Search

Interventions and programmes to support the development of preschool children's social and emotional skills are commonly used in early childhood education and care (ECEC) settings. Research suggests the physical and sensory ECEC environment can influence children's social and emotional development. The aim of this paper was to evaluate the effectiveness of physical and sensory ECEC environment interventions, delivered by ECEC educators, to support children's social and emotional development. Relevant studies were identified through a systematic search of PsycINFO, ERIC, Medline, and other sources; seven papers, published since 2000, were included in this review. The interventions used in ECEC settings, include: nature-based programmes, playground redevelopment, background music, indoor toy arrangement and sensory cushions. The results show the effectiveness of physical and sensory environment interventions is mixed, but shows promise. This paper outlines recommendations for future research and practice, including the need to further explore the characteristics of supportive sensory ECEC environments. [ABSTRACT FROM AUTHOR]

Children with autism spectrum disorder (ASD) have high levels of anxiety. It is unclear whether they exhibit threat-related attentional biases commensurate with anxiety disorders as manifest in non-ASD populations, such as facilitated attention toward, and difficulties disengaging engaging from, threatening stimuli. Ninety children, 45 cognitively able with ASD and 45 age, perceptual-IQ, and gender matched typically developing children, aged 7-12 years, were administered a visual dot probe task using threatening facial pictures. Parent-reported anxiety symptoms were also collected. Children with ASD showed similarly high levels of anxiety compared with normative data from an anxiety disordered sample. Children with ASD had higher levels of parent-reported anxiety but did not show differences in disengaging from, or facilitated attention toward, threatening facial stimuli compared with typically developing children. In contrast to previously published studies of anxious children, in this study there were no differences in attentional biases in children with ASD meeting clinical cutoff for anxiety and those who did not. There were no correlations between attentional biases and anxiety symptoms and no gender differences. These findings indicate the cognitive mechanisms underlying anxiety in cognitively able children with ASD could differ from those commonly found in anxious children which may have implications for both understanding the aetiology of anxiety in ASD and for anxiety interventions, Author(s): Tamara May [sup.1] , Kim Cornish [sup.2] , Nicole J. Rinehart [sup.1] Author Affiliations: (1) Deakin Child Study Centre, School of Psychology, Deakin University, Melbourne Burwood Campus, 221 Burwood [...]

Key theories of autism implicate orbitofrontal cortex (OFC) compromise, while olfactory identification (OI) deficits are associated with OFC dysfunction. This study aimed to complete a 5-year follow-up of children with high-functioning autism (HFA) who previously lacked the normal age-OI association; and compare unirhinal-OI in children with HFA, Asperger's disorder (ASP), and controls. While both HFA and controls had improved birhinal-OI at follow-up, reduced OI in some HFA participants suggested OFC deterioration and heterogeneous OFC development. Unirhinal-OI was impaired in HFA but not ASP relative to controls, suggesting orbitofrontal compromise in HFA but integrity in ASP. Differing IQ-OI relationships existed between HFA and ASP. Findings support the hypothesis of separate neurobiological underpinnings in ASP and HFA, specifically differential orbitofrontal functioning.

This review systematically synthesized evidence on the association between structural language ability and behaviors of concern (BoC) in autism. Four databases were searched for studies that included >10 autistic participants, measures of structural language (content and/or form of language) and BoC, and an analysis of their association. BoCs included self‐injurious behavior (SIB), aggression, tantrums, and externalizing behavior. Methodological quality of studies were assessed using the Newcastle Ottawa Scale. Forty‐five publications (n = 11,961) were included. Forty studies were cross‐sectional and five were prospective cohort studies. Over 70% of the studies investigating expressive language and SIB (n = 10), aggression (n = 5), tantrums (n = 3), and externalizing behavior (n = 17) reported an inverse association, where lower expressive language ability was associated with increased BoC. Eleven out of sixteen studies of combined expressive and receptive language reported an inverse relationship with SIB or aggression. All outcomes were rated as moderate to very low certainty of evidence. This review highlights evidence showing an inverse association between expressive or combined language ability and SIB, and externalizing behavior in autism. However, further high‐quality studies that use standardized, consistent measures of language and behavior and investigate longitudinal associations are needed. Early detection and support for reduced structural language difficulties have substantial potential to assist in reducing BoC. Lay Summary: The presence of language difficulties in autistic individuals have been thought to be linked with higher levels of behaviors of concern (BoC) (e.g., self‐injurious behavior, aggression, tantrums). Our research found expressive language difficulties were most consistently linked with self‐injurious and externalizing behaviors, however, receptive language difficulties did not have consistent links with any BoC. Information from this review can inform prioritization of interventions goals, support needs and prognostication. [ABSTRACT FROM AUTHOR]

