Social Communication Difficulties Research Articles

Sensory seeking and its influence on sustained attention performance in adult males with Autism Spectrum Condition

Atypical sensory responses and seeking behaviors constitute the core symptoms of autism spectrum condition (ASC). There are possible links between atypical sensory profiles and attentional challenges in ASC. Due to the paucity of studies in adults, the nature of attentional challenges and their associations with sensory profiles in autistic adults remain elusive. Here, we investigated sustained attention performance and its associations with sensory profiles in 28 autistic adult males and 23 typically developing controls (TDCs). A gradual-onset continuous performance task and the Adolescent/Adult Sensory Profile were employed to assess sustained attention performance and sensory profiles, respectively. Our results revealed that the two groups exhibited comparable sustained attention performance quantified by d-prime. A statistically significant negative correlation between d-prime and sensory seeking was observed only in the ASC group. Moreover, an interaction effect of group-by-sensory seeking was observed in d-prime, suggesting a unique interplay between sensory profiles and attention in autistic individuals. In the ASC group, omission error rate and post-error slowing were statistically significantly associated with difficulties in social communication and interactions. These results contribute to understanding attentional processes in ASC and highlight the potential influence of sensory profiles on cognitive functions in this population.

Unraveling neural adaptation to vocal and non-vocal sounds in autism.

Autism is linked to a strong need for sameness and difficulties in social communication, associated with atypical brain responses to voices and changes. This study aimed to characterize neural adaptation in autistic adults using a Roving paradigm and assess how vocal vs. non-vocal, as well as neutral vs. emotional sounds, influence this adaptation. Neural adaptation was measured in 20 autistic and 20 non-autistic adults using a Roving paradigm, where sounds were repeated 4, 8, or 14 times. Neural responses and Repetition Positivity (RP) amplitudes were analyzed as indices of adaptation. RP amplitudes showed no significant differences between groups for vocal or non-vocal sounds, but adaptation dynamics varied. Non-autistic adults adapted more quickly to non-vocal (5-8 repetitions) compared to vocal sounds (12-14 repetitions). In contrast, autistic adults adapt faster to vocal than to non-vocal sounds. Moreover emotional prosodic content influenced RP amplitude in autistic adults only, suggesting heightened sensitivity to emotional cues in social contexts. The study highlights how atypical neural adaptation in autism how emotional content impacts social communication deficits. These insights enhance understanding of autism-related adaptation challenges.

Association between parenting resilience and parenting and family adjustment of mothers of children with autism spectrum disorder

Objectives Parenting resilience is considered necessary for parents of children with autism spectrum disorder (ASD) to adapt to the difficulties associated with parenting. In the high-context Japanese culture, mothers are less likely to be aware of the social communication difficulties that characterize ASD, leading to childcare difficulties. This study investigates how differences in the parenting resilience of mothers of children with ASD affect their parenting and family adjustment. Methods Mothers (N = 118) of children with ASD were surveyed using the Parenting Resilience Elements Questionnaire (PREQ) and Parenting and Family Adjustment Scale (PAFAS). Participants were divided into high- and low-resilience groups, and their scores on both scales were compared using the Mann–Whitney test. Results The high-resilience group demonstrated significantly lower scores on all subscales of both PREQ and PAFAS compared with the low-resilience group. Conclusions Parenting resilience is suggested to play an important role in adapting well to emotional and behavioral issues seen in children with ASD. Therefore, specialists focused on enhancing parenting resilience must intervene to prevent the negative chain commonly encountered by mothers of children with ASD in Japan and improve parenting resilience. The results suggest that children with ASD receive trait-appropriate parenting and parents develop good parent − child relationships.

