Autistic Disorder Research Articles

Early Intervention Facilitates Neuropsychological Development in Children with Autism and Attention Deficit Hyperactivity Disorder

Objective: This study aims to investigate the impact of early intervention on neuropsychological development in children with autism and attention deficit hyperactivity disorder (ADHD), providing effective intervention strategies for clinical practice. Methods: A total of 130 children with autism and ADHD who visited the hospital between June 2023 and June 2024 were selected as study subjects and randomly divided into an intervention group and a control group, with 65 children in each group. The intervention group received a one-year early comprehensive intervention, including behavioral therapy, cognitive training, and family guidance, while the control group only received routine medical care. The neuropsychological development assessment scale was used to evaluate both groups before and after the intervention to compare changes in their neuropsychological development levels. Results: Children in the intervention group showed significant improvements in cognitive function, social skills, language ability, and attention concentration, with an average improvement score of 23.5 points. Children in the control group did not show significant improvements in these areas, with an average improvement score of only 5.8 points. The difference between the two groups was statistically significant (P < 0.05). Conclusion: Early comprehensive intervention has a significant promoting effect on the neuropsychological development of children with autism and ADHD. Targeted behavioral therapy, cognitive training, and family guidance can effectively enhance children’s cognitive, social, language, and attention abilities, laying a solid foundation for their future overall development. Therefore, it is recommended to actively promote and apply early intervention strategies in clinical practice.

Enhanced motor noise in an autism subtype with poor motor skills

BackgroundMotor difficulties are common in many, but not all, autistic individuals. These difficulties can co-occur with other problems, such as delays in language, intellectual, and adaptive functioning. Biological mechanisms underpinning such difficulties are less well understood. Poor motor skills tend to be more common in individuals carrying highly penetrant rare genetic mutations. Such mechanisms may have downstream consequences of altering neurophysiological excitation-inhibition balance and lead to enhanced behavioral motor noise.MethodsThis study combined publicly available and in-house datasets of autistic (n = 156), typically-developing (TD, n = 149), and developmental coordination disorder (DCD, n = 23) children (age 3–16 years). Autism motor subtypes were identified based on patterns of motor abilities measured from the Movement Assessment Battery for Children 2nd edition. Stability-based relative clustering validation was used to identify autism motor subtypes and evaluate generalization accuracy in held-out data. Autism motor subtypes were tested for differences in motor noise, operationalized as the degree of dissimilarity between repeated motor kinematic trajectories recorded during a simple reach-to-drop task.ResultsRelatively ‘high’ (n = 87) versus ‘low’ (n = 69) autism motor subtypes could be detected and which generalize with 89% accuracy in held-out data. The relatively ‘low’ subtype was lower in general intellectual ability and older at age of independent walking, but did not differ in age at first words or autistic traits or symptomatology. Motor noise was considerably higher in the ‘low’ subtype compared to ‘high’ (Cohen’s d = 0.77) or TD children (Cohen’s d = 0.85), but similar between autism ‘high’ and TD children (Cohen’s d = 0.08). Enhanced motor noise in the ‘low’ subtype was also most pronounced during the feedforward phase of reaching actions.LimitationsThe sample size of this work is limited. Future work in larger samples along with independent replication is important. Motor noise was measured only on one specific motor task. Thus, a more comprehensive assessment of motor noise on many other motor tasks is needed.ConclusionsAutism can be split into at least two discrete motor subtypes that are characterized by differing levels of motor noise. This suggests that autism motor subtypes may be underpinned by different biological mechanisms.

The Implementation of Love Sensory Stimulation Method in Teaching Autistic Students

This research aimed to find depth insight into the implementation of love sensory in teaching English to autistic students and subsequently the impact of its implementation on their learning achievement. The research subjects are students who have problems understanding instructions, interacting, and communicating. The data collected in this research is qualitative and was collected through observation and interviews. There are some findings found such as the behavior of autistic students that is seen in the teaching and learning process such as difficulty in understanding instructions and interacting, and ignoring their learning environment are specific symptoms of Autistic Syndrome Disorder. The symptoms shown by autistic students are the cause of failure in the learning process. However, the implementation of love sensory stimulation can change the behavior of autistic students. This method can help autistic students adapt and learn together with normal students. So, autistic students’ progress in learning and have achieved their learning goals. The expectation is to provide contributions to parties in need, including teachers who teach autistic students, parents, and future researchers. Based on the findings can be concluded that autistic students can develop in their learning process and interact in their social environment if they are guided in the right way.