Objectives: To better understand the clinical profile of patients attending a large Australian pediatric gender service. Retrospective clinical audit of patients seen at the Royal Children's Hospital Gender Service (RCHGS) over 10 years (2007-16). Setting: The RCHGS: Australia's largest pediatric gender service. Participants: Patients were eligible for inclusion if they had an appointment with the RCHGS between January 2007 - December 2016, and had either a self-reported gender which differed from what was presumed for them at birth or sought guidance regarding gender identity/expression. Main outcome measures: Demographic/developmental history, clinical presentation including information about gender identity/dysphoria, comorbidities, self-harm, suicidal ideation, gender-affirming treatment, psychosocial functioning. Results: 359 patients were first seen during the study period. Assigned females (54%) slightly outnumbered assigned males (46%), and presented at an older age (14.8 vs 12.4 years. Patients predominantly identified as transgender (87.2%) or non-binary (7.2%). Across the cohort, gender diversity was evident from a young age (median age 3), and symptoms of gender dysphoria were noted earlier in assigned males (median age 4) than assigned females (median age 11). Although 81% of patients met eligibility for GD, rates of hormonal treatment were much lower, with 29% of young people ≥10 years of age receiving puberty blocking treatment and 38% of adolescents ≥ 16 years of age receiving gender-affirming hormones (i.e. testosterone or estrogen). Many patients had mental health difficulties and/or neurodevelopment disorders, including major depressive disorder/low mood (51%), self-harm (25%), suicidal ideation (30%) and autism spectrum disorder (16%). Conclusion: This audit illustrates the complex profile and needs of transgender and gender diverse children and adolescents presenting to specialist gender services. Supplemental data for this article is available online at https://doi.org/10.1080/26895269.2021.1939221. [ABSTRACT FROM AUTHOR]

Gender differences in autism spectrum disorder (ASD) symptoms and associated problem behaviours over development may provide clues regarding why more males than females are diagnosed with ASD. Fifty-six high-functioning children with ASD, and 44 typically developing controls, half of the participants female, were assessed at baseline (aged 7-12 years) and one-year later, collecting measures of autism, attention and anxiety symptoms, school placement and support information. Findings indicated no gender differences in autistic symptoms. Males were more hyperactive and received more integration-aide support in mainstream schools, and females were more socially anxious. Overall, similar gender profiles were present across two time points. Lower hyperactivity levels in females might contribute to their under-identification. Implications are discussed using a biopsychosocial model of gender difference. Keywords Gender * Autism spectrum disorder * Attention * Anxiety * Girls, Introduction Recently there has been an emergence of cross-sectional research focusing on gender differences in autism spectrum disorder (ASD; Mandy et al. 2011; Rivet and Matson 2011; Solomon et al. [...]

Academic attainment in children with Autism Spectrum Disorder (ASD) is under-studied, with associated factors largely undetermined. Parent-reported attention symptoms, attentional-switching and sustained-attention tasks were examined to determine relationships with mathematics and reading attainment in 124 children aged 7-12 years; sixty-four with high-functioning ASD, half girls, and sixty age- and gender-matched typical children (TYP). With full-scale IQ controlled there were no differences in mathematics, reading, attentional switching or sustained attention. In regression analysis, attentional switching was related to mathematics achievement in ASD but not TYP children. Findings highlight attentional switching difficulties are linked with poorer mathematics outcomes in ASD. Keywords Academic * Autism spectrum disorder * Reading * Mathematics * Attention switching * Sustained attention, Introduction The ability to concentrate and stay focused on a task, to switch attention between tasks, to inhibit impulsive responding, and to mentally hold and use information are critical skills [...]

Adult Attention Deficit Hyperactivity Disorder (ADHD) is internationally well described but little clinical information has emerged from Australia. We explored the demographic and psychiatric characteristics of adults consecutively referred to an Australian private psychiatric clinic. Medical records of 473 adults aged 18–70 with ADHD were reviewed with the Adult Self-Report Scale (ASRS) 1.1, Depression Anxiety and Stress Scale-21 (DASS-21) and Behaviour and Symptom Identification Scale (BASIS-32). The sex ratio was lower in the ADHD adulthood versus childhood diagnosed group (1.4:1 versus 4.9:1). Women were likely to be diagnosed 5 years later than men, had lower socioeconomic status, and experienced more ADHD symptoms and trauma. Women are at risk of delayed diagnosis despite more ADHD symptoms and related problems. There is a need for increased adult ADHD services and health professional education in Australia to identify and support adult ADHD. What is already known about this topic: (1) Attention deficit hyperactivity disorder (ADHD) persists into adulthood and affects around 2-3% of adults. (2) Adult ADHD is associated with high levels of psychiatric comorbidity. (3) There is very little research on the presentation of Australian adults with ADHD. What this topic adds: (1) This research describes the clinical presentation of 473 Australian adults with ADHD who were consecutively referred to a private psychiatric clinic. (2) Women were likely to be diagnosed with ADHD later than men. (3) There were high rates of comorbidities and minimal differences between those diagnosed with ADHD in adult versus childhood. [ABSTRACT FROM AUTHOR]

