Autistic Boy Research Articles

Élever la bizarrerie à la dignité du style. Pour une éthique de l’accompagnement des patients autistes

ObjectivesThis article aims to identify how the analytical framework can lead an autistic subject to create an artisanal solution that allows him to enter the world. MethodThe Lacanian theoretical conceptualization is based on clinical observations collected during the treatment of a young autistic boy. ResultsWe argue that engaging in therapeutic work with an autistic patient can offer him a potential environment – which we distinguish from potential space – in which his particular quirks can be elevated to the dignity of a style that the autistic child will himself shape and that will allow him a certain social bond. DiscussionWe qualify the therapeutic space offered by the analytical framework as a potential environment, which we define as the coordinates of the encounter set up by the clinician bringing into existence a Stimmung from which the child can experience his or her instinctual movements. Stimmung is to be understood as the phenomenological quality of the potential environment, simultaneously including tuning, invocative address, disposition, and atmosphere, i.e. a possible relationship with the Other. Clinical intervention would allow the child not to represent himself in this potential environment – which is the nature of potential space –, but to present himself to the world. It is the clinician's responsibility to bring into existence an Other who can isolate and put into circulation the subject's oddity – which could be considered a failure – bringing forth a singularizing sign and elevating it to the dignity of style that the autistic child will shape. ConclusionThe style, thus obtained, corresponds to the possibility of a singular enunciative position – inscribing a presence in the world by tempering the weight of the subject –, which, in autism, always requires a certain amount of tinkering in order to arrive at a solution.

Challenges and opportunities in the diagnosis and treatment of early-onset psychosis: a case series from the youth affective disorders clinic in Stockholm, Sweden

Early-onset psychosis is linked to adverse long-term outcomes, recurrent disease course, and prolonged periods of untreated illness; thus highlighting the urgency of improving early identification and intervention. This paper discusses three cases where initial emphasis on psychosocial treatments led to diagnostic and therapeutic delays: (1) a 15-year-old misdiagnosed with emotionally unstable personality disorder and autism, who improved on bipolar medication and antipsychotics; (2) another 15-year-old misdiagnosed with autism, who stabilized on lithium and antipsychotics, subsequently allowing for gender dysphoria evaluation; (3) a 9-year-old autistic boy incorrectly treated for ADHD, who recovered with appropriate antipsychotic treatment. These cases illuminate the vital importance of adhering to a diagnostic hierarchy, prioritizing diagnostic utility, and conducting longitudinal evaluations to facilitate early targeted treatment of psychotic symptoms in early-onset psychosis. Adherence to such strategies can minimize delays in managing early-onset psychosis and improve long-term prognoses.

Engaging potential: Using the UDL principle of engagement to motivate year 7-8 learners with autism in writing tasks

Universal Design for Learning (UDL) is a research-based theoretical framework that can be used to design teaching and learning opportunities that are more responsive to the variability of student need in any classroom, although a vast number of teachers appear to know nothing about UDL. One population whose needs are becoming increasingly visible in classrooms are autistic learners. This article examines a process of facilitating teacher professional learning in UDL using a slideshow resource the author designed to support teachers to plan for the needs of their autistic learners in writing. The context for the inquiry was an autistic boy at a New Zealand intermediate school. Analysis showed that planning that involves understanding of an autistic learner’s characteristics, and the potential barriers these may present, can improve engagement not only for these students, but also other students and the teacher. It was shown through the process used that teacher professional development in UDL is appropriate for meeting many learning needs in the classroom context.

Child‐Centred Play Therapy and Rhythmic Relating improves emotion regulation in autism: A single‐N pilot intervention study

AbstractEmotion Regulation is a key factor in the psychological well‐being of children on the autism spectrum. Therapeutic co‐regulation is posited here as fundamental to addressing Emotion Regulation needs. A therapeutic combination of Child‐Centred Play Therapy and Rhythmic Relating is assessed in its potential to improve Emotion Regulation outcomes (over 10 months; 25 weekly sessions), via co‐regulatory experience, in a case study of a 5‐year‐old autistic boy. The parent‐rated Emotion Regulation Checklist (Shields & Cicchetti, Developmental Psychology, 33, 1997, 906) was completed every week. Mean Start and Finish scores were taken for checklist total and all subscales. Emotion Regulation percentage‐change‐over‐time values are calculated for the participant and, using percentiles, are compared and statistically ranked in relation to our comparison group: Autistic boys without concurrent cognitive impairment, not receiving psychological or behavioural therapies (over 10 months; N = 66). A graphical representation of Emotion Regulation demonstrates weekly change. As compared to our comparison group, our participant's overall Emotion Regulation improvements (over 10 months) are statistically likely to be due to his participation in therapy (p < 0.04). Graphical representation of Emotion Regulation over time demonstrates a compelling blind correlation between the period of significant positive change in our participant's Emotion Regulation and the therapist's clinical notes on positive change observed in the clinic.