Vasostatin-1 restores autistic disorders in an idiopathic autism model (BTBR T+ Itpr3tf/J mice) by decreasing hippocampal neuroinflammation

Chromogranin A (CgA), a ∼ 49 kDa acidic secretory protein, is ubiquitously distributed in endocrine and neuroendocrine cells and neurons. As a propeptide, CgA is proteolytically cleaved to generate several peptides of biological importance, including pancreastatin (PST: hCgA250–301), Vasostatin 1 (VS1: hCgA1–76), and catestatin (CST: CgA 352–372). VS1 represents the most conserved fragment of CgA. A 20 amino acid domain within VS1 (CgA 47–66) exhibits potent antimicrobial and anti-inflammatory activities. Autism is known to be associated with inflammation. Therefore, we seek to test the hypothesis that VS1 modulates autism behaviors by reducing inflammation in the hippocampus. Treatment of C57BL/6 (B6) and BTBR (a mouse model of idiopathic autism) mice with VS1 revealed the following: BTBR mice showed a significant decrease in chamber time in the presence of a stranger or a novel object. Treatment with VS1 significantly increased chamber time in both cases, underscoring a crucial role for VS1 in improving behavioral deficits in BTBR mice. In contrast to chamber time, sniffing time in BTBR mice in the presence of a stranger was less compared to B6 control mice. VS1 did not improve this latter parameter. Surprisingly, sniffing time in BTBR mice in the presence of a novel object was comparable with B6 mice. Proinflammatory cytokines such as IL-6 and IL-1b, as well as other inflammatory markers, were elevated in BTBR mice, which were dramatically reduced after supplementation with VS1. Interestingly, even Beclin-1/p62, pAKT/AKT, and p-p70-S6K/p70-S6K ratios were notably reduced by VS1. We conclude that VS1 plays a crucial role in restoring autistic spectrum disorders (ASD) plausibly by attenuating neuroinflammation.

Single-Case Effect Size Distributions for Interventions Designed to Improve Engagement in Elementary Schools

Engagement behaviors are crucial for school success and are often targeted for improvement in school-based interventions. It may be helpful for both researchers and school-based practitioners to understand the likely impacts of interventions on engagement behaviors (e.g., to understand the extent to which engagement behaviors might change with treatment). For single-case studies designed to answer demonstration questions (i.e., including a baseline condition) and that were conducted in elementary classroom settings ( N = 131), we calculated log response ratio and within-case standardized mean difference effect sizes for engagement dependent variables to establish benchmarks. We described differences based on study characteristics (functional relation determination, publication status, primacy of outcome), disability status of participants, and implementation characteristics (group size, implementer). Effect sizes (645 A-B comparisons) were heterogenous and varied based on functional relation determination, disability status, and implementation variables. More research is needed about additional variables that might explain heterogenous outcomes, especially for children with autism and behavioral disorders.

Camouflage in autism: a bibliometric perspective

Purpose In response to the challenges posed by the social environment, numerous individuals with autism use coping strategies, engaging in a phenomenon known as “camouflaging” to mask their distinctive traits. Despite the growing attention directed toward this area of study, to date, there are no bibliometric studies delineating the evolution of this research theme. This study aims to analyze scientific research on camouflage and the autistic spectrum published in Web of Science (WoS). Design/methodology/approach Articles on camouflage and autism were retrieved from the WoS. The advanced search interface used was “Title, Abstract, Keywords (autistic OR asperger syndrome OR Autism OR ASD AND camouflage OR camouflaging AND Masking).” The analysis and visualization of the selected records and their data were carried out using MS Excel (v16.0) and Biblioshiny (v2.0, R package). Findings Following the selection process, a total of 70 articles were included. Notably, the UK emerged as the leading contributor in terms of the number of published articles. Prominent authors in this domain included William Mandy, Laura Hull and Meng-Chuan Lai, who exhibited the highest number of published articles and citations. The Journal of Autism and Developmental Disorders stood out as the most prolific journal. Predominant research themes encompassed camouflage (and its synonyms, masking or compensation), gender differences and mental health. Originality/value This study contributes to existing knowledge on this topic, as well as identifying new areas of research related to autism and camouflage. Moreover, it serves as a valuable resource for health-care professionals, including physicians and clinical psychologists, who may seek to augment their understanding and proficiency in the field.

