Research in Autism Spectrum Disorders最新文献

{"title":"Profiles of structural language and nonverbal intellectual abilities in verbal autistic adults","authors":"Marta Manenti ,&nbsp;Sandrine Ferré ,&nbsp;Laurice Tuller ,&nbsp;Emmanuelle Houy-Durand ,&nbsp;Frédérique Bonnet-Brilhault ,&nbsp;Philippe Prévost","doi":"10.1016/j.rasd.2024.102361","DOIUrl":"https://doi.org/10.1016/j.rasd.2024.102361","url":null,"abstract":"<div><h3>Background</h3><p>A diagnosis of autism includes the specification of any accompanying language impairment (LI) and Disorders of Intellectual Development (DID). The International Classification of Diseases (ICD-11) mentions the existence of four different profiles for verbal autistic individuals, resulting from the logical combinations of presence and absence of LI and DID. While these profiles have been identified in autistic children, equivalent evidence is lacking for adults, as studies on this population are quantitatively and qualitatively limited. Language tasks are generally ill-adapted to autistic adults and individuals with DID are rarely integrated into experimental cohorts. This study means to fill this gap by proposing a systematic investigation of structural language and nonverbal intellectual abilities (NVIQ) in autistic adults across the whole verbal spectrum based on explicitly motivated measures.</p></div><div><h3>Methods</h3><p>For structural language, the adult adaptation of autism-friendly nonword and sentence repetition tasks shown to be sensitive to LI were selected; for NVIQ, Block Design and Matrix Reasoning of the WAIS-IV were employed. These tasks were administered to 48 autistic adults aged 18–56 years and to 50 age-matched controls.</p></div><div><h3>Results</h3><p>Cluster analysis revealed three distinct profiles: two homogeneous (intact language with high NVIQ and LI with low NVIQ) and one displaying discrepant abilities, including normal language with low NVIQ. Conversely, the LI with average/high NVIQ profile was not found.</p></div><div><h3>Conclusions</h3><p>Profiles in adulthood seem more homogeneous than in childhood. One hypothesis is that cognitive changes occur during development that reduce ability discrepancy, such as severe LI contributing to decreasing nonverbal abilities over time.</p></div>","PeriodicalId":48255,"journal":{"name":"Research in Autism Spectrum Disorders","volume":"114 ","pages":"Article 102361"},"PeriodicalIF":2.5,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1750946724000369/pdfft?md5=636af659c543453859fcbc158b206722&pid=1-s2.0-S1750946724000369-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140122564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sibling bullying and mental health in British and Turkish autistic children and adolescents: The role of social and emotional functioning","authors":"Emre Deniz ,&nbsp;Umar Toseeb","doi":"10.1016/j.rasd.2024.102392","DOIUrl":"https://doi.org/10.1016/j.rasd.2024.102392","url":null,"abstract":"<div><p>Nearly one in two autistic individuals is involved in sibling bullying, which is linked to increased mental health difficulties. Despite its high prevalence, only a handful of studies have focused on the relationship between sibling bullying and mental health in the autistic population. Of these, a vast majority of evidence comes from Western cultures while little is known about non-western cultures. For the first time, the current study investigated the cross-cultural variability in the prevalence and demographic and mental health correlates of sibling bullying between a Western (the United Kingdom) and non-western (Turkey) country. Parents of British (N = 289) and Turkish (N = 171) autistic individuals, aged 9–20 years, completed online questionnaires. Structural equation models were fitted to test the risk factors for behavioural and mental health correlates of sibling bullying. Overall, sibling bullying was highly prevalent in the lives of both British and Turkish autistic adolescents as more than two-thirds either bullied a sibling or were bullied by a sibling every week. While some potential risk factors for sibling bullying were present in both cultures (e.g., past sibling bullying experiences), some were culture-specific (e.g., having a male sibling (British), higher parental education (Turkish)). Consistent with previous reports, higher rates of sibling bullying were significantly correlated with poorer mental health in both British and Turkish samples. Additionally, sibling bullying was indirectly linked to mental health difficulties through detrimental social behaviours (British and Turkish) and emotion regulation (British-only) in autistic children and adolescents. There were no indirect correlations between sibling bullying and mental health through social skills in either sample. Implications of these findings as well as cross-cultural similarities and differences are discussed in more detail in light of the relevant cross-cultural psychological theory.