Reliably quantifying the severity of social symptoms in children with autism using ASDSpeech

Several studies have demonstrated that the severity of social communication problems, a core symptom of Autism Spectrum Disorder (ASD), is correlated with specific speech characteristics of ASD individuals. This suggests that it may be possible to develop speech analysis algorithms that can quantify ASD symptom severity from speech recordings in a direct and objective manner. Here we demonstrate the utility of a new open-source AI algorithm, ASDSpeech, which can analyze speech recordings of ASD children and reliably quantify their social communication difficulties across multiple developmental timepoints. The algorithm was trained and tested on the largest ASD speech dataset available to date, which contained 99,193 vocalizations from 197 ASD children recorded in 258 Autism Diagnostic Observation Schedule, Second edition (ADOS-2) assessments. ASDSpeech was trained with acoustic and conversational features extracted from the speech recordings of 136 children, who participated in a single ADOS-2 assessment, and tested with independent recordings of 61 additional children who completed two ADOS-2 assessments, separated by 1–2 years. Estimated total ADOS-2 scores in the test set were significantly correlated with actual scores when examining either the first (r(59) = 0.544, P < 0.0001) or second (r(59) = 0.605, P < 0.0001) assessment. Separate estimation of social communication and restricted and repetitive behavior symptoms revealed that ASDSpeech was particularly accurate at estimating social communication symptoms (i.e., ADOS-2 social affect scores). These results demonstrate the potential utility of ASDSpeech for enhancing basic and clinical ASD research as well as clinical management. We openly share both algorithm and speech feature dataset for use and further development by the community.

The theory of mind hypothesis of autism: A critical evaluation of the status quo.

The theory of mind (ToM) hypothesis of autism is the idea that difficulties inferring the mental states of others may explain social communication difficulties in autism. In the present article, we critically evaluate existing theoretical accounts, concluding that none provides a sufficient explanation of ToM in autism. We then evaluate existing tests of ToM, identifying problems that limit the validity of the conclusions that may be drawn from them. Finally, as an example of how the identified issues may be resolved, we describe work developing a psychological account of ToM (the Mind-space framework) and a new test of ToM accuracy (the Interview Task). (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The Effects of Music Lessons on Social Skills Development for Children with Autism

Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder characterized by difficulties in social interaction, communication, and restricted or repetitive behaviors. Children with ASD often struggle with social skills, which can significantly impact their ability to form relationships and function effectively in social settings. Recent research has increasingly highlighted music lessons as a promising intervention to improve social skills in children with ASD, as they provide a structured and engaging environment for social interaction and learning. This review synthesizes findings from existing studies published between 2010 and 2024, focusing on three key aspects: the effectiveness of various musical pedagogical approaches, the critical role of specially trained music educators in implementing these interventions, and the measurable outcomes in social skill development. The research shows that organized music education consistently leads to improvements in social communication, peer interaction, and the ability to recognize emotions in children with ASD. The results are talked about in terms of what they mean for educational practices and therapeutic interventions. Suggestions are also made for future studies that will help build more evidence for music-based interventions in autism spectrum disorders. This thorough literature review looks at the growing role of music education in helping kids with ASD learn how to get along with others.

Effects of Extremely Low-Frequency Electromagnetic Field Treatment on ASD Symptoms in Children: A Pilot Study.

