Autism Research and Treatment最新文献_第4页

Investigating the Evidence of Behavioral, Cognitive, and Psychiatric Endophenotypes in Autism: A Systematic Review. 调查自闭症的行为、认知和精神内表型证据：系统回顾

Autism Research and Treatment Pub Date : 2017-01-01 Epub Date: 2017-07-05 DOI: 10.1155/2017/6346912

Kavita Ruparelia, Karim Manji, Amina Abubakar, Charles R Newton

{"title":"Investigating the Evidence of Behavioral, Cognitive, and Psychiatric Endophenotypes in Autism: A Systematic Review.","authors":"Kavita Ruparelia, Karim Manji, Amina Abubakar, Charles R Newton","doi":"10.1155/2017/6346912","DOIUrl":"10.1155/2017/6346912","url":null,"abstract":"Substantial evidence indicates that parents of autistic individuals often display milder forms of autistic traits referred to as the broader autism phenotype (BAP). To determine if discrete endophenotypes of autism can be identified, we reviewed the literature to assess the evidence of behavioral, cognitive, and psychiatric profiles of the BAP. A systematic review was conducted using EMBASE, MEDLINE, PsycINFO, PsycEXTRA, and Global Health. Sixty papers met our inclusion criteria and results are discussed according to the proportion of studies that yield significant deficits per domain. The behavioral, cognitive, and psychiatric endophenotypes in parents of autistic probands are still not clarified; however, evidence suggests mild social/communication deficits, rigid/aloof personality traits, and pragmatic language difficulties as the most useful sociobehavioral candidate endophenotype traits. The existence of deficits in the cognitive domain does suggest familial vulnerability for autism. Furthermore, increased depressed mood and anxiety can also be useful markers; however, findings should be interpreted with caution because of the small number of studies in such heterogeneously broad domains and several methodological limitations.","PeriodicalId":8659,"journal":{"name":"Autism Research and Treatment","volume":"2017 ","pages":"6346912"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5516739/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35370971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting 残疾儿童课堂音乐治疗模式的初步研究

Autism Research and Treatment Pub Date : 2016-11-23 DOI: 10.1155/2016/1284790

Jenna L Mendelson, Y. White, L. Hans, Richard Adebari, L. Schmid, Jan Riggsbee, Alison Goldsmith, B. Ozler, Kristen Buehne, Sarah Jones, Jennifer Shapleton, G. Dawson

{"title":"A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting","authors":"Jenna L Mendelson, Y. White, L. Hans, Richard Adebari, L. Schmid, Jan Riggsbee, Alison Goldsmith, B. Ozler, Kristen Buehne, Sarah Jones, Jennifer Shapleton, G. Dawson","doi":"10.1155/2016/1284790","DOIUrl":"https://doi.org/10.1155/2016/1284790","url":null,"abstract":"Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD). This study was a pilot investigation of a classroom-based music-based intervention, Voices Together®, for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: “long-term” (15 weeks beginning in January 2015 (Time 1), n = 14) or “short-term” (7 weeks beginning 7 weeks later in February (Time 2), n = 17). Using observational ratings, investigators reliably scored participants live in terms of their level of verbal responsiveness to prompts during three songs featured each week of the program. Both groups demonstrated increases in verbal responses over time; however, only the long-term group demonstrated significant within-group increases. Preliminary findings suggest that music therapy delivered in a classroom in 45-minute weekly sessions for 15 weeks can promote improvements in verbal responsiveness among individuals with autism and other developmental disabilities. Findings warrant further investigation into the efficacy of classroom-based music therapy programs.","PeriodicalId":8659,"journal":{"name":"Autism Research and Treatment","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90674820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 19

Calcium and Vitamin D Supplement Prescribing Practices among Providers Caring for Children with Autism Spectrum Disorders: Are We Addressing Bone Health? 在照顾自闭症谱系障碍儿童的提供者中，钙和维生素D补充剂的处方实践:我们在关注骨骼健康吗?

