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The Three-Tier Video Modeling intervention model was derived from the theory of Response to Intervention. This pilot study aimed to demonstrate the application of the Three-Tier Video Modeling model with a top-down approach in teaching physical activity to a 4-year-old boy with autism spectrum disorder and his typically developing peers. The study utilized a single case-changing conditions design and measured children's performance in the target physical activity. The results showed that the boy with autism spectrum disorder acquired the target skill and consequently generalized it to the natural environment, and all peers mastered the skill after intervention. Teachers and parents also reported a more inclusive learning environment. The potential implications of this novel approach were discussed. [ABSTRACT FROM AUTHOR]

Background: Autistic children can benefit from physical activity (PA) in a variety of ways. However, autistic children tend not to meet PA recommendations and, consequently, may not experience the associated benefits. Parental PA support can facilitate PA participation among autistic children, but parents of autistic children may lack the skills to help their child engage in PA. Few studies, to date, have examined the outcomes of parent-mediated PA interventions for autistic children. The purpose of this study was to explore parents' perceived behavioral control (PBC) to support their autistic children in PA after their participation in a PA intervention. Methods: The theory of planned behavior served as the framework for this descriptive–qualitative investigation. Fifteen parents (each with 1 autistic child in the intervention) participated in semistructured interviews (3 wk after the intervention), which were transcribed and then analyzed using thematic line-by-line analysis. Results: Three themes characterized the changes to parents' PBC after completing the PA intervention. Those themes were: (1) I learned by son! (2) You are my coach! and (3) I can do it! Conclusions: The results showed that by participating in a parent-mediated PA intervention, parents experienced improved confidence and awareness of their child's abilities, thus enhancing their PBC. Future research is needed to examine how these improvements in PBC may influence the actual PA behaviors of autistic children. [ABSTRACT FROM AUTHOR]

Rationale Methods Results Conclusion This study was performed to determine the difficulties experienced by the parents of children with autism.A qualitative method was used to determine the difficulties experienced by the parents. The sample of the study consisted of parents with 24 children with autism who met the inclusion criteria. The data were analysed by the MAXQDA qualitative data analysis programme in accordance with Colaizzi's seven‐stage method.Total of 5 themes and 29 codes were gathered in line with the data obtained from the interviews. Five main themes of the interviews emerged; emotions experienced by parents; adaptation to family life; difficulty in social relationships; limited opportunity for entertainment/activity and financial difficulty. Parents whose income were less than or equal to their expenses particularly stated that they had economic difficulties in the transportation of their children to places such as hospitals/schools/special education.In accordance with the findings of this study, it was determined that almost all of the parents with a child diagnosed with autism experienced sadness, denial, shock, depression, self‐blame in the period when their children were first diagnosed, and later accepted the disease. In addition, it was detected that parents had difficulties in family relations, social relations, entertainment/activity and economic aspects. [ABSTRACT FROM AUTHOR]

In this two-part study, we first present the results of a sub-analysis of empirical data from a large grounded theory study of caregivers' (parents) navigating autism-related care. The purpose of this analysis was to develop a conceptual overview of stress and crisis. We then describe the results and feasibility of using a framework analysis approach to verify and extend this conceptual analysis using qualitative survey data from a comparable population. Finally, we compare the conceptual findings to existing stress theory. While the grounded theory analysis was not aimed at producing a full theory of stress, multiple key elements of the resulting conceptual overview are consistent with prior stress theory. A potentially novel contribution is the conceptualization of social-psychological stress as an evolving process metaphorically analogous to a physiological model of stress that accurately fitted caregivers' experience. Specifically, it accounts for early empowering consequences of stress in terms of caregivers' motivation and capacity for action, the progressive destructive consequences in terms of its effects on caregivers' emotional and even physical well-being, and the evolving and nonlinear process of stress over the life course. The definition for crisis, meanwhile, acknowledges that different systems can be in crisis from the caregiver's perspective, and that it can be triggered by progressive buildups of stress and not just acute major triggering events. The insights from this analysis have implications for improving support professionals' sensitivity to the empirical caregiver-perspective realities of stress at a conceptual level, and for improving assessment of crisis specifically in this population. The framework analysis exercise demonstrated some utility of the qualitative survey data for verifying and extending this theoretical analysis, despite the limitations compared to in-depth interview data discussed. This has implications for improving the utilization of qualitative data often collected in survey research. [ABSTRACT FROM AUTHOR]

Background: Individuals exhibit varying degrees of flexibility depending on different characteristics, conditions, and diagnoses. The Flexibility Scale is a comprehensive informant-report measure used to assess multiple aspects of flexibility in autistic and non-autistic children and youth, with an emphasis on cognitive aspects. This tool has not been adapted nor validated for use in Spain. Methods: In this paper we aim to provide a culturally adapted and validated version of the Flexibility Scale for Spain. We detail the procedure followed by our research team to obtain a cultural adaptation of the scale for Spain, including forward and back translations, cognitive interviews, feedback from experts, and preliminary validation. Our participants in the validation process were 75 autistic and 39 typically developing children and adolescents between the ages of 6 and 17. Results: We reached a culturally adapted and preliminary validated version of the Flexibility Scale for Spain (Escala de Flexibilidad). Conclusions: We make the scale available to researchers and practitioners working in Spain. This contributes to laying the groundwork for further testing and adaptations in Spanish-speaking countries and communities worldwide. [ABSTRACT FROM AUTHOR]