Autism Spectrum Disorder (ASD) are neurodevelopmental disorders marked by challenges in social interaction, communication, and repetitive behaviors. People with ASD may exhibit repetitive behaviors, unique ways of learning, and different ways of interacting with the world. The term "spectrum" reflects the wide variability in how ASD manifests in individuals, including differences in abilities, symptoms, and support needs, and conditions characterized by difficulties in social interactions, communication, restricted interests, and repetitive behaviors. Inflammation plays a crucial role in the pathophysiology, with increased pro-inflammatory cytokines in cerebrospinal fluid. Previous studies with transcranial magnetic stimulation have shown promising results, suggesting nervous system susceptibility to electromagnetic fields, with evidence indicating that extremely low-frequency electromagnetic field (ELF-EMF) treatment may modulate inflammatory responses through multiple pathways, including the reduction of pro-inflammatory cytokines like IL-6 and TNF-α, and the enhancement of anti-inflammatory mediators. This pilot study included 20 children (ages 2-13) with a confirmed diagnosis of ASD. A 15-week protocol involved ELF-EMF treatments using the SEQEX device, with specific day and night programs. Assessment was conducted through standardized pre- and post-treatment tests: Achenbach Child Behavior Checklist, Peabody Picture Vocabulary Test-4, Expressive One Word Picture Vocabulary Test-4, and Conner's 3GI. Statistically significant improvements were observed in receptive language (PPVT-4: from 74.07 to 90.40, p = 0.002) and expressive language (EOWPVT-4: from 84.17 to 90.50, p = 0.041). Notable reductions, with statistical significance, were found in externalizing problems across both age groups (1.5-5 years: p = 0.028; 6-18 years: p = 0.027), with particular improvement in attention and behavioral problems. The results were observed over a short period of 15 weeks, therefore excluding the possibility of coincidental age-related gains, that would typically occur during a normal developmental timeframe. Parent evaluations showed significant reduction in ASD symptoms, particularly in the 1.5-5 years group (p = 0.046). ELF-EMF treatment demonstrated a high safety profile and efficacy in mitigating ASD-related symptoms. The observed improvements suggest both direct effects on central and autonomic nervous systems and indirect effects through inflammatory response modulation. Further studies are needed to confirm these promising results through broader demographics and randomized control designs.

The intersection of inflammation and DNA damage as a novel axis underlying the pathogenesis of autism spectrum disorders.

Autism spectrum disorders (ASD) affects 1 in 36 children and is characterized by repetitive behaviors and difficulties in social interactions and social communication. The etiology of ASD is extremely heterogeneous, with a large number of ASD cases that are of unknown or complex etiology, which suggests the potential contribution of epigenetic risk factors. In particular, epidemiological and animal model studies suggest that inflammation during pregnancy could lead to an increased risk of ASD in the offspring. However, the molecular mechanisms that contribute to ASD pathogenesis in relation to maternal inflammation during pregnancy in humans are underexplored. Several pro-inflammatory cytokines have been associated with increased autistic-like behaviors in animal models of maternal immune activation, including IL-17A. Using a combination of ASD patient lymphocytes and stem cell-derived human neurons exposed to IL-17A we discovered a shared molecular signature that highlights a metabolic and translational node that could lead to altered neuronal excitability. Further, our work on human neurons brings forward the possibility that defects in the DNA damage response could be underlying the effect of IL-17A on human excitatory neurons, linking exacerbated unrepaired DNA damage to the pathogenicity of maternal inflammation in connection to ASD.

Associations of Autistic Traits and Autism with Incontinence and Constipation in a UK Birth Cohort.

There is evidence that children with autism/autistic traits have higher risks of incontinence and constipation, but no studies have examined this in a large community-based cohort. Aim/Research question: are autistic traits and diagnosed autism prospectively associated with increased odds of incontinence and constipation in children and adolescents? This was a population-based cohort study based on data from the Avon Longitudinal Study of Parents and Children (n = 4233-4490 at age 9years; n = 3403-3697 at age 14). We used multivariable logistic regression to examine associations of parent-reported autistic traits (sociability, repetitive behaviours, social-communication, coherence) (at ages 3-9years) and autism with incontinence (bedwetting, daytime-wetting, soiling) and constipation (parent-reported at age 9, self-reported at age 14). We adjusted for parity, maternal age at delivery, child's sex and developmental level, maternal depression, and anxiety (antenatal and postnatal), and indicators of family socioeconomic status. Social-communication and speech coherence difficulties showed the strongest associations with incontinence, e.g., adjusted odds ratio (OR) and 95% confidence interval (CI) for the association between social-communication difficulties and daytime-wetting was 2.21 (1.47-3.32) and for coherence was 2.34 (1.60-3.43). The odds of soiling were also higher in children with social-communication (OR: 1.88, 95% CI 1.28-2.75) and coherence difficulties (OR: 2.04, 95% CI 1.43-2.93). Diagnosed autism was only associated with an increase in the odds of daytime-wetting (OR: 3.18, 95% CI 1.44-7.02). At 14years, there was less evidence of associations between autistic traits and incontinence but there was evidence of associations between autistic traits and constipation: social-communication (OR: 1.68, 95% CI 1.13-2.49), coherence difficulties (OR: 1.64, 95% CI 1.11-2.41). Early assessment and treatment of incontinence/constipation should be considered for children with autistic traits.

