Face Discrimination Skills in Prader-Willi Syndrome and Autism Spectrum Disorder

Individuals with Prader-Willi Syndrome (PWS) are at risk for autism spectrum disorder (ASD), including socialization problems. The PWS chromosome 15q11-13 maternal uniparental disomy (mUPD) subtype displays greater ASD symptoms than the paternal deletion (DEL) subtype. Since interpreting faces leads to successful socialization, we compared face discrimination in PWS with ASD to explore the socialization characteristics of these disorders. Although face processing impairment in ASD is well documented, PWS face processing research is limited. Forty-four PWS participants (14 DEL and 19 mUPD) and 17 participants with ASD were measured on face discrimination. PWS and ASD participants scored in the impaired functioning range. For primary findings, DEL and mUPD PWS genetic subtype groups did not differ. These findings suggest PWS individuals, regardless of subtype, show impaired face processing similar to ASD. This research highlights the need for additional research on social cognitive functioning in PWS to understand the role of 15q11-13 in ASD.     

Group-based Cognitive Behavioural Therapy for Anxiety Disorder in Children with Autism Spectrum Disorder: a feasibility study

Abstract

Purpose: Autism spectrum disorder (ASD) includes core symptoms that affect general and social development. High risk of developing comorbid disorders such as anxiety is prominent. Up to 60% of children with ASD suffer from anxiety disorders which can negatively influence educational, social and general development together with quality of life. This study is the first to investigate the feasibility of the manualised cognitive behavioural therapy (CBT) group programme 'Cool Kids ASD' for anxiety adapted for children with ASD in a general hospital setting.

Methods: Nine children, aged 9–13 years, with ASD and anxiety recruited from a public child psychiatric health clinic were enrolled in the study. Outcome measures were collected from both child and parent pre- and post-treatment and at 3-month follow-up and included scores from a semi-structured anxiety interview, together with questionnaires on anxiety symptoms, life interference, children's automatic thoughts and satisfaction with the programme.

Results: Eight out of nine families found the programme useful and would recommend it to other families in a similar situation. Six families attended all 12 sessions in the programme, two missed one session and one family only managed to attend eight sessions. At follow-up, five children were free of all anxiety diagnoses and a further two out of the nine children no longer met the criteria for their primary anxiety diagnosis.

Conclusions: This study suggests that the transition of the group programme 'Cool Kids ASD' from University Clinics to standard child psychiatric clinical settings is feasible. Further randomised studies are needed to confirm the efficacy of the programme in a larger sample.     

A Systematic Review of the Rates of Depression in Children and Adults With High-Functioning Autism Spectrum Disorder

Accurate population rates of depression can inform allocation of health resources and service planning, to counter the impact of depression on quality of life and morbidity. A systematic review of the rates of depression in children and adults with autism spectrum disorders (ASD) and without intellectual disability (high-functioning [HF] ASD) was conducted. Nineteen studies met inclusion criteria. Reported rates of depression varied; the reasons for this are discussed including availability of psychometrically valid and reliable measures of depression for people with HF ASD, and heterogeneity of study design. Further examination of the phenomenology of depression in HF ASD linked to the development of psychometrically valid assessment measures would facilitate epidemiological studies, improve clinical case recognition, and inform treatments and interventions.     

Imitation and language abilities in adolescents with Autism Spectrum Disorder without language delay

Introduction Difficulties imitating gestures have been found in several studies in children and adolescents with Autism Spectrum Disorders (ASD). It has been hypothesized that imitation abilities might be precursors of language abilities in young children with autism. No study on imitation and language abilities in adolescents with ASD has been performed to date. Methods Fifteen male adolescents with ASD, 16 male and 13 female controls were compared regarding imitation abilities of upper and lower facial movements, and language skills as assessed by the pragmatic rating scale and the Aachen Aphasia test (AAT). Results Autism Spectrum Disorder subjects showed reduced imitation abilities of facial movements and non-meaningful combined hand-and-finger gestures. Regarding language, ASD subjects showed difficulties in AAT spontaneous speech measures and reduced pragmatic language abilities. Correlations of imitation and language measures differed between ASD, male and female controls. Conclusion The weak and differential correlations of imitation and language measures in the three comparison groups might imply a differential organization of language and imitation networks in the three comparison groups. Pragmatic abilities, which are a central feature in ASD, were not related to imitation abilities. Therefore, imitation and language abilities in ASD might not be as closely correlated as previously expected. An erratum to this article is available at .     

A Pilot Study Assessing the Feasibility of a Facial Emotion Training Paradigm for School-Age Children With Autism Spectrum Disorders

Many children with autism spectrum disorders (ASDs) demonstrate facial emotion recognition and expression impairments. These impairments may contribute to social disability and may put children with ASDs at risk for developing further mental health problems. In this pilot study, we examined the use of a coach- and computer-assisted facial emotion training program for children with ASDs. The intervention components focused on (a) increasing attention to relevant facial emotion cues, (b) increasing facial emotion recognition speed, and (c) using imitation to build skills of facial emotion expression. Three pilot participants demonstrated improved facial emotion recognition (accuracy and speed) of dynamic and static presentations of facial expressions and self-expression. Some improvements persisted 5 weeks after training. Results support the acceptability and feasibility of the training program. These preliminary findings are promising and suggest the need for replication with larger samples and further assessment of acceptability, feasibility, and efficacy.     

Association Between Abnormal Fetal Head Growth and Autism Spectrum Disorder

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