Background: Numerous experimental studies have shown that exercise can serve as an intervention with beneficial effects on children and adolescents with autism. However, a systematic review on the specific areas affected has not been conducted. Methods: Preliminary research sources were obtained by searching four databases, and two researchers independently screened the literature that met the study criteria. The study was conducted under the guidelines of the Cochrane Handbook for Systematic Reviews of Interventions. Results: 37 studies were included in the final analysis, of which 9 studies were quantitatively synthesized and 28 studies were qualitatively analyzed. Exercise interventions have positive effects on motor performance, cognitive function, individual and social relationships, behavioral problems, physical health, and brain function in children and adolescents with autism. The results of the meta-analysis indicate that exercise can effectively improve social skills [SMD=-0.53, 95%CI (-0.76, -0.3), P=0.000]. Conclusions: Long-term, regular, chronic exercise is beneficial for children and adolescents with autism, particularly in the area of social skills. [ABSTRACT FROM AUTHOR]

Introduction: Autistic children and adolescents frequently experience emotion dysregulation, or difficulties with appropriately modifying their emotional reactions. Caregivers of autistic teens frequently seek psychotherapy support for navigating challenges associated with emotion dysregulation. During the COVID-19 pandemic, access to clinical services became limited, with interventions halted or transitioned into a telehealth format. Methods: This study evaluates the feasibility, acceptability, and initial efficacy of a telehealth adaptation to an existing intervention for emotion dysregulation for children and teens with autism, Regulating Together. A within-subjects trial was conducted for Child (ages 8-12) and Teen groups (ages 13-18). The trial consisted of a 5-week-control lead-in period, a 5-week-intervention, and 5-and 10- weeks-post-intervention follow-ups. Results: Twenty-eight youth with ASD + ED (n=13 Child and n=15 Teens, 71% male) participated. We observed a 93% retention rate across both groups. Improvements were found in reactivity, irritability, emotion and behavioral regulation, and flexibility immediately post-intervention and 10-weeks postintervention in both groups. Additional improvements in dysphoria, cognitive regulation, and emotional control were observed in teens. Discussion: Our results suggest promising improvements in ED through telehealth delivery of an emotion regulation intervention in autistic children and adolescents, along with possible improvements in accessibility of this intervention. [ABSTRACT FROM AUTHOR]

The purpose of this pilot study was to assess the feasibility, benefits, and acceptability of a telehealth Pivotal Response Treatment (PRT) parent training program. Autistic children (N = 21; 2–6 years) with language delay and their parents participated in the 12-week program. Parent-report measures and parent–child home videos were used to assess changes in parent PRT treatment adherence and child language. Changes in child affect were used to assess intervention acceptability. At the end of the program, treatment adherence improved, and children made more intelligible utterances. Child communication skills as measured by parent-report on several standardized questionnaires also improved. This study demonstrates the benefits of telehealth parent training for improving child language and parent PRT implementation. Our findings also provide preliminary evidence of PRT acceptability. Randomized controlled trials are an important next step to evaluate the impact of telehealth parent training as a tool for overcoming barriers to accessing intervention. [ABSTRACT FROM AUTHOR]