An Update on Microbial Interventions in Autism Spectrum Disorder with Gastrointestinal Symptoms.

In the United States, autism spectrum disorder (ASD) affects 1 in 33 children and is characterized by atypical social interactions, communication difficulties, and intense, restricted interests. Microbial dysbiosis in the gastrointestinal (GI) tract is frequently observed in individuals with ASD, potentially contributing to behavioral manifestations and correlating with worsening severity. Moreover, dysbiosis may contribute to the increased prevalence of GI comorbidities in the ASD population and exacerbate immune dysregulation, further worsening dysbiosis. Over the past 25 years, research on the impact of microbial manipulation on ASD outcomes has gained substantial interest. Various approaches to microbial manipulation have been preclinically and clinically tested, including antibiotic treatment, dietary modifications, prebiotics, probiotics, and fecal microbiota transplantation. Each method has shown varying degrees of success in reducing the severity of ASD behaviors and/or GI symptoms and varying long-term efficacy. In this review, we discuss these microbiome manipulation methods and their outcomes. We also discuss potential microbiome manipulation early in life, as this is a critical period for neurodevelopment.

A hybrid model for the classification of Autism Spectrum Disorder using Mu rhythm in EEG.

Autism Spectrum Disorder (ASD) is a condition with social interaction, communication, and behavioral difficulties. Diagnostic methods mostly rely on subjective evaluations and can lack objectivity. In this research Machine learning (ML) and deep learning (DL) techniques are used to enhance ASD classification. This study focuses on improving ASD and TD classification accuracy with a minimal number of EEG channels. ML and DL models are used with EEG data, including Mu Rhythm from the Sensory Motor Cortex (SMC) for classification. Non-linear features in time and frequency domains are extracted and ML models are applied for classification. The EEG 1D data is transformed into images using Independent Component Analysis-Second Order Blind Identification (ICA-SOBI), Spectrogram, and Continuous Wavelet Transform (CWT). Stacking Classifier employed with non-linear features yields precision, recall, F1-score, and accuracy rates of 78%, 79%, 78%, and 78% respectively. Including entropy and fuzzy entropy features further improves accuracy to 81.4%. In addition, DL models, employing SOBI, CWT, and spectrogram plots, achieve precision, recall, F1-score, and accuracy of 75%, 75%, 74%, and 75% respectively. The hybrid model, which combined deep learning features from spectrogram and CWT with machine learning, exhibits prominent improvement, attained precision, recall, F1-score, and accuracy of 94%, 94%, 94%, and 94% respectively. Incorporating entropy and fuzzy entropy features further improved the accuracy to 96.9%. This study underscores the potential of ML and DL techniques in improving the classification of ASD and TD individuals, particularly when utilizing a minimal set of EEG channels.

Autism in Children

Austic spectrum disorder is a very common presentation where children present with social communication difficulties. They can have behavioural problems and other times anxiety. Every autistic child is different and they may come anywhere in the autistic spectrum, ranging from sensory difficulties, social adjustment to food, sleep and concentration challenges. The main aim of this article to bring awareness about autism to the society and to give Austic children help and support to be able to maintain a safe and healthy lifestyle. It is very important to involve a health care practitioner and get the necessary care and advice from the doctor. It is equally important to organize fun interactive games, activities and book reading for children with Autism to help and support them with their difficulties. All of these things can be done with family support and encouragement, however, it can be very challenging and Children with Autism need professional diagnosis, support in community and teachers to guide them.