RMT is central to therapeutic TMS. Routine clinical checks may reveal changes and some research has reported changes. It is unclear whether long-term preservation TMS treatment produces accumulative/permanent change in RMT of clinical concern. Our aim was to examine RMT records of participants in preservation TMS for any evidence of possible accumulative/permanent RMT change. The records were accessed of 30 females and 10 males who had received preservation TMS for from 24 to 57 (male) and 60 (female) months. Generalized estimating equations were used to explore trajectories of RMT over time for the overall sample and by age and gender. Some individual records displayed occasional sharp (up or down) spikes, frequently followed by a degree of rectification. The records of the three highest (mean 75.8) and lowest (mean 36.1) RMT scores were free of large variations. There were no significant changes in RMT over time for the total group, or by gender or age. For this group of 40 patients receiving long term TMS, there were no significant changes in the RMT. [ABSTRACT FROM AUTHOR]

Mental health and developmental challenges that emerge in early childhood can be associated with difficulty in social interactions and behavioural regulation. With educational policies increasingly promoting inclusion in early learning settings, educators are being called upon to support children's social-emotional competence through evidence-informed practice. A narrative review was undertaken to explore the breadth and summarize research findings related to educator-led Tier 3 social and emotional learning intervention for children with diagnosed mental health conditions or developmental delays. Nineteen evaluation studies were reviewed and synthesized into four themes: (i) instruction embedded into daily routines and activities; (ii) direct skill instruction; (iii) peer-mediated interventions; and (iv) individualized assessment-based approaches. Interventions targeted children with neurodevelopmental disorders, and developmental, social and communication delays, with findings suggesting improvement in children's social skill during or post intervention. Evidence of maintenance and generalization were, however, inconsistent. There is a paucity of peer-reviewed research examining interventions for young children experiencing anxiety or mood disorders. [ABSTRACT FROM AUTHOR]

A growing body of research evidence suggests universal (Tier 1) Social and Emotional Learning (SEL) interventions in early childhood education and care settings can improve children's social and emotional development. Less is known however about the effectiveness of targeted (Tier 2) programmes for preschoolers experiencing social, emotional or behavioural challenges. A systematic literature review was conducted to examine the outcomes associated with targeted (Tier 2) SEL interventions; 19 studies were captured in the review. Findings revealed that while evidence for targeted SEL programming is still emerging, it may offer a promising early intervention approach to strengthen aspects of children's social and behavioural functioning. Based on the evidence reviewed, the impact of targeted SEL intervention on emotional competencies could not be established. Programmes were predominately directed to preschoolers with externalizing problems and there appears to be a dearth of approaches focused on internalizing behaviour. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

Tamara May works in autism research and is a psychologist in private practice in Melbourne, Australia. Carol Adams is a Professor at Durham University working in the field of sustainable development accounting and accountability, including accountability for social justice issues. In this paper, they explore the issues in diagnosing autism in women and make recommendations for diagnostic assessment. The process of Carol's diagnosis from first suspicions to the confirmation of autism is presented. Carol talks about the process of completing the assessment tools and the response to getting her autism diagnosis. Tamara identifies some of the current issues in the diagnostic assessment of autism in adulthood, and both make suggestions for how the process can be enhanced. [ABSTRACT FROM AUTHOR]

Objective: To examine the impact (if any) of a course of transcranial magnetic stimulation (TMS) on irritability occurring in association with acute major depressive disorder (MDD). Method: In a naturalistic study, patients with MDD according to DSM-5 criteria were given 20 daily TMS treatments. A visual analogue scale for irritability (VAS-I) was developed. Objective tools included the six-item Hamilton Depression Rating Scale (HAMDS6) and the Clinical Global Impression - Severity (CGI-S). Results: Fifty patients received 53 courses. Forty-seven courses achieved remission on both HAMD6 and CGI-S and six courses did not achieve remission with either. Irritability significantly reduced when MDD remission was achieved but was unchanged when remission was not achieved. Conclusion: TMS reduces irritability occurring in association with MDD when this treatment affects MDD remission, but not when remission is not affected. [ABSTRACT FROM AUTHOR]

Objective: To determine the impact of clustered maintenance transcranial magnetic stimulation (TMS) on irritability occurring in treatment-resistant major depressive disorder (MDD).Method: A naturalistic study of 106 courses that includes pre- and posttreatment assessments of subjective and objective depression and a subjective measure of irritability developed for this study.Results: Forty-six participants (35 females), mean age 43.2 years (14.3), completed 106 courses. There was a significant reduction in irritability and depression scores (p < .001). The change in irritability scores was significantly correlated with the change in depression scores, r = .40, p < .001.Conclusion: TMS has the capacity to reduce the irritability co-occurring with treatment-resistant MDD, known to be responsive to TMS. This increases the possibility of using TMS in the treatment of irritability co-occurring with other disorders or standing alone (should irritability be categorized as a stand-alone disorder). [ABSTRACT FROM AUTHOR]