Early Intervention For Autism Spectrum Disorder Research Articles

Investigation of LncRNA PVT1 and MiR-21-5p Expression as Promising Novel Biomarkers for Autism Spectrum Disorder.

The characteristics of ncRNA in children with autism spectrum disorder (ASD) were observed to disclose a theoretical basis for further research on molecular markers for early warning of ASD. Children with ASD and normal control children were recruited to collect peripheral blood RNA samples. The concentration of PVT1 and miR-21-5p was quantitatively analyzed by qRT-PCR. Pearson correlation coefficient method was used to evaluate the link between PVT1 level and miR-21-5p level of the children. Receiver operating characteristic (ROC) curves were applied to reckon the predictive value of PVT1, miR-21-5p, and their combination in ASD. The interconnection of PVT1 with miR-21-5p was represented by luciferase reporter assay. The targeted genes of miR-21-5p were predicted. The enrichment and protein interaction analysis of these genes was carried out to find the important core genes and analyze their value in ASD. In the disease group, the level of PVT1 was downregulated, while the content of miR-21-5p was upregulated. The expression level of serum miR-21-5p was negatively correlated with the level of PVT1. Luciferase reporter gene assay documented that PVT1 directly targeted miR-21-5p. ROC curve showed that PVT1, miR-21-5p, and their combination showed clinical value for disease diagnosis. The functional enrichment analysis showed that the targets of miR-21-5p participated in ASD by regulating related functions and pathways. Reduced expression of PVT1 and raised miR-21-5p were good diagnostic markers for ASD, which would provide a basis for effective prevention, early diagnosis, and early intervention of ASD.

EARLY INTERVENTION IN AUTISM SPECTRUM DISORDER: EXPLORING NEURODEVELOPMENTAL CONTEXT, THERAPEUTIC APPROACHES, AND TREATMENT OUTCOMES

Objective: This manuscript explores the neurodevelopmental context of early intervention for Autism Spectrum Disorder (ASD) and discusses the optimal timing for initiating intervention, primary intervention approaches, and predictors of treatment outcomes. It also provides an overview of various therapies commonly used for autism. The Early Start Denver Model is highlighted as an evidence-based early intervention approach.
 Methods: This comparative study involved 30 subjects randomly divided into Group A (early intervention) and Group B (late intervention). The study duration was six weeks, with four training sessions per week. Pre and post-treatment evaluations were conducted. The sample size was 15 participants in each group, and materials such as informed consent, assessment forms, and measuring tape were used. The study employed a random sampling method and set inclusion and exclusion criteria.
 Results: The distribution of cases according to age revealed that Group A had a higher proportion of individuals in the 4-6 y age group (40%), while Group B had the majority in the 9-14 y age group (73.33%). In terms of cognitive ability, Group A had a higher proportion of cases in the Poor (46.67%) and Very Poor (46.67%) categories, while Group B had more cases in the Good (33.33%) and Mild (33.33%) categories. However, the chi-square test did not yield statistically significant differences between the two groups for cognitive ability.
 Conclusion: This study highlights the importance of early intervention for individuals with ASD, as indicated by the higher proportion of younger individuals in Group A. However, the lack of statistical significance in the chi-square test emphasizes the need for further investigation and consideration of other influencing factors. The study contributes to the growing body of knowledge on early intervention for ASD and calls for larger sample sizes and rigorous study designs in future research to provide more robust evidence.

ECG Recordings as Predictors of Very Early Autism Likelihood: A Machine Learning Approach.

In recent years, there has been a rise in the prevalence of autism spectrum disorder (ASD). The diagnosis of ASD requires behavioral observation and standardized testing completed by highly trained experts. Early intervention for ASD can begin as early as 1-2 years of age, but ASD diagnoses are not typically made until ages 2-5 years, thus delaying the start of intervention. There is an urgent need for non-invasive biomarkers to detect ASD in infancy. While previous research using physiological recordings has focused on brain-based biomarkers of ASD, this study investigated the potential of electrocardiogram (ECG) recordings as an ASD biomarker in 3-6-month-old infants. We recorded the heart activity of infants at typical and elevated familial likelihood for ASD during naturalistic interactions with objects and caregivers. After obtaining the ECG signals, features such as heart rate variability (HRV) and sympathetic and parasympathetic activities were extracted. Then we evaluated the effectiveness of multiple machine learning classifiers for classifying ASD likelihood. Our findings support our hypothesis that infant ECG signals contain important information about ASD familial likelihood. Amongthe various machine learning algorithms tested, KNN performed best according to sensitivity (0.70 ± 0.117), F1-score (0.689 ± 0.124), precision (0.717 ± 0.128), accuracy (0.70 ± 0.117, p-value = 0.02), and ROC (0.686 ± 0.122, p-value = 0.06). These results suggest that ECG signals contain relevant information about the likelihood of an infant developing ASD. Future studies should consider the potential of information contained in ECG, and other indices of autonomic control, for the development of biomarkers of ASD in infancy.