Autism Research and Treatment Pub Date : 2016-03-06 DOI: 10.1155/2016/6763205

Shylaja Srinivasan, J. O'Rourke, Sara Bersche Golas, A. Neumeyer, M. Misra

引用次数: 11

The Association between Adult Participation and the Engagement of Preschoolers with ASD 成人参与与学龄前自闭症儿童参与之间的关系

Autism Research and Treatment Pub Date : 2016-02-24 DOI: 10.1155/2016/6029837

Ann M. Sam, Stephanie S. Reszka, B. Boyd, Yi Pan, K. Hume, S. Odom

{"title":"The Association between Adult Participation and the Engagement of Preschoolers with ASD","authors":"Ann M. Sam, Stephanie S. Reszka, B. Boyd, Yi Pan, K. Hume, S. Odom","doi":"10.1155/2016/6029837","DOIUrl":"https://doi.org/10.1155/2016/6029837","url":null,"abstract":"The ability for a child to engage in the classroom is associated with better academic outcomes. Yet, there is limited information on how child characteristics of autism and adult behavior impact engagement. This study examined (1) the pattern of adult participation and child engagement in preschool classrooms that serve children with ASD, (2) the associations between child engagement and adult participation, and (3) how characteristics of ASD (autism severity, language ability, and challenging behavior) moderate the relationship between adult participation and child engagement. Overall, children were less likely to be engaged when adults were actively or passively participating with them. Moderators impacted this relationship. Children with higher levels of autism severity were more likely to be engaged when adults were actively or passively participating with them. Similarly, children with lower language abilities were more likely to be engaged when adults were actively or passively participating with them. Finally, children with higher levels of challenging behaviors were less likely to be engaged when adults were actively or passively participating with them. These findings have important implications for how adults can best support the engagement of children with ASD.","PeriodicalId":8659,"journal":{"name":"Autism Research and Treatment","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84473737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Factor Structure, Internal Consistency, and Screening Sensitivity of the GARS-2 in a Developmental Disabilities Sample 发育障碍样本中GARS-2的因子结构、内部一致性和筛选敏感性

Autism Research and Treatment Pub Date : 2016-02-15 DOI: 10.1155/2016/8243079

Martin A. Volker, Elissa H. Dua, C. Lopata, M. Thomeer, J. Toomey, A. Smerbeck, Jonathan D. Rodgers, Joshua R. Popkin, Andrew T. Nelson, Gloria K. Lee

{"title":"Factor Structure, Internal Consistency, and Screening Sensitivity of the GARS-2 in a Developmental Disabilities Sample","authors":"Martin A. Volker, Elissa H. Dua, C. Lopata, M. Thomeer, J. Toomey, A. Smerbeck, Jonathan D. Rodgers, Joshua R. Popkin, Andrew T. Nelson, Gloria K. Lee","doi":"10.1155/2016/8243079","DOIUrl":"https://doi.org/10.1155/2016/8243079","url":null,"abstract":"The Gilliam Autism Rating Scale-Second Edition (GARS-2) is a widely used screening instrument that assists in the identification and diagnosis of autism. The purpose of this study was to examine the factor structure, internal consistency, and screening sensitivity of the GARS-2 using ratings from special education teaching staff for a sample of 240 individuals with autism or other significant developmental disabilities. Exploratory factor analysis yielded a correlated three-factor solution similar to that found in 2005 by Lecavalier for the original GARS. Though the three factors appeared to be reasonably consistent with the intended constructs of the three GARS-2 subscales, the analysis indicated that more than a third of the GARS-2 items were assigned to the wrong subscale. Internal consistency estimates met or exceeded standards for screening and were generally higher than those in previous studies. Screening sensitivity was .65 and specificity was .81 for the Autism Index using a cut score of 85. Based on these findings, recommendations are made for instrument revision.","PeriodicalId":8659,"journal":{"name":"Autism Research and Treatment","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85341493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17

An Analysis of Canadian Institute for Health Research Funding for Research on Autism Spectrum Disorder 加拿大卫生研究所资助自闭症谱系障碍研究的分析

Autism Research and Treatment Pub Date : 2016-02-10 DOI: 10.1155/2016/8106595

R. Deonandan, E. Y. Liu, B. Kolisnyk, A. Konkle

引用次数: 1

Illness Severity, Social and Cognitive Ability, and EEG Analysis of Ten Patients with Rett Syndrome Treated with Mecasermin (Recombinant Human IGF-1) Mecasermin(重组人IGF-1)治疗10例Rett综合征患者病情严重程度、社会认知能力及脑电图分析