Do Autistics Need Human Interaction to Acquire Language? A Case Study from Morocco

This research paper explores the linguistic profile of a six-year old autistic boy who acquired the English language without receiving formal instruction. The study tries to shed light on the child’s linguistic abilities in the light of Chomsky’s innateness theory. This paper uses participant observations and informal questioning to collect data covertly in a naturalistic setting which is the school. The findings of the study revealed that school boy has a functional and communicative use of the English language, which exceeds basic knowledge. His early exposure to YouTube videos in English made him fully conversational, even verbose, contrary to his state when he is using the Moroccan dialect, a fact that implies that English might be his L1 language.

“You’re black, I’m black”: art therapy, race, autism, and domestic abuse

ABSTRACT Background This paper explores how making art alongside clients supported a relational intersectional approach and aided the development of an attuned therapeutic relationship with Matthieu (pseudonym), a Black-British autistic adolescent who experienced domestic violence. Context The art therapy intervention took place at a Special Educational Needs (SEN) secondary school. Authenticity and capacity for consent were carefully considered not to compromise safety and trust in the therapeutic relationship. Consent was given via Matthieu’s primary caregiver: this was in line with the therapy organisation’s confidentiality framework. Approach A relational intersectional approach examines the impacts of domestic abuse, structural violence, autism, and race in the therapeutic alliance to illuminate how chronic experiences of systemic harm and domestic violence may weigh on a black autistic young boy. Making art with clients, also termed ‘Working alongside’, has been shown to support mentalising process, attunement and support relationship building with autistic young people. Outcomes The therapeutic relationship became accessible, and a shared racial identity encounter strengthened therapeutic rapport. Conclusions Working alongside supported a relational intersectional approach and was pivotal to Matthieu’s engagement in art therapy. Implications for research Art therapy literature exploring the impact of shared ethnicity in the therapeutic encounter is an area needing further research. Plain-language Summary Therapist images made during a session with their client are generally termed ‘working alongside’. Working alongside can encourage empathy, understanding and relationship-building with autistic young people with complex social-emotional needs and histories of domestic abuse. This practice paper highlights a journey of working alongside in art therapy practice with Matthieu, a Black-British autistic adolescent who had experienced domestic violence. A sensitive social, cultural, and political analysis aims to explore the intersection of race, gender and ability by enhancing discussions around the impact of shared racial identity on the therapeutic relationship.

Response to Gattino’s review of the book ‘The AQR tool – Assessment of the quality of relationship’