</p></div>","PeriodicalId":48255,"journal":{"name":"Research in Autism Spectrum Disorders","volume":"114 ","pages":"Article 102392"},"PeriodicalIF":2.5,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1750946724000679/pdfft?md5=ec190856b3f3bae5ce1590ba45068ba0&pid=1-s2.0-S1750946724000679-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140537051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinical pathways from the perception of the first signs to the diagnosis of autism spectrum disorder in Portugal: A brief report of a survey of parents","authors":"Rita Crasto ,&nbsp;Daniela Folhas ,&nbsp;Tatiana Pereira ,&nbsp;Marisa Lousada","doi":"10.1016/j.rasd.2024.102382","DOIUrl":"https://doi.org/10.1016/j.rasd.2024.102382","url":null,"abstract":"<div><h3>Background</h3><p>Data from prevalence studies indicate an increase in the number of children diagnosed with autism spectrum disorder (ASD). Despite this, there are few studies analysing the clinical pathways from the first signs to diagnosis. This study aims (1) to identify the most common first perceived signs of children with ASD, the persons who perceived them, and the age at which they were perceived, and (2) to analyse the clinical pathways from the first signs to diagnosis, based on parents' information.</p></div><div><h3>Method</h3><p>A self-administered questionnaire purposefully created for this study was used to collect data from parents of children with ASD, between April and June 2023, in Portugal.</p></div><div><h3>Results</h3><p>A total of 26 parents of children with ASD completed the questionnaire. Many signs were identified but the most common among the respondents was speech and language delay (n = 23; 88.5%). This sign was mostly perceived by parents (n = 24; 88.9%), between one and two years of age (n = 17; 65.4%). Fifteen (57.7%) of the respondents revealed that it took up to six months to seek help from a health professional and mostly two (n = 9; 34.6%) to three (n = 8; 30.8%) professionals were consulted before diagnosis.</p></div><div><h3>Conclusions</h3><p>This study reinforced the divergent paths across the ASD population, highlighting the heterogeneity of the condition from a very early stage. Future studies should analyse whether variables such as socioeconomic status, and the service where the children were followed (public or private) could influence the clinical pathway.</p></div>","PeriodicalId":48255,"journal":{"name":"Research in Autism Spectrum Disorders","volume":"114 ","pages":"Article 102382"},"PeriodicalIF":2.5,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1750946724000576/pdfft?md5=a151ed33079fd1e70c42b8199d5a3c86&pid=1-s2.0-S1750946724000576-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140163474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Omega-3 and omega-6 polyunsaturated fatty acid intake and aberrant behaviors in Jordanian children with autism spectrum disorders (ASD): A pilot study","authors":"Taha Rababah ,&nbsp;Sondos M. Flieh ,&nbsp;Muhammad Al-u'datt ,&nbsp;Sana Gammoh ,&nbsp;Ghazi Magableh ,&nbsp;Tha'er Ajouly ,&nbsp;Ali Almajwal ,&nbsp;Numan Al-Rayyan","doi":"10.1016/j.rasd.2024.102386","DOIUrl":"https://doi.org/10.1016/j.rasd.2024.102386","url":null,"abstract":"<div><h3>Background</h3><p>This study aimed to investigate the relationship between the daily intake of omega-3 polyunsaturated fatty acids (PUFA) and omega-6 PUFA, and aberrant symptoms in Jordanian children and adolescents.</p></div><div><h3>Method</h3><p>A sample of 37 children and adolescents aged between, 3–18 y, (76% males) diagnosed with autism spectrum disorders (ASD) were included in this study. Behavior and mental development were assessed using the Aberrant Behavior Checklist (ABC) questionnaire. Food frequency questionnaires were used to assess omega-3 PUFA and omega-6 PUFA intake. Food items were analyzed using gas chromatography to measure their omega fatty acid content. A Chi-square test was conducted to determine the difference between autism rating scale items and omega-3 PUFA, omega-6 PUFA, and the ratio of omega-3 PUFA: omega-6 PUFA intake.