The efficacy of an aquatic program on physical fitness and aquatic skills in children with and without autism spectrum disorders

This study evaluated the efficacy of a 14-week aquatic program on physical fitness and aquatic skills for children with autism spectrum disorders (ASD) and their siblings without a disability. Children with ASD (n = 15) and their siblings (n = 15), between 7 and 12 years (8.55 ± 2.19 years) participated. In the first 14-week phase, 14 children (group A: ASD, n = 7; siblings, n = 7) received the aquatic program while 16 children (group B: ASD, n = 8; siblings, n = 8) did not. The arrangement was reversed in the second phase of another 14 weeks. Both groups continued their regular treatments/activities throughout the study. Improvements were seen in aquatic skills and physical fitness components except subtest body composition for group A and group B subsequent to aquatic program. The results provide evidence that intervention can be developed to promote motor skills and physical fitness components for children with ASD and their siblings.     

Implicit attitudes towards children with autism versus normally developing children as predictors of professional burnout and psychopathology

Tutors trained in applied behaviour analysis (n = 16) and mainstream school teachers (n = 16) were exposed to an Implicit Relational Assessment Procedure (IRAP) designed to assess implicit attitudes towards individuals with autism versus normally developing individuals. Participants also completed a range of explicit measures, including measures of professional burnout and psychopathology. All participants produced more negative biases towards children with autism compared to children who were normally developing. Increased negativity towards autism on the IRAP predicted similar attitudes on some of the explicit measures and also correlated with increased levels of self-reported psychopathology and professional burnout for the tutors working with children with autism. Results suggest that implicit measures of attitudes may provide a marker for professional burnout.     

Parent and teacher ratings of adaptive and challenging behaviours in young children with autism spectrum disorders

This study examined parent and teacher rating correspondence of adaptive and challenging behaviours for children with autism spectrum disorders (ASDs) enrolled in an early intervention program. Data were collected on the Behaviour Assessment System for Children, second edition (BASC-2; n = 22), and Vineland Adaptive Behaviour Scales, second edition (VABS-II; n = 28). Adaptive behaviour ratings generally demonstrated high parent–teacher correlations, while challenging behaviour ratings demonstrated relatively low correlations. Only adaptive skills on the BASC-2 showed significant mean parent–teacher differences, with parent ratings suggesting greater impairment. Results suggest that clinicians should consider gaining both parent and teacher perspectives on a child's challenging behaviour, but that a single informant measure of adaptive behaviour, either parent or teacher, may be sufficient after initial assessments are completed.     

Sleep patterns and behaviour in typically developing children and children with autism,Down syndrome,Prader-Willi syndrome and intellectual disability

Sleep problems have often been reported in children with intellectual disabilities (ID). How anomalies in 24-h sleep patterns relate to behaviour difficulties in children with different types of ID remains to be elucidated. The purpose of this study was to assess 24-h sleep and behaviour patterns in children with a variety disorders including autism (n = 34), Down syndrome (DS, n = 12), Prader-Willi syndrome (n = 12), and children with intellectual impairments due to unknown etiologies (n = 24). 33 typically developing (TD) children served as a control group. 24-h sleep and behavioural data were accumulated over a 14-day period using diary methodology. Group differences in daytime behaviour and sleep patterns were noted with children with DS being quieter, having higher levels of daytime sleepiness, and being better behaved than children with autism. Daytime napping was significantly more prevalent in children with PWS than children with autism and TD children. At bedtime children with autism were less likely to be sleepy, and were poorly behaved, which was reflected in a longer sleep latency and later time asleep. Poorer night-time sleep quality and reduced 24-h sleep time were also noted in the autism group. These findings are of clinical importance, as they indicate that different interventions may be required to treat sleep and behaviour problems in children with different developmental disabilities.     

Increased clinical and neurocognitive impairment in children with autism spectrum disorders and comorbid bipolar disorder

Bipolar (BD) symptomatology is prevalent in children with autism spectrum disorders (ASD) and may lead to increased impairment. The current study compared clinical and neurocognitive impairment in children (7–13 years) diagnosed with ASD (n = 55), BD (n = 34), ASD + BD (n = 23), and a non-clinical control group (n = 27). Relative to the ASD group, the ASD + BD group reported elevated rates of aggression and delinquency, behavioral disorders, depression, obsessive-compulsive disorder, and suicidal ideation, and poorer performance on the Stroop Color-Word Test. Future research might address how best to improve diagnostic assessment and adapt treatment to meet the needs of this uniquely impaired population.     