Long-Acting Injectable Antipsychotic Initiation in Child and Adolescent Patients with Psychiatric Disorders.

Objectives: There are currently no long-acting injectable antipsychotics (LAIAs) that are approved by the Food and Drug Administration for use in child and adolescent patients, however these agents are used off-label for the treatment of various psychiatric disorders. This study aims to describe the initiation and maintenance dosing strategies of LAIAs in child and adolescent psychiatry inpatients. Methods: This was a single-site retrospective chart review of patients less than 18 years of age initiated on an LAIA during an acute psychiatric hospitalization between October 1, 2015, and October 31, 2022. Patient demographics and hospital encounter information were collected and analyzed using descriptive statistics. Results: Of the 6402 unique pediatric patients discharged from the acute psychiatric hospital within the specified timeframe, 45 (0.7%) were newly initiated on an LAIA. The average age was 15.6 years (range 10-17), with a greater proportion of male (n = 26, 57.8%) and Black or African American (n = 27, 60%) patients. The LAIA agents prescribed included paliperidone palmitate (n = 21, 46.7%), aripiprazole monohydrate (n = 15, 33.3%), aripiprazole lauroxil (n = 7, 15.6%), haloperidol decanoate (n = 1, 2.2%), and risperidone microspheres (n = 1, 2.2%). Primary diagnosis via International Classification of Diseases-10 code at discharge included schizophrenia spectrum and other psychotic disorders (n = 19, 42.2%); bipolar disorder (n = 14, 31.1%); disruptive, impulse control, and conduct disorders (n = 6, 13.3%); autistic disorder (n = 5, 11.1%); and attention-deficit/hyperactivity disorder (n = 1, 2.2%). Seventeen patients (37.8%) received a loading dose regimen and/or a maintenance dose regimen that differed from adult package-insert dosing. The mean length of stay was 23.7 days, and 14 patients (31.1%) were readmitted to the psychiatric hospital within 6 months of discharge. The mean number of days to readmission was 71.9 days. Conclusions: This retrospective study is the first to focus on LAIA initiation and maintenance dosing strategies of multiple agents in both a child and adolescent patient population. Further research is required to evaluate the impact of LAIAs on clinical outcomes in this patient population.

Application of the international classification of functioning, disability, and health in autism and attention-deficit hyperactivity disorder: A scoping review.

The International Classification of Functioning, Disability, and Health (ICF) is a framework designed by the World Health Organization (WHO) to help different sectors, such as healthcare, social services, education, and policy, understand how people with health-related issues function (do the things they want to and need to do) in their daily lives. This framework has also been used to guide clinical practice and research in autism and attention-deficit hyperactivity disorder (ADHD). To make it more practical, shorter versions of the ICF called Core Sets have been developed. We wanted to explore how the ICF and the ICF Core Sets have been used in research relating to autism and ADHD. We looked at the research that had been previously published on this topic by conducting a systematic search and review. Seventy-eight studies meeting our criteria were included in our review. Results show that the ICF has been applied in many ways across various contexts. However, most of the research has focused on autism, mainly involving children. The review highlights that although the ICF was used in some studies, the underlying philosophies of the framework were not always followed. The medical perspective still influenced the way research was done and interpreted. Nevertheless, using the ICF in the right way can help shift research on neurodevelopmental conditions like autism and ADHD toward a more holistic approach, moving away from solely focusing on medical aspects.

Dynamic convergence of autism disorder risk genes across neurodevelopment.

Over a hundred risk genes underlie risk for autism spectrum disorder (ASD) but the extent to which they converge on shared downstream targets to increase ASD risk is unknown. To test the hypothesis that cellular context impacts the nature of convergence, here we apply a pooled CRISPR approach to target 29 ASD loss-of-function genes in human induced pluripotent stem cell (hiPSC)-derived neural progenitor cells, glutamatergic neurons, and GABAergic neurons. Two distinct approaches (gene-level and network-level analyses) demonstrate that convergence is greatest in mature glutamatergic neurons. Convergent effects are dynamic, varying in strength, composition, and biological role between cell types, increasing with functional similarity of the ASD genes examined, and driven by cell-type-specific gene co-expression patterns. Stratification of ASD genes yield targeted drug predictions capable of reversing gene-specific convergent signatures in human cells and ASD-related behaviors in zebrafish. Altogether, convergent networks downstream of ASD risk genes represent novel points of individualized therapeutic intervention.