</p></div><div><h3>Results</h3><p>Omega-3 PUFA and omega-6 PUFA mean intakes were 0.31 ± 0.29 g/day and 5.15 ± 2.91 g/day, respectively. The results indicate that there is no significant difference in most autism scale items with omega-3 PUFA intake. Omega-6 PUFA was found to have a significant association with several scale items (p-value &lt; 0.05). Moreover, we found that foods high in omega-3 PUFA (g/100 g) were walnuts (9.20), tuna (0.92), and sardine (0.90). Foods high in omega-6 PUFA were sunflower oil (63.3), corn oil (56.0), and soybean oil (53.0).</p></div><div><h3>Conclusion</h3><p>The results indicated that omega-3 PUFA and omega-6 PUFA mean intake were found to be lower than the recommended values in children with autism. This information will be useful for healthcare providers to consider omega-3 PUFA and omega-6 PUFA when planning dietary meals for individuals with autism.</p></div>","PeriodicalId":48255,"journal":{"name":"Research in Autism Spectrum Disorders","volume":"114 ","pages":"Article 102386"},"PeriodicalIF":2.5,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1750946724000618/pdfft?md5=527baad5a3a5eaef96764b9cb450d55d&pid=1-s2.0-S1750946724000618-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140296812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Towards a neurodiversity-affirmative conceptualisation of psycho-education in the context of autism","authors":"Lies Van Den Plas ,&nbsp;Gert-Jan Vanaken ,&nbsp;Jean Steyaert ,&nbsp;Kristien Hens ,&nbsp;Ilse Noens","doi":"10.1016/j.rasd.2024.102391","DOIUrl":"https://doi.org/10.1016/j.rasd.2024.102391","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Introduction&lt;/h3&gt;&lt;p&gt;Psycho-education is a practice often used in autism care, bridging between diagnosis and clinical counselling. In the autism literature, there is a shift towards defining autism in terms of deficit to defining autism in terms of neurodiversity. Literature increasingly indicates that this neurodiversity conceptualisation may lead to a more positive identity and less internalised stigma. Therefore we investigated to what extent this shift to neurodiversity-affirmative psycho-education has already occurred in the context of clinical care in Flanders, Belgium.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;p&gt;We reviewed the three psycho-educational tools that are most recommended and practically used in our region (&lt;em&gt;I am special 2, Brain Blocks, Give me 5)&lt;/em&gt;, deploying a reflexive thematic analysis.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;p&gt;Three overarching themes emerged from the analysis: (1) differing but mainly deficit-based autism conceptualisations (2) needs are important but little specified; (3) knowledge transfer as the main goal.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Discussion&lt;/h3&gt;&lt;p&gt;The shift to neurodiversity-affirmative psycho-education has not yet occurred in clinical care in Flanders. We recommend centring lived experiences in psycho-educational tools, including more recent theories such as monotropism and the double empathy problem, and conducting more participatory research concerning different stakeholders’ needs.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Lay abstract&lt;/h3&gt;&lt;p&gt;Psycho-education is a practice that is often used in clinical care in the context of autism to bridge diagnostics and clinical counselling. There are different definitions of what psycho-education should entail, but possible themes can be ‘what autism is’ and how the current needs of the individual and the environment can be addressed. At the same time, there is a shift in literature from defining autism in terms of deficits to defining autism in terms of difference (neurodiversity), where difficulties arise from a mismatch between the individual and their context. In this paper, we investigated three psycho-educational tools (&lt;em&gt;I am special 2, Brain Blocks, Give me 5).