Psychiatric symptoms in children and adolescents with higher functioning autism spectrum disorders on the Development and Well-Being Assessment

The Development and Well-Being Assessment (DAWBA) parent interview was used to assess psychiatric symptoms in children and adolescents with higher functioning autism spectrum disorders (ASD) (n = 60; age range 6.5–16.7) and in typically developing (TD) children and adolescents (n = 60; age range 6.9–16.2). Psychiatric symptoms were reported in the ASD group (68%) significantly more compared to the TD group (12%). Specifically, emotional disorders, attention deficit hyperactivity disorder/hyperkinesis, and tic disorders were significantly more frequent in the ASD group compared to the TD group. Routine screening and early identification of these symptoms could have important implications for planning interventions and thus outcome in individuals with higher functioning ASD. The DAWBA would be a useful interview for this purpose, since it can also be easily and quickly administered in clinics not specialized in psychiatry.     

Hope and worry in mothers of children with an autism spectrum disorder or Down syndrome

Mothers of children with an autism spectrum disorder (n = 199) or Down syndrome (n = 60) responded to an online questionnaire that assessed their hope and worry. Findings support previous research suggesting that hope is a protective factor against psychological distress: mothers with higher hope reported lower worry. Mothers who reported lower worry had more education and older children or children who were higher functioning. Those whose children had Down syndrome reported lower future-related worry and higher hope. In response to an open-ended question regarding what they worried about when they woke up at night, mothers’ responses resulted in themes related to themselves as well as to their children and families.     

The importance of self-regulation for the school and peer engagement of children with high-functioning autism

This study examined individual differences in self-regulation, emotional and behavioral school engagement, and prosocial peer engagement in a sample of 40 children that included children with high functioning autism (HFA; n = 20) and their typical peers (n = 20). Children were 54.57 months on average at recruitment. Measures of self-regulation included parents’ reports of emotion regulation, effortful control, and executive function; direct observations of executive function skills; and observations of joint engagement during a parent–child interaction. Parents reported on school and prosocial peer engagement approximately one year later. Children with HFA had significantly impaired self-regulation, and decreased school and peer engagement. Executive function predicted both emotional and behavioral school engagement, whereas emotion regulation predicted prosocial peer engagement. The relation between effortful control and subsequent prosocial peer engagement was moderated by diagnostic group, suggesting it served a protective function for behaviors of children with HFA in the school setting.     

Parenting strategies and socio-cultural influences in childhood anxiety: Mexican,Latin American descent,and European American families

This study examined the relationship between anxiety in Latin American children and Latino cultural schemas, parenting strategies, being an ethnic minority, and assimilation. Latin American (n = 72; LA) and white European-American (n = 46; EA) children living in the U.S., Mexican children living in Mexico (n = 99; M), and at least one parent per family (n = 283) were administered measures assessing anxiety, parenting strategies, collectivism, family cohesion, simpatia, parent–child communication, and assimilation. M and LA children expressed more anxiety symptoms than EA children. More mother control and less father acceptance were associated with childhood anxiety across all three groups. However, father control was associated with more anxiety for the EA group but not the MA group, and mother acceptance was associated with more anxiety for the EA and MA groups but with less anxiety for the M group. Family cohesion was negatively associated with children's anxiety independent of ethnic group. Finally, differing from parents in assimilation did not influence LA children's anxiety.     

Role of serum levels of neurotensin in children with autism spectrum disorder

AimNeuroinflammation may play a role in the pathogenesis of autism in some patients. The aim of this study was to measure serum levels of neurotensin (NTS) in relation to the degree of the severity of autism.MethodsSerum NTS was measured in autistic children (n = 38; mean age 7.02 ± 2.03 years) and healthy, unrelated sex matched controls (n = 39); mean age 7.25 ± 1.64 years). The severity of autism symptoms was assessed using Childhood Autism Rating Scale (CARS) scores.ResultsThe serum level of NTS was significantly (P < 0.001) lower in autistic children (mean ± S.D. = 54.71 ± 12.4 pg/ml) than control group (mean ± S.D. = 77.58 ± 10.29 pg/ml). Children with severe autism had significantly lower serum NTS levels than patients with mild to moderate autism (P < 0.002). There was significant negative correlation between serum levels of NTS and CARS SCORES (r² = 0.79, P = 0.001).ConclusionsSerum NTS levels were elevated in some autistic children and they were significantly correlated with the severity of autism. However, this is an initial report that warrants further research to determine the pathogenic role of NTS and its possible link to neuroinflammation in autism.     

