. TC 16 ZB 6 Z8 2 ZS 0 Z9 18 SN 1750-9467 UT WOS:000283953800007 ER PT J AU Wainer, Allison L. Ingersoll, Brooke R. TI The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 96 EP 107 DI 10.1016/j.rasd.2010.08.002 PD JAN-MAR 2011 PY 2011 AB For individuals with autism spectrum disorders (ASD), the use of technology to provide intervention, particularly targeting the core social-communication deficits of the disorder, is promising. This literature review will examine studies that have used innovative technology, such as interactive computer programs and virtual reality, to deliver direct intervention focused on the development of social and communication skills to individuals with an ASD. Given that the study and use of such programs is still relatively new, the majority of the published literature is descriptive or exploratory in nature. As such, this review will provide a summary of these initial studies and preliminary findings, and provide suggestions for the future development and evaluation of similar programs. (C) 2011 Elsevier Ltd. All rights reserved. RI Ingersoll, Brooke/A-9117-2012 TC 15 ZB 8 Z8 0 ZS 1 Z9 16 SN 1750-9467 UT WOS:000283953800008 ER PT J AU Weeden, Marc Porter, Lindsay K. Durgin, Amy Redner, Ryan N. Kestner, Kathryn M. Costello, Mack Cleary, Kathleen Edwards, Timothy L. Hayes, Sarah M. Poling, Alan TI Reporting of medication information in applied studies of people with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 108 EP 111 DI 10.1016/j.rasd.2010.02.005 PD JAN-MAR 2011 PY 2011 AB The present research determined if articles describing attempts to improve the behavior of people with autism reported whether or not participants were receiving medication and, if so, whether an interaction between the intervention and the medication was mentioned. Fifty-one articles published from 2004 through 2008 were examined. Information regarding medication was provided in 18% of these articles, none of which mentioned an interaction. Very little is known regarding interactions between nonpharmacological interventions and psychotropic (or other) medications, but some studies demonstrate that interactions can occur. Given this possibility, and the fact that information regarding medications received by participants is easy to obtain and report, it appears worthwhile to include this information in published articles. (C) 2011 Elsevier Ltd. All rights reserved. RI Costello, Mack/D-8853-2015 OI Costello, Mack/0000-0002-9613-7647 TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000283953800009 ER PT J AU Davis, Thompson E., III Hess, Julie A. Moree, Brittany N. Fodstad, Jill C. Dempsey, Tim Jenkins, Whitney S. Matson, Johnny L. TI Anxiety symptoms across the lifespan in people diagnosed with Autistic Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 112 EP 118 DI 10.1016/j.rasd.2010.02.006 PD JAN-MAR 2011 PY 2011 AB Symptoms of psychiatric disorders have been found to co-occur at high rates in those diagnosed with Autistic Disorder (AD). However, to date, no study has yet examined the developmental trajectory of comorbid psychiatric symptoms across the lifespan within the AD population. Therefore, the purpose of this study was to conduct a cross-sectional investigation of symptoms of anxiety across the lifespan, using a sample of individuals diagnosed with AD. This study utilizes a sample with an age range from infancy to adulthood. Endorsement rates of overlapping anxiety symptoms from measures that have been found reliable and valid for the specific purpose of examining psychiatric symptoms within the AD population are utilized for this study. Results indicate that there is a significant difference between different age cohorts on symptom endorsements of anxiety. Additionally, a cubic trend was found when examining the pattern of anxiety symptoms across the lifespan in those diagnosed with AD. That is, anxiety rises from toddlerhood to childhood, decreases from childhood to young adulthood, but again increases from young adulthood into older adulthood. Implications of these findings, limitations of this study, and future directions for research are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 23 ZB 4 Z8 0 ZS 0 Z9 23 SN 1750-9467 UT WOS:000283953800010 ER PT J AU Mahan, Sara Matson, Johnny L. TI Children and adolescents with autism spectrum disorders compared to typically developing controls on the Behavioral Assessment System for Children, Second Edition (BASC-2) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 119 EP 125 DI 10.1016/j.rasd.2010.02.007 PD JAN-MAR 2011 PY 2011 AB As the Behavioral Assessment System for Children, Second Edition (BASC-2) is often used to aid in diagnosis it is important to discern how children and adolescents with Autism Spectrum Disorder (ASD) score on the BASC-2 compared to typically developing controls. This study compared scores of typically developing children and adolescents to those diagnosed with ASD on all subscales and composites of the BASC-2. Except for the aggression subscale, anxiety subscale, and the internalizing composite, the ASD group scored significantly higher on all clinical subscales and composites (i.e., hyperactivity, conduct problems, externalizing composite, depression, atypicality, withdrawal, attention problems, and the Behavioral Symptoms Index). However, the ASD group scored significantly lower on the adaptability composite and all subscales comprising this composite. (C) 2011 Elsevier Ltd. All rights reserved. TC 15 ZB 3 Z8 0 ZS 0 Z9 15 SN 1750-9467 UT WOS:000283953800011 ER PT J AU Demurie, Ellen De Corel, Maaike Roeyers, Herbert TI Empathic accuracy in adolescents with autism spectrum disorders and adolescents with attention-deficit/hyperactivity disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 126 EP 134 DI 10.1016/j.rasd.2010.03.002 PD JAN-MAR 2011 PY 2011 AB In research on theory of mind (TOM) in individuals with an autism spectrum disorder (ASD) mainly static mind-reading tasks were used. In this study both a static (Eyes Test) and a more naturalistic (empathic accuracy task) ToM measure were used to investigate the perspective taking abilities of adolescents with ASD (n = 13), adolescents with attention-deficit/hyperactivity disorder (ADHD; n = 13) and typically developing adolescents (n = 18). An innovative aspect concerns the standard stimulus tapes of the empathic accuracy task, which showed interactions between dyads of one adolescent with ADHD and one adolescent without ADHD. In this way, we were able to compare the 'readability' of the thoughts and feelings of adolescents with and without ADHD. The results clearly demonstrate the impairment in perspective taking abilities of adolescents with ASD, both on the static and naturalistic mind-reading task. Moreover, the empathic accuracy task seems to be a useful and promising method to assess ToM abilities in adolescents, with or without clinical problems. Finally, thoughts and feelings of target persons with ADHD seemed to be less easy to read than the thoughts and feelings of typically developing target persons. (C) 2011 Elsevier Ltd. All rights reserved. TC 11 ZB 3 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000283953800012 ER PT J AU Pituch, Keenan A. Green, Vanessa A. Didden, Robert Lang, Russell O'Reilly, Mark F. Lancioni, Giulio E. Sigafoos, Jeff TI Parent reported treatment priorities for children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 135 EP 143 DI 10.1016/j.rasd.2010.03.003 PD JAN-MAR 2011 PY 2011 AB We designed an Internet survey to identify the educational priorities that parents have for their children with autism spectrum disorders and to examine the relation between these priorities and the children's level of adaptive behavior functioning. The survey listed 54 skills/behaviors (e.g., toileting, expressing wants and needs, and tantrums) representing 10 adaptive behavior domains (e.g., self-care, communication, and problem behavior). Parents rated their child's current level of ability/performance with respect to each skill/behavior and indicated the extent to which training/treatment was a priority. Ninety surveys were completed during the 8-month data collection period. The top 10 treatment priorities represented skills/behaviors from six different domains. Results supported the view that parent priorities tended to be higher in areas where children have the greatest deficits or show emerging skills. The results suggest there may be value in targeting the assessment of children's deficits and emergent skills for treatment planning. (C) 2011 Elsevier Ltd. All rights reserved. TC 16 ZB 4 Z8 0 ZS 0 Z9 16 SN 1750-9467 UT WOS:000283953800013 ER PT J AU Lin, Ling-Yi Orsmond, Gael I. Coster, Wendy J. Cohn, Ellen S. TI Families of adolescents and adults with autism spectrum disorders in Taiwan: The role of social support and coping in family adaptation and maternal well-being SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 144 EP 156 DI 10.1016/j.rasd.2010.03.004 PD JAN-MAR 2011 PY 2011 AB In this study we examined differences in social support and coping between mothers of adolescents and adults with an autism spectrum disorder (ASD) in Taiwan and the United States and to investigate the effects of social support and coping strategies on family adaptation and maternal well-being. Participants were 76 Taiwanese mothers who had at least one son or daughter with an ASD (10 years old and older), and a comparison group of 325 mothers in the United States matched on the age range of the child with an ASD. Mothers completed self-administered, written questionnaires and participated in an interview. Taiwanese mothers reported significantly greater use of problem-focused and emotion-focused coping strategies than did mothers in the United States. For Taiwanese families, greater use of problem-focused coping strategies was associated with lower levels of depressive symptoms and anxiety. Emotion-focused coping mediated the relationships between ethnicity/culture and several outcome measures: family adaptability, family cohesion, and maternal depressive symptoms. The higher levels of emotion-focused coping in Taiwanese mothers appeared to account for their lower levels of family adaptability and cohesion and higher levels of maternal depressive symptoms. The results from this cross-cultural study helped determine the role of social support and coping strategies in family adaptation and maternal well-being in families of individuals with an ASD in each culture. Implications for service delivery are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 7 ZB 3 Z8 0 ZS 1 Z9 8 SN 1750-9467 UT WOS:000283953800014 ER PT J AU Kishore, M. Thomas Basu, Anirban TI Early concerns of mothers of children later diagnosed with autism: Implications for early identification SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 157 EP 163 DI 10.1016/j.rasd.2010.03.005 PD JAN-MAR 2011 PY 2011 AB There is a need to identify early indicators in autism, particularly with reference to comorbid mental retardation and specific culture so that early intervention can be given. In this backdrop, this study aims to understand the early indicators of autism as perceived by the Indian mothers: the age of reporting and receiving diagnosis, and their variability due to comorbid mental retardation (MR). The study was conducted in two phases. In Phase-I, information about early concerns, age of reporting concerns, and subsequent diagnoses were elicited from 50 mothers of children later diagnosed with autism. From a wide range of concerns, only four showed significant correlation with the clinical diagnosis of autism, which were considered the early indicators. In Phase-II, information about the early indicators was collected from mothers of 10 children with autism and mental retardation and from mothers of another 10 children with mental retardation alone, matched for age gender, and severity of mental retardation. Results indicated that specific indicators could be identified from the mothers' concerns, which could be from any of three core areas of autism. Comorbid mental retardation did not have any effect on early recognition and subsequent diagnosis. Implications of early indicators are discussed from a cultural perspective. (C) 2011 Elsevier Ltd. All rights reserved. TC 15 ZB 2 Z8 0 ZS 0 Z9 15 SN 1750-9467 UT WOS:000283953800015 ER PT J AU Mazefsky, C. A. Kao, J. Oswald, D. P. TI Preliminary evidence suggesting caution in the use of psychiatric self-report measures with adolescents with high-functioning autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 164 EP 174 DI 10.1016/j.rasd.2010.03.006 PD JAN-MAR 2011 PY 2011 AB This study investigated the utility of self-report measures to screen for psychiatric comorbidities in autism spectrum disorders (ASDs). Thirty-eight 10-17 year olds with an ASD and without mental retardation completed: the Children's Depression Inventory-Short version (CDI-S), Revised Children's Manifest Anxiety Scale (RCMAS), Conners-Wells Adolescent Self-report Scale-Short edition (CASS-S), and Short Leyton Obsessional Inventory-Child Version (SLOI-CV). Their parents were interviewed with the Autism Comorbidity Interview-Present and Lifetime (ACI-PL) to establish psychiatric diagnoses. Sensitivity, specificity, positive and negative predictive values, and reliability coefficients were calculated for each self-report and compared to values from literature. The CDI-S and CASS-S yielded a high number of false negatives, with lower sensitivities and specificities in the sample than the literature. There was a nearly significant difference in total mean RCMAS scores between participants with and without anxiety, though again the means for both groups were below the threshold of concern. The SLOI-CV yielded a high false positive rate. All four instruments had reliability coefficients comparable to literature values. Results must be considered preliminary due to sample size. However, the findings suggest that although self-report instruments may provide useful information in the diagnosis of psychiatric comorbidities in ASD, caution must be exercised in their interpretation. (C) 2011 Elsevier Ltd. All rights reserved. TC 47 ZB 18 Z8 0 ZS 0 Z9 47 SN 1750-9467 UT WOS:000283953800016 ER PT J AU Jonsdottir, Sigridur Loa Saemundsen, Evald Antonsdottir, Ingibjorg Sif Sigurdardottir, Solveig Olason, Daniel TI Children diagnosed with autism spectrum disorder before or after the age of 6 years SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 175 EP 184 DI 10.1016/j.rasd.2010.03.007 PD JAN-MAR 2011 PY 2011 AB This study compared children with early and late diagnosis of autism spectrum disorder (ASD). All children in four consecutive birth cohorts in Iceland diagnosed with ASD were divided into two groups based on their age at initial ASD diagnosis: 58 children were diagnosed before age 6 (group 1) and 41 children after age 6 (group 2). Children in group 1 were more likely to receive a diagnosis of childhood autism (p <= 0.001), their average IQ/DQ was lower (p < 0.001), verbal status was lower (p < 0.001), and a history of autistic regression was more common (p < 0.01) than in group 2. Half of the children in group 2 had received other developmental diagnoses prior to the ASD diagnosis, but this applied to only a few of the children in group 1 (p < 0.001). There was no difference between the groups with regard to autistic symptoms as measured by the Autism Diagnostic Interview-Revised (p = 0.224), frequency of associated medical conditions (p = 0.640), age of first parental concern (p = 0.244), and age of first autistic symptoms on hindsight (p = 0.540). The majority of parents (76.2%) had developmental concerns before age 3, and with hindsight 83.3% thought that autistic symptoms had been present before age 2. (C) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 2 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000283953800017 ER PT J AU Kanai, Chieko Iwanami, Akira Ota, Haruhisa Yamasue, Hidenori Matsushima, Eisuke Yokoi, Hideki Shinohara, Kazuyuki Kato, Nobumasa TI Clinical characteristics of adults with Asperger's Syndrome assessed with self-report questionnaires SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 185 EP 190 DI 10.1016/j.rasd.2010.03.008 PD JAN-MAR 2011 PY 2011 AB Diagnosis of Asperger's Syndrome (AS) in adults is difficult, and clinical sample-based studies that systematically illustrate the clinical characteristics of adult AS patients are needed so that appropriate treatment can be provided. Here we examined the clinical characteristics of AS in 112 adults (median age, 28.0 years [range, 18-52]; 71 men and 41 women: 55 AS group (median age, 27.0 years [range, 18-49]: 36 men and 19 women), 57 control group (median age, 28.0 years [range, 20-52]; 35 men and 22 women) through administration of the Japanese version of the Autism-Spectrum Quotient (AQ) and the Japanese version of the Schizotypal Personality Questionnaire (SPQ), and the Eysenck Personality Questionnaire (EPQ). Scores on the AQ, SPQ, and the 'Neuroticism' and 'Psychoticism' scores of the EPQ were significantly higher in adults with AS than in controls. The 'Extraversion' and 'Lie' scores of the EPQ were significantly lower in adults with AS than in controls. The total score of the AQ was correlated with 3 subscale scores (unusual perceptual experiences, odd or eccentric behavior, and suspiciousness) of the SPQ in the AS group, but not in the control group. The findings demonstrated that AQ and other personality scales could be used to elucidate the clinical characteristics of AS in adults. (C) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 2 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000283953800018 ER PT J AU Nyden, Agneta Hagberg, Bibbi Gousse, Veronique Rastam, Maria TI A cognitive endophenotype of autism in families with multiple incidence SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 191 EP 200 DI 10.1016/j.rasd.2010.03.010 PD JAN-MAR 2011 PY 2011 AB Twin and family studies have established that there is a strong genetic basis for autism spectrum disorders. To facilitate the identification of susceptibility genes and to study pathways from gene-brain to cognition a more refined endophenotype-based approach may be useful. The purpose of the present study was to examine the neurocognitive endophenotype of autism, in families with multiple incidence autism. Eighty-six members of 18 families containing at least two individuals with autism were neuropsychological assessed. Children with autism, showed weak central coherence, but this "trait" could not be found in their parents nor in non-affected siblings. All family members, including the sibpairs with autism, showed deficits within executive functions, involving planning ability, but normal set-shifting. The sibpairs with autism - but not their other family members - showed significant correlations within two visuo-spatial tasks. Deficits in executive functions (specifically planning ability) appear to characterize the broader endophenotype of autism. Our findings do not confirm the hypotheses of weak central coherence or deficits in theory of mind as part of the broader endophenotype of autism. Deficits in visual scanning may be a feature of the manifest phenotype of autism. (C) 2011 Elsevier Ltd. All rights reserved. TC 6 ZB 5 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000283953800019 ER PT J AU Maekawa, Toshihiko Tobimatsu, Shozo Inada, Naoko Oribe, Naoya Onitsuka, Toshiaki Kanba, Shigenobu Kamio, Yoko TI Top-down and bottom-up visual information processing of non-social stimuli in high-functioning autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 201 EP 209 DI 10.1016/j.rasd.2010.03.012 PD JAN-MAR 2011 PY 2011 AB Individuals with high-functioning autism spectrum disorder (HF-ASD) often show superior performance in simple visual tasks, despite difficulties in the perception of socially important information such as facial expression. The neural basis of visual perception abnormalities associated with HF-ASD is currently unclear. We sought to elucidate the functioning of bottom-up and top-down visual information processing in HF-ASD using event-related potentials (ERPs). Eleven adults with HF-ASD and 11 age-matched normal controls (NC) participated in this study. Visual ERPs were recorded using 128-channel EEG. The P1 and P300 were recorded in response to target stimuli. Visual mismatch negativity (vMMN) potentials were obtained by subtracting responses to standard from those to deviant stimuli. Behaviorally, individuals with HF-ASD showed faster target detection than NCs. However, vMMN amplitude and latency were the same between the two groups. In contrast, P1 and P300 amplitudes were significantly decreased in HF-ASD compared with NCs. In addition, P300 latency was significantly delayed in HF-ASD. Individuals with HF-ASD exhibit altered visual information processing. Intact bottom-up attention (vMMN) may contribute to their superior simple visual task performance in spite of abnormal low-level (P1) and top-down (P300) visual information processing. (C) 2011 Elsevier Ltd. All rights reserved. TC 6 ZB 5 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000283953800020 ER PT J AU Falkmer, Marita Bjallmark, Anna Larsson, Matilda Falkmer, Torbjorn TI Recognition of facially expressed emotions and visual search strategies in adults with Asperger syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 210 EP 217 DI 10.1016/j.rasd.2010.03.013 PD JAN-MAR 2011 PY 2011 AB Can the disadvantages persons with Asperger syndrome frequently experience with reading facially expressed emotions be attributed to a different visual perception, affecting their scanning patterns? Visual search strategies, particularly regarding the importance of information from the eye area, and the ability to recognise facially expressed emotions were compared between 24 adults with Asperger syndrome and their matched controls. While wearing a head mounted eye tracker, the participants viewed 12 pairs of photos of faces. The first photo in each pair was cut up into puzzle pieces. Six of the 12 puzzle pieced photos had the eyes bisected. The second photo showed a happy, an angry and a surprised face of the same person as in the puzzle pieced photo. Differences in visual search strategies between the groups were established. Adults with Asperger syndrome had greater difficulties recognizing these basic emotions than controls. The distortion of the eye area affected the ability to identify emotions even more negatively for participants with Asperger syndrome. (C) 2011 Elsevier Ltd. All rights reserved. TC 9 ZB 3 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000283953800021 ER PT J AU Bergstrom, Ryan Tarbox, Jonathan Gutshall, Katharine A. TI Behavioral intervention for domestic pet mistreatment in a young child with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 218 EP 221 DI 10.1016/j.rasd.2010.04.002 PD JAN-MAR 2011 PY 2011 AB Household pets can have a positive influence on quality of life for individuals who live with them (Bryant, 1990). Little previous research has investigated issues related to interaction between individuals with developmental disabilities and pets. In this study, we used simple behavioral intervention procedures to decrease pet mistreatment by a young child with autism. Specifically, differential reinforcement of alternative behavior (DRA) and differential reinforcement of other behavior (DRO) were evaluated. DRA did not decrease the behavior but DRO produced immediate and significant decreases in pet mistreatment and the DRO interval was successfully lengthened to 10 min. All sessions were implemented by the child's regular behavioral therapy team, in the child's home. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000283953800022 ER PT J AU Mahan, Sara Matson, Johnny L. TI Convergent and discriminant validity of the Autism Spectrum Disorder-Problem Behavior for Children (ASD-PBC) against the Behavioral Assessment System for Children, Second Edition (BASC-2) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 222 EP 229 DI 10.1016/j.rasd.2010.04.003 PD JAN-MAR 2011 PY 2011 AB Many children with Autism Spectrum Disorder (ASD) demonstrate challenging behaviors. Since challenging behaviors are obstacles for social development and learning, it is important to determine if and what challenging behaviors are exhibited. Although there are some measures that asses for challenging behaviors, the majority were not specifically designed to assess for challenging behaviors among children with ASD, or do not solely assess for challenging behaviors. The Autism Spectrum Disorder-Problem Behavior for Children (ASD-PBC) is an 18 item informant based questionnaire designed to measure challenging behaviors in children and adolescents with ASD. Convergent and discriminant validity against the Behavioral Assessment System for Children, Second Edition (BASC-2), demonstrated the validity of the ASD-PBC for use among children and adolescents with ASD. (C) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 0 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000283953800023 ER PT J AU Matson, Johnny L. Hess, Julie A. TI Psychotropic drug efficacy and side effects for persons with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 230 EP 236 DI 10.1016/j.rasd.2010.04.004 PD JAN-MAR 2011 PY 2011 AB Pharmacotherapy is a frequently employed treatment option in the area of autism spectrum disorders (ASD). A considerable literature base has developed indicating when these medications should or could be administered. However, research on the potential side effects and cost benefit analysis of these treatments is not well understood at this time. The purpose of this review is to assess current prescription practices, to determine what is needed with respect to better understanding the cost and benefits of these prescription practices, and notions about future trends in research to better aid in our understanding of psychotropic drug side effects. Future research of this sort should further establish best practices with respect to pharmacotherapy and ASD. (C) 2011 Elsevier Ltd. All rights reserved. TC 13 ZB 4 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000283953800024 ER PT J AU Chan, Agnes S. Han, Yvonne M. Y. Sze, Sophia L. Cheung, Mei-chun Leung, Winnie Wing-man Chan, Raymond C. K. To, Cho Yee TI Disordered connectivity associated with memory deficits in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 237 EP 245 DI 10.1016/j.rasd.2010.04.005 PD JAN-MAR 2011 PY 2011 AB The present study examined the memory performance and cortical connectivity of children with ASD, and investigated whether the memory deficits exhibited by these children were associated with the cortical connectivity. Twenty-one children with ASD and 21 children with normal development (NC), aged 5-14 years, participated in the study. Each child was administered a neuropsychological battery that included the Test of Nonverbal Intelligence (TONI-Ill), Digit Span test (DS), Rey-Osterrieth Complex Figure Test (Rey-O), and Hong Kong List Learning Test (HKLLT); and an EEG recording session when performing the visual encoding Object Recognition (OR) task. Six neuropsychological measures from the test battery and six EEG coherence measures in the theta band were compared between the children with ASD and normal children. Results indicated that children with ASD performed at comparable levels with normal children in the DS and Rey-O, but were significantly poorer in HKLLT and OR. They also exhibited significantly elevated long-range coherences in the fronto-posterior connections involving the left hemisphere (left anterior-left posterior; left anterior-right posterior). Pearson correlation showed significant negative associations between the anterior-posterior EEG coherences and memory performance. (C) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 3 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000283953800025 ER PT J AU Garcia-Villamisar, Domingo Dattilo, John TI Social and clinical effects of a leisure program on adults with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 246 EP 253 DI 10.1016/j.rasd.2010.04.006 PD JAN-MAR 2011 PY 2011 AB Using a pre-test, post-test experimental design, effects of a 1-year group leisure program were examined on 31 participants (20 male and 11 female), ages 27-38 (M = 32.05 at start of program), with an autism spectrum disorder (ASD) diagnosis randomly assigned to the experimental condition and a group of 20 adults with ASD randomly assigned to the control group (13 male and 7 female), ages 24-38 (M = 31.75, at the program start). The Facial Discrimination Battery (FDB)-Spanish version and the Vineland Adaptive Behavior Scales-Interview Edition Survey Form (VABS) were used to measure social-emotional cognition and the Color Trails Test (CTT) and the Tower of London-Drexel Edition were used to measure executive functioning cognitive. In consideration of the ecological perspective, the Dysexecutive Questionnaire (DEX) and the Frontal Systems Behavior Scale (FrSBe), were used. Mean scores for the experimental group were higher after completing the program than during baseline and compared to the control group across all social and emotional scales. Although statistical significance of results of the socio-emotional indicators and executive function was mixed, the VABS composite that focuses on social behavior of people with ASD was significant and demonstrated the largest difference between performance at baseline and performance after the 12-month intervention. Implications for future leisure service delivery are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 0 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000283953800026 ER PT J AU Chan, Agnes S. Han, Yvonne M. Y. Leung, Winnie Wing-man Leung, Connie Wong, Virginia C. N. Cheung, Mei-chun TI Abnormalities in the anterior cingulate cortex associated with attentional and inhibitory control deficits: A neurophysiological study on children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 254 EP 266 DI 10.1016/j.rasd.2010.04.007 PD JAN-MAR 2011 PY 2011 AB Previous studies showed that the anterior cingulate cortex (ACC) is activated when individuals engage in attention and inhibitory control tasks. The present study examined whether ACC activity is associated with behavioral performance of the two tasks. Twenty normal and 20 children with autism spectrum disorders (ASDs) were subjected to neuropsychological assessments on attention and inhibitory control, as well as electroencephalography recording. Children with ASD performed significantly worse than normal children on attention tasks as shown in their poorer performance on the Digit Span test, the greater number of Omission Errors on both the Continuous Performance Test II and the Go/No-Go tasks. They also performed significantly worse than normal children on inhibitory control tasks as shown by the greater number of False Alarms on the Object Recognition and Hong Kong List Learning Test. Their ACC activities, as indicated by relative theta power, were found to be significantly lower than those of normal controls during performance of the Go/No-Go task. Depressed ACC activities were further found to be significantly associated with poorer performance in attention and inhibition. Clinical implications on the use of theta activities in the ACC as an indicator to monitor intervention progress in children with ASD were discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 6 Z8 1 ZS 0 Z9 11 SN 1750-9467 UT WOS:000283953800027 ER PT J AU Baltruschat, Lisa Hasselhorn, Marcus Tarbox, Jonathan Dixon, Dennis R. Najdowski, Adel C. Mullins, Ryan D. Gould, Evelyn R. TI Addressing working memory in children with autism through behavioral intervention SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 267 EP 276 DI 10.1016/j.rasd.2010.04.008 PD JAN-MAR 2011 PY 2011 AB Children with autism often struggle with executive function (EF) deficits, particularly with regard to working memory (WM). Despite the documented deficits in these areas, very little controlled research has evaluated treatments for remediation of EF or WM deficits in children with autism. This study examined the use of positive reinforcement for improving performance on Counting Span tasks which are said to measure the central-executive component of working memory. Large improvements in performance were obtained for all participants, as was maintenance and generalization to untrained stimuli and untrained responses. Results suggest that basic behavioral intervention procedures may be successful in improving performance on complex behaviors such as those labeled as "working memory." (C) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 2 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000283953800028 ER PT J AU Fujita, Takako Yamasaki, Takao Kamio, Yoko Hirose, Shinichi Tobimatsu, Shozo TI Parvocellular pathway impairment in autism spectrum disorder: Evidence from visual evoked potentials SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 277 EP 285 DI 10.1016/j.rasd.2010.04.009 PD JAN-MAR 2011 PY 2011 AB In humans, visual information is processed via parallel channels: the parvocellular (P) pathway analyzes color and form information, whereas the magnocellular (M) stream plays an important role in motion analysis. Individuals with autism spectrum disorder (ASD) often show superior performance in processing fine detail, but impaired performance in processing global structure and motion information. To date, no visual evoked potential (VEP) studies have examined the neural basis of atypical visual performance in ASD. VEPs were recorded using 128-channel high density EEG to investigate whether the P and M pathways are functionally altered in ASD. The functioning of the P and M pathways within primary visual cortex (V1) were evaluated using chromatic (equiluminant red-green sinusoidal gratings) and achromatic (low contrast black-white sinusoidal gratings) stimuli, respectively. Unexpectedly, the N1 component of VEPs to chromatic gratings was significantly prolonged in ASD patients compared to controls. However, VEP responses to achromatic gratings did not differ significantly between the two groups. Because chromatic stimuli preferentially stimulate the P-color but not the P-form pathway, our findings suggest that ASD is associated with impaired P-color pathway activity. Our study provides the first electrophysiological evidence for P-color pathway impairments with preserved M function at the V1 level in ASD. (C) 2011 Elsevier Ltd. All rights reserved. TC 6 ZB 4 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000283953800029 ER PT J AU Laura, Vergani Cristina, Lanza Paola, Rivaro Luisa, Abelmoschi M. Shyti, Genti Edvige, Veneselli Giuseppe, Minniti Elena, Grasselli Laura, Canesi Adriana, Voci TI Metals, metallothioneins and oxidative stress in blood of autistic children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 286 EP 293 DI 10.1016/j.rasd.2010.04.010 PD JAN-MAR 2011 PY 2011 AB Many factors have been implicated in autism onset, including excess or deficiency in toxic or essential metals and impaired antioxidant systems. Protection towards the damaging effects of reactive oxygen species (ROS) is afforded by antioxidant enzymes (superoxide dismutase, SOD, catalase, CAT, glutathione peroxidase, GPx), and non-enzymatic antioxidants such as metallothionein (MT). In blood samples from autistic children and healthy controls, three aspects were investigated: (i) the plasma concentration of 13 metals (Al, As, Ca, Cd, Co, Cr, Cu, Fe, Mn, Ni, Pb, Si, Zn) was measured by ICP-AES; (ii) the transcription of three MT isoforms (MT-1A, MT-1E and MT-2A) was assessed by real-time RT-PCR in peripheral blood leucocytes (PBMCs); (iii) the activity of SOD, CAT and GPx was assessed by spectrophotometric assays in red blood cells (RBCs). Autistic children showed significantly higher plasma levels of Zn, Ca, Fe, As, Ni, Cd and Si, higher mRNA expression of the MT isoforms in PBMCs, higher SOD activity and lower CAT activity in RBCs with respect to controls. These findings demonstrate a significant increase in both metal content and metallothionein expression together with an unbalance in the oxidative status in the blood of autistic children. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 2 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000283953800030 ER PT J AU Liu, Meng-Jung Shih, Wei-Lin Ma, Le-Yin TI Are children with Asperger syndrome creative in divergent thinking and feeling? A brief report SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 294 EP 298 DI 10.1016/j.rasd.2010.04.011 PD JAN-MAR 2011 PY 2011 AB This study investigates whether children with Asperger syndrome (AS) show superior competence in creativity, and it examines the relationship between nonverbal creativity and nonverbal IQ and vocabulary size. Sixteen (16) children with AS and forty-two (42) typically developing peers completed the exercises in divergent thinking and feeling from a creativity assessment packet. The results revealed that the participants with AS scored significantly higher in originality and elaboration, compared to their peers. Nonverbal divergent thinking was correlated to nonverbal IQ for participants with AS. It was observed that participants with AS drew the 12 incomplete figures mostly in the areas which interest them. This result may indicate better performances in originality and lesser performances in flexibility. The study suggests that opportunities to develop expertise in the subjects in which they are absorbed may be necessary for children with AS. (C) 2011 Elsevier Ltd. All rights reserved. TC 6 ZB 1 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000283953800031 ER PT J AU Da Fonseca, D. Santos, A. Rosset, D. Deruelle, C. TI The "beauty is good" for children with autism spectrum disorders too SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 299 EP 304 DI 10.1016/j.rasd.2010.04.012 PD JAN-MAR 2011 PY 2011 AB The "beauty is good" (BIG) stereotype is a robust and extensively documented social stereotype. While one may think that children with autism are impervious to the BIG stereotype, given their remarkable difficulties in the social sphere, this issue has not yet been addressed. We have asked 18 children with autism to judge how friendly and intelligent faces appeared. They were then asked to judge the same faces on beauty, and their responses were compared to that of 18-matched controls, as well as to 71 typically developing children. Results revealed similar beauty judgements across the groups. Importantly, children with autism also showed a BIG stereotype, considering friendly and intelligent the beautiful faces, and unfriendly and not intelligent the ugly faces, just like their matched controls and typical children. These findings raise critical questions on stereotype acquisition as well as on the characterization of autism as a global social disability. (C) 2011 Elsevier Ltd. All rights reserved. RI deruelle, christine/E-2130-2015 TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000283953800032 ER PT J AU May, Richard J. Austin, Jennifer L. Dymond, Simon TI Effects of a stimulus prompt display on therapists' accuracy, rate, and variation of trial type delivery during discrete trial teaching SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 305 EP 316 DI 10.1016/j.rasd.2010.04.013 PD JAN-MAR 2011 PY 2011 AB Research on training therapists to deliver discrete trial teaching (DYE) has tended to focus on a limited range of therapist competencies and may have neglected important variables such as the rate and variation of trial types delivered across complete teaching sessions. Stimulus prompting procedures may facilitate the delivery of DYE for the broad range of competencies needed during therapy. In the present study, three experienced therapists were taught to deliver DTT with and without a stimulus prompt. A multiple baseline across participants with embedded reversal design was used to analyze performance during simulated teaching sessions. Results showed that all participants delivered both a higher rate of accurate trials and a greater variety of trials in sessions that incorporated stimulus prompting. (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:000283953800033 ER PT J AU Farmer, Cristan A. Aman, Michael G. TI Aggressive behavior in a sample of children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 317 EP 323 DI 10.1016/j.rasd.2010.04.014 PD JAN-MAR 2011 PY 2011 AB Little is known about the manifestation of aggressive behavior in children with autism, although it is commonly cited as a significant problem. Existing reports in autism do not emphasize subtypes of aggression, whereas distinguishing forms of aggression is commonplace in the typically developing literature. This study compared a sample of 121 children aged 3-20 years with autism spectrum disorders (ASD) to 244 children with other intellectual and developmental disabilities (IDD: age 4-21 years). Item- and subscale-level data from the Children's Scale for Hostility and Aggression: Reactive/Proactive (C-SHARP) were reported. Children with ASDs received higher ratings than those with IDD on several subscales tapping physical and reactive aggression. Within the ASD group, children with Asperger's disorder were rated significantly higher than children with autism on subscales tapping covert and verbal behaviors. Results indicate that at least some types of aggression were more common in children with ASDs than those with IDDs. (C) 2011 Elsevier Ltd. All rights reserved. TC 29 ZB 10 Z8 0 ZS 0 Z9 29 SN 1750-9467 UT WOS:000283953800034 ER PT J AU Davis, Thompson E., III Moree, Brittany N. Dempsey, Tim Reuther, Erin T. Fodstad, Jill C. Hess, Julie A. Jenkins, Whitney S. Matson, Johnny L. TI The relationship between autism spectrum disorders and anxiety: The moderating effect of communication SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 324 EP 329 DI 10.1016/j.rasd.2010.04.015 PD JAN-MAR 2011 PY 2011 AB Communication skills have been shown to have differing effects on levels of anxiety depending on whether or not a child has an autism spectrum disorder (ASD) or is typically developing. This article examined whether or not communication deficits differentially affect children with ASD compared to those without ASD. Ninety-nine children with autistic disorder (n = 33), Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS; n = 33), and no diagnosis (n = 33) were examined using the Autism Spectrum Disorders Diagnostic for Children and Comorbidity for Children scales to determine their level of anxiety and degree of communication deficits. Results indicated that anxiety decreased as communication deficits increased for those with autistic disorder compared to those with PDD-NOS or no diagnosis; however, for those with PDD-NOS anxiety increased as communication deficits increased compared to those with no diagnosis. The importance and differential impact of communication deficits on anxiety for different groups is highlighted. (C) 2011 Elsevier Ltd. All rights reserved. TC 21 ZB 7 Z8 0 ZS 0 Z9 21 SN 1750-9467 UT WOS:000283953800035 ER PT J AU Inada, Naoko Koyama, Tomonori Inokuchi, Eiko Kuroda, Miho Kamio, Yoko TI Reliability and validity of the Japanese version of the Modified Checklist for autism in toddlers (M-CHAT) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 330 EP 336 DI 10.1016/j.rasd.2010.04.016 PD JAN-MAR 2011 PY 2011 AB Early detection and intervention is essential for children with autism spectrum disorders (ASD). Therefore, we examined the reliability and validity of the Japanese version of the Modified Checklist for autism in toddlers (M-CHAT), a 23-item, yes-no questionnaire regarding early autistic symptoms completed by parents of children at 18-24 months of age. Herein, the reliability of the M-CHAT was investigated for children 4-20 months of age. The M-CHAT score (the number of failed items) was found to be significantly correlated among 24 mother-father pairs (Pearson's r = .933), representing good inter-rater reliability. The test-retest reliability was satisfactory, with 22 mothers providing almost equal M-CHAT scores on two different occasions (r = .990). Significant correlations were observed between the M-CHAT score and the Childhood Autism Rating Scale-Tokyo version score in 25 two-year-old children (r = .581), indicating good concurrent validity. The M-CHAT score was significantly higher in 20 children later diagnosed with ASD compared with reference children (n = 1167), revealing sufficient discriminant validity. A short version of the M-CHAT using 9 items was proposed and effectively differentiated children with ASD from reference children. The efficacy of the Japanese version of the M-CHAT was demonstrated for first-level screening in the general population. (C) 2011 Elsevier Ltd. All rights reserved. TC 18 ZB 8 Z8 0 ZS 0 Z9 18 SN 1750-9467 UT WOS:000283953800036 ER PT J AU Ingersoll, Brooke Hambrick, David Z. TI The relationship between the broader autism phenotype, child severity, and stress and depression in parents of children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 337 EP 344 DI 10.1016/j.rasd.2010.04.017 PD JAN-MAR 2011 PY 2011 AB This study examined the relationship between child symptom severity, parent broader autism phenotype (BAP), and stress and depression in parents of children with ASD. One hundred and forty-nine parents of children with ASD completed a survey of parenting stress, depression, broader autism phenotype, coping styles, perceived social support, and child symptom severity. Parents reported elevated parenting stress and depression relative to normative samples. A path analysis indicated that both child symptom severity and parent BAP were positively correlated with these outcomes. The relationship between BAP and the outcome measures was partially mediated by maladaptive coping and social support and the relationship between child symptom severity and outcomes was partially mediated by social support. (C) 2011 Elsevier Ltd. All rights reserved. RI Ingersoll, Brooke/A-9117-2012 TC 23 ZB 12 Z8 0 ZS 0 Z9 23 SN 1750-9467 UT WOS:000283953800037 ER PT J AU Ben Itzchak, Esther Zachor, Ditza A. TI Who benefits from early intervention in autism spectrum disorders? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 345 EP 350 DI 10.1016/j.rasd.2010.04.018 PD JAN-MAR 2011 PY 2011 AB Research in autism spectrum disorders (ASD) described individual differences in response to intervention. This study explored child and parental characteristics at baseline that predict outcomes in adaptive skills and acquisition of cognitive gains. Seventy-eight children aged 15-35 months diagnosed with ASD by standardized diagnostic tools were included. Evaluations of verbal and non-verbal abilities, adaptive skills and autism severity were obtained at pre-intervention (T1) and after one year of intervention (T2). At T2, children improved significantly in their verbal ability and the severity of autism symptoms was reduced. Outcome in adaptive skills was best predicted by baseline verbal ability and maternal age. Better verbal ability especially in those with severe autism symptoms, and older maternal age predicted better adaptive skills outcome. T1 autism severity, child's age and maternal age and educational attainment best predicted cognitive gains. Less severe autism symptoms, younger child's age at start of intervention, older maternal age and higher maternal education predicted greater cognitive gains with intervention. The study suggests biological factors including age, language abilities and autism severity and environmental factors including maternal age and education, impact the ability to benefit from early intervention in ASD. (C) 2011 Elsevier Ltd. All rights reserved. TC 11 ZB 2 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000283953800038 ER PT J AU Gillis, Jennifer M. Callahan, Emily H. Romanczyk, Raymond G. TI Assessment of social behavior in children with autism: The development of the Behavioral Assessment of Social Interactions in Young Children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 351 EP 360 DI 10.1016/j.rasd.2010.04.019 PD JAN-MAR 2011 PY 2011 AB There are a limited number of assessments available to examine social skills deficits in young children with Autism Spectrum Disorders (ASDs). The Behavioral Assessment of Social Interactions in Young Children (BASYC) was developed as a direct assessment of social deficits in young children with ASD relative to children without ASD. The BASYC is a semi-structured assessment designed to be administered by clinicians and teachers working with children with a possible ASD. The purpose of this study was to determine whether the BASYC discriminates social behaviors between children with and without ASD. There were 77 participants (n = 48 children with ASD; n = 29 children without ASD) in this study. Scores on the BASYC significantly predict group membership. Sensitivity and specificity of the BASYC was .977 and .871, respectively. Item discrimination indices revealed that the majority of items on the Social Responsivity scale discriminated well between groups; however, this was not the case for the Social Initiation scale. Although additional research is required, the BASYC is currently an instrument that is easy to administer, discriminates well between children with and without ASD based on social behaviors and may assist in goal planning and monitoring of social skills treatment progress. (C) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 1 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000283953800039 ER PT J AU Meltzer, Lisa J. TI Factors associated with depressive symptoms in parents of children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 361 EP 367 DI 10.1016/j.rasd.2010.05.001 PD JAN-MAR 2011 PY 2011 AB Parents of children with autism spectrum disorders (ASDs) have higher rates of depressive symptoms than parents of typically developing (TD) children or parents of children with other developmental disorders. The purpose of this study was to examine child and parent sleep as factors associated with depressive symptoms in parents of children with ASDs. Participants included 34 families (17 ASD, 17 TD, 17 mothers and 11 fathers per group). Both objective sleep quantity (actigraphy) and subjective sleep quality were obtained, along with measures of parent depressive symptoms and child daytime behavior. Child sleep quantity was a significant predictor of maternal depressive symptoms, controlling for group and child behavior. Fathers sleep quality was a significant predictor of paternal depressive symptoms, controlling for child behavior and child sleep disturbances. This study suggests that along with child behavior, parent and child sleep variables are associated with parental depressive symptoms. Future studies should continue to use a multi-method measurement approach for sleep, and interventions that target child sleep should include parent sleep and parent daytime functioning as outcome variables. (C) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 5 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000283953800040 ER PT J AU Aljunied, Mariam Frederickson, Norah TI Cognitive indicators of different levels of special educational support needs in autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 368 EP 376 DI 10.1016/j.rasd.2010.05.002 PD JAN-MAR 2011 PY 2011 AB Potential cognitive indicators of the level of special educational needs (SEN) were investigated in 52 children with autism. Two general indicators (intelligence quotient and cognitive modifiability) and three specific indicators (theory of mind, executive functioning and central coherence) were evaluated for their ability to discriminate three groups of children requiring different levels of special education support. General intelligence, cognitive modifiability and theory of mind each contributed significantly to the discrimination of the three groups. Only theory of mind was found to significantly discriminate children with autism in mainstream schools who did not receive additional support from those in schools for mild special needs where additional social-behavioral support was provided. Only intelligence was found to discriminate children in special schools for mild as opposed to moderate special needs, where additional support was provided for both learning and social-behavioral needs. These findings support the role of theory of mind in relation to social-behavioral difficulties in autism and suggest its value as an indicator of SEN in making timely decisions about the type of support required by children with this diagnosis. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000283953800041 ER PT J AU Helverschou, Sissel Berge Martinsen, Harald TI Anxiety in people diagnosed with autism and intellectual disability: Recognition and phenomenology SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 377 EP 387 DI 10.1016/j.rasd.2010.05.003 PD JAN-MAR 2011 PY 2011 AB Anxiety seems to occur frequently in individuals with autism, but varying prevalence estimates indicate uncertainties in identifying anxiety, especially in those with intellectual disability (ID). The present study explores the recognition of anxiety symptoms and aims to provide suggestions for the assessment of anxiety in individuals with autism and ID. Two separate samples, a community sample of 62 individuals and a clinical sample of 9 individuals, were assessed with anxiety items from a screening checklist. Each item's scores were analyzed. In addition, in the clinical sample, checklist results were compared with clinical assessments. The results indicate that anxiety can be recognized by symptoms similar to those in non-autistic individuals, but signs of physiological arousal seem difficult to recognize in this population. The results imply inclusion of general adjustment problems in order to identify individuals with anxiety problems by using a checklist. For diagnostic purposes, the use of an individual anxiety assessment seems indicated. (C) 2011 Elsevier Ltd. All rights reserved. TC 7 ZB 4 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000283953800042 ER PT J AU Weeden, Marc Poling, Alan TI Identifying reinforcers in skill acquisition studies involving participants with autism: Procedures reported from 2005 to 2009 SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 388 EP 391 DI 10.1016/j.rasd.2010.05.004 PD JAN-MAR 2011 PY 2011 AB This study examined the methods reportedly used to identify reinforcers in 97 skill acquisition studies involving people with autism published from 2005 through 2009. Results indicated that 32 of the 97 studies (33%) provided such information. Interviews with persons familiar with participants (e.g., parents, teachers) were the most-used techniques, followed in order by asking participants what they preferred, observing participants in their natural environment, and conducting formal preference assessments. Although effective reinforcers appear to have been used in each of the studies, the failure of many articles to describe how those stimuli were identified may make it difficult for practitioners and researchers to replicate the interventions. Future publications would benefit from the inclusion of clear and detailed specifications of the procedures used to isolate reinforcers. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000283953800043 ER PT J AU Lau, Winnie Peterson, Candida C. TI Adults and children with Asperger syndrome: Exploring adult attachment style, marital satisfaction and satisfaction with parenthood SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 392 EP 399 DI 10.1016/j.rasd.2010.06.001 PD JAN-MAR 2011 PY 2011 AB Asperger syndrome (AS) is a disorder resembling autism in its problems with social interaction and cognitive flexibility. Today, a number of adults with AS marry and rear children. Yet there has been little research into the quality of their marital and parental relationships. This study explored romantic attachment style, marital satisfaction and parenthood satisfaction in 157 Australian men and women. There was a focal group 22 married adults with a clinically-confirmed AS diagnosis whose child also had AS and three neuro-typical adult control groups: (a) those whose spouse and child had AS, (b) those whose child had AS but spouse did not, and (c) those with no AS family members. Marital satisfaction was high in all four groups. Respondents who had AS themselves were predominantly insecurely avoidant in romantic attachment, in contrast to predominantly securely attachment in all other groups. Having a child with AS reduced parental (though not marital) satisfaction but there was no additional independent contribution of own or spouse's AS. Methodological and practical implications of the findings were considered. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000283953800044 ER PT J AU Yamasaki, Takao Fujita, Takako Ogata, Katsuya Goto, Yoshinobu Munetsuna, Shinji Kamio, Yoko Tobimatsu, Shozo TI Electrophysiological evidence for selective impairment of optic flow perception in autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 400 EP 407 DI 10.1016/j.rasd.2010.06.002 PD JAN-MAR 2011 PY 2011 AB People with autism spectrum disorder (ASD) often show inferior global motion performance with superior performance in detail form perception, suggesting dysfunction of the dorsal visual stream. To elucidate the neural basis of impaired global motion perception in ASD, we measured psychophysical threshold and visual event-related potentials (ERPs) with a 128-channel system in 12 ASD and 12 healthy control adults. Radial optic flow (OF) and horizontal motion (HO) were used as the visual stimuli. The former was related to the ventro-dorsal stream formed by the inferior parietal lobule, while the latter was conveyed from the dorso-dorsal stream formed by the superior parietal lobule. No significant group differences were observed in the motion thresholds for both OF and HO. N170 and P200 were elicited as major components of ERPs in both groups. However, the latencies of both components for OF but not HO were significantly prolonged in ASD compared with the control group. Our ERP results suggest that ASD has a selective impairment for OF processing even though the psychophysical thresholds are preserved. Therefore, we provide the first electrophysiological evidence for altered function of the higher-level dorsal visual stream in ASD, specifically the ventro-dorsal stream closely related to OF perception. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 2 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000283953800045 ER PT J AU Muratori, Filippo Apicella, Fabio Muratori, Pietro Maestro, Sandra TI Intersubjective disruptions and caregiver-infant interaction in early Autistic Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 408 EP 417 DI 10.1016/j.rasd.2010.06.003 PD JAN-MAR 2011 PY 2011 AB The objective of this study was to describe intersubjective attitudes in infants who are later diagnosed with autism and to provide information about caregiver's behaviors during early spontaneous interactions. Interactive sequences from 42 home-movies (HM) from the first 18 months of life of three groups of children - non-regressive Autistic Disorder (AD; n. 15), Mental Retardation (MR; n. 12), or Typical Development (TD; n. 15) - were organized in three semester of age (T1: T2; T3) and analyzed through the Infant and Caregiver Behavior Scale (ICBS) using the Observer 4.0 (R). Rate and duration of ICBS items were explored at each time by Anova with group as between factor. Discriminant analysis was also used. TD, compared to both AD and MR, had higher score at T1 on the duration of 'Syntony', and at T2 on 'Accepting invitation' and 'Maintaining social engagement'. At T2 'Orienting to name' d7/10/2010ifferentiates TD from AD. At T3 some items differentiate TD from AD while on other items AD shows significant lower scores compared to MR. 