Aim Methods Results Conclusions This study examined the efficacy of AST‐001 for the core symptoms of autism spectrum disorder (ASD) in children.This phase 2 clinical trial consisted of a 12‐week placebo‐controlled main study, a 12‐week extension, and a 12‐week follow‐up in children aged 2 to 11 years with ASD. The participants were randomized in a 1:1:1 ratio to a high‐dose, low‐dose, or placebo‐to‐high‐dose control group during the main study. The placebo‐to‐high‐dose control group received placebo during the main study and high‐dose AST‐001 during the extension. The a priori primary outcome was the mean change in the Adaptive Behavior Composite (ABC) score of the Korean Vineland Adaptive Behavior Scales II (K‐VABS‐II) from baseline to week 12.Among 151 enrolled participants, 144 completed the main study, 140 completed the extension, and 135 completed the follow‐up. The mean K‐VABS‐II ABC score at the 12th week compared with baseline was significantly increased in the high‐dose group (P = 0.042) compared with the placebo‐to‐high‐dose control group. The mean CGI‐S scores were significantly decreased at the 12th week in the high‐dose (P = 0.046) and low‐dose (P = 0.017) groups compared with the placebo‐to‐high‐dose control group. During the extension, the K‐VABS‐II ABC and CGI‐S scores of the placebo‐to‐high‐dose control group changed rapidly after administration of high‐dose AST‐001 and caught up with those of the high‐dose group at the 24th week. AST‐001 was well tolerated with no safety concern. The most common adverse drug reaction was diarrhea.Our results provide preliminary evidence for the efficacy of AST‐001 for the core symptoms of ASD. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions The interactions of typically developing (TD) children within the family context are associated with their social skills in preschool, and the question guiding this study, which focused on boys, was whether the same would be true for autistic children. A specific focus was on the importance of the boys' engagement in triadic, mother–father–child interactions over and above their engagement in dyadic, parent–child interactions. The boys' social skills were assessed concurrently with their family interactions and one year later.Seventy‐five autistic preschooler boys (Age in months: M = 49.45, SD = 11.03) and both of their parents were recruited through treatment centers and social media. The boys' dyadic engagement was assessed from observations of their interactions with their mothers and fathers (separately), and their triadic engagement from an observation of mother–father–child interactions. The boys' social skills in preschool were assessed using a Q‐sort completed by observers and teachers and by the Social Responsiveness Questionnaire (SRS) completed by teachers.Controlling for the severity of the boys' symptoms and IQ, their dyadic engagement was associated with the concurrent observer Q‐sort and teacher‐reported SRS measures, and their triadic engagement did not explain additional variance in these measures. Predicting over one year, dyadic engagement was associated again with the observer Q‐sort and teacher SRS measures, while the boys' triadic engagement accounted for additional variance in these measures as well as the teacher Q‐sort. Finally, boys' dyadic engagement predicted gains in social skills on the observer Q‐sort, and their triadic engagement was predictive of gains in the observer and teacher Q‐sort.The engagement that autistic preschool‐age boys displayed in the context of their dyadic and triadic interactions with their parents appears to be transferred to the preschool setting, and triadic interactions are of particular significance. [ABSTRACT FROM AUTHOR]

Background: This study focuses on the potential of Applied Behavior Analysis (ABA) to improve emotional and social skills in children with autism spectrum disorder. ABA is a well-established therapeutic approach that uses behavior modification techniques to encourage positive behaviors and reduce challenging ones. Despite its widespread use, further research is needed to better understand its specific impact on emotional and social development in autistic children. Objective: This research aims to investigate an effective method for improving and enhancing institutionalized children's social, communicative, and daily life skills. The study also examines the impact of behavioral analysis on these children's social and emotional skills. Method: The research is categorized as applied in terms of objectives and quasi-experimental in data collection. It involves a control group, an experimental group, and a covariance analysis model. The research population consists of 100 volunteer boys aged 4 to 11 residing in institutional care in Wuhan during the year 2023. Among them, 60 individuals were selected and divided into control and experimental groups, each comprising 30 participants. Data for the study were collected using the kindergarten inventory of social/ emotional tendencies (KIST. The applied behavioral analysis program was implemented individually for the experimental group in eight one-hour sessions twice a week. Findings: Data analysis was conducted using SPSS-24 software and a multivariate analysis of the covariance method. The results indicated that the behavioral analysis program significantly impacts institutionalized children's social and communicative skills, improving their daily lives (p <.05). Conclusion: The findings of this study demonstrate that the applied behavior analysis program significantly improves the social, communicative, and daily life skills of institutionalized children with autism spectrum disorder. ABA interventions, delivered through structured sessions, effectively enhance emotional and social development, confirming its value as a therapeutic approach in institutional care settings. [ABSTRACT FROM AUTHOR]

Many autistic children have feeding problems, typically eating a limited range of foods. Feeding problems affect quality of life, health, and development. Research suggests that parents are often unsure when to or whether to seek help. When they do, local provision of help across the UK is often lacking. A toolkit could offer a tailored, accessible, and scalable early intervention to support parents. We aim to develop the blueprint of a toolkit to help parents/caregivers manage feeding problems in their autistic children. Medical Research Council guidance on developing complex interventions informs three successive work packages: Realist review: a literature search and analysis using realist theory of logic to construct programme theory(s) in line with RAMESES (Realist And Meta-narrative Evidence Syntheses: Evolving Standards) guidance. Realist evaluation: interviews of three groups: autistic children, young people and adults (experts), parents/caregivers of autistic children (parents), and professionals who help parents manage feeding problems (professionals) across the UK. Analysis of verbatim interview transcripts using realist theory of logic to refine programme theory(s). Co-design of the toolkit blueprint: behaviour change theory applied to the programme theory(s) will generate candidate components for the online tool. A blueprint (a detailed textual outline) will be co-designed. A participatory research team of experts, parents, and professionals will be involved in each work package. Where consensus is needed it will be reached by asynchronous nominal group technique. A PPI (public and patient involvement) advisory group of experts and parents will ensure the project is relevant, respectful, and accessible. Findings of each step will be disseminated via journal publications, conferences, social media, as well as PPI-co-produced webinars and a dissemination event. On completion, this project will provide the foundation for the subsequent development and refinement of the prototype toolkit. [ABSTRACT FROM AUTHOR]