Age-related differences in delta-beta phase-amplitude coupling in autistic individuals

ObjectiveWe aim to investigate the relationship between the core symptoms of autism, anxiety levels, and attention deficit hyperactivity disorder (ADHD) traits, and a non-autism-specific, neurophysiological metric, the Delta-Beta phase-amplitude coupling (PAC), extracted from the resting-state EEG for autistic and non-autistic populations across three different age groups (children, adolescents, and adults). MethodsWe analyze the eyes-open resting-state EEG of 371 individuals. We applied a phase de-biasing PAC algorithm expected to result in a more accurate PAC estimate than other PAC methodologies available in the literature. ResultsIn the adult group, we found a significant increase of the delta-beta PAC in the autistic subgroup who met the Autism Diagnostic Observation Schedule-2 (ADOS-2) Autism Diagnostic Interview-Revised (ADR-R) ADOS-2/ADI-R threshold compared to non-autistic individuals. The differences seem age-specific since we found no statistically significant differences in the children and adolescent populations. Moreover, we found a significant positive correlation with the restricted and repetitive behaviours score of the ADOS-2 diagnostic instrument and with ADHD hyperactivity/impulsivity in the entire autistic cohort. ConclusionsThe neurophysiological differences we found only in the autistic individuals that meet the thresholds also point out the need for future studies that look for autistic neurodiverse subgroups beyond age. SignificanceThe delta-beta debiasing PAC (dPAC) may potentially serve as a severity biomarker in the autistic population.

Implementasi Algoritma Teorema Bayes Dengan Pemodelan UML Untuk Mendiagnosis Tingkatan Gangguan Autisme Di SLB Pelita Hati

Autism, as a complex developmental disorder in children with special needs, involves delays in aspects of cognition, emotion, behavior, and social interaction. This research proposes an innovation by applying UML modeling and Bayes Theorem Algorithm to detect the level of autism disorder in Sekolah Luar Biasa (SLB) Pelita Hati. The SLB environment, faced with limited human resources and an increasing number of students, is a major challenge. The developed expert system provides an efficient solution with quick recommendations, reduces the expert's workload, and increases the detection accuracy of autism disorders. The expert approach with Bayes' Theorem provides an accurate insight into the complexity of autism disorders. Bayes' theorem is used to calculate the probability of events based on relevant observations. The application of UML modeling in the design of the expert system proved successful, producing an effective solution to support the diagnosis and treatment of autism disorders in SLB Pelita Hati. The results showed an accuracy of 94%, signifying a heavy level of confidence, with therapy recommendations such as Physiotherapy Therapy, Speech Therapy, Remedial Therapy, Cognitive Therapy, and Game Therapy, Occupational Therapy, Sensory Integrity. This research makes an important contribution in addressing the challenges in autism diagnosis approaches in special education settings.

The Effects of Age and Treatment Intensity on Behavioral Target Mastery With Applied Behavior Analysis (ABA) Intervention Using Causal Moderation Models.

Introduction Applied behavior analysis (ABA) is a therapy that focuses on improving specific behaviors using positive and negative reinforcement through antecedents, behaviors, and consequences, particularly in individuals with autism and other developmental disorders. It uses the principles of learning theory to bring about meaningful and positive changes in behavior. In ABA treatment, intensityrefers to the amount and frequency of therapy an individual receives. This includes weekly hours, session trials, and overall duration. Intensive treatment involves more hours and trials tailored to individual needs and responses. Younger individuals, particularly those with autism, often receive more intensive therapy because early intervention leads to better outcomes. Programs may recommend 25-40 hours per week for young children. As children age, therapy may become less intensive, focusing on specific skills. The study explores how age and treatment intensity affect the mastery of behavioral targets in ABA interventions. Materials and methods This study involved 100 participants (89 children, four adults, and seven instances where the individuals' ages were not recorded due to random data entry errors (MCAR)) who received ABA treatment over three months. The treatments included functional analysis, discrete trials, and massand naturalistic training. Data on the mastery of target behaviors were collected using the Catalystsoftware (New York, New York). The primary outcome was the percentage of mastered behavioral targets, indicating the effectiveness of the ABA treatment. Several predictors were examined, including the participant's age and treatment intensity variables, such as the average number of trials and teaching days to achieve behavioral mastery. The interaction effects between age and these treatment intensity variables were analyzed. The study used descriptive and inferential statistics to explore these interactions, including correlational and multiple regression analyses with causal moderator modeling. Results In Model 1, a baseline multiple regression analysis showed that average teaching days significantly predict the percentage of targets mastered. However, its limited explanatory power suggests other variables also play a role. Model 2 introduced interaction effects using causal models, revealing that age moderates the relationship between treatment variables and behavioral outcomes. This model provided a more nuanced understanding but still had room for improvement. Model 3 further refined the approach, achieving higher R-values and lower standard error. It highlighted age's significant role in modifying the impact of teaching days on mastery. This model's superior performance emphasizes the importance of considering age as a moderating factor in ABA interventions, leading to more effective and personalized behavior therapy. Conclusions This study significantly enhances our understanding of the complex interactions between age and treatment intensity within ABAinterventions. Practitioners and researchers can develop more tailored and effective therapeutic strategies by identifying and leveraging these interactions. This approach optimizes the treatment process and ensures that interventions are personalized to meet the unique needs of each individual. Ultimately, this leads to more successful outcomes in behavioral therapy, fostering improved adaptive behaviors and overall development.