'Regulation down' is able to correctly identify between AD and MR both at T1 and at T3. In AD there is a progressive disruption of the temporal structure of moments of interpersonal exchange. Difficulties in intersubjective behaviors are sensitive at an early age and become specific after the first birthday. The less amount of caregiver's 'regulation down' is discussed in relation of the infant's lack of spontaneous intersubjective acts. (C) 2011 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000283953800046 ER PT J AU Matson, Johnny L. Kozlowski, Alison M. TI The increasing prevalence of autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 418 EP 425 DI 10.1016/j.rasd.2010.06.004 PD JAN-MAR 2011 PY 2011 AB Undoubtedly, one of the most frequently studied conditions in the field of mental health today is the autism spectrum disorders (ASD). One of the most controversial topics with respect to this population is the prevalence of this spectrum of disorders. The number of cases has risen dramatically, and various hypotheses have been put forward to explain this phenomenon. Among the most frequently addressed possibilities are expanded diagnostic criteria, more awareness of the disorder, diagnosis at earlier ages, and the recognition that ASD is a lifelong condition. The current paper is a review of the extant literature on this topic. Current status of prevalence research is reviewed and conclusions about the current state of the research are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 83 ZB 22 Z8 0 ZS 1 Z9 84 SN 1750-9467 UT WOS:000283953800047 ER PT J AU Matson, Johnny L. Boisjoli, Jessica A. Hess, Julie A. Wilkins, Jonathan TI Comorbid psychopathology factor structure on the Baby and Infant Screen for Children with aUtIsm Traits-Part 2 (BISCUIT-Part 2) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 426 EP 432 DI 10.1016/j.rasd.2010.06.005 PD JAN-MAR 2011 PY 2011 AB Autism Spectrum Disorders (ASD) is a topic receiving great attention from researchers and clinicians in the field. However, many of these studies focus on children or adults, with research on infants and toddlers evincing ASD being virtually non-existent. Even more scant is information pertaining to the assessment of symptoms of comorbid psychopathology in this young population. Nonetheless, it is essential to identify comorbid conditions in addition to the symptoms associated with the core features of ASD. Building on the effectiveness of early intervention with children with ASD, comprehensive evaluations and individualized treatment goals are necessary and may enhance treatment efficacy. The Baby and Infant Screen for Children with aUtIsm Traits-Part 2 (BISCUIT-Part 2) is a new assessment, specifically designed to examine symptoms of psychopathology in infants and toddlers with ASD. The purpose of this study was twofold. First, the factor structure of the BISCUIT-Part 2 was established. Second, group differences in the endorsement of symptoms of psychopathology were examined between infants and toddlers with and without ASD. (C) 2011 Elsevier Ltd. All rights reserved. TC 19 ZB 7 Z8 0 ZS 0 Z9 19 SN 1750-9467 UT WOS:000283953800048 ER PT J AU Cihak, David F. TI Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 433 EP 441 DI 10.1016/j.rasd.2010.06.006 PD JAN-MAR 2011 PY 2011 AB This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules while the third participant made slightly faster progress with the video based schedule. The positive outcomes for both interventions are discussed in the context of practitioners' need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner. (C) 2011 Elsevier Ltd. All rights reserved. TC 15 ZB 4 Z8 0 ZS 0 Z9 15 SN 1750-9467 UT WOS:000283953800049 ER PT J AU Young, Deidra Bebbington, Ami de Klerk, Nick Bower, Carol Nagarajan, Lakshmi Leonard, Helen TI The relationship between MECP2 mutation type and health status and service use trajectories over time in a Rett syndrome population SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 442 EP 449 DI 10.1016/j.rasd.2010.06.007 PD JAN-MAR 2011 PY 2011 AB This study aimed to investigate the trajectories over time of health status and health service use in Rett syndrome by mutation type. Data were obtained from questionnaires administered over 6 years to 256 participants from the Australian Rett Syndrome Database. Health status (episodes of illness and medication load) and health service use (general practitioner and specialist visits and hospital stays) were summarized into composite scores with principal component analysis. Linear and mixed regression models examined effects of mutation type and other variables on these scores over time. For some mutations (such as p.R255X and p.R168X) health status was poorer at a younger age and improved over time, while for p.R133C it was better at a younger age and deteriorated with time. For those with p.R133C health service use was lowest at a younger age and highest at 25 years. With other mutations, such as p.R255X, p.R270X, p.R294X. C terminal and p.R306C, health service use was higher at a younger age, but dropped off considerably by 25 years of age. Health service use generally declined in parallel with deterioration in health status, although this pattern differed by mutation type, demonstrating important variability in the course of Rett syndrome. (C) 2011 Elsevier Ltd. All rights reserved. RI Leonard, Helen/A-1010-2013 OI Leonard, Helen/0000-0001-6405-5834 TC 7 ZB 4 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000283953800050 ER PT J AU Koyama, Tomonori Kamio, Yoko Inada, Naoko Inokuchi, Eiko TI Maternal age at childbirth and social development in infancy SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 450 EP 454 DI 10.1016/j.rasd.2010.06.008 PD JAN-MAR 2011 PY 2011 AB Difficulties in social communication are not necessarily observed only in individuals with autism spectrum disorders (ASD), and there are many subclinical cases in the general populations. Although advanced parental age at childbirth has often been considered a possible risk factor of ASD, it might contribute to poor social functioning in children, rather than to ASD itself. This study examined whether advanced maternal age at childbirth and obstetric factors were associated with atypical social development in infancy. At free health check-ups for children aged 18 months conducted in Munakata city, Japan, 1460 children (729 males) were assessed using the Japanese version of the Modified Checklist for Autism in Toddlers CM-CHAT). Adjusted odds ratio showed that children of mothers aged >= 35 years at childbirth were 2.22 (95% confidence intervals, 1.39-3.55) times more likely to fail on the M-CHAT (failing three or more items) compared with the reference group (aged <= 29). Although most mothers will have toddlers that fall in the typical range on this measure of social development, clinicians should pay more attention to early social development of children, especially for lateborn babies, and should be more sensitive to their potential needs so as to provide appropriate advice and support for their caregivers. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000283953800051 ER PT J AU Farran, Emily K. Branson, Amanda King, Ben J. TI Visual search for basic emotional expressions in autism; impaired processing of anger, fear and sadness, but a typical happy face advantage SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 455 EP 462 DI 10.1016/j.rasd.2010.06.009 PD JAN-MAR 2011 PY 2011 AB Facial expression recognition was investigated in 20 males with high functioning autism (HFA) or Asperger syndrome (AS), compared to typically developing individuals matched for chronological age (TD CA group) and verbal and non-verbal ability (TD V/NV group). This was the first study to employ a visual search, "face in the crowd" paradigm with a HFA/AS group, which explored responses to numerous facial expressions using real-face stimuli. Results showed slower response times for processing fear, anger and sad expressions in the HFA/AS group, relative to the TD CA group, but not the TD V/NV group. Reponses to happy, disgust and surprise expressions showed no group differences. Results are discussed with reference to the amygdala theory of autism. (C) 2011 Elsevier Ltd. All rights reserved. RI Farran, Emily/F-6382-2010 TC 8 ZB 5 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000283953800052 ER PT J AU Vanvuchelen, Marleen Roeyers, Herbert De Weerdt, Willy TI Development and initial validation of the Preschool Imitation and Praxis Scale (PIPS) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 463 EP 473 DI 10.1016/j.rasd.2010.06.010 PD JAN-MAR 2011 PY 2011 AB The goal of this study was to develop and subsequently evaluate the internal construct and criterion-related validity of the Preschool Imitation and Praxis Scale (PIPS). Different task characteristics were selected considered to be important as unravelled in research in apraxic adults to tap a broad range of possible imitation mechanisms. Participants included 498 children without disabilities (1-4.9 years) and 47 children with autism spectrum disorders (ASD) (1.9-4.5 years). Exploratory factor analysis disclosed 4 dimensions in the scale, labelled: goal directed versus non-goal directed procedural imitation and single versus sequential bodily imitation. Internal consistency for the PIPS scale (alpha = .97) and subscales was high (cc ranged from .79 to .96). In both samples, the PIPS scale score was strongly related to age (r = .78, respectively r = .56). Significant relationships between the PIPS score and mental, language, motor ages in the ASD sample supported criterion-related validity (r ranged from .59 to .74). The PIPS appears to have fundamentally sound psychometric characteristics, although more research is needed. (C) 2011 Elsevier Ltd. All rights reserved. TC 10 ZB 3 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000283953800053 ER PT J AU Mayes, Susan Dickerson Calhoun, Susan L. Murray, Michael J. Ahuja, Meesha Smith, Laura A. TI Anxiety, depression, and irritability in children with autism relative to other neuropsychiatric disorders and typical development SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 474 EP 485 DI 10.1016/j.rasd.2010.06.012 PD JAN-MAR 2011 PY 2011 AB Maternal ratings of anxiety, depression, and irritability were analyzed in 1390 children (6-16 years of age), including 233 children with high functioning autism (HFA, IQ >= 80), 117 children with low functioning autism (LFA, IQ < 80), 187 typical children, and 853 children with other disorders. As a group, children with HFA were characterized as irritable and anxious, and children with LFA and ADHD-combined type were irritable only. Children with anxiety disorders were anxious only. Children with major depression or dysthymic disorder were depressed and irritable. Elevated levels of irritability, anxiety, or depression were not found in ADHD-inattentive type, mental retardation, brain injury, or typical development. The frequency of parent reported anxiety symptoms was similar for children with an anxiety disorder and HFA, though some symptoms were more severe in children with anxiety disorders. Children with depression had more frequent and more severe depressive symptoms than children with HFA. Mothers of 54% of children with HFA and 42% with LFA reported depressed mood in their children. Percentages were higher for anxiety (79% and 67%) and irritability (88% and 84%). These remarkably high percentages justify routinely assessing all children with autism for depression, anxiety, and irritability. (C) 2011 Elsevier Ltd. All rights reserved. TC 40 ZB 18 Z8 2 ZS 0 Z9 42 SN 1750-9467 UT WOS:000283953800054 ER PT J AU Han, Yvonne M. Y. Leung, Winnie Wing-man Wong, Chun Kwok Lam, Joseph M. K. Cheung, Mei-Chun Chan, Agnes S. TI Lymphocyte subset alterations related to executive function deficits and repetitive stereotyped behavior in autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 486 EP 494 DI 10.1016/j.rasd.2010.06.013 PD JAN-MAR 2011 PY 2011 AB Increasing evidence suggests that immunological factors are involved in the pathogenesis of autism spectrum disorders (ASD). The present study examined whether immunological abnormalities are associated with cognitive deficits in children with ASD. Eighteen high-functioning (HFA) and 19 low-functioning (LFA) children with ASD, aged 8-17 years, were assessed on cognitive functioning using IQ tests and executive functions tests including the Five Point test, Children Color Trail-making Test, D2 Test of Concentration, Tower of California Test; Hong Kong List Learning Test, and Go/No-Go test. They were also assessed on autoimmune symptoms, reported by their parents; and immunological measures including T lymphocytes (CD3+), B lymphocytes (CD19+), T helper lymphocytes (CD3+CD4+), suppressor/cytotoxic T lymphocytes (CD3+CD8+), and natural killer (NK) cells (CD-3CD16+ and/or CD56+). LFA children showed greater deficits in executive functions as well as higher levels of total lymphocyte, T lymphocyte and suppressor/cytotoxic T lymphocyte levels than HFA children (all p < 0.05). Their executive functions were also significantly associated with the three lymphocyte levels (all p < 0.05). These findings support the notion that altered immune functions may act on the neural tissues of individuals with ASD, which in turn leads to their cognitive dysfunctions. (C) 2011 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 1 ZS 0 Z9 5 SN 1750-9467 UT WOS:000283953800055 ER PT J AU Hodgetts, Sandra Magill-Evans, Joyce Misiaszek, John TI Effects of weighted vests on classroom behavior for children with autism and cognitive impairments SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 495 EP 505 DI 10.1016/j.rasd.2010.06.015 PD JAN-MAR 2011 PY 2011 AB This randomized controlled single-case study investigated the effects of weighted vests for 10 children with autism in a classroom setting. Blinded observers rated targeted behaviors through video taken during structured table-top activities typically part of the classroom routine. Blinded teachers rated each child's behavior with the Conners' Global Index following each phase of the study. Unblinded educational aides provided subjective feedback about the effects of weighted vest. Objective data provided evidence to support the use of weighted vests to decrease off-task behavior for some participants. Weighted vests did not improve sitting in any participant. Subjectively, all aides reported that weighted vests were effective in improving classroom behaviors in all participants at least some of the time. All teachers and aides reported that weighted vests were appropriate modalities to use in the classroom and wanted to continue using weighted vests following the study. Some children benefited from the weighted vests; however, effects were not strong or consistent across participants. Weighted vests may be a component of intervention for some children with autism, but the results do not support the use of weighted vests in isolation to improve attention to task or sitting in children with autism in the classroom setting. (C) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 1 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000283953800056 ER PT J AU Dixon, Dennis R. Tarbox, Jonathan Najdowski, Adel C. Wilke, Arthur E. Granpeesheh, Doreen TI A comprehensive evaluation of language for early behavioral intervention programs: The reliability of the SKILLS Language Index SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 506 EP 511 DI 10.1016/j.rasd.2010.06.016 PD JAN-MAR 2011 PY 2011 AB Early intensive behavioral intervention (EIBI) is a well-established treatment for children with autism spectrum disorders (ASD) and is thus widely recommended. However, the content of EIBI programs presumably varies considerably and may not always be tailored to the individual strengths and deficits of each child. Few assessment tools exist (and none have been psychometrically evaluated) which attempt to identify appropriate targets for treatment in EIBI programs. The current study evaluated the reliability of the subscales of the SKILLS Language Index, an assessment tool for EIBI programs. Results demonstrated excellent internal consistency, inter-rater, and test-retest reliability. (C) 2011 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000283953800057 ER PT J AU Fava, Leonardo Strauss, Kristin TI Cross-setting complementary staff- and parent-mediated Early Intensive Behavioral Intervention for young children with autism: A research-based comprehensive approach SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 512 EP 522 DI 10.1016/j.rasd.2010.06.017 PD JAN-MAR 2011 PY 2011 AB Although, recent reviews and outcome research support empirical evidence for Early Intensive Behavior Intervention in University and community settings, research has also indicated that not all intensive behavioral service provisions are equally effective. Therefore, it was necessary to comprehend key variables that are common to empirically validated programs. This paper provides a research-based comprehensive EIBI model which has been recently implemented in Italy. Important components include post-diagnostic provision, complementary treatment in clinical setting by professionals and parent-mediated in the child's natural environment, treatment based on applied behavior analysis-verbal behavior, staff and parent training, as well as evaluation of progress. (C) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 4 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000283953800058 ER PT J AU Lin, Jin-Ding Lin, Lan-Ping Sung, Chang-Lin Wu, Jia-Ling TI Aged and dependency ratios among autism, intellectual disability and other disabilities: 10-year trend analysis SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 523 EP 528 DI 10.1016/j.rasd.2010.06.018 PD JAN-MAR 2011 PY 2011 AB Dependency ratios are useful as general indicators of future economic and social health. The present paper focuses on the description of dependency ratios and over time change in different kind of disability which include autism, intellectual disability, vision, hearing, and limb impairments. We analyzed data mainly from the public web-access information which collected by the Taiwan MOI. We analyzed the national register data in two ways for 2000-2009: the Disabled Population by Aged and Grade and the Taiwan General Population by Age, to examine the dependent ratios in disabilities. The dependency ratio measures the percentage of dependent people (not of working age)/number of people of working age (economically active), and it is decomposed into the child dependency ratio, the aged dependency ratio and index of aging. The results found the aged dependency ratios in general or disabled population were significantly increased in 2000-2009. Vision, hearing and limb disabilities had the higher aging index in all disabilities. Intellectual disability and autistic cases were relatively younger age population than other disabilities. However, the trend test revealed that child dependency ratio in autism decrease significantly as the identified case number increase during the past 10 years. Many reasons were discussed in the context of the trend changes. Finally, the results highlights that the increasing dependency ratio trends revealed that we are facing an aging population, the social security system need to provide for a significantly older and non-working population. The future study should consider the indicators such as the number of people receiving disability benefits or the use of disability-adjusted life years, they would provide more accurate for tracking dependency in the society. (C) 2011 Elsevier Ltd. All rights reserved. TC 3 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000283953800059 ER PT J AU Quigley, Shawn P. Peterson, Lloyd Frieder, Jessica E. Peterson, Stephanie TI Effects of a weighted vest on problem behaviors during functional analyses in children with Pervasive Developmental Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 529 EP 538 DI 10.1016/j.rasd.2010.06.019 PD JAN-MAR 2011 PY 2011 AB Weighted vests are a specific form of Sensory Integration Therapy (SIT)(Honaker, 2005a) that are intended to help individuals resolve sensory related issues thereby decreasing the symptoms (e.g., hyperness, lack of attention, etc.) of the sensory issue and are also often recommended as an intervention for problem behaviors exhibited by children with Pervasive Developmental Disorders (PDD). The effects of 5% and 10% total body weight vests on problem behaviors in children with PDD were investigated during functional analysis conditions (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994). Though results indicated there was no functional relationship between the SIT of 5% or 10% weighted vests and participants' problem behaviors, a further analysis indicated there was a functional relationship between the problem behavior and the operant-based intervention of functional communication training. Thus, though the problem behaviors appeared to be unresponsive to SIT(i.e., weighted vests) these same problem behaviors could be altered with interventions that have been grounded in rigorous, empirical scientific research findings. (C) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 1 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000283953800060 ER PT J AU Mehtar, Mohamad Mukaddes, Nahit Motavalli TI Posttraumatic Stress Disorder in individuals with diagnosis of Autistic Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 539 EP 546 DI 10.1016/j.rasd.2010.06.020 PD JAN-MAR 2011 PY 2011 AB Although children and adolescents with developmental disabilities are said to have higher risks of abuse than those without, trauma and Posttraumatic Stress Disorder (PTSD) are little examined in those diagnosed with Autistic Spectrum Disorders (ASDs). Our study aims to assess trauma types, prevalence, risk factors and symptoms: and PTSD in individuals with diagnosis of ASD. Participants were 69 children and adolescents (53 males, 16 females) who were consecutively followed-up at our clinic and met DSM-IV criteria for ASD. Assessment was done using semi-structured interview forms. 18 had trauma history and 12 were diagnosed with PTSD. Witnessing or being a victim of accidents/disasters/violence was the most common type of trauma. Interestingly, the rate of sexual and/or physical abuse was less than in the general population. Trauma history and PTSD rates were higher in girls than boys. Deterioration in social and communicative abilities, increase in stereotypes, aggression, distractibility, sleep disorders, agitation, hyperactivity, self-injury, and loss of self-care skills were the most common symptoms detected following trauma. These results underscore the importance of detailed assessment of behavioral and emotional problems in this group by ruling out any trauma history at periods which might otherwise be misdiagnosed as an exacerbation of symptoms of ASD. (C) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 2 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000283953800061 ER PT J AU Takahashi, Kosuke Yamamoto, Jun'ichi Noro, Fumiyuki TI Stimulus pairing training in children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 547 EP 553 DI 10.1016/j.rasd.2010.06.021 PD JAN-MAR 2011 PY 2011 AB In early training for children with autism spectrum disorders (ASDs), matching-to-sample (MTS) tasks are widely used to teach various language and cognitive skills. However, some problems in conducting MTS training for children with developmental disabilities are also recognized. In this study, we examined the effectiveness of stimulus pairing training as a training procedure for children with ASDs. Two boys with ASDs participated in this study. During the stimulus pairing training trial, the children observed only two corresponding stimuli were paired successively. Participant's learning as a result of stimulus pairing training was assessed by MTS tests, which were conducted immediately after the training. In this study, visual-visual and visual-auditory stimulus relations were trained in stimulus pairing training. As a result, both participants could learn the stimulus relations by stimulus pairing training. The effectiveness and efficiency of the pairing training procedure and some issues to be considered in applying this procedure for children with ASDs are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 5 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000283953800062 ER PT J AU Kuroda, Miho Wakabayashi, Akio Uchiyama, Tokio Yoshida, Yuko Koyama, Tomonori Kamio, Yoko TI Determining differences in social cognition between high-functioning autistic disorder and other pervasive developmental disorders using new advanced "mind-reading" tasks SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 554 EP 561 DI 10.1016/j.rasd.2010.06.022 PD JAN-MAR 2011 PY 2011 AB Deficits in understanding the mental state of others ("mind-reading") have been well documented in individuals with pervasive developmental disorders (PDD). However, it is unclear whether this deficit in social cognition differs between the subgroups of PDD defined by the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. In this study, PDD was divided into high-functioning autistic disorder (HFA) (n = 17) and other PDD (n = 11) consisting of Asperger's disorder (n = 8) and PDD-NOS (n = 3), and differences in mind-reading ability was examined between the two clinical groups and controls (n = 50) using a new advanced naturalistic task consisting of short scenes from a TV drama showing communication in social situations. The task was divided into visual and auditory tasks to investigate which modality was more valuable for individuals with PDD to understand the mental state of others. The results suggest that social cognition differs significantly between individuals with HFA and those with other PDD, with no difference being found between those with other PDD and controls. Neither the auditory or visual modality was found to be dominant in subjects with PDD in the mind-reading task. Taken together, complex mind-reading tasks appear to be effective for distinguishing individuals with HFA from those with other PDD. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000283953800063 ER PT J AU Wang, Shin-Yi Cui, Ying Parrila, Rauno TI Examining the effectiveness of peer-mediated and video-modeling social skills interventions for children with autism spectrum disorders: A meta-analysis in single-case research using HLM SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 562 EP 569 DI 10.1016/j.rasd.2010.06.023 PD JAN-MAR 2011 PY 2011 AB Social interaction is a fundamental problem for children with autism spectrum disorders (ASD). Various types of social skills interventions have been developed and used by clinicians to promote the social interaction in children with ASD. This meta-analysis used hierarchical linear modeling (HLM) to examine the effectiveness of peer-mediated and video-modeling approaches, the two approaches that are most commonly used for social skills training of children with ASD. The two approaches, with the average effect size of 1.27 (peer-mediated approach: mean = 1.3, 95% CL = 1.10-1.50, N = 9; video-modeling approach: mean = 1.22, 95% CL = 0.65-1.78, N = 5) were found to significantly and equally improve the social performance of children with ASD. In addition, age functioned as a significant moderator in the effectiveness of the intervention. Implications of the results and limitations of this study are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 23 ZB 6 Z8 0 ZS 0 Z9 23 SN 1750-9467 UT WOS:000283953800064 ER PT J AU Lin, Jin-Ding Sung, Chang-Lin Lin, Lan-Ping Hsu, Shang-Wei Chien, Wu-Chien Su, Sui-Lung Wu, Jia-Ling TI Ten-year trend analysis of autism severity: A nationwide population-based register study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 570 EP 574 DI 10.1016/j.rasd.2010.06.024 PD JAN-MAR 2011 PY 2011 AB The severity of autism spectrum disorder was strongly related to the education and service outcome. Without a clear profile of autistic population and its change, efforts to understand its nature and improve the quality of service or education will be impossible. The present study aims to describe the over time reported rate of autism severity based on a nationwide population-based 10 years register data in Taiwan. We obtained the national register data-the Disabled Population by Aged and Grade and the Taiwan General Population by Age to examine the overtime trend change of autism severity from 2000 to 2009. Results showed that the reported prevalence of autistic cases significantly increased from 0.93 to 3.96 per 10,000 population in 2000-2009. The group of mild disability grade was significant increasing from 33.4% to 56.2% in percentage of four disability levels in the year of 2000 and 2009, the other groups were decreasing percentage significantly at the same period (p < 0.001 in linear trend tests). However, the gender difference in the number of autism in all disability severity needed to be measured in the future study. The study highlights that it is needed to measure the effect of autism severity on the healthcare and education needs in the near future, to improve the quality service for people with autism spectrum disorder. (C) 2011 Elsevier Ltd. All rights reserved. TC 5 ZB 2 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000283953800065 ER PT J AU Fabio, Rosa Angela Oliva, Patrizia Murdaca, Anna Maria TI Systematic and emotional contents in overselectivity processes in autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 575 EP 583 DI 10.1016/j.rasd.2010.07.001 PD JAN-MAR 2011 PY 2011 AB A deficit in social interaction, along with restricted interests and impaired communication, is one of the core features of autism spectrum disorder (ASD) (American Psychiatric Association - DSM IV-TR, 2002). Also a deficit in empathy has been repeatedly described in individuals with autism spectrum disorder and, more in depth, in their unaffected relatives. The aim of this study is to verify the extreme male brain theory (EMB) of autism (Baron-Cohen, 2002, 2006, 2009) according to which the autistic subjects show an "extreme male brain", focusing their choices on systematic contents rather than on emotional ones. 10 autistic children and 10 mental age-matched children had to choose individual target stimuli and to recognize these contents individually. The participants correctly select the individual target stimuli. Moreover, the results are partially in agreement with Baron-Cohen theory, autistic subjects are able to recognize systematic stimuli as well as the emotional ones, but they were slower to select them. Partially consistent with previous studies on autism, implications of the study's findings are discussed in terms of Baron-Cohen's theory. Future studies need to examine more advanced prospective relating the construct of overselectivity to working memory and executive function across developmental stage. (C) 2011 Published by Elsevier Ltd. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000283953800066 ER PT J AU Fujiwara, Takeo Okuyama, Makiko Funahashi, Keiichi TI Factors influencing time lag between first parental concern and first visit to child psychiatric services in children with autism spectrum disorders in Japan SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 584 EP 591 DI 10.1016/j.rasd.2010.07.002 PD JAN-MAR 2011 PY 2011 AB The early assessment of autism spectrum disorders (ASDs) is important to improving patient outcomes, allowing family members to prepare for and cope with symptoms, and assisting in plans for appropriate educational opportunities. However, little is known about factors that influence the time lag between the parents' first concerns and the first visit to a hospital that offers child psychiatric service. We investigated factors associated with the time lag between the first parental concern and the first visit to a hospital that offers child psychiatric services, among children in Japan with ASDs. A questionnaire was distributed to caregivers of ASD children, through child psychiatrists who work at 16 leading hospitals in child psychiatric services in Japan (N = 1513). We found that a younger child age, a caregiver's lack of knowledge of whom to consult when first concerned about symptoms, and the typically indirect means of attaining services (especially without a referral) each heightened the odds of there being a longer time lag. Visiting another institution, and then going to a hospital that offers child psychiatric services without a referral, was a typical scenario that often led to such time lags. A national health policy to facilitate a referral system that coordinates hospitals that offer child psychiatric services with other medical institutions, the health sector, the welfare sector, and educational institutions is needed, to promote the timely provision of child psychiatric services. (C) 2011 Elsevier Ltd. All rights reserved. TC 7 ZB 1 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000283953800067 ER PT J AU Perry, Adrienne Cummings, Anne Geier, Jennifer Dunn Freeman, Nancy L. Hughes, Susan Managhan, Tom Reitzel, Jo-Ann Williams, Janis TI Predictors of outcome for children receiving intensive behavioral intervention in a large, community-based program SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 592 EP 603 DI 10.1016/j.rasd.2010.07.003 PD JAN-MAR 2011 PY 2011 AB This study reports on predictors of outcome in 332 children, aged 2-7 years, enrolled in the community-based Intensive Behavioral Intervention (IBI) program in Ontario, Canada. Data documenting children's progress were reported in an earlier publication (Perry et al., 2008). The present paper explores the degree to which four predictors (measured at intake to IBI) are related to children's outcomes: age at entry, IQ, adaptive scores, and autism severity. Outcome variables examined include: post-treatment scores for: autism severity, adaptive behavior, cognitive level, rate of development in IBI, and categorical progress/outcomes (seven subgroups). All four types of predictors were related to children's outcomes, although initial cognitive level was the strongest predictor. In addition, two subgroups of the sample are examined further. Children who were most successful in the program and achieved average functioning had higher developmental levels at intake, were considerably younger than the rest of the children, and were in treatment longer than children in other outcome categories. Children who were least successful in the program and made essentially no progress did not differ appreciably from the remainder of the group. Implications of these results for decision-making are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 23 ZB 9 Z8 0 ZS 0 Z9 23 SN 1750-9467 UT WOS:000283953800068 ER PT J AU Kuzmanovic, Bojana Schilbach, Leonhard Lehnhardt, Fritz-Georg Bente, Gary Vogeley, Kai TI A matter of words: Impact of verbal and nonverbal information on impression formation in high-functioning autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 604 EP 613 DI 10.1016/j.rasd.2010.07.005 PD JAN-MAR 2011 PY 2011 AB Clinical intuition and resent research (Senju et al., 2009) suggests that adults with high-functioning autism (HFA) are able to use explicit verbal information but fail to react upon subtle nonverbal cues in order to understand others and navigate social encounters. In order to investigate the relative influence of different domains of socially relevant information in HFA as compared to matched controls, we used verbal and nonverbal stimuli as a basis for an interpersonal impression formation task. Results demonstrated a reduced sensitivity to nonverbal cues in individuals with HFA when consideration of conflicting information from the different domains was required, although HFA participants could well evaluate nonverbal stimuli in isolation. Thus, in a more complex experimental setting nonverbal information had a comparably weak impact on the impression formation confirming that social processing is preferentially based on verbal information in HFA. (C) 2011 Elsevier Ltd. All rights reserved. RI Schilbach, Leonhard/G-5832-2010; Vogeley, K/E-4860-2012 OI Schilbach, Leonhard/0000-0001-5547-8309; Vogeley, K/0000-0002-5891-5831 TC 13 ZB 9 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000283953800069 ER PT J AU Mehzabin, Prianka Stokes, Mark A. TI Self-assessed sexuality in young adults with High-Functioning Autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 614 EP 621 DI 10.1016/j.rasd.2010.07.006 PD JAN-MAR 2011 PY 2011 AB The literature has revealed that autistic persons of all ages show an interest in sexuality and relationships, but the poor social and communication skills found among those with autism hinders the experience of this. Unfortunately, most research to date in this domain has relied exclusively upon parental or caregiver reports. Thus there remains a need for research to be undertaken in this area based on direct reports from autistic individuals. We hypothesised that compared to Typically Developing (TD) persons, persons with High-Functioning Autism (HFA) would reveal lesser levels of sexual experience, lower levels of sexual and social behaviour, and less understanding of privacy on various subscales of the Sexualised Behaviour Scale. The results of this present study supported the hypothesis on all scales except Privacy and Sexualised Behaviour. Overall, compared to TD individuals, HFA individuals engaged in fewer social behaviours, had less sex education and fewer sexual experiences, had more pronounced concerns for the future, and showed similar levels of privacy knowledge and public sexualised behaviour. These findings suggest a need for specialised sex education programs for autistic populations; further, since social behaviour was significantly lower for autistic individuals and future concerns were higher, this suggests that sex education programs need to incorporate education about social rules to enhance social communication and understanding. (C) 2011 Elsevier Ltd. All rights reserved. TC 11 ZB 4 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000283953800070 ER PT J AU Sanna, Kuusikko-Gauffin Eira, Jansson-Verkasalo Alice, Carter Rachel, Pollock-Wurman Katja, Jussila Marja-Leena, Mattila Jukka, Rahko Hanna, Ebeling David, Pauls Irma, Moilanen TI Face memory and object recognition in children with high-functioning autism or Asperger syndrome and in their parents SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 622 EP 628 DI 10.1016/j.rasd.2010.07.007 PD JAN-MAR 2011 PY 2011 AB Children with Autism Spectrum Disorders (ASDs) have reported to have impairments in face, recognition and face memory, but intact object recognition and object memory. Potential abnormalities, in these fields at the family level of high-functioning children with ASD remains understudied despite, the ever-mounting evidence that ASDs are genetic and highly heritable disorders. Recent studies indicate also that face perception is heritability ability, thus impairments in facial memory may be, inherited from parents with or without ASD symptoms. We studied 45 high-functioning children with, ASD (M = 11.5 years) and 26 of their parents as well as 70 control community children (M = 12.4 years), and 73 of their parents. Three subtests of the Developmental Neuropsychological Evaluation (NEPSY), were administered. Results indicate that younger children with ASD (<11.9 years old) had poorer, facial memory than their control counterparts and that the facial memory improves with age in, children with ASD. Adolescents with ASD (>11.9 years) performed better than their community, counterparts in visual object recognition. Parents of children with ASD share weakness in facial, memory ability and strength in visual object recognition with their children. Thus, families with, HFA/AS may benefit interventions of social cognition and attentional strategy. (C) 2011 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000283953800071 ER PT J AU Summers, Jay Tarbox, Jonathan Findel-Pyles, Rachel S. Wilke, Arthur E. Bergstrom, Ryan Williams, W. Larry TI Teaching two household safety skills to children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 629 EP 632 DI 10.1016/j.rasd.2010.07.0013 PD JAN-MAR 2011 PY 2011 AB Appropriate reactions to potentially hazardous situations may help prevent children from incurring injury or abduction. However, children with autism and other developmental disorders may not develop safety skills without explicit intervention. This study used a simple behavioral skills training package for teaching children with autism to respond in a safe manner to doorbells and to the presence of household cleaning chemicals. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000283953800072 ER PT J AU de Alba, Mario J. Gaspar Bodfish, James W. TI Addressing parental concerns at the initial diagnosis of an autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 633 EP 639 DI 10.1016/j.rasd.2010.07.009 PD JAN-MAR 2011 PY 2011 AB The core deficits in autism spectrum disorders (ASDs) include socialization, communication, and the presence of repetitive, stereotypical interests and behaviors. In addition to these core problems the autism spectrum includes a variety of possible developmental delays, intellectual disabilities, medical issues, and co-morbid psychiatric disorders. As each child may present with a unique set of difficulties, it may be difficult for clinicians to adequately address each families concerns at the time of diagnosis. The object of this study was to assess what problems were of foremost important to parents at the time of their child's ASD diagnosis and to determine how well they felt those concerns were addressed during the diagnostic process. Four-hundred and thirty-eight parents of children with an ASD completed web-based surveys collecting demographic information and assessing areas of concern and how well those concerns were addressed at diagnosis. At the time of diagnosis, core deficits were of most important to respondents but were considered well addressed only about half of the time. Also important was discussing information about treatments options with the diagnosing clinician. Clinicians could better address the core deficits in autism and their treatment options at the time they make an ASD diagnosis. (C) 2011 Elsevier Ltd. All rights reserved. TC 11 ZB 3 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000283953800073 ER PT J AU Kodak, Tiffany Fisher, Wayne W. Clements, Andrea Bouxsein, Kelly J. TI Effects of computer-assisted instruction on correct responding and procedural integrity during early intensive behavioral intervention SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 640 EP 647 DI 10.1016/j.rasd.2010.07.011 PD JAN-MAR 2011 PY 2011 AB Computer-assisted instruction (CAI) is used to teach a variety of skills to children with developmental disabilities. However, it remains unclear whether CAI or direct instruction from a therapist produces better learning outcomes. In addition, no studies have evaluated the ease of training therapists to implement CAI versus direct instruction. In the first experiment, the current study compared acquisition of mastered and unmastered targets during generalization training with CAI or one-on-one instruction with a child diagnosed with autism. Although correct responding was similar across CAI and one-on-one instruction, independent responding was higher during CAI. In the second experiment, we compared procedural integrity during teaching trials conducted either via CAI or one-on-one instruction by three inexperienced therapists. The therapists read a protocol and asked questions prior to implementation of the instructional trials. Results indicated that each therapist implemented CAI with 90-100% accuracy by the second session, whereas procedural integrity levels were 60% or lower during one-on-one instruction. The advantages of using CAI to promote independent responding during generalization training and procedural integrity for inexperience therapists are discussed. (C) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 1 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000283953800074 ER PT J AU Le Sourn-Bissaoui, Sandrine Caillies, Stephanie Gierski, Fabien Motte, Jacques TI Ambiguity detection in adolescents with Asperger syndrome: Is central coherence or theory of mind impaired? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 648 EP 656 DI 10.1016/j.rasd.2010.07.012 PD JAN-MAR 2011 PY 2011 AB The aim of this study was to investigate the role of central coherence skills and theory of mind competences in ambiguity detection in adolescents with Asperger syndrome (AS). We sought to pinpoint the level at which AS individuals experience difficulty detecting semantic ambiguity and identify the factors that account for their problems. We hypothesized that this difficulty could be related to a second-order false-belief misunderstanding and/or a weak central coherence (WCC). To test this hypothesis, we conducted an experiment investigating the processing of ambiguous idiomatic expressions (Caillies & Le Sourn-Bissaoui, 2006, 2008). Participants also performed a second-order false-belief task (Baron-Cohen, 1989) and Rey-Osterrieth Complex Figure test. Ten adolescents with AS and 10 typically developing controls matched for age, sex and verbal IQ took part in the study. Results indicated that the individuals with AS had greater difficulty in detecting ambiguity than the controls and that this difficulty could be partially related to a WCC or to second-order false-belief misunderstanding. The findings are discussed in the light of the multiple deficits account and the role of executive functions. (C) 2011 Elsevier Ltd. All rights reserved. TC 8 ZB 5 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000283953800075 ER PT J AU Pan, Chien-Yu TI The efficacy of an aquatic program on physical fitness and aquatic skills in children with and without autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 657 EP 665 DI 10.1016/j.rasd.2010.08.001 PD JAN-MAR 2011 PY 2011 AB This study evaluated the efficacy of a 14-week aquatic program on physical fitness and aquatic skills for children with autism spectrum disorders (ASD) and their siblings without a disability. Children with ASD (n = 15) and their siblings (n = 15), between 7 and 12 years (8.55 +/- 2.19 years) participated. In the first 14-week phase, 14 children (group A: ASD, n = 7; siblings, n = 7) received the aquatic program while 16 children (group B; ASD, n = 8; siblings, n = 8) did not. The arrangement was reversed in the second phase of another 14 weeks. Both groups continued their regular treatments/activities throughout the study. Improvements were seen in aquatic skills and physical fitness components except subtest body composition for group A and group B subsequent to aquatic program. The results provide evidence that intervention can be developed to promote motor skills and physical fitness components for children with ASD and their siblings. (C) 2011 Elsevier Ltd. All rights reserved. TC 6 ZB 2 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000283953800076 ER PT J AU Stevens, Colleen Sidener, Tina M. Reeve, Sharon A. Sidener, David W. TI Effects of behavior-specific and general praise, on acquisition of tacts in children with pervasive developmental disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 666 EP 669 DI 10.1016/j.rasd.2010.08.003 PD JAN-MAR 2011 PY 2011 AB Although behavior-specific praise is commonly recommended for use in clinical and educational settings for individuals with autism, only one study was found that compared the effects of behavior-specific praise and general praise with individuals with developmental disabilities. The purpose of the current study was to evaluate the effects of behavior-specific and general praise on the acquisition, generalization, and maintenance of tacts in two children with autism. Results indicated negligible differences between tokens only, behavior-specific praise plus tokens, and general praise plus tokens conditions. (C) 2011 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000283953800077 ER PT J AU Shillingsburg, M. Alice Valentino, Amber L. Bowen, Crystal N. Bradley, Danielle Zavatkay, Dana TI Teaching children with autism to request information SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 5 IS 1 BP 670 EP 679 DI 10.1016/j.rasd.2010.08.004 PD JAN-MAR 2011 PY 2011 AB Question asking behavior, or requesting information, is often deficient in children with autism and can prove challenging to teach. Currently, there exists a paucity of research regarding the types of teaching strategies that are effective in teaching children with autism this crucial skill. The purpose of the present study was to examine strategies to teach two children with autism to request information using "when?: "who?," "where?," and "which?" Results indicated successful acquisition and maintenance of all 'wh' questions. Generalization to untaught scenarios within the same request form was observed more quickly when a general response topography was taught than when a specific response topography was taught. The applied value of the current findings is discussed as well as areas for future research. (C) 2011 Elsevier Ltd. All rights reserved. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000283953800078 ER PT J AU Brown, Hilary K. Ouellette-Kuntz, Helene Hunter, Duncan Kelley, Elizabeth TI Assessing need in school-aged children with an autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 539 EP 547 DI 10.1016/j.rasd.2009.12.009 PD OCT-DEC 2010 PY 2010 AB The assessment of support needs of children with an autism spectrum disorder and their families has been hindered by the ambiguity surrounding the definition of need and the lack of a conceptual framework to guide investigations. This paper examines two major approaches to measuring need and discusses their appropriateness for use in autism. We focus on school-aged children, because of the relative lack of research in this area and the challenges of measuring need in children with an autism spectrum disorder in this age group. A conceptual framework, which explores parents' perceived need, is proposed. We suggest that the child's adaptive skills and challenging behaviors will be important in predicting the extent of the parent's perceived unmet need. (C) 2010 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000280343500001 ER PT J AU Leonard, Helen Dixon, Glenys Whitehouse, Andrew J. O. Bourke, Jenny Aiberti, Karina Nassar, Natasha Bower, Carol Glasson, Emma J. TI Unpacking the complex nature of the autism epidemic SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 548 EP 554 DI 10.1016/j.rasd.2010.01.003 PD OCT-DEC 2010 PY 2010 AB The etiology of autism spectrum disorders is unknown but there are claims of increasing prevalence in many countries. Despite more than a decade of epidemiological investigation, it is still unclear whether the rising trend in prevalence reflects a true increase or changes in diagnostic trends and improvements in case ascertainment. This paper discusses changes in diagnostic criteria, decreasing age at diagnosis, improved case ascertainment, diagnostic substitution, and social and cultural influences on the overall effects on prevalence, including the role of an ASD diagnosis as a gateway to funding. The evidence suggests that the increased prevalence of autism spectrum disorder can be partly supported by each of these factors, but remains largely unquantified due to a variety of other global and local factors. The question of how much of a real increase in prevalence has occurred remains crucially important to understand the classification, epidemiology and etiology of autism spectrum disorders but can only be answered if controlling these other factors. (C) 2010 Elsevier Ltd. All rights reserved. RI Glasson, Emma/H-5339-2013; Leonard, Helen/A-1010-2013 OI Glasson, Emma/0000-0003-3996-9049; Leonard, Helen/0000-0001-6405-5834 TC 18 ZB 10 Z8 0 ZS 0 Z9 18 SN 1750-9467 UT WOS:000280343500002 ER PT J AU Schroeder, Jessica H. Desrocher, Mary Bebko, James M. Cappadocia, M. Catherine TI The neurobiology of autism: Theoretical applications SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 555 EP 564 DI 10.1016/j.rasd.2010.01.004 PD OCT-DEC 2010 PY 2010 AB Autism spectrum disorders (ASD) are complex neurological disorders characterized by heterogeneity in skills and impairments. A variety of models have been developed to describe the disorders and a wide range of brain processes have been implicated. This review attempts to integrate some of the consistent neurological findings in the research with three of the dominant models of core deficits of ASDs: the weak central coherence model, the theory of mind model, and the mirror neuron system model. A review of the literature suggests that the cerebellum and the frontal lobes may be implicated in all three of the models, while the temporal lobe is associated with the theory of mind model and the mirror neuron model. In particular, the theory of mind model and the mirror neuron system model both implicate the inferior frontal gyrus and the superior temporal sulcus. This review indicates that each model appears to be heavily substantiated by neurological research, suggesting that each may capture important aspects of ASDs. (C) 2010 Elsevier Ltd. All rights reserved. TC 12 ZB 8 Z8 0 ZS 1 Z9 13 SN 1750-9467 UT WOS:000280343500003 ER PT J AU Lang, Russell Koegel, Lynn Kern Ashbaugh, Kristen Regester, April Ence, Whitney Smith, Whitney TI Physical exercise and individuals with autism spectrum disorders: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 565 EP 576 DI 10.1016/j.rasd.2010.01.006 PD OCT-DEC 2010 PY 2010 AB Studies involving physical exercise and individuals with autism spectrum disorders (ASD) were reviewed. Systematic search procedures identified 18 studies meeting predetermined inclusion criteria. These studies were evaluated in terms of: (a) participant characteristics, (b) type of exercise, (c) procedures used to increase exercise, (d) outcomes, and (e) research methodology. Across the corpus of studies, exercise was implemented with 64 participants with ASD aged 3-41 years. A variety of exercise activities were employed (e.g., jogging, weight training, bike riding). Following the exercise interventions decreases in stereotypy, aggression, off-task behavior and elopement were reported. Fatigue was not likely the cause of decreases in maladaptive behavior because on-task behavior, academic responding, and appropriate motor behavior (e.g., playing catch) increased following physical exercise. Results suggest that programs for individuals with ASD may benefit from including components designed to incorporate regular and specific types of physical activity. Areas in need of further research are discussed. (C) 2010 Elsevier Ltd. All rights reserved. RI van Lent, Laurence/G-5298-2010 OI van Lent, Laurence/0000-0002-9354-0932 TC 26 ZB 8 Z8 0 ZS 0 Z9 26 SN 1750-9467 UT WOS:000280343500004 ER PT J AU Makrygianni, Maria K. Reed, Phil TI A meta-analytic review of the effectiveness of behavioural early intervention programs for children with Autistic Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 577 EP 593 DI 10.1016/j.rasd.2010.01.014 PD OCT-DEC 2010 PY 2010 AB The effectiveness of behavioural intervention programs for children with Autistic Spectrum Disorders was addressed by a meta-analysis, which reviewed 14 studies. The findings suggest that the behavioural programs are effective in improving several developmental aspects in the children, in terms of their treatment gains, and also relative to eclectic-control programs in the same studies. Factors that were found to be correlated with the effectiveness of the behavioural programs were the intensity and the duration of the programs, the parental training, as well as the age and the adaptive behaviour abilities of the children at intake. The review showed that the high intensity of the programs is correlated with better gains in some developmental domains. Moreover, the high adaptive behaviour abilities and the young age of the children are also related with better progress the children have in some specific domains. (C) 2010 Elsevier Ltd. All rights reserved. RI Moriana, Juan Antonio/B-4268-2008 TC 63 ZB 13 Z8 0 ZS 0 Z9 63 SN 1750-9467 UT WOS:000280343500005 ER PT J AU O'Connor, Anne B. Healy, Olive TI Long-term post-intensive behavioral intervention outcomes for five children with Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 594 EP 604 DI 10.1016/j.rasd.2009.12.002 PD OCT-DEC 2010 PY 2010 AB Research clearly indicates that early intensive behavioral intervention is an effective intervention for young children with Autism Spectrum Disorder (ASD). However little is known about the longitudinal development of these children. The purpose of this study was to examine the outcomes for a number of children with ASD following intensive behavioral interventions (IBI) prior to full-time integration in a mainstream setting having made significant gains following IBI. IQ Adaptive Behavior Composites, Autism Index Scores, emotional and behavioral profiles and measures of parental perceived stress were obtained. Findings were mixed with some participants maintaining the gains they had made following IBI and others not. Results are presented and discussed with implications for future research outlined. (C) 2010 Elsevier Ltd. All rights reserved. TC 11 ZB 2 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000280343500006 ER PT J AU Inada, Naoko Kamio, Yoko Koyama, Tomonori TI Developmental chronology of preverbal social behaviors in infancy using the M-CHAT: Baseline for early detection of atypical social development SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 605 EP 611 DI 10.1016/j.rasd.2009.12.003 PD OCT-DEC 2010 PY 2010 AB This study aimed to identify the age of emergence and subsequent order of preverbal social behaviors, which have not yet been fully clarified. This was accomplished using 16 items of social behaviors extracted from the Modified Checklist for Toddlers with Autism (M-CHAT). The Japanese version of the M-CHAT was completed voluntarily by the parents of 318 infants aged 8-20 months. The 16 social behaviors can be divided roughly into three behavior sets based on the age at which 75% of the answers to the corresponding items were positive: the first set of 6 items emerged before 8 month old; the second set of 6 items, did between 11 and 12 month old; and the third set of 4 items, did after 15 month old. In addition, the subsequent order and synchrony among items were determined: Imitation, Point following, and Attracting parent's attention emerged earlier than Pretend play and Imperative/Declarative pointing in the second set; further, Gaze following and Social reference emerged earlier than Bringing objects to show and Functional play in the third set. This study provides an evidence-based developmental chronology of a wide range of preverbal social behaviors, which can serve as a baseline for assessing atypical social development in infants. (C) 2009 Elsevier Ltd. All rights reserved. TC 7 ZB 2 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000280343500007 ER PT J AU Nyden, Agneta Niklasson, Lena Stahlberg, Ola Anckarsater, Henrik Dahlgren-Sandberg, Annika Wentz, Elisabet Rastam, Maria TI Adults with Asperger syndrome with and without a cognitive profile associated with "non-verbal learning disability." A brief report SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 612 EP 618 DI 10.1016/j.rasd.2009.12.004 PD OCT-DEC 2010 PY 2010 AB Asperger syndrome (AS) and non-verbal learning disability (NLD) are both characterized by impairments in motor coordination, visuo-perceptual abilities, pragmatics and comprehension of language and social understanding. NLD is also defined as a learning disorder affecting functions in the right cerebral hemisphere. The present study investigates if individuals with AS and a cognitive profile consistent with NLD (i.e. verbal IQ> performance IQ) would also have other problems inherent in NLD, visual memory and attention, reading/writing ability and arithmetic in the presence of preserved verbal memory and attention. Forty-four individuals with AS were assessed with a battery of neuropsychological tests. Reading/writing and arithmetic abilities were investigated. Education and global social adaptive levels were studied. Very few AS participants, even though with NLD cognitive profile showed problems with any of the neurocognitive abilities or academic achievements. However, all had poor global social adaptive functioning and few had paid employment, regardless of their cognitive profile. The present study suggests that AS and NLD are two different conditions even though some individuals in both groups have the verbal IQ> performance IQ profile that has been proposed to be typical of both AS and NLD. (C) 2010 Published by Elsevier Ltd. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000280343500008 ER PT J AU Banda, Devender R. Hart, Stephanie L. Liu-Gitz, Lan TI Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 619 EP 625 DI 10.1016/j.rasd.2009.12.005 PD OCT-DEC 2010 PY 2010 AB This study was conducted to increase peer-to-peer social skills using direct instruction and peer training in two elementary students with autism spectrum disorders in inclusion settings. The participants and their non-disabled peers were trained to initiate and respond to each other during center time, academic activities. We used a multiple-baseline design across participants to determine the effects of the intervention. Increased initiations and responses in all participants were noted. Implications for practice and research are discussed. (C) 2009 Elsevier Ltd. All rights reserved. TC 12 ZB 5 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000280343500009 ER PT J AU Matson, Johnny L. Neal, Daniene TI Differentiating communication disorders and autism in children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 626 EP 632 DI 10.1016/j.rasd.2009.12.006 PD OCT-DEC 2010 PY 2010 AB The diagnosis of autism and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS), particularly in young children has become a top priority in the fields of mental health and education. Core symptoms include rituals and stereotypies, social skills deficits, and problems in communication. Considerable overlap exists in symptoms for autism spectrum disorders and communication disorders. As a result, distinguishing between these two conditions is one of the most difficult aspects of the assessment enterprise. However, being able to differentially diagnose these two disorders has important implications for the treatment and management of these conditions. This paper provides an overview and critical analysis of these disorders, how they are differentiated, and the specific impact correct diagnosis can have on the selection and efficacy of interventions. (C) 2009 Elsevier Ltd. All rights reserved. TC 14 ZB 6 Z8 0 ZS 0 Z9 14 SN 1750-9467 UT WOS:000280343500010 ER PT J AU Matson, Johnny L. Mahan, Sara Hess, Julie A. Fodstad, Jill C. Neal, Daniene TI Convergent validity of the Autism Spectrum Disorder-Diagnostic for Children (ASD-DC) and Childhood Autism Rating Scales (CARS) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 633 EP 638 DI 10.1016/j.rasd.2009.12.007 PD OCT-DEC 2010 PY 2010 AB Previous studies analyzed the reliability as well as sensitivity and specificity of the Autism Spectrum Disorder-Diagnostic for Children (ASD-DC). This study further examines the psychometric properties of the ASD-DC by assessing whether the ASD-DC has convergent validity against a psychometrically sound observational instrument for Autistic Disorder. Thirty-seven children and adolescents, ages 3-14 years old were studied. Spearman's Rho was utilized to assess the convergent validity between the ASD-DC and the Childhood Autism Rating Scale (CARS). The ASD-DC and CARS total scores were compared. Additionally, the ASD-DC nonverbal communication, verbal communication, social relationships, and insistence on sameness/restricted interest factors were compared to the CARS items of nonverbal communication, verbal communication, relating to people, and adaptation to change. All correlation coefficients were statistically significant and ranged from .37 to .68, indicating that the ASD-DC demonstrated convergent validity against the CARS. Percent of correct classification was also computed for the ASD-DC and CARS as compared to diagnosis assigned for research purposes according to a checklist derived from the ICD-10 and DSM-IV criteria for autism spectrum disorders. On the ASD-DC, 76.5% correctly met cutoff for ASD and 95.0% were correctly classified as not meeting cutoff for an ASD. Of those meeting the cutoff on the CARS, 58.8% were correctly classified as having an ASD and 85.0% were correctly classified as not having ASD. (C) 2009 Elsevier Ltd. All rights reserved. TC 26 ZB 4 Z8 0 ZS 0 Z9 26 SN 1750-9467 UT WOS:000280343500011 ER PT J AU Bilgic, Ayhan Gurkan, Kagan Turkoglu, Serhat Akca, Omer Faruk Kilic, Birim Guenay Uslu, Runa TI Iron deficiency in preschool children with autistic spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 639 EP 644 DI 10.1016/j.rasd.2009.12.008 PD OCT-DEC 2010 PY 2010 AB Iron deficiency (ID) cause negative outcomes on psychomotor and behavioral development of infants and young children. Children with autistic spectrum disorders (ASD) are under risk for ID and this condition may increase the severity of psychomotor and behavioral problems, some of which already inherently exist in these children. In the present study, the frequency of ID and the association between ID and autistic symptoms, developmental level, and behavioral problems in preschool children attending a clinic for ASD (N = 31) were evaluated. No association was observed between ID and the severity of autistic symptoms, developmental level and behavioral problems. ID was detected in 32.3% (N = 10) of the children based on serum ferritin level. In this study, the negative impact of low serum ferritin in ASD has not been confirmed. On the other hand, the rate of ID was considerably high in this sample of children with ASD compared to normative data of preschool children. Further studies with larger samples are needed to clarify the relationship between ID and clinical variables associated with ASD. (C) 2009 Elsevier Ltd. All rights reserved. RI Bilgic, Ayhan/K-5936-2013 TC 4 ZB 3 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000280343500012 ER PT J AU Keen, Deb Pennell, Donna TI Evaluating an engagement-based preference assessment for children with Autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 645 EP 652 DI 10.1016/j.rasd.2009.12.010 PD OCT-DEC 2010 PY 2010 AB One method of conducting preference assessments with individuals who have autism involves measuring the time spent by the child engaging with various stimuli. Engagement is generally defined as showing interest in the stimulus but few studies have investigated the potential effects of the quality of engagement with the stimulus on reinforcer effectiveness. In this study, both the duration and quality of engagement were measured for four children with autism aged between 4 and 5 years who participated in a duration-based multiple stimulus with replacement preference assessment. Stimuli were classified into one of the following three categories based on duration and quality of engagement with each stimulus presented: no interest; interest and; active engagement. The relative reinforcing value of stimuli from each category was then investigated. Results showed that the quality of engagement with the stimulus did not predict the relative reinforcer effectiveness of the selected stimuli for any of the participants. For two children, the procedure was effective in differentiating stimuli classified as no interest and those with which the child had engaged, regardless of the quality of that engagement. The utility of an engagement-based preference assessment that also measures quality of engagement with stimuli as a means to guide selection of reinforcers for children with autism is discussed. (C) 2010 Elsevier Ltd. All rights reserved. TC 4 ZB 0 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000280343500013 ER PT J AU Papageorgiou, Vaya Kalyva, Efrosini TI Self-reported needs and expectations of parents of children with autism spectrum disorders who participate in support groups SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 653 EP 660 DI 10.1016/j.rasd.2010.01.001 PD OCT-DEC 2010 PY 2010 AB Many parents of children with autism spectrum disorders (ASD) participate in support groups, but very few studies have explored their motives to do so. The present study aims to explore the self-reported needs and expectations that parents express according to their gender and education and according to the age and gender of their child with ASD. The 299 parents (72 fathers and 227 mothers) of children who were diagnosed with ASD were aged from 27 to 60 years old (with mean age = 46 years and 8 months). They were asked to complete an anonymous open-ended questionnaire during one of their support group's meetings. The self-reported needs and expectations that parents expressed differed significantly according to their gender and education, as well as the age and gender of their child with ASD. These findings should be taken into consideration when organising and running support groups for parents of children with ASD. (C) 2010 Elsevier Ltd. All rights reserved. TC 9 ZB 1 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000280343500014 ER PT J AU Meirsschaut, Mieke Roeyers, Herbert Warreyn, Petra TI Parenting in families with a child with autism spectrum disorder and a typically developing child: Mothers' experiences and cognitions SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 661 EP 669 DI 10.1016/j.rasd.2010.01.002 PD OCT-DEC 2010 PY 2010 AB The parenting experiences of mothers in a family with a child with autism spectrum disorder (ASD) and a typically developing (TD) child were studied using a qualitative analysis of mothers' perceptions of the impact of autism on family and personal life. An additional quantitative comparison was performed to evaluate the effect of ASD on mothers' parenting cognitions about their other, TD child. Mothers differentiated clearly in parenting cognitions about their child with ASD and about their TD child. Strong associations were found between mothers' symptoms of stress and depression, and their parenting cognitions about both their children. To maximize intervention outcome, family interventionists should consider parenting experiences and should become aware of interfering maternal feelings and cognitions, such as guilt or low parental self-efficacy beliefs. (C) 2010 Elsevier Ltd. All rights reserved. TC 10 ZB 2 Z8 1 ZS 1 Z9 12 SN 1750-9467 UT WOS:000280343500015 ER PT J AU Weissman, Adam S. Bates, Marsha E. TI Increased clinical and neurocognitive impairment in children with autism spectrum disorders and comorbid bipolar disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 670 EP 680 DI 10.1016/j.rasd.2010.01.005 PD OCT-DEC 2010 PY 2010 AB Bipolar (BD) symptomatology is prevalent in children with autism spectrum disorders (ASD) and may lead to increased impairment. The current study compared clinical and neurocognitive impairment in children (7-13 years) diagnosed with ASD (n = 55), BD (n = 34), ASD + BD (n = 23), and a non-clinical control group (n = 27). Relative to the ASD group, the ASD + BD group reported elevated rates of aggression and delinquency, behavioral disorders, depression, obsessive-compulsive disorder, and suicidal ideation, and poorer performance on the Stroop Color-Word Test. Future research might address how best to improve diagnostic assessment and adapt treatment to meet the needs of this uniquely impaired population. (C) 2010 Elsevier Ltd. All rights reserved. TC 7 ZB 3 Z8 1 ZS 0 Z9 9 SN 1750-9467 UT WOS:000280343500016 ER PT J AU Cuvo, Anthony J. Godard, Anna Huckfeldt, Rachel DeMattei, Ronda TI Training children with autism spectrum disorders to be compliant with an oral assessment SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 681 EP 696 DI 10.1016/j.rasd.2010.01.007 PD OCT-DEC 2010 PY 2010 AB Little research has been conducted on teaching children with autism spectrum disorders to be compliant with dental procedures. This study evaluated a behavioral package to train children with autism spectrum disorders to be compliant with an 8 component oral assessment. After a dental hygienist performed an assessment pretest, noncompliance on steps of the assessment was targeted for training. A package of training procedures was implemented, including a preference assessment, priming DVD, various prompts, stimulus fading (i.e., fading in aversive stimuli), distracting stimuli, escape extinction, and differential reinforcement. Results showed the efficacy of the intervention procedures, maintenance of responding, and stimulus generalization of responses across examiners and from analog to in vivo settings. The study extends the generality of a model for the assessment and intervention of noncompliance to health care procedures by children with autism spectrum disorders. (C) 2010 Elsevier Ltd. All rights reserved. TC 9 ZB 3 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000280343500017 ER PT J AU Makrygianni, Maria K. Reed, Phil TI Factors impacting on the outcomes of Greek intervention programmes for children with autistic spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 697 EP 708 DI 10.1016/j.rasd.2010.01.008 PD OCT-DEC 2010 PY 2010 AB This study explored the best predictors of the progress of children with autistic spectrum disorders (ASD), on some developmental domains (autistic severity, language, communication and socialisation), which are related to the core features of ASD. Eighty-six children (2.5-14 years old) with ASD, from 10 schools in Greece, were included in the study, and their developmental progress was assessed over a period of 9 months. The data indicated that, apart from the factors related to the child (e.g., non-verbal IQ language, adaptive behaviour, autistic severity, behavioural problems at baseline, as well as the age that the child started treatment), which were correlated to the child's developmental progress, there are also factors in the child's environment that influence his or her developmental progress; the most important being the levels of parental stress, and the parents' abilities to discipline their child. These findings suggested that there are some factors (age that a child starts treatment, parental stress and parents' abilities to discipline their child) that the intervention programmes, the teachers and the parents could take into account, in order to enhance the children's gains. (C) 2010 Elsevier Ltd. All rights reserved. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000280343500018 ER PT J AU Spek, Annelies A. Wouters, Saskia G. M. TI Autism and schizophrenia in high functioning adults: Behavioral differences and overlap SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 709 EP 717 DI 10.1016/j.rasd.2010.01.009 PD OCT-DEC 2010 PY 2010 AB Several recent studies have demonstrated a genetical overlap between autism and schizophrenia. However, at a behavioral level it remains unclear which features can validly distinguish adults with autism from an adult schizophrenia group. To this end, the present study compared 21 individuals with the autistic disorder and 21 individuals with schizophrenia in self-reported features of autism and schizophrenia, as measured by the Autism-Spectrum Quotient (AQ) and the Schizotypal Personality Questionnaire (SPQ). The schizophrenia group was more likely to report positive symptoms and the adults with autism were more likely to report impairments in social skill. Overlap was found between the two groups in negative symptoms, disorganization, attention to detail and imagination. Thus, when discriminating between the two disorders, especially social skill and the presence of positive symptoms are relevant, whereas the presence of negative symptoms is not indicative. (C) 2010 Elsevier Ltd. All rights reserved. TC 8 ZB 3 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000280343500019 ER PT J AU Jeanson, Brigitte Thiessen, Carly Thomson, Kendra Vermeulen, Rhiannon Martin, Garry L. Yu, C. T. TI Field testing of the discrete-trials teaching evaluation form SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 718 EP 723 DI 10.1016/j.rasd.2010.01.010 PD OCT-DEC 2010 PY 2010 AB We assessed the reliability and validity of the discrete-trials teaching evaluation form (DTTEF), a 21-item checklist for assessing instructors conducting discrete-trials teaching (DTT). In Phase 1, six consultants in an applied behavior analysis program for children with autism rated the 21 components of the DTTEF with a mean of 6.2 on a 7-point scale, demonstrating high face validity. In Phase 2, two trained observers obtained high interobserver reliability using the DTTEF for live scoring of OTT sessions conducted by tutors and parents teaching a confederate who roleplayed a child with autism. In Phase 3, the DTTEF scores of the DTT performances of the tutors and parents before and after receiving training on DTT were significantly different. In Phase 4, the parents from the previous two phases gave high ratings to the DTTEF on a social validity questionnaire. In the last phase, the DTTEF evaluations of the DTT performances of parents from Phases 2 and 3 compared favorably to ratings of video clips of those performances by the expert consultants from Phase 1, demonstrating high concurrent validity. (C) 2010 Elsevier Ltd. All rights reserved. RI Yu, C.T./D-1731-2014 TC 4 ZB 0 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000280343500020 ER PT J AU Falkmer, Marita Larsson, Matilda Bjallmark, Anna Falkmer, Torbjorn TI The importance of the eye area in face identification abilities and visual search strategies in persons with Asperger syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 724 EP 730 DI 10.1016/j.rasd.2010.01.011 PD OCT-DEC 2010 PY 2010 AB Partly claimed to explain social difficulties observed in people with Asperger syndrome, face identification and visual search strategies become important. Previous research findings are, however, disparate. In order to explore face identification abilities and visual search strategies, with special focus on the importance of the eye area, 24 adults with Asperger syndrome and matched controls viewed puzzle pieced photos of faces, in order to identify them as one of three intact photos of persons. Every second puzzle pieced photo had the eyes distorted. Fixation patterns were measured by an eye tracker. Adults with Asperger syndrome had greater difficulties in identifying faces than controls. However, the entire face identification superiority in controls was found in the condition when the eyes were distorted supporting that adults with Aspergers syndrome do use the eye region to a great extent in face identification. The visual search strategies in controls were more effective and relied on the use of the 'face information triangle', i.e. the two eyes and the mouth, while adults with Asperger syndrome had more fixations on other parts of the face, both when obtaining information and during the identification part, suggesting a less effective use of the 'face information triangle'. (C) 2010 Elsevier Ltd. All rights reserved. TC 5 ZB 0 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000280343500021 ER PT J AU Palmen, Annemiek Didden, Robert Korzilius, Hubert TI Effectiveness of behavioral skills training on staff performance in a job training setting for high-functioning adolescents with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 731 EP 740 DI 10.1016/j.rasd.2010.01.012 PD OCT-DEC 2010 PY 2010 AB Few studies have focused on improving staff performance in naturalistic training settings for high-functioning adolescents with autism spectrum disorders. Behavioral skills training, consisting of group instruction and supervisory feedback, was used to improve staff performance on (a) providing positive reinforcement, (b) providing error correction, and (c) initiating opportunities for students to show the target response (i.e. asking for help). Also changes in students' target response and generalization of staff performance were evaluated. Data were collected in a multiple baseline design across three staff skills. There were improvements in all staff skills and changes in 'error correction' as a result of intervention were statistically significant. Improvements in staff skills were maintained over time. Effects of intervention on students' target responses and generalization of staff performance, however, were limited. Staff evaluated the intervention as effective and acceptable. Implications of the findings and suggestions for future research are discussed. (C) 2010 Elsevier Ltd. All rights reserved. TC 9 ZB 1 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000280343500022 ER PT J AU Matson, Johnny L. Hess, Julie A. Mahan, Sara Fodstad, Jill C. TI Convergent validity of the Autism Spectrum Disorder-Diagnostic for Children (ASD-DC) and Autism Diagnostic Interview-Revised (ADI-R) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 741 EP 745 DI 10.1016/j.rasd.2010.01.013 PD OCT-DEC 2010 PY 2010 AB The purpose of this paper was to further establish the validity of the Autism Spectrum Disorder-Diagnostic for Children (ASD-DC). The methodology consisted of testing the similarity of findings between the ASD-DC and the Autism Diagnostic Interview-Revised (ADI-R), which proved to be statistically significant for subscale content scores on social, communication, and rituals/insistence on sameness/restrictive interest subfactors. Secondly, the ASD-DC and ADI-R were compared to clinically derived diagnoses based on diagnostic interviews, rating scales, a DSM-IV/ICD-10 symptom checklist, observations of the child, clinical judgment, and an in-depth parent interview. Twenty-six children in the study met criteria for ASD while six did not. The ASD-DC correctly identified 73% of the ASD group and 67% of the controls, while the ADI-R correctly identified 46% of the ASD group and 100% of the controls. The implications of these data are discussed. (C) 2010 Elsevier Ltd. All rights reserved. TC 14 ZB 0 Z8 0 ZS 0 Z9 14 SN 1750-9467 UT WOS:000280343500023 ER PT J AU Hochhauser, Michal Engel-Yeger, Batya TI Sensory processing abilities and their relation to participation in leisure activities among children with high-functioning autism spectrum disorder (HFASD) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 746 EP 754 DI 10.1016/j.rasd.2010.01.015 PD OCT-DEC 2010 PY 2010 AB Children with autism may have atypical sensory processing abilities, which are known to impact child's performance and participation. However, lack of information exists regarding the expression of these abilities in specific groups on the spectrum, as children with high-functioning autism spectrum disorder (HFASD). This study aimed to characterize the sensory processing abilities of children with HFASD and examine their relationship to participation in leisure activities. Participants were 50 children aged 6-11 years: 25 children with HFASD and 25 with typical development. Sensory processing abilities were examined by the short sensory profile (SSP). Participation was assessed by the children's assessment of participation and enjoyment (CAPE). Children with HFASD had atypical sensory processing abilities. They also had lower participation in leisure activities expressed in limited range of activities, performed less often, mainly alone and at home. Their atypical sensory processing patterns were correlated with lower participation, specifically in social, physical and informal activities. In conclusion, children with HFASD may have atypical sensory processing abilities and restricted participation. Intervention should refer to each of these parameters and to the relationship between them in order to enable optimal inclusion of children with HFASD in society. (C) 2010 Elsevier Ltd. All rights reserved. TC 16 ZB 9 Z8 0 ZS 1 Z9 17 SN 1750-9467 UT WOS:000280343500024 ER PT J AU Garcia-Villamisar, Domingo Rojahn, Johannes Zaja, Rebecca H. Jodra, Marina TI Facial emotion processing and social adaptation in adults with and without autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 755 EP 762 DI 10.1016/j.rasd.2010.01.016 PD OCT-DEC 2010 PY 2010 AB Individuals with autism spectrum disorder (ASD) and individuals with intellectual disabilities without ASD have limited facial emotion recognition abilities, which may adversely impact social adjustment and other adaptive behavior. This study was designed to examine this relationship in adults with and without ASD. Two groups of adults with intellectual disability, one with a comorbid ASD (n = 19) and one without ASD (n = 28) completed two facial emotion tasks and two facial non-emotion tasks, each with two experimental paradigms (labeling and matching-to-sample). Social adaptation was measured with the Socialization, Living Skills, and Communication domains of the Vineland Adaptive Behavior Scales, interview edition (VABS; Sparrow, Balla, & Cicchetti, 1983). An ANCOVA with a repeated measures factor for the two tasks with IQ as the covariate found that ASD group scored significantly lower on both emotion and non-emotion facial processing tasks. Hierarchical multiple regression analyses showed that the association between facial emotion processing accuracy and the level of social adaptation was statistically significance for the ASD group only, and that only facial emotion processing accuracy was associated with social adaptation. Limitations of the study are discussed, explanations for the differential findings for the ASD and non-ASD groups are proposed, and implications for intervention are addressed. (C) 2010 Elsevier Ltd. All rights reserved. TC 10 ZB 4 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000280343500025 ER PT J AU Cihak, David F. Ayres, Kevin M. TI Comparing pictorial and video-modeling activity schedules during transitions for students with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 763 EP 771 DI 10.1016/j.rasd.2010.01.017 PD OCT-DEC 2010 PY 2010 AB This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules, one reach criteria slightly faster progress with the video based schedule, and the last participant reach criteria at the same rate using either schedule. The positive outcomes for both interventions are discussed in the context of practitioners need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner. (C) 2010 Published by Elsevier Ltd. TC 6 ZB 1 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000280343500026 ER PT J AU Eagle, Rose F. Romanczyk, Raymond G. Lenzenweger, Mark F. TI Classification of children with autism spectrum disorders: A finite mixture modeling approach to heterogeneity SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 772 EP 781 DI 10.1016/j.rasd.2010.02.001 PD OCT-DEC 2010 PY 2010 AB The heterogeneity found in autism and related disorders (i.e., "autism spectrum disorders") is widely acknowledged. Even within a specific disorder, such as Autistic Disorder, the range in abilities and clinical presentation is broad. The heterogeneity observed has prompted many researchers to propose subtypes beyond the commonly used DSM-IV-TR diagnoses. However, previous research has used analysis procedures that have significant limitations. This research examined the possible presence and structure of latent behavioral subgroups in young children. Multiple measures were utilized including direct observational measurement of social behavior. Finite mixture modeling analysis revealed evidence for two latent components or subgroups. The groups differed significantly on IQ receptive language, and social interactions, but not on autism symptom severity. The two groups did not differ by age or proportion of males or females, but differed in terms of diagnoses. Results are compared to existing models of subgroups in autism spectrum disorders, and discussed in terms of implications for future research and treatment. (C) 2010 Elsevier Ltd. All rights reserved. TC 10 ZB 5 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000280343500027 ER PT J AU Sato, Wataru Uono, Shota Okada, Takashi Toichi, Motomi TI Impairment of unconscious, but not conscious, gaze-triggered attention orienting in Asperger's disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 4 BP 782 EP 786 DI 10.1016/j.rasd.2010.02.002 PD OCT-DEC 2010 PY 2010 AB Impairment of joint attention represents the core clinical features of pervasive developmental disorders (PDDs), including autism and Asperger's disorder. However, experimental studies reported intact gaze-triggered attentional orienting in PDD. Since all previous studies employed supraliminal presentation of gaze stimuli, we hypothesized that individuals with PDD may be impaired not in conscious but in unconscious gaze-triggered attention shift. We tested the hypothesis in a group of Asperger's disorder (N = 12) and age- and gender-matched controls (N = 13), using a cueing paradigm with supraliminal and subliminal presentation of gaze cues. Under supraliminal conditions, the gaze cueing effect was evident in both groups. Under subliminal conditions, the Asperger group, unlike the control group, did not show the gaze cueing effect. These results indicate the impairment of unconscious, but not conscious, joint attention in Asperger's disorder, which may underlie some clinical findings of social malfunction in PDD. (C) 2010 Elsevier Ltd. All rights reserved. TC 6 ZB 0 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000280343500028 ER PT J AU Lo-Castro, Adriana Benvenuto, Arianna Galasso, Cinzia Porfirio, Cristina Curatolo, Paolo TI Autism spectrum disorders associated with chromosomal abnormalities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 319 EP 327 DI 10.1016/j.rasd.2009.10.006 PD JUL-SEP 2010 PY 2010 AB Autism spectrum disorders (ASDs) constitute a class of severe neurodevelopmental conditions with complex multifactorial and heterogeneous etiology. Despite high estimates of heritability, genetic causes of ASDs remain elusive, due to a high degree of genetic and phenotypic heterogeneity. So far, several "monogenic" forms of autism have been identified, including Rett syndrome, Fragile-X syndrome, and Tuberous Sclerosis, accounting only for a small part of ASDs cases. Further evidences for rare mutations in the etiology of ASDs come from cytogenetic studies. Traditional cytogenetic approaches have highlighted the high frequency of large chromosomal abnormalities (about 7% of patients) and, more recently, the advent of high-resolution oligonucleotide microarrays has made possible to screen genome-wide for structural changes. In this review, we describe less known chromosomal abnormalities reported in association with ASDs and provide some clues to neuropediatricians for a more specific diagnostic evaluation of patients with ASDs. (c) 2009 Elsevier Ltd. All rights reserved. TC 7 ZB 2 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000276959200001 ER PT J AU Mulloy, Austin Lang, Russell O'Reilly, Mark Sigafoos, Jeff Lancioni, Giulio Rispoli, Mandy TI Gluten-free and casein-free diets in the treatment of autism spectrum disorders: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 328 EP 339 DI 10.1016/j.rasd.2009.10.008 PD JUL-SEP 2010 PY 2010 AB This paper systematically reviews research on the effects of gluten-free and/or casein-free (GFCF) diets in the treatment of ASD. Database, hand, and ancestry searches identified 15 articles for review. Each study was analyzed and summarized in terms of (a) participants, (b) specifics of the intervention, (c) dependent variables, (d) results, and (e) certainty of evidence. Critical analysis of each study's methodological rigor and results reveal that the current corpus of research does not support the use of GFCF diets in the treatment of ASD. Given the lack of empirical support, and the adverse consequences often associated with GFCF diets (e.g., stigmatization, diversion of treatment resources, reduced bone cortical thickness), such diets should only be implemented in the event a child with ASD experiences acute behavioral changes, seemingly associated with changes in diet, and/or medical professionals confirm through testing the child has allergies or food intolerances to gluten and/or casein. (c) 2009 Elsevier Ltd. All rights reserved. TC 22 ZB 9 Z8 0 ZS 0 Z9 23 SN 1750-9467 UT WOS:000276959200002 ER PT J AU Matson, Johnny L. Kozlowski, Alison M. TI Autistic regression SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 340 EP 345 DI 10.1016/j.rasd.2009.10.009 PD JUL-SEP 2010 PY 2010 AB Autistic regression is one of the many mysteries in the developmental course of autism and pervasive developmental disorders not otherwise specified (PDD-NOS). Various definitions of this phenomenon have been used, further clouding the study of the topic. Despite this problem, some efforts at establishing prevalence have been made. The purpose of this review was to cover these topics in the context of topics such as descriptive symptoms, age of onset, effects on physical development and language, and discussions of research specific to etiology and treatment. Current status of the research on the topic and future directions are discussed. (c) 2009 Elsevier Ltd. All rights reserved. TC 11 ZB 3 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000276959200003 ER PT J AU Moree, Brittany N. Davis, Thompson E., III TI Cognitive-behavioral therapy for anxiety in children diagnosed with autism spectrum disorders: Modification trends SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 346 EP 354 DI 10.1016/j.rasd.2009.10.015 PD JUL-SEP 2010 PY 2010 AB Anxiety disorders have been found to be highly comorbid with autism spectrum disorders (ASDs). Even so. the identification and dissemination of empirically supported treatments for anxiety in adults or children who have ASD has lagged behind the larger evidence-based trend. This review examines the efficacy of cognitive-behavioral therapy as a treatment for anxiety in children who have an ASD and delineates and summarizes the trends in modifying efficacious cognitive-behavioral therapies for anxiety for use with those having an ASD. Limitations and recommendations for future research toward a standardized treatment model for anxiety in children are discussed. (c) 2009 Elsevier Ltd. All rights reserved. TC 37 ZB 12 Z8 0 ZS 0 Z9 37 SN 1750-9467 UT WOS:000276959200004 ER PT J AU Saint-Georges, Catherine Cassel, Raquel S. Cohen, David Chetouani, Mohamed Laznik, Marie-Christine Maestro, Sandra Muratori, Filippo TI What studies of family home movies can teach us about autistic infants: A literature review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 355 EP 366 DI 10.1016/j.rasd.2009.10.017 PD JUL-SEP 2010 PY 2010 AB The current study reviewed all prior studies conducted on family home movies of infants who would be later diagnosed with autism spectrum disorder (ASD). Out of 41 original reports found since 1975, we retained 18 studies (317 films, maximum), sorted according to their methodological design using a quality grid. In the first 2 years of life, signs that differentiated children with ASD from children with developmental delays were as follows: less of a response to their name, less looking at others, lower eye contact quality and quantity, less positive facial expression and intersubjective behaviors (e.g., showing shared attention). Studies focusing on regression confirmed the clinical validity of the phenomena. We conclude that findings from home movies studies along with prospective studies have created the bases for identification of infants and toddlers at risk of developing ASD before the 18-24-month period, despite early diagnosis of autism remains a complex challenge. (c) 2009 Elsevier Ltd. All rights reserved. TC 32 ZB 11 Z8 0 ZS 1 Z9 33 SN 1750-9467 UT WOS:000276959200005 ER PT J AU Rosales, Rocio Worsdell, April Trahan, Maranda TI Comparison of methods for varying item presentation during noncontingent reinforcement SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 367 EP 376 DI 10.1016/j.rasd.2009.10.004 PD JUL-SEP 2010 PY 2010 AB The purpose of the present investigation was to evaluate the relative effectiveness of three item presentation methods during noncontingent reinforcement (NCR). Four individuals with developmental disabilities and problem behavior maintained by automatic reinforcement were recruited for the study. Single-item stimulus preference assessments were conducted to identify a variety of preferred items associated with low levels of problem behavior. During the treatment analysis, a multielement design embedded within a reversal design was utilized, and the following NCR conditions were compared: (a) presenting preferred items one at a time, (b) presenting multiple items simultaneously, and (c) rotating single items after a predetermined time period. Results indicate that all three NCR presentations methods were effective in decreasing problem behavior, but the single-item condition resulted in the lowest levels of problem behavior for three of the four participants. Published by Elsevier Ltd. TC 5 ZB 0 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000276959200006 ER PT J AU Paynter, Jessica Peterson, Candida TI Language and ToM development in autism versus Asperger syndrome: Contrasting influences of syntactic versus lexical/semantic maturity SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 377 EP 385 DI 10.1016/j.rasd.2009.10.005 PD JUL-SEP 2010 PY 2010 AB Theory of mind (ToM) development by a sample of 63 children aged 5-12 years (24 with Asperger syndrome, 19 with high-functioning autism, and 20 age-matched typical developers) was assessed with a five-task false-belief battery in relation to both lexical (vocabulary) and syntactic (grammar) language skills. Contrary to some previous research, no differences in ToM emerged between those with Asperger syndrome and their typically developing peers but those with autism were delayed substantially behind both other groups in ToM understanding, even after controlling for age, non-verbal ability and verbal (both lexical and syntactic) mental age. For all the diagnostic groups equally, syntax was a more important ToM predictor than lexical language skill. Theoretical and practical implications of the findings are discussed. (c) 2009 Elsevier Ltd. All rights reserved. TC 12 ZB 5 Z8 1 ZS 1 Z9 13 SN 1750-9467 UT WOS:000276959200007 ER PT J AU Kouijzer, Mirjam E. J. van Schie, Hein T. de Moor, Jan M. H. Gerrits, Berrie J. L. Buitelaar, Jan K. TI Neurofeedback treatment in autism. Preliminary findings in behavioral, cognitive, and neurophysiological functioning SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 386 EP 399 DI 10.1016/j.rasd.2009.10.007 PD JUL-SEP 2010 PY 2010 AB Effects of neurofeedback treatment were investigated in children with autism spectrum disorders (ASD). Sixty percent of the participants in the treatment group successfully reduced excessive theta power during neurofeedback treatment. Reduction of theta power was confirmed by pre- and post-QEEG measures. Parents of participants in the neurofeedback treatment group reported significant improvements in reciprocal social interactions and communication skills, relative to the parents of the control group. Set-shifting skills improved following neurofeedback treatment relative to the control group. The reduction of theta power is assumed to reflect modulation of activity in the anterior cingulate cortex (ACC), which is known to be involved in social and executive dysfunctions in autism. (c) 2009 Elsevier Ltd. All rights reserved. RI van Schie, Hein/D-2281-2010; Buitelaar, Jan/E-4584-2012 OI Buitelaar, Jan/0000-0001-8288-7757 TC 14 ZB 4 Z8 0 ZS 0 Z9 14 SN 1750-9467 UT WOS:000276959200008 ER PT J AU Matson, Johnny L. Mahan, Sara Hess, Julie A. Fodstad, Jill C. Neal, Daniene TI Progression of challenging behaviors in children and adolescents with Autism Spectrum Disorders as measured by the Autism Spectrum Disorders-Problem Behaviors for Children (ASD-PBC) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 400 EP 404 DI 10.1016/j.rasd.2009.10.010 PD JUL-SEP 2010 PY 2010 AB This study examined the effect of age on challenging behaviors among 167 children, ages 3-14 years, with Autistic Disorder, Pervasive Developmental Disorder Not Otherwise Specified, or Asperger's syndrome. Results of a MANOVA indicated that there were no significant differences between young children, children, and young adolescents on any of the 18 items comprising the Autism Spectrum Disorder-Problem Behavior for Children (ASD-PBC). A curve estimation further supported that challenging behaviors were chronic among children and adolescents with Autism Spectrum Disorders. (c) 2009 Elsevier Ltd. All rights reserved. TC 27 ZB 7 Z8 0 ZS 0 Z9 27 SN 1750-9467 UT WOS:000276959200009 ER PT J AU Osborne, Lisa A. Reed, Phil TI Stress and self-perceived parenting behaviors of parents of children with autistic spectrum conditions SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 405 EP 414 DI 10.1016/j.rasd.2009.10.011 PD JUL-SEP 2010 PY 2010 AB The relationships between parenting stress and self-perceived parenting behaviors in 138 parents of children with autistic spectrum conditions were studied over 9-10 months. Apart from perceived communication being attenuated, there were no major areas of self-perceived parenting weakness. Parenting stress closely interacted with self-perceived involvement, communication, and limit setting over time. In parents of young children (below 4), high initial levels of parenting stress resulted in less subsequent self-perceived involvement, and poorer communication, with the child. Good self-perceived initial skills for limit setting resulted in lower levels of parenting stress. These relationships help to explain the impact of parenting stress on child behavior problems, and may be consistent with development of parental adaptive behavioral strategies to deal with extreme stress levels. (c) 2009 Elsevier Ltd. All rights reserved. TC 9 ZB 5 Z8 0 ZS 1 Z9 10 SN 1750-9467 UT WOS:000276959200010 ER PT J AU Rosbrook, Ainslie Whittingham, Koa TI Autistic traits in the general population: What mediates the link with depressive and anxious symptomatology? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 415 EP 424 DI 10.1016/j.rasd.2009.10.012 PD JUL-SEP 2010 PY 2010 AB The high prevalence of anxiety disorders and depression within the autism spectrum disorder (ASD) population is widely recognised. This study examined the role of three potential mediating variables in the relationship between autistic traits and depressive/anxious symptomatology in the general population. Participants included 231 university students (114 males, 117 females) ranging in age from 17 to 35 (M = 18.9, SD = 2.77). Participants completed five standardised questionnaires which measured: autistic traits, depressive/anxious symptomatology, social competence, social problem-solving ability, and teasing history. Two multiple mediation analyses were conducted using the bootstrapping method. Results revealed that social problem-solving ability and past teasing experiences were significant partial mediators in the relationship between autistic traits and depressive symptoms. However, contrary to expectations, social competence was not a significant mediator in the relationship between autistic traits and depressive symptoms. In addition, social problem-solving ability and past teasing experiences were significant partial mediators in the relationship between autistic traits and anxiety symptoms. This suggests that interventions to reduce anxious and depressive symptomatology in the ASD population should focus upon improving social problem-solving ability and reducing bullying experiences at school. These initial findings should be confirmed in the ASD population in future research. Crown Copyright (c) 2009 Published by Elsevier Ltd. All rights reserved. RI Whittingham, Koa/C-6766-2009 OI Whittingham, Koa/0000-0002-5344-9907 TC 12 ZB 4 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000276959200011 ER PT J AU Zachor, Ditza A. Ben Itzchak, Esther TI Treatment approach, autism severity and intervention outcomes in young children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 425 EP 432 DI 10.1016/j.rasd.2009.10.013 PD JUL-SEP 2010 PY 2010 AB The current study examined the relation between autism severity at baseline, type of intervention employed and outcomes in young children with autism spectrum disorder (ASD). Seventy-eight children with ASD, aged 15-35 months (M = 25.4, SD = 4.2), received either applied behavioral analysis (ABA) or integration of several intervention approaches (Eclectic) in community center-based programs. Outcome was measured after 1 year of intervention using standardized autism diagnostic tests, and cognitive and adaptive skills evaluations. ASD diagnosis was highly stable (99%). Both intervention groups improved significantly in verbal cognitive abilities and in socialization and communication adaptive skills, but no significant difference between the intervention groups was documented. Less severe autism symptoms at baseline were associated with better progress in adaptive skills and in cognitive abilities. Within the group with less severe autism symptoms, those who received Eclectic intervention had a better outcome than those who received ABA in communication and socialization adaptive skills as reported by the parents, but not in the standardized cognitive test results. The child's baseline social abilities and deficits appear to be crucial variables for intervention outcomes and should be considered in treatment approach decision-making. (c) 2009 Elsevier Ltd. All rights reserved. TC 18 ZB 3 Z8 0 ZS 0 Z9 18 SN 1750-9467 UT WOS:000276959200012 ER PT J AU Kalyva, Efrosini TI Teachers' perspectives of the sexuality of children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 433 EP 437 DI 10.1016/j.rasd.2009.10.014 PD JUL-SEP 2010 PY 2010 AB Individuals with autism spectrum disorders (ASD) experience sexuality issues, but there are very few studies looking at sexuality and autism. The present study aims to examine teachers' perceptions of sexual behaviors of 56 children with low functioning autism (LFA) and 20 children with high functioning autism (HFA) or Asperger Syndrome (AS). Teachers perceived children with LFA as exhibiting less socially acceptable behaviors, as possessing lessened awareness of privacy related rules, and as having more limited knowledge of typical sexual responses and behaviors in comparison to children with HFA or AS. However, teachers expressed more concerns for children with HFA or AS. These findings should be taken into consideration when designing intervention programs targeting sexuality of individuals with ASD. (c) 2009 Elsevier Ltd. All rights reserved. TC 4 ZB 0 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000276959200013 ER PT J AU Zachor, Ditza A. Ilanit, Tzaig Ben Itzchak, Esther TI Autism severity and motor abilities correlates of imitation situations in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 438 EP 443 DI 10.1016/j.rasd.2009.10.016 PD JUL-SEP 2010 PY 2010 AB Impaired performance in a range of imitation tasks has been described in children with autism spectrum disorders (ASD) and several underlying mechanism have been suggested. This study examined whether imitation abilities are related to autism severity and to motor skills. Furthermore, the performance of children with ASD in four imitation situations (body movements and 'action on objects', using meaningful and non-meaningful tasks) was compared. Twenty-five children aged 32-51 months diagnosed with autism (23) and ASD (2) were evaluated for autism severity using the Autism Diagnosis Observation Schedule and for gross and fine motor skills using the Peabody Developmental Motor Scales. Controlling for cognitive level, imitation abilities in all four situations correlated significantly only with autism severity measures and mostly with socio-communication deficits. Motor abilities were below average and did not correlate with imitation abilities nor with autism severity. Comparison of the four imitation situations revealed that performances of meaningful actions were better than non-meaningful actions and imitation of 'action on objects' was better than imitation of body movements. The current research supports the fact that socio-communication deficits and not motor abilities are linked to imitation abilities in young children with autism. (c) 2009 Elsevier Ltd. All rights reserved. TC 7 ZB 3 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000276959200014 ER PT J AU Matson, Johnny L. Mahan, Sara Fodstad, Jill C. Hess, Julie A. Neal, Daniene TI Motor skill abilities in toddlers with autistic disorder, pervasive developmental disorder-not otherwise specified, and atypical development SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 444 EP 449 DI 10.1016/j.rasd.2009.10.018 PD JUL-SEP 2010 PY 2010 AB Motor skills were assessed in 397 toddlers, and it was demonstrated that atypically developing toddlers exhibited significantly greater motor skill abilities than toddlers with autistic disorder. No significant difference on gross or fine motor skill abilities were found between atypically developing toddlers and toddlers with pervasive developmental disorder-not otherwise specified (PDD-NOS), or between toddlers with autistic disorder and toddlers with PDD-NOS. Gross and fine motor skills were found to be more impaired for toddlers with autistic disorder compared to the atypical development group. Furthermore, differences in gross or fine motor skills between the autistic disorder and the PDD-NOS group approached significance. Approximate effect sizes were also calculated. Implications of the results are also discussed. (c) 2009 Elsevier Ltd. All rights reserved. TC 16 ZB 2 Z8 0 ZS 0 Z9 16 SN 1750-9467 UT WOS:000276959200015 ER PT J AU Gouvousis, Aphroditi Heilmann, John Golden, Jeanne Kalinowski, Joseph Hudson, Suzanne Hough, Monica Strauss TI Examining the attitudes and physiological responses preservice learners have towards children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 450 EP 456 DI 10.1016/j.rasd.2009.11.001 PD JUL-SEP 2010 PY 2010 AB This study investigated attitudes and physiological responses demonstrated by preservice learners towards young children with autism spectrum disorders (ASD). The Self-Assessment Manikin (SAM) and two physiological measures (skin conductance and heart rate responses) were obtained. Four behaviors (two control and two problematic) depicting preschool-age males with ASD were viewed by preservice learners who either had limited (n = 15) or substantial experience (n = 15) in working with this population. Results revealed significant differences between behaviors (control versus problematic) on two out of three SAM ratings and on both physiological measures. Specifically, the results documented that regardless of level of experience, preservice learners exhibited increased arousal when watching problematic behaviors. (c) 2009 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000276959200016 ER PT J AU Chen, Fei Planche, Pascale Lemonnier, Eric TI Superior nonverbal intelligence in children with high-functioning autism or Asperger's syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 457 EP 460 DI 10.1016/j.rasd.2009.11.002 PD JUL-SEP 2010 PY 2010 AB Some early studies showed discordance in cognitive strengths and weaknesses in individuals with high-functioning autism (HFA) or Asperger's syndrome (AS). The present study administered the French version of Colored Raven's Progressive Matrices in 14 children with HFA/AS and in 26 chronological age matched peers with typical development. We found a trend of superior nonverbal performance in Raven's Test in our HFA/AS participants compared to controls, and this "superiority" achieved statistical significance in the HFA/AS subgroup with a FIQ >= 90. Superior fluid intelligence seemed to exist in individuals both with HFA and with AS. A complementary use of both the Raven's Test and the Wechsler Intelligence Scales seems to be important for exploring the domain-specific as well as multidimensional profiles in individuals with autism. (c) 2009 Elsevier Ltd. All rights reserved. TC 4 ZB 2 Z8 1 ZS 0 Z9 5 SN 1750-9467 UT WOS:000276959200017 ER PT J AU Dewrang, Petra Sandberg, Annika Dahlgren TI Parental retrospective assessment of development and behavior in Asperger syndrome during the first 2 years of life SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 461 EP 473 DI 10.1016/j.rasd.2009.11.003 PD JUL-SEP 2010 PY 2010 AB Development and behavior during the first 2 years of life was assessed retrospectively by the parents to 23 adolescents and young adults with Asperger syndrome and 13 typically developing adolescents and young adults. The groups were matched on chronological age and the participants were within the normal range of intelligence. The questionnaire, symptoms of autism before the age of 2 (SAB-2) comprised seven areas: contact and social activity, responses to sensory perceptions, communication and language/speech, food/feeding and sleep, play and fixations/rituals, movements and motor skills, and development and behavior. An eighth area of possible early suspicions was also part of the questionnaire. There were significant differences between the groups in all the areas and that the parents in many cases were well aware of anomalies in their children's behavior at an early age. Food/feeding and sleep and contact and social activity were found to be the areas that caused most concern. The SAB-2 was also judged to be a valid and reliable instrument for retrospective assessment of infants. (c) 2009 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 1 Z9 4 SN 1750-9467 UT WOS:000276959200018 ER PT J AU Katagiri, Masatoshi Inada, Naoko Kamio, Yoko TI Mirroring effect in 2-and 3-year-olds with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 474 EP 478 DI 10.1016/j.rasd.2009.11.004 PD JUL-SEP 2010 PY 2010 AB Previous studies have suggested that being imitated by an adult is an effective intervention with children with autism and developmental delay. The purpose of this study wais to investigate whether "mirroring" interaction, which includes being imitated by an adult, can facilitate the social responsiveness of toddlers with autism spectrum disorder (ASD). Participants were 16 toddlers (2- and 3-year-olds) with A5D. This study consisted of three experimental phases: in the first baseline phase, the experimenter manipulated toys in front of the participant; in the second phase, the experimenter reproduced (mirrored) all of the child's behaviors; and in the third phase, the first baseline phase was repeated. Our results demonstrated that although the mirroring effect differed by age, the effect was observed in both 2- and 3-year-olds with ASD. In addition, the overall magnitude of the mirroring effect differed by IQ, but not by the severity of autistic symptoms. Mirroring interaction is promising as an early intervention for a wide range of children with ASD. (c) 2009 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000276959200019 ER PT J AU Tereshko, Lisa MacDonald, Rebecca Ahearn, William H. TI Strategies for teaching children with autism to imitate response chains using video modeling SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 479 EP 489 DI 10.1016/j.rasd.2009.11.005 PD JUL-SEP 2010 PY 2010 AB Video modeling has been found to be an effective procedure for teaching a variety of skills to persons with autism, however, some individuals do not learn through video instruction. The purpose of the current investigation was to teach children with autism, who initially did not imitate a video model, to construct three toy structures through the use of a segmented video modeling procedure. Four male children, ages 4-6, diagnosed with an autism spectrum disorder participated. Children were initially evaluated on a set of prerequisite skills including motor imitation and delayed match-to-sample. Children who were unable to perform delayed matching tasks were also not able to imitate an 8-step video model. A segmented video modeling teaching procedure was introduced. This procedure involved showing an increasing number of steps in the response chain across trials. A changing criterion design was used to evaluate the effectiveness of the segmented video modeling procedure. Results showed that the segmented video modeling procedure was effective for teaching children to imitate an 8-step response chain. (c) 2009 Elsevier Ltd. All rights reserved. TC 13 ZB 0 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000276959200020 ER PT J AU Cotton, Sue M. Richdale, Amanda L. TI Sleep patterns and behaviour in typically developing children and children with autism, Down syndrome, Prader-Willi syndrome and intellectual disability SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 490 EP 500 DI 10.1016/j.rasd.2009.11.006 PD JUL-SEP 2010 PY 2010 AB Sleep problems have often been reported in children with intellectual disabilities (ID). How anomalies in 24-h sleep patterns relate to behaviour difficulties in children with different types of ID remains to be elucidated. The purpose of this study was to assess 24-h sleep and behaviour patterns in children with a variety disorders including autism (n = 34), Down syndrome (DS, n = 12), Prader-Willi syndrome (n = 12), and children with intellectual impairments due to unknown etiologies (n = 24). 33 typically developing (TD) children served as a control group. 