Background: Children with Neurofibromatosis 1 (NF1) show cognitive, behavioural and social differences compared to their peers. However, the age and sequence at which these differences begin to emerge is not fully understood. This prospective cohort study examines the cognitive, behavioural, ADHD trait and autism symptom development in infant and pre-school children with NF1 compared with typically developing (TD) children without a family history of neurodevelopmental conditions. Methods: Data from standardised tests was gathered at 5, 10, 14, 24 and 36 months of age (NF1 n = 35, TD n = 29). Developmental trajectories of cognitive (Mullen Scales of Early Learning, MSEL) and adaptive behavioural (Vineland Adaptive Behavior Scales, VABS) development from 5 to 36 months were analysed using linear mixed modelling. Measures of ADHD (Child Behavior Checklist) and autism traits (ADOS-2, BOSA-MV and ADI-R) were assessed at 24 and 36 months. Results: The developmental trajectory of cognitive skills (all domains of the MSEL) and behavioural skills (four domains of the VABS) differed significantly between NF1 and TD groups. Post-hoc tests demonstrated that the NF1 participants scored significantly lower than TD participants at 24 months on all MSEL and VABS domains. The NF1 cohort demonstrated higher mean autism and ADHD traits at 24 months and 14% of the NF1 cohort met a research diagnostic classification for autism at 36 months. Limitations: The study has a relatively small sample size due to variable retention and rolling recruitment. Due to limitations imposed by the COVID-19 pandemic, we utilised the Brief Observation of Symptoms of Autism for Minimally Verbal children (BOSA-MV) for some participants, which was administered online and may not gather as accurate a picture of traits as ADOS-2. The BOSA-MV was utilised for 41% of participants with NF1 at 36 months compared to 11% at 24 months. This may explain the reduction in the percentage of children with NF1 that met autism criteria at 36 months. Conclusions: By 24 months of age, the NF1 cohort show lower cognitive skills and adaptive behaviour and higher levels of autism and ADHD traits as compared to TD children. This has implications for developmental monitoring and referral for early interventions. Trial registration: Not applicable. [ABSTRACT FROM AUTHOR]

This study investigated the potential influences of administration context on the measurement of child skills. The Brief Observation of Social‐Communication Change (BOSCC) was administered at two time points to preschool‐aged children with autism in two contexts: (1) at school by trained research staff and (2) at home by the parent. Participants were of ages 3–5 years (M = 4.27 years) old with a confirmed diagnosis of Autism Spectrum Disorder. Of the 13 participants (nine male), eight were White, three Asian, one Black and one White/Black; all identified as non‐Hispanic. The social‐communication and Core total scores yield similar information in both contexts, but Restricted and Repetitive Behaviors and Other Abnormal Behavior subscales scores were not related. These results underscore the importance of purposeful selection of measures and their administration context. [ABSTRACT FROM AUTHOR]

AbstractThe aim of this project was to create an evidence-based learning media designed to address the behavior issues of children with Autism Spectrum Disorder (ASD) with activities of daily living. Composed of two phases, the first phase used eight school based occupational therapists identify the challenge with daily tasks and behavior management strategies for intervention. After the data was analyzed, the learning media was developed and reviewed by the therapists, content experts and 90 parents of autistic children. The web-based education consists of: 1) problems affecting the ADL performance of children with ASD: eating, tooth brushing, dressing, and sleeping divided between behavioral and sensory challenge and 2) behavior management strategies were identified to enhance the ADL performance of children with ASD and included sensory integration, environmental, and behavior modification. Parent perspectives revealed that the learning media were easily understandable and simple to use, with suitable font, size, and color of the text, as well as appropriate user interaction. [ABSTRACT FROM AUTHOR]

This study investigated the association between Sensory processing (SP) (i.e., hyporesponsiveness, Sensory Seeking (SS) and hyperresponsiveness) at 10 months (M) and language/social‐communicative difficulties at 24M, mediated through object play at 14M in young children at elevated likelihood for autism (EL). Parent‐report instruments were used to measure all variables in younger siblings of children with autism (siblings, n = 74) and children born before 30 gestational weeks (preterms, n = 38). Higher scores of object play fully mediated the association between more SS and better language/less social‐communicative difficulties. Hypo‐ and hyperresponsiveness at 10M did not seem to predict language heterogeneity at 24M, but more hypo‐ and less hyperresponsiveness at 10M were associated with more social‐communicative difficulties at 24M. The explained variance in social‐communicative difficulties and language was limited (15.25%–16.39%). Similar associations were found for siblings and preterms. This highlights that high frequency of SP behaviors does not necessarily negatively affect communication in young EL‐children as is commonly assumed. Early object play skills play a role in the association between early SS and later language/social communicative difficulties. This implies that some criteria of the two core domains of characteristics of autism are interrelated in EL‐children, and this may have implications for early intervention programs. [ABSTRACT FROM AUTHOR]