Mapping associations of polygenic scores with autistic and ADHD traits in a single city region.

The genetic and environmental aetiology of autistic and Attention Deficit Hyperactivity Disorder (ADHD) traits is known to vary spatially, but does this translate into variation in the association of specific common genetic variants? We mapped associations between polygenic scores for autism and ADHD and their respective traits in the Avon Longitudinal Study of Parents and Children (N = 4,255-6,165) across the area surrounding Bristol, UK, and compared them to maps of environments associated with the prevalence of autism and ADHD. Our results suggest genetic associations vary spatially, with consistent patterns for autistic traits across polygenic scores constructed at different p-value thresholds. Patterns for ADHD traits were more variable across thresholds. We found that the spatial distributions often correlated with known environmental influences. These findings shed light on the factors that contribute to the complex interplay between the environment and genetic influences in autistic and ADHD traits.

University experiences of students and graduates with neurodiversity: tools for creating a specialized mentoring program related to working life

IntroductionThe term neurodiversity encompasses a range of conditions, including autism, attention deficit and hyperactivity disorder, dyslexia, and dyscalculia. In higher education, students with these conditions often face barriers that hinder their optimal academic performance. These barriers stem from their specific needs and institutional requirements. This situation can also negatively impact their ability to transition into the workforce. Therefore, it is necessary to design strategies that ensure specialized support for this population, guided by the opinions of neurodiverse students. The objective of this study is to identify the needs, difficulties, and tools related to the transition into the workforce, as reported by neurodiverse students and graduates from the bachelor's degree in psychology program, who present some conditions of neurodiversity.MethodsFor this purpose, a qualitative/phenomenological research was carried out.ResultsThe gathered opinions revealed that the main needs of students include the following: increased awareness and capacity within higher education institutions for timely diagnosis, the implementation of reasonable adjustments for better integration into their activities, provision of supportive environments, the development of strategies to enhance cognitive and emotional aspects, such as planning skills, time management, and emotional regulation skills.DiscussionThe results of this study are consistent with other studies that emphasize the importance of creating a compassionate pedagogy in educational settings. This involves a greater commitment from educators to address and improve pedagogical practices, provide necessary tools, and develop strategies to help students with neurodiversity conditions throughout their careers. The limitations of this study include the small sample size and restricted depth of the interviews. Therefore, future research should increase the number of participants and explore the interviews in greater depth.

Barriers and facilitators to ethical co-production with Autistic people with an eating disorder

BackgroundCo-production is the collaboration between researchers and the lived experience community in designing, conducting and sharing research. The importance of co-production is increasingly advocated in both the autism and eating disorder fields. Despite this, there remains a lack of clarity at how to define, apply and conduct ethical co-production. Understanding common challenges and what we can do to overcome these challenges are integral to ensuring ethical and meaningful research with Autistic people with an eating disorder. The current study therefore explored: What are the barriers and facilitators to ethical co-production with Autistic people with an ED?MethodsFive workshops were conducted with 30 collaborators exploring barriers and facilitators to ethical co-production. Synchronous (online workshops) and asynchronous (offline discussion forum) data was analysed using thematic analysis. Themes were co-produced by a neurotypical and Autistic researcher with lived/living experience of an eating disorder.ResultsFour themes were identified that explored barriers to ethical co-production: unequal partnerships, the inaccessibility of research, excluded by diagnoses and communication differences. Three themes were identified with regards to facilitators of ethical co-production: shared power (with sub-themes relationships, not roles and creative compensation), clarity and transparency and autism-affirming approaches.DiscussionConducting ethical co-production with Autistic people with eating disorders has the potential to generate meaningful research that can be translated into improving the lives of the Autistic and eating disorder community. To achieve this, co-production teams should strive towards shared power and long-term relationships, adapting for communication differences and preferences and operating firmly within an autism-affirming framework. It is hoped that study findings will inspire collaboration, discussion and novel, translatable research.