The Attitude Regarding Social Interaction and Communication Problems among Children with Autism Spectrum Disorder

Autism spectrum disorder [ASD] is defined as a neurodevelopmental condition which is classically characterized by social interaction and communication difficulties with restrictive, repetitive behaviors and interests as the name suggests a spectrum of different presentations is possible ranging from severe disability all the way to cognitive strengths. Autism spectrum disorder [ASD] is a range of neurodevelopmental disorder that involves delays and the development of many basic skills and functions, including the ability to socialize and to communicate.The samples required for the study was collected from children with autism, of Amara Soundarya Foundation, Special School, Bengaluru. The size of the sample was 65. random sampling method is used in the study.Other findings highlight significant perceived barriers, such as inadequate training of teachers and limited access to specialized interventions. For instance, 43.1% agreed, and 23.1% strongly agreed that limited access to specialized interventions is a barrier. Furthermore, a notable 52.3% agreed, and 16.9% strongly agreed that children with ASD face social interaction barriers in their environment.Overall, the results underline a strong consensus on the importance of structured interventions, peer interaction, and adequate support systems for enhancing social skills in children with ASD, alongside a recognition of systemic barriers in addressing these needs.

An Empirical Qualitative Investigation into Psychosexual Development in and Sex Education for Autistic Youth: Insights from Autistic and Non-Autistic Young Adults.

The present study was designed to examine autistic and non-autistic young adults' lived experience in psychosexual development and sex education and to solicit recommendations on how to improve sex education programs. Participants included 10 autistic young adults and 10 non-autistic young adults aged 18 to 24 years. The two groups were matched for sex and education level. One-on-one semi-structured interviews were conducted. Participants' responses were analyzed using comparative interpretative phenomenological analysis. Four superordinate themes emerged: (1) "Who am I as a sexual being"; (2) Making sense of psychosexual development; (3) Sources of information; and (4) "Dear developers of sex education programs". Most autistic participants shared feelings of intense anxiety about romantic and sexual relationships, in part due to anticipated difficulties in social communication. Interestingly, although interview questions mostly focused on sex and adolescence, issues surrounding romantic relationships and their links to current self-concept were prominent themes in many autistic participants' responses, suggesting that autism-friendly sex education programs need to address issues related to romance and should target not only adolescents but also young adults. Also, autistic participants learned from peer interactions within the autistic community, highlighting the importance of facilitating peer exchanges and continuous learning beyond completing a program. Regarding delivery format, autistic participants valued concreteness and a mixed-sex small-group setting, and recommended using visual cues, real life examples, and role play. Autistic individuals have unmet psychosexual educational needs. Further research may consider their needs, lived experience, and recommendations when developing new autism-friendly sex education programs.

Coinfection of pulmonary lophomoniasis, tuberculosis, and hydatid cyst in a pediatric autism patient: a case report and literature review

IntroductionAutism Spectrum Disorder (ASD) is a neurodevelopmental condition marked by difficulties in social interaction, communication, and repetitive behaviors or restricted interests. Although research on the link between ASD and parasitic diseases is limited, immune deficiency and inflammation may contribute to the development of parasitic infections.Case reportWe admitted a 14-year-old boy to the hospital who had a known history of ASD because he was presenting with respiratory symptoms, including cough and hemoptysis. During his time in the hospital, after conducting a series of tests and evaluations, we made a critical diagnosis of co-infection of lophomonas, tuberculosis, and hydatid cyst. In response to this diagnosis, we initiated a treatment plan that involved administering appropriate antibiotics as well as preparing for surgical intervention.ConclusionThis case report highlights the complexities and challenges of managing such a rare combination of co-infections with TB, pulmonary hydatid disease and lophomonas in a pediatric patient with underlying developmental considerations such as ASD.

Evaluating Autism Risk Factors and Their Impact on Children in Thi-Qar, Iraq.