Association between congenital heart disease and autism spectrum disorders: A protocol for a systematic review and meta-analysis.

Congenital heart disease (CHD), the most common heart defect in children, refers to congenital disease with abnormal development of the heart or large blood vessels during the fetal period. The researchers suggest that children with CHD show more obvious neurodevelopmental disorders than children with normal development, and children with CHD may have a higher risk of social interaction and communication disorders. This is similar to the characteristics of children with autism spectrum disorder (ASD). However, the association between type of CHD and ASD is not well understood. This systematic review and meta-analysis will reveal the relationship between type of CHD and ASD. We will search the Cochrane Library, Embase, PubMed, China National Knowledge Infrastructure, Wanfang, Chinese Scientific Journals Full text, and China Biology Medicine disc databases using relevant subject terms and free words. We will use a fixed effects model or random effects model for meta-analysis. The risk of bias will be assessed by the Newcastle-Ottawa Scale and the agency for health care research and quality. Heterogeneity will be tested by Q statistics and I² values. Publication bias will be detected by funnel plots and Egger test. Subgroup analyses and sensitivity analyses will also be used to explore and interpret the heterogeneity. The study will afford additional insight into the investigation the association between type of CHD and ASD. The results will provide evidence for the early identification and early intervention of ASD in children with CHD, which may contribute to improving the neurodevelopmental outcome of children with CHD.

Early intervention for very young children with or at high likelihood for autism spectrum disorder: An overview of reviews.

To identify which interventions are supported by evidence and the quality of that evidence in very young children with or at high likelihood for autism spectrum disorder (ASD) to improve child outcomes. We conducted an overview of reviews to synthesize early intervention literature for very young children with or at high likelihood for ASD. Cochrane guidance on how to perform overviews of reviews was followed. Comprehensive searches of databases were conducted for systematic reviews and meta-analyses between January 2009 and December 2020. Review data were extracted and summarized and methodological quality was assessed. Primary randomized controlled trial evidence was summarized and risk of bias assessed. This overview of reviews was not registered. From 762 records, 78 full texts were reviewed and seven systematic reviews and meta-analyses with 63 unique studies were identified. Several interventional approaches (naturalistic developmental behavioral intervention, and developmental and behavioral interventions) improved child developmental outcomes. Heterogeneity in design, intervention and control group, dose, delivery agent, and measurement approach was noted. Inconsistent methodological quality and potential biases were identified. While many early interventional approaches have an impact on child outcomes, study heterogeneity and quality had an impact on our ability to draw firm conclusions regarding which treatments are most effective. Advances in trial methodology and design, and increasing attention to mitigating measurement bias, will advance the quality of the ASD early intervention evidence base. Naturalistic developmental behavioral interventions, as well as developmental and behavioral interventions, improve child outcomes in autism spectrum disorder (ASD). If only randomized controlled trials are considered, guidelines for early intensive behavioral intervention in younger children should be revisited. The greatest intervention impacts were on proximal, intervention-specific outcomes. Inadequacies in the quality of the early ASD intervention evidence base were observed.

Hypertension in pregnancy as a possible factor for child autistic behavior at two years old.

We investigated the association between hypertensive disorders of pregnancy (HDP) subtypes and child autistic behavior to accumulate the evidence. We found the association between superimposed preeclampsia and autistic behavior in children aged two years old by investigating 6794 mother-child pairs in the birth cohort study. Since early intervention for autism-spectrum disorder might be effective, it suggests that early prediction is necessary for children born of mothers who developed particularly superimposed preeclampsia to support their development. Not only for introducing early prediction, but also research for establishing effective intervention is necessary.

Quantifying the Child-Therapist Interaction in ASD Intervention: An Observational Coding System.