Understanding the Psychosis Spectrum Using a Hierarchical Model of Social Cognition.

Social cognitive impairments are central to psychosis, including lower severity psychosis-like experiences (PLEs). Nonetheless, progress has been hindered by social cognition's poorly defined factor structure, as well as limited work examining the specificity of social cognitive impairment to psychosis. The present study examined how PLEs relate to social cognition in the context of other psychopathology dimensions, using a hierarchical factors approach to social cognition. Online community participants (N = 1026) completed psychosis, autism, and personality disorder questionnaires, as well as 3 social cognitive tasks that varied in methodology (vignette vs video) and construct (higher- vs lower-level social cognition). Exploratory (EFA) and confirmatory factor analyses (CFA) were used to model social cognition, with the best models being examined in association with PLEs and psychopathology dimensions. EFA and CFA supported a hierarchical model of social cognition, with 2 higher-order factors emerging: verbal/vignette task methodology and a multimethod general social cognition factor. These higher-order factors accounted for task-level associations to psychopathology, with relations to positive symptoms (r = .23) and antagonism (r = .28). After controlling for other psychopathology, positive symptoms were most clearly related to tasks with verbal methodology (β = -0.34). These results suggest that broad social cognitive processes and method effects may account for many previous findings in psychosis and psychopathology research. Additionally, accounting for broad social cognitive impairment may yield insights into more specific social cognitive processes as well.

Re-Evaluating the Appropriateness of the "Don't Know" Response Option: Guessing Rate as a Source of Systematic Error on Autism Knowledge Assessments.

Several autism knowledge assessments include "don't know" as a response option. The inclusion of this response option may lead to systematic error, such that participants' guessing rate affects the measurement of their autism knowledge. This study examines both predictors of guessing rate for autism knowledge and predictors of autism knowledge, including guessing rate. School-based professionals (n = 396) completed the Autism Spectrum Knowledge Scale Professional Version-Revised (ASKSP-R; McClain et al, Journal of Autism and Developmental Disorders 50(3):998-1006, 2020). and the Autism Stigma and Knowledge Questionnaire (ASK-Q; Harrison et al, Journal of Autism and Developmental Disorders 47(10):3281-3295, 2017). Both assessments include "don't know" as a response option. Guessing rate was the strongest predictor of autism knowledge across both the ASKSP-R and the ASK-Q assessments. For the ASKSP-R, participants who were school psychologists, practicing for more years, had more autism-related clinical experiences, and who personally knew an autistic person had a higher guessing rate. School psychologists and participants who worked with more autistic students scored higher in autism knowledge. For the ASK-Q, participants with greater self-perceived autism knowledge had a higher guessing rate. Participants with a doctorate degree, who personally knew an autistic person, and who worked with more autistic students scored higher in autism knowledge. Guessing rate can be a source of systematic error on autism knowledge assessments. Potential solutions to correct for guessing rate are examined and recommended for future use.

Investigating the Effectiveness of Cogniplus Cognitive Training Program on Social Cognition (Theory of Mind) in 6- to 8-year-old Children With Autism Spectrum Disorder