24-h sleep and behavioural data were accumulated over a 14-day period using diary methodology. Group differences in daytime behaviour and sleep patterns were noted with children with DS being quieter, having higher levels of daytime sleepiness, and being better behaved than children with autism. Daytime napping was significantly more prevalent in children with PWS than children with autism and TD children. At bedtime children with autism were less likely to be sleepy, and were poorly behaved, which was reflected in a longer sleep latency and later time asleep. Poorer night-time sleep quality and reduced 24-h sleep time were also noted in the autism group. These findings are of clinical importance, as they indicate that different interventions may be required to treat sleep and behaviour problems in children with different developmental disabilities. (c) 2009 Elsevier Ltd. All rights reserved. TC 6 ZB 2 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000276959200021 ER PT J AU Betz, Alison M. Higbee, Thomas S. Pollard, Joy S. TI Promoting generalization of mands for information used by young children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 501 EP 508 DI 10.1016/j.rasd.2009.11.007 PD JUL-SEP 2010 PY 2010 AB We investigated the extent to which mands for information taught using structured teaching trials (i.e., verbal discriminative stimulus, verbal prompts, and programmed consequences) while contriving the establishing operations to young children with autism generalized to novel stimuli and settings. Three students with autism participated in this study and were taught to mand for information using "where" during structured teaching trials. We conducted generalization probes in a hierarchical fashion to determine the extent to which generalization occurred. Manding for information did not completely generalize to natural settings when specific verbal cues were removed and that training in the natural setting in the absence of verbal cues was required for all three participants before generalized responding occurred. (c) 2009 Elsevier Ltd. All rights reserved. RI Higbee, Thomas/F-5157-2010 TC 8 ZB 1 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000276959200022 ER PT J AU Clifford, Sally Hudry, Kristelle Brown, Laura Pasco, Greg Charman, Tony CA PACT Consortium TI The Modified-Classroom Observation Schedule to Measure Intentional Communication (M-COSMIC): Evaluation of reliability and validity SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 509 EP 525 DI 10.1016/j.rasd.2009.11.008 PD JUL-SEP 2010 PY 2010 AB The Modified-Classroom Observation Schedule to Measure Intentional Communication (M-COSMIC) was developed as an ecologically valid measure of social-communication behaviour, delineating forms, functions, and intended partners of children's spontaneous communication acts. Forty-one children with autism spectrum disorder (ASD) aged 48-73 months were filmed within small-group settings at school. Communication behaviours during a 5-min teacher-led activity and a 10-min free-play session were coded from videotape. Inter-rater reliability was high. Many M-COSMIC codes were significantly associated as predicted with Social and Communication domain scores on the Autism Diagnostic Observation Schedule (ADOS) and with scores on standardised language assessments. Agreement was more variable, however, at the level of individual M-COSMIC codes and ADDS items. Higher rates of responding, compliance behaviours and following pointing gestures and gaze occurred during the more structured teacher-led activity, compared to the free-play. Results demonstrate preliminary construct validity of the M-COSMIC, showing its potential to describe and evaluate spontaneous social-communication skills in young children with ASD for research and applied purposes. (c) 2009 Elsevier Ltd. All rights reserved. RI Charman, Tony/A-2085-2014 OI Charman, Tony/0000-0003-1993-6549 TC 5 ZB 2 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000276959200023 ER PT J AU Kelley, Elizabeth Naigles, Letitia Fein, Deborah TI An in-depth examination of optimal outcome children with a history of autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 3 BP 526 EP 538 DI 10.1016/j.rasd.2009.12.001 PD JUL-SEP 2010 PY 2010 AB Previous research has suggested that some children with autism spectrum disorders (ASD) may improve to such an extent that they lose their diagnosis, yet little research has examined these 'optimal outcome' children in depth. We examined multiple aspects of functioning in a group of 13 optimal outcome (OO) children, matched on age, gender, and non-verbal IQ to a group of typically developing children (N = 14) and a group of high-functioning children with ASD who still retained a diagnosis on the autism spectrum (N = 14). These children were tested on average about eight years after they had been diagnosed (OO = 93 months, HFA = 94 months). Unlike their high-functioning peers with ASD, the OO group's adaptive and problem behavior scores fell within the average range. They also showed average language and communication scores on all language measures. The HFA group, however, continued to show pragmatic, linguistic, social, and behavioral difficulties. The OO children tended to have been diagnosed at younger ages and were significantly more likely to have received intensive early intervention. Although the high-functioning children with ASD continued to show difficulties in the behavioral realm, the individuals in the OO group were functioning within the average range on all measures. Future research should address how this optimal outcome is achieved. (c) 2010 Elsevier Ltd. All rights reserved. TC 18 ZB 8 Z8 0 ZS 0 Z9 18 SN 1750-9467 UT WOS:000276959200024 ER PT J AU Prandota, Joseph TI Neuropathological changes and clinical features of autism spectrum disorder participants are similar to that reported in congenital and chronic cerebral toxoplasmosis in humans and mice SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 103 EP 118 DI 10.1016/j.rasd.2009.09.007 PD APR-JUN 2010 PY 2010 AB Anatomic, histopathologic, and MRI/SPET studies of autistic spectrum disorders (ASD) patients' brains confirm existence of very early developmental deficits. In congenital and chronic murine toxoplasmosis several cerebral anomalies also have been reported, and worldwide, approximately two billion people are chronically infected with T. gondii with largely yet unknown consequences. The aim of the study was therefore to compare brain abnormalities in ASD patients with those found in mice with cerebral toxoplasmosis (CT) because this may help in understanding pathophysiology of ASD. Data from available published studies were analyzed to compare postmortem pathologic changes found in the brains of ASD patients with those of mice developed after intraperitoneal T.gondii infection. Patients with ASD had the following brain abnormalities: active neuroinflammatory process notably in cerebellum, microglial nodules, accumulation of perivascular macrophages, decreased number and size of Purkinje cells in cerebellar nuclei and inferior olive, hypoperfusion of brain. Mice with congenital toxoplasmosis also had persistent neuroinflammation and ventricular enlargement, periventricular edema, meningeal and perivascular inflammation, and focal loss of Purkinje and granule cells. In murine acquired CT, the brain anomalies included: ventricular dilatation probably reflecting loss of brain parenchyma; perivascular inflammation particularly in hippocampus, and periaqueductal/periventricular areas, Purkinje cell layer markedly disfigured with focal loss of cells: perivascular cuffing by mononuclear cells and localized microglial/inflammatory nodules. Infection of mice with different strains of T. gondii resulted in distinctive neuropathological changes and various stadium of maturity of cysts and the parasite itself, which is in line with the diversity of the autistic phenotypes. Also, the abnormalities in behavior and clinical features associated with autism resembled that reported in chronic latent toxoplasmosis in humans and rodents. All these similarities suggest that T gondii should be regarded as an important infectious factor that may trigger development of ASD and some other neurodegenerative diseases, such as obsessive-compulsive and attention-deficit/hyperactivity disorders, and cryptogenic epilepsy. Thus, all these patients should be tested for T. gondii infection. (C) 2009 Elsevier Ltd. All rights reserved. TC 12 ZB 6 Z8 0 ZS 1 Z9 13 SN 1750-9467 UT WOS:000274759200001 ER PT J AU Prandota, Joseph TI Autism spectrum disorders may be due to cerebral toxoplasmosis associated with chronic neuroinflammation causing persistent hypercytokinemia that resulted in an increased lipid peroxidation, oxidative stress, and depressed metabolism of endogenous and exogenous substances SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 119 EP 155 DI 10.1016/j.rasd.2009.09.011 PD APR-JUN 2010 PY 2010 AB Worldwide, approximately 2 billion people are chronically infected with Toxoplasma gondii with largely yet unknown consequences. Patients with autism spectrum disorders (ASD) similarly as mice with chronic toxoplasmosis have persistent neuroinflammation, hypercytokinemia with hypermetabolism associated with enhanced lipid peroxidation, and extreme changes in the weight resulting in obesity or wasting. Data presented in this review suggest that environmental triggering factors such as pregnancy, viral/bacterial infections, vaccinations, medications, and other substances caused reactivation of latent cerebral toxoplasmosis because of changes in intensity of latent central nervous system T. gondii infection/inflammation and finally resulted in development of ASD. Examples of such environmental factors together with their respective biomarker abnormalities are: pregnancy (increased NO, IL-1 beta, TNF-alpha, IL-6, IL-10, prolactin: decreased IFN-gamma, IL-12), neuroborreliosis (increased IL-1 beta, sIL-1R2, TNF-alpha, IFN-gamma, IL-6, IL-10, IL-12, IL-18, transforming growth factor-beta 1 (TGF-beta 1)), vital infections (increased IL-1 beta, IL-6, IL-8, TNF-alpha, IFN-gamma/alpha/beta,TGF-beta 1), thimerosal (increased IL-5, IL-13; decreased IFN-gamma,TNF-alpha,IL-6, IL-12p70, NOS), and valproic acid (increased NO, reactive oxygen species; decreased TNF-alpha, IL-6, IFN-gamma). The imbalances in pro- and antiinflammatory processes could markedly hinder [lost defense mechanisms important for immune control of the parasite, such as the production of NO, cytokines, and reactive oxygen/nitrogen species, tryptophan degradation by indoleamine 2,3-dioxygenase and/or tryptophan 2,3-dioxygenase, limitation of the availability of intracellular iron to T gondii, and the mechanisms mediated by an IFN-gamma responsive gene family. These fluctuations could result in a recurrent profuse multiplication of T. gondii in the brain associated with persistent neuroinflammation, chronic overproduction of pro- and antiinflammatory cytokines, and NO causing increased oxidative stress, and significantly depressed activity of several enzymes including cytochrome P450 monooxygenase family responsible for metabolism of physiological substrates and xenobiotics, such as steroids, fatty acids, prostaglandins, drugs, pollutants, and carcinogens, finally leading to development of ASD. This reasoning may be supported by such abnormal metabolic events as: (1) patients with ASD have significantly decreased melatonin levels caused by marked deficit in acetylserotonin methyltransferase activity, possibly resulting from maternal and/or fetal/postnatal overproduction of NO, characteristic for this clinical entity; (2) thimerosal inhibited both insulin-like growth factor-1- and dopamine-stimulated methylation reactions, and depressed methionine synthase activity, the metabolic events important for promoting normal neurodevelopment; (3) valproic acid, a strong histone deacetylase inhibitor, have potent anti-T. gondii activity. Thus, patients with ASD should be tested for T. gondii infection. (C) 2009 Elsevier Ltd. All rights reserved. TC 15 ZB 10 Z8 0 ZS 0 Z9 15 SN 1750-9467 UT WOS:000274759200002 ER PT J AU Sun, Xiang Allison, Carrie TI A review of the prevalence of Autism Spectrum Disorder in Asia SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 156 EP 167 DI 10.1016/j.rasd.2009.10.003 PD APR-JUN 2010 PY 2010 AB Electronic databases and bibliographies were searched for English language articles on the prevalence of Autism Spectrum Disorder in Asia over time to estimate prevalence. The overall reported prevalence of ASD in recent studies was higher than the previously reported in Asia. The average prevalence of ASD before 1980 was around 1.9/10,000 while it was 14.8/10,000 from 1980 to present. The median prevalence of ASD among 2-6-year-old children who are reported in China from 2000 upwards was 10.3/10,000. ASD is probably more common in Asia than previously thought. (C) 2009 Elsevier Ltd. All rights reserved. TC 20 ZB 6 Z8 2 ZS 1 Z9 23 SN 1750-9467 UT WOS:000274759200003 ER PT J AU Cuvo, Anthony J. Reagan, Amanda Law Ackerlund, Julie Huckfeldt, Rachel Kelly, Cheri TI Training children with autism spectrum disorders to be compliant with a physical exam SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 168 EP 185 DI 10.1016/j.rasd.2009.09.001 PD APR-JUN 2010 PY 2010 AB The purpose of this study was to train children with autism spectrum disorders to be compliant with a 10-component physical examination. After a physician assistant administered an exam pretest, noncompliance on steps of the exam were considered with respect to a skill deficit and escape from aversive stimuli. A package of training procedures was implemented, including preference assessment, priming DVD, various prompts, contact desensitization (i.e., fading in aversive stimuli), shaping, escape extinction, and differential reinforcement of other behavior. Results showed the efficacy of the intervention procedures, maintenance of responding, and stimulus generalization of responses. The study provides a model for the assessment and intervention of noncompliance to health care procedures by children with autism spectrum disorders. (C) 2009 Elsevier Ltd. All rights reserved. TC 7 ZB 0 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000274759200004 ER PT J AU Leaf, Justin B. Dotson, Wesley H. Oppeneheim, Misty L. Sheldon, Jan B. Sherman, James A. TI The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 186 EP 198 DI 10.1016/j.rasd.2009.09.003 PD APR-JUN 2010 PY 2010 AB Deficits in social skills are characteristic of children with autism. Clinicians often include teaching these skills as part of comprehensive Curriculum. One method of developing social skills for children with autism is the teaching interaction procedure. This procedure involves describing the behavior, providing a rational and cues when to use the behavior, dividing the skill into smaller steps, demonstrating the behavior, having the learner role play the behavior, and providing feedback. This study implemented a teaching interaction procedure as part of group social-skills instruction for five children diagnosed with an autism spectrum disorder. A multiple-probe design across behaviors and replicated across participants was used. All five participants acquired the social skills taught to them and generalization was promoted. Published by Elsevier Ltd. TC 22 ZB 3 Z8 0 ZS 0 Z9 22 SN 1750-9467 UT WOS:000274759200005 ER PT J AU Dotson, Wesley H. Leaf, Justin B. Sheldon, Jan B. Sherman, James A. TI Group teaching of conversational skills to adolescents on the autism spectrum SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 199 EP 209 DI 10.1016/j.rasd.2009.09.005 PD APR-JUN 2010 PY 2010 AB Adolescents with autism struggle with developing meaningful social relationships. Learning appropriate conversational skills can be an important first step in creating friendships. A procedure that has been effective in teaching conversational skills to typically developing adolescents is the teaching interaction procedure, which involves describing the target behavior, why it should be used, when it should be used, and the steps in the skill, modeling the behavior, and having the learner role-play. Throughout the teaching process, feedback is given to the adolescent. The purpose of this study was to investigate whether the teaching interaction procedure could be used to teach adolescents with autism conversational skills in a group setting. Five children, four on the autism spectrum and one with ADHD, were taught conversational basics, how to give positive feedback to a speaker, and how to answer and ask open-ended questions. A multiple-probe design across behaviors and replicated across participants revealed that four of the five participants mastered all three conversational skills, while the fifth participant mastered two of the skills. While no participants fully generalized the skills to interactions with a typical peer, participants showed some generalization to those interactions. (C) 2009 Elsevier Ltd. All rights reserved. TC 11 ZB 2 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000274759200006 ER PT J AU Chowdhury, Monali Benson, Betsey A. Hillier, Ashleigh TI Changes in Restricted Repetitive Behaviors with age: A study of high-functioning adults with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 210 EP 216 DI 10.1016/j.rasd.2009.09.006 PD APR-JUN 2010 PY 2010 AB The existing literature suggests that while impairments in Autism Spectrum Disorders (ASDs) continue into adulthood, some behavioral symptoms tend to abate with age. However, there is a dearth of research examining changes in ASD symptoms from childhood to adulthood, especially for Restricted Repetitive Behaviors (RRBs). We examined age-related changes in RRBs in a sample of 34 high-functioning adults with ASDs at current age and retrospectively at age 4-5 years using the Autism Diagnostic Interview-Revised, and the Repetitive Behavior Scale-Revised. We found significant changes in all RRBs over time with the exception of the Self-injurious Behavior subscale of the RBS-R. In addition, the degree of change also differed for RRB subtypes. Based on the RBS-R, the highest proportion of participants showed improvements on the Compulsive Behavior subscale (75%), and the lowest proportion showed improvement on the Restricted Behavior subscale (44.1 %). We also found a low base rate for certain symptoms (e.g., self-injurious behavior, unusual preoccupations, and unusual sensory interests) in this sample of higher-functioning individuals with ASDs. Future research should examine further changes in RRBs in late adulthood and also evaluate contextual variables that are likely to be related to symptom abatement over time. Published by Elsevier Ltd. RI Benson, Betsey/E-2740-2011 TC 16 ZB 6 Z8 0 ZS 0 Z9 16 SN 1750-9467 UT WOS:000274759200007 ER PT J AU Benson, Paul R. TI Coping, distress, and well-being in mothers of children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 217 EP 228 DI 10.1016/j.rasd.2009.09.008 PD APR-JUN 2010 PY 2010 AB As is the case in stress research generally, studies examining the relationship between coping and mental health outcomes in parents of children with autism frequently classify parental coping methods as being either problem- or emotion-focused. We argue that this dichotomization of coping strategies oversimplifies the way parents respond to their child's autism. In the present study, the coping methods employed by 113 mothers of children with autism were investigated using the Brief COPE (Carver et al., 1989). Exploratory factor analysis of Brief COPE subscales identified four reliable coping dimensions: engagement coping, distraction coping, disengagement coping, and cognitive reframing coping. In addition, using multiple regression, we examined the relationship of coping strategies to negative and positive maternal outcomes (depression, anger, and well-being). In general, maternal use of avoidant coping (distraction and disengagement) was found to be associated with increased levels of maternal depression and anger, while use of cognitive reframing was associated with higher levels of maternal well-being. In several instances, child characteristics. particularly severity of child maladaptive behavior, moderated the effect of coping on maternal outcomes. Study findings are discussed in light of previous research in the area; in addition, study limitations and clinical implications are highlighted. (C) 2009 Elsevier Ltd. All rights reserved. TC 22 ZB 6 Z8 0 ZS 2 Z9 24 SN 1750-9467 UT WOS:000274759200008 ER PT J AU Keen, Deb Couzens, Donna Muspratt, Sandy Rodger, Sylvia TI The effects of a parent-focused intervention for children with a recent diagnosis of autism spectrum disorder on parenting stress and competence SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 229 EP 241 DI 10.1016/j.rasd.2009.09.009 PD APR-JUN 2010 PY 2010 AB This paper reports on the effects of two types of parent-focused intervention, for parents of children with autism spectrum disorder (ASD) aged 2-4 years and within 6 months of diagnosis, on parent's perceptions of stress and competence. Interventions aimed to decrease parenting stress and increase parenting competence by embedding empirically supported parenting strategies within family routines. Families were assigned to a professionally Supported intervention that included a workshop and 10 home-visits (n = 17) or to a self-directed video based intervention (n = 22). Development in social communication was greater for children of families receiving professional support as measured by a caregiver questionnaire but not on a clinically measured behavior sample. Improvements in adaptive behavior were greater for children in the professionally supported intervention when relatively low adaptive behavior scores had been demonstrated at pre-intervention. The professionally supported intervention resulted in reduced child-related parenting stress and increased parenting self-efficacy relative to the self-directed intervention. The findings support the importance of providing individualized information and professional support around the time of diagnosis for families who have a child with ASD. (C) 2009 Elsevier Ltd. All rights reserved. RI Rodger, Sylvia/F-8738-2010; Couzens, Donna/F-1634-2011 TC 27 ZB 9 Z8 0 ZS 1 Z9 28 SN 1750-9467 UT WOS:000274759200009 ER PT J AU Miyahara, Motohide Ruffman, Ted Fujita, Chikako Tsujii, Masatsugu TI How well can young people with Asperger's disorder recognize threat and learn about affect in faces?: A pilot study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 242 EP 248 DI 10.1016/j.rasd.2009.09.010 PD APR-JUN 2010 PY 2010 AB The abilities to identify threat and learn about affect in facial photographs were compared between a non-autistic university student group (NUS), a matched Asperger's group (MAS) on the Standard Progressive Matrices (SPM), and an unmatched Asperger's group (UAS) who scored lower on the SPM. Participants were given pairs of faces and asked which person looked more dangerous. In addition, they engaged in explicit learning of the facial affect features. This study indicated (a) that the ability to identify threat in faces was intact in the MAS group, but poor in the UAS group; (b) a graded degree of performance in facial affect recognition (NUS > MAS > UAS); (c) that all groups improved their facial affect recognition after the brief explicit teaching intervention. This pilot study obtained first indications for the feasible assessment of the ability to distinguish threat in faces and potential remediation effects of the brief explicit teaching of facial emotions for young people with Asperger's disorder. (C) 2009 Elsevier Ltd. All rights reserved. TC 4 ZB 2 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000274759200010 ER PT J AU Christon, Lillian M. Mackintosh, Virginia H. Myers, Barbara J. TI Use of complementary and alternative medicine (CAM) treatments by parents of children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 249 EP 259 DI 10.1016/j.rasd.2009.09.013 PD APR-JUN 2010 PY 2010 AB Parents of children with autism spectrum disorders (ASDs) may elect to use complementary and alternative medicine (CAM) treatments with their children in place of, or in addition to, conventional treatments. CAM treatments are controversial and understudied and, for most, the efficacy has not been established. The current study (n = 248) examined reports (via an internet survey) from parents of children with an ASD, asking of CAM usage, recommendation Sources, expectations, costs, parent-rated assessments of efficacy, and reasons for stopping use of CAMs. Over 70% had tried at least one CAM treatment with their child, and about half were Currently using one or more CAMs. Parents entered treatment with high expectations, although they varied considerably in their assessment of whether CAMs helped their child. Odds ratios of parent-rated efficacy give small leaning toward improvement over non-improvement for CAM treatments. The findings highlight the need for methodologically Sound research on CAM treatments. Also needed is dissemination about treatment efficacy to help parents and professionals make educated judgments regarding both CAM and routine interventions. (C) 2009 Elsevier Ltd. All rights reserved. TC 12 ZB 5 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000274759200011 ER PT J AU Marcus, Ann Sinnott, Brigit Bradley, Stephen Grey, Ian TI Treatment of idiopathic toe-walking in children with autism using GaitSpot Auditory Speakers and simplified habit reversal SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 260 EP 267 DI 10.1016/j.rasd.2009.09.012 PD APR-JUN 2010 PY 2010 AB This study aimed to examine the effectiveness of a simplified habit reversal procedure (SHR) using differential reinforcement of incompatible behaviour (DRI) and a stimulus prompt (GaitSpot Auditory Squeakers) to reduce the frequency of idiopathic toe-walking (ITW) and increase the frequency of correct heel-to-toe-walking in three children with autism. The Study involved a delayed multiple baseline changing criterion design across individuals. Firstly, a baseline phase was conducted to determine the number of intervals where ITW Occurred. Secondly, the GaitSpot Auditory Squeakers were paired with reinforcers. Thirdly, children wore GaitSpot squeakers over the heels of their feet under their shoes for a small number of 10 min sessions and when weight was placed on their heel, a squeak was emitted which was subsequently reinforced. Fourthly, the length of time the children wore the GaitSpot Auditory Squeakers was extended. Finally, the GaitSpot Auditory Squeakers were faded out and tests for generalisation and maintenance of heel-to-toe walking were conducted. The intervention produced substantial reductions in ITW across all participants though degree of reduction differed. The role of SHR and additional modifications for the treatment of ITW are discussed. (C) 2009 Elsevier Ltd. All rights reserved. TC 5 ZB 3 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000274759200012 ER PT J AU Granpeesheh, Doreen Tarbox, Jonathan Dixon, Dennis R. Wille, Arthur E. Allen, Michael S. Bradstreet, James Jeffrey TI Randomized trial of hyperbaric oxygen therapy for children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 268 EP 275 DI 10.1016/j.rasd.2009.09.014 PD APR-JUN 2010 PY 2010 AB Autism Spectrum Disorders (ASDs) are characterized by the presence of impaired development in social interaction and communication and the presence of a restricted repertoire of activity and interests. While numerous treatments for ASDs have been proposed, very few have been subjected to rigorous scientific investigation. Hyperbaric oxygen therapy (HBOT) has been recently popularized as a treatment for the symptoms of ASDs. The purpose of this study was to test the hypothesis that HBOT would have a beneficial effect on ASD symptoms in the context of a double-blind placebo-controlled trial. This randomized double-blind placebo-controlled trial compared HBOT used to deliver 24% oxygen at 1.3 atmospheric pressure (n = 18) to placebo (n = 16) in children with Autistic Disorder. Both direct observational measures of behaviors symptomatic of autism and standardized psychological assessments were used to evaluate the effects of the treatment. No differences were detected between HBOT and placebo groups across any of the outcome measures. The present study demonstrates that HBOT delivered at 24% oxygen at 1.3 atmospheric pressure does not result in a clinically significant improvement of the symptoms of Autistic Disorder. (C) 2009 Elsevier Ltd. All rights reserved. TC 7 ZB 2 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000274759200013 ER PT J AU Keane, Brian P. Rosenthal, Orna Chun, Nicole H. Shams, Ladan TI Audiovisual integration in high functioning adults with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 276 EP 289 DI 10.1016/j.rasd.2009.09.015 PD APR-JUN 2010 PY 2010 AB Autism involves various perceptual benefits and deficits, but it is unclear if the disorder also involves anomalous audiovisual integration. To address this issue, we compared the performance of high-functioning adults with autism and matched controls on experiments investigating the audiovisual integration of speech, spatiotemporal relations, and temporal numerosity. In each experiment, performance for both groups was faster and more accurate when audiovisual information was congruent rather than incongruent. Importantly, audiovisual congruency did not affect the control group more than the autism group. These results suggest that the ability to integrate between the auditory and visual sense modalities is unimpaired among high-functioning adults with autism. (C) 2009 Elsevier Ltd. All rights reserved. TC 11 ZB 10 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000274759200014 ER PT J AU Wichnick, Alison M. Vener, Susan M. Pyrtek, Magdalena Poulson, Claire L. TI The effect of a script-fading procedure on responses to peer initiations among young children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 290 EP 299 DI 10.1016/j.rasd.2009.09.016 PD APR-JUN 2010 PY 2010 AB A core deficit of people with autism is an inability to initiate and to sustain conversation with others. Several studies demonstrate the effectiveness of the script-fading procedure on improving the social initiation skills of people with autism. Nevertheless, there is little focus on responding to initiations. The purpose of this study was to use pre-recorded scripts to teach young children with autism to respond to each other's initiations. The three participants, ages 5 through 7 years, demonstrated deficits in peer interactions. In a study by Wichnick, Vener, Keating, and Poulson (2009), these participants were taught to initiate to one another, but they did not respond to each other's initiations. During the baseline condition of the current Study, the participants emitted few, if any, responses to peer initiations. When scripts were introduced, responding to peer initiations increased systematically across the participants. Moreover, as scripts were faded, there was a systematic increase in the cumulative number of novel responses to peer initiations. These findings suggest that script fading can increase both the number of reciprocal peer social interactions, and the production of novel reciprocal interactions, emitted by young children with autism. (C) 2009 Elsevier Ltd. All rights reserved. TC 7 ZB 1 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000274759200015 ER PT J AU Matson, Johnny L. Hess, Julie A. Boisjoli, Jessica A. TI Comorbid psychopathology in infants and toddlers with autism and pervasive developmental disorders-not otherwise specified (PDD-NOS) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 300 EP 304 DI 10.1016/j.rasd.2009.10.001 PD APR-JUN 2010 PY 2010 AB The purpose of this Study was to investigate symptoms of comorbid disorders in infants and toddlers with autism spectrum disorders (ASDs). Research is scant on symptoms of co-occurring mental health conditions in this very young population. Method: Three hundred and twenty four participants were included in this study. Participants were classified into one of three groups: Autistic Disorder, Pervasive Developmental Disorder-Not Otherwise Specified, and control. A Multivariate Analysis of Variance (MANOVA) was utilized to assess group differences on the six subscales of the Baby and Infant Screen for Children with aUtlsm Traits-Part 2 (BISCUIT-Part 2). Results: The MANOVA revealed a significant main effect for group. Follow-up analyses showed that all subscales contributed to the significant main effect of the MANOVA. Discussion: The results of the analyses in this study are consistent with the current literature on older children and adults with ASDs. Implications of early identification of comorbid disorders are discussed. Further research on the mental health of infants and toddler with autism spectrum disorders (ASDs) is warranted. (C) 2009 Elsevier Ltd. All rights reserved. TC 46 ZB 10 Z8 0 ZS 0 Z9 46 SN 1750-9467 UT WOS:000274759200016 ER PT J AU Davis, Thompson E., III Fodstad, Jill C. Jenkins, Whitney S. Hess, Julie A. Moree, Brittany N. Dempsey, Tim Matson, Johnny L. TI Anxiety and avoidance in infants and toddlers with autism spectrum disorders: Evidence for differing symptom severity and presentation SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 305 EP 313 DI 10.1016/j.rasd.2009.10.002 PD APR-JUN 2010 PY 2010 AB Little is known about the symptoms of anxiety in very young children with autism spectrum disorders, particularly comparisons between Autistic Disorder (AD) and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). In the current study, toddlers (i.e., 17-37 months of age) with diagnoses of either AD (N = 159) or PDD-NOS (N = 154) were compared to atypically developing toddlers who did not meet criteria for an autism spectrum disorder (N = 200). Results indicated an overall pattern whereby toddlers with AD had more severe anxious and avoidant symptoms than either toddlers with PDD-NOS or controls. Further, toddlers with PDD-NOS were significantly more severe than controls. Additional analyses examining specific differences between the groups on anxious and avoidant items were conducted as well. Overall, toddlers with AD appear to have more severe anxiety than either those with PDD-NOS or controls, who did not differ on many items. (C) 2009 Elsevier Ltd. All rights reserved. TC 28 ZB 5 Z8 0 ZS 0 Z9 28 SN 1750-9467 UT WOS:000274759200017 ER PT J AU Durkin, Kevin Whitehouse, Andrew Jaquet, Emma Ziatas, Kathy Walker, Allan J. TI Cell phone use by adolescents with Asperger Syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 2 BP 314 EP 318 DI 10.1016/j.rasd.2009.09.017 PD APR-JUN 2010 PY 2010 AB While young people have generally been at the forefront of the adoption and use of new communications technologies, little is known of uses by exceptional youth. This study compares cell phone use by a group of adolescents with Asperger Syndrome (n = 35) with that by a group of adolescents with typical development (it = 35). People with Asperger Syndrome tend to have limited ability to take part in reciprocal communication and weaker social motivation. We predicted that this group would be less likely to have access to cell phones and, if they did have them, would be less likely to use them for talking to peers and more likely to use non-communicative features, such as games. These predictions received strong support. The findings have implications for theoretical accounts of new media use by the young, for our knowledge of the lives of individuals with AS, and for caregivers of children with exceptional conditions. (C) 2009 Elsevier Ltd. All rights reserved. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000274759200018 ER PT J AU O'Reilly, Mark Rispoli, Mandy Davis, Tonya Machalicek, Wendy Lang, Russell Sigafoos, Jeff Kang, Soyeon Lancioni, Giulio Green, Vanessa Didden, Robert TI Functional analysis of challenging behavior in children with autism spectrum disorders: A summary of 10 cases SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 1 BP 1 EP 10 DI 10.1016/j.rasd.2009.07.001 PD JAN-MAR 2010 PY 2010 AB Children with autism spectrum disorders (ASDs) often present with challenging behavior, such as aggression and self-injury. In studies of children with other types of developmental disabilities challenging behavior appears more often to be maintained by attention or escape from demands. Less is known about the operant function of challenging behavior in children with ASD. The aim of the present study was to provide an analysis of the function of challenging behaviors in 10 children with ASD or PDD-NOS. Each child was assessed across five conditions (i.e., attention, escape. tangible, alone, and play). Each condition was presented 8-10 times in a multielement design while the percentage of 10-s intervals with challenging behavior (e.g., aggression, self-injury) was recorded. The results showed that for 8 of the 10 children, challenging behavior was maintained by automatic reinforcement, but by multiple sources of reinforcement for the other 2 children. The overall findings differ from the results of studies on children with other types of developmental disabilities, Suggesting the possibility of a characteristically more non-social function to the challenging behavior of children with ASD. (C) 2010 Elsevier Ltd. All rights reserved. TC 15 ZB 2 Z8 0 ZS 0 Z9 15 SN 1750-9467 UT WOS:000272967200001 ER PT J AU Granpeesheh, Doreen Tarbox, Jonathan Dixon, Dennis R. Peters, Catherine A. Thompson, Kathleen Kenzer, Amy TI Evaluation of an eLearning tool for training behavioral therapists in academic knowledge of applied behavior analysis SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 1 BP 11 EP 17 DI 10.1016/j.rasd.2009.07.004 PD JAN-MAR 2010 PY 2010 AB Applied Behavior Analytic (ABA) treatment for children with autism spectrum disorders (ASDs) has been demonstrated to produce significant treatment effects across multiple studies (Eikeseth, 2009; Eldevik et al., 2009). Despite the demonstrated effectiveness of ABA, there continues to be a lack of trained clinicians to provide the treatment. Traditional training approaches include lecture, group discussion, and role-playing formats. However, alternative training approaches may need to be developed to increase the efficiency of training and/or to disseminate training opportunities to remote regions. one such possibility is eLearning, wherein trainees interact with computer training programs, rather than, or in addition to, live human trainers. Despite the potential contributions of eLearning training approaches, no previous research of which we are aware has evaluated eLearning approaches to training behavioral therapists in ABA principles and procedures for the treatment of autism. In this study, we evaluated an eLearning tool that was developed for training newly hired behavioral therapists in academic knowledge of ABA treatment for children with autism. We compared outcomes for a group of trainees who received eLearning training to a group who received traditional didactic training. Knowledge of ABA principles and procedures increased substantially for both groups, with the traditional didactic group achieving scores slightly higher than the eLearning group. These preliminary results suggest that eLearning tools may be a useful strategy for extending training in ABA principles and procedures to settings in which limited or no contact with live professional trainers may be available. (C) 2010 Elsevier Ltd. All rights reserved. TC 15 ZB 3 Z8 0 ZS 0 Z9 15 SN 1750-9467 UT WOS:000272967200002 ER PT J AU Ashburner, Jill Ziviani, Jenny Rodger, Sylvia TI Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 1 BP 18 EP 27 DI 10.1016/j.rasd.2009.07.002 PD JAN-MAR 2010 PY 2010 AB This study compares teachers' perceptions of students with autism spectrum disorders (ASD) to their perceptions of typically developing students with regard to capacity to perform academically and regulate emotions and behavior in mainstream classrooms. A case-control research design was used to compare teacher ratings of academic performance and classroom emotional and behavioral regulation of 28 students with ASD (with average range IQ) and 51 age- and gender-matched typically developing (TD) students drawn from the same mainstream classrooms. Teachers rated students with ASD as exhibiting behavioral and emotional difficulties (including attention difficulties, anxiety, depression, oppositional and aggressive behaviors) to a significantly higher level than their typically developing peers. Fifty-four percent of students with ASD were rated as under-achieving academically as compared to 8% of typically developing students. Students with ASD seem to be underperforming relative to their level of ability and are struggling to maintain their attention and regulate their emotions and behaviors in mainstream classrooms, despite receiving a range of specialist support services in the classroom. Consideration needs to be given to investigating alternative models of supporting these students in mainstream classrooms and assisting them to develop strategies to cope with the student role. (C) 2010 Elsevier Ltd. All rights reserved. RI Rodger, Sylvia/F-8738-2010; Ziviani, Jenny/C-1708-2010 TC 11 ZB 3 Z8 0 ZS 1 Z9 12 SN 1750-9467 UT WOS:000272967200003 ER PT J AU Ward, Samantha L. Gilmore, Linda TI The Autistic Behavioural Indicators Instrument (ABII): Development and instrument utility in discriminating Autistic Disorder from speech and language impairment and typical development SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 1 BP 28 EP 42 DI 10.1016/j.rasd.2009.07.003 PD JAN-MAR 2010 PY 2010 AB The Autistic Behavioural Indicators Instrument (ABII) is an 18-item instrument developed to identify children with Autistic Disorder (AD) based on the presence of unique autistic behavioural indicators. The ABII was administered to 20 children with AD, 20 children with speech and language impairment (SLI) and 20 typically developing (TD) children aged 2-6 years. The ABII discriminated children diagnosed with AD from those diagnosed with SLI and those who were TD, based on the presence of specific social attention, sensory, and behavioural symptoms. A combination of symptomology across these domains correctly classified 100% of children with and without AD. The paper concludes that the ABII shows considerable promise as an instrument for the early identification of AD. (C) 2010 Elsevier Ltd. All rights reserved. TC 5 ZB 1 Z8 0 ZS 1 Z9 6 SN 1750-9467 UT WOS:000272967200004 ER PT J AU Kalyva, Efrosini Pellizzoni, Sandra Tavano, Alessandro Iannello, Paola Siegal, Michael TI Contamination sensitivity in autism, Down syndrome, and typical development SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 1 BP 43 EP 50 DI 10.1016/j.rasd.2009.07.005 PD JAN-MAR 2010 PY 2010 AB Although typically developing children are attuned early to others' communicative signals, one of the very first noticeable impairments in children with autism is in attending to voices and speech. Yet it is through conversations with others that children are made aware that apparently edible substances may in reality be contaminated, In two experiments, we examined contamination sensitivity in children with autism, typically developing children, and a group of children with Down syndrome. In Experiment 1, many children with autism who ranged in age from 4 to 10 years were prepared to drink liquids that had been contaminated by insects. There was evidence for a developmental delay as contamination sensitivity in autism was associated with increasing age. In Experiment 2, children with autism were prepared to drink liquids that had been contaminated by human hair or had insects in close proximity. By contrast, in both experiments, both typically developing children and children with Down syndrome demonstrated strong contamination sensitivity. We discuss the results in terms of constraints on the early learning of the edible-inedible distinction. (C) 2010 Elsevier Ltd. All rights reserved. RI Tavano, Alessandro/J-4201-2012 OI Tavano, Alessandro/0000-0002-2096-5542 TC 7 ZB 3 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000272967200005 ER PT J AU Wichnick, Alison M. Vener, Susan M. Keating, Colleen Poulson, Claire L. TI The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 1 BP 51 EP 64 DI 10.1016/j.rasd.2009.07.006 PD JAN-MAR 2010 PY 2010 AB Autism is a disorder characterized by a severe deficit in social interaction skills. The initiation of social behavior is the focus of this Study. Several studies provide evidence for the effectiveness of the script-fading procedure on improving the social initiation skills of children and adults with autism. Nevertheless, there is little focus on initiations to peers among young children with autism and on the production of novel utterances. The purpose of this study was to use toys with pre-recorded scripts on voice-over-recording devices to evoke initiations to peers and to measure unscripted and novel utterances among three young children with autism. One 4-year-old and two 6-year-old children showed deficits in peer-initiation skills and tended to initiate to adults only. During baseline, the three participants emitted few, if any, initiations to one another. When scripts were introduced, unscripted and novel initiations systematically increased across the participants, thus demonstrating response generalization. The script-fading procedure was effective in increasing unscripted and novel initiations to peers among young children with autism. (C) 2010 Elsevier Ltd. All rights reserved. TC 4 ZB 0 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000272967200006 ER PT J AU Tarbox, Jonathan Wilke, Arthur E. Findel-Pyles, Rachel S. Bergstrom, Ryan M. Granpeesheh, Doreen TI A comparison of electronic to traditional pen-and-paper data collection in discrete trial training for children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 1 BP 65 EP 75 DI 10.1016/j.rasd.2009.07.008 PD JAN-MAR 2010 PY 2010 AB There is considerable empirical evidence that demonstrates that early intensive behavioral intervention (EIBI) produces substantial improvements in young children with autism. A central feature of this treatment approach is the reliance oil continuous measurement of child performance during all treatment hours (20-40 h per week) to ensure an objective and quantitative analysis of behavior. Pen-and-paper data collection is standard practice in service delivery agencies. An alternative is to collect data via an electronic format, however little research has been done on electronic data collection in these settings. The purpose of this study was to compare mTrial (R), a program that allows therapists to record, store, and report discrete trial and other behavior data for students on a personal data assistant, to traditional pen-and-paper data, in terms of the accuracy of data collected and the time required to do it. Results suggest that both formats are of approximately equal accuracy but that traditional data collection is faster. Implications of the two data collection methods for data storage and analysis are also discussed. (C) 2010 Elsevier Ltd. All rights reserved. TC 5 ZB 0 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000272967200007 ER PT J AU Fischer, Jenny L. Howard, Jane S. Sparkman, Coleen R. Moore, Allyson G. TI Establishing generalized syntactical responding in young children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 1 BP 76 EP 88 DI 10.1016/j.rasd.2009.07.009 PD JAN-MAR 2010 PY 2010 AB Many children with autism who speak tend to emit utterances of only I or 2 words. A multiple baseline design with changing criterion features was used to evaluate the effectiveness of training with pictorial prompts to increase the syntactical complexity and length of novel utterances by 4 preschoolers with autism. Two target sentence structures were taught; responses during probe trials matched the specific sentence structure being trained. At baseline utterances averaged 1-2 words per photograph. All children averaged 6 words per photograph following training. Variability in the number of training trials to mastery across participants was likely due to differences in entry skills. The training methods were effective for establishing one type of generative language performance in the 4 participants. (C) 2010 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000272967200008 ER PT J AU Fu, Chung-Pei Hsieh, Ching-Lin Tseng, Mei-Hui Chen, Yu-Lan Huang, Wei-Tian Wu, Pei-Chin Chiang, Fu-Mei TI Inter-rater reliability and smallest real difference of the Chinese Psychoeducational Profile-third edition for children with Autism Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 1 BP 89 EP 94 DI 10.1016/j.rasd.2009.09.002 PD JAN-MAR 2010 PY 2010 AB The purpose of this Study was to examine the inter-rater reliability of the Chinese version of the Psychoeducational Profile-third edition (CPEP-3) in children with Autism Spectrum Disorder. We also calculated the smallest real difference (SRD) for users to determine whether the change score rated by different raters for an individual child is valid. The CPEP-3 was administered to 42 children aged from 2 years 4 months to 7 years 7 months by two independent therapists twice, with an 11- to 21-day interval. The high internal consistency for performance subtests (Cronbach's alpha = 0.92-0.98) and composites (Cronbach's alpha = 0.92-0.95) in the CPEP-3 indicates the homogeneity of all the items in each subtest and composite. The inter-rater reliability of the CPEP-3, examined by intraclass correlation coefficient, ranged from 0.57 to 0.94 for the performance subtests, and 0.63 to 0.89 for the composites. The SRDs of the CPEP-3 ranged from 5.8 to 12.8 for the performance subtests, and 7.3 to 18.0 for the composites. The SRDs of the CPEP-3 were 14.4-51.8% of the possible highest scores of each subtest and composite. The substantial SRDs indicate that clinicians should consider such SRD values in determining whether a child's change score of the CPEP-3 indicates real change when the CPEP-3 is administered by different raters. Further studies to examine the construct validity, responsiveness, and minimally important difference of the CPEP-3 are needed to improve the utility of the CPEP-3. (C) 2010 Elsevier Ltd. All rights reserved. RI Tseng, MH/A-7938-2010 TC 5 ZB 3 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000272967200009 ER PT J AU Lennen, Daniel T. Lamb, Gordon D. Dunagan, Benjamin J. Hall, Trevor A. TI Verbal prowess equals higher IQ: Implications for evaluating autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 4 IS 1 BP 95 EP 101 DI 10.1016/j.rasd.2009.09.004 PD JAN-MAR 2010 PY 2010 AB This study evaluated the clinical utility of the Stanford-Binet-5 (SB-5) in assessing individuals suspected of having an autism spectrum disorder (ASD). Comparisons were made between individuals with and without autism (AD), with or without comorbid mental retardation. Differences in score profiles were discovered based on AD and mental retardation (MR) status. Score differences were then evaluated using VIQ as a covariate. Findings suggested that verbal ability has a large influence on scores, even within the nonverbal subtests. Discriminant analysis revealed that SB-5 scores could predict group membership with 52.9% accuracy among the four groups, and with 82.6% accuracy when determining between MR and MR with AD. (C) 2010 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000272967200010 ER PT J AU Reilly, Colin TI Autism spectrum disorders in Down syndrome: A review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 829 EP 839 DI 10.1016/j.rasd.2009.01.012 PD OCT-DEC 2009 PY 2009 AB While it had been claimed that the association of autism spectrum disorders (ASDs) and Down syndrome was uncommon there are now a substantial number of studies demonstrating that a subgroup of those with Down syndrome will also reach the diagnostic criteria for an ASD. This review examines published research on the prevalence of ASDs in Down syndrome. The manifestation of ASDs in the Down syndrome population is also examined with regard to published case studies and profiles on ASD screening and diagnostic instruments. Possible correlates of ASDs in Down syndrome including level of cognitive functioning, medical factors, gender, and family history are also reviewed. Issues regarding the diagnostic assessment of ASDs in Down syndrome and suggestions for future research are discussed. (C) 2009 Elsevier Ltd. All rights reserved. TC 15 ZB 9 Z8 0 ZS 1 Z9 16 SN 1750-9467 UT WOS:000269993400001 ER PT J AU Stigler, Kimberly A. Sweeten, Thayne L. Posey, David J. McDougle, Christopher J. TI Autism and immune factors: A comprehensive review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 840 EP 860 DI 10.1016/j.rasd.2009.01.007 PD OCT-DEC 2009 PY 2009 AB Cases of autistic disorder (autism) have frequently been reported in association with congenital rubella and other infections. These observations stimulated further investigation into markers of immune function in autism. Postinfectious and autoimmune mechanisms of pathophysiology have been proposed. This review comprehensively addresses immune findings to date, including the role of viruses, neuroimmune factors, cellular and humoral immunity, immunogenetics, and immunotherapy in relation to autism. Although numerous immune abnormalities have been identified in autism, inconsistent results have often been reported. To date, research in this area has largely involved small, uncontrolled studies. in order to bring clarity to this field, high-quality, systematic research is needed to explore the role of neuroimmunologic factors in autism. (C) 2009 Elsevier Ltd. All rights reserved. RI zhang, jing/F-3848-2012 TC 21 ZB 15 Z8 0 ZS 0 Z9 21 SN 1750-9467 UT WOS:000269993400002 ER PT J AU Matson, Johnny L. Mahan, Sara TI Current status of research on childhood disintegrative disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 861 EP 867 DI 10.1016/j.rasd.2009.01.006 PD OCT-DEC 2009 PY 2009 AB Perhaps the rare and least understood of the autism spectrum disorders (ASDs) is childhood disintegrative disorder (CDD). Affecting males at greater rates than females, it has a reported prevalence of 1.7/100,000. The present review is a critical appraisal of the present status and major future research needs with respect to this topic. By the very nature of the condition, the bulk of the research is on very small samples, often-case descriptions. The need for national/international networks to pool data is posited as one strategy to obtain more representative information concerning children with this disorder. (C) 2009 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000269993400003 ER PT J AU Matson, Michael L. Mahan, Sara Matson, Johnny L. TI Parent training: A review of methods for children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 868 EP 875 DI 10.1016/j.rasd.2009.02.003 PD OCT-DEC 2009 PY 2009 AB Autism Spectrum Disorders (ASD) are common in the general childhood population, and are both serious and lifelong. Tremendous strides have been made in the treatment of these ASD in recent years, particularly with respect to psychological interventions. Given the considerable amount of time and cost involved in providing these interventions, parent training and involvement is a particularly appealing intervention option. This paper is a review and status report on evidence based methods that are available for training parents of children with ASD as therapists. Current trends and future directions are discussed. (C) 2009 Elsevier Ltd. All rights reserved. RI Moriana, Juan Antonio/B-4268-2008 TC 25 ZB 4 Z8 0 ZS 1 Z9 26 SN 1750-9467 UT WOS:000269993400004 ER PT J AU Chan, Jeffrey M. Lang, Russell Rispoli, Mandy O'Reilly, Mark Sigafoos, Jeff Cole, Heather TI Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 876 EP 889 DI 10.1016/j.rasd.2009.04.003 PD OCT-DEC 2009 PY 2009 AB This review involved a systematic analysis of studies that focused on the use of peer-mediated interventions (PMI) in the treatment of individuals with autism spectrum disorders (ASD). Forty-two studies that met pre-determined inclusion criteria were analyzed and summarized in terms of: (a) participants receiving intervention, (b) peers implementing, (c) method of training peers, (d) intervention procedures, and (e) desired outcomes. Further, we critically appraised each study's design and related methodological details in order to determine certainty of evidence. Collectively, the 42 studies involved a total of 172 participants who received intervention from a total of 396 trained peers. The reported outcomes were mostly positive (91%), but the studies are limited because treatment fidelity was only rarely assessed. Overall, the reviewed studies suggest that PMI is a versatile and potentially effective intervention approach for individuals with ASD. (C) 2009 Elsevier Ltd. All rights reserved. RI Moriana, Juan Antonio/B-4268-2008 TC 29 ZB 10 Z8 0 ZS 0 Z9 29 SN 1750-9467 UT WOS:000269993400005 ER PT J AU Loukusa, Soile Moilanen, Irma TI Pragmatic inference abilities in individuals with Asperger syndrome or high-functioning autism. A review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 890 EP 904 DI 10.1016/j.rasd.2009.05.002 PD OCT-DEC 2009 PY 2009 AB This review summarizes studies involving pragmatic language comprehension and inference abilities in individuals with Asperger syndrome or high-functioning autism. Systematic searches of three electronic databases, selected journals, and reference lists identified 20 studies meeting the inclusion criteria. These Studies were evaluated in terms of: (a) purpose of study, (b) participant characteristics and (c) procedures. Across the studies, the ages of participants varied between 6 and 57 years. The pragmatic comprehension and inference abilities measured varied from homograph comprehension to ability to understand non-literal statements. Pragmatic inference weaknesses, but not inabilities, were found throughout the studies. However, researchers did not wholly agree on the reasons and the extent of processing difficulties. The most commonly suggested explanations for pragmatic inference deficits were theory of mind and central coherence. (C) 2009 Elsevier Ltd. All rights reserved. TC 16 ZB 6 Z8 0 ZS 0 Z9 16 SN 1750-9467 UT WOS:000269993400006 ER PT J AU Weeden, Marc Ehrhardt, Kristal Poling, Alan TI Conspicuous by the their absence: Studies comparing and combining risperidone and applied behavior analysis to reduce challenging behavior in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 905 EP 912 DI 10.1016/j.rasd.2009.06.004 PD OCT-DEC 2009 PY 2009 AB Both risperidone, an atypical antipsychotic drug, and function-based behavior-analytic interventions are popular and empirically validated treatments for reducing challenging behavior in children with autism. The kind of research that supports their effectiveness differs, however, and no published study has directly compared their effects or examined the two in combination. The research methods characteristic of applied behavior analysis may provide a useful basis for comparing the effects of risperidone and behavior-analytic treatments, alone and in combination, and researchers are encouraged to pursue this line of investigation. (C) 2009 Elsevier Ltd. All rights reserved. TC 8 ZB 2 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000269993400007 ER PT J AU Zalla, Tiziana Sav, Anca-Maria Leboyer, Marion TI Stimulus-reward association and reversal learning in individuals with Asperger Syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 913 EP 923 DI 10.1016/j.rasd.2009.03.004 PD OCT-DEC 2009 PY 2009 AB In the present study, performance of a group of adults with Asperger Syndrome (AS) on two series of object reversal and extinction was compared with that of a group of adults with typical development. Participants were requested to learn a stimulus-reward association rule and monitor changes in reward Value of stimuli in order to gain as many points as possible. In order to assess whether difficulties with stimulus-reward association learning and with reversal and/or extinction might be related to social and behavioural impairments, we performed correlation analyses between test measures and scores measuring the severity of clinical symptoms in the areas of repetitive behaviours and social interaction as assessed by the Autism Diagnostic Interview-Revised (ADI-R) [Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism diagnostic interview-revised: A recise version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24, 659-685]. Individuals with AS showed difficulties in establishing rapid stimulus-reward associations, whereas no severe impairment was observed in reversal and extinction learning. In addition, the present findings show that these difficulties correlate with scores in social reciprocal interaction, suggesting that the diminished ability in the assignment of reinforcement value to incoming stimuli might be related to disturbances in social behaviour often reported in autism spectrum disorders. (C) 2009 Elsevier Ltd. All rights reserved. TC 6 ZB 4 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000269993400008 ER PT J AU Matson, Johnny L. Wilkins, Jonathan Sharp, Brenda Knight, Cheryl Sevin, Jay A. Boisjoli, Jessica A. TI Sensitivity and specificity of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT): Validity and cutoff scores for autism and PDD-NOS in toddlers SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 924 EP 930 DI 10.1016/j.rasd.2009.04.001 PD OCT-DEC 2009 PY 2009 AB Early identification of autism spectrum disorders (ASD) is now considered best practice in the field of developmental disabilities. Despite calls by national pediatric organizations and others for routine screening in young children, such recommendations have been hard to implement in practice. One of the major unresolved problems is the need for refined diagnostic instruments that provide relevant sensitivity and specificity to accomplish this task. We report on the utility of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT) for assisting in autism and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) diagnoses in a sample of 1007 "at risk" children ages 17-37 months. (C) 2009 Elsevier Ltd. All rights reserved. TC 71 ZB 17 Z8 0 ZS 2 Z9 73 SN 1750-9467 UT WOS:000269993400009 ER PT J AU Mayes, Susan Dickerson Calhoun, Susan L. TI Variables related to sleep problems in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 931 EP 941 DI 10.1016/j.rasd.2009.04.002 PD OCT-DEC 2009 PY 2009 AB Our study of 477 children with autism (1-15 years, IQs 9-146) showed that parent reported sleep problems are found in most children with aUtiSM and are not significantly related to age, IQ gender, race, parent occupation, neuropsychological functioning, and learning ability. However, sleep problems increased with severity of autistic symptoms and with severity of parent reported symptoms known to be associated with autism (i.e., oppositional behavior, aggression, explosiveness, attention deficit, impulsivity, hyperactivity, anxiety, depression. and mood variability). This suggests that sleep disturbance is part of the autism symptom complex and increases with increasing autism severity. The strongest predictors of sleep disturbance were parent ratings of autism severity, hyperactivity, mood variability, and aggression. The most frequent sleep problems were difficulty failing asleep and restlessness during sleep. Daytime sleepiness was not significantly correlated with sleeping less than normal, but was associated with sleeping more than normal. Children who were sleepier during the day were also sleepier at night. Medical practitioners and clinicians should be aware of the risk of sleep disturbance in children with autism and should routinely screen for this. Empirically proven interventions (e.g., behavior therapy and melatonin) are available to improve sleep in children with autism. (C) 2009 Elsevier Ltd. All rights reserved. TC 39 ZB 12 Z8 0 ZS 0 Z9 39 SN 1750-9467 UT WOS:000269993400010 ER PT J AU Brim, Devorah Townsend, Dawn Buffington DeQuinzio, Jaime Ann Poulson, Claire L. TI Analysis of social referencing skills among children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 942 EP 958 DI 10.1016/j.rasd.2009.04.004 PD OCT-DEC 2009 PY 2009 AB Social referencing, a form of nonverbal communication, involves seeking out discriminative stimuli provided by others about contingencies in an ambiguous context in order to respond in a manner that produces reinforcement. Although demonstrated by typically developing infants, social referencing is notably absent or impaired in individuals with autism. In this study, behavioral procedures including verbal, Visual, and manual prompting and reinforcement were used to teach four children with autism to exhibit a social referencing response chain composed of an observing response and a conditional discriminative response in the presence of variants of standard academic materials. Observing was defined as looking at the experimenter when presented with unfamiliar handwriting materials, verbal models, and video models. Conditional discriminative responding was defined as completing the handwriting task or imitating the verbal and video models in the presence of a head nod and a smile, and placing the handwriting materials or Language Master cards aside, or remaining seated in a chair in the presence of a headshake and a frown. All four children learned to exhibit social referencing. The ambiguous materials were then interspersed among the standard materials. One of the children showed discriminated social referencing, observing in the presence of the ambiguous stimuli and not in the presence of the standard materials. The other children were taught to discriminate the ambiguous and standard stimuli and to exhibit social referencing only in the presence of the ambiguous materials. The effectiveness of the teaching procedures used is discussed in the context of a learning theory analogue of social referencing. (C) 2009 Elsevier Ltd. All rights reserved. TC 9 ZB 1 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000269993400011 ER PT J AU Boyd, Brian A. McBee, Matthew Holtzclaw, Tia Baranek, Grace T. Bodfish, James W. TI Relationships among repetitive behaviors, sensory features, and executive functions in high functioning autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 959 EP 966 DI 10.1016/j.rasd.2009.05.003 PD OCT-DEC 2009 PY 2009 AB This study examined the relationship between repetitive behaviors and sensory processing issues in school-aged children with high functioning autism (HFA). Children with HFA (N=61) were compared to healthy, typical controls (N = 64) to determine the relationship between these behavioral classes and to examine whether executive dysfunction explained any relationship between the variables. Particular types of repetitive behavior (i.e., stereotypy and compulsions) were related to sensory features in autism; however, executive deficits were only correlated with repetitive behavior. This finding suggests that executive dysfunction is not the shared neurocognitive mechanism that accounts for the relationship between restricted, repetitive behaviors and aberrant sensory features in HFA. Group status, younger chronological age, presence of sensory processing issues, and difficulties with behavior regulation predicted the presence of repetitive behaviors in the HFA group. (C) 2009 Elsevier Ltd. All rights reserved. TC 30 ZB 18 Z8 0 ZS 0 Z9 30 SN 1750-9467 UT WOS:000269993400012 ER PT J AU Ben Itzchak, Esther Zachor, Ditza A. TI Change in autism classification with early intervention: Predictors and outcomes SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 967 EP 976 DI 10.1016/j.rasd.2009.05.001 PD OCT-DEC 2009 PY 2009 AB The current study characterized stability and changes of autism diagnostic classification with intervention in very young children and examined pre-treatment predictors and post-intervention outcome. Sixty-eight children diagnosed with autism, aged 1835 months (M = 25.4. SD = 4.0) participated in the study. Children underwent comprehensive evaluations at pre-intervention time (T1) and after I year of intervention (T2). The evaluation included autism classification based on Autism Diagnosis Observation Schedule (ADOS) original algorithm, cognitive abilities (Mullen) and adaptive skills evaluation (Vineland). At T2, two groups were identified: the Unchanged group in = 53) remained in the same autism classification and the Improved group (n = 15) changed classification to Autism Spectrum Disorder (ASD) (n = 13) or Off Spectrum (n = 2). The verbal domain scores at T1 was the only significant variable that distinguished the two groups. Specifically, the Improved group had better receptive language scores than the Unchanged group. The Improved group gained significantly more than the Unchanged group in all the Outcome measures (cognitive, adaptive and reduction of stereotyped behaviors). Two distinct subtypes of autism were identified, one with stable autism symptomatology, poor verbal abilities and limited cognitive and adaptive gains, and a second type with better baseline verbal abilities and overall better response to intervention. (C) 2009 Elsevier Ltd. All rights reserved. TC 11 ZB 3 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000269993400013 ER PT J AU Matson, Johnny L. Fodstad, Jill C. Mahan, Sara Sevin, Jay A. TI Cutoffs, norms, and patterns of comorbid difficulties in children with an ASD on the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT-Part 2) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 977 EP 988 DI 10.1016/j.rasd.2009.06.001 PD OCT-DEC 2009 PY 2009 AB Diagnosing autism and PDD-NOS at very early ages has become a major priority in the field of mental health. More recently, researchers have also come to realize the importance of identifying co-occurring conditions of psychopathology in this population. In the present Study, 309 children between 17 and 37 months of age who had been identified as having either autism or PDD-NOS were screened for comorbid psychopathology. Using the psychopathology scale of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT-Part 2), norms and cutoff scores for various forms of psychopathology (e.g., conduct problems, inattention, impulsivity, avoidance, anxiety, eating and sleep problems) were established. Additionally, frequency of items across factors was compared for autism, PDD-NOS and on atypically developing group of children without an autism spectrum disorder (ASD) (n = 460). All five disorders (tantrum, conduct behavior, inattentive/impulsive, avoidant behavior, anxiety/repetitive and eating problems/sleep) were more common in the autism group. Differences in the two groups were particularly striking for the anxiety/repetitive behavior and inattention/impulsivity factors. Implications of these findings are discussed. (C) 2009 Elsevier Ltd. All rights reserved. TC 28 ZB 6 Z8 0 ZS 0 Z9 28 SN 1750-9467 UT WOS:000269993400014 ER PT J AU Rojahn, Johannes Matson, Johnny L. Mahan, Sara Fodstad, Jill C. Knight, Cheryl Sevin, Jay A. Sharp, Brenda TI Cutoffs, norms, and patterns of problem behaviors in children with an ASD on the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT-Part 3) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 989 EP 998 DI 10.1016/j.rasd.2009.06.002 PD OCT-DEC 2009 PY 2009 AB Challenging behaviors are common and persistent in persons with autism spectrum disorders (ASDs). Best practices dictate that symptoms of ASD and these co-occurring problems be identified and then treated at the earliest possible age, Having said this, there has been a dearth of available assessment methods to make sure identifications in infants and toddlers, particularly with respect to challenging behaviors. The Baby and Infant Screen for Children with aUtIsm Traits (Part 3) was designed specifically for this purpose. In study one, 312 children between 17 and 37 months and diagnosed with autism or PDD-NOS were individually assessed. Cutoff scores for total and subtest scores were established. In study 2, frequency and patterns of various challenging behaviors were evaluated. The meaning of these data is discussed for toddlers and infants with ASD. (C) 2009 Elsevier Ltd. All rights reserved. TC 22 ZB 3 Z8 0 ZS 0 Z9 22 SN 1750-9467 UT WOS:000269993400015 ER PT J AU Matson, Johnny L. Neal, Daniene TI Seizures and epilepsy and their relationship to autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 999 EP 1005 DI 10.1016/j.rasd.2009.06.003 PD OCT-DEC 2009 PY 2009 AB Autism spectrum disorders (ASD) are serious neurodevelopmental disorders which often co-occur with intellectual disabilities. A disorder which is strongly correlated with both of these disabilities are seizures and epilepsy. The purpose of this review was to provide an overview of available research oil seizures and epilepsy in the ASD population and to provide a status report on recent trends in research. Among these topics are prevalence, nosology, etiology, and autistic regression. Strengths and weaknesses of the current, available literature are discussed. (C) 2009 Elsevier Ltd. All rights reserved. TC 19 ZB 5 Z8 0 ZS 0 Z9 19 SN 1750-9467 UT WOS:000269993400016 ER PT J AU Lunsky, Yona Gracey, Carolyn Bradley, Elspeth TI Adults with Autism Spectrum Disorders using psychiatric hospitals in Ontario: Clinical profile and service needs SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 1006 EP 1013 DI 10.1016/j.rasd.2009.06.005 PD OCT-DEC 2009 PY 2009 AB Background: Adults with Autism Spectrum Disorders (ASD) represent a small, but challenging sub-group of patients within Ontario's mental health care system. However, few studies have documented the clinical characteristics of this population and examined how such individuals differ from other psychiatric patients, with or without intellectual disabilities (ID). Method: A secondary analysis of data from the 2003 Comprehensive Assessment Projects from three psychiatric hospitals in Ontario was conducted to describe patients with ASD and ID and to determine how their profile compared to other hospital users. Results: Twenty-three patients with ASD and ID were matched on gender and patient status (inpatient/outpatient) to individuals with and without ID. Individuals with ASD and ID were similar in terms of demographics to patients with and without ID. However, individuals with ASD and ID were younger, spent more days in hospital and were less likely to have a psychotic disorder diagnosis than both patients with and without ID. Inpatients with ASD and ID were recommended for a higher level of care than hospital service users without ID. Conclusions: Clearly, this small sub-group of individuals within the hospital population has high clinical needs that are not always well met. (C) 2009 Elsevier Ltd. All rights reserved. TC 11 ZB 1 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000269993400017 ER PT J AU Granpeesheh, Doreen Dixon, Dennis R. Tarbox, Jonathan Kaplan, Andrew M. Wilke, Arthur E. TI The effects of age and treatment intensity on behavioral intervention outcomes for children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 1014 EP 1022 DI 10.1016/j.rasd.2009.06.007 PD OCT-DEC 2009 PY 2009 AB Early intensive behavioral intervention (EIBI) has been shown to effectively remediate some cases of autism. However, few studies have evaluated the importance of various factors, such as the effect of treatment intensity on treatment outcomes, and how these outcomes vary by age. The objective of this study was to evaluate the relationship of treatment hours and participant age with the rate of learning within an early intensive behavioral intervention program. The present study evaluated treatment progress for 245 children receiving EIBI services. Regression analyses were conducted to predict treatment progress based upon the number of monthly treatment hours received and the participant's age. Each of these variables were significant predictors and accounted for considerable portions of the observed variance. Further, the younger participants showed a greater benefit from increased treatment hours when compared to older participants. These data indicate that for children between 2 and 7 years of age, there was a significant increase in new skill acquisition with increased treatment hours. Further, there was not a point of diminishing-returns. (C) 2009 Elsevier Ltd. All rights reserved. TC 44 ZB 12 Z8 0 ZS 0 Z9 44 SN 1750-9467 UT WOS:000269993400018 ER PT J AU Young, April Ruble, Lisa McGrew, John TI Public vs. private insurance: Cost, use, accessibility, and outcomes of services for children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 4 BP 1023 EP 1033 DI 10.1016/j.rasd.2009.06.006 PD OCT-DEC 2009 PY 2009 AB Very little research has been conducted on insurance type (private vs, public funded) and costs, accessibility, and use of services of children with autism. Analysis of five parent reported outcomes: (a) Out-of-pocket expenditures, (b) variety of services used, (c) access to services, (d) child and family service outcomes, and (e) satisfaction with payer of services against private and public insurance was completed. Parents/caregivers completed a survey regarding recent usage of nine specific services-inpatient care, medication management, counseling or training, individual therapy, in-home behavior therapy, speech and language therapy, occupational therapy, case management, and respite care. Across all respondents (n = 107), 73.5% were privately insured; 21.2% were publicly insured. Based on insurance type, no statistically significant differences in outcome variables were found, findings that were not consistent with previous research. However, an indirect association was found between out-of-pocket expense and parent satisfaction with the payer of services, access to care, and family outcomes. Further, a significantly higher percentage of total out-of-pocket expenditures were allocated to speech language therapy among publicly insured children than among privately insured children (p = .03) and parent stress was a moderating variable between access to care and variety of services used. (C) 2009 Elsevier Ltd. All rights reserved. RI Young, April/I-9518-2012 OI Young, April/0000-0003-3969-3249 TC 9 ZB 4 Z8 0 ZS 1 Z9 10 SN 1750-9467 UT WOS:000269993400019 ER PT J AU Hayward, Diane W. Gale, Catherine M. Eikeseth, Svein TI Intensive behavioural intervention for young children with autism: A research-based service model SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 571 EP 580 DI 10.1016/j.rasd.2008.12.002 PD JUL-SEP 2009 PY 2009 AB outcome research has shown that early and intensive behavioural intervention (ABA) may improve intellectual, language and adaptive functioning in children with autism. However, research has also indicated that not all ABA provisions are equally effective. Therefore, it may be beneficial to describe the key variables that are common to programmes which have been empirically validated through Outcome research. This paper describes a research-based service model which has been empirically validated. Important components include treatment in the child's natural environment, intensive intervention, treatment based on applied behaviour analysis, staff training and management. parental involvement, evaluation of progress, and research-based provision. (c) 2009 Elsevier Ltd. All rights reserved. TC 20 ZB 4 Z8 0 ZS 0 Z9 20 SN 1750-9467 UT WOS:000266512700001 ER PT J AU Matson, Johnny L. Neal, Daniene TI Diagnosing high incidence autism spectrum disorders in adults SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 581 EP 589 DI 10.1016/j.rasd.2009.01.001 PD JUL-SEP 2009 PY 2009 AB Autism spectrum disorders (ASDs), parlicularly the high incidence conditions of autism, PDD NOS, and Asperger's Syndrome, have become increasingly popular topics of study in the mental health field. Traditionally, the focus has been on young children and early recognition and diagnosis. However, given that these conditions are life long in nature, continued assessment in not only advisable but essential. This review covers diagnostic issues as they pertain to adults with high incidence ASD. The current state of nosology and diagnosis in adults with ASD is reviewed. A discussion of pragmatic diagnostic issues and future research needs are covered. (c) 2009 Elsevier Ltd. All rights reserved. RI Skudder, Diane/G-2577-2011 TC 16 ZB 2 Z8 0 ZS 0 Z9 16 SN 1750-9467 UT WOS:000266512700002 ER PT J AU Thomson, Kendra Martin, Garry L. Arnal, Lindsay Fazzio, Daniela Yu, C. T. TI Instructing individuals to deliver discrete-trials teaching to children with autism spectrum disorders: A review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 590 EP 606 DI 10.1016/j.rasd.2009.01.003 PD JUL-SEP 2009 PY 2009 AB Early intensive behavioral intervention (EIBI) has been identified as the treatment of choice for children with autism spectrum disorders. A common strategy for conducting EIBI is discrete-trials teaching (DTT). There is a demand for research-based, economical, rapid training techniques to teach tutors and parents of children with autism to conduct DTT. This paper provides a review of research that has focused on teaching individuals how to conduct DTT. Considering the high demand for personnel trained in delivering DTT to children with autism, research in this field is highly warranted. (c) 2009 Elsevier Ltd. All rights reserved. RI Yu, C.T./D-1731-2014 TC 16 ZB 3 Z8 0 ZS 0 Z9 16 SN 1750-9467 UT WOS:000266512700003 ER PT J AU Kroeger, K. A. Sorensen-Burnworth, Rena TI Toilet training individuals with autism and other developmental disabilities: A critical review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 607 EP 618 DI 10.1016/j.rasd.2009.01.005 PD JUL-SEP 2009 PY 2009 AB The following article reviews the current-literature addressing toilet training individuals with autism and other developmental disabilities. The review addresses programs typical to toilet training the developmental disability population, most of which are modeled after the original Foxx and Azrin [Azrin, N. H., & Foxx, R. M. (1971). A rapid method of toilet training the institutionalized retarded. Journal of Applied Behavior A nays is 4, 89-99; Foxx, R. M., & Azrin, N. H. (1973). Toilet training persons with developmental disabilities: A rapid program for day and nighttime independent toileting. Harrisburg, PA: Help Services Press] rapid toilet training methods. Components of such program:; are isolated and described in their contribution to toilet training models. Studies are then reviewed and compared for participant and study characteristics. Individual Studies validating toilet training programs are then discussed in light of their program components and efficacy. Shortcomings to Currently available programs are highlighted and future areas of study are Suggested. (c) 2009 Elsevier Ltd. All rights reserved. TC 18 ZB 4 Z8 0 ZS 0 Z9 18 SN 1750-9467 UT WOS:000266512700004 ER PT J AU Benavides, Christian A. Poulson, Claire L. TI Task interspersal and performance of matching tasks by preschoolers with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 619 EP 629 DI 10.1016/j.rasd.2008.12.001 PD JUL-SEP 2009 PY 2009 AB The current study examined the effects of task interspersal on the performance of matching-to-sample tasks by three children with autism. A pre-baseline assessed each child's mastery level of a large body of matching stimuli. These matching tasks included matching identical and non-identical animals, numbers, letters, and shapes. Through this assessment mastered and non-mastered matching-to-sample stimuli were determined empirically. Following a baseline condition that presented only non-mastered stimuli in Succession, treatment was introduced in a multiple-baseline design across children. During the treatment condition, trials with mastered stimuli were interspersed with trials with non-mastered stimuli. For all three children, the percentage of correct matching responses to the non-mastered Stimuli increased systematically with the introduction of the interspersal procedure. Following treatment, a third condition was conducted that reduced the total number of reinforcers available per session to baseline levels. The data demonstrated that all three participants maintained treatment levels of correct responding during this third condition. Thus the increased reinforcement density during treatment was not needed for maintenance of correct responding. The discussion addresses additional control procedures that Would be needed to evaluate the role of reinforcement density during treatment. (c) 2008 Elsevier Ltd. All rights reserved. TC 4 ZB 0 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000266512700005 ER PT J AU Gutierrez, Anibal, Jr. Hale, Melissa N. O'Brien, Heather A. Fischer, Aaron J. Durocher, Jennifer S. Alessandri, Michael TI Evaluating the effectiveness of two commonly used discrete trial procedures for teaching receptive discrimination to young children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 630 EP 638 DI 10.1016/j.rasd.2008.12.005 PD JUL-SEP 2009 PY 2009 AB Discrete trial teaching procedures have been demonstrated to be effective in teaching a variety of important skills for children with autism spectrum disorders (ASD). Although all discrete trial programs are based in the principles of applied behavior analysis, some variability exists between programs with regards to the precise teaching procedures used. One notable procedural discrepancy involves teaching receptive discriminations. We compared the effectiveness of two commonly used procedures to teach receptive discriminations for three young children with ASD. One procedure progressed from introducing novel target stimuli in isolation (i.e., with no distracter present) to a conditional discrimination training phase (i.e., with distracter). A second procedure involved teaching discriminations exclusively within the context of conditional discriminations (i.e., using distracter stimuli). A within-subject comparison of procedures revealed mixed results and a 1-month follow-up revealed no differences between teaching procedures. (c) 2008 Elsevier Ltd. All rights reserved. TC 8 ZB 0 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000266512700006 ER PT J AU Louise, Sandra Fyfe, Sue Bebbington, Ami Bahi-Buisson, Nadia Anderson, Alison Pineda, Merce Percy, Alan Zeev, Bruria Ben Wu, Xi Ru Bao, Xinhua Leod, Patrick Mac Armstrong, Judith Leonard, Helen TI InterRett, a model for international data collection in a rare genetic disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 639 EP 659 DI 10.1016/j.rasd.2008.12.004 PD JUL-SEP 2009 PY 2009 AB Rett syndrome (RTT) is a rare genetic disorder within the autistic spectrum. This study compared socio-demographic, clinical and genetic characteristics of the international database, InterRett, and the population-based Australian Rett syndrome database (ARSD). It also explored the strengths and limitations of InterRett in comparison with other studies. A literature review compared InterRett with RTT population-based and case-based studies of 30 or more cases that investigated genotype and/or phenotype relationships. Questionnaire data were used to determine case status and to investigate the comparability of InterRett and ARSD. Twenty-four case series, five Population-based studies and a MECP2 mutation database were identified of which 21 (70%) collected phenotype and genotype data. Only three studies were representative of their underlying case population and many had low numbers. Of 1114 InterRett subjects, 9 6 born after 1976 could be verified as Rett cases and compared with the 295 ARSD subjects. Although more InterRett families h,id higher education and occupation levels and their children were marginally less severe, the distribution of MECP2 mutation types was similar. The InterRett can be used with confidence to investigate genotype phenotype associations and clinical variation in RTT and provides an exemplary international model for other rare disorders. (c) 2009 Elsevier Ltd. All rights reserved. RI Anderson, Alison/J-6786-2014; Leonard, Helen/A-1010-2013 OI Anderson, Alison/0000-0002-1490-2262; Leonard, Helen/0000-0001-6405-5834 TC 13 ZB 13 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000266512700007 ER PT J AU Chappell, Nick Graff, Richard B. Libby, Myrna E. Ahearn, William H. TI Further evaluation of the effects of motivating operations on preference assessment outcomes SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 660 EP 669 DI 10.1016/j.rasd.2009.01.002 PD JUL-SEP 2009 PY 2009 AB The abative effects of a 10-min period of free access to a participant's most preferred edible on preference assessment outcomes was examined using a multielement design with three individuals diagnosed with autism. Four moderately preferred edible items were identified for each participant: access to these edibles was then regulated throughout the study, to control for the number of edibles consumed. Four-item paired stimulus preference assessments were then conducted, under four treatment conditions. A control condition, which involved conducting four-item paired stimulus assessments, was used to determine baseline levels of preference for each edible. Preference assessments conducted under the other three treatment conditions were preceded by a 10-min period of free access to the participant's most preferred edible. The immediate condition involved conducting preference assessments immediately following the 10-min free-access period. The 10-min delay condition and the 20-min delay condition involved conducting preference assessments following a 10-min or 20-min delay after the free access period. For two participants, 10-min of free access to a preferred edible immediately prior to a preference assessment altered the probability of selecting that stimulus, but as the delay between the free-access period and the preference assessment increased, the abative effects became less apparent. For the third participant, preference did not change when assessments were immediately conducted following the 10-min period of free access, Implications of the study are discussed. (c) 2009 Elsevier Ltd. All rights reserved. TC 6 ZB 1 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000266512700008 ER PT J AU Myers, Barbara J. Mackintosh, Virginia H. Goin-Kochel, Robin P. TI "My greatest joy and my greatest heart ache:" Parents' own words on how having a child in the autism spectrum has affected their lives and their families' lives SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 670 EP 684 DI 10.1016/j.rasd.2009.01.004 PD JUL-SEP 2009 PY 2009 AB Parents of children in the autism spectrum wrote an open-ended answer via an online questionnaire to the question, "How has your child in the autism spectrum affected your life and your family's life?" (N = 493). Using a qualitative content analysis, 15 negative themes and 9 positive themes were identified. Themes are subsumed into five clusters: Stress; Child's behavior: Parents' personal well being, work, and marital relationship; Impact on the whole family; and Social isolation. The mix of negative and positive themes is interpreted as a dialectical viewpoint of finding positive meaning to life even while acknowledging the stress and difficulties of having a child with autism. (c) 2009 Elsevier Ltd. All rights reserved. TC 28 ZB 6 Z8 0 ZS 1 Z9 29 SN 1750-9467 UT WOS:000266512700009 ER PT J AU Hutzler, Yeshayahu Margalit, Matan TI Skill acquisition in students with and without Pervasive Developmental Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 685 EP 694 DI 10.1016/j.rasd.2009.01.011 PD JUL-SEP 2009 PY 2009 AB The purposes of this study were (a) to examine skill acquisition in field hockey of seven junior-high school students with PDD, who attended an inclusive class; and (b) to compare the degree of skill acquisition in field hockey of junior-high school students without disabilities who attend an inclusive class and those who attend a regular class. The motor performance of the students with and without PDD was compared using specially designed field hockey skill tests, before and after a skill acquisition period of two 45-min sessions. Results indicated that (a) students with PDD significantly increased motor performance in the cone circling (CC) task (p < .002); and (b) the percentage gain score of students without disability in the regular class was significantly better in the CC task (p < .02) compared to that in the inclusive class, but did not differ in the slalom between cones task. (c) 2009 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000266512700010 ER PT J AU Moore, Timothy R. TI A brief report on the effects of a self-management treatment package on stereotypic behavior SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 695 EP 701 DI 10.1016/j.rasd.2009.01.010 PD JUL-SEP 2009 PY 2009 AB We evaluated the effects of a self-management treatment package (SMTP) on the stereotypic behavior of an adolescent with Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). Latency to stereotypy was systematically increased in the training setting (academic) and the effectiveness of the SMTP was evaluated within a multiple-probe design across three generalization settings (vocational, meal/snack, leisure). Intervals were systematically increased from 3 min 30 s to 15 min in the training setting. Reinforcement was contingent on the absence of vocal and motor stereotypy for a prescribed interval within a differential reinforcement of the omission of behavior (DRO) paradigm. Following training, increases in latency to stereotypy were observed across generalization settings. Participant interview responses indicated social validity of the SMTP. Results are discussed with respect to possible mechanisms responsible for self-management behavior. (c) 2009 Elsevier Ltd. All rights reserved. TC 4 ZB 2 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000266512700011 ER PT J AU Whittingham, Koa Sofronoff, Kate Sheffield, Jeanie Sanders, Matthew R. TI Behavioural Family Intervention with parents of children with ASD: What do they find useful in the parenting program Stepping Stones Triple P? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 702 EP 713 DI 10.1016/j.rasd.2009.01.009 PD JUL-SEP 2009 PY 2009 AB This study was conducted in conjunction with a randomised controlled trial of the parenting program Stepping Stones Triple P for parents of children with Autism Spectrum Disorders. The current study concerned examination of the qualitative data arising from the RCT as well as evaluation of the particular parenting strategies that the parents found helpful. The results showed that parents were satisfied with the program, including the partial group format. Further, the majority of participants found the parenting strategies within Stepping Stones Triple P to be helpful, including timeout, physical guidance and blocking. In addition, many of the parents also used the additional strategies of Comic Strip Conversations and Social Stories and the majority of the parents who attempted these strategies found them to be helpful. The clinical implications of the findings are discussed. Crown Copyright (c) 2009 Published by Elsevier Ltd. All rights reserved. RI Whittingham, Koa/C-6766-2009; Sanders, Matthew/C-1941-2013 OI Whittingham, Koa/0000-0002-5344-9907; Sanders, Matthew/0000-0003-3479-6337 TC 8 ZB 4 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000266512700012 ER PT J AU Matson, Johnny L. Boisjoli, Jessica Rojahn, Johannes Hess, Julie TI A factor analysis of challenging behaviors assessed with the Baby and Infant Screen for Children with aUtism Traits (BISCUIT-Part 3) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 714 EP 722 DI 10.1016/j.rasd.2009.01.008 PD JUL-SEP 2009 PY 2009 AB Autism Spectrum Disorders (ASD) are a group of neurodevelopmental disorders characterized by deficits in socialization, communication, and restricted interests and repetitive behaviors. In addition to these core deficits, individuals with ASD also experience co-occurring conditions such as problem behaviors. Problem behaviors are common to this population and can have detrimental effects on the person's life and those who care for them. Due to the consequences of these behaviors, regular monitoring is necessary to identify these behaviors and implement treatment. The BISCUIT Part 3 is the only measure designed to assess problem behaviors in infants and toddlers with ASD. The purpose of this study was to identify the factor structure of the BISCUIT-Part 3 through exploratory factor analysis and determine the ability of these factors to predict group membership. (c) 2009 Elsevier Ltd. All rights reserved. TC 33 ZB 5 Z8 0 ZS 0 Z9 33 SN 1750-9467 UT WOS:000266512700013 ER PT J AU Riby, Deborah M. Doherty, Martin J. TI Tracking eye movements proves informative for the study of gaze direction detection in autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 723 EP 733 DI 10.1016/j.rasd.2009.02.001 PD JUL-SEP 2009 PY 2009 AB Considerable research effort has been dedicated to exploring how well children with autistic spectrum disorders infer eye gaze direction from the face of an actor. Here we combine task performance (accuracy to correctly label a target item) and eye movement information ('where' the participant fixates when completing the task) to understand more about the components involved in completing eye direction detection tasks. Fifteen participants with autism were significantly less accurate at interpreting eye direction and detecting a target item (array sizes 4 and 6 items) than typically developing participants of comparable nonverbal ability. Eye movement data revealed subtly different fixation patterns for participants with and without autism that might contribute to differences in overall task performance. Although the amount of time spent fixating on the target item did not differ across groups, participants With autism took significantly longer to complete several components of the task and fixate upon the regions of the picture required for task completion (e.g. face or target). The data have implications for the design of tasks for individuals with autism and provide insights into the usefulness of including measures of visual attention in understanding task performance. (c) 2009 Elsevier Ltd. All rights reserved. TC 5 ZB 3 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000266512700014 ER PT J AU Smeltzer, Sherry Stayer Graff, Richard B. Ahearn, William H. Libby, Myrna E. TI Effect of choice of task sequence on responding SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 734 EP 742 DI 10.1016/j.rasd.2009.02.002 PD JUL-SEP 2009 PY 2009 AB Choice between alternative response options has received much attention in both basic and applied research. However, there is limited study on the effects of choice of task order on responding. This study examined the effect of choice of task order on on-task behavior, duration to complete the tasks, and problem behaviors in 2 children with autism and 1 child diagnosed with Fragile X syndrome. Low preference tasks were identified via a brief multiple-stimulus preference assessment without replacement (MSWO). These tasks were then presented to participants in a variety of conditions. Alternating treatments (with yoking) and concurrent operants phases were used to assess the effects of choice of task order. The results suggested that when given the opportunity to choose between two conditions (concurrent operants), participants preferred to choose the task order, and on-task behavior increased in 2 participants, duration to complete the tasks decreased for all participants, and rate of problem behaviors decreased to zero for 2 participants. During the concurrent operants assessment, the alternative associated with the opportunity to choose task order produced a higher percentage of on-task behavior, decreased duration to complete tasks, and decreased problem behavior. (c) 2009 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000266512700015 ER PT J AU Ploog, Bertram O. Banerjee, Snigdha Brooks, Patricia J. TI Attention to prosody (intonation) and content in children with autism and in typical children using spoken sentences in a computer game SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 743 EP 758 DI 10.1016/j.rasd.2009.02.004 PD JUL-SEP 2009 PY 2009 AB This study validated a video game paradigm to explore attention to prosodic and linguistic components of spoken sentences in nine moderate-to-low functioning children with autism and impaired verbal skills. Nine typically developing children were also included. The children listened to pre-recorded sentences varying with respect to content (e.g., "Max ate a grape" vs. "Tom threw a ball") and prosody (i.e., intonation of statement vs. question). During training, children learned to select one of two sentences differing in both content and prosody. At testing, children listened to stimuli consisting of recombinations of the content and prosodic features of the training stimuli. Testing performance indicated that the children with autism attended to the content and prosodic features of the training stimuli equally, where as the children with typical development showed a clear preference for content over prosody. Both groups showed accurate discrimination of the training stimuli from the recombined test stimuli. The findings are interpreted in light of three approaches to explain the Unusual attention patterns in autism: stimulus overselectivity, weak central coherence, and enhanced perceptual functioning. (c) 2009 Elsevier Ltd. All rights reserved. TC 14 ZB 7 Z8 0 ZS 0 Z9 14 SN 1750-9467 UT WOS:000266512700016 ER PT J AU Matson, Johnny L. Fodstad, Jill C. Dempsey, Timothy TI The relationship of children's feeding problems to core symptoms of autism and PDD-NOS SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 759 EP 766 DI 10.1016/j.rasd.2009.02.005 PD JUL-SEP 2009 PY 2009 AB Autism Spectrum Disorders (ASD), are characterized by adherence to routines and ritualistic behaviors. Previous research has demonstrated multiple feeding problems with children with ASD such as food selectivity. While the extent of these problem behaviors is well documented in the literature, efforts have not been made to assess these behaviors briefly and at a young age. In the present Study. 279 children with autism, Pervasive Developmental Disorder, Not Otherwise Specified (PDD-NOS), atypical and typical development were evaluated with respect to their current behavior regarding food. The nature and implications of these data with respect to the characteristics of ASD, as well as, assessment of feeding behaviors in children with ASD are discussed. (c) 2009 Elsevier Ltd. All rights reserved. TC 19 ZB 3 Z8 0 ZS 0 Z9 19 SN 1750-9467 UT WOS:000266512700017 ER PT J AU McGarrell, Maria Healy, Olive Leader, Geraldine O'Connor, Jennifer Kenny, Neil TI Six reports of children with autism spectrum disorder following intensive behavioral intervention using the Preschool Inventory of Repertoires for Kindergarten (PIRK (R)) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 767 EP 782 DI 10.1016/j.rasd.2009.02.006 PD JUL-SEP 2009 PY 2009 AB The current Study presents case reports of six children diagnosed with autism spectrum disorder (ASD) who received intensive applied behavior analysis within the Comprehensive Application of Behavior Analysis to Schooling (CABAS (R)) system and successfully integrated into mainstream education. The participants' interventions followed curricular objectives from the Preschool Inventory of Repertoires for Kindergarten (PIRK (R)). an empirically validated assessment tool and curriculum which improves outcomes for children with ASD and prepares for mainstream integration. Each case study presents acquisition of curricular objectives, rates of learning annually and results of independent psychological measures throughout the intensive behavioral intervention. This paper examines the variables (age of treatment onset, duration of treatment, presence of stereotypy or challenging behaviors prior to treatment) which may have influenced the successful integration of these participants into mainstream education settings. (c) 2009 Elsevier Ltd. All rights reserved. TC 10 ZB 1 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000266512700018 ER PT J AU Van Rie, Ginny L. Heflin, L. Juane TI The effect of sensory activities on correct responding for children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 783 EP 796 DI 10.1016/j.rasd.2009.03.001 PD JUL-SEP 2009 PY 2009 AB Sensory-based activities are commonly recommended for Students with ASD, even in the absence of empirical data to substantiate their effectiveness. A single subject alternating treatment design was used to assess functional relations between sensory-based antecedent interventions and correct responding in four students with autism. As individuals with autism constitute a heterogeneous population, it is not surprising that a functional relation was found for only two of the four students. Results of this Study lead to the conclusion that sensory-based interventions may be effective for some but not all students with autism. Implications for evaluating aptitude by treatment interactions and Suggestions for future research are discussed. (c) 2009 Published by Elsevier Ltd. TC 8 ZB 1 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000266512700019 ER PT J AU Le Sourn-Bissaoui, Sandrine Caillies, Stephanie Gierski, Fabien Motte, Jacques TI Inference processing in adolescents with Asperger syndrome: Relationship with theory of mind abilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 797 EP 808 DI 10.1016/j.rasd.2009.03.003 PD JUL-SEP 2009 PY 2009 AB The aim of this study was to investigate the role of theory of mind competence in inference processing in adolescents with Asperger syndrome (AS). We sought to pinpoint the level at which AS individuals experience difficulty drawing inferences and identify the factors that account for their inference-drawing problems. We hypothesized that this difficulty could be related to a theory of mind (ToM) deficit. To test this hypothesis, we conducted an experiment investigating the processing of causal, predictive and pragmatic inferences. Participants also performed a second-order false-belief task. Ten adolescents with AS and ten controls matched for age, sex and verbal IQ took part in the study. Results indicated that the individuals with AS had greater difficulty processing inferences (both semantic and pragmatic) than the controls and that ToM Could subtend inference-drawing. The findings are discussed in the light of the two main psychological theories: theory of mind and weak central coherence. (c) 2009 Elsevier Ltd. All rights reserved. TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000266512700020 ER PT J AU Waddington, Emma M. Reed, Phil TI The impact of using the "Preschool Inventory of Repertoires for Kindergarten" (PIRK (R)) on school outcomes of children with Autistic Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 3 BP 809 EP 827 DI 10.1016/j.rasd.2009.03.002 PD JUL-SEP 2009 PY 2009 AB The current studies investigated whether using the Preschool Inventory of Repertoires for Kindergarten (PIRK (R) [Greer, R. D, & McKorkle. (2003). Preschool Inventory of Repertoire for Kindergarten. Unpublished manuscript]) as a teaching curriculum had an impact on outcomes for children with ASD in special schools (Study 1), and on the ability of children to transfer from special to mainstream schools (Study 2). In Study 1 (special school) the results suggest improvement in both groups, however, the children taught the PIRK (R) curriculum made improvements in areas of behavior management, and mainstreaming social skills, which may prepare them better for a mainstream placement. The results from Study 2 Suggest children who had received The PIRK (R) previously to attending mainstream schools showed improvements in communication, socialization, and daily living skills. The results are discussed with regards to future research into inclusion, and the use of the PIRK (R) as a preparation for entrance into a mainstream school. (c) 2009 Elsevier Ltd. All rights reserved. TC 8 ZB 2 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000266512700021 ER PT J AU MacNeil, Bonnie M. Lopes, Vicki A. Minnes, Patricia M. TI Anxiety in children and adolescents with Autism Spectrum Disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 1 EP 21 DI 10.1016/j.rasd.2008.06.001 PD JUN 2009 PY 2009 AB Anxiety symptoms and disorders are highly prevalent in children and adolescents with Autism Spectrum Disorder (ASD), although they are often unrecognized or misdiagnosed. The purpose of the present review is to (1) provide clinicians with practical information on assessment and diagnosis of co-morbid anxiety in children and adolescents with ASD, (2) summarize and critically examine the literature on anxiety in children and adolescents with ASD, and (3) recommend avenues for future research in this area. A review of the literature yielded several recommendations for the assessment of anxiety in youth with ASD. It was concluded that comprehensive assessments of anxiety in ASD populations Should Use multiple informants, multimodal assessment techniques, and standardized assessment methods that are appropriate for clinical use in ASD samples. Overall, Studies suggest that Youth with ASD experience greater levels of anxiety than community populations, similar levels of anxiety to clinically anxious groups, and different patterns of anxiety when compared to other clinical groups. Although existing studies are methodologically fair, their correspondence with clinical recommendations for assessment is poor. Recommencladons to improve of the quality of empirical studies and directions for future research are discussed. (C) 2008 Elsevier Ltd. All rights reserved. TC 65 ZB 22 Z8 0 ZS 0 Z9 65 SN 1750-9467 UT WOS:000263414100001 ER PT J AU Pan, Chien-Yu TI Age, social engagement, and physical activity in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 22 EP 31 DI 10.1016/j.rasd.2008.03.002 PD JUN 2009 PY 2009 AB Although engagement in social interactions is one of the key diagnostic features of autism spectrum disorders (ASDs), few studies have examined if social engagement related to physical activity of children with ASD. Age is another variable of interest to researchers Studying behaviors, but has not been explored in physical activity and social engagement in this population. The purpose of this study was to examine the associations of age, social engagement and physical activity in children with ASD. Twenty-five children with ASD participated. Each child's physical activity and social engagement was assessed using a uniaxial accelerometer and the direct observational assessment. Pearson product-moment correlation coefficients and multiple regression analysis were used to evaluate the associations and influences of selected variables. Age had somewhat positive influences on both physical activity and social engagement, and children with frequent social engagement with adults had displayed higher levels of physical activity. No evidence was found to support the notion that children with ASD become more inactive and more isolate as they age: however, limitations and directions for future research in this area are discussed. (C) 2008 Elsevier Ltd. All rights reserved. TC 13 ZB 1 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000263414100002 ER PT J AU Machalicek, Wendy O'Reilly, Mark Chan, Jeffrey M. Rispoli, Mandy Lang, Russell Davis, Tonya Shogren, Karrie Sorrells, Audrey Lancioni, Giulio Sigafoos, Jeff Green, Vanessa Langthorne, Paul TI Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 32 EP 41 DI 10.1016/j.rasd.2008.03.004 PD JUN 2009 PY 2009 AB We used widely available videoconferencing equipment to support teachers to conduct preference assessments for three students with autism and developmental disabilities. Supervisors located at a university used videoconferencing equipment to collect data on students' choice of items, the fidelity of teacher implementation of the assessment protocol, and to provide feedback to the teachers. Preference assessment results suggested a number of potentially reinforcing items for each student. in a second phase of the study, the students were given a routine classroom task to complete (i.e., clean up). The Students could choose to complete the clean up task and gain access to a neutral item or one of the highly preferred items identified in the prior preference assessment. All students predominantly chose to complete the task in order to access a preferred item identified in the preference assessment. The results of this classroom intervention validated the results of the preference assessments. The findings of this study provide preliminary support for the use of videoconferencing equipment when supporting teaching personnel during common educational assessments. (C) 2008 Elsevier Ltd. All rights reserved. TC 8 ZB 0 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000263414100003 ER PT J AU Klein, Jennifer L. MacDonald, Rebecca P. F. Vaillancourt, Gretchen Ahearn, William H. Dube, William V. TI Teaching discrimination of adult gaze direction to children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 42 EP 49 DI 10.1016/j.rasd.2008.03.006 PD JUN 2009 PY 2009 AB Three young children diagnosed with autism did not reliably locate objects in the environment on the basis of an adult's gaze shifts. A training program designed to teach gaze following used the activation of remote controlled mechanical toys as both prompts and consequences. Over several training sessions, toy activation was progressively delayed following the adult's gaze-shift cues. All of the children eventually came to anticipate the toy activation and locate the target object on the basis of the adult's gaze-shift cue alone. Discrimination of another person's gaze direction is discussed in relation to joint attention deficits in children with autism. (C) 2008 Elsevier Ltd. All rights reserved. CT 39th Annual Gatlinburg Conference on Research and Theory in Intellectual and Developmental Disabilities CY MAR, 2006 CL Gatlinburg, TN TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000263414100004 ER PT J AU Da Fonseca, David Santos, Andreia Bastard-Rosset, Delphine Rondan, Cecilie Poinso, Francois Deruelle, Christine TI Can children with autistic spectrum disorders extract emotions out of contextual cues? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 50 EP 56 DI 10.1016/j.rasd.2008.04.001 PD JUN 2009 PY 2009 AB The aim of the present study was to determine whether children with autism spectrum disorders (ASD) are able to recognize facial expressions of emotion and objects missing on the basis of contextual cues. While most of these studies focused on facial emotion recognition, here we examined the ability to extract emotional information on the basis contextual cues. Nineteen children and adolescents with ASD were asked to recognize emotions and objects (control condition) masked within visual scenes and their performance was compared to that of 19 typically developing controls matched on chronological age and gender. Results revealed that children with ASD were able to use contextual cues to recognize objects but not emotions. Findings of this study are discussed within the framework of specific emotional processing deficits in ASD. (C) 2008 Elsevier Ltd. All rights reserved. RI deruelle, christine/E-2130-2015 TC 8 ZB 3 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000263414100005 ER PT J AU Fazzio, Daniela Martin, Garry L. Arnal, Lindsay Yu, Dickie C. T. TI Instructing university students to conduct discrete-trials teaching with children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 57 EP 66 DI 10.1016/j.rasd.2008.04.002 PD JUN 2009 PY 2009 AB Although the demand for training individuals to implement discrete-trials teaching (DTT) is high, Published studies oil strategies to do so are few. We used a modified multiple-baseline design across participants to evaluate a training package for teaching university students to implement a 19-component DTT procedure to teach three tasks to a confederate role-playing a child with autism. Also, in an AB within-subject design with each participant, we compared the two components of the training package, a self-instructional manual and feedback plus demonstration. After an average of 2.6 h to master the training manual, participants' DTT accuracy while teaching a confederate improved from 34% in baseline to 66%. After one to three sessions of feedback plus demonstration of teaching one task, DTT performance averaged 92% on that task. Participants' DTT performance generalized to the other two tasks (mean accuracy of 94%) and to teaching the tasks to a child with autism (mean accuracy of 91%). (C) 2008 Elsevier Ltd. All rights reserved. RI Yu, C.T./D-1731-2014 TC 15 ZB 0 Z8 0 ZS 0 Z9 15 SN 1750-9467 UT WOS:000263414100006 ER PT J AU Eikeseth, Svein Hayward, Diane Gale, Catherine Gitlesen, Jens-Petter Eldevik, Sigmund TI Intensity of supervision and outcome for preschool aged children receiving early and intensive behavioral interventions: A preliminary study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 67 EP 73 DI 10.1016/j.rasd.2008.04.003 PD JUN 2009 PY 2009 AB We asked whether intensity Of supervision is associated with Outcome in preschool aged children with autism (N = 20) who received intensive and early behavioral intervention. Intensity of Supervision ranged from 2.9 to 7.8 11 per month per child. A significant correlation was found between intensity of supervision and improvement scores in IQ. Thus, intensity of supervision was reliably associated with amount of IQ change between intake and follow-Lip. These findings add to the existing literature by suggesting that intensity Of Supervision together with intensity of treatment, treatment method, and pretreatment functioning are variables that May affect Outcome for children With autism who receive early and intensive behavioral intervention. (C) 2008 Elsevier Ltd. All rights reserved. TC 17 ZB 7 Z8 0 ZS 0 Z9 17 SN 1750-9467 UT WOS:000263414100007 ER PT J AU Hudry, Kristelle Slaughter, Virginia TI Agent familiarity and emotional context influence the everyday empathic responding of young children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 74 EP 85 DI 10.1016/j.rasd.2008.04.004 PD JUN 2009 PY 2009 AB Whereas research addressing empathy in autism spectrum disorders (ASD) tends to employ pencil-and-paper and laboratory-based behavioural methods, the current study is novel in eliciting parent-report data regarding everyday empathy, sampling various emotional situations regularly encountered by children. Parents of typically-developing children and children diagnosed with ASD and DS completed the newly-developed Day-to-Day Child Empathy Questionnaire. Analysis of descriptions of their children's responses to the various empathy-inducing situations supports the notion of an empathy deficit in ASD, confirming previous laboratory-based findings. However, important moderation effects were also demonstrated, for both control and clinical groups. In particular, parents reported children in all groups to be more likely to respond empathically to a familiar agent. The nature of children's responses also varied according to the specific emotional context. Crown Copyright (C) 2008 Published by Elsevier Ltd. All rights reserved. TC 11 ZB 4 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000263414100008 ER PT J AU Stuart, Melissa McGrew, John H. TI Caregiver burden after receiving a diagnosis of an autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 86 EP 97 DI 10.1016/j.rasd.2008.04.006 PD JUN 2009 PY 2009 AB The study examined factors impacting caregiver burden following diagnosis of an autism spectrum disorder (ASD). Primary caregivers of children diagnosed with an ASD within the past 6 months (n = 78) were assessed on variables thought to influence outcomes associated with family stress as proposed within the double ABCX model of family adaptation, i.e., severity of autistic symptoms, additional life demands, social support, appraisal, and coping strategies. Burden was measured across three domains: individual caregiver, marital relationship, and the family as a whole. Most families reported high levels of burden following their child's diagnosis. Symptom severity, additional pile-up demands, social support, and the use of passive avoidant coping strategies were strong and consistent predictors of increased burden. (C) 2008 Elsevier Ltd. All rights reserved. CT 33rd Annual Meeting of the Association-for-Behavior-Analysis CY MAY, 2007 CL San Diego, CA SP Assoc Behav Anal TC 22 ZB 6 Z8 3 ZS 1 Z9 26 SN 1750-9467 UT WOS:000263414100009 ER PT J AU Pry, R. Petersen, A. F. Baghdadli, A. TI Developmental changes of expressive language and interactive competences in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 98 EP 112 DI 10.1016/j.rasd.2008.04.005 PD JUN 2009 PY 2009 AB It is well established that language development in children with autism is disturbed in a number of ways, and evidence is accumulating that their emerging linguistic skills may be related to interactive competences such as joint attention, imitation and certain aspects of play as has been found in normally developing children. The present study examined developmental changes in expressive language in relation to these variables in 132 children of the autistic spectrum aged 5-8 years using standardized tools for language measurement and psychological assessment. The results corroborated reports on relationships between expressive language level and joint attention, interpersonal Communication with and without the use of objects, and play but contradicted data on the importance of imitation. Play and language level were found to be firmly related suggesting that children with autism draw more on "conceptual understanding" than "symbolizing ability"-a possible contributing factor to their language deficits. An evaluation of expressive language and interactive abilities of the entire sample corroborated evidence on developmental pathways and developmental psychopathology. (C) 2008 Elsevier Ltd. All rights reserved. TC 7 ZB 0 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000263414100010 ER PT J AU Groskreutz, Mark P. Graff, Richard B. TI Evaluating pictorial preference assessment: The effect of differential outcomes on preference assessment results SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 113 EP 128 DI 10.1016/j.rasd.2008.04.007 PD JUN 2009 PY 2009 AB Three formats for assessing preferences were examined, tangible, pictorial with access, and pictorial Without access. Reinforcer assessments were conducted to verify reinforcer effects. Phase I examined the assessment formats in alternating blocks of trials. Phase 2 examined results of the entire pictorial without access condition administered first followed by the other formats. Results of Phase I indicate similar preference hierarchies for 4 Out of 5 participants regardless of format. Phase 2 reinforcer assessment results indicate pictorial without access assessments may be accurate for some but not all participants when assessments are completed in their entirety. Results further indicate that pictorial without access assessments take the least amount Of time to administer. Extension and application of these results are discussed. (C) 2008 Elsevier Ltd. All rights reserved. TC 6 ZB 0 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000263414100011 ER PT J AU Whittingham, Koa Sofronoff, Kate Sheffield, Jeanie Sanders, Matthew R. TI Do parental attributions affect treatment outcome in a parenting program? An exploration of the effects of parental attributions in an RCT of Stepping Stones Triple P for the ASD population SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 129 EP 144 DI 10.1016/j.rasd.2008.05.002 PD JUN 2009 PY 2009 AB This study was conducted in conjunction with a randomised controlled trial of the parenting program Stepping Stones Triple P for parents of children with autism spectrum disorders (ASDs). Fifty-nine families with a child with ASD participated. This study focussed upon the role of parental attributions in predicting treatment outcome. Stepping Stones altered parental attributions such that following participation in Stepping Stones parents were significantly less likely to believe that their child's misbehaviour was Caused by factors intrinsic to their child and more likely to believe that their child's ASD-related behaviour may change in the future. Parental attributions before the intervention significantly predicted change in the dysfunctional parenting styles over-reactivity and verbosity throughout the intervention. The implications of these findings are discussed in the context of developing a model for the role of parental attributions in predicting treatment outcome. (C) 2008 Elsevier Ltd. All rights reserved. RI Whittingham, Koa/C-6766-2009; Sanders, Matthew/C-1941-2013 OI Whittingham, Koa/0000-0002-5344-9907; Sanders, Matthew/0000-0003-3479-6337 TC 18 ZB 5 Z8 0 ZS 0 Z9 18 SN 1750-9467 UT WOS:000263414100012 ER PT J AU Kouijzer, Mirjam E. J. de Moor, Jan M. H. Gerrits, Berrie J. L. Congedo, Marco van Schie, Hein T. TI Neurofeedback improves executive functioning in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 145 EP 162 DI 10.1016/j.rasd.2008.05.001 PD JUN 2009 PY 2009 AB Seven autistic children diagnosed With autism spectrum disorders (ASD) received a neurofeedback treatment that aimed to improve their level of executive control. Neurofeedback successfully reduced children's heightened theta/beta ratio by inhibiting theta activation and enhancing beta activation over sessions. Following treatment, children's executive Capacities were found to have improved greatly relative to pre-treatment assessment on a range of executive function tasks. Additional improvements were found in children's Social, Communicative and typical behavior, relative to a waiting list control group. These findings suggest a basic executive function impairment in ASD that can be alleviated through specific neurofeedback treatment. Possible neural Mechanisms that May underlie neurofeedback mediated improvement in executive functioning in autistic children are discussed. (C) 2008 Elsevier Ltd. All rights reserved. RI van Schie, Hein/D-2281-2010 TC 32 ZB 15 Z8 1 ZS 1 Z9 33 SN 1750-9467 UT WOS:000263414100013 ER PT J AU Schreibman, Laura Stahmer, Aubyn C. Barlett, Valerie Cestone Dufek, Sarah TI Brief report: Toward refinement of a predictive behavioral profile for treatment outcome in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 163 EP 172 DI 10.1016/j.rasd.2008.04.008 PD JUN 2009 PY 2009 AB Previously researchers identified a behavioral profile that predicted treatment response of children with autism to a specific behavioral intervention, Pivotal Response Training (PRT). This preliminary investigation Sought to refine this profile by obtaining six participants matching the original nonresponder profile on all but One Of the profile behaviors (toy contact or avoidance) and then assessing their response to PRT. In addition, participants received a Course of Discrete Trial Training (DTT) to determine whether the profile predicted child response to this intervention. Altering the original profile behavior of toy contact led to improved response to PRT while, altering the profile behavior of high avoidance had little impact on treatment response, and the profile was not predictive of response to DTT. (C) 2008 Elsevier Ltd. All rights reserved. TC 15 ZB 5 Z8 0 ZS 0 Z9 15 SN 1750-9467 UT WOS:000263414100014 ER PT J AU King, Melissa J. Valdovinos, Maria G. TI Social validity of behavioral practices in the treatment of autism-A review of the Super Nanny SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 173 EP 178 DI 10.1016/j.rasd.2008.05.003 PD JUN 2009 PY 2009 AB This study assessed the social validity of behavioral techniques (i.e., pivotal response treatment) used with a child diagnosed with autism as viewed on an episode of the Super Nanny [Frost, J. (Host). (2005). Facente family [television series episode]. In N. Powell (Producer), Super Nanny. New York: American Broadcasting Companies, Inc.]