Background Autism is a neurodevelopmental disorder marked by difficulties in social communication, language, restricted interests, and repetitive behaviors. Aim This study aims to identify potential risk factors for autism among children and assess their effects on early developmental skills. Methods A case-control study was conducted from September 2022 to September 2023, involving 298 children with autism (265 boys, 33 girls) aged four to 12 from the Thi-Qar Autistic Children Center and private clinics in Iraq. A control group of 300 children (150 boys, 150 girls) was also included. Data were collected through a specialized questionnaire covering demographics, neonatal history (e.g., jaundice, birth asphyxia), parental age, and developmental skills (motor milestones, speech, handwriting). Results Among the 298 children with autism enrolled, 265 (89%) were boys and 33 (11%) were girls. Children with autism had a positive family history of autism in 207 (69%) compared to 15 (5%) in the control group (p < 0.001). Paternal age over 35 years at the time of birth was noted in 159 (53%) versus 75 (25%) for the control group (p < 0.001). Maternal age over 35 showed no significant difference (p = 0.23). Hypoxia at birth was present in 153 (51%) children with autism compared to 45 (15%) in the control group (p = 0.001). Significant developmental delays were observed, including speech defects in 210 (70%) children with autism versus 15 (5%) in controls (p < 0.001). In terms of handwriting, 240 (80%) children with autism demonstrated acceptable handwriting skills, while 60 (20%) did not, compared to 264 (88%) in the control group who achieved handwriting skills, resulting in a p-value of 0.23. Conclusions The findings indicate that boys are more affected than girls, with significant risk factors including family history, paternal age, and neonatal birth asphyxia. Children with autism demonstrated marked delays in motor skills and speech defects, emphasizing the need for early detection and intervention.

Probiotics and Other Supplements for Autism Spectrum Disorder (ASD): A Comprehensive Review

Introduction: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition characterized by social interaction challenges, communication difficulties, and repetitive behaviors. While ASD lacks a cure, there is a growing interest in supplements, notably probiotics, for potential benefits. Probiotics are live microorganisms with health potential due to their role in the gut microbiome. Gut-brain axis is a bi-directional communication system that connects the gastrointestinal (GI) tract and the brain. Objective: This comprehensive review systematically searched scientific databases up to September 2023 to examine the use of supplements, particularly probiotics, in individuals with ASD. The review focused on addressing gut-related issues and improving behavior, speech, and overall well-being. Methods: A systematic search across databases such as PubMed, PsycINFO, and Cochrane library was conducted using keywords like "probiotics," "supplements," "ASD," "gut dysbiosis," and "therapeutic interventions." Studies meeting inclusion criteria, including clinical trials, observational studies, and case reports, were considered. Results: Several studies suggest that probiotics may improve behavior, brain activity, and eye contact in individuals with ASD by addressing gut dysbiosis. Lactobacillus reuteri and specific Bifidobacterium strains are recommended probiotics, but more research is needed to confirm their efficacy. This review also explores supplements like Vitamin B6, magnesium, Vitamin B12, Vitamin C, and Omega-3 fatty acids, which show potential in supporting speech and overall well-being in individuals with ASD. However, they are not a cure and should be used under professional guidance. The article also discusses supplements for adults with ASD, underlining the importance of consulting healthcare professionals before use and the necessity for further research to determine effectiveness and optimal dosages. Conclusion: Probiotics and supplements offer potential benefits for individuals with ASD, but they should be seen as complementary therapies rather than cures. A holistic approach, including medical supervision, therapy, and dietary considerations, is crucial for addressing the complex needs of individuals with ASD. Further research is necessary to uncover the precise mechanisms and therapeutic potential of these supplements in enhancing the lives of those with ASD. Categories: Neurology, Gastroenterology, Nutrition

Exploring cascading effects of sensory processing on language skills and social-communicative difficulties through play in young children at elevated likelihood for autism.