Background: Observational research plays an important part in developmental research due to its noninvasiveness. However, it has been hardly applied to investigate efficacy of the child–therapist interaction in the context of naturalistic developmental behavioral interventions (NDBI). In particular, the characteristics of child–therapist interplay are thought to have a significant impact in NDBIs in children with autism spectrum disorder (ASD). Quantitative approaches may help to identify the key features of interaction during therapy and could be translated as instruments to monitor early interventions. Methods: n = 24 children with autism spectrum disorder (ASD) were monitored from the time of the diagnosis (T0) and after about one year of early intervention (T1). A novel observational coding system was applied to video recorded sessions of intervention to extract quantitative behavioral descriptors. We explored the coding scheme reliability together with its convergent and predictive validity. Further, we applied computational techniques to investigate changes and associations between interaction profiles and developmental outcomes. Results: Significant changes in interaction variables emerged with time, suggesting that a favorable outcome is associated with interactions characterized by increased synchrony, better therapist’s strategies to successfully engage the child and scaffold longer, more complex and engaging interchanges. Interestingly, data models linked interaction profiles, outcome measures and response trajectories. Conclusion: Current research stresses the need for process measures to understand the hows and the whys of ASD early intervention. Combining observational techniques with computational approaches may help in explaining interindividual variability. Further, it could disclose successful features of interaction associated with better response trajectories or to different ASD behavioral phenotypes that could require specific dyadic modalities.

Pragmatic Profiles of Toddlers With Autism Spectrum Disorder at the Onset of Speech.

Using speech to communicate pragmatic functions is challenging among individuals with Autism Spectrum Disorder (ASD). Given the role language plays in developing everyday skills, we traced the unique pragmatic profile of early words, seeking comparison to typically developing (TD) toddlers at similar lexical stages. Twenty-four mother-toddler dyads participated (9 ASD and 15 TD). Dyads were video recorded when toddlers reached a productive lexicon of 40–70 words. These recordings were captured three times during naturalistic interaction and at two consecutive visits with a 2-month interval. Seven thousand three hundred seventy-six productions were analyzed and classified into four communicative intentions (Declaratives, Requests, Objections, and Non-Communicative speech). ASD toddlers were delayed in the emergence of words compared to TD toddlers, with a greater within-group variability (median 28 months, IQR 24.5–35, median 17 months, IQR 17–18, respectively, p < 0.001). In both groups, the most common communicative intention was Declarative. However, the percentage of Declaratives was higher among TD toddlers across visits compared to ASD toddlers. In both groups, most productions were directed toward the communicative partner, but ASD toddlers used Non-Communicative speech more often than TD peers. Non-Communicative speech gradually decreased over time. We conclude that while TD toddlers begin to talk with an already-established knowledge of the main communicative functions of words, ASD toddlers seem to have only a partial understanding and gradually improve communicative use as they expand their lexicon. These findings bear theoretical and practical implications for early intervention in ASD. We suggest that communicative profiles are affected by individual characteristics and by the interaction style.

CE: Autism Spectrum Disorder: The Nurse's Role.

Autism spectrum disorder (ASD) is the most common and fastest-growing developmental disability in the United States, affecting approximately one in 54 children nationwide. Early intervention for ASD produces the best outcomes-and developmental surveillance and screening are prerequisites to intervention. Although screening has been strongly recommended for two decades, the majority of U.S. children are not screened for ASD. Here, the authors discuss ASD epidemiology, screening, and diagnosis, as well as appropriate early actions nurses can take when ASD is suspected.

The Role of the Gut Microbiota and the Immune System in the Development of Autism.