. Social validity refers to the social importance and acceptability of a given intervention. The participants watched an edited version of the Super Nanny in which the presentation of the order of segments (prior to intervention and receipt of intervention) was counterbalanced between two groups Of undergraduate students enrolled in an introduction to Psychology Course. On a 20-item questionnaire, the Students rated the acceptability of the family's interactions with the child before and after behavioral techniques were applied as Well as the desirability and severity of the child's behavior. The acceptability and desirability of the child's behavior increased after the treatment was implemented. Further research should be conducted evaluating the social acceptability of popular treatments for autism spectrum disorders. (C) 2008 Elsevier Ltd, All rights reserved. RI Moriana, Juan Antonio/B-4268-2008; Valdovinos, Maria/F-5721-2014 TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000263414100015 ER PT J AU Helverschou, Sissel Berge Bakken, Trine Lise Martinsen, Harald TI The Psychopathology in Autism Checklist (PAC): A pilot study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 179 EP 195 DI 10.1016/j.rasd.2008.05.004 PD JUN 2009 PY 2009 AB Adults with autism and intellectual disability (ID) are assumed to have high vulnerability for developing psychiatric disorders, but instruments or criteria for identifying those who may be in need of psychiatric services have been lacking. This study presents a new carer-completed screening checklist designed for this purpose. Differentiation between symptoms related to autism and to psychiatric disorders is indicated in order to identify psychiatric disorders in persons with autism. The Psychopathology in Autism Checklist (PAC) contains 30 items representing symptoms previously evaluated as specific to one Of four Major Psychiatric disorders (psychosis, depression, anxiety and OCD) and not related to autism. Twelve items evaluated as indicators of general adjustment problems are also included. All 42 items are based on ICD-10 and DSM-IV criteria. The PAC was piloted on a sample of 35 adults with autism and ID. The score of participants previously identified with co-occurring psychiatric disorders (i.e. psychosis, depression, anxiety disorder, or OCD) were compared with the score of participants without psychiatric disorders. The results indicate acceptable psychometric properties, and that the PAC discriminates between adults With autism and ID with and without psychiatric disorders, and partially between individuals diagnosed with different psychiatric disorders. (C) 2008 Elsevier Ltd. All rights reserved. TC 16 ZB 7 Z8 0 ZS 0 Z9 16 SN 1750-9467 UT WOS:000263414100016 ER PT J AU Matson, Johnny L. Gonzalez, Melissa Wilkins, Jonathan TI Validity study of the Autism Spectrum Disorders-Diagnostic for Children (ASD-DC) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 196 EP 206 DI 10.1016/j.rasd.2008.05.005 PD JUN 2009 PY 2009 AB The Autism Spectrum Disorders-Diagnostic for Children (ASD-DC) is a 40-item Likert format scale designed to serve in the diagnosis of children and adolescents from 2 to 16 years of age. The reliability and factor structure of the scale have been established in previous research. Studies I and 2 were designed to evaluate the validity of the measure by establishing cut-off scores for 161 participants falling into the categories of typical development, atypical development/psychopathology. and ASD (i.e., autism, PDD-NOS, and Asperger's syndrome), as assessed by a licensed psychologist using ICD-10 and DSM-IV-TR criteria and in conjunction with standardized measures of autism (ADI-R, CARS, or CHAT) and Asperger's syndrome (CAST, GADS, or KADI). In study 3, the accuracy of ASD scores was compared with ICD-10 and DSM-IV-TR criteria for autism, PDD-NOS, and Asperger's syndrome in 219 children. The ASD-DC, which can be administered in 10-15 min proved to be a relatively accurate and valid diagnostic instrument when compared to the diagnostic methods described above. The implications of these data for further development of this scale are discussed. (C) 2008 Published by Elsevier Ltd. TC 37 ZB 3 Z8 0 ZS 0 Z9 37 SN 1750-9467 UT WOS:000263414100017 ER PT J AU Matson, Johnny L. Dempsey, Timothy LoVullo, Santino V. TI Characteristics of social skills for adults with intellectual disability, autism and PDD-NOS SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 207 EP 213 DI 10.1016/j.rasd.2008.05.006 PD JUN 2009 PY 2009 AB Social skills deficits and excesses are defining characteristics of intellectual disability (ID). Despite this, there is an unfortunate lack of research on the patterns and profiles of social behavior, particularly with adults who are severely intellectually disabled. This paper provides an analysis of social skill patterns for adults living in residential programs in the Southeastern United States using the Matson Evaluation of Social Skills for Individuals with sEvere Retardation (MESSIER) as the dependent variable. A diagnosis of an autism spectrum disorder (ASD) was associated with more serious social disability. Items that were most commonly noted as problematic for individuals with ASD included preferring to be alone, avoiding eye contact, and exhibiting peculiar or odd mannerisms. Additionally, the presence of blindness and motoric impairment was associated with a higher degree of social skills impairment. The implications of these data for assessment, treatment, and future research are discussed. (C) 2008 Elsevier Ltd. All rights reserved. TC 25 ZB 5 Z8 0 ZS 0 Z9 25 SN 1750-9467 UT WOS:000263414100018 ER PT J AU Chiang, Hsu-Min TI Differences between spontaneous and elicited expressive communication in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 214 EP 222 DI 10.1016/j.rasd.2008.06.002 PD JUN 2009 PY 2009 AB The purpose of this study was to investigate the differences between spontaneous and elicited expressive communication in Australian and Taiwanese children with autism who were nonverbal or had limited speech. Thirty-four children with autism (17 Australian and 17 Taiwanese children) participated in this Study. Each participant was observed for 2 h in naturalistic settings (i.e., school and home). Results indicated that children with autism with limited speech produced more spontaneous communication than elicited communication. These children were more likely to use unaided augmentative and alternative communication (AAC) and communicate for requesting purpose during spontaneous communication. Acknowledge was the most common communication partner's response during spontaneous and elicited communication. Spontaneous communication was more likely than elicited communication to occur during academic activities. Taiwanese children with autism produced more spontaneous Communication than did Australian children with autism. (C) 2008 Elsevier Ltd. All rights reserved. TC 8 ZB 0 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000263414100019 ER PT J AU Devlin, Sarah Leader, Geraldine Healy, Olive TI Comparison of behavioral intervention and sensory-integration therapy in the treatment of self-injurious behavior SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 223 EP 231 DI 10.1016/j.rasd.2008.06.004 PD JUN 2009 PY 2009 AB The current study investigates the comparative effects of sensory-integration therapy and behavioral interventions on rates of self-injurious behavior (SIB) in a 9-year-old boy with diagnosis of autism. A functional analysis was conducted to identify the variables maintaining the self-injurious behavior. This analysis demonstrated that SIB was maintained by negative reinforcement as a result of escaping or avoiding demand Situations. A sensory-integration therapy and a behavioral intervention were compared within an alternating treatments design. Results from this study clearly demonstrate that the behavioral intervention was more effective in reducing SIB than the sensory-integration therapy. Finally, in the best treatment phase, the behavioral intervention only was implemented and further reduction was observed in the frequency of SIB. (C) 2008 Elsevier Ltd. All rights reserved. TC 10 ZB 1 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000263414100020 ER PT J AU Reynhout, Georgina Carter, Mark TI The use of Social Stories by teachers and their perceived efficacy SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 232 EP 251 DI 10.1016/j.rasd.2008.06.003 PD JUN 2009 PY 2009 AB Teachers working with children with autism spectrum disorders were surveyed to determine the characteristics of children with whom Social Stories are used, how extensively they are employed and the types of behaviors targeted by teachers; how and why teachers use Social Stories (including the extent to which Social Stories conform to recommended construction); teacher's perceived acceptability, applicability and efficacy of Social Stories and how perceived efficacy varies across student characteristics, story construction and implementation. Social Stories were widely used to target a diversity of behaviors, with children of different ages who demonstrated varying degrees of autism, a range of cognitive ability and varying expressive and receptive language skills. The teachers surveyed use Social Stories as an intervention because they find them easy to construct and implement, and believe them to be effective, although there are perceived issues with maintenance and generalization. Cognitive ability and expressive language skills appeared to affect the perceived efficacy of the intervention; receptive language skills and level of autism did not. Sample Social Stories provided by teachers often deviated from the recommended guidelines. Social Stories that deviated from recommended construction were rated more efficacious than those that did not. Several directions for future research are discussed. (C) 2008 Elsevier Ltd. All rights reserved. TC 11 ZB 2 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000263414100021 ER PT J AU Matson, Johnny L. LoVullo, Santino V. TI Trends and topics in autism spectrum disorders research SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 252 EP 257 DI 10.1016/j.rasd.2008.06.005 PD JUN 2009 PY 2009 AB The field of autism spectrum disorders (ASDs) is expanding at an exponential rate. New topics for study are forming and journals are emerging rapidly to handle the ever-increasing volume of publications. This study was undertaken to provide an overview of past and current research trends. Representative studies were evaluated for type of content for each study, frequency of publications on given topics, journals that publish ASD research, and trends in publications over time. Autism was by far the most frequently studied of the ASD, followed by Rett and Asperger's Syndromes. The number of studies published on ASD continues to increase and the most frequently studied topics include genetics, perception and cognition, neurobiology, physiology and nosology. Some observations relative to the status of the field are presented and implications for the future are described. (C) 2008 Elsevier Ltd. All rights reserved. TC 66 ZB 15 Z8 0 ZS 0 Z9 66 SN 1750-9467 UT WOS:000263414100022 ER PT J AU Matson, Johnny L. Fodstad, Jill C. Rivet, Tessa T. TI The relationship of social skills and problem behaviors in adults with intellectual disability and autism or PDD-NOS SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 258 EP 268 DI 10.1016/j.rasd.2008.07.001 PD JUN 2009 PY 2009 AB The relationship between social deficits and challenging behaviors were studied in adults with severe intellectual disability (ID) and autism spectrum disorders (ASD). These issues are of paramount importance because they are core features for persons with these disabilities, and markedly effect normal adjustment and community integration. To date, little has been done to explore the interrelationship between social skills and challenging behaviors in ASD adults with severe ID. Participants were 257 adults with severe ID and/orASD. Comorbid ID and ASD resulted in the greatest deficits compared to ID alone. Furthermore, the presence of negative behaviors, as opposed to the absence of positive behaviors, was more predictive of stereotypies, property destruction, and aggression. The implication of these data is discussed. (C) 2008 Elsevier Ltd. All rights reserved. TC 18 ZB 4 Z8 0 ZS 0 Z9 18 SN 1750-9467 UT WOS:000263414100023 ER PT J AU Lin, Jin-Ding Lin, Lan-Ping Wu, Jia-Ling TI Administrative Prevalence of autism spectrum disorders based on national disability registers in Taiwan SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 269 EP 274 DI 10.1016/j.rasd.2008.07.002 PD JUN 2009 PY 2009 AB The aim of this paper was to describe the over time prevalence of autism from 2000 to 2007 in Taiwan, with particular focus Oil the age, gender, prevalence and causes. We analyzed data from the public web-access information collected by the Department of Statistics, Ministry of the Interiors, Taipei, Taiwan. The data included: (1) the physically and mentally disabled population by age and severity level: (2) the physically and mentally disabled population by Cause; and (3) the Taiwan general population by age. The registered number of people with autism drastically increased from 2062 to 7207 (increase rate = 249.5%), and the male/female ratio of autism was 6.0-6.6 from 2000 to 2007. The autistic cases increased significantly, particularly in children between 6 and 11 years of age, Occupying about 43.9-49.5% of the autistic Population. The reported prevalence of each age group, aged 0-5 years was 2.47.8/10,000, aged 6-11 was 5.0-17.3110,000, and aged 12-17 years was 2.1-10.4/10,000 from year 2000 to 2007. The main cause Of autism was congenital (48.5-58.0%), followed by disease (9.5-31.1%) or other (20.0-32.7%). An increase in prevalence would Suggest the need for more attention and funding of services for children with autism. (C) 2008 Elsevier Ltd. All rights reserved. TC 18 ZB 6 Z8 1 ZS 1 Z9 20 SN 1750-9467 UT WOS:000263414100024 ER PT J AU Leaf, Justin B. Taubman, Mitchell Bloomfield, Stephanie Palos-Rafuse, Letty Leaf, Ron McEachin, John Oppenheim, Misty L. TI Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 1 BP 275 EP 289 DI 10.1016/j.rasd.2008.07.003 PD JUN 2009 PY 2009 AB This study assessed the effectiveness of a Teaching interaction procedure for four social skills across three participants diagnosed with autism. All social skills fell into four broad domains (i.e., social-communication, play, emotion skills, and choice/selection skills). In addition. a teaching package was used to increase communication between the three participants and three selected target peers. The teaching package consisted of the Teaching Interaction procedure. reinforcement, and priming of participants to demonstrate social skills and to engage with their target peers, Prior to intervention, participants displayed near zero levels of the four social skills that were targeted; after intervention, all three participants were able to demonstrate these skills. Prior to intervention, participants did not communicate or play with their selected target peer: after intervention, participants were able to increase the amount of play and communication. A multiple baseline design showed that the teaching package was effective in teaching both the targeted social skills and in increasing the development of initial associations that Could lead to friendships for three children diagnosed with autism. Published by Elsevier B.V. TC 13 ZB 2 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000263414100025 ER PT J AU Rayner, Christopher Denholm, Carey Sigafoos, Jeff TI Video-based intervention for individuals with autism: Key questions that remain unanswered SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 291 EP 303 DI 10.1016/j.rasd.2008.09.001 PD APR-JUN 2009 PY 2009 AB Research on variations of video-based intervention (VBI) suggests that they can be effective for teaching individuals with disabilities a range of socially significant behaviors. Among the relevant studies and reviews, particular emphasis has been given to applications of these procedures for participants diagnosed with autism. The term 'video-based intervention' is a broad term used here to be inclusive of procedures that involve presenting video footage as the independent variable for intervention. Thus. VBI conceptually includes approaches described as video modeling, video prompting, video self-modeling, computer-based video instruction and video priming. Five specific reviews were selected to provide a broad evaluation of these intervention approaches. The range of target behaviors studied is summarised and a conceptual framework of procedural types is offered. While various dimensions of intervention effectiveness have been identified, this paper underscores the fact that important practical and theoretical questions regarding VBI remain largely unanswered. Crown Copyright (C) 2008 Published by Elsevier Ltd. All rights reserved. TC 45 ZB 5 Z8 0 ZS 0 Z9 45 SN 1750-9467 UT WOS:000264453200001 ER PT J AU Sigafoos, Jeff Green, Vanessa A. Schlosser, Ralf O'eilly, Mark F. Lancioni, Giulio E. Rispoli, Mandy Lang, Russell TI Communication intervention in Rett syndrome: A systematic review SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 304 EP 318 DI 10.1016/j.rasd.2008.09.006 PD APR-JUN 2009 PY 2009 AB We reviewed communication intervention studies involving people with Rett syndrome. Systematic searches of five electronic databases, selected journals, and reference lists identified nine studies meeting the inclusion criteria. These studies were evaluated in terms of. (a) participant characteristics, (b) target skills, (c) procedures, (d) main findings, and (e) certainty of evidence. Across the nine studies, intervention was provided to a total of 31 participants aged 2:7-17:0 (years:months). Communication modes included speech, gestures, communication boards, and computer-based systems. Targeted communication functions included imitative speech, requesting, naming/commenting, and various receptive language skills (e.g., respond to requests, answer questions, receptively identify symbols). intervention approaches included early intensive behavioral intervention, systematic instruction, and music therapy. Positive outcomes were reported for 26 (84%) of the 31 participants. However, these outcomes must be interpreted with caution because the certainty of evidence was inconclusive for all but one of the studies. Due to the limited number of studies and their methodological limitations, the evidence base supporting current approaches to communication intervention for individuals with Rett syndrome remains inconclusive. (C) 2008 Elsevier Ltd. All rights reserved. TC 22 ZB 7 Z8 0 ZS 0 Z9 22 SN 1750-9467 UT WOS:000264453200002 ER PT J AU Adcock, Julie Cuvo, Anthony J. TI Enhancing learning for children with autism spectrum disorders in regular education by instructional modifications SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 319 EP 328 DI 10.1016/j.rasd.2008.07.004 PD APR-JUN 2009 PY 2009 AB Children with autism spectrum disorders sometimes are fully included in regular education classroorns with its standard curriculum and instructional methods. Under these classroom conditions, the children might perform successfully for some academic subjects but not for others. For these latter academic subjects, standard instruction could be enhanced to promote more effective stimulus control and learning. In the present study, stimulus control was enhanced by a package of response antecedent and consequence conditions. Maintenance tasks were interspersed with acquisition tasks, and the quality, quantity, immediacy, and density of reinforcement were improved compared to classroom instruction. A stimulus preference assessment was conducted, prompts and transfer of stimulus control procedures were implemented, and tangible and token reinforcers were manipulated on ratio schedules. Rapid acquisition of diverse tasks for each of the three participants was noted. Enhanced stimulus control procedures, such as those tested in the present study, can help children with autism spectrum disorders succeed in regular education classroorns. (C) 2008 Elsevier Ltd. All rights reserved. TC 7 ZB 1 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000264453200003 ER PT J AU Fabio, Rosa Angela Antonietti, Alessandro Castelli, Ilaria Marchetti, Antonella TI Attention and communication in Rett Syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 329 EP 335 DI 10.1016/j.rasd.2008.07.005 PD APR-JUN 2009 PY 2009 AB The study of selective attention and its influence on communication in patients with Rett Syndrome (RS), in which communication abilities are impaired is particularly relevant. The aim of this Study was to analyse attention and communication abilities in RS. A sample of 20 children (10 girls with RS and 10 control girls, matched on mental age) were tested on both attention and non-verbal communication abilities. Results showed that girls with RS have specific deficits in the ability to attend selectively to the relevant sources of information, and that they pay attention to irrelevant stimuli. Results related to non-verbal communication partially show specific impairment in girls with RS. Educational implications are discussed. (C) 2008 Elsevier Ltd. All rights reserved. TC 11 ZB 5 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000264453200004 ER PT J AU Matson, Johnny L. Wilkins, Jonathan Sevin, Jay A. Knight, Cheryl Boisjoli, Jessica A. Sharp, Brenda TI Reliability and item content of the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT): Parts 1-3 SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 336 EP 344 DI 10.1016/j.rasd.2008.08.001 PD APR-JUN 2009 PY 2009 AB The success of early intervention programs has in large part spurred increasing emphasis on identifying children with autism and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) at the earliest possible ages. National and international professional groups have called for early screening and diagnosis, yet the technology to effectively meet these goals are insufficient. The Checklist for Autism in Toddlers (CHAT) and its variants is the only scale with acceptable psychometrics at present, but measures autism only. In this paper we describe a new measure, the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT), which is geared toward identifying young children with autism and PDD-NOS, and which also assesses for comorbid psychopathology and challenging behaviors. This initial study describes item selection and reliability for all three parts of the measure, which were individually administered to the parents of 276 children ages 17-37 months identified as at risk for developmental and/or physical disabilities. (C) 2008 Elsevier Ltd. All rights reserved. TC 86 ZB 15 Z8 0 ZS 0 Z9 86 SN 1750-9467 UT WOS:000264453200005 ER PT J AU Matson, Johnny L. LoVullo, Santino V. Rivet, Tessa T. Boisjoli, Jessica A. TI Validity of the Autism Spectrum Disorder-Comorbid for Children (ASD-CC) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 345 EP 357 DI 10.1016/j.rasd.2008.08.002 PD APR-JUN 2009 PY 2009 AB A limited number of studies currently exist focusing on comorbid psychopathology of children with autism spectrum disorders (ASDs). Due to the heterogeneity of ASD symptoms, communication deficits, and impairments in intellectual functioning, assessing symptoms of psychopathology is complicated. The Autism Spectrum Disorders-Comorbidity for Children (ASD-CC) is a new measure, incorporated in an extensive assessment battery, designed to assess children with ASD for comorbid psychopathology. Reliability analyses of the ASD-CC have been conducted [Matson, J. L., & Wilkins, J. (2008). Reliability of the Autism Spectrum Disorders-Comorbidity for Children (ASD-CC). Journal of Developmental and Physical Disabilities, 20, 155-165]. The aim of this study was to identify the factor structure of the ASD-CC and evaluate construct validity of the measure by correlating the empirically derived factors with subscales of the Behavioral Assessment System for Children, Version 2 (BASC-2). Results of the analyses included a seven-factor solution. The factors were composed of items consistent with Tantrum Behavior, Repetitive Behavior, Worry/Depressed, Avoidant Behavior, Under-Eating, Over-Eating, and Conduct. Convergence between some factors of the ASD-CC and related subscales was observed as was discrimination between unrelated factors of the two measures. The ASD-CC appears to be a valid measure of comorbid psychopathology in the ASD population. (C) 2008 Elsevier Ltd. All rights reserved. TC 38 ZB 8 Z8 0 ZS 0 Z9 38 SN 1750-9467 UT WOS:000264453200006 ER PT J AU Samios, Christina Pakenham, Kenneth I. Sofronoff, Kate TI The nature of benefit finding in parents of a child with Asperger syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 358 EP 374 DI 10.1016/j.rasd.2008.08.003 PD APR-JUN 2009 PY 2009 AB The present study examined the nature of benefit finding in 220 parents of a child with Asperger syndrome (AS) by developing and validating a multi-item Benefit Finding Scale for Parents of Children with AS (BFS-PCAS) and examining the relationships of benefit finding dimensions with positive and negative indicators of adjustment. Parents of children with AS completed questionnaires at Time 1 and 12 months later (Time 2). Exploratory factor analyses identified six benefit finding factors that were moderately inter-correlated: New Possibilities, Growth in Character, Appreciation, Spiritual Growth, Positive Effects of the Child, and Greater Understanding. Cross-sectional analyses showed that benefit finding was associated with higher levels of anxiety and positive affect. Results provide support for the use of a multi-item scale to measure benefit finding and for the differential relationships of benefit finding dimensions with positive and negative indicators of adjustment. (C) 2008 Elsevier Ltd. All rights reserved. RI Pakenham, Kenneth/A-9973-2008 OI Pakenham, Kenneth/0000-0002-8653-4593 TC 5 ZB 1 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000264453200007 ER PT J AU Jones, Emily A. TI Establishing response and stimulus classes for initiating joint attention in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 375 EP 389 DI 10.1016/j.rasd.2008.08.004 PD APR-JUN 2009 PY 2009 AB The absence of the fundamental skill of initiating joint attention reflects the social-communicative impairment characterizing autism. Initiating joint attention is related to social and communication development as well as intervention outcomes for children with autism. A behaviorally based intervention was used to teach an expanded class of responses for initiating joint attention consisting of combinations of nonverbal and verbal forms. The class of stimuli was also expanded to include routine activities involving a diverse array of events that occasion joint attention initiations during interactions with both adults and peers. The importance of addressing sophisticated forms of initiating joint attention within the context of a variety of stimuli ensuring children with autism possess skills similar to their typically developing peers is discussed. (C) 2008 Elsevier Ltd. All rights reserved. TC 7 ZB 2 Z8 0 ZS 1 Z9 8 SN 1750-9467 UT WOS:000264453200008 ER PT J AU Lundqvist, Lars-Olov Andersson, Gunilla Viding, Jane TI Effects of vibroacoustic music on challenging behaviors in individuals with autism and developmental disabilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 390 EP 400 DI 10.1016/j.rasd.2008.08.005 PD APR-JUN 2009 PY 2009 AB Vibroacoustic music has been proposed to be an effective treatment for individuals with developmental disorders and challenging behaviors. The present study experimentally tested the effects of vibroacoustic music on self-injurious, stereotypical, and aggressive destructive behaviors in 20 individuals with autism spectrum disorders and developmental disabilities. The participants were randomized into two groups in a randomized controlled trial evaluation. The first group received 10-20 min sessions with vibroacoustic music treatment for 5 weeks. Then the second group received the same treatment during the next 5 weeks. Behavior was assessed using the Behavior Problems Inventory in all participants before the treatment, after the first group had completed their treatment, and again after the second group had completed their treatment. In order to evaluate each session. the accompanying assistants assessed behavior on different scales after each session. In addition, the sessions were videotaped and analyzed minute by minute for challenging behaviors. The results revealed that vibroacoustic music reduced self-injurious, sterecitypic, and aggressive destructive behaviors in the participants. In addition, the results indicated that the effect of vibroacoustic music was to some extent dependent on the participants' diagnosis. Implications for vibroacoustic music theory and practice are discussed. (C) 2008 Elsevier Ltd. All rights reserved. TC 8 ZB 2 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000264453200009 ER PT J AU Iobst, Emily Nabors, Laura Rosenzweig, Kim Srivorakiat, Laura Champlin, Rachel Campbell, Jonathan Segall, Matthew TI Adults' perceptions of a child with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 401 EP 408 DI 10.1016/j.rasd.2008.08.006 PD APR-JUN 2009 PY 2009 AB We investigated whether different types of information influenced adults' attitudes about a child with autism. College students (n = 288) were randomly assigned to view a videotape of a boy engaging in autistic or typical behaviors and to one of four vignette conditions: no information, explanatory information, neuropsychological information (related to brain-behavior relationships), or a combined (explanatory plus neuropsychological information) condition. Participants rated their attitudes about and acceptance of the boy on the Ratings of the Child Questionnaire. Analyses revealed main effects for presence of autism, message, and gender. Participants provided more favorable ratings of the boy portraying typical rather than autistic behaviors. Participants also provided higher ratings in the explanatory or neuropsychological information conditions compared to a combined information vignette or a no vignette condition. Women provided higher ratings than men. Future research should investigate adults' reasons for preferring vignettes with either explanatory or neuropsychological information rather than the vignette combining both types of information. Research assessing adults' attitudes and their interactions with children with autism will provide information to determine whether their attitudes are predictive of their behaviors during interactions. (C) 2008 Elsevier Ltd. All rights reserved. TC 3 ZB 1 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000264453200010 ER PT J AU Simer, Nancy Cuvo, Anthony J. TI Training vision screening behavior to children with developmental disabilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 409 EP 420 DI 10.1016/j.rasd.2008.08.007 PD APR-JUN 2009 PY 2009 AB The American Academy of Pediatrics recommends vision screening of all children between 3 and 5 years of age, and states have mandated vision screening for all school children. Participants were three 4-6-year old school children with either a developmental delay or autism who scored "could not test" on the state required vision screening. Participants' screening performance indicated both a visual discrimination skill deficit and escape/avoidance behavior. Discrimination training procedures included preference assessment, match-to-sample discrimination discrete trials training, transfer of stimulus control procedures, differential reinforcement. and choice making. Escape/avoidance was treated by fading-in the aversive sensory stimulus (i.e., duration of wearing glasses), escape extinction, and reinforcement of alternative behavior. Following training, two children passed their vision screening and compliance generalized to their hearing screening. The third child met the performance criterion for the two vision screening behaviors trained. (C) 2008 Elsevier Ltd. All rights reserved. TC 5 ZB 0 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000264453200011 ER PT J AU Love, Jessa R. Carr, James E. Almason, Season M. Petursdottir, Anna Ingeborg TI Early and intensive behavioral intervention for autism: A survey of clinical practices SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 421 EP 428 DI 10.1016/j.rasd.2008.08.008 PD APR-JUN 2009 PY 2009 AB Early and intensive behavioral intervention (EIBI) has been demonstrated to be a highly effective treatment for early childhood autism. As EIBI programs have proliferated, they have also begun to mutate and evolve such that between-program differences in specific practices are quite common. Unfortunately, the extent of this procedural variability is unknown. The purpose of the present investigation was to begin documenting the specific practices of EIBI programs. A 43-question Internet survey was distributed to professional supervisors of EIBI programs who provided information regarding their program's characteristics and practices. A total of 211 program supervisors provided information on a number of practices, including curriculum, program size, therapist expertise and training, supervision, data collection, trial interspersal, consequence delivery, prompt fading, skill maintenance, and problem behavior assessment and treatment. The results indicate considerable variation in a number of EIBI practices. The implications of these findings are discussed. (C) 2008 Elsevier Ltd. All rights reserved. TC 26 ZB 6 Z8 0 ZS 0 Z9 26 SN 1750-9467 UT WOS:000264453200012 ER PT J AU Zingerevich, Chaya LaVesser, Patricia D. TI The contribution of executive functions to participation in school activities of children with high functioning autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 429 EP 437 DI 10.1016/j.rasd.2008.09.002 PD APR-JUN 2009 PY 2009 AB This study describes the contribution of executive functions to participation in school activities of children diagnosed with ASD ages 6-9 years while controlling for sensory processing. Twenty-four children, ages 73-112 months (S.D.= 11.4), diagnosed with high functioning ASD were assessed with the Wisconsin Card Sorting Test. Their teachers completed the Behavior Rating Inventory of Executive Function and the School Function Assessment questionnaire. Parents completed the Sensory Profile and a demographic questionnaire. We found that executive functions contribute to participation in school activities over and above the contribution of sensory processing. In particular, the abilities to resist impulsive responses, to stop a behavior at the appropriate time, and to regulate emotional responses contributed to participation. Pediatric therapists are encouraged to address executive functions in their treatments. (C) 2008 Elsevier Ltd. All rights reserved. TC 8 ZB 2 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000264453200013 ER PT J AU Calahorro, Fernando Alejandre, Encarna Anaya, Nuria Guijarro, Teresa Sanz, Yolanza Romero, Auxiliadora Tienda, Pilar Burgos, Rafael Gay, Eudoxia Sanchez, Vicente Ruiz-Rubio, Manuel TI A preliminary study of gene polymorphisms involved in the neurotransmitters metabolism of a homogeneous Spanish autistic group SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 438 EP 443 DI 10.1016/j.rasd.2008.09.003 PD APR-JUN 2009 PY 2009 AB Twin studies have shown a strong genetic component for autism. Neurotransmitters, such as serotonin and catecholamines, have been suggested to play a role in the disease since they have an essential function in synaptogenesis and brain development. In this preliminary study, polymorphism of genes implicated in the serotonergic and dopaminergic pathways have been examined in a Spanish population of children diagnosed with autism. Significant association with the disorder was found for the short allele in the promoter of the gene encoding the serotonin transporter (SLC6A4); in addition, a preferential maternal transmission of this allele to affected offspring was observed. (C) 2008 Elsevier Ltd. All rights reserved. RI Calahorro, Fernando/H-3294-2013 TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000264453200014 ER PT J AU Parks, Lauren K. Hill, Dina E. Thoma, Robert J. Euler, Matthew J. Lewine, Jeffrey D. Yeo, Ronald A. TI Neural correlates of communication skill and symptom severity in autism: A voxel-based morphometry study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 444 EP 454 DI 10.1016/j.rasd.2008.09.004 PD APR-JUN 2009 PY 2009 AB Although many studies have compared the brains of normal controls and individuals with autism, especially older, higher-functioning individuals with autism, little is known of the neural correlates of the vast clinical heterogeneity characteristic of the disorder. In this study, we used voxel-based morphometry (VBM) to examine gray matter correlates of variation in communication skill and symptom severity within a heterogeneous group of 33 children with autism ranging in age from 3.4 to 11.4 years. Greater gray matter (GM) volume was associated with better communication skills in numerous frontal regions, especially in the left middle frontal gyrus. Further, greater GM volume in the right inferior frontal gyrus was associated with reduced severity of symptoms of autism. However, increased total GM volume was correlated with more severe symptoms of autism at a trend level, consistent with other studies, suggesting that while increased total GM volume is generally predictive of greater autistic severity, specific local increases in GM volume result in a reduction in symptoms. Our results suggest that communication and symptom severity have distinct neuroanatomic correlates and draw attention to the importance of studying the neuroanatomy of clinical heterogeneity within the autistic population. (C) 2008 Elsevier Ltd. All rights reserved. TC 8 ZB 4 Z8 1 ZS 0 Z9 8 SN 1750-9467 UT WOS:000264453200015 ER PT J AU Matson, Johnny L. Fodstad, Jill C. TI The treatment of food selectivity and other feeding problems in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 455 EP 461 DI 10.1016/j.rasd.2008.09.005 PD APR-JUN 2009 PY 2009 AB Food selectivity and other feeding problems are endemic in children with autism spectrum disorders (ASD). Additionally, many of the challenging behaviors which fall into this category are idiosyncratic to ASD. A technology is beginning to emerge regarding methods to lessen and effectively treat these issues which, if unchecked, can result in poor nutrition and difficulties in feeding. Specificity in foods consumed, choking, and aggression associated with food refusal can put the child and caregiver at risk. This paper provides a critical review of the current status of evidence-based clinical practices for this highly important set of challenging behaviors of ASD children. (C) 2008 Elsevier Ltd. All rights reserved. TC 21 ZB 4 Z8 0 ZS 0 Z9 21 SN 1750-9467 UT WOS:000264453200016 ER PT J AU Peterson, Candida C. Slaughter, Virginia TI Theory of mind (ToM) in children with autism or typical development: Links between eye-reading and false belief understanding SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 462 EP 473 DI 10.1016/j.rasd.2008.09.007 PD APR-JUN 2009 PY 2009 AB Previous research shows that high-functioning children with autism are slow to pass "litmus" false belief tests of ToM but how this may relate to other aspects of mindreading (e.g., discerning thoughts from facial expressions) is less clear, partly for methodological reasons. Thus the joint methodological and conceptual goals of this study were: (1) to devise and psychometrically validate a new, simplified eye-reading test for preliterate children with or without autism and (2) to use the new test to explore links of false belief understanding with eye-reading in children with autism and matched control groups. A false belief battery and the new eye-reading test were given to 87 Australians: 22 children with autism aged 6-13 and 65 typical developers in three control groups (11 age-matched primary-schoolers: 37 ToM-matched preschoolers; and 17 adults). Results supported the new test's psychometric validity and showed that, for children both with and without autism, false belief and eye-reading were significantly correlated. A hierarchical multiple regression showed this association was independent of age, gender and diagnosis. Although adults earned higher eye-reading scores overall, children equalled them on 44% of items. Implications of the findings for future use of the new test, and for explanations and interventions on behalf of ToM development in autism, were considered. (C) 2008 Elsevier Ltd. All rights reserved. TC 9 ZB 5 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000264453200017 ER PT J AU Murphy, Olivia Healy, Olive Leader, Geraldine TI Risk factors for challenging behaviors among 157 children with autism spectrum disorder in Ireland SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 474 EP 482 DI 10.1016/j.rasd.2008.09.008 PD APR-JUN 2009 PY 2009 AB The aim of this study was to identify risk factors for the occurrence of challenging behavior along with the specific topographies of challenging behavior shown by a sample of children with autism spectrum disorder in Ireland. The occurrence of challenging behavior was examined in comparison with the following variables: gender, age, level of intellectual disability, type of intervention and the hours of intervention being received. The Behavior Problems Inventory - 01 was used to gather data for 157 participants. Results indicated that 64.3% (n = 101) of the participants showed challenging behavior, with a high co-occurrence across categories of behavior. The present study found no correlation between age and gender and the presence of challenging behavior. Findings in relation to level of intellectual disability, type and hours of intervention received are discussed. (C) 2008 Elsevier Ltd. All rights reserved. TC 60 ZB 23 Z8 0 ZS 0 Z9 60 SN 1750-9467 UT WOS:000264453200018 ER PT J AU Lang, Russell Shogren, Karrie A. Machalicek, Wendy Rispoli, Mandy O'Reilly, Mark Baker, Sonia Regester, April TI Video self-modeling to teach classroom rules to two students with Asperger's SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 483 EP 488 DI 10.1016/j.rasd.2008.10.001 PD APR-JUN 2009 PY 2009 AB Classroom rules are an integral part of classroom management. Children with Asperger's may require systematic instruction to learn classroom rules, but may be placed in classrooms in which the rules are not explicitly taught. A multiple baseline design across students with probes for maintenance after the intervention ceased was used to evaluate the effectiveness of a video self-modeling (VSM) intervention to teach classroom rules to two children with Asperger's. Results indicated that each of the children improved in their ability to recite classroom rules following the VSM intervention. These results were maintained for both students at 12 weeks post-intervention. The findings of this study suggest that VSM is an effective tool for teaching children with Asperger's classroom rules. Published by Elsevier Ltd. TC 8 ZB 0 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000264453200019 ER PT J AU Twyman, Kimberly A. Maxim, Rolanda A. Leet, Terry L. Ultmann, Monica H. TI Parents' developmental concerns and age variance at diagnosis of children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 489 EP 495 DI 10.1016/j.rasd.2008.10.002 PD APR-JUN 2009 PY 2009 AB Although early recognition of autism spectrum disorder (ASD) is important, the age of children at diagnosis is variable. Forty-five participants diagnosed with ASD were divided into groups based on age at diagnosis and compared on age when parents first became concerned about various aspects of their development. Results demonstrated no differences between the two groups with regard to most factors except Early Intervention referral. While concerns about atypical behavior and attainment of milestones were similar between the groups, parents in the early diagnosis group noted social development concerns at an earlier age (mean 18.0 vs. 25.3 months), suggesting close surveillance of this particular developmental domain may facilitate earlier ASD referral and diagnosis. (C) 2008 Elsevier Ltd. All rights reserved. TC 11 ZB 4 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000264453200020 ER PT J AU Kouijzer, Mirjarn E. J. de Moor, Jan M. H. Gerrits, Berrie J. L. Buitelaar, Jan K. van Schie, Hein T. TI Long-term effects of neurofeedback treatment in autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 496 EP 501 DI 10.1016/j.rasd.2008.10.003 PD APR-JUN 2009 PY 2009 AB Previously we demonstrated significant improvement of executive functions and social behavior in children with autism spectrum disorders (ASD) treated with 40 sessions of EEG neurofeedback in a nonrandomized waiting list control group design. In this paper we extend these findings by reporting the long-term results of neurofeedback treatment in the same group of children with ASD after 12 months. The present study indicates maintenance of improvement of executive functions and social behavior after 12 months in comparison with the immediate outcomes. Neurofeedback mediated suppression of theta power is supposed to promote more flexible functioning of the brain by enhancing activation in the medial prefrontal cortex and improving flexibility of activation in the default mode network supporting the improvement of executive functions and theory of mind in ASD. (C) 2008 Elsevier Ltd. All rights reserved. RI van Schie, Hein/D-2281-2010; Buitelaar, Jan/E-4584-2012 OI Buitelaar, Jan/0000-0001-8288-7757 TC 17 ZB 8 Z8 0 ZS 0 Z9 17 SN 1750-9467 UT WOS:000264453200021 ER PT J AU Chevallier, Coralie Noveck, Ira Happe, Francesca Wilson, Deirdre TI From acoustics to grammar: Perceiving and interpreting grammatical prosody in adolescents with Asperger Syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 502 EP 516 DI 10.1016/j.rasd.2008.10.004 PD APR-JUN 2009 PY 2009 AB We report findings concerning the understanding of prosody in Asperger Syndrome (AS), a topic which has attracted little attention and led to contradictory results. Ability to understand grammatical prosody was tested in three novel experiments. Experiment 1 assessed the interpretation of word stress, Experiment 2 focused on grammatical pauses, and Experiment 3 tested the discrimination of the question contour. Acoustic tasks were also used to assess the perception of pitch, duration, intensity and prosodic contours. AS participants performed as well as typically developing controls in all our tasks. This provides support in favour of the view that grammatical prosody is spared in Asperger Syndrome. (C) 2008 Elsevier Ltd. All rights reserved. RI Happe, Francesca/D-5544-2012 TC 4 ZB 1 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000264453200022 ER PT J AU Rowland, Charity M. Schweigert, Philip D. TI Object lessons: How children with autism spectrum disorders use objects to interact with the physical and social environments SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 517 EP 527 DI 10.1016/j.rasd.2008.10.005 PD APR-JUN 2009 PY 2009 AB Most of the literature on young children with autism spectrum disorders (ASDs) has emphasized their interactions with people, as opposed to objects. An assessment instrument designed to describe object interaction skills in nonverbal children with severe disabilities, Hands-On Learning [Rowland, C., & Schweigert, P. D. (2003). Hands-On Learning at Home/School. Portland, OR: Oregon Health & Science University] was administered to 2-5-year-old children with ASD by their teachers and parents and to 1-5-year old children without disabilities by their parents. The instrument includes four strands: Ways to Obtain Objects, Practical Uses of Objects, Representational Uses of Objects and Social Uses of Objects. Parent and teacher assessments showed high levels of agreement. Children with ASD scored significantly lower than age peers on all four strands of the instrument, with lowest performance and greatest discrepancies on representational and social uses of objects. Despite these delays, acquisition of the object interaction skills investigated follows a similar Course for both groups of children. (C) 2008 Elsevier Ltd. All rights reserved. TC 0 ZB 0 Z8 0 ZS 0 Z9 0 SN 1750-9467 UT WOS:000264453200023 ER PT J AU Goin-Kochel, Robin P. Mackintosh, Virginia H. Myers, Barbara J. TI Parental reports on the efficacy of treatments and therapies for their children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 528 EP 537 DI 10.1016/j.rasd.2008.11.001 PD APR-JUN 2009 PY 2009 AB Parents of children with autism spectrum disorders (ASD) try many and varied interventions and therapies in the hopes of improving their children's outcomes; however, empirical evidence supporting (or opposing) the vast majority of treatments is limited or nonexistent. This study examined caregiver efficacy ratings for a wide range of biological and educational/behavioral treatments commonly used for children with ASD. A web-based questionnaire regarding the development of children with ASD was distributed nationally and internationally through more than 200 autism-support organizations; results were analyzed from 479 parents (91% mothers) who reported on their children with autism, Asperger's syndrome, or PDD-NOS (M age = 8.3 years, 80.2% male), Improvement - whether small or dramatic - was rated for 50-80% of children in each of 9 drug categories, while ratings of "child became worse" were reported for 15-20.3%. Approximately half of children were said to improve while on a special diet; 51% of those on a gluten-free and/or casein-free (GF/CF) diet were reportedly improved, while no observable effects of the GF/CF diet were indicated for about one quarter of participating children. For 10 of the 16 educational/behavioral therapies, parents reported improvement for approximately 70% of children. The most common rating was "child improved somewhat" followed by "child improved dramatically." Results are discussed relative to the meaning of "improvement" in ASD and in light of both placebo effects and cost of treatments/therapies. (C) 2008 Elsevier Ltd. All rights reserved. TC 20 ZB 7 Z8 0 ZS 0 Z9 20 SN 1750-9467 UT WOS:000264453200024 ER PT J AU Sheikhani, Ali Behnam, Hamid Noroozian, Maryam Mohammadi, Mohammad Reza Mohammadi, Mohammad TI Abnormalities of quantitative electroencephalography in children with Asperger disorder in various conditions SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 538 EP 546 DI 10.1016/j.rasd.2008.11.002 PD APR-JUN 2009 PY 2009 AB Quantitative electroencephalography (qEEG) is an essential tool for the evaluation and treatment of neurophysiologic disorders. Careful analysis of the recorded brain signals can provide insights into and improved understanding of the mechanism causing disorders. In this work spectrogram was used as a tool for evaluating qEEG in 15 children with Asperger disorder (10 boys and 5 girls aged 6-11) and in 11 normal children (7 boys and 4 girls with the same age range). Signals of two groups of subjects were recorded in nine conditions. Recorded signals with the relaxed open-eyed condition in gamma band, those recorded with looking at stranger's picture inverted condition in alpha and beta bands and the ones obtained with participants looking at a mother's picture inverted in the beta band resulted in the best discriminations, with two groups as 96.2%, 83.3%, 70.6% and 77.8%, respectively. (C) 2008 Elsevier Ltd. All rights reserved. TC 6 ZB 4 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000264453200025 ER PT J AU Machalicek, Wendy Shogren, Karrie Lang, Russell Rispoli, Mandy O'Reilly, Mark F. Franco, Jesse Hetlinger Sigafoos, Jeff TI Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 547 EP 555 DI 10.1016/j.rasd.2008.11.003 PD APR-JUN 2009 PY 2009 AB We examined the effects of a teacher implemented playground intervention consisting of activity schedules and task correspondence training on the challenging behaviors and play of three school age children with moderate to severe autism. A multiple baseline design across participants was used to evaluate the intervention effects. Results indicated that each of the participants learned to use an activity schedule to follow a schedule of play activities and demonstrated improved play. Moreover, challenging behavior decreased for two participants during the intervention and remained at low levels for the third participant. The findings from this Study provide support for the use of activity schedules and task correspondence training to reinforce appropriate play and decrease challenging behaviors during recess. (C) 2008 Elsevier Ltd. All rights reserved. TC 17 ZB 5 Z8 0 ZS 0 Z9 17 SN 1750-9467 UT WOS:000264453200026 ER PT J AU von Hofsten, Claes Uhlig, Helena Adell, Malin Kochukhova, Olga TI How children with autism look at events SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 3 IS 2 BP 556 EP 569 DI 10.1016/j.rasd.2008.12.003 PD APR-JUN 2009 PY 2009 AB Patterns of eye movements were studied in a group of 10 preschool children with Autism Spectrum Disorder (ASD) and in two reference groups with typically developing (TD) children, 12 3-year-olds and 12 1-year-olds. Three hypotheses were tested regarding the origins of problems experienced by children with ASD in dynamic situations. The first one stated that the children with ASD have deficient motion perception. The second one stated that children with ASD are deficient in predicting events, and the third one that the roots are to be found in deficient social perception. The results show that the children with ASD tracked moving objects with smooth pursuit and predicted the reappearance of temporarily occluded moving object in the same way as the TD children. Their eye movements, however, revealed deficient social perception. They looked at a video-taped conversation much less than the TD children, they did not predict the onset of the next turn in the conversation, and the fixations on the speakers were shorter. These effects did not appear in a control video with objects taking turns and making sounds in a similar alternating way to the two participants in the conversation. (C) 2009 Elsevier Ltd. All rights reserved. TC 27 ZB 19 Z8 0 ZS 0 Z9 27 SN 1750-9467 UT WOS:000264453200027 ER PT J AU Benson, Paul R. Karlof, Kristie L. TI Child, parent, and family predictors of latter adjustment in siblings of children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 583 EP 600 DI 10.1016/j.rasd.2007.12.002 PD OCT 2008 PY 2008 AB Research findings examining the adjustment of siblings of children with autism has been inconsistent, with some studies concluding that siblings are negatively impacted, while others have found no adverse effects. We argue that one reason for these inconsistent findings may be the failure by some investigators to take into account the increased genetic vulnerability faced by siblings of children with autism. In this study, we assessed the adjustment of siblings, with and without a diagnosed non-medical disability or disorder, using the Strengths and Difficulties Questionnaire [Goodman, R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire. Journal of American Academy of Child and Adolescent Psychiatry, 40, 1337-1341]. When compared to non-diagnosed siblings and a large normative sample, diagnosed siblings scored significantly higher in terms of adjustment difficulties and lower in terms of prosocial behavior. In addition, in hierarchical regressions, several child, parent, and family factors were found to be significant predictors of adjustment among non-diagnosed siblings when assessed 2 years latter, while no explanatory variables were significantly linked to latter adjustment outcomes among siblings with a diagnosed disability or disorder. Study limitations and implications are discussed. (C) 2008 Elsevier Ltd. All rights reserved. TC 25 ZB 7 Z8 0 ZS 0 Z9 25 SN 1750-9467 UT WOS:000263414000001 ER PT J AU Matson, Jolnny L. Fodstad, Jill C. Boisjoli, Jessica A. TI Nosology and diagnosis of Rett Syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 601 EP 611 DI 10.1016/j.rasd.2007.12.001 PD OCT 2008 PY 2008 AB Rett Syndrome is one of the least commonly occurring autism spectrum disorders (ASD), but certainly one of the most devastating. A genetic profile has been identified, but checklists still have an important role for prescreening, especially before expensive genetic testing, and to provide precise strengths and weaknesses with respect to the core features of the disorder. Furthermore, research is now demonstrating subprofiles of genetic mutation which may be linked to profiles of behavioral responding and general symptom profiles. We review the literature on the nosology and assessment of Rett Syndrome in light of these developments. Specific symptoms and assessment techniques are discussed and potential future research avenues are reviewed with an eye to strengths and weaknesses of the current knowledge base. (C) 2008 Elsevier Ltd. All rights reserved. TC 18 ZB 6 Z8 0 ZS 0 Z9 18 SN 1750-9467 UT WOS:000263414000002 ER PT J AU Brewer, W. J. Brereton, A. Tonge, B. J. TI Dissociation of age and ability on a visual analogue of the University of Pennsylvania Smell Identification Test in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 612 EP 620 DI 10.1016/j.rasd.2008.01.003 PD OCT 2008 PY 2008 AB Early olfactory identification deficits have been associated with neurodevelopmental arrest of limbic-prefrontal networks. These same networks are implicated in development of autistic-spectrum disorders. We aimed to investigate olfactory identification ability in children with high functioning autism (HEA). Fifteen children with HFA (aged 5-9 years) and 15 age-, gender- and IQ-matched controls (CTL) were compared on their performance on a visual analogue of the University of Pennsylvania Smell Identification Test (UPSIT). The hypothesis that children with HFA would exhibit impaired olfactory identification ability was not supported. However, contrary to the relationship found in the CTLs, smell identification ability was negatively associated with age in HFA. The results suggest some disruption of normal-developmental association between olfactory ability and age in HFA. The visual analogue of the UPSIT warrants further investigation to determine its validity and reliability in normal and other clinical populations. (C) 2008 Elsevier Ltd. All rights reserved. TC 8 ZB 2 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000263414000003 ER PT J AU Perry, Adrienne Cummings, Anne Geier, Jennifer Dunn Freeman, Nancy L. Hughes, Susan LaRose, Louise Managhan, Tom Reitzel, Jo-Ann Williams, Janis TI Effectiveness of Intensive Behavioral Intervention in a large, community-based program SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 621 EP 642 DI 10.1016/j.rasd.2008.01.002 PD OCT 2008 PY 2008 AB Although the efficacy of Intensive Behavioral Intervention (1131) for young children with Autism Spectrum Disorders (ASD) has been well documented in small model programs, IBI's effectiveness (i.e., does it work in the "real world"?) has been less studied and may not be as impressive, e.g. Bibby, Eikeseth, Martin, Mudford, and Reeves (2002). This study reports on the outcomes of 332 children, aged 2-7 years, enrolled in a large, community-based, publicly funded IBI Program in Ontario, Canada. File review data at intake and exit were compared on a group basis as well as on an individual basis. Results indicated statistically significant and clinically significant improvements: reduction in autism severity, gains in cognitive and adaptive levels, as well as a doubling of children's rate of development. There was a considerable heterogeneity in outcome, as expected, and children were classified into seven categories of progress/outcome. The majority of children (75%) showed some gains during IBI and 11% achieved average functioning. Although the Study has clear methodological limitations (chiefly the lack of a comparison group), it suggests that IBI can be implemented effectively in a large, community-based program. (C) 2008 Elsevier Ltd. All rights reserved. TC 43 ZB 13 Z8 0 ZS 0 Z9 43 SN 1750-9467 UT WOS:000263414000004 ER PT J AU Matson, Johnny L. Dempsey, Timothy Rivet, Tessa TI A comparison of Asperger symptom rating scales with children and adolescents SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 643 EP 650 DI 10.1016/j.rasd.2008.01.001 PD OCT 2008 PY 2008 AB Asperger's syndrome (AS), first diagnosed in 1944,and has only recently begun to receive a great deal of research attention. An emerging controversy has been whether AS is a distinct condition from high functioning autism (HFA), and if so, can it be reliably and validly diagnosed. While measures designed specifically to aid in the screening and diagnosis of AS in children have been created, no study to date has appeared which directly tests the utility of AS measures for this purpose. The present study sought to compare the GADS, KADI, CAST and research criteria compiled based on (he literature to determine which measure was most accurate at differentiating HFA and AS, Forty children, 14 AS, 11 HFA, and 15 typically developing, were evaluated with respect to their AS symptoms. The GADS had the greatest overall sensitivity and specificity compared to the other AS measures. Differential diagnosis capability of AS assessments varies across instruments. Research criteria may be used to expand upon already existing measures to further define diagnostic symptom patterns. (C) 2008 Elsevier Ltd. All rights reserved. TC 5 ZB 0 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000263414000005 ER PT J AU de Wit, Tessa C. J. Falck-Ytter, Terje von Hofsten, Claes TI Young children with Autism Spectrum Disorder look differently at positive versus negative emotional faces SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 651 EP 659 DI 10.1016/j.rasd.2008.01.004 PD OCT 2008 PY 2008 AB One of the core issues in Autism Spectrum Disorder (ASD) is problematic social interaction, which for an important part is reflected by poor processing of emotional information. Typically, adults show specific viewing patterns while scanning positive and negative emotional expressions in faces. In this study, we investigated whether the same pattern is present in a group of 3- to 6-year-old children with ASD and a 5-year-old control group. We found that although the group with ASD looked less at feature areas of the face (eye, mouth, nose) than the control group, both the children with ASD and the normally developing children displayed differential scanning patterns for faces displaying positive and negative emotions. Specifically, we found increased scanning of the eye region when looking at faces displaying negative emotions. This study shows that, although young children with ASD exhibit abnormal face scanning patters, they do exhibit differential viewing strategies while scanning positive and negative facial expressions. (C) 2008 Elsevier Ltd. All rights reserved. TC 20 ZB 8 Z8 0 ZS 0 Z9 20 SN 1750-9467 UT WOS:000263414000006 ER PT J AU Gabriels, Robin L. Agnew, John A. Miller, Lucy Jane Gralla, Jane Pan, Zhaoxing Goldson, Edward Ledbetter, James C. Dinkins, Juliet P. Hooks, Elizabeth TI Is there a relationship between restricted, repetitive, stereotyped behaviors and interests and abnormal sensory response in children with autism spectrum disorders? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 660 EP 670 DI 10.1016/j.rasd.2008.02.002 PD OCT 2008 PY 2008 AB This study examined the relation between restricted, repetitive, and stereotyped behaviors and interests (RBs) and sensory responses in a group of 70 children and adolescents diagnosed with an autism spectrum disorder (ASD). Caregivers; completed the Repetitive Behavior Scale-Revised (RBS-R) and the Sensory Profile. Controlling for IQ and age, total RBS-R and Sensory Profile scores revealed significant correlations both prior to and after removing overlapping items. Examination of the co-occurrence of RBs and atypical sensory responses in this population suggests a subgroup has consistently high rates of problems in both RBs and sensory processing. In addition, this subgroup has high rates of prescribed psychoactive medications and co-morbid psychiatric diagnoses. The IQ and age of this subgroup did not differ significantly from the rest of the participants. Results are consistent with previous research describing the co-occurrence of RBs and sensory response abnormalities in the ASD population. Further investigation of the subset of individuals with ASD who have high rates of RBs and abnormal sensory responses may lead to a more comprehensive understanding of their clinical picture and improve interventions. Additionally, research with this subgroup may have significance for identifying a specific phenotype in ASD. (C) 2008 Elsevier Ltd. All rights reserved. TC 29 ZB 16 Z8 0 ZS 0 Z9 29 SN 1750-9467 UT WOS:000263414000007 ER PT J AU Devlin, Sarah Healy, Olive Leader, Geraldine Reed, Phil TI The analysis and treatment of problem behavior evoked by auditory stimulation SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 671 EP 680 DI 10.1016/j.rasd.2008.02.001 PD OCT 2008 PY 2008 AB The current study aimed to identify specific stimuli associated with music that served as an establishing operation (EO) for the problem behavior of a 6-year-old child with a diagnosis of autism. Specific EOs for problem behavior evoked by auditory stimulation could be identified. A differential negative reinforcement procedure was implemented for specific conditions that evoked problem behavior. Using a changing criterion and a differential negative reinforcement of other behavior, exposure to specific stimuli associated with music was gradually increased, and resulted in reductions in problem behavior to near zero levels. (C) 2008 Published by Elsevier Ltd. TC 6 ZB 1 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000263414000008 ER PT J AU Grossman, Ruth B. Tager-Flusberg, Helen TI Reading faces for information about words and emotions in adolescents with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 681 EP 695 DI 10.1016/j.rasd.2008.02.004 PD OCT 2008 PY 2008 AB Studies of explicit processing of facial expressions by individuals with autism spectrum disorder (ASD) have found a variety of deficits and preserved abilities compared to their typically developing (TD) peers. However, little attention has been paid to their implicit processing abilities for emotional facial expressions. The question has also been raised whether preferential attention to the mouth region of a speaker's face by ASD individuals has resulted in a relative lipreading expertise. We present data on implicit processing of pseudo-dynamic facial emotions and visual speech in adolescents with autism. We compared 25 ASD and 25 TD participants on their ability to recreate the sequences of four dynamic emotional facial expressions (happy, sad, disgust, and fear) as well as four spoken words (with, bath, thumb, and watch) using six still images taken from a video sequence. Typical adolescents were significantly better at recreating the dynamic properties of emotional expressions than those of facial speech, while the autism group showed the reverse accuracy pattern. For Experiment 2 we obscured the eye region of the stimuli and found no significant difference between the 22 adolescents with ASD and 22 TD controls. Fearful faces achieved the highest accuracy results among the emotions in both groups. (C) 2008 Elsevier Ltd. All rights reserved. RI Tager-Flusberg, Helen/D-5265-2009 TC 17 ZB 6 Z8 0 ZS 0 Z9 17 SN 1750-9467 UT WOS:000263414000009 ER PT J AU Matson, Johnny L. Gonzalez, Melissa L. Rivet, Tessa T. TI Reliability of the Autism Spectrum Disorder-Behavior Problems for Children (ASD-BPC) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 696 EP 706 DI 10.1016/j.rasd.2008.02.003 PD OCT 2008 PY 2008 AB A considerable amount of attention has occurred with respect to the diagnosis and treatment of Autism Spectrum Disorders (ASDs) of children and youth. Furthermore, the rationale for using the most restrictive of the applied behavior analysis methods and medication has been largely based on the presence of severe challenging behaviors such as self-injury, aggression, and stereotypes. Despite the extensive treatment efforts, there has not been a scale developed specifically to address the screening and identification of. these problem behaviors for children with ASD. The present study was specifically designed to report oil the reliability and factor structure of a brief behavior problem inventory, which is part of a diagnostic battery for children suspected of evincing autism, PDD-NOS, or Asperger's syndrome. The initial psychometric properties of the Autism Spectrum Disorders-Behavior Problems for Children (ASD-BPC) are described and the implications for future research arc presented. (C) 2008 Elsevier Ltd. All rights reserved. TC 48 ZB 3 Z8 0 ZS 0 Z9 48 SN 1750-9467 UT WOS:000263414000010 ER PT J AU Osborne, Lisa A. McHugh, Louise Saunders, Jo Reed, Phil TI A possible contra-indication for early diagnosis of Autistic Spectrum Conditions: Impact on parenting stress SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 707 EP 715 DI 10.1016/j.rasd.2008.02.005 PD OCT 2008 PY 2008 AB The Current study investigated the impact of diagnosis of Autistic Spectrum Conditions (ASCs) in children on parenting stress. While there is increasing pressure to provide early diagnosis of ASC, there is a lack of evidence relating to the impact of early diagnosis on the parents. The parents of 85 children with ASC completed measures of their parenting stress, and gave a brief history of their child and their diagnosis. The children were assessed for autistic severity and behavioral functioning. Autistic severity predicted their parents' first noticing a problem, and the speed of the latter, rather than the child's autistic severity, predicted obtaining an earlier diagnosis. The autistic severity of a child was related directly to parenting stress. However, earlier diagnosis may be detrimental to levels of parenting stress. While parenting stress declined over time from the point at which the parents had first noticed a problem in their child, it failed to change by any significant degree once the diagnosis of ASC had been received. Given this possible contra-indication for early diagnosis of ASC, it warrants caution and further investigation. (C) 2008 Elsevier Ltd. All rights reserved. TC 11 ZB 6 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000263414000011 ER PT J AU Cihak, David F. Grim, Joan TI Teaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 716 EP 727 DI 10.1016/j.rasd.2008.02.006 PD OCT 2008 PY 2008 AB The demands of basic math skills often limit the ability of students with autism spectrum disorders to master purchasing skills. This study examined the use of counting-on math skills in conjunction with the next-dollar strategy to enhance independent purchasing skills. Four students with autism and intellectual disabilities successfully acquired and generalized counting-on and next-dollar skills to community Settings. Students maintained both skills at a 100% level for up to 6 weeks. Intensifying instruction on functional skills that builds on basic academic skills represents one means of accessing the general education curriculum. (C) 2008 Elsevier Ltd. All rights reserved. TC 8 ZB 2 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000263414000012 ER PT J AU Solish, Abbie Perry, Adrienne TI Parents' involvement in their children's behavioral intervention programs: Parent and therapist perspectives SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 728 EP 738 DI 10.1016/j.rasd.2008.03.001 PD OCT 2008 PY 2008 AB Although the need for active parent involvement in Intensive Behavioral Intervention (IBI) has been emphasized by professionals in the field, little research has explored this involvement or what it entails. A parent self-report questionnaire and a similar therapist questionnaire were designed for this study, in which parent Involvement and five variables believed to influence Involvement were operationalized and measured. The independent variables included: parents' Self-efficacy; Knowledge of autism and IBI; Belief in IBI: Perception of Child Progress: and Stress. Forty-eight parents and 34 therapists completed questionnaires about parents' involvement. Both similarities and discrepancies were noted between parent and therapist report. Parents' Self-efficacy Knowledge, and Belief in IBI were significantly correlated with their Involvement. Furthermore, according to parent report, Self-efficacy accounted for almost half of the variance in predicting Involvement, even when controlling for child characteristics. Clinical implications are discussed. (C) 2008 Elsevier Ltd. All rights reserved. TC 18 ZB 4 Z8 0 ZS 0 Z9 18 SN 1750-9467 UT WOS:000263414000013 ER PT J AU Chen, Fei Lemonnier, Eric Lazartigues, Alain Planche, Pascale TI Non-superior disembedding performance in children with high-functioning autism and its cognitive style account SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 739 EP 752 DI 10.1016/j.rasd.2008.03.003 PD OCT 2008 PY 2008 AB Some early studies showed a superior disembedding performance in autistic people while other studies found no difference between autistic and controls. The present Study aimed to assess such disembedding ability in 14 boys with high-functioning autism (HFA) and 14 chronological age and non-verbal IQ matched typically developed boys using an Informatized Kohs' Cube Test ("Samuel") and a modified Children's embedded figures test (CEFT). No statistically significant group difference was found between paired Subjects (although more control subjects succeeded in the Samuel Test) and the HFA subjects showed in the Samuel Test as Much "flexibility" in strategy adoption as the control Subjects, which is not in accordance with some early reports Of Superior visuo-spatial performance nor with the classical weak coherence theory. Results in the present study, the discrepancies in early findings as well as the symptomatic and cognitive heterogeneity of autism are discussed in the light of cognitive style account. (C) 2008 Elsevier Ltd. All rights reserved. TC 10 ZB 4 Z8 0 ZS 0 Z9 10 SN 1750-9467 UT WOS:000263414000014 ER PT J AU Soluaga, Doris Justin, B. Leaf Taubman, Mitchell McEachin, John Leaf, Ron TI A comparison of flexible prompt fading and constant time delay for five children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 4 BP 753 EP 765 DI 10.1016/j.rasd.2008.03.005 PD OCT 2008 PY 2008 AB Given the increasing rates of autism, identifying prompting procedures that can assist in the development of more optimal learning opportunities for this population is critical. Extensive empirical research exists supporting the effectiveness of various prompting strategies. Constant time delay (CTD) is a highly implemented prompting procedure that has been researched widely, and demonstrated as effective and efficient. A second approach, flexible prompt fading (FPF) has not been empirically tested but has been a part of numerous behavioral Studies [Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Clinical and Consulting Psychology,55,21-9; Soluaga, D., Papovich,S., Leaf, J., McEachin, J., Leaf, R., & Taubman, M. (2003). Instruction in social competencies utilizing a social skills taxonomy for persons with autism (databased presentation). Paper presented at the National Conference of the National Association for Behavior Analysis, San Francisco, CA]. The purpose of this study was to compare the effectiveness and efficiency of CTD,and FPF in reaching receptive skills for five children with autism. A parallel treatment design demonstrated that, overall, the FPF procedure produced better results in terms of individual mastery of targets and global mastery of all targets and comparable results were seen in terms of efficiency for the two prompting procedures. Published by Elsevier B.V. TC 7 ZB 1 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000263414000015 ER PT J AU Bebko, James M. Schroeder, Jessica H. Weiss, Jonathan A. Wells, Kerry McFee, Kristen Goldstein, Gayle M. TI The face of Autism research as reflected in the IMFAR looking glass SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 3 BP 385 EP 394 DI 10.1016/j.rasd.2007.06.005 PD JUL-SEP 2008 PY 2008 AB Recent overviews of autism research have yielded it number of suggestions, including: additional research with very young, and with lower functioning samples, and renewed emphasis on appropriate comparison/control groups. We reviewed the abstracts from a major autism conference (IMFAR) from 2004 to 2006 to examine these trends. We found an increase in the proportion of studies with preschool or infant participants. However, there was a decrease in studies using lower functioning samples, and an increase in Studies using Mixed samples. The use of control groups generally decreased, and the use of cognitively impaired comparison groups remains low. We also found the use of the more generic term, ASD, versus DSM categories as sample descriptors increasing at IMFAR, The potential impact of these trends on limiting the generalizability of results is discussed. (c) 2007 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000263413900001 ER PT J AU Machalicek, Wendy O'Reilly, Mark F. Beretvas, Natasha Sigafoos, Jeff Lancioni, Guilio Sorrells, Audrey Lang, Russell Rispoli, Mandy TI A review of school-based instructional interventions for students with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 3 BP 395 EP 416 DI 10.1016/j.rasd.2007.07.001 PD JUL-SEP 2008 PY 2008 AB This review evaluates school-based instructional research for students with autism spectrum disorders (ASD). Electronic database searches identified 45 studies (n = 118 participants) published between 1995 and 2005. These studies were classified into five curricular areas: (a) academic skills, (b) communication skills, (c) functional life skills, (d) play, and (c) social skills. The results of the reviewed studies indicated effective instructional methods and several trends across curricular areas, Fewer than half of the studies (n = 20) assessed the generalization of skills to different setting,. and stimuli. A minority Of the studies (n = 19) assessed the maintenance of skills. Very few studies reported student characteristics, such as cultural background. Additionally, many studies (lid not address the social validity of instructional interventions or have used inadequate procedures to judge the perceptions of stakeholders. In light of these findings, several relevant areas for future research tire proposed. (c) 2007 Elsevier Ltd. All rights reserved. TC 27 ZB 4 Z8 0 ZS 0 Z9 27 SN 1750-9467 UT WOS:000263413900002 ER PT J AU Schoen, Sarah A. Miller, Lucy Jane Brett-Green, Barbara Hepburn, Susan L. TI Psychophysiology of children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 3 BP 417 EP 429 DI 10.1016/j.rasd.2007.09.002 PD JUL-SEP 2008 PY 2008 AB This study (1) explored the feasibility Of using electrodermal activity (EDA) to characterize the arousal and sensory reactivity of children with high functioning autism (HFA) and Asperger's Syndrome (AS), (2) determined the reliability of electrodermal measures and (3) described the variability of EDA in this sample, Forty children with HFA and AS participated. All participants received a diagnostic psychological assessment and a physiological evaluation. Fourteen participated in the retest study on the physiological measures. Results indicated psychophysiologic testing was feasible with this sample. Seventy-three percent of the variables had reliability coefficients greater than .33, with a median variable reliability of .45. No significant differences were detected between HFA and AS groups, Visual inspection of skin conductance level (SCL) suggested two patterns: (1) high SCL (high arousal), with higher EDA magnitudes, faster latencies and slower habituation and (2) low SCL (low arousal), with lower EDA magnitudes, slower latencies and faster habituation, The presence of two EDA patterns applied equally when medications were eliminated. The previous inconsistency in studies of EDA in children with HFA and AS may be due to the presence of a high arousal groups and a low arousal group. Hence, this population should not be assumed to be homogeneous. (c) 2007 Elsevier Ltd. All rights reserved. TC 21 ZB 11 Z8 0 ZS 0 Z9 21 SN 1750-9467 UT WOS:000263413900003 ER PT J AU Angermeier, Katie Schlosser, Ralf W. Luiselli, James K. Harrington, Caroline Carter, Beth TI Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 3 BP 430 EP 446 DI 10.1016/j.rasd.2007.09.004 PD JUL-SEP 2008 PY 2008 AB Research on graphic symbol learning suggests that symbols with a greater visual resemblance to their referents (greater iconicity) are more easily learned. The iconicity hypothesis has not yet been explored within the intervention protocol of the Picture Exchange Communication System (PECS). Within the PECS protocol, participants do not point to a symbol but exchange the symbol for an object. The purpose of this study was to examine whether children learn to request more readily with PECS when the symbols involved are highly iconic versus symbols that are low in iconicity. An adapted alternating treatments design combined with a multiple baseline design across subjects was used to evaluate the effectiveness and efficiency of symbol learning under two conditions: high iconicity and low iconicity. Four students with A autism or pervasive developmental disorders between the ages of six and nine years participated. Results indicated that students learned to request desired objects under both conditions, lending further support for the effectiveness of PECS. There was little to no difference, however, in the effectiveness and efficiency of requesting between the two conditions during Phases I and II of PECS training. Thus learners do not benefit A from symbols that bear more resemblance with their referents during the first two phases of PECS instruction. (c) 2007 Elsevier Ltd. All rights reserved. TC 15 ZB 7 Z8 0 ZS 0 Z9 15 SN 1750-9467 UT WOS:000263413900004 ER PT J AU Wallace, Gregory L. Happe, Francesca TI Time perception in autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 3 BP 447 EP 455 DI 10.1016/j.rasd.2007.09.005 PD JUL-SEP 2008 PY 2008 AB Duration judgment has not been comprehensively examined in autism spectrum disorders (ASD), despite reports of perceptual idiosyncrasies in these individuals. Time estimation, production, and reproduction were tested in 25 individuals with ASD and 25 controls matched group-wise on age and IQ. Individuals with ASD performed comparably to matched controls in time estimation and production, but showed a tendency to outperform controls oil a task of time reproduction, Time perception of large units is intact for children and adolescents with ASD. Time reproduction may represent a cognitive asset in ASD, likely reflecting strengths in eidetic-type imagery in which a pure recording of a stimulus is less affected by top-down modulation. published by Elsevier Ltd. RI Happe, Francesca/D-5544-2012 TC 16 ZB 13 Z8 0 ZS 0 Z9 16 SN 1750-9467 UT WOS:000263413900005 ER PT J AU Perra, Oliver Williams, Justin H. G. Whiten, Andrew Fraser, Lesley Benzie, Helen Perrett, David I. TI Imitation and 'theory of mind' competencies in discrimination of autism from other neurodevelopmental disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 3 BP 456 EP 468 DI 10.1016/j.rasd.2007.09.007 PD JUL-SEP 2008 PY 2008 AB Several studies have reported imitative deficits in autism spectrum disorder (ASD). However, it is still debated if imitative deficits are specific to ASD or shared with clinical groups with similar mental impairment and motor difficulties. We investigated whether imitative tasks can be used to discriminate ASD children from typically developing children (TD) and children with general developmental delay (GDD). We applied discriminant function analyses to the performance of these groups on three imitation tasks and tests of dexterity, motor planning, verbal skills, theory of mind (ToM). Analyses revealed two significant dimensions. The first represented impairment of dexterity and verbal ability, and discriminated TD from GDD children. Once these differences were accounted for, differences in ToM and the three imitation tasks accounted for a significant proportion of the remaining intergroup variance and discriminated the ASD group from other groups. Further analyses revealed that inclusion of imitative tasks increased the specificity and sensitivity of ASD classification and that imitative tasks considered alone were able to reliably discriminate ASD, TD and GDD. The results suggest that imitation and theory of mind impairment in autism may stem from a common domain of origin separate from general cognitive and motor skill. (c) 2007 Elsevier Ltd. All rights reserved. TC 11 ZB 6 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000263413900006 ER PT J AU Cunningham, Allison B. Schreibman, Laura TI Stereotypy in autism: The importance of function SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 3 BP 469 EP 479 DI 10.1016/j.rasd.2007.09.006 PD JUL-SEP 2008 PY 2008 AB We argue for the utility of a functional definition of stereotypy based on evidence of both sensory automatic and socially mediated reinforcement contingencies in the occurrence of stereotypy in children with autism. A predetermined sensory function of stereotypy is often invoked in the behavioral literature and the term "self-stimulatory behavior" is commonly misused as interchangeable with "stereotypy." We discuss evidence for a variety of potential functional properties of stereotypy. Diagnostic definitions are reviewed and support for both sensory and social functions is outlined, We argue that stereotypies should be described and categorized according to their function, rather than form. Furthermore, treatment decisions should lie based on a functional interpretation of stereotypy, which acknowledges its operant and heterogeneous quality in autism. (c) 2007 Elsevier Ltd. All rights reserved. TC 48 ZB 14 Z8 0 ZS 0 Z9 48 SN 1750-9467 UT WOS:000263413900007 ER PT J AU Brown, John L. Krantz, Patricia J. McClannahan, Lynn E. Poulson, Claire L. TI Using script fading to promote natural environment stimulus control of verbal interactions among youths with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 3 BP 480 EP 497 DI 10.1016/j.rasd.2007.08.006 PD JUL-SEP 2008 PY 2008 AB Script fading was used to teach three youths with autism to initiate and sustain verbal interactions under stimulus control consistent with the natural environment. The youths learned to engage in verbal interactions during simulated shopping trips and during visits to community stores. The effectiveness of script fading was examined using a multiple-baseline-across-settings experimental design. During pre-test trips to community stores and during baseline sessions, all three youths demonstrated near zero rates of verbal interactions. With the introduction of the script-fading procedure, all three youths successfully learned to use the scripted statements in conversations during a series of simulated shopping trips. As the scripts were faded, from last word to first word, rates of unscripted statements systematically increased. All three participants also demonstrated generalization of their newly acquired conversation skills to untrained stimuli. In addition, all three youths demonstrated generalization of their conversation skills during community shopping trips to local retail stores. These results suggest that the script-fading procedure brought verbal interactions under the stimulus control of environmental, as opposed to teacher-controlled stimuli. (c) 2007 Elsevier Ltd. All rights reserved. TC 9 ZB 0 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000263413900008 ER PT J AU Ludlow, A. K. Wilkins, A. J. Heaton, P. TI Colored overlays enhance visual perceptual performance in children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 3 BP 498 EP 515 DI 10.1016/j.rasd.2007.10.001 PD JUL-SEP 2008 PY 2008 AB Children with autism spectrum disorders (ASD), together with controls matched for age and ability participated in three experiments that assessed the therapeutic benefit of colored overlays. The findings from the first experiment showed that a significantly greater proportion of children with ASD, than controls, increased reading speed when using a colored overlay. This finding was replicated in the second experiment which also showed that therapeutic benefits were only observed when participants were instructed to select colors that improved textual clarity and not when colors were selected on the basis simply of preference. In the final experiment, children were required to discriminate between pictorially presented objects with and without overlays self-selected for improvements in clarity. Participants with ASD, both with and without concurrent intellectual impairment, showed significant gains in performance when using an overlay. The beneficial effects of color overlays and the implications of these results for current neuropsychological models of ASD are discussed. (c) 2007 Elsevier Ltd. All rights reserved. TC 2 ZB 1 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000263413900009 ER PT J AU Samios, Christina Pakenham, Kenneth I. Sofronoff, Kate TI The nature of sense making in parenting a child with Asperger syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 3 BP 516 EP 532 DI 10.1016/j.rasd.2007.10.003 PD JUL-SEP 2008 PY 2008 AB The present study examined the nature of sense making in 218 parents who have a child with Asperger syndrome (AS) by developing and validating a multi-item sense making scale for parents of children with AS (SMS-PCAS) and examined the relationships between sense making dimensions and both positive and negative adjustment outcomes. Two hundred and eighteen parents of children with AS completed questionnaires at Time 1 and 12 months later (Time 2). Exploratory factor analyses identified six sense making factors: spiritual perspective, causal attributions, changed perspective, identification, reframing, and luck/fate. All of the factors were psychometrically sound. Cross-sectional regression analyses indicated that the SMS-PCAS factors accounted for significant portions of variance in Time 1 depression, anxiety and positive affect. Sense making factors did not account for significant portions of variance in Time 2 adjustment variables after controlling for Time I adjustment and relevant demographics. Results provide support for the multi-dimensional nature of sense making and the differential relationships between sense making dimensions and adjustment outcomes. (c) 2007 Elsevier Ltd. All rights reserved. RI Pakenham, Kenneth/A-9973-2008 OI Pakenham, Kenneth/0000-0002-8653-4593 TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000263413900010 ER PT J AU Matson, Johnny L. Gonzalez, Melissa L. Wilkins, Jonathan Rivet, Tessa T. TI Reliability of the Autism Spectrum Disorder-Diagnostic For Children (ASD-DC) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 3 BP 533 EP 545 DI 10.1016/j.rasd.2007.11.001 PD JUL-SEP 2008 PY 2008 AB The reliability of a new scale to assess Autistic Disorder, Pervasive Developmental Disorder, Not Otherwise Specified (PI)D-NOS), and Asperger's Disorder in children was examined. Parents or other caregivers rated symptoms of 207 children between 2 and 16 years of age. The scale, which had 40 items in the final version, correlated highly with DSM-IV-TR and ICD-10 criteria and proved to have good inter-rater reliability and, excellent test-retest, and internal consistency reliability. These data are considered to have clinical utility given the need to establish data-based distinctions between these three subtypes of ASD. Furthermore, the measure is part of a more extensive battery measuring comorbid psychopathology and challenging behaviors. Implications for future research of this comprehensive assessment battery are discussed. (c) 2007 Elsevier Ltd. All rights reserved. TC 43 ZB 4 Z8 0 ZS 0 Z9 43 SN 1750-9467 UT WOS:000263413900011 ER PT J AU Goin-Kochel, Robin P. Peters, Sarika U. Treadwell-Deering, Diane TI Parental reports on the prevalence of co-occurring intellectual disability among children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 3 BP 546 EP 556 DI 10.1016/j.rasd.2007.11.002 PD JUL-SEP 2008 PY 2008 AB Limited evidence suggests that the prevalence of mental retardation (MR) - now called "intellectual disability" (ID) - in ASD ranges between 25.8% and 58.5%, with co-occurrence in 66-70% of children who meet strict criteria for autism. However, parents and professionals differ significantly in their understanding of or opinions about intellectual functioning among children with ASD. The current study analyzed archival data to calculate the prevalence of parent-reported MR among children with ASD (N = 498). Collectively, 9.2% of families affirmed MR; when analyzed by type of ASD, the rates for those with autism and PDD-NOS were 12.6% and 7.3%, respectively. A variety of explanations for these low rates are posited alongside implications for clinical practice and families' receipt of services. (c) 2007 Elsevier Ltd. All rights reserved. TC 3 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000263413900012 ER PT J AU Pineda, J. A. Brang, D. Hecht, E. Edwards, L. Carey, S. Bacon, M. Futagaki, C. Suk, D. Tom, J. Birnbaum, C. Rork, A. TI Positive behavioral and electrophysiological changes following neurofeedback training in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 3 BP 557 EP 581 DI 10.1016/j.rasd.2007.12.003 PD JUL-SEP 2008 PY 2008 AB Two electrophysiological studies tested the hypothesis that operant conditioning of mu rhythms via neuro-feedback training can renormalize mu suppression,an index of mirror neuron activity, and improve behavior in children diagnosed with autism spectrum disorders (ASD). In Study 1, eight high-functioning ASD participants were assigned to placebo or experimental groups before 10 weeks of training of the mu frequency band (8-13 Hz). Following training, experimental participants showed decreased mu power and coherence, increased sustained attention ability, and improved scores on subscales of the ATEC compared to the placebo group. Both groups showed improvement in imitation ability. In Study 2, 19 high-functioning ASD children underwent a similar procedure with verified diagnoses, a modified double-blind protocol, and training of the high mu band (10-13 Hz). The results showed decreases in amplitude but increases in phase coherence in mu rhythms and normalization of mu rhythm suppression in experimental participants compared to placebo. Furthermore, like Study 1, participants showed improvements in sustained attention and in ATEC scores but no improvements in imitation following training. This suggests that training of the mu rhythm can be effective in producing changes in EEG and behavior in high-functioning ASD children, but does not affect imitation behavior per se. (c) 2007 Elsevier Ltd. All rights reserved. RI Brang, David/G-5326-2012 TC 30 ZB 13 Z8 0 ZS 0 Z9 30 SN 1750-9467 UT WOS:000263413900013 ER PT J AU Brown, Ann K. Brown, John L. Poulson, Claire L. TI Discriminating which fork to use: Teaching selective imitation to people with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 199 EP 208 DI 10.1016/j.rasd.2007.06.001 PD APR-JUN 2008 PY 2008 AB Little empirical research has focused on teaching of imitation to learners with autism in ordinary environments. Typically-developing individuals imitate the behavior of others in ordinary social environments. One possible reason that learners with autism do not imitate in ordinary environments is they are not observing relevant discriminative stimuli that should set the occasion for imitative responding. This paper will review the operant research on generalized imitation with the goal of identifying procedures to teach learners with autism to imitate in ordinary environments. A stimulus-control account of imitation in ordinary environments is included with the goal of the development of effective teaching procedures. Imitation in ordinary environments is discussed in relation to the discriminative stimuli that occasion imitative responding. The use of differential observing responses to increase discrimination of relevant stimuli in ordinary environments is suggested as a possible strategy to increase imitation among individuals with autism in ordinary environments. (C) 2007 Elsevier Ltd. All rights reserved. TC 4 ZB 0 Z8 0 ZS 0 Z9 4 SN 1750-9467 UT WOS:000263413800001 ER PT J AU Noens, Ilse L. J. van Berckelaer-Onnes, Ina A. TI The central coherence account of autism revisited: Evidence from the ComFor study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 209 EP 222 DI 10.1016/j.rasd.2007.05.004 PD APR-JUN 2008 PY 2008 AB According to the central coherence account, people with autism have a tendency to focus oil local rather than global processing. However, there is considerable controversy about the locus of the weak drive for central coherence. Some studies support enhanced bottom-up processing, whereas others claim reduced top-down feedback. The results of the standardization study of the ComFor - a clinical instrument for the indication of augmentative communication, based on the central coherence account - were reviewed within the perspective of this debate. One hundred fifty-five individuals with intellectual disability and the autistic disorder were individually matched with 155 individuals with intellectual disability without the autistic disorder according to their level of daily living skills. The finding that individuals with the autistic disorder exhibit a higher discrepancy between the presentation and representation scores of the ComFor is consistent with expectations on the basis of the central coherence theory, but does not stipulate whether this is due to enhanced bottom-up or reduced top-down processing. Item level analyses, however, show that enhanced local processing emerges most clearly on those items whereby the establishment of meaning (global processing) is not supportive, suggesting that enhanced bottom-up processing and reduced global feedback are interconnected. (C) 2007 Elsevier Ltd. All rights reserved. TC 6 ZB 2 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000263413800002 ER PT J AU Olive, Melissa L. Lang, Russell B. Davis, Tonya N. TI An analysis of the effects of functional communication and a Voice Output Communication Aid for a child with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 223 EP 236 DI 10.1016/j.rasd.2007.06.002 PD APR-JUN 2008 PY 2008 AB The purpose of this study was to examine the effects of Functional Communication Training (FCT) and a Voice Output Communication Aid (VOCA) on the challenging behavior and language development of a 4-year-old girl with autism spectrum disorder. The participant's mother implemented modified functional analysis (FA) and intervention procedures in Kerri's home. A multiple probe design across activities was used to analyze intervention effectiveness. FCT with a VOCA successfully decreased Kerri's challenging behavior and increased VOCA use. A secondary analysis revealed that Kerri increased her use of correct pronouns. Kerri's mother implemented modified FA and intervention procedures with a high level of fidelity. Social validity data indicated that Kerri's mother believed the intervention to be acceptable and effective. (C) 2007 Elsevier Ltd. All rights reserved. TC 14 ZB 1 Z8 0 ZS 0 Z9 14 SN 1750-9467 UT WOS:000263413800003 ER PT J AU Matson, Johnny L. Boisjoli, Jessica A. TI Strategies for assessing Asperger's syndrome: A critical review of data based methods SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 237 EP 248 DI 10.1016/j.rasd.2007.06.003 PD APR-JUN 2008 PY 2008 AB Asperger's syndrome has gained tremendous recognition and popularity in the last 20 years. However, controversy around the nature of the disorder, whether it is distinct from high functioning autism, and whether it can be reliably and validly diagnosed has continued throughout this period unabated. Fortunately, there has been a strong tradition of developing systematic data based methods of differential diagnosis in the autism spectrum disorders. The bulk of the effort has been in autism, but there has been moderate, yet consistent efforts to develop data based methods to diagnose Asperger's syndrome as well. The present paper provides an up to date critical review of the existing literature on the topic. Strengths, weaknesses of the research, and avenues for future efforts are discussed. (C) 2007 Published by Elsevier Ltd. TC 43 ZB 5 Z8 0 ZS 0 Z9 43 SN 1750-9467 UT WOS:000263413800004 ER PT J AU Osborne, Lisa A. McHugh, Louise Saunders, Jo Reed, Phil TI The effect of parenting behaviors on subsequent child behavior problems in Autistic Spectrum Conditions SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 249 EP 263 DI 10.1016/j.rasd.2007.06.004 PD APR-JUN 2008 PY 2008 AB The current research explored the relationship between parenting behaviors in parents of children with Autistic Spectrum Conditions (ASC) and subsequent child behavior problems. The sample consisted of 72 children (aged 5-16 years) and their parents, who were assessed over a period of 9-10 months. There was a relationship between parenting behaviors and subsequent child behavior problems, but only for the parenting behavior of limit setting. The better the limit setting of the parents at baseline, the fewer child behavior problems were noted at follow-up. Finally, the parenting behavior of limit setting was found to mediate the relationship between parenting stress and subsequent child behavior problems. (C) 2007 Elsevier Ltd. All rights reserved. TC 24 ZB 5 Z8 0 ZS 1 Z9 25 SN 1750-9467 UT WOS:000263413800005 ER PT J AU DeQuinzio, Jaime Ann Townsend, Dawn Buffington Poulson, Claire L. TI The effects of forward chaining and contingent social interaction on the acquisition of complex sharing responses by children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 264 EP 275 DI 10.1016/j.rasd.2007.06.006 PD APR-JUN 2008 PY 2008 AB Children with autism have deficits in social interaction, including the failure to engage in sharing responses. Four children with autism were taught a sharing response chain. The treatment package (manual guidance, auditory prompts, and contingent access to toy play and social interaction with the recipient instructor) was introduced successively across participants in a multiple-baseline design. None of the participants engaged in the sharing response chain during baseline. Systematic increases in responding occurred for all four participants in the presence of training stimuli. In addition, there were systematic increases in responding to non-trained probe stimuli. Also, during pre- and post-test measures, the participants demonstrated sharing in the presence of peers in a non-training classroom containing non-trained toys. Furthermore, social validity measures indicated that judges scored more post-treatment responses than baseline responses as "sharing." (C) 2007 Elsevier Ltd. All rights reserved. TC 5 ZB 1 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000263413800006 ER PT J AU Matson, Johnny L. Boisjoli, Jessica A. TI Autism spectrum disorders in adults with intellectual disability and comorbid psychopathology: Scale development and reliability of the ASD-CA SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 276 EP 287 DI 10.1016/j.rasd.2007.07.002 PD APR-JUN 2008 PY 2008 AB Researchers and clinicians have generally agreed that persons with autism spectrum disorders (ASD) are susceptible to other DSM Axis I disorders. However, to date, little has been done to establish the specific disorders, their rate and severity of occurrence, and their interrelationship with ASD symptoms. One reason for the lack of research has been the absence of a comorbidity measure for this population. Additionally, when research has been conducted, it typically has been on one disorder with young children. The present study assessed comorbid DSM Axis I disorders in adults with ASD, either autism or PDDNOS and intellectual disabilities, using a new scale designed for the purpose. The reliability and factor structure of the scale was evaluated and implications for future research are discussed. (C) 2007 Elsevier Ltd. All rights reserved. TC 19 ZB 7 Z8 0 ZS 0 Z9 19 SN 1750-9467 UT WOS:000263413800007 ER PT J AU Matson, Johnny L. Wilkins, Jonathan TI Nosology and diagnosis of Asperger's syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 288 EP 300 DI 10.1016/j.rasd.2007.07.003 PD APR-JUN 2008 PY 2008 AB The autism spectrum disorders (ASD) have generated great interest among clinicians and researchers. Once considered rare, recent epidemiological data now suggests rates of up to I in 150 people. One of the most frequent of the ASD, Asperger's syndrome (AS), has been known as a disorder for as long as autism, which is easily the most visible of this group of conditions. Growing attention to and popularity of studying AS have made the nosology and diagnosis of the disorder a topic of growing concern in recent years. The purpose of this paper is to present an up-to-date analysis of the syndrome and the likelihood that it is actually a disorder distinct from high-functioning autism (HFA). This argument about how to diagnose people, either AS or HFA, hinges largely on the debate about whether distinct symptom patterns exist between AS and HFA and if AS can be reliably differentiated from HFA. A discussion of this topic, trends in research, and where the data appears to be leading diagnosticians is also presented, as well as research areas requiring further attention. (C) 2007 Elsevier Ltd. All rights reserved. TC 67 ZB 13 Z8 0 ZS 0 Z9 67 SN 1750-9467 UT WOS:000263413800008 ER PT J AU Kahana-Kalman, Ronit Goldman, Sylvie TI Intermodal matching of emotional expressions in young children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 301 EP 310 DI 10.1016/j.rasd.2007.07.004 PD APR-JUN 2008 PY 2008 AB This study examined the ability of young children with autism spectrum disorders (ASD) to detect affective correspondences between facial and vocal expressions of emotion using an intermodal matching paradigm. Four-year-old children with ASD (n = 18) and their age-matched normally developing peers (n = 18) were presented pairs of videotaped facial expressions accompanied by a single soundtrack matching the affect of one of the two facial expressions. In one block of trials, the emotions were portrayed by their mothers; in another block of trials, the same emotion pairs were portrayed by an unfamiliar woman. Findings showed that ASD children were able to detect the affective correspondence between facial and vocal expressions of emotion portrayed by their mothers, but not a stranger. Furthermore. in a control condition using inanimate objects and their sounds, ASD children also showed a preference for sound-matched displays. These results suggest that children with ASD do not have a general inability to detect intermodal correspondences between visual and vocal events, however, their ability to detect affective correspondences between facial and vocal expressions of emotions may be limited to familiar displays. (C) 2007 Elsevier Ltd. All rights reserved. TC 6 ZB 1 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000263413800009 ER PT J AU McDonnell, Andrew Sturmey, Peter Oliver, Chris Cunningham, Joanna Hayes, Samira Galvin, Martin Walshe, Caroline Cunningham, Cathy TI The effects of staff training on staff confidence and challenging behavior in services for people with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 311 EP 319 DI 10.1016/j.rasd.2007.08.001 PD APR-JUN 2008 PY 2008 AB The effects of a 3-day training course in the management of aggressive behavior in services for people with autism spectrum disorders were investigated using a quasi-experimental design. An experimental group received training over a 10-month period and a contrast group, which had received training before this study, did not. Staff training increased carer confidence, but there were no training effects of measures of staff coping, support or perceived control of challenging behaviors. Staff reports of service user challenging behavior management difficulties decreased in both the experimental and contrast groups. This study showed that staff training can increase staff confidence in managing aggression in people with autism spectrum disorders. (C) 2007 Published by Elsevier Ltd. TC 7 ZB 1 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000263413800010 ER PT J AU Mazefsky, Carla A. Goin-Kochel, Robin P. Riley, Brien P. Maes, Hermine H. TI Genetic and environmental influences on symptom domains in twins and siblings with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 320 EP 331 DI 10.1016/j.rasd.2007.08.002 PD APR-JUN 2008 PY 2008 AB Clarifying the sources of variation among autism symptom domains is important to the identification of homogenous subgroups for molecular genetic studies. This study explored the genetic and environmental bases of nonverbal communication and social interaction, two symptom domains that have also been related to treatment response, in 1294 child and adolescent twins and siblings with pervasive developmental disorders (PDDs) from the Autism Genetic Resource Exchange under the age of 18. Twin/sibling resemblance was assessed through correlations and behavior genetic modeling of autism diagnostic interview (ADI) nonverbal communication and social scores. Variation in these phenotypes was explained by additive genetic, dominant genetic, and unique environmental factors with no evidence for shared environmental factors. Broad heritability estimates were higher for nonverbal communication (45%) than social interaction (28%). Nonverbal communication and social scores were partially accounted for by the same underlying genetic and environmental factors. Gender differences were not supported. These results add to information on familial resemblance of these symptom domains based on correlational methods, and this study is one of the first to apply behavioral genetic modeling to a PDD population. The results have implications for molecular genetics as well as treatment. (C) 2007 Elsevier Ltd. All rights reserved. TC 11 ZB 7 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000263413800011 ER PT J AU Ingersoll, Brooke TI The effect of context on imitation skills in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 332 EP 340 DI 10.1016/j.rasd.2007.08.003 PD APR-JUN 2008 PY 2008 AB Children with autism exhibit deficits in imitation skills. Previous authors have suggested that they may have particular difficulty imitating in natural social interactions, but properly controlled experiments investigating this possibility have not been conducted. To investigate this possibility, children with autism and typically developing children were compared on a series of imitation tasks presented either in a structured-elicited or naturalistic-spontaneous condition. Modeled actions were counterbalanced across conditions. Results suggest children with autism imitated less than typically developing children overall; however, this difference was mainly evident when the imitation task was presented in a spontaneous context. In addition, they exhibited less coordinated joint attention during imitation than the typically developing children. These findings support the hypothesis that children with autism are particularly impaired in their ability to imitate spontaneously. (C) 2007 Elsevier Ltd. All rights reserved. RI Ingersoll, Brooke/A-9117-2012 TC 14 ZB 7 Z8 0 ZS 0 Z9 14 SN 1750-9467 UT WOS:000263413800012 ER PT J AU Argott, Paul Townsend, Dawn Buffington Sturmey, Peter Poulson, Claire L. TI Increasing the use of empathic statements in the presence of a non-verbal affective stimulus in adolescents with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 341 EP 352 DI 10.1016/j.rasd.2007.08.004 PD APR-JUN 2008 PY 2008 AB Previous studies have shown that most individuals with autism do not show empathic responding. The present study is an attempt to teach such skills. Script-fading procedures have been used to teach other social-interaction skills. so they arc applied here to teach empathic responding. This study included three adolescents with autism, two males and one female. A non-verbal affective stimulus was presented and students' empathic responding was recorded. Data were collected on scripted and unscripted verbal statements of empathy in the presence of training discriminative stimuli and on unscripted verbal statements of empathy in the presence of non-training discriminative stimuli. A multiple-baseline-across-participants experimental design was used to assess the effectiveness of a script-fading procedure on increasing verbal statements of empathy. With the successive introduction of scripts and a script-fading procedure across participants, the percentage of opportunities on which scripted and unscripted statements of empathy occurred, in the presence of the training stimuli, increased systematically. Additionally, an increase in the percentage of opportunities on which an unscripted statement of empathy occurred in the presence of generalization stimuli was observed. These data show that adolescents with autism can learn to differentiate non-verbal affective stimuli and display differential empathic responses with behavioral interventions. (C) 2007 Elsevier Ltd. All rights reserved. TC 7 ZB 1 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000263413800013 ER PT J AU Williams, Diane L. Goldstein, Gerald Kojkowski, Nicole Minshew, Nancy J. TI Do individuals with high functioning autism have the IQ profile associated with nonverbal learning disability? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 353 EP 361 DI 10.1016/j.rasd.2007.08.005 PD APR-JUN 2008 PY 2008 AB Previously researchers have noted a high level of occurrence of the IQ profile associated with nonverbal learning disability (NLD) in Asperger syndrome (ASP) but not in high functioning autism (HFA). We examined the IQ profile scores of a large sample of children (n = 69) and adults (n = 77) with HFA. stringently diagnosed according to ADOS, ADI-R. and DSM-IV criteria. and a corresponding sample of typical child (it = 72) and adult controls (it = 107). At least one of the three primary components of the Wechsler pattern seen in NLD were found in 17-26% of the children and 20-32% of the adults with HFA. All three components occurred in slightly more than 5% of the children and adults with autism. Overall, the VIQ > PIQ profile seen in NLD occurred in 18% of the sample of individuals stringently diagnosed with HFA. Therefore, obtaining this IQ profile is not a valid clinical discriminator between NLD and HFA. (C) 2007 Elsevier Ltd. All rights reserved. TC 19 ZB 8 Z8 0 ZS 0 Z9 19 SN 1750-9467 UT WOS:000263413800014 ER PT J AU Bernstein, Haven Sturmey, Peter TI Effects of fixed-ratio schedule values on concurrent mands in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 362 EP 370 DI 10.1016/j.rasd.2007.09.001 PD APR-JUN 2008 PY 2008 AB Interventions with children with autism often involve more than one concurrent schedule or reinforcement. Manipulation of one schedule of reinforcement may affect responding on a second. We demonstrated the effect of manipulating the schedule of reinforcement for a single high-rate mand on alternative concurrently available mands with two children with autism. Teachers conducted sessions in the participant's usual teaching environment. When the schedule value for all mands was FR1, a single mand occurred at a high rate while all other mands occurred at low rates for both participants and response variability was low. When the schedule of reinforcement for the high-rate mand increased to FR10 for one participant and to FR25 for the second participant, and all other mands remained on FR1 schedules, the high-rate mand decreased while the combined rate of all other mands increased. There was also some evidence of increased response variability. We discuss the affects of schedule values during concurrent schedules and implications for increasing variability in manding. (C) 2007 Published by Elsevier Ltd. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000263413800015 ER PT J AU Esposito, Gianluca Venuti, Paola TI How is crying perceived in children with Autistic Spectrum Disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 2 BP 371 EP 384 DI 10.1016/j.rasd.2007.09.003 PD APR-JUN 2008 PY 2008 AB Autistic Spectrum Disorder (ASD) is a disorder that affects language and social skills to varying degrees. While many studies have concentrated on examining patterns of behavior and development on the context of speaking and interacting, very few researchers have investigated the parameters of crying in infants with ASD. This finding is surprising since crying can be viewed as both the first communicative and social structure in human development. The aim of our study was to investigate how the crying of children with ASD, as opposed to children with intellectual disability (ID) was perceived. In particular, we tested a questionnaire to verify whether the atypical structure of autistic crying can bias parent perceptions. The atypical structure of autistic crying was highlighted. In autistic children, crying was inexplicable for their parents who could not identify causative factors. These results support the view of autism as related to a problem of expressing and sharing emotions. Parents' reactions to autistic crying were qualitatively different from non-autistic children of the same age. This difference was compounded parental attempt to share feelings and developing inter-subjectivity processes with their children. (C) 2007 Elsevier Ltd. All rights reserved. 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 12 ZB 6 Z8 1 ZS 0 Z9 13 SN 1750-9467 UT WOS:000263413800016 ER PT J AU Sanders, Jane Johnson, Katherine A. Garavan, Hugh Gill, Michael Gallagher, Louise TI A review of neuropsychological and neuroimaging research in autistic spectrum disorders: Attention, inhibition and cognitive flexibility SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 1 EP 16 DI 10.1016/j.rasd.2007.03.005 PD JAN-MAR 2008 PY 2008 AB Autistic spectrum disorders (ASD) are devastating neurodevelopmental disorders of unknown aetiology with characteristic deficits in social interaction, communication and behaviour. Individuals with ASD show deficits in executive function (EF), which are hypothesised to underlie core repetitive, stereotyped behaviours of autism. Neuroimaging research has identified structural brain abnormalities in ASD, which coincide with brain regions involved in EF. Therefore, we reviewed the literature on four specific executive functions in ASD-sustained attention, orienting attention, response inhibition and set shifting. Medline and Embase searches were carried out using specific search terms. This task was followed by the identification of further relevant publications from papers referenced in initial search results. Discussion with experts in neuropsychology, neuroimaging and autism research yielded further publications that were reviewed. Based on these data there is evidence to suggest that deficits in orienting attention, response inhibition and set shifting exist in ASD, but sustained attention ability appears to be normal. A striking lack of research attempting to link neural correlates with these deficits in orienting attention, response inhibition and set shifting was noted. Future research should focus on understanding links between the neuropsychological deficits and structural and functional brain abnormalities. (C) 2007 Elsevier Ltd. All rights reserved. TC 26 ZB 15 Z8 0 ZS 1 Z9 27 SN 1750-9467 UT WOS:000263413700001 ER PT J AU Sautter, Rachael A. LeBlanc, Linda A. Gillett, Jill N. TI Using free operant preference assessments to select toys for free play between children with autism and siblings SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 17 EP 27 DI 10.1016/j.rasd.2007.02.001 PD JAN-MAR 2008 PY 2008 AB Stimulus properties of toys may impact the type and amount of play observed between children with autism and their playmates. Six children with autism and their siblings participated in an evaluation of toy characteristics on type of play, problem behavior, social initiations, and responses to social initiations. Separate free operant preference assessments were conducted with toys in two categories: sensory stimulating toys and developmentally oriented toys. Highly preferred items and low to moderately preferred items from each category were then introduced into free play observations with children with autism and their sibling. Generally, highly preferred sensory stimulating items were associated with more problem behavior and solitary play while developmentally oriented toys that were moderately preferred produced the most interactive play and the least problem behavior. Implications for sibling-based play interventions are discussed. (C) 2007 Elsevier Ltd. All rights reserved. TC 5 ZB 0 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000263413700002 ER PT J AU Ryan, Carolyn S. Hemmes, Nancy S. Sturmey, Peter Jacobs, Joseph D. Grommet, Erich K. TI Effects of a brief staff training procedure on instructors' use of incidental teaching and students' frequency of initiation toward instructors SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 28 EP 45 DI 10.1016/j.rasd.2007.02.002 PD JAN-MAR 2008 PY 2008 AB Incidental teaching is a technique that is used to increase the spontaneous use of language. This study evaluated effects of a brief staff training procedures on instructors' incidental teaching responses and on student initiations. In three experiments, instructors of children with autism participated in individual or group training sessions under multiple baseline designs. In Experiment 1, three instructors were provided with multiple individualized training sessions that continued until instructors met a performance criterion during subsequent teaching sessions. In Experiment 2, groups of three instructors were provided with a single, 20-min one-to-one training session. Experiment 3 was a large-scale replication of Experiment 2 in which training was presented in a large group. Thus, across experiments, brief staff training in incidental teaching was conducted in a decreasingly individualized manner. Following staff training, there was a systematic increase in the occurrence of incidental teaching responses and of student initiations in each experiment. The findings suggest that brief training is a valid initial step toward improving the likelihood of incidental teaching and level of student initiation. The consistently positive initial effects of training warrant further research to identify methods to increase the magnitude and durability of training effects under such brief staff training procedures. (C) 2007 Published by Elsevier Ltd. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000263413700003 ER PT J AU Seynhaeve, Isabel Nader-Grosbois, Nathalie TI Sensorimotor development and dysregulation of activity in young children with autism and with intellectual disabilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 46 EP 59 DI 10.1016/j.rasd.2007.03.001 PD JAN-MAR 2008 PY 2008 AB Dysregulation of activity linked with development was analysed in 12 children with intellectual disabilities (ID) and in 12 children with autism (ASD) matched on their developmental age (18 months). The "Batterie d'Evaluation du Developpement Cognitif et Social" [Adrien, J. L. (1996). Autisme du jeune enfant. Developpement psychologique et regulation de l'activite [Autism in the young child: Psychological development and behavioral regulation]. Paris: Expansion Scientifique Francaise] and the "Regulation Disorders Evaluation Grid" [Adrien, J. L., Rossignol-Deletang, N., Martineau, J., Couturier, G., & Barthelemy, C. (2001). Regulation on cognitive activity and early communication development in young autistic, mentally retarded, and young normal children. Developmental Psychobiology, 39(2), 124-136] were used. T-test comparisons, partial correlation controlling for chronological age and clusters analyses by cases were completed. Children with ASD showed more dysregulation than ID children and both groups showed different patterns of specific dysregulation disorders. Dysregulation of activity was linked to development but correlations were much more numerous and intense within ASD group compared to ID group. (C) 2007 Elsevier Ltd. All rights reserved. TC 2 ZB 0 Z8 0 ZS 0 Z9 2 SN 1750-9467 UT WOS:000263413700004 ER PT J AU Matson, Johnny L. Smith, Kimberly R. M. TI Current status of intensive behavioral interventions for young children with autism and PDD-NOS SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 60 EP 74 DI 10.1016/j.rasd.2007.03.003 PD JAN-MAR 2008 PY 2008 AB The development of learning based interventions has proven to be an effective means of remediating symptoms of autism and PDD-NOS. The central focus of these effects in recent years has been on early intensive behavioral interventions (EIBI) with preschool children. We use the term EIBI since it is the most often used, and we assume, preferred term. This research appears to be quite promising; however, controversies have arisen regarding who responds best and to what degree. Also, despite the widespread adoption of the notion that these programs result in long term benefits for the autism spectrum disorders child, marked holes in our knowledge, largely due to methodological considerations, are evident. This paper provides a review of existing reviews and data-based EIBI studies with an eye to a specific analysis of strengths, shortcomings, and trends in the data. (C) 2007 Elsevier Ltd. All rights reserved. TC 93 ZB 16 Z8 0 ZS 0 Z9 93 SN 1750-9467 UT WOS:000263413700005 ER PT J AU Matson, Johnny L. Wilkins, Jonathan Gonzalez, Melissa TI Early identification and diagnosis in autism spectrum disorders in young children and infants: How early is too early? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 75 EP 84 DI 10.1016/j.rasd.2007.03.002 PD JAN-MAR 2008 PY 2008 AB An area of research with autism spectrum disorders (ASD), which has received a considerable amount of attention recently is early diagnosis. This phenomenon is due largely to encouraging results from intensive intervention programs for children at very young ages. While five types of ASD exist, efforts in this area have focused almost exclusively on autism. To date, the primary methods of identification have been evidence-based assessment scales using established criteria for differential diagnosis and cognitive/developmental descriptive studies, which attempt to tease out behavior patterns of infants who later evince ASD from their normally developing counterparts. A third focus, which is in early development, involves genetic studies aimed at establishing biological links. However, at present such procedures are not viable for diagnosis. Opinions are rendered on the earliest age at which children can be reliably diagnosed at present, and a review of practical considerations is provided. Future challenges and directions in ASD identification and diagnosis are discussed. (C) 2007 Elsevier Ltd. All rights reserved. TC 79 ZB 13 Z8 2 ZS 3 Z9 84 SN 1750-9467 UT WOS:000263413700006 ER PT J AU Kern, Janet K. Garver, Carolyn R. Carmody, Thomas Andrews, Alonzo A. Mehta, Jyutika A. Trivedi, Madhukar H. TI Examining sensory modulation in individuals with autism as compared to community controls SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 85 EP 94 DI 10.1016/j.rasd.2007.03.004 PD JAN-MAR 2008 PY 2008 AB The purpose of the study was to examine sensory modulation items on the Sensory Profile in individuals with autism as compared to community controls. The data for this study were collected as part of a cross-sectional study that examined sensory processing, using the Sensory Profile, in 103 individuals with autism and/or pervasive developmental disorder (PDD), 3-43 years of age, compared to 103 age- and gender-matched community controls. Specifically, this study examined sensory modulation items on the Sensory Profile: Modulation Related to Body Position and Movement; Modulation of Movement Affecting Activity Level; Modulation of Sensory Input Affecting Emotional Responses; and Modulation of Visual Input Affecting Emotional Responses and Activity Level. Sensory modulation in individuals with autism was significantly different than community controls on all four modulation sections of the Sensory Profile, with individuals with autism engaging in the behaviors more frequently than the controls. In addition, a trend was noted in three of the four areas that the older individuals with autism were closer to the community controls than the younger individuals with autism. The results suggest that there are differences between individuals with autism and community controls in their ability to modulate sensory stimuli in areas that affect movement, emotional response, and activity level. (C) 2007 Elsevier Ltd. All rights reserved. TC 7 ZB 4 Z8 0 ZS 0 Z9 7 SN 1750-9467 UT WOS:000263413700007 ER PT J AU Asber, Jakob Dahlgren, SvenOlof Sandberg, Annika Dahlgren TI Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 95 EP 109 DI 10.1016/j.rasd.2007.03.006 PD JAN-MAR 2008 PY 2008 AB High-functioning children with autism spectrum disorders (ASD) have been reported to have an early success in reading. Children with attention disorders such as DAMP or ADHD, on the other hand, often struggle acquiring reading skills. The primary aim of the study was two-fold: (a) to compare reading performance of children with ASD, DAMP and typical development; (b) to examine whether memory functions and verbal and performance IQ related differently to the reading performance depending on diagnosis. Striking similarities were found between clinical groups on performance level and patterns of reading ability. Decoding and reading comprehension difficulties were common in both clinical groups relative to the comparison group matched for mental age. There was a strong association between word decoding fluency and sentence reading comprehension in the clinical groups even after the effect of age and VIQ was partialled out. Further research on cognition, linguistic abilities and educational milieu is warranted to explore the reasons for the word decoding difficulties. (C) 2007 Elsevier Ltd. All fights reserved. TC 5 ZB 3 Z8 0 ZS 1 Z9 7 SN 1750-9467 UT WOS:000263413700008 ER PT J AU Paul, Rhea Bianchi, Nancy Augustyn, Amy Klin, Ami Volkmar, Fred R. TI Production of syllable stress in speakers with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 110 EP 124 DI 10.1016/j.rasd.2007.04.001 PD JAN-MAR 2008 PY 2008 AB This paper reports a study of the ability to reproduce stress in a nonsense syllable imitation task by adolescent speakers with autism spectrum disorders (ASD), as compared to typically developing (TD) age-mates. Results are reported for both raters' judgments of the subjects' stress production, as well as acoustic measures of pitch range and duration during stressed and unstressed syllable production. Results reveal small but significant differences between speakers with ASD and typical speakers in both perceptual ratings of stress and instrumental measures of duration of syllables. The implications of these findings for understanding prosodic deficits in ASD are discussed. (C) 2007 Elsevier Ltd. All fights reserved. TC 15 ZB 5 Z8 0 ZS 0 Z9 15 SN 1750-9467 UT WOS:000263413700009 ER PT J AU Sarokoff, Randi A. Sturmey, Peter TI The effects of instructions, rehearsal, modeling, and feedback on acquisition and generalization of staff use of discrete trial teaching and student correct responses SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 125 EP 136 DI 10.1016/j.rasd.2007.04.002 PD JAN-MAR 2008 PY 2008 AB A limited number of studies have investigated the effects of behavioral skills training (BST) on staff acquisition and generalization of discrete trial teaching (DTT) and student behavior. BST was used to improve three staff's use of DTT interactions with four children with autism. A multiple baseline design across participants was used to assess the effects of the intervention on staff and student performance. All three staff acquired DTT skills with one child and one set of teaching programming. Staff also demonstrated improved accuracy in their use of DTT following training sessions and during follow-up sessions with students and programs that were not involved in staff training. Student performance on presented tasks also improved following staff improvement in implementation of DTT. Staff rated the training as very socially valid. This shows that BST may result in generalization of staff performance to novel students and novel teaching tasks. BST was highly effective, efficient, and acceptable. (C) 2007 Published by Elsevier Ltd. TC 12 ZB 3 Z8 0 ZS 0 Z9 12 SN 1750-9467 UT WOS:000263413700010 ER PT J AU Hartley, Sigan L. Buckendorf, G. Robert Haines, Kristin Hall, Trevor A. Sikora, Darryn M. TI The Oral and Written Language Scales: Is it useful for older children with autism spectrum disorder? SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 137 EP 146 DI 10.1016/j.rasd.2007.04.003 PD JAN-MAR 2008 PY 2008 AB Communication impairment is a defining feature of autism spectrum disorders (ASD). Little research attention has been devoted to establishing standardized methods for defining and identifying language impairment in children with known or suspected ASD. The present study examines the feasibility and utility of the Oral and Written Language Scales (OWLS) among 70 children with ASD and matched controls (aged 6-21 years). More than 87% of children with ASD were able to complete the OWLS and achieve a true basal score. Scores on the OWLS differentiated children with ASD from their typically developing peers and non-ASD children matched on nonverbal cognitive functioning. Findings suggest that the OWLS is a feasible measure for the large majority of older children with ASD and useful in identifying a variety of language impairments. Findings have implications for standardizing ASD evaluations and achieving greater diagnostic consistency. (C) 2007 Elsevier Ltd. All fights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000263413700011 ER PT J AU Heaton, Pamela Ludlow, Amanda Roberson, Debi TI When less is more: Poor discrimination but good colour memory in autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 147 EP 156 DI 10.1016/j.rasd.2007.04.004 PD JAN-MAR 2008 PY 2008 AB In two experiments children with autism and two groups of controls matched for either chronological or non-verbal mental age were tested on tasks of colour discrimination and memory. The results from experiment I showed significantly poorer colour discrimination in children with autism in comparison to typically developing chronological age matched controls. However, in experiment 2, children with autism, retained unlabelled perceptual colour information to a significantly higher level than either group of controls. The findings suggest that enhanced performance on perceptual tasks relate to a reduced tendency to encode verbal information in memory. (C) 2007 Elsevier Ltd. All fights reserved. RI Roberson, Debi/C-1612-2009 OI Roberson, Debi/0000-0002-6778-8547 TC 6 ZB 2 Z8 0 ZS 0 Z9 6 SN 1750-9467 UT WOS:000263413700012 ER PT J AU Ganz, Jennifer B. Simpson, Richard L. Corbin-Newsome, Jawanda TI The impact of the Picture Exchange Communication System on requesting and speech development in preschoolers with autism spectrum disorders and similar characteristics SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 157 EP 169 DI 10.1016/j.rasd.2007.04.005 PD JAN-MAR 2008 PY 2008 AB By definition children with autism spectrum disorders (ASD) experience difficulty understanding and using language. Accordingly, visual and picture-based strategies such as the Picture Exchange Communication System (PECS) show promise in ameliorating speech and language deficits. This study reports the results of a multiple baseline across participants investigating the implementation of the PECS with three preschool children with characteristics of ASD. The first four phases of PECS were taught to the participants: basic picture exchange, increasing distance use of PECS, discriminating among a variety of pictures, and communicating in sentences composed of pictures. Relative to the impact of PECS's implementation in providing the participants with a functional communication system, word approximations, and intelligible word and phrase use, results indicated that two of the three participants mastered PECS. However, participants did not significantly increase in use of word approximations and intelligible words. (C) 2007 Elsevier Ltd. All fights reserved. TC 30 ZB 4 Z8 0 ZS 1 Z9 31 SN 1750-9467 UT WOS:000263413700013 ER PT J AU Williams, P. Gail Hersh, Joseph H. Allard, AnnaMary Sears, Lonnie L. TI A controlled study of mercury levels in hair samples of children with autism as compared to their typically developing siblings SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 170 EP 175 DI 10.1016/j.rasd.2007.05.001 PD JAN-MAR 2008 PY 2008 AB Autism is a developmental disability characterized by severe, pervasive deficits in social interaction, communication and range of interests and activities. The neurobiologic basis of autism is well accepted, although the specific etiology is unknown. It has been theorized that autism may result from a combination of predisposing genes and environmental factors. While autism has a known association with environmental factors such as rubella and valproic acid exposure in utero, other proposed environmental mechanisms such as mercury toxicity or other heavy metal exposure have minimal research support. Despite this fact, interventions including oral and topical chelation therapy are being used to treat autism following evaluation of hair, blood, or urine samples for heavy metal toxicity. In this study, hair samples were obtained from 15 children with autism between the ages of 2 and 6 years and 16 controls in the same age range who are the siblings of the subjects. The hair samples were obtained according to lab. specifications and submitted in a blind fashion to Doctor's Data Lab. for measurement of mercury levels. Data from the two groups were then compared using T-test. No significant differences were found between mercury levels for the two groups. This study raises questions about the theory that mercury toxicity causes autism and points to the difficulty in quantifying chronic mercury exposure through currently available laboratory measures. (C) 2007 Elsevier Ltd. All rights reserved. TC 3 ZB 2 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000263413700014 ER PT J AU Lewis, Fiona M. Woodyatt, Gail C. Murdoch, Bruce E. TI Linguistic and pragmatic language skills in adults with autism spectrum disorder: A pilot study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 176 EP 187 DI 10.1016/j.rasd.2007.05.002 PD JAN-MAR 2008 PY 2008 AB This article reports on the linguistic and pragmatic language skills of adults with a diagnosis of autism spectrum disorder (ASD). Seventeen adults (aged 18-67 years) with a diagnosis of ASD were assessed using the Western Aphasia Battery (WAB), the Right Hemisphere Language Battery (RHLB) and the Test of Nonverbal Intelligence-Second Edition (TONI-2). Performance by the ASD participants was compared to 13 peers (aged 18-65 years) with no disability. Within-group differences for the ASD participants were examined using a hierarchical cluster analysis of performance on the WAB and the RHLB. There were significant differences between the ASD group and the control group on a number of the WAB and the RHLB subtests, but no significant difference between the two groups on nonverbal cognitive ability. Subgroups within ASD, based on language performance, could be described. Language performance, but not nonverbal cognitive skill, differentiated the ASD subgroups. Individualised language support may need to be considered in the development of employment and training services. Further research is needed to determine if language and communication difficulties are barriers to employment in adults with ASD. (C) 2007 Elsevier Ltd. All fights reserved. RI Lewis, Fiona/F-9076-2010; Murdoch, Bruce/C-1397-2012 TC 5 ZB 0 Z8 0 ZS 0 Z9 5 SN 1750-9467 UT WOS:000263413700015 ER PT J AU Sikora, Darryn M. Hartley, Sigan L. Mccoy, Robin Gerrard-Morris, Aimee E. Dill, Kameron TI The performance of children with mental health disorders on the ADOS-G: A question of diagnostic utility SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 2 IS 1 BP 188 EP 197 DI 10.1016/j.rasd.2007.05.003 PD JAN-MAR 2008 PY 2008 AB Over the past few decades, the reported number of children identified as having one of the Autism Spectrum Disorders (ASD) has increased exponentially. One proposed reason for the dramatic increase in the prevalence of ASD is diagnostic substitution, whereby children with other disorders incorrectly receive a diagnosis of ASD. Little research has examined whether standardized diagnostic measures of ASD can appropriately distinguish high functioning children with ASD from children with mental health disorders. The present study evaluated the diagnostic utility of the Autism Diagnostic Observation Schedule, Generic (ADOS-G) Modules 3 and 4 in distinguishing ASD from mental health disorders in children and adolescents (aged 5-21 years) with at least average intellectual functioning. ADOS-G Modules 3 and 4 classifications were evaluated in 93 clinically referred children and adolescents with mental health disorders other than ASD. Fifteen percent of participants were misclassified as being in the Autism or Autism Spectrum category. This translates into a specificity score of 84.9%. Children and adolescents with a mood disorder had a higher likelihood of being misclassified than children and adolescents with other mental health disorders, while children and adolescents with a disruptive behavior disorder had a lower likelihood of being misclassified. Findings have implications for understanding the diagnostic usefulness of the ADOS-G and enhancing the diagnostic process for ASD. (C) 2007 Elsevier Ltd. All fights reserved. TC 3 ZB 0 Z8 0 ZS 0 Z9 3 SN 1750-9467 UT WOS:000263413700016 ER PT J AU MacDuff, Joyce L. Ledo, Regina McClannahan, Lynn E. Krantz, Patricia J. TI Using scripts and script-fading procedures to promote bids for joint attention by young children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 4 BP 281 EP 290 DI 10.1016/j.rasd.2006.11.003 PD OCT-DEC 2007 PY 2007 AB A multiple-probe design across participants assessed the efficacy of using audiotaped scripts to promote,joint attention responses of young children with autism. A one-word script ("See") was presented on button-activated voice recorders; recorders were attached to toys and photographs that were placed in areas of the school not typically used for instructional activities. Children were taught to activate the recorders, point to pictures and toys, orient toward a conversation partner, and say the script. After they reliably made these responses, scripts were removed from the recorders and then recorders were removed. All three children learned to make bids for joint attention and after the scripts were faded, bids for joint attention maintained and generalized to untrained materials and to non-training settings. (C) 2006 Elsevier Ltd. All rights reserved. TC 16 ZB 3 Z8 0 ZS 0 Z9 16 SN 1750-9467 UT WOS:000206060100001 ER PT J AU Gabriels, Robin L. Ivers, Bonnie Jean Hill, Dina E. Agnew, John A. McNeill, John TI Stability of adaptive behaviors in middle-school children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 4 BP 291 EP 303 DI 10.1016/j.rasd.2006.11.004 PD OCT-DEC 2007 PY 2007 AB This 5-year follow-up study examined the stability of adaptive functioning in two cognitive ability groups of children with an autism spectrum disorder (ASD). Nonverbal intelligence (NVIQ) was assessed at the time or this Study and no participant changed cognitive group membership front the previous study (High NVIQ > 97; Low NVIQ < 56). In each group, adaptive skills, as measured by the Vineland Adaptive Behavior Scales (VABS) composite standard score, were significantly below NVIQ. Both groups exhibited a significant decrease in the VABS composite standard scores over time, but analysis of VABS total raw scores showed a significant increase in adaptive functioning over time in the High NVIQ group with no change in the Low NVIQ group. Examining the profile of VABS age equivalent scores in each NVIQ group revealed potential suggestions for interventionists. Caregivers of the Low NVIQ group endorsed having significantly higher stress levels related to their child's level of adaptive functioning. Groups did not differ significantly in the quantity of treatment received within the 9 months preceding this study or caregiver satisfaction with intervention services. Caregivers front both groups identified a variety of school-based service needs to address their child's adaptive skill deficits. (C) 2006 Elsevier Ltd. All rights reserved. TC 13 ZB 9 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000206060100002 ER PT J AU Zachor, Ditza A. Ben-Itzchak, Esther Rabinovich, Ana-Lia Lahat, Eli TI Change in autism core symptoms with intervention SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 4 BP 304 EP 317 DI 10.1016/j.rasd.2006.12.001 PD OCT-DEC 2007 PY 2007 AB It is still debated what is the best early intervention approach for autism. This study compared two intervention approaches, Eclectic-Developmental (ED) and Applied Behavioral Analysis (ABA) in very young children with autism/autism spectrum disorder (ASD). Nineteen children received ED intervention, using combination of methods. Twenty children received Applied Behavioral Analysis (ABA) intervention which used behavioral principles. Children in both groups were not significantly different in their autism severity, cognitive abilities and in socio-economic background at pre-intervention time. Change in the severity of autism symptoms was assessed by the Autism Diagnosis Observation Schedule (ADOS). The ABA group showed significantly greater improvements than the ED group at post-intervention time. Pre-post intervention differences in language and communication domain were significant only for the ABA group. Both groups showed significant improvement in reciprocal social interaction domain. However, the effect size was greater for the ABA group. Changes in diagnostic classification were noted in both groups but were more pronounced for the ABA group. Pre-treatment IQ scores were positively related to ADOS scores at pre- and post-intervention times, but not to progress over time. Behavioral intervention is more effective than eclectic approach in improving autism core symptoms in young children with autism. (C) 2006 Elsevier Ltd. All rights reserved. TC 48 ZB 10 Z8 1 ZS 0 Z9 49 SN 1750-9467 UT WOS:000206060100003 ER PT J AU Cihak, David F. TI Teaching students with autism to read pictures SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 4 BP 318 EP 329 DI 10.1016/j.rasd.2006.12.002 PD OCT-DEC 2007 PY 2007 AB This study examined the use of teaching three students with autism how to comprehend Pictures. Students were elementary-aged, did not speak, and needed communication training. Students were provided systematic visual literacy instruction. Visual literacy instruction consisted of comprehending familiar people, objects, actions, and sequences through motor demonstration. Students successfully acquired how to read pictures and generalize its understanding. Visual literacy skills were maintained at a 100% level for up to nine weeks. (C) 2006 Elsevier Ltd. All rights reserved. TC 1 ZB 0 Z8 0 ZS 0 Z9 1 SN 1750-9467 UT WOS:000206060100004 ER PT J AU Matson, Johnny L. Boisjoli, Jessica A. Gonzalez, Melissa L. Smith, Kimberly R. Wilkins, Jonathan TI Norms and cut off scores for the autism spectrum disorders diagnosis for adults (ASD-DA) with intellectual disability SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 4 BP 330 EP 338 DI 10.1016/j.rasd.2007.01.001 PD OCT-DEC 2007 PY 2007 AB Establishing the cut-off scores for Autism Spectrum Disorder-Diagnostic (ASD-DA) scale for adults with intellectual disability (ID) and autism or PDD-NOS was the primary goal of this investigation. The aim of Study I was to determine if the ASD-DA was able to differentiate between adults with ID with and without an autism spectrum disorder, and to determine a total score cut-off for this purpose. The aim of Study 2 was to determine if the ASD-DA was able to differentiate between autism and PDD-NOS in this population. Sensitivity, specificity, and receiver operating characteristics (ROC) were computed for potential cut-off scores and were found to be acceptable. The implications of these data for diagnosing ASD in adults with ID are discussed. (C) 2007 Elsevier Ltd. All rights reserved. TC 31 ZB 7 Z8 0 ZS 0 Z9 31 SN 1750-9467 UT WOS:000206060100005 ER PT J AU Hilton, Claudia Wente, Lyndsay LaVesser, Patricia Ito, Max Reed, Carol Herzberg, Georgiana TI Relationship between motor skill impairment and severity in children with Asperger syndrome SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 4 BP 339 EP 349 DI 10.1016/j.rasd.2006.12.003 PD OCT-DEC 2007 PY 2007 AB This study examined the correlation between severity and motor impairment in children with Asperger syndrome (AS). Children, ages 6-12 with AS (N = 51) and a control group of typical children (N = 56), were assessed using the Social Responsiveness Scale (SRS) and the Movement Assessment Battery For Children (MABC). A bivariate correlational design was used to compare the scores (Spearman rank correlational coefficient). Significant differences were seen between typical, mild to moderate and severe categories of SRS scores, based on the Kruskal-Wallis one-way analysis of variance by ranks (p < .05). Strong correlations were found between the MABC motor impairment levels and the SRS severity levels. This Study adds A clearer it understanding of the relationship between motor impairment and severity for children with AS.The degree of correlation indicates that motor skill impairment is a function of severity within AS. (C) 2007 Elsevier Ltd. All rights reserved. TC 22 ZB 10 Z8 0 ZS 0 Z9 22 SN 1750-9467 UT WOS:000206060100006 ER PT J AU Falcomata, Terry S. Roane, Henry S. Pabico, Robert R. TI Unintentional stimulus control during the treatment of pica displayed by a young man with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 4 BP 350 EP 359 DI 10.1016/j.rasd.2006.12.004 PD OCT-DEC 2007 PY 2007 AB Pica is a potentially life-threatening behavior displayed by many individuals with developmental disabilities. In the present study, stimulus control procedures were examined during the treatment of pica exhibited by a 12-year-old boy with autism. First, the inhibitory effect of a treatment package was tested. Next, neutral stimuli (i.e., wristbands) were introduced and paired with the inhibitory treatment in an 6 attempt to establish stimulus control. Stimulus control was inadvertently achieved with an alternative A stimulus present in the environment (i.e., presence of the therapist) rather than the intended stimuli. Results are discussed in terms of the impact of stimulus overselectivity in the development of treatment programs for individuals with autism. (C) 2007 Elsevier Ltd. All rights reserved. TC 9 ZB 3 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000206060100007 ER PT J AU Ruble, Lisa A. McGrew, John H. TI Community services outcomes for families and children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 4 BP 360 EP 372 DI 10.1016/j.rasd.2007.01.002 PD OCT-DEC 2007 PY 2007 AB In an era in which evidence based practices are becoming the standard of care, there is little evidence that the current array of services commonly delivered for those with autism is helpful. This Study describes community-based service utilization and caregiver-rated outcomes of services on symptoms of 113 children with autism spectrum disorders and their families. Parents/caregivers reported on nine types of services, received in the prior 6 months, which were evaluated against child and family Outcomes. Caregivers rated in-home behavior therapy as providing the best outcomes overall for the child and respite care as providing the best outcomes for the family. Younger children were reported to have better outcomes than older children. Polytherapy was the rule, rather than the exception, as children used a mean of 3.5 different services. The frequency of services and the number of different types of services utilized correlated with family but not L child outcomes. Examination of the potentiating effect of medication on outcomes of psychosocial interventions was not significant. (C) 2007 Elsevier Ltd. All rights reserved. TC 9 ZB 3 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000206060100008 ER PT J AU Goin-Kochel, Robin P. Myers, Barbara J. Mackintosh, Virginia H. TI Parental reports on the use of treatments and therapies for children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 3 BP 195 EP 209 DI 10.1016/j.rasd.2006.08.006 PD JUL-SEP 2007 PY 2007 AB Parents of children with autism spectrum disorders (ASD; N = 479) reported via web-based survey what pharmacological (drug), diet, and behavioral/educational/alternative therapies they had tried and were using now in the treatment of their children with ASD. Depending on type of ASD, children had tried, on average, between seven and nine therapies and were now using between four and six. Children with Asperger's syndrome had tried significantly more drug treatments than had those with autism or PDD-NOS, while those in these latter two groups had tried more behavioral/educational/alternative therapies. Adolescents had a higher prevalence of drug-treatment use compared with those in middle childhood, who, in turn, had a higher frequency of use relative to those in early childhood. For most behavioral/educational/alternative treatments, more children in early and middle childhood had tried them compared with adolescents. Likewise, children in both early and middle childhood were currently using a higher number of behavioral/educational/alternative treatments than were those in the adolescent group. Findings are discussed relative to both the extant literature on treatment use among ASD families and how parents choose among the plethora of available therapies. (C) 2006 Elsevier Ltd. All rights reserved. TC 50 ZB 8 Z8 0 ZS 1 Z9 51 SN 1750-9467 UT WOS:000206060000001 ER PT J AU Endicott, Katie Higbee, Thomas S. TI Contriving motivating operations to evoke mands for information in preschoolers with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 3 BP 210 EP 217 DI 10.1016/j.rasd.2006.10.003 PD JUL-SEP 2007 PY 2007 AB Four preschoolers with autism participated in the study. Stimulus preference assessments were conducted to identify high and low preferred items, which were then hidden or given to an adult in order to contrive motivation for the information about the location of the items. The first experiment involved the manipulation of motivating operations to evoke the mand "Where is it?" Upon successful acquisition of this initial mand for information, students participated in a second experiment involving the manipulation of a motivating operation to evoke the mand "Who has it?" All participants successfully acquired the ability to mand for information. Published by Elsevier Ltd. RI Higbee, Thomas/F-5157-2010 TC 13 ZB 1 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000206060000002 ER PT J AU La Malfa, Giampaolo Lassi, Stefano Salvini, Roberto Giganti, Chiara Bertelli, Marco Albertini, Giorgio TI The relationship between autism and psychiatric disorders in Intellectually Disabled Adults SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 3 BP 218 EP 228 DI 10.1016/j.rasd.2006.10.004 PD JUL-SEP 2007 PY 2007 AB Intellectual Disability (ID) shows a high comorbidity with psychiatric disorders with a great variability in the prevalence rates. An important subgroup is represented by subjects with ID and autism or other autistic spectrum disorders (PDD). The purpose of the present study was to assess PDD with specific screening tools in a population of people with ID and compare the groups with or without PDD through the administration of a psychopathological scale in order to verify the differences of psychiatric disorders' rates. The study was conducted on 90 subjects attending daily centres or residential centres in Florence, Italy. In order to assess the presence of PDD, the PDD-MRS was administrated, while for the assessment of the psychopathological aspects we have used the DASH-II. The presence of a psychiatric disorder has a significant effect on anxiety, depression and organic syndromes and statistically significant differences have been registered in many DASH-II subscales. The statistical comparison between the two groups shows that PDD was clearly correlated with an increased presence of psychiatric disorders. The variable PDD could be considered as a vulnerability factor for psychiatric disorders. However there was still the need to focus on categorical diagnoses, in order to increase our knowledge about the concept of vulnerability in people with ID. (C) 2006 Elsevier Ltd. All rights reserved. TC 21 ZB 10 Z8 0 ZS 0 Z9 21 SN 1750-9467 UT WOS:000206060000003 ER PT J AU Machalicek, Wendy O'Reilly, Mark F. Beretvas, Natasha Sigafoos, Jeff Lancioni, Guilio E. TI A review of interventions to reduce challenging behavior in school settings for students with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 3 BP 229 EP 246 DI 10.1016/j.rasd.2006.10.005 PD JUL-SEP 2007 PY 2007 AB This review evaluates research oil the treatment of challenging behavior in school settings for Students with autism spectrum disorders (ASD). Electronic database searches were carried out to identify Studies published between 1995 and 2005. Twenty-Six Studies were identified. A variety of procedures were implemented in these studies to decrease challenging behavior in classrooms. These procedures were classified into four groups: (a) antecedent manipulations, (b) change in instructional context, (c) differential reinforcement, and (d) self-management techniques. The results of these Studies indicated that till four classes of procedures were generally effective in reducing challenging behavior. These results are discussed ill relation to four issues: (a) the characteristics of the participants, (b) assessment procedures carried out prior to intervention, (c) the feasibility of classroom treatment, and (d) the social validity of intervention procedures. Surprisingly, the effectiveness of a procedure did not seem to be related to completion of a prior functional behavior assessment (FBA). Also, the reported measures of social validity ill the studies reviewed here have elicited positive reports froth stakeholders, but the utility of these measures, as they have been conceptualized, is questioned. The findings of this review suggest future research directions that are also examined. (C) 2006 Elsevier Ltd. All rights reserved. TC 47 ZB 7 Z8 0 ZS 0 Z9 47 SN 1750-9467 UT WOS:000206060000004 ER PT J AU Gillett, Jill N. LeBlanc, Linda A. TI Parent-implemented natural language paradigm to increase language and play in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 3 BP 247 EP 255 DI 10.1016/j.rasd.2006.09.003 PD JUL-SEP 2007 PY 2007 AB Three parents of children with autism were taught to implement the Natural Language Paradigm (NLP). Data were collected on parent implementation, multiple measures of child language, and play. The parents were able to learn to implement the NLP procedures quickly and accurately with beneficial results for their children. Increases in the overall rate of vocalizations were observed for all three children with a shift from imitative language at the beginning of intervention to spontaneous language at the end of intervention. Clear improvements in play were observed for two of three children while ceiling effects were observed for a third child who already played effectively. In response to a social validity questionnaire, parents indicated that they found the study useful and the NLP procedures simple to implement and that that they would continue to use NLP at home following the conclusion of the study. (C) 2006 Elsevier Ltd. All rights reserved. TC 24 ZB 4 Z8 0 ZS 0 Z9 24 SN 1750-9467 UT WOS:000206060000005 ER PT J AU Carminati, Giuliana Galli Gerber, Fabienne Baud, Marc Andre Baud, Olivier TI Evaluating the effects of a structured program for adults with autism spectrum disorders and intellectual disabilities SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 3 BP 256 EP 265 DI 10.1016/j.rasd.2006.11.001 PD JUL-SEP 2007 PY 2007 AB This study observes the evolution of persons with pervasive developmental disorders (PDD) and profound intellectual disabilities living in residences with a Program for Residents with Autism Spectrum Disorders (ASD) characterised by a different educator's presence ratio and different logistic accommodations. This population is characterised by the need to live in a very structured and predictable environment and greatly benefits froth specific programs in residential settings. We evaluated the evolution during 2.5 years of 2 groups of 10 residents using the Aberrant Behaviour Checklist (ABC) and the Children Autism Rating Scale (CARS). Evolution appears to be slow and irregular but we observed significant changes in social withdrawal along the study for one group. Possible implications of this study are discussed. (C) 2006 Elsevier Ltd. All rights reserved. TC 9 ZB 4 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000206060000006 ER PT J AU Ray, Elizabeth Schlottmann, Anne TI The perception of social and mechanical causality in young children with ASD SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 3 BP 266 EP 280 DI 10.1016/j.rasd.2006.11.002 PD JUL-SEP 2007 PY 2007 AB This study investigated perceptual causality in launch and reaction events in children with ASD (CA = 8.4, VMA = 5.1) and mental age matched controls with typical development and learning difficulties. This is of interest because difficulties with global processing in autism suggest that individuals with ASD may not 'see' causal Gestalts in general, and specific difficulties with reaction perception could be related to difficulties with TOM. Participants matched pictures depicting mechanical and psychological cause and non-causality to computer animated launch and reaction events and delayed control events. Children with ASD showed the typical response to reaction events, matching them with the picture for psychological cause, but they were impaired in launch perception compared to control participants. We discuss the possibility that event duration may be the critical difference between the causal events. The information allowing identification of a reaction is conveyed over a longer time frame (600 m here) than in launching (21 ms here). This may allow for the deployment of global processes and/or attentional shifts in reaction, but not launch perception. (C) 2006 Elsevier Ltd. All rights reserved. TC 9 ZB 3 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000206060000007 ER PT J AU Birkan, Binyamin McClannahan, Lynn E. Krantz, Patricia J. TI Effects of superimposition and background fading on the sight-word reading of a boy with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 2 BP 117 EP 125 DI 10.1016/j.rasd.2006.08.003 PD APR-JUN 2007 PY 2007 AB We used a multiple-baseline design across materials to assess the effects of stimulus superimposition and background fading oil the sight-word reading skills of a 6-year-old boy with autism. Before the study began, the boy was taught to make verbal responses when shown 15 photographs of physical education activities and equipment. During baseline and teaching, probes of target words relevant to the photographs (e.g., slide, swing) were conducted in discrete-trial sessions. When teaching began, three sets of tat-get sight words were successively superimposed oil photographs of the corresponding activities and backgrounds were then faded by removing portions of the photographs until only the text was visible. After all fading steps were completed, the student correctly read 14-15 of the 15 target words and these skills maintained on a 44-day follow up probe. Further, generalization Measures showed that reading skills transferred across text size and color. Superimposition and background fading quickly expanded the sight-word reading repertoire of a youngster with autism. (C) 2006 Elsevier Ltd. All rights reserved. TC 9 ZB 2 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000206059900001 ER PT J AU Lee, Li-Ching David, Angeline B. Rusyniak, Julie Landa, Rebecca Newschaffer, Craig J. TI Performance of the Social Communication Questionnaire in children receiving preschool special education services SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 2 BP 126 EP 138 DI 10.1016/j.rasd.2006.08.004 PD APR-JUN 2007 PY 2007 AB To assess the performance of the Social Communication Questionnaire (SCQ) in identifying children with autism spectrum disorders (ASD), this study screened 268 children identified as receiving preschool special education services. Parent-reported ASD diagnosis, education department recorded autism special education classification, ADI-R autism, and ADOS autism and ASD were considered as alternative criterion measures of ASD diagnosis. The validity of the SCQ in this population was examined, with a special focus on examining alternative cut-points for indicating ASD. The predictive ability of the SCQ in this population was comparable to that reported for other samples. In addition, findings suggested that a cut-point below the recommended threshold would likely be useful for research studies seeking to identify ASD cases from the population of children receiving special education services. The cut-point selected for use in clinical settings may, however, differ. (C) 2006 Elsevier Ltd. All rights reserved. TC 26 ZB 8 Z8 0 ZS 2 Z9 28 SN 1750-9467 UT WOS:000206059900002 ER PT J AU Schlosser, Ralf W. Sigafoos, Jeff Luiselli, James K. Angermeier, Katie Harasymowyz, Ulana Schooley, Katherine Belfiore, Phil J. TI Effects of synthetic speech output on requesting and natural speech production in children with autism: A preliminary study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 2 BP 139 EP 163 DI 10.1016/j.rasd.2006.10.001 PD APR-JUN 2007 PY 2007 AB Requesting is often taught as an initial target during augmentative and alternative communication intervention in children With autism. Speech-generaring devices are purported to have advantages over non-electronic systems due to their synthetic speech output. On the other hand, it has been argued that speech output, being in the auditory modality, may not be compatible with the processing preferences of learners with autism. The purpose of this study was to evaluate whether five children with autism and little or no functional speech learn to request more efficiently when provided with speech output during instruction (SPEECH condition) rather than without speech output (NO-SPEECH condition). A secondary purpose was to monitor changes in natural speech production. An adapted alternating treatments design was Used to evaluate the relative effectiveness and efficiency of both conditions. The results showed frequent requesting under both conditions. Two students requested more effectively with speech Output and One student requested more effectively without speech output while there wits no difference for the remaining two students. In terms of elicited vocalizations, only one student showed sonic improvement. The other children did not show any improvement in natural speech production. These data extend previous research on the effects of speech Output on requesting in children with autism. (C) 2006 Elsevier Ltd. All rights reserved. TC 23 ZB 5 Z8 0 ZS 0 Z9 23 SN 1750-9467 UT WOS:000206059900003 ER PT J AU Hilton, Claudia Graver, Kathleen LaVesser, Patricia TI Relationship between social competence and sensory processing in children with high functioning autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 2 BP 164 EP 173 DI 10.1016/j.rasd.2006.10.002 PD APR-JUN 2007 PY 2007 AB Purpose: This Study examines the relationship between social competence and sensory processing in children with high functioning autism spectrum disorders. Methodolog: Children, ages 6-10 (N = 36), with high functioning autism spectrum disorders were assessed using the Social Responsiveness Scale (SRS) and the Sensory Profile (SP). A bivariate correlational design was used to compare the scores (Spearman Rank Correlational Coefficient). Results: Significant differences were seen between mild to moderate and severe categories of SRS scores, based on Mann-Whitney U test (p < .05). Moderate to strong correlations were found between the SRS scores and all four sensory processing quadrant scores. Conclusions: This study adds a clearer understanding of the relationship between sensory processing and social competence for children with high functioning autism spectrum disorders. The degree of correlation indicates that sensory processing is a function of severity within autism spectrum disorders and may be an important factor to consider when addressing the social performance of these children. (C) 2006 Elsevier Ltd. All rights reserved. TC 32 ZB 13 Z8 0 ZS 0 Z9 32 SN 1750-9467 UT WOS:000206059900004 ER PT J AU Naoi, Nozomi Yokoyama, Kumiko Yamamoto, Jun-ichi TI Intervention for tact as reporting in children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 2 BP 174 EP 184 DI 10.1016/j.rasd.2006.08.005 PD APR-JUN 2007 PY 2007 AB Many children with autism have severe difficulty in 'reporting' on events at schools to mothers at home despite their ability to tact some objects and actions in discrete trial setting. Many studies have attempted to establish tact as labeling in children with autism. Few studies, however, have attempted to establish tact as a functional communication skill. The conditions under which children with autism acquired tact regarding objects and events that are remote in time and space from the listener was investigated in three children with autism. A multiple-baseline design was implemented to evaluate intervention effects. Animated cartoons or still Pictures were used as stimuli and the children were required to walk to see a Stimulus, observe it, walk back to an adult listener, and tact what they had seen. In the baseline condition, no participants were able to sufficiently tact after moving 1-m from the Stimulus. Then tacting was trained using vocal prompts. Through this procedure, all children acquired tact for untrained events that were remote in time and space from their mothers. (C) 2006 Elsevier Ltd. All rights reserved. TC 8 ZB 1 Z8 0 ZS 0 Z9 8 SN 1750-9467 UT WOS:000206059900005 ER PT J AU Kern, Janet K. Garver, Carolyn R. Carmody, Thomas Andrews, Alonzo A. Trivedi, Madhukar H. Mehta, Jyutika A. TI Examining sensory quadrants in autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 2 BP 185 EP 193 DI 10.1016/j.rasd.2006.09.002 PD APR-JUN 2007 PY 2007 AB The purpose of this study was to examine sensory quadrants in autism based on Dunn's Theory of Sensory Processing. The data for this study was collected as part of a cross-sectional study that examined sensory processing (using the Sensory Profile) in 103 persons with autism, 3-43 years of age, compared to 103 age- and gender-matched community controls. Sensory quadrants (Low Registration, Sensation Seeking, Sensation Sensitivity, and Sensation Avoidance) oil the Sensory Profile are different in persons with autism as compared to community controls, with persons with autism engaging in the behaviors more frequently than the controls. This study provides further evidence of sensory differences in autism. Published by Elsevier Ltd. TC 9 ZB 4 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000206059900006 ER PT J AU Goldsmith, Tina R. LeBlanc, Linda A. Sautter, Rachael A. TI Teaching intraverbal behavior to children with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 1 BP 1 EP 13 DI 10.1016/j.rasd.2006.07.001 PD JAN-MAR 2007 PY 2007 AB Skinner's conceptual analysis of language has influenced one model of early and intensive behavioral intervention with children, which incorporates verbal operants including mands, facts, intraverbals, etc. Many Studies have examined the mand and tact relations, with little focus on teaching intraverbal behavior. In the present experiment, children with autism were taught intraverbals using a transfer-of-stimulus-control procedure (i.e., tact to intraverbal) in combination with errorless learning (i.e., delayed prompting). Three children were successfully taught to name items associated with preselected categories (e.g., "What are some colors?") with limited generalization to a Fourth, non-targeted category, and limited maintenance of skills, (C) 2006 Elsevier Ltd. All rights reserved. TC 13 ZB 1 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000206033400001 ER PT J AU Herrington, John D. Baron-Cohen, Simon Wheelwright, Sally J. Singh, Krishna D. Bullmore, Edward T. Brammer, Michael Williams, Steve C. R. TI The role of MT+/V5 during biological motion perception in Asperger Syndrome: An fMRI study SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 1 BP 14 EP 27 DI 10.1016/j.rasd.2006.07.002 PD JAN-MAR 2007 PY 2007 AB Asperger Syndrome (AS), a condition on the autistic spectrum, is characterized by deficits in the ability to use social cues to infer mental state information. Few studies have examined whether these deficits might be understood in terms of differences in visual information processing. The present study employed functional magnetic resonance imaging to examine differences in brain activity among individuals with AS while performing a task that typically leads to the automatic interpretation of human movement. Despite similar behavioural performance, significantly less activity was found for the AS group (relative to a control group) in inferior, middle and superior temporal regions, including the human analogue of MT+/V5. These data suggest that AS is associated with unique patterns of brain activity during the perception of visually presented social cues. (C) 2006 Elsevier Ltd. All rights reserved. RI Singh, Krish/D-1066-2009; Williams, Steve/D-6979-2011; Brammer, Michael/B-7128-2012; Bullmore, Edward/C-1706-2012 OI Brammer, Michael/0000-0001-9800-2052; Bullmore, Edward/0000-0002-8955-8283 TC 49 ZB 31 Z8 0 ZS 0 Z9 49 SN 1750-9467 UT WOS:000206033400002 ER PT J AU Matson, Johnny L. Wilkins, Jonathan TI A critical review of assessment targets and methods for social skills excesses and deficits for children with autism spectrum disorders SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 1 BP 28 EP 37 DI 10.1016/j.rasd.2006.07.003 PD JAN-MAR 2007 PY 2007 AB A substantial research literature is beginning to develop regarding social skills excesses and deficits for children with autism spectrum disorders. These developments are likely to continue given the increasing recognition that these behaviors are among the most critical core symptoms of these disorders. A review is provided of developments in the field with respect to the social excesses and deficits that are most critical for this population of children. A discussion of direct observation and scaling methods used to do these evaluations along with a discussion of strengths and weaknesses of these methods is provided. A discussion of the current status and potential future developments of the area is also covered. (C) 2006 Elsevier Ltd. All rights reserved. TC 78 ZB 14 Z8 0 ZS 0 Z9 78 SN 1750-9467 UT WOS:000206033400003 ER PT J AU Matson, Johnny L. Nebel-Schwalm, Marie Matson, Michael L. TI A review of methodological issues in the differential diagnosis of autism spectrum disorders in children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 1 BP 38 EP 54 DI 10.1016/j.rasd.2006.07.004 PD JAN-MAR 2007 PY 2007 AB The development of standardized tests to assess autism, particularly in young children, is a topic of considerable interest in the research Community. Recent years have seen an exponential growth in scales for differential diagnosis. Particular emphasis has been placed on defining and better delineating the symptoms of the disorder relative to other forms of autism spectrum disorder (ASD) and intellectual disability (ID), and identifying the condition at the earliest possible age. The general consensus is that scaling methods are the core means of establishing a diagnosis. Thus, analyzing the research activity in the area for strengths and weaknesses in methodology would appear to be in order. A critical overview of existing psychometric properties of these tests is presented with suggestions for future research on the topic. (C) 2006 Elsevier Ltd. All rights reserved. TC 83 ZB 13 Z8 1 ZS 1 Z9 85 SN 1750-9467 UT WOS:000206033400004 ER PT J AU Pituch, Keenan A. Green, Vanessa A. Sigafoos, Jeff Itchon, Jonathan O'Reilly, Mark Lancioni, Giulio E. Didden, Robert TI Factor structure of the Behavior Flexibility Rating Scale (BFRS) SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 1 BP 55 EP 66 DI 10.1016/j.rasd.2006.07.005 PD JAN-MAR 2007 PY 2007 AB The Behavior Flexibility Rating Scale (BFRS) is designed to assess insistence on sameness or lack of behavioral flexibility, which is often associated with autism and other developmental disabilities. This study was designed to assess the factor structure of this scale for a sample of 968 individuals with autism, Asperger's syndrome, and Down syndrome. To establish factorial validity, an exploratory factor analysis (EFA) was conducted with half of the sample, with a confirmatory factor analysis (CFA) conducted with the remaining cases to cross-validate the mode obtained with the EFA. The factor analyses supported the presence of two factors Interruption/Disruption and Position/Location. However, further analysis suggested the presence of a third factor, Interpersonal Mishaps, for the Asperger's syndrome group. (C) 2006 Elsevier Ltd. All rights reserved. TC 11 ZB 4 Z8 0 ZS 0 Z9 11 SN 1750-9467 UT WOS:000206033400005 ER PT J AU Kern, Janet K. Garver, Carolyn R. Grannemann, Bruce D. Trivedi, Madhukar H. Carmody, Thomas Andrews, Alonzo A. Mehta, Jyutika A. TI Response to vestibular sensory events in autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 1 BP 67 EP 74 DI 10.1016/j.rasd.2006.07.006 PD JAN-MAR 2007 PY 2007 AB The purpose of this study was to examine the response to vestibular sensory events in persons with autism. The data for this study was collected is part of a cross-sectional study that examined sensory processing (using the Sensory Profile) in 103 pet-sons with autism, 3 43 years of age, compared to, age- and gender-matched community controls. The Vestibular Processing section of the Sensory Profile was used. The results showed that Vestibular Processing (both high and low threshold processing) on the Sensory Profile was significantly different in persons with autism as compared to community controls, with persons with autism engaging in the behaviors more frequently than the controls. Vestibular processing differences Could explain certain problems in autism. It is important to try 10 understand sensory problems in autism because it can enable us to better understand the needs of persons with autism, and in turn, influence treatment protocols. (C) 2006 Elsevier Ltd. All rights reserved. TC 9 ZB 5 Z8 0 ZS 0 Z9 9 SN 1750-9467 UT WOS:000206033400006 ER PT J AU Matson, Johnny L. Boisjoli, Jessica A. TI Differential diagnosis of PDDNOS in children SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 1 BP 75 EP 84 DI 10.1016/j.rasd.2006.09.001 PD JAN-MAR 2007 PY 2007 AB PDDNOS is a particularly important form of autism spectrum disorder (ASD) due to the frequency with which it is diagnosed. Having said that, it is often diagnosed by what it is not (not autism) as opposed to what it is. And, while PDDNOS is likely to be more common than autism, studies on PDDNOS are much less frequent. Perhaps with the exception of childhood degenerative disorder, PDDNOS has less diagnostic research on it than any other ASD. The purpose of the present paper was to review the available research on the definition and diagnosis of PDDNOS. The data are analyzed and future goals for conceptual and diagnostic research are discussed with the idea of further enhancing a neglected diagnostic category. (C) 2006 Elsevier Ltd. All rights reserved. TC 70 ZB 13 Z8 0 ZS 0 Z9 70 SN 1750-9467 UT WOS:000206033400007 ER PT J AU Lewis, Fiona M. Murdoch, Bruce E. Woodyatt, Gail C. TI Linguistic abilities in children with autism spectrum disorder SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 1 BP 85 EP 100 DI 10.1016/j.rasd.2006.08.001 PD JAN-MAR 2007 PY 2007 AB Background: Two broad approaches have been used to examine linguistic skills in Asperger syndrome (AS) and high functioning autism (HFA). One approach has aimed at determining the external validity of each diagnosis by investigating whether developmental language history, which differentiates AS from HFA, is relevant in long-term linguistic outcomes. Ail alternative approach, viewing AS and HFA as presentations on an autism spectrum (ASD), has investigated Subgroups within the spectrum based on linguistic performance. Neither approach, however, has provided an in-depth description of the linguistic difficulties experienced in ASD necessary for therapy planning. Purpose: To provide clinically applicable research findings to extend the clinical understanding of the linguistic difficulties in ASD by: (I) comparing the linguistic skills in ASD with those of normally developing controls (2) comparing the linguistic skills of children with ASD re-classified as AS and HFA using DSM-IV language criterion; (3) documenting the heterogeneity within a group of children with ASD by investigating within-group differences. Methods and procedures: Twenty children (aged 9; 0-17; 1 years) with a diagnosis of ASD were assessed using the Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4) and the Test of Nonverbal Intelligence Second Edition (TONI-2). Performance by ASD participants was compared to typically developing peers. Re-classification of individuals with ASD its AS or HFA was undertaken using DSM-IV language criterion to determine between-group differences on linguistic measures. Hiearchical cluster analysis was undertaken using the ASD performance oil the CELF-4 to examine within-group differences based oil linguistic abilities. Outcomes and results: There were significant differences between the ASD children and normally developing peers oil a range of linguistic measures. There were no significant differences between the children re-classified as AS and HFA on the comprehensive linguistic assessment. Subgroups within ASD, based oil linguistic performance, could be identified. Conclusions and implications: Collectively, the children with ASD in the study had a range of compromised linguistic skills relative to their peers. Children re-classified as AS could not be differentiated from children re-classified as HFA on current linguistic performance. An examination Of Subgroups of ASD participants revealed the heterogeneous nature of the linguistic skills associated with ASD, where linguistic proficiency ranged from above average performance to severe difficulties. The results of the study are discussed in terms of the clinical applicability of the findings. (C) 2006 Elsevier Ltd. All rights reserved. RI Lewis, Fiona/F-9076-2010; Murdoch, Bruce/C-1397-2012 TC 17 ZB 5 Z8 0 ZS 1 Z9 17 SN 1750-9467 UT WOS:000206033400008 ER PT J AU Accordino, Robert Comer, Ronald Heller, Wendy B. TI Searching for music's potential: A critical examination of research on music therapy with individuals with autism SO RESEARCH IN AUTISM SPECTRUM DISORDERS VL 1 IS 1 BP 101 EP 115 DI 10.1016/j.rasd.2006.08.002 PD JAN-MAR 2007 PY 2007 AB The authors conducted it literature review on music therapy for individuals with autism because of the frequent use of music therapy for those with autism and recent research on the musical abilities of this Population. To accomplish this narrative review, articles were searched from relevant databases, reference lists from articles, and book chapters to provide a thorough critique of past research, which was categorized according to the area of symptomology the therapy intended to treat (social, communicative, behavioral). Music therapists and researchers have carried out mostly case studies and it Surprisingly limited number of empirical investigations. Although these reports provide limited empirical support of the therapy with this population, they have utilized a wide array of creative techniques and varying types of music therapy worthy of discussion. The qualities of necessary future empirical investigations are explored. (C) 2006 Elsevier Ltd. All rights reserved. TC 13 ZB 4 Z8 0 ZS 0 Z9 13 SN 1750-9467 UT WOS:000206033400009 ER EF