The development of competencies specific to specialized populations is a growing area of interest in the counseling profession. The rise of rates of autism spectrum disorder in children in the United States has garnered the attention of service providers advocating for the advancement of practice to promote comprehensive, quality care to this underserved population. In an extension of these efforts, this phenomenological investigation examined counselors' competencies in treating autism in children. Analysis of in-depth interviews with 14 counselors resulted in the identification of four themes: (a) Exposure to Autism, (b) Autism Knowledge, (c) Intervention Services, and (d) Counselor Identity. Contributions to promote services for this population in clinical practice and counselor education are discussed. [ABSTRACT FROM AUTHOR]

Despite a growing number of autistic children completing high school and venturing into college and vocational settings, their rates of postsecondary attendance, graduation, and vocational success still lag behind those of their nonautistic counterparts. This study surveyed 162 autistic and nonautistic high school students about internal and external factors that may increase or decrease their motivation to succeed academically. Results of this study suggest that autistic students rated neither internal nor external factors as significantly contributing to their academic success when compared to their nonautistic peers. Moreover, when compared to their nonautistic peers, autistic high school students were less likely to endorse motivators to their academic success that were future-oriented toward college and career success and more likely to favor factors related to seeking approval from others and validating their own capability for success. [ABSTRACT FROM AUTHOR]

Introduction: Autism spectrum disorder (ASD) is a neurodevelopmental disorder originating from early childhood. Although there are studies investigating the sense of coherence in caregivers of children with ASD, there is not a previous study in our country. In this study, we aimed to examine the relationship between the sense of coherence and depression levels in mothers of children with ASD. Method: Seventy‐five mothers of children followed up in rehabilitation centers with the diagnosis of ASD were included in this study. Beck Depression Inventory (BDI) and Sense of Coherence Scale‐13 (SOC‐13) were administered to mothers. Participants were divided into two groups: a depressive group and a control group according to the BDI cut‐off score. SOC‐13 total score and sub‐scores were compared between these groups. Results: According to the BDI cut‐off score, 45 participants (60%) were included in the depressive group. Total SOC‐13 score and sub‐scores were found to be statistically significantly lower in the depressive group compared with the control group. Conclusion: Our study is the first study in our country to examine the relationship between the sense of coherence and depression in mothers of children with ASD. The results showed that there was a significant negative correlation between depression scores and sense of coherence. It is predicted that psychological interventions that will improve the sense of coherence of mothers with children with ASD may play an important role in the treatment of depression, thus leading to an increase in the quality of care provided by parents. This study investigates the relationship between sense of coherence and depression levels in mothers of children with autism spectrum disorder (ASD). Seventy‐five mothers completed the Beck Depression Inventory (BDI) and Sense of Coherence Scale‐13 (SOC‐13). Results indicated that mothers with higher depression scores had significantly lower sense of coherence, suggesting that enhancing coherence through psychological interventions may reduce depression and improve caregiving quality. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) is a set of neurobehavioral manifestations that impose poor social interaction and stereotyped repetitive patterns. Several mircoRNA (miRNA) dysregulations underpin ASD pathophysiology via impairing the neurogenic niches. For instance, miR‐146a and miR‐106 differential expressions are linked to deregulation of ASD‐related genes and the severity of clinical symptoms, respectively. Breastfeeding provides newborns with many bioactive compounds that support their neurodevelopment including miRNA. Our pilot study evaluated the expression pattern of miR‐106a and miR‐146a in human milk (HM) of nursing mothers (n = 36) having autistic children compared to age‐matched counterparts (n = 36) with neurotypical children as controls. Under sterile conditions, breast milk samples were collected using manual sucking pumps and centrifuged to separate the fat layer. Total RNA was extracted from the lipid fraction, and the expression profiles of both miR‐106a and miR‐146a were evaluated using quantitative real‐time polymerase chain reaction. Among the test group, we reported some factors that were previously linked to HM miRNA perturbations: gestational diabetes, hypertension, and cesarean delivery. HM miR‐106a showed comparable expression levels in both mother groups (p = 0.8681), whereas HM miR‐146a was significantly downregulated in mothers with autistic children compared to controls (p = 0.0399). Alternatively, HM miR‐106 levels were positively associated with two ASD clinical parameters: Childhood Autism Rating Scale (CARS) and communication and language domain of Autism Diagnostic Interview‐Revised (ADI‐R) (r = 0.6452, p = 0.0003 and r = 0.3958, p = 0.0410, respectively). The receiver operating characteristic (ROC) curves of both maternal HM miR‐106a and miR‐146a showed poor fitness as predictive biomarkers for ASD. Our findings suggest that the miR‐146a differential expression in ASD children may originate at infancy during the lactation period. Thus, maternal pre‐ and postnatal health care is critical to maintain optimal miRNome in breast milk. [ABSTRACT FROM AUTHOR]