Autism‌ ‌spectrum‌ ‌disorders‌ ‌(ASDs)‌ ‌are‌ ‌neurodevelopmental‌ ‌disorders‌ ‌that‌ ‌present‌ ‌with‌ ‌social‌ skills‌ ‌and‌ ‌communication‌ ‌challenges,‌ ‌restricted‌ ‌interest,‌ ‌and‌ ‌repetitive‌ ‌behavior.‌ ‌The‌ ‌specific‌ cause ‌of‌ ‌autism‌ ‌is‌ ‌not‌ ‌well‌ ‌understood‌ ‌yet.‌ ‌However,‌ ‌numerous‌ ‌studies‌ ‌indicated‌ ‌that‌ ‌environmental‌ ‌and‌ ‌genetic‌ ‌factors,‌ ‌dysregulated‌ ‌immune‌ ‌response,‌ ‌and‌ ‌alterations‌ ‌to‌ ‌the‌ ‌balance‌ ‌and‌ ‌content‌ ‌of‌ ‌the‌ ‌gut‌ ‌microbiota‌ ‌are‌ ‌implemented‌ ‌in‌ ‌the‌ ‌development‌ ‌of‌ ‌autism.‌ ‌Many‌ ‌non-pharmacological‌ ‌interventions‌ ‌are‌ ‌nominated‌ ‌to‌ ‌manage ‌autism,‌ ‌including‌ ‌family‌ ‌support‌ ‌services‌ ‌and‌ ‌psychoeducational‌ ‌methods‌. Moreover,‌ ‌different‌ ‌pharmacological‌ ‌therapy‌ ‌modalities‌ ‌are‌ ‌recommended‌ ‌for‌ ‌children‌ ‌with‌ ‌ASD.‌ ‌Learning‌ ‌more‌ ‌about‌ ‌the‌ ‌brain,‌ ‌immune‌ ‌system, ‌and‌ ‌gut‌ ‌connections‌ ‌could‌ ‌assist‌ ‌in early‌ ‌diagnosis‌ ‌and‌ ‌treatment‌ ‌of‌ ‌this‌ ‌devastating‌ ‌neurodevelopmental‌ ‌disorders‌ ‌as‌ ‌an‌ ‌early‌ ‌intervention‌ ‌in‌ ‌ASD‌ ‌could‌ ‌improve‌ ‌a‌ ‌child's‌ ‌overall‌ ‌development.‌ We‌ ‌gathered‌ ‌data‌ ‌from‌ ‌relevant‌ ‌previously‌ ‌published‌ ‌articles‌ ‌on‌ ‌PubMed‌ ‌to‌ ‌evaluate ‌the‌ ‌role‌ ‌of‌ ‌the‌ ‌gut‌ ‌microbiota‌ ‌and‌ ‌the‌ ‌immune‌ ‌system‌ ‌on‌ ‌the‌ ‌development‌ ‌of‌ ‌autism.‌

Social origins of self-regulated attention during infancy and their disruption in autism spectrum disorder: Implications for early intervention.

To understand the complex relationships between autism spectrum disorder (ASD) and other frequently comorbid conditions, a growing number of studies have investigated the emergence of ASD during infancy. This research has suggested that symptoms of ASD and highly related comorbid conditions emerge from complex interactions between neurodevelopmental vulnerabilities and early environments, indicating that developing treatments to prevent ASD is highly challenging. However, it also suggests that attenuating the negative effects of ASD on future development once identified is possible. The present paper builds on this by conceptualizing developmental delays in nonsocial skills as the potential product of altered caregiver-infant interactions following the emergence of ASD during infancy. And, following emerging findings from caregiver-infant dyadic head-mounted eye-tracking (D-ET) research, it also suggests that a multiple pathway model of joint attention can provide mechanistic insights into how ASD alters the ability of caregiver and infant to create a context for infant learning. The potential for this view to inform early intervention is further discussed and illustrated through D-ET data collected prior to and following a brief, parent-mediated intervention for infant ASD. While promising, further research informing how a multiple pathway model of joint attention can inform ASD early intervention is needed.

Adapting parent engagement strategies for an evidence-based parent-mediated intervention for young children at risk for autism spectrum disorder.

Aims included (a) characterizing provider feedback on parent engagement strategies integrated into a parent-mediated intervention for toddlers at risk for autism spectrum disorder (ASD) and (b) identifying provider characteristics that predict attitudes about parent engagement strategies. A mixed method approach was utilized, including gathering quantitative data via survey (breadth) and collecting qualitative data via interview (depth). Acceptability, utility, appropriateness, sustainment, generalizability, and perceived effectiveness were examined. Fourteen agency leaders and 24 therapists provided input. Providers perceived the integration of parent engagement strategies as having a positive impact on implementation. Providers considered the strategies to be acceptable, appropriate, and effective, though barriers of time and complexity were noted. Provider characteristics did not consistently predict attitudes about the engagement strategies. Incorporating parent engagement strategies into parent-mediated interventions for ASD is well-received by providers and may improve quality of service delivery for families served in early intervention for ASD.

Study protocol of the multi-centre, randomised controlled trial of the Frankfurt Early Intervention Programme A-FFIP versus early intervention as usual for toddlers and preschool children with Autism Spectrum Disorder (A-FFIP study)