Autism Research and Treatment Pub Date : 2016-01-26 DOI: 10.1155/2016/5073078

G. Pini, L. Congiu, A. Benincasa, Pietro DiMarco, S. Bigoni, A. Dyer, Niall Mortimer, Andrea Della-Chiesa, Seán O’Leary, R. McNamara, K. Mitchell, M. Gill, D. Tropea

{"title":"Illness Severity, Social and Cognitive Ability, and EEG Analysis of Ten Patients with Rett Syndrome Treated with Mecasermin (Recombinant Human IGF-1)","authors":"G. Pini, L. Congiu, A. Benincasa, Pietro DiMarco, S. Bigoni, A. Dyer, Niall Mortimer, Andrea Della-Chiesa, Seán O’Leary, R. McNamara, K. Mitchell, M. Gill, D. Tropea","doi":"10.1155/2016/5073078","DOIUrl":"https://doi.org/10.1155/2016/5073078","url":null,"abstract":"Rett Syndrome (RTT) is a severe neurodevelopmental disorder characterized by an apparently normal development followed by an arrest and subsequent regression of cognitive and psychomotor abilities. At present, RTT has no definitive cure and the treatment of RTT represents a largely unmet clinical need. Following partial elucidation of the underlying neurobiology of RTT, a new treatment has been proposed, Mecasermin (recombinant human Insulin-Like Growth Factor 1), which, in addition to impressive evidence from preclinical murine models of RTT, has demonstrated safety in human studies of patients with RTT. The present clinical study examines the disease severity as assessed by clinicians (International Scoring System: ISS), social and cognitive ability assessed by two blinded, independent observers (RSS: Rett Severity Score), and changes in brain activity (EEG) parameters of ten patients with classic RTT and ten untreated patients matched for age and clinical severity. Significant improvement in both the ISS (p = 0.0106) and RSS (p = 0.0274) was found in patients treated with IGF1 in comparison to untreated patients. Analysis of the novel RSS also suggests that patients treated with IGF1 have a greater endurance to social and cognitive testing. The present clinical study adds significant preliminary evidence for the use of IGF-1 in the treatment of RTT and other disorders of the autism spectrum.","PeriodicalId":8659,"journal":{"name":"Autism Research and Treatment","volume":"45 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83166559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 48

Theory of Mind Indexes the Broader Autism Phenotype in Siblings of Children with Autism at School Age 心理理论在学龄自闭症儿童兄弟姐妹中更广泛的自闭症表型指标

Autism Research and Treatment Pub Date : 2016-01-10 DOI: 10.1155/2016/6309189

Tawny Tsang, K. Gillespie-Lynch, T. Hutman

{"title":"Theory of Mind Indexes the Broader Autism Phenotype in Siblings of Children with Autism at School Age","authors":"Tawny Tsang, K. Gillespie-Lynch, T. Hutman","doi":"10.1155/2016/6309189","DOIUrl":"https://doi.org/10.1155/2016/6309189","url":null,"abstract":"Subclinical variants of the social-communicative challenges and rigidity that define autism spectrum disorder (ASD) are known as the broader autism phenotype (BAP). The BAP has been conceptualized categorically (as specific to a subset of relatives of individuals with ASD) and dimensionally (as continuously distributed within the general population). The current study examined the compatibility of these two approaches by assessing associations among autism symptoms and social-communicative skills in young school-age children with ASD, children who have a sibling with ASD, and children without a sibling with ASD. Autism symptoms were associated with reduced Theory of Mind (ToM), adaptive skills, cognitive empathy, and language skills across the full sample. Reduced ToM was a core aspect of the BAP in the current sample regardless of whether the BAP was defined categorically (in terms of siblings of children with ASD who exhibited atypical developmental) or dimensionally (in terms of associations with autism symptoms across the entire sample). Early language skills predicted school-age ToM. Findings support the compatibility of categorical and dimensional approaches to the BAP, highlight reduced ToM as a core aspect of the school-age BAP, and suggest that narrative-based approaches to promoting ToM may be beneficial for siblings of children with ASD.","PeriodicalId":8659,"journal":{"name":"Autism Research and Treatment","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80628422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