Objective Autism is one of the most common neurodevelopmental disorders. It causes problems in social cognition, communication, and understanding of self and others’ feelings, and has a negative effect on the quality of a person’s life. The present study determines the effectiveness of the Cogniplus cognitive training program on the social cognition (theory of mind (ToM) of children with autism spectrum disorder (ASD). Materials & Methods In a semi-experimental study with a pre-test, post-test design, and a control group with a two-month follow-up, 65 children (44 male and 21 female) from 6 to 11 years old with ASD were selected based on the convenience sampling method from individuals referred to one of autism rehabilitation centers in Shahr-e-Ray City, Iran. They were assessed by the autism spectrum screening questionnaire (ASSQ). Overall, 50 children (33 male and 17 female) with a score of 19 and above on the autism spectrum screening questionnaire were diagnosed with high-functioning autism. They entered into the study according to the inclusion criteria as follows: having speech ability, the absence of motor or intellectual disability, and visual and hearing impairments. Meanwhile, they were matched based on their age. They were randomly and equally assigned to two experimental and control groups. The parents completed the ToM test. The experimental group participated individually in 20 sessions (twice a week, 30 min per session), in the Cogniplus cognitive training program, but the control group only received mainstream services (occupational therapy, speech therapy, art therapy, and music therapy). The parents completed the ToM test in the last session and two months follow-up. The data were analyzed by the correlation analysis, analysis of regression, and generalized estimating equations in the SPSS software, version 27. Results The results of generalized estimating equations analysis showed that the Cogniplus cognitive training program improved social cognition (total, first level, and second level of ToM). Meanwhile, the β coefficient showed that 2.9, 3.08, and 0.96 of the variations, respectively, in the ToM levels as the first, the second, and the total, in children with ASD who received Cogniplus cognitive training program. Also, the variations lasted after a two-month follow-up. Conclusion Considering the positive effect of the Cogniplus cognitive training program on social cognition, the use of the Cogniplus cognitive training program can solve the need for therapists who have new cognitive insight into training. Also, the implementation of such programs can help to improve the social cognition of children with autism disorder with high functioning in real-life situations.

ADOS-2 Module 4: Psychometric Properties and Diagnostic Performance at an Autism-specialized Clinic.

Psychometric properties and diagnostic performance of the ADOS-2 module 4 were evaluated with participants from an autism-specialized clinic. The sample had 331 participants with 226 males and 70 females receiving an ASD diagnosis. The evaluation consisted of the following: (1) A replication of the Exploratory Factor Analysis (EFA) reported by Hus, V., & Lord, C. (2014). The Autism Diagnostic Observation Schedule, Module 4: Revised Algorithm and Standardized Severity Scores. Journal of Autism and Developmental Disorders, 44(8), 1996-2012. https://doi.org/10.1007/s10803014-2080-3 .). (2) Identification of ADOS-2 items best predicting clinical diagnosis using Recursive Feature Elimination (RFE) and comparison of these items to previous findings. (3) Receiver Operating Characteristic (ROC) curve analyses of the effects of age and IQ on diagnostic performance. (4) Comparisons of ADOS-2 revised algorithm scores between females and males and their association with ADI-R scores. The EFA item-to-factor allocation of the ADOS-2 revised algorithm was largely reproduced. When comparing the present RFE to previous RFE findings, the item Quality of Social Responses stood out. ROC curve analysis showed outstanding diagnostic performance for adults with IQ above 70 but for females, ADOS-2 revised algorithm scores were lowered, and, contrary to males, did not correlate with ADI-R scores. Reproducing the item-to-factor allocation and finding outstanding agreement with the diagnostic decision for adults with IQ > 70 showcase the strength of the ADOS-2 revised algorithm. Furthermore, by incorporating, into future revisions, the finding of inter-clinic importance of the item Quality of Social Responses, performance might be further enhanced. Lastly, though, that female scores were lowered and did not correlate with ADI-R indicate a weakness in the ADOS-2 when applied to the adult female population.

Symptoms of autism in Williams syndrome: a transdiagnostic approach

Williams syndrome (WS) is associated with atypical social communication and cognition reminiscent of the behaviours observed in autism. Nonetheless, WS also differs significantly from autism, such as regarding social motivation, which is typically enhanced in WS and reduced in autism. This study sought to examine the conditions’ transdiagnostic similarities and differences for autistic symptoms and social functioning, and their developmental trajectories, by comparing individuals with WS (n = 24) and those diagnosed with idiopathic autism (n = 24) and attention deficit hyperactivity disorder (ADHD; n = 24), aged 9 to 53 years, on measures of autism, social functioning, IQ and cooccurring psychiatric conditions. Although only 12.5% in the WS group met the criteria for an autism diagnosis, a majority exhibited distinct difficulties within social communication, social cognition, repetitive behaviours, and atypical sensory reactivity resembling autism. Conversely, elevated social motivation and a high number of social initiatives accompany these characteristics. No group differences in the developmental trajectories of autism symptoms were found. Our results demonstrate that autistic behaviours are more frequent in individuals with WS, than in individuals with idiopathic ADHD, and emphasize the need for clinical management of these behaviours.