&lt;/em&gt; More specifically, we investigated to what extent these psycho-educational tools are in line with neurodiversity-affirmative views. We found that the psycho-educational tools did not always specify how they understood autism. Autism was frequently described in terms of deficits. Also, the tools did not always mention which and whose needs they wanted to cater for (an autistic person, relatives,…). Lastly, the tools had a strong focus on addressing ‘what autism is’ – thereby mainly focussing on knowledge, and less on needs or emotional support. This differs from the approach recommended by recent literature in relevant fields. This paper gives a starting point to evaluate current psycho-education practices and recommends developing new psycho-educational tools that place first-hand autistic needs and experiences at the ce","PeriodicalId":48255,"journal":{"name":"Research in Autism Spectrum Disorders","volume":"114 ","pages":"Article 102391"},"PeriodicalIF":2.5,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140558193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“We go through trauma”: South Asian parents’ experiences of autism diagnosis and early supports for their autistic children in Australia","authors":"Jodie Smith ,&nbsp;Alexandra Aulich ,&nbsp;Catherine Bent ,&nbsp;Christos Constantine ,&nbsp;Kathleen Franks ,&nbsp;Nilushi Goonetilleke ,&nbsp;Cherie Green ,&nbsp;Rabia Ijaz ,&nbsp;Kanisha Patel ,&nbsp;Helen Said ,&nbsp;Sarah Wood ,&nbsp;Kristelle Hudry","doi":"10.1016/j.rasd.2024.102408","DOIUrl":"https://doi.org/10.1016/j.rasd.2024.102408","url":null,"abstract":"<div><h3>Introduction</h3><p>Growth of the Australian South Asian migrant community has surged over the last decade. Yet we have minimal information about migrant South Asian parents’ experiences of raising an autistic child in Australia. This participatory research informs the issue through reporting first-hand accounts of accessing an autism diagnosis and receiving early supports for South Asian parents and their autistic children living in Australia.</p></div><div><h3>Methods</h3><p>Parents from India, Pakistan and Sri Lanka (<em>n</em> = 13) were interviewed in their preferred language. During interviews, parents were asked about their experiences of the diagnostic process and navigating early supports for their autistic child. Interviews were analysed using reflexive thematic analysis.</p></div><div><h3>Results</h3><p>Parents described experiencing myriad challenges to accessing early autism supports, including limited knowledge, funding issues, lengthy waiting lists, and poor-quality clinicians. They also reported struggling to accept their child’s diagnoses and facing judgement from within their community. Unlike other migrant Australian communities, this group of parents did not describe obtaining community-specific supports and often navigated their journeys alone. These cumulative challenges impacted parents’ mental health. Yet, parents also described proactively seeking as much support as possible, preferring goal-based, intensive, behavioural early interventions.</p></div><div><h3>Discussion and implications</h3><p>Clinicians should be aware that families from particular migrant/cultural minority groups may be more isolated than others, and consider how best to support a sense of community belonging in other ways. That these parents expressed preference for intensive, behavioural autism supports also highlights the diversity of service-related views and desires in the autistic and autism communities.</p></div>","PeriodicalId":48255,"journal":{"name":"Research in Autism Spectrum Disorders","volume":"114 ","pages":"Article 102408"},"PeriodicalIF":2.5,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1750946724000837/pdfft?md5=4d3078a39444b0b80c5d6552b3ea1549&pid=1-s2.0-S1750946724000837-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140645687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Micronutrient deficiencies in children with autism spectrum disorders compared to typically developing children – A scoping review","authors":"Dimitar Marinov,&nbsp;Rositsa Chamova,&nbsp;Ruzha Pancheva","doi":"10.1016/j.rasd.2024.102396","DOIUrl":"https://doi.org/10.1016/j.rasd.2024.102396","url":null,"abstract":"<div><h3>Background</h3><p>Autism spectrum disorder (ASD) is a neurodevelopmental disorder that may be influenced by various factors, including nutritional status. This scoping review, adhering to PRISMA-ScR guidelines, aims to systematically explore and synthesize the existing literature on micronutrient (vitamins, minerals and trace elements) deficiencies in children with ASD and how they may differ from the general population of typically developing children.</p></div><div><h3>Methods</h3><p>A comprehensive search strategy was employed across multiple databases, selecting studies that quantitatively assessed micronutrient levels in children with ASD and control groups. The inclusion of 34 full-text publications from 17 countries provided a geographically diverse sample, ensuring a broad overview of the field.