What Do Parents Think about Chromosomal Microarray Testing? A Qualitative Report from Parents of Children with Autism Spectrum Disorders. 家长如何看待染色体微阵列检测?自闭症谱系障碍儿童家长的定性报告。

Autism Research and Treatment Pub Date : 2016-01-01 Epub Date: 2016-06-20 DOI: 10.1155/2016/6852539

Lei Xu, Linda Crane Mitchell, Alice R Richman, Kaitlyn Clawson

{"title":"What Do Parents Think about Chromosomal Microarray Testing? A Qualitative Report from Parents of Children with Autism Spectrum Disorders.","authors":"Lei Xu, Linda Crane Mitchell, Alice R Richman, Kaitlyn Clawson","doi":"10.1155/2016/6852539","DOIUrl":"https://doi.org/10.1155/2016/6852539","url":null,"abstract":"Background. Chromosomal Microarray Analysis (CMA) is increasingly utilized to detect copy number variants among children and families affected with autism spectrum disorders (ASD). However, CMA is controversial due to possible ambiguous test findings, uncertain clinical implications, and other social and legal issues related to the test. Methods. Participants were parents of children with ASD residing in the North Eastern region of North Carolina, USA. We conducted individual, face-to-face interviews with 45 parents and inquired about their perceptions of CMA. Results. Three major themes dominated parents' perceptions of CMA. None of the parents had ever heard of the test before and the majority of the parents postulated positive attitudes toward the test. Parents' motivations in undergoing the test were attributed to finding a potential cause of ASD, to being better prepared for having another affected child, and to helping with future reproductive decisions. Perceived barriers included the cost of testing, risk/pain of CMA testing, and fear of test results. Conclusion. This study contributes to the understanding of psychosocial aspects and cultural influences towards adoption of genetic testing for ASD in clinical practice. Genetic education can aid informed decision-making related to CMA genetic testing among parents of children with ASD. ","PeriodicalId":8659,"journal":{"name":"Autism Research and Treatment","volume":"2016 ","pages":"6852539"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2016/6852539","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34668417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

The Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial 节奏和机器人干预对自闭症谱系障碍(ASD)儿童模仿/实践、人际同步和运动表现的影响:一项随机对照试验

Autism Research and Treatment Pub Date : 2015-12-17 DOI: 10.1155/2015/736516

S. Srinivasan, M. Kaur, Isabel K. Park, T. Gifford, K. L. Marsh, A. Bhat

{"title":"The Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial","authors":"S. Srinivasan, M. Kaur, Isabel K. Park, T. Gifford, K. L. Marsh, A. Bhat","doi":"10.1155/2015/736516","DOIUrl":"https://doi.org/10.1155/2015/736516","url":null,"abstract":"We assessed the effects of three interventions, rhythm, robotic, and standard-of-care, on the imitation/praxis, interpersonal synchrony, and overall motor performance of 36 children with Autism Spectrum Disorder (ASD) between 5 and 12 years of age. Children were matched on age, level of functioning, and services received, prior to random assignment to one of the three groups. Training was provided for 8 weeks with 4 sessions provided each week. We assessed generalized changes in motor skills from the pretest to the posttest using a standardized test of motor performance, the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2). We also assessed training-specific changes in imitation/praxis and interpersonal synchrony during an early and a late session. Consistent with the training activities practiced, the rhythm and robot groups improved on the body coordination composite of the BOT-2, whereas the comparison group improved on the fine manual control composite of the BOT-2. All three groups demonstrated improvements in imitation/praxis. The rhythm and robot groups also showed improved interpersonal synchrony performance from the early to the late session. Overall, socially embedded movement-based contexts are valuable in promoting imitation/praxis, interpersonal synchrony, and motor performance and should be included within the standard-of-care treatment for children with ASD.","PeriodicalId":8659,"journal":{"name":"Autism Research and Treatment","volume":"143 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78281508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 83