BackgroundNaturalistic developmental behavioural interventions (NDBI) have been shown to improve autism-specific symptoms in young children with Autism Spectrum Disorder (ASD). NDBI approaches, such as the ASD-specific Frankfurt Early Intervention Programme for ASD (A-FFIP), are based on ASD-specific developmental and learning aspects. A-FFIP is a low-intensity intervention which can easily be implemented in the local health care/social welfare system. The aim of the present study is to establish 1-year efficacy of the manualised early intervention programme A-FFIP in toddlers and preschool children with ASD. It is hypothesised that A-FFIP will result in improved ASD-specific symptoms compared to early intervention as usual (EIAU). Child- and family-specific secondary outcomes, as well as moderators and mediators of outcome, will be explored.Methods/designA prospective, multi-centre, parallel-group, randomised controlled, phase-III trial comparing A-FFIP versus EIAU. A total of 134 children (A-FFIP: 67, EIAU: 67) aged 24–66 months at baseline assessment meeting the criteria for ASD (DSM-5) will be included. The primary outcome is the absolute change of the total score of the Brief Observation of Social Communication Change (BOSCC-AT) between baseline (T2) and 1-year follow-up (T6). The treatment effect will be tested, adjusted for relevant covariates applying a mixed model for repeated measures. Secondary outcomes are BOSCC social communication and repetitive-behaviour scores, single ASD symptoms, language, cognition, psychopathology, parental well-being and family quality of life. Predictors, moderators and mediating mechanisms will be explored.DiscussionIf efficacy of the manualised A-FFIP early intervention is established, the current study has the potential to change clinical practice strongly towards the implementation of a low-intensity, evidence-based, natural early intervention in ASD. Early intervention in ASD requires specialist training, which subsequently needs to be developed or included into current training curricula.Trial registrationGerman Registry for Clinical Trials (Deutscher Register Klinischer Studien, DRKS); ID: 00016330. Retrospectively registered on 4 January 2019. URL: https://www.drks.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00016330.

Early Stage in Identifying Autism Spectrum Disorder (ASD) Through Screening and Diagnosis

The objective of the paper was to evaluate developed screening tools on autism students’ as early detection detect early signs especially on visual for ASD children. The outcomes of early intervention in ASD can be improved but it depends types of the treatment. Method of collecting data was using tool, observation and interview. In design, flowchart and storyboard are produced. While in development stage, learning media and materials are presented with visualization in the form of sound, text, videos and pictures. The results of this study are a positive score and feedback from children with ASD. They are easy to focus in using this tool instead of conventional screening tool. The students really attract to something that related to technology. However, the suggestion of a screening for ASD when concerning from their parents or family. The quality of the instruments and screening procedure are the challenges faced during the process. The advantages of early screening and detection among ASD is very to avoid parents unnecessary worry among parents.

Identifying Autism Spectrum Disorder With Multi-Site fMRI via Low-Rank Domain Adaptation.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is characterized by a wide range of symptoms. Identifying biomarkers for accurate diagnosis is crucial for early intervention of ASD. While multi-site data increase sample size and statistical power, they suffer from inter-site heterogeneity. To address this issue, we propose a multi-site adaption framework via low-rank representation decomposition (maLRR) for ASD identification based on functional MRI (fMRI). The main idea is to determine a common low-rank representation for data from the multiple sites, aiming to reduce differences in data distributions. Treating one site as a target domain and the remaining sites as source domains, data from these domains are transformed (i.e., adapted) to a common space using low-rank representation. To reduce data heterogeneity between the target and source domains, data from the source domains are linearly represented in the common space by those from the target domain. We evaluated the proposed method on both synthetic and real multi-site fMRI data for ASD identification. The results suggest that our method yields superior performance over several state-of-the-art domain adaptation methods.

The effects of early autism intervention on parents and family adaptive functioning.

This review describes the effects of intervention for young children with autism spectrum disorder (ASD) on parents. Like all children, children with ASD bring both negative and positive experiences for parents and families-from increased resource needs, to higher levels of parenting-related stress, to positive personal growth for family members. It is increasingly recognized that, although children with ASD are the primary targets of early ASD intervention, ASD intervention also impacts parents. From the time emerging developmental concerns begin to be identified, through the process of obtaining a diagnosis and initiating services, parents play a central role in addressing the needs of young children with ASD, including implementing and supporting early intervention. Parents experience the impact of intervention directly, through interaction with providers within the health care and educational systems. Parents also experience indirect impacts of ASD intervention due to accelerated developmental progress of children who are benefitting from services and when children make slower progress than expected or have challenging behaviors. Parental stress and psychological well-being are legitimate targets of intervention and compelling research objectives, needing no additional justification. However, parents are also the major contributors to family adaptive functioning-the activities families employ to support positive outcomes for children with ASD (e.g., family-orchestrated child experiences, parent-child interaction, child health and safety functions; Guralnick, 1997). A parent's ability to carry out adaptive functions is, in part, related to their levels of stress and psychological well-being. Thus, there is a transactional process in which parents are both impacted by and have an impact on ASD interventions for their child. Evaluating the effect of ASD intervention on parents is needed to develop new strategies for helping parents and children with ASD reach their full potential. This review will provide an overview of research on the impact of early ASD intervention on parents. Evidence regarding the impact of three types of intervention (i.e., early intensive behavioral intervention, parent-implemented intervention, and programs directly targeting parent stress) on parent well-being and family adaptive functioning will be reviewed. Potential moderators of the impact of ASD intervention on parents and family adaptive functioning will be discussed. We conclude that research on the impact of ASD intervention on parents of young children with ASD is a promising avenue for improving the lives of children with ASD and their families.