</p></div><div><h3>Results</h3><p>The findings present a complex picture of micronutrient levels in children with ASD. A recurrent observation was lower vitamin D levels in children with ASD across multiple studies, while results for other vitamins, such as vitamins A and E, and minerals like iron (ferritin), iodine, and zinc were mixed and contradictory. The heterogeneity in study methodologies, participant characteristics, and controls for confounding factors, such as supplementation, were noted as significant variables influencing outcomes.</p></div><div><h3>Conclusion</h3><p>This scoping review accentuates the crucial need for standardized methodologies in future research to explore the underlying mechanisms of altered micronutrient levels in children with ASD and determine potential therapeutic implications. Emphasis on careful consideration of external variables, such as dietary habits and supplementation, is imperative to draw valid, reproducible conclusions in subsequent studies.</p></div>","PeriodicalId":48255,"journal":{"name":"Research in Autism Spectrum Disorders","volume":"114 ","pages":"Article 102396"},"PeriodicalIF":2.5,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1750946724000710/pdfft?md5=978cc06b1a307ae889b8eb4f5cb3ea06&pid=1-s2.0-S1750946724000710-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140540118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An exploratory study of resilience to stressful life events in autistic children","authors":"Jessica L. Greenlee ,&nbsp;Jennifer M. Putney ,&nbsp;Emily Hickey ,&nbsp;Marcia A. Winter ,&nbsp;Sigan L. Hartley","doi":"10.1016/j.rasd.2024.102371","DOIUrl":"https://doi.org/10.1016/j.rasd.2024.102371","url":null,"abstract":"<div><h3>Background</h3><p>Autistic children experience more stressful life events (SLEs) than their neurotypical peers, which are related to poor mental health outcomes in both neurotypical and autistic individuals. However, there is a lack of longitudinal research assessing the perceived impact of stressful life events on autistic children’s mental health.</p></div><div><h3>Method</h3><p>Utilizing a novel statistical technique (<span>Ratcliff et al., 2019</span>), called ‘area of resilience to stress events’ or ARSE in R, we aimed to quantify aspects of resilience, growth, and non-resilience for 67 autistic children (6–13 years old) enrolled in a larger longitudinal study who experienced a SLE. Parents reported demographic information (e.g., child age, biological sex, household income) as well as the child’s internalizing and externalizing symptoms and autism characteristics across multiple time points spaced one year apart (baseline, T2, T3, T4).</p></div><div><h3>Results</h3><p>There was substantial variability in the resilience process within the sample. Older children exhibited a less adaptive resilience process (i.e., higher total scaled scores or arse_ts). Perceived stress of the disruptive event was not correlated with resilience; however, there was a significant child age x stress severity interaction, suggesting that younger children in households that perceived the disruptive event as highly stressful exhibited more efficient resilience, or lower arse_ts scores, compared to other children.</p></div><div><h3>Conclusions</h3><p>This study introduces an innovative methodological approach to understanding the effects of stressful life events on the mental health of autistic children. Results have implications for family-based policy and practice and highlight for whom services may be most beneficial.</p></div>","PeriodicalId":48255,"journal":{"name":"Research in Autism Spectrum Disorders","volume":"114 ","pages":"Article 102371"},"PeriodicalIF":2.5,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140180097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The implication of sleep disturbances on daily executive functioning and learning problems in children with autism without intellectual disability","authors":"Carmen Berenguer ,&nbsp;Irene Lacruz-Pérez ,&nbsp;Eva Rosa ,&nbsp;Simona de Stasio ,&nbsp;Nora Choque-Olsson","doi":"10.1016/j.rasd.2024.102403","DOIUrl":"https://doi.org/10.1016/j.rasd.2024.102403","url":null,"abstract":"<div><h3>Background</h3><p>Individuals with autism spectrum disorder (ASD) often have sleep disturbances, executive functioning difficulties, and learning problems. The aim of this study was twofold. First, to examine the quality of sleep in children with ASD without intellectual disability and typically developing (TD) children. Second, to explore the implication of sleep disturbances in the association between daily executive functioning and learning problems in children with ASD without intellectual disability.