Atypical visual processing has been reported in developmental conditions like autism and dyslexia, and some accounts propose a causal role for visual processing in the development of these conditions. However, few studies make direct comparisons between conditions, or use sufficiently sensitive methods, meaning that it is hard to say whether atypical visual processing tells us anything specific about these conditions, or whether it reflects a more general marker of atypical development. Here I review findings from two computational modelling approaches (equivalent noise and diffusion modelling) and related electroencephalography (EEG) indices which we have applied to data from autistic, dyslexic and typically developing children to reveal how the component processes involved in visual processing and decision-making are altered in autism and dyslexia. The results identify both areas of convergence and divergence in autistic and dyslexic children's visual processing and decision-making, with implications for influential theoretical accounts such as weak central coherence, increased internal noise, and dorsal-stream vulnerability. In both sets of studies, we also see considerable variability across children in all three groups. To better understand this variability, and further understand the convergence and divergence identified between conditions, future studies would benefit from studying how the component processes reviewed here relate to transdiagnostic dimensions, which will also give insights into individual differences in visual processing and decision-making more generally. [ABSTRACT FROM AUTHOR]

Developing adaptive skills poses a significant challenge for children with autism spectrum disorder (ASD). Personal hygiene, including hand-washing, was particularly important during the Covid-19 pandemic. Video self-modeling (VSM) is an effective strategy for teaching adaptive skills due to its inherent individualization nature. However, the production and implementation of VSM face certain barriers. To address this issue, the present study employed an innovative approach termed iVSM, which utilizes the head-swapping technique to generate self-modeling videos. To evaluate the efficacy of iVSM in teaching hand-washing skills, a single-subject multiple probe design was employed across three preschool children with ASD. The findings indicated that all participants successfully acquired the targeted skill, with two of them achieving mastery following a single intervention session. The implications of these findings underscore the potential of this novel approach to strike a balance between individualization and feasibility, thereby enhancing the broader implementation of VSM within the context of inclusive education. Furthermore, future studies can focus on the comparative research and explore more applications. [ABSTRACT FROM AUTHOR]

Objective Background Methods Results Conclusion Implications This configurative systematic review analyzed family‐centered creative arts therapies for children with autism to understand why and how they are done.Creative arts therapies and family‐centered practice are both beneficial for children with autism. Research combining both approaches—that is, family‐centered creative arts therapies—is emerging, and reported findings are promising. A deeper understanding of the theoretical influences and mechanisms of these therapies may generate new ways of thinking and working with families with children with autism.Following registration with PROSPERO and in accordance with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta‐Analyses) guidelines, a literature search was performed, resulting in 17 studies. Thematic analysis considered the studies in terms of theoretical influences, creative arts therapy components, and family‐centered components.The development‐in‐context perspective was a key theoretical influence. In addition to music and singing, body movement/physical activity was a prominent component of creative arts therapies. Verbal support as well as modeling behaviors and strategies to parents were salient family‐centered components.This systematic review reveals common principles, practices, and gaps in the existing literature and their relevance for families with children with autism.These findings bear implications for families, therapists, Certified Family Life Educators, and other professionals working with families with children with autism. [ABSTRACT FROM AUTHOR]

Autistic children are frequently taught in mainstream schools, and in Scotland, policy aims for inclusion. This study investigated Scottish educators’ implicit and explicit attitudes towards autistic children and aimed to understand the relationships between attitudes, knowledge and experience. Seventy primary school educators working in Scotland took part. Participants completed a Single-Category Implicit Association Test (SC-IAT) to assess implicit attitudes. They also completed two explicit attitude measures (openness to autism and cognitive attitudes), and measures of knowledge and level of contact. Overall, participants held positive attitudes in explicit attitude measures. Around half had positive implicit attitudes, but a quarter had either neutral or negative implicit attitudes. There were correlations between explicit attitudes, age and years of experience, with older, more experienced staff having more negative attitudes. Young educators with less experience may have more positive attitudes, perhaps reflecting societal changes in perceptions of autism. In regression analyses, greater autism knowledge predicted more positive cognitive attitudes towards autistic children, suggesting that targeting knowledge may improve attitudes. Scotland’s policies may have the potential to support the effective inclusion of autistic pupils in schools. [ABSTRACT FROM AUTHOR]

Black children and their families encounter systemic disadvantages in their journey to and through an autism diagnosis. Black families often experience social and systemic barriers to service use. Providing family-centered, psychoeducational interventions can reduce barriers to service access and utilization for Black families raising autistic children. Fostering Advocacy, Communication, Empowerment, and Support (FACES) has demonstrated preliminary efficacy in strengthening outcomes among Black families, yet little is known about the long-term impact of the intervention. The purpose of this qualitative interview study was to understand the experiences of FACES graduates 16 months after the intervention. Four major themes emerged: (a) strengthened advocacy, (b) strengthened empowerment, (c) systemic barriers, and (d) home and community barriers. We provide implications for research and practice. [ABSTRACT FROM AUTHOR]