This study investigated the association between Sensory processing (SP) (i.e., hyporesponsiveness, Sensory Seeking (SS) and hyperresponsiveness) at 10months (M) and language/social-communicative difficulties at 24M, mediated through object play at 14M in young children at elevated likelihood for autism (EL). Parent-report instruments were used to measure all variables in younger siblings of children with autism (siblings, n=74) and children born before 30 gestational weeks (preterms, n=38). Higher scores of object play fully mediated the association between more SS and better language/less social-communicative difficulties. Hypo- and hyperresponsiveness at 10M did not seem to predict language heterogeneity at 24M, but more hypo- and less hyperresponsiveness at 10M were associated with more social-communicative difficulties at 24M. The explained variance in social-communicative difficulties and language was limited (15.25%-16.39%). Similar associations were found for siblings and preterms. This highlights that high frequency of SP behaviors does not necessarily negatively affect communication in young EL-children as is commonly assumed. Early object play skills play a role in the association between early SS and later language/social communicative difficulties. This implies that some criteria of the two core domains of characteristics of autism are interrelated in EL-children, and this may have implications for early intervention programs.

Analyzing the influence of physical exercise interventions on social skills in children with autism spectrum disorder: insights from meta-analysis.

Children diagnosed with autism spectrum disorder (ASD) commonly encounter difficulties in social interactions and communication, significantly affecting their overall wellbeing. One proposed strategy to address these challenges is through physical exercise interventions. This study aims to conduct a meta-analysis to assess the impact of physical exercise interventions on the social skills of children with ASD. To perform this meta-analysis, we followed the Preferred Reporting Items of Systematic Reviews and Meta-Analyses (PRISMA) Statement and the practical guide for transparent reporting of systematic reviews. Eligible studies included randomized controlled trials or quasi-experimental studies investigating the effects of physical exercise interventions on social skills among children with ASD. We used the standardized mean difference (SMD) to measure effect size. Sixteen studies were included in the meta-analysis. The results indicated a significant improvement in social skills among children with ASD following physical exercise interventions (SMD = -0.54, 95% CI = [-0.63; -0.44]). The moderator analysis underscored the crucial role of age in explaining the intervention outcomes for enhancing social skills, with interventions lasting more than 12 weeks recommended for better social skills improvement. The findings of this meta-analysis provide robust evidence supporting the efficacy of physical exercise interventions in enhancing the social skills of children with ASD. The moderator analysis underscores the importance of considering both the mean age and duration of interventions when implementing such programs. These results underscore the significance of physical exercise as a viable option for improving social skills in this population.

Functional assessment of children and adolescents with autism spectrum disorder in Argentina: ICF-ASD multicenter study.

Introduction. Autism spectrum disorder (ASD) is characterized by difficulties in social communication and repetitive and stereotyped behaviors. In addition to the diagnostic category, the activities performed by children and adolescents and their social involvement are the main aspects to be considered according to the International Classification of Functioning, Disability, and Health (ICF) proposed by the World Health Organization to describe health status. In a previous study, we developed the first version of a pediatric tool based on the ICF called ICF-ASD for the functional assessment of children and adolescents with ASD to capture functional characteristics adapted to our cultural setting. Our subsequent objective was to apply the ICF-ASD in a multicenter format to assess children and adolescents from different regions, review, and update it, and identify barriers and facilitators. Population and methods. The ICF-ASD version 1.0 was administered to children and adolescents younger than 16 years with a confirmed diagnosis of ASD (as per DSM-5 criteria), who were receiving follow-up at 5 children's health centers across Argentina. Results. Version 2.0 of the ICF-ASD was obtained, which included 34 categories (10 under body function, 15 under activities and participation, and 9 under environmental factors). A functional profile was developed for the whole sample (n = 308). Conclusions. The updated version of the ICF-ASD helps to standardize and systematize the collection of necessary data for an adequate follow-up of children and adolescents with ASD at a national level. It also allows to identify barriers to overcome and facilitators to be generalized.