I am writing this letter to add some facts and answers to questions asked in Gattino’s review of ‘The AQR Tool – Assessment of the Quality of Relationship’ which was published in Approaches (Gattino, 2022). The book, ’The AQR Tool – Assessment of the Quality of Relationship. Based on Developmental Psychology’, was authored by three authors. Two of us, Claudine Calvet and I, developed the tool, and Silke Reimer’s role as the third author was very relevant for the revised publication. Reimer added some important ideas, especially for the accompanying DVD. The following themes made in Gattino’s review needed to be commented on: reliability, case study, certification courses, research, and references.
 Reliability: The reliability of the AQR tool was mentioned in the book (see page 10). This reliability could therefore be proven by 84 raters from four different cities (Vienna, Berlin, Munich and Sjövig) who were first trained and then did this work. The result of this examination of reliability, carried out by an independent statistician, showed an Intraclass-Correlation (ICC) higher than 0.74, which meant that the reliability was very good (Stallmann, 2006). The validity has not been done because we could not find a comparative tool for assessing the quality of relationship for the first three years of life. This is perhaps an area that could be addressed in the future.
 Case study: There were two publications (one with DVD) where you could find a case study analysed with the help of the AQR Tool. In German, readers could find a book (Schumacher, 2017). This book was about the three years of work with an autistic boy called Max, which was published in 1994 before the AQR Tool was developed. In 2016, I re-examined the film material from this work with Max and analysed it with the help of the AQR. This book is published again in German, now with a DVD and is entitled Musiktherapie bei Kindern mit Autismus, Musik-Bewegungs- und Sprachspiele zur Behandlung gestörter Sinnes- und Körperwahrnehmung (2017). In English, readers could find another case study in an article (Schumacher, 2014). This article described the application of the AQR Tool in music therapy work with Steven.
 Certification courses: Our training course lasts ninety (90) hours over five weekends and is only for experienced music therapists. Over the past 16 years of running this course, we found that it was necessary to teach practitioners how to use the AQR Tool. Developmental psychology forms the basis of this tool, and it is often not taught in the curriculum of different music therapy training programmes. This knowledge is not only valuable for work with children with social-emotional difficulties, including children with autism, but also for other areas of music therapy clinical practice. In these courses, all participants have to demonstrate how they work and how well they understood the book. To read is one thing, but to show how one practices and explains their interventions indicates if one has understood this tool. The danger of applying this tool without a deep understanding of developmental psychology and supervision is that one might obtain superficial and imprecise results regarding the quality of relationship. Over the last years, I have offered introductions in English and other languages, with the help of translators from many countries including France, Italy, Russia, Ukraine, and Hungary. Colleagues in Japan and Korea were particularly interested, and we have now introduced certification courses in their countries. My impression was and is that we need more time for this complex and important question: Does the therapeutic relationship have a good quality? In other words, does the therapist reach his or her client with their music therapeutic intervention through an appropriate assessment of the state of development? The most common mistake, in my experience, was to expect the capacity for joint attention and the attempt to enter into dialogue with a client who does not have the ability to do so.
 Research: The research work with Karin Mössler showed whether the music therapeutic intervention has reached the patient, that means whether a “shared moment” can be observed. Through the Covid-19 pandemic we stopped our plan to give a course in English, but we will see what is possible in the future. At the moment, we offer courses in Berlin, Munich, Vienna, and Zürich. The newest are in Korea and Japan, where colleagues were very interested to profit from our knowledge and to teach the AQR Tool in their countries.

“The room is a mess”: Exploring the co-creation of space for attunement dynamics between an autistic child and a non-autistic music therapist

ABSTRACT Introduction Music therapy practice and research in the field of autism has often followed medical narratives that reinforce neurotypical normalcy by locating the difficulties of social interaction in the autistic person. By exploring the relational phenomenon of attunement, this paper focuses on the social and material ecology of interactions. The authors try to unpack circumstances that can support or hinder attunement dynamics between autistic and non-autistic people. Method A video-vignette from music therapy with an autistic boy, who explores the sound of building blocks formed the point of departure for this research. The vignette was self-identified by the music therapist as an apparently failed attunement experience. Based on this vignette, we conducted an interview with the therapist and focus groups with parents of autistic children and colleagues from different professions, one of whom is autistic. We used an interpretative hermeneutical methodology for crystallisation of perspectives. Results We uncovered four spaces that impacted on the mutuality and co-creation of attunement dynamics. The room (physical space), the school context (professional space), and the material (sensory space) afford the interaction (relational space) between the child and the therapist in enabling and disabling ways. Listening to the child's sound making with the building blocks was identified as the autistic child’s way of knowing and sounding that needs to be listened to carefully, rather than being questioned or disregarded. Discussion Findings of this research might encourage therapists to foster an understanding of social interaction that is mutually co-constituted and enactive, and that contradicts the mainstream pathologisation of autism.

THE APPLICATION OF SOCIAL MODEL FOR HANDLING COMMUNICATION OF CHILDREN WITH AUTISM

Borrowing studies on disability discourse, there are two leading models of disability discourse, namely the medical model and the social model (LoBianco & Sheppard-Jones, 2008). Through these two models, the interaction of people with autistic children shows a different way. This study wants to show how the application of social models in handling the communication of children with autism. The case was taken in the life of Ry (14) - an autistic boy living in Malang, East Java. Research was carried out through participant observation, and interviews with the subject, namely Ry's parents. Data findings were analyzed using the concept of disability discourse. The result shows that the Ry family apply the social model more by following a typical child communication pattern but collaborated with social rules that allow both parties to feel comfortable communication. Ry's parents condition the other party that Ry has the potential to interact with-communication by giving detailed information about Ry's uniqueness.