Anger outbursts (AO) are associated with severe symptoms, impairment and poorer treatment outcomes for anxious children, though limited research has examined AO in youth with co-occurring autism and anxiety disorders. This study examined AO in children with autism and anxiety by evaluating clinical characteristics, family accommodation, and changes in AO following anxiety-focused treatment. The sample comprised 167 youth with autism and anxiety enrolled in a multi-site randomized clinical trial comparing standard care CBT for anxiety, CBT adapted for youth with autism, and usual care. Most participants (60%) had AO, which contributed to impairment above and beyond anxiety and autism. AO impacted functional impairment indirectly through a pathway of parental accommodation. AO reduced with anxiety-focused treatment. Findings highlight that AO are common in this population and uniquely contribute to functional impairment, indicating a need for direct targeting in treatment. [ABSTRACT FROM AUTHOR]

The study aimed to explore mothers' experiences of children with autism using a phenomenological approach. Semi-structured, in-depth interviews were conducted with 18 parents with children attending a special education centre in a northern province of Turkey. Criterion sampling, a form of purposive sampling, was employed to select participants. Interviews continued until data saturation was achieved. All interviews were audio-recorded and transcribed verbatim. Thematic analysis was utilized to analyze the data, and the study adhered to the COREQ checklist for reporting qualitative research. As a result of analyses, three main themes (the process of diagnosis, the effect of the child's illness on parents and their challenges over time, and considerations regarding the child's educational journey) and eight sub-themes (feelings and thoughts, reflections on the causes, reactions encountered, emotional effects, social effects, physical effects, perception of social support, and expectations from the educator and the education process) emerged. The study concluded that mothers of children with autism are emotionally, physically, and socially impacted by their child's condition, facing considerable challenges in coping. In light of these findings, it is recommended that policymakers in our country develop plans that address the difficulties expressed by participants, review and potentially enhance financial and social support for families, and consider increasing special education hours. [ABSTRACT FROM AUTHOR]

We present a handbook for Rhythmic Relating, an approach developed to support play, learning and therapy with young autistic children, unconventional communicators, and autistic people who have additional learning needs. Rhythmic Relating is based on the Movement Sensing perspective, a growing body of research that recognizes that autistic social difficulties stem from more basic sensory and motor differences. These sensorimotor differences directly affect embodied experience and social timing in communication. The Rhythmic Relating approach acknowledges that autistic/non-autistic interactive mismatch goes both ways and offers bidirectional support for social timing and expressive action in play. This handbook is presented in an accessible fashion, allowing the reader to develop at their own pace through three skill-levels and encouraging time out to practice. We begin with the basics of building rapport (seeing, copying, and celebrating interactional behaviors), introduce the basic foundations of sensory stability, and then move on to developing reciprocal play (using mirroring, matching, looping, and "Yes...and" techniques), and further to understanding sensory impetus (using sensory contours, accents and flows) and its potential in support of social timing. Rhythmic Relating is offered in support of each practitioner's creative practice and personal sense of fun and humor in play. The model is offered as a foundation for interaction and learning, as a base practice in schools, for Occupational Therapists, Speech Therapists and Physiotherapists, and can also provide a basis for tailoring creative arts therapies when working with autistic clients. [ABSTRACT FROM AUTHOR]

There is currently limited research on early, intensive behavioral intervention (EIBI) within Australia. The purpose of this paper was to provide a programmatic description and preliminary findings of an intervention approach which provides a high level of intensity of intervention to preschool aged children diagnosed with autism spectrum disorder (ASD). A total of 154 children with autism participated in the program from 2011 to 2022. At the group level, children who received 27 hr per week of intervention showed significant gains on standardized cognitive and adaptive behavior measures during an average one year of intervention. Further examination of the response to intervention at an individual level demonstrated that 84% of children showed an acceleration in their rate of learning during intervention, with 52% more than doubling their rate of learning in this time. Age was determined to predict improvement in developmental trajectory, but intake cognitive abilities did not. In general, children who commenced intervention at a younger age made substantial improvements in their rate of learning, but children who commenced intervention at an older age made even greater improvements relative to their skills at commencement. The results as well as limitations given the exploratory nature of this paper are discussed, along with implications for addressing the needs of young autistic children in Australia. [ABSTRACT FROM AUTHOR]

AbstractIntroductionAimMethodsResultsDiscussion and implicationsConclusionsThe prevalence of sleep disorders and use of sleep medication, particularly melatonin, are rising among adolescents and young adults (13–24 years). In Denmark, melatonin is approved for use in children with autism and ADHD up to 18 years of age, with other prescriptions being off-label in these age groups. The perspectives of medical practitioners on prescribing sleep medications to this age group remain largely unexplored.This study aims to investigate the considerations of general practitioners (GPs) and child and adolescent psychiatrists (psychiatrists) when prescribing and deprescribing sleep medications for 13–24-year-olds.We conducted qualitative semi-structured interviews with 10 GPs and six psychiatrists. Data were analyzed using an inductive approach.Psychiatrists typically prescribed melatonin with the expectation that deprescription would occur in general practice. Despite the universal goal of deprescription, it was hindered by various challenges. GPs identified patient motivation and a clear focus on deprescription as facilitative factors and expressed a need for enhanced emphasis on these aspects in general practice.The findings align with existing prescription trends and literature on factors that promote and inhibit deprescription. The study underscores the complexities of deprescribing sleep medications for adolescents and young adults, suggesting the need for expanded guidelines and enhanced continuing education for GPs.The research highlights significant discrepancies among medical practitioners regarding the deprescription process of sleep medications for young individuals, complicated by multiple factors. This underscores the need for better guidelines and further studies. [ABSTRACT FROM AUTHOR]