Parenting and the parent–child relationship in families of children with mild to borderline intellectual disabilities and externalizing behavior

This cross-sectional study examined the association between parenting behavior, the parent–child relationship, and externalizing child behavior in families of children with mild to borderline intellectual disabilities (MBID). The families of a child with MBID and accompanying externalizing behavior problems (n = 113) reported more positive discipline and physical punishment but less involvement, less positive parenting, less monitoring, a lower sense of parenting competence, less acceptance of the child, and less closeness to the child than the families of a child with MBID and no accompanying externalizing behavior problems (n = 71). The parent–child relationship was most strongly associated with externalizing child behavior, over and above parenting behaviors. In addition, the parent–child relationship was found to be associated with parenting behavior, over and above the child's externalizing behavior. Our results highlight the importance of both the parent–child relationship and parenting behavior in connection with the occurrence of externalizing behavior problems on the part of children with MBID. Parenting behavior and the parent–child relationship may thus be promising targets for interventions with this group of children.     

The relationship of motor skills and adaptive behavior skills in young children with autism spectrum disorders

ObjectiveTo determine the relationship of motor skills and adaptive behavior skills in young children with autism.DesignA multiple regression analysis tested the relationship of motor skills on the adaptive behavior composite, daily living, adaptive social and adaptive communicative skills holding constant age, non-verbal problem solving, and calibrated autism severity.SettingMajority of the data collected took place in an autism clinic.ParticipantsA cohort of 233 young children with ASD (n = 172), PDD-NOS (n = 22) and non-ASD (developmental delay, n = 39) between the ages of 14–49 months were recruited from early intervention studies and clinical referrals. Children with non-ASD (developmental delay) were included in this study to provide a range of scores indicted through calibrated autism severity.InterventionsNot applicable.Main outcome measuresThe primary outcome measures in this study were adaptive behavior skills.ResultsFine motor skills significantly predicted all adaptive behavior skills (p < 0.01). Gross motor skills were predictive of daily living skills (p < 0.05). Children with weaker motor skills displayed greater deficits in adaptive behavior skills.ConclusionsThe fine and gross motor skills are significantly related to adaptive behavior skills in young children with autism spectrum disorder. There is more to focus on and new avenues to explore in the realm of discovering how to implement early intervention and rehabilitation for young children with autism and motor skills need to be a part of the discussion.     

An in-depth examination of optimal outcome children with a history of autism spectrum disorders

Previous research has suggested that some children with autism spectrum disorders (ASD) may improve to such an extent that they lose their diagnosis, yet little research has examined these ‘optimal outcome’ children in depth. We examined multiple aspects of functioning in a group of 13 optimal outcome (OO) children, matched on age, gender, and non-verbal IQ to a group of typically developing children (N = 14) and a group of high-functioning children with ASD who still retained a diagnosis on the autism spectrum (N = 14). These children were tested on average about eight years after they had been diagnosed (OO = 93 months, HFA = 94 months). Unlike their high-functioning peers with ASD, the OO group's adaptive and problem behavior scores fell within the average range. They also showed average language and communication scores on all language measures. The HFA group, however, continued to show pragmatic, linguistic, social, and behavioral difficulties. The OO children tended to have been diagnosed at younger ages and were significantly more likely to have received intensive early intervention. Although the high-functioning children with ASD continued to show difficulties in the behavioral realm, the individuals in the OO group were functioning within the average range on all measures. Future research should address how this optimal outcome is achieved.     

Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development

This study examined relations among behavior problems, social skills, and student–teacher relationships within a sample of children (mean age 8) with autism spectrum disorders or ASD (n = 36) and comparison samples of children with typical development (n = 91) or with intellectual disability (n = 38.) Student–teacher relationships (STRs) for children with ASD appeared to be qualitatively different from those of similarly aged children with ID or typical development. The STRs for children with ASD were considerably poorer, with less closeness and more conflict, than in the two comparison groups. Within the group with ASD, teacher-reported child externalizing behavior and social skills accounted for significant variance in the total score on the Student Teacher Relationship Scale. Conflict was predicted only by externalizing behavior, whereas closeness was predicted by social skills; level of autistic mannerisms negatively related to the teacher's perception of closeness. Findings address the implications for transition to early schooling for children with ASD.     

The relation among sleep,routines, and externalizing behavior in children with an autism spectrum disorder

The present study examined relations among sleep, routines, and externalizing behavior (based on parent report) in 115 children ages 6 to 12 years in two groups: 58 children with an autism spectrum disorder (age M = 9.0, SD = 2.09) and 57 non-ASD children (age M = 8.25, SD = 1.98). Within the ASD group, sleep hygiene and sleep quality were related to both routines and externalizing behaviors. In the combined sample, a significant interaction was found between diagnostic status and general routines in predicting externalizing behaviors. Specifically, lower levels of routines were related to higher levels of externalizing behaviors for both groups, whereas higher levels of routines were related to lower levels of externalizing behaviors for the non-ASD group. Further research among these constructs may focus on children with an ASD who experience less consistent routines or significant sleep disturbance.     

Theory of mind in autism spectrum disorder: Does DSM classification predict development?