Altered synaptic protein expression, aberrant spine morphology, and impaired spatial memory in Dlgap2 mutant mice, a genetic model of autism spectrum disorder.

A microdeletion of approximately 2.4Mb at the 8p23 terminal region has been identified in a Taiwanese autistic boy. Among the products transcribed/translated from genes mapped in this region, the reduction of DLGAP2, a postsynaptic scaffold protein, might be involved in the pathogenesis of autism spectrum disorder (ASD). DLGAP2 protein was detected in the hippocampus yet abolished in homozygous Dlgap2 knockout (Dlgap2 KO) mice. In this study, we characterized the hippocampal phenotypes in Dlgap2 mutant mice. Dlgap2 KO mice exhibited impaired spatial memory, indicating poor hippocampal function in the absence of DLGAP2. Aberrant expressions of postsynaptic proteins, including PSD95, SHANK3, HOMER1, GluN2A, GluR2, mGluR1, mGluR5, βCAMKII, ERK1/2, ARC, BDNF, were noticed in Dlgap2 mutant mice. Further, the spine density was increased in Dlgap2 KO mice, while the ratio of mushroom-type spines was decreased. We also observed a thinner postsynaptic density thickness in Dlgap2 KO mice at the ultrastructural level. These structural changes found in the hippocampus of Dlgap2 KO mice might be linked to impaired hippocampus-related cognitive functions such as spatial memory. Mice with Dlgap2 deficiency, showing signs of intellectual disability, a common co-occurring condition in patients with ASD, could be a promising animal model which may advance our understanding of ASD.

The process of gaining consent, retrospectively, when the institution has closed down

ABSTRACT The paper has a twofold aim. First, it describes the complex process of gaining consent retrospectively for the publication of clinical material after the institution, where therapy was taking place, had closed down. The clinical material was derived from the psychotherapeutic work with an autistic young boy and his family. Details of the complicated process of gaining consent to publish this material are provided. The second aim of this paper is to discuss the important role of ‘trust’ when asking or granting consent for publication of clinical material. It is argued that trust at different levels (and amongst various people) plays a pivotal role in gaining consent for publication.

The Effect of Seven Sessions of Training Program With Massed and Distributed Practice Frequency on the Acquisition of Cycling Skills in Autistic and Healthy Boy in Tehran City

Background and Aims Acquisition of cycling skills in autistic and healthy people has different results depending on the training conditions and type of educational intervention. Most people with autism do not learn this skill. The present study aimed to compare the effect of seven sessions of a special training program with the frequency of massed and distributed practice on the acquisition of cycling skills in autistic and healthy boys living in Tehran City. Methods 24 autistic boys (Mean±SD age:11.92±2.55 years) and 12 healthy boys (Mean±SD age: 9.33±2.38 years) living in Tehran City were available and, based on inclusion criteria, selected and after performing a pretest of cycling skills proficiency randomly into two homogeneous subgroups with different training frequencies including massed practice (7 consecutive one-hour sessions) and distributed practice (course every other day) was divided. The exercise was performed individually on a regular bicycle without support equipment. After 7 training sessions, repeat the proficiency test as at least 30 meters of independent driving, the ability to brake, start, and turn was done. Data were analyzed using percentage calculation, dependent t-test, and analysis of covariance at the significance level of 0.05. Results The results of the dependent t-test showed that the acquisition of cycling skills with massed practice in autism (0.01) and healthy (0.01) groups and distributed practice in autism (0.02) and healthy (0.00) groups, after the intervention, the educational program had a significant increase compared to the pretest. Also, the results of the analysis of covariance showed that between the effects of the group (0.106) frequency (0.063) and interaction group & frequency (0.269), there is no significant difference in skill acquisition. Conclusion Findings indicate that regardless of the lack of effect of exercise frequency and individual differences in autistic and healthy groups, the training program presented in this study led to the acquisition of cycling skills. Therefore, educators and families can be suggested to use the current program as a method with the lowest cost and highest efficiency to acquire cycling skills in autistic and healthy people.