</p></div><div><h3>Method</h3><p>The sample included 47 children with autism without intellectual disability and 32 TD children. Parent-reported questionnaires were used to assess participants' sleep disturbances, daily executive functions, and learning problems. All statistical analyses performed were adjusted for age, IQ, and medication.</p></div><div><h3>Results</h3><p>As expected, the prevalence of sleep disturbances was significantly higher in the ASD group than in the TD group. Regarding the second aim of the study, the total score of sleep disturbances was significantly associated with learning problems and the metacognition subdomain of executive functioning in children with autism without intellectual disability. In turn, executive functions and learning problems were also significantly associated. Finally, sleep disturbances were found to mediate the relationship between global executive functioning and learning problems in children with ASD without intellectual disability.</p></div><div><h3>Conclusions</h3><p>The findings suggest that sleep disturbances are common in children with autism, and that they play a mediating role in the association between executive functions and learning problems. Therefore, sleep should be a crucial aspect of interventions to improve the learning and academic performance of school-aged children with ASD without intellectual disability.</p></div>","PeriodicalId":48255,"journal":{"name":"Research in Autism Spectrum Disorders","volume":"114 ","pages":"Article 102403"},"PeriodicalIF":2.5,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1750946724000783/pdfft?md5=a39164e8c62421bc642b4996368d503d&pid=1-s2.0-S1750946724000783-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140643563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prenatal perceived stress and urinary cortisol as risk factors for ASD and non-typical developmental outcomes in the MARBLES study","authors":"Dorothy H. Hoang Reede ,&nbsp;Daniel J. Tancredi ,&nbsp;Rebecca J. Schmidt","doi":"10.1016/j.rasd.2024.102393","DOIUrl":"https://doi.org/10.1016/j.rasd.2024.102393","url":null,"abstract":"<div><h3>Background</h3><p>Findings for prenatal stress, previously measured through stressful life event surveys items or biomarkers, in association with ASD are inconsistent. We prospectively examined prenatal perceived stress and prenatal urinary cortisol (PUC) in association with ASD and other non-typical developmental (Non-TD) outcomes in the child in a high familial likelihood cohort.</p></div><div><h3>Methods</h3><p>The Perceived Stress Scale questionnaire was used to measure perceived stress in the longitudinal Markers of Autism Risk in Babies: Learning Early Signs (MARBLES) Study. Cortisol was measured through 24-hr urine collections. At three years of age, an algorithm consisting of scores from the Autism Diagnostic Observation Schedule (ADOS) and Mullen Scales of Early Learning (MSEL) was used to classify children with ASD, Non-TD, or typically developing (TD) outcomes. Relative risk ratios (RRR) with TD as the reference were estimated using multinomial logistic regression.</p></div><div><h3>Results</h3><p>Increased perceived stress was associated with Non-TD in trimester 1 (RRR 1.10; 95% CI: 1.00, 1.21) and ASD in trimesters 2 and 3 (RRR 1.08; 95% CI: 1.02, 1.14 and RRR 1.08; 95% CI: 1.03, 1.14, respectively). Results with PUC were non-significant but were in the direction consistent with previous findings suggesting that decreased cortisol levels are associated with higher likelihood of ASD.</p></div><div><h3>Conclusions</h3><p>Findings support the hypothesis that higher perceived stress is associated with increased likelihood of ASD and possibly Non-TD, relative to TD. This suggests that stress reduction interventions during pregnancy could serve as preventative measures that help optimize the child’s long-term health. Larger studies are needed to replicate these findings.</p></div>","PeriodicalId":48255,"journal":{"name":"Research in Autism Spectrum Disorders","volume":"114 ","pages":"Article 102393"},"PeriodicalIF":2.5,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1750946724000680/pdfft?md5=7debd3595d8a1bf572c0261411030882&pid=1-s2.0-S1750946724000680-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140546156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}