It is unclear how theory of mind (ToM; understanding mental states and their influence on behaviour) develops in autism spectrum disorders (ASD). At least two possibilities exist: development is delayed or developmental patterns deviate from normal. We used a cross-sectional design to examine ToM skills in 4–16 year-old children. First, participants were classified in terms of the DSM-IV categories low-functioning autism (n = 21), high-functioning autism (n = 24), Asperger's syndrome (n = 21), and pervasive developmental disorder not otherwise specified (PDD-NOS; n = 20). The high-functioning autism, Asperger's syndrome and PDD-NOS groups displayed delayed ToM onset compared to a typically developing group (n = 30), but normal ToM developmental rates and sequences; supporting delayed development. ToM in low-functioning ASD fit the deviant development model: Age did not predict ToM. A second ToM model using DSM-5 ASD and verbal IQ supported ToM development differences: Greater verbal ability was associated with increased ToM in ASD but not in typical development. As a single explanation for ToM development in ASD is insufficient, it is imperative to report specifiers such as intellectual functioning when using DSM-5 classification. DSM-IV classification contributed little to the prediction of ToM development beyond the influence of intellectual functioning.     

Stress in mothers of children with autism: Trait mindfulness as a protective factor

Mindfulness-based interventions may reduce parents’ stress and improve parent–child relationships. Given the chronic nature of autism spectrum disorder (ASD) and its influence on parents’ stress, interventions to promote mindfulness may be especially helpful for parents of children with ASD. Prior to undertaking intervention development, it is first necessary to establish the relationship between mindfulness and stress, as other factors like child behavioral difficulties may overshadow the mother's regulation strategies. In a sample of mothers of children with ASD (n = 67) and a comparison sample of mothers without ASD (n = 87), mindfulness was significantly associated with the level of maternal stress above and beyond child behavior problems (non-ASD: β = −.232; F(1, 64) = 15.749, p < .000; ASD: β = −.206; F(1, 84) = 15.576, p < .000). Results suggest that interventions to promote mindfulness may be helpful in reducing parenting stress among mothers of children with ASD, as well as mothers of typically developing children. Due to the chronic nature of ASD, such interventions may be particularly applicable.     

Autistic characteristics in adults with epilepsy

IntroductionThe reported prevalence of autism spectrum disorders in people with epilepsy ranges from 15% to 47%. Despite the high comorbidity, there has been a lack of systematic studies of autistic characteristics in epilepsy. Little is known about the relationship of epilepsy to the core characteristics of autism. The aim of this research was to measure autistic traits and characteristics in adults with epilepsy who do not have a diagnosis of any autism disorder.MethodWe investigated autistic characteristics in adults with epilepsy and those without epilepsy employing the Autism Spectrum Quotient (group with epilepsy, n = 40; control group, n = 38) and systemizing and empathizing abilities employing the Intuitive Physics test and the Adult Eyes Task—Revised (group with epilepsy, n = 19; control group, n = 23).ResultsSignificantly more autistic behavioral traits, as measured by the AQ, were related to having epilepsy, but intact systemizing and empathizing abilities in these adults suggest that, in adults with epilepsy, autism-like symptoms may be present in the absence of wider cognitive profiles characteristic of autism.ConclusionIncreased autistic characteristics found in adults with epilepsy without an ASD diagnosis suggest that epilepsy syndromes may incorporate behavioral aspects of autism in the absence of some of its core cognitive features.     

Accelerometer-determined physical activity among elementary school-aged children with autism spectrum disorders in Taiwan

To examine age-related physical activity (PA) patterns between- and within-day in elementary school-aged children with autism spectrum disorders (ASD). PA was recorded every 5-s by uniaxial accelerometry in 35 children (grades 1–2, n = 13; grades 3–4, n = 13; grades 5–6, n = 9) for up to five weekdays and two weekend days. Younger children were more active during weekend days compared with weekdays, while the opposite was observed in older children. Age variation also exists in children's PA levels within a weekday, with this effect being most evident during recess and after school. Weekend days and free time within school days seem appropriate targets when promoting PA in older children with ASD.     

Examining the attitudes and physiological responses preservice learners have towards children with autism spectrum disorders

This study investigated attitudes and physiological responses demonstrated by preservice learners towards young children with autism spectrum disorders (ASD). The Self-Assessment Manikin (SAM) and two physiological measures (skin conductance and heart rate responses) were obtained. Four behaviors (two control and two problematic) depicting preschool-age males with ASD were viewed by preservice learners who either had limited (n = 15) or substantial experience (n = 15) in working with this population. Results revealed significant differences between behaviors (control versus problematic) on two out of three SAM ratings and on both physiological measures. Specifically, the results documented that regardless of level of experience, preservice learners exhibited increased arousal when watching problematic behaviors.