“I can Speak Like You, I am Just Different” A Psycholinguistics Study of Autistic Child

Language deficiency is one of the barriers that autistic children face in their language growth. Autistic children may face these difficulties in which they have trouble in understanding and communicating their language. Using Chaer's Language Disorders Theory (2003), this research attempts to investigate the receptive language disorders performed by an autistic child named Rahesa and the expressive language disorders performed by an autistic child named Rahesa based on Suherman’s (2016) theory. Using a qualitative with descriptive approach, the data were taken from the videos of the subject’s relationship with his mother, then transcribed into dialogs and analyzed. Then, researcher continued to describe all the findings. The findings of this research indicate that an autistic person has trouble interpreting the message of others and communicating his/her emotions by verbal words. An autistic boy has three difficulties with receptive language disorder, such as difficulty in interpreting verbal language, difficulty in following verbal guidance, and difficulty in focusing his mind.As far as expressive language disorder is concerned, an autistic person faces six difficulties, such as difficulty in inserting words into sentences, difficulty in choosing the correct expression, poor comprehension, taking words out of sentences, repeating some words or phrases, and inappropriately using language structure.The present thesis seeks to offer insights to prospective scholars who are interested in linguistic, in particular psycholinguistics concerned with language problems in the case of autism. General readers will enrich their understanding of and how to cope with the forms of language problems in autistic children.

From Ashes to Ashes: The Heroic Struggle of an Autistic Boy Trying to be Born and Stay Alive

This paper investigates the concept of psychogenic autism that has been proposed by Frances Tustin. Her work centers on the dynamics of this serious illness with an emphasis on the infant’s experiences in the earliest connection with the mother. Tustin writes that the sudden and violent disruption of the skin-to-skin maternal/infant contact gives rise to pathological attempts to heal this separation; namely, through the infant’s shutting out contact with the external emotional world. An extensive clinical vignette is offered to illustrate how these dynamics are manifest clinically and the author’s efforts to establish a meaningful connection with a young patient. Transference and countertransference reactions are discussed in detail.

"UM AMIGUINHO DIFERENTE": A REPRESENTAÇÃO DO AUTISTA NA HQ DA TURMA DA MÔNICA

The literary production delivered to the children are an ideal context to produce social representations to child audience identify themselves. For this reason, it is an opportunity to question where the place to the diversity of the identitary representations, in special the ones from people with disability, that claim, legitimately, for more visibility in the field of artistic-cultural productions is. Based on this assumption, the objective of this article is to investigate one number of a Brazilian comic book called Monica‘s Gang, by Mauricio de Sousa, in order to analyze the approach that the narrative gives to the child with Autistic Spectrum Disorder. Originally published in 2002 and with guaranteed distribution up to the present day, the aforementioned issue is entitled Monica ́s Gang - a different litlle friend and highlights the character of an autistic boy called André. When examining the constitution of this character, we found that the autist child projection is still lined with stigmas, which are translated by his limited place of speech in the narrative. The theoretical contribution came up from the studies about representation promoted by Hall (2016); studies about Autism carried out by Gaiato and Teixeira (2018); also contemplating the peculiarities of comic narratives in the perspective of McCloud (1995)

Mommy, why can’t I see clearly?

Ectopia lentis or crystalline lens subluxation is one of the major criteria to diagnose Marfan syndrome. It may vary from mild lens subluxation to lens dislocation. Herewith is a case report of a 4-year-old autistic boy who had never been diagnosed with Marfan syndrome. He presented to the clinic after his parents noticed he had difficulty focusing on near objects. His bilateral best-corrected visual acuity was 6/60. On examination, there was bilateral lens subluxation superotemporally and lens equator blocking his visual axis. He was sent to the paediatric team and further Marfan workout showed dilated aortic root. He was then diagnosed with Marfan syndrome. He underwent bilateral lens aspiration, anterior vitrectomy, and iris-claw lens implantation. His postoperative bilateral visual acuity on day 1 was 6/30 and his best-corrected visual acuity 3 months after surgery was 6/9 for both eyes. In conclusion, ophthalmologists play an important role in diagnosing and managing Marfan syndrome. Early diagnosis is important to help preserve vision and improve quality of life.