Considerations in implementing evidence-based early autism spectrum disorder interventions in community settings.

Evidence-based practices (EBPs) in early intervention for autism spectrum disorder (ASD) have the potential to improve children's developmental trajectories and address family needs. However, the successful use of EBPs in community early intervention settings requires careful attention to the context in which services are delivered. Implementation science, and specifically the Exploration, Preparation, Implementation, and Sustainment (EPIS) Model, provides a framework to examine context across multiple levels and identify barriers and facilitators to community EBP use. This article identifies several considerations most relevant for early intervention in ASD at the outer and inner context levels, as well as bridging and innovation factors. Outer context considerations include the policies and funding streams surrounding service delivery, the role of advocacy in shaping the service landscape, the availability of appropriate specialists to provide services, and family cultural characteristics. Inner context factors include the individual characteristics of both the children receiving the service as well as the provider delivering the service, in addition to the leadership and organizational climate surrounding the use of a particular EBP. We also discuss considerations of the specific innovation (in this case, EBP early interventions) to be deployed, as well as bridging factors.

Cross-Cultural Content Validity of the Autism Program Environment Rating Scale in Sweden

Increasing rates of autism spectrum disorder (ASD) and younger age at diagnosis pose a challenge to preschool intervention systems. In Sweden, most young autistic children receive intervention service in community-based preschool programs, but no tool is yet available to assess the quality of the preschool learning environment. This study adapted the Autism Program Environment Rating Scale Preschool/Elementary to Swedish community context (APERS-P-SE). Following translation and a multistep modification process, independent experts rated the content validity of the adaptation. Findings indicate high cross-cultural validity of the adapted APERS-P-SE. The cultural adaption process of the APERS-P-SE highlights similarities and differences between the American and Swedish preschool systems and their impact on early ASD intervention.

Analysis of neurodevelopmental delay in children exposed in utero to hyperemesis gravidarum reveals increased reporting of autism spectrum disorder

The purpose of this study was to follow up on the reporting of neurodevelopmental disorders in children exposed in utero to Hyperemesis Gravidarum (HG). This was an exploratory descriptive study whereby neurodevelopmental outcomes of 267 children delivered by 177 mothers with HG were compared to neurodevelopmental outcomes from 93 children delivered by 60 unaffected mothers. Similar to at age 8, the children (now 12) exposed in utero to HG had over 3-fold increase in odds of neurodevelopmental disorders including attention, anxiety, sensory, sleep difficulty, and social development delay/social anxiety. However, with the longer follow-up, there was also a significant increase in Autism Spectrum Disorder (ASD), reported in 22/267 (8%) of children exposed to HG in utero and no unexposed children. As early intervention for ASD can be critical to prognosis, larger studies are urgently needed to determine whether ASD is associated with exposure to HG.

An introduction to the knowledge-to-action strategic framework for disseminating evidence-based practice in autism spectrum disorder early intervention centers and its relevance to the National Disability Insurance Scheme

ABSTRACTA knowledge-to-practice gap has been widely documented in autism spectrum disorder (ASD) early intervention, including nonuse of effective practices and use of ineffective and/or non-evidence-based practices (non-EBPs). We argue that it is critical to bridge this gap to ensure the best possible outcomes for children with ASD. In this paper, we draw from the implementation science field to describe a strategic framework for disseminating information, improving practice, and maintaining EBPs in ASD early intervention centers that encompasses the entire cycle of the knowledge-to-action (KTA) paradigm with stakeholder collaboration as a key element. We outline the potential for application of the KTA framework and for planning and implementing a strategy for professional development in ASD early intervention centers in an Australian context with reference to the National Disability Insurance Scheme (NDIS). We provide a model for future research in ASD to facilitate the translation of research to practice in a more timely and efficient manner, in order to improve practice and outcomes for children with ASD and their families.