Equoterapia e educação física: estudo de caso com praticante autista

Pessoas com algum tipo de deficiência realizam algum tipo de terapia para aprimoramento de suas capacidades e habilidades, normalmente com uma equipe multidisciplinar que envolve fisioterapeutas, profissionais de Educação Física, psicólogos, pedagogos, entre outros. A Equoterapia é um tratamento terapêutico que engloba o desenvolvimento psicomotor, o autoconhecimento educacional, comportamental, bem como a socialização, com atividades que associam o cavalgar do cavalo com dinâmicas e exercícios que estimulam o praticante a um potencial desenvolvimento. A atuação da Educação Física na reabilitação com essa terapia é ainda pouco explorada. Além disso, estudar um praticante que apresenta características do espectro autista, com algumas dificuldades na fala, movimentos estereotipados e problemas de convivência, inclusive com animais, torna-se um desafio adicional. Avaliar a intervenção na Equoterapia, em um estudo de caso com um garoto autista, a partir da perspectiva da Educação Física. Estudo de caso de quatro intervenções de Equoterapia, de um praticante de sexo masculino, com 6 anos de idade, com autismo, ótima expressão cognitiva, dificuldade na coordenação motora, variações de comportamento, movimentos estereotipados (como andar na ponta do pé e mexer a mão repetidamente) e a mãe o acompanha nas sessões. Foi realizada avaliação subjetiva semanal com a mãe e com Equoterapeuta responsável de aspectos relacionados a evolução do praticante. Houveram melhoras em aspectos do comportamento, ansiedade, força, medo, interação com animais, movimentos estereotipados e independência para ambas as avaliadoras. A presença da ludicidade, proporcionada pelo profissional de Educação Física parece ter sido fundamental para a evolução do praticante em curto espaço de tempo, mostrando um reforço positivo da atuação do profissional em Educação Física na Equoterapia.

Neurofeedback improves EEG complexity and social interaction in a boy with autism: A case report

Autism is an interhemispheric connectivity disorder, and intracortical circuits are also likely to be disturbed. Autism is characterized by impairments in communication with restricted interest and repetitive behaviors. Auto Train Brain is a neurofeedback-enabled mobile phone software application designed in Sabanci University laboratory for improving the cognitive functions of dyslexic children. Applying Auto Train Brain for 14 channels to an autistic boy created complexity improvements at lower temporal scales. After neurofeedback therapy, the patient began to use eight different single words, and his social responsiveness became significantly better. As a result of these, his CARS score improved from 39 to 34. He demonstrated an increased ability to follow instructions, and his attention span increased. Therefore, his FACT score increased from 21 to 30.

Investigating Genetic Factors Contributing to Variable Expressivity of Class I 17p13.3 Microduplication.

17p13.3 microduplications are rare copy number variations (CNVs) associated with variable phenotypes, including facial dysmorphism, developmental delay, intellectual disability, and autism. Typically, when a recognized pathogenic CNV is identified, other genetic factors are not considered. We investigated via whole-exome sequencing the presence of additional variants in four carriers of class I 17p13.3 microduplications. A 730 kb 17p13.3 microduplication was identified in two half-brothers with intellectual disability, but not in a third affected half-brother or blood cells from their normal mother (Family A), thus leading to the hypothesis of maternal germline mosaicism. No additional pathogenic variants were detected in Family A. Two affected siblings carried maternally inherited 450 kb 17p13.3 microduplication (Family B); the three carriers of the microduplication exhibited microcephaly and learning disability/speech impairment of variable degrees. Exome analysis revealed a variant of uncertain significance in RORA, a gene already linked to autism, in the autistic boy; his sister was heterozygous for a CYP1B1 pathogenic variant that could be related to her congenital glaucoma. Besides, both siblings carried a loss-of-function variant in DIP2B, a candidate gene for intellectual disability, which was inherited from their father, who also exhibited learning disability in childhood. In conclusion, additional pathogenic variants were revealed in two affected carriers of class I 17p13.3 microduplication (Family B), probably adding to their phenotypes. These results provided new evidence regarding the contribution of RORA and DIP2B to neurocognitive deficits, and highlighted the importance of full genetic investigation in carriers of CNV syndromes with variable expressivity. Finally, we suggest that microcephaly may be a rare clinical feature also related to the presence of the class I 17p13.3 microduplication.

Inappropriate sexual behaviors and Mirtazapine treatment in Autism Spectrum Disorders: A case report

Autism spectrum disorder is characterized by patterns of delay and deviance in the development of social, communicative, and cognitive skills that arise in the first years of life. Although many approaches were investigated for the behavioral problems in ASD, investigations of the treatment of inappropriate sexual behaviors (ISB) were still so rare. Mirtazapine has been a promising intervention for the ISB which do not decrease with behavioral interventions recently. In this case, we aimed to present the dramatic benefit of mirtazapine in a 14-year-old autistic boy with inappropriate sexual behaviors.