ObjectiveMethodResultsConclusionSelf-regulation abilities in childhood are predictive of a range of challenges later in life, making it important to identify difficulties in this area as early as possible. Autistic children and those with attention-deficit/hyperactivity disorder (ADHD) often have difficulties with self-regulation, but little is known about the similarities and differences in such abilities across neurodevelopmental conditions.We examined self-regulation using a delay of gratification task in 36-month-old autistic children (n = 20), those showing clinically relevant concerns for ADHD (i.e. ADHD Concerns; n = 24), and Comparison children without these conditions (n = 130); early predictors of self-regulation were also assessed.Both the Autism and ADHD Concerns groups had greater difficulty waiting for a desired snack than the Comparison group. At the longest delay trial (30 seconds), a substantial percentage of autistic children (50%) and those with ADHD Concerns (35%) consumed the snack prematurely, in contrast to only 16% of the Comparison group. Parent-reported temperament-based impulsivity at 18 months and examiner-observed ADHD-like traits at 24 months were associated with increased self-regulation challenges at 36 months, regardless of group. Adjusting for verbal abilities attenuated some of these differences and associations, suggesting that language may be an important mechanism undergirding early self-regulatory abilities.Given possible links between preschool self-regulation and a range of critical functional outcomes, future studies may explore the efficacy of early interventions targeting impulsivity and regulatory behaviors in infants and toddlers at elevated likelihood for developing self-regulation challenges to potentially reduce the impact of these difficulties later in life. [ABSTRACT FROM AUTHOR]

Background: Music therapy is the clinical use of musical interventions to improve mental and physical health across multiple domains, including social communication. Autistic children, who have difficulties in social communication and often increased anxiety, tend to show a strong preference for music, because it can be structured and systematic, and therefore more predictable than social interaction. This makes music therapy a promising medium for therapeutic support and intervention. Previous clinical trials of music therapy compared to traditional therapy for autistic children have shown encouraging but nevertheless mixed results. Key aims: The primary aim is to conduct a randomised controlled trial (RCT) of improvisational music therapy for autistic children and test its effectiveness in at improving social communication and wellbeing, and to reduce anxiety. Research plan: The RCT will be conducted with 200 autistic children in the UK aged 7 to 11 years old. Participants will be randomly assigned to either improvisational music therapy or support as usual. The trial will be an assessor-blind, pragmatic two-arm cluster RCT comparing the impact of 12-weeks of improvisational music therapy in addition to support as usual, vs. support as usual for autistic children. Methods: Researchers who are blind to which arm the children are in will conduct assessments and obtain data via caregiver reports. The primary outcome will be the absolute change in the total score of the Brief Observation of Social Communication Change (BOSCC) assessed at baseline, T1 (13 weeks) and T2 (39 weeks) follow-ups. The BOSCC consists of specific items that were developed to identify changes in social-communication behaviours. Secondary outcome measures include: (1) Parent reported anxiety scale for youth with ASD (Note that we do not use the term 'ASD' or Autism Spectrum Disorder, because many autistic people feel it is stigmatising. Instead, we use the term 'autism') (PRAS-ASD) (2) Young Child Outcome Rating Scale, for wellbeing (YCORS), (3) Strengths and Difficulties Questionnaire (SDQ); and (4) Vineland Adaptive Behaviour Scale (VABS). (5) The Children's Communication Checklist-2 (CCC-2) will be completed to evaluate pragmatic speech with fluent speakers only; (6) The Music Engagement Scale (MES); and (7) Assessment of the Quality of Relationship (AQR) will be used to evaluate the child-therapist relationships using video-analysis of music therapy sessions. Additional data will be collected by administering the Wechsler Abbreviated Scale of Intelligence (WASI-II), Music at Home Questionnaire (M@H), and children's versions of the Empathy Quotient (EQ) and Systemizing Quotient (SQ). Audio and video data from the therapy sessions will be collected and analysed (using both human and computer-based feature-coding, e.g., machine learning and AI-driven methods) to identify how music and non-musical interactions foster change throughout the therapy. Discussion: This study aims to observe if the interactions, engagement, and therapeutic modalities fostered during music therapy sessions can translate to non-musical contexts and improve autistic children's social communication skills, identifying possible mediating factors contributing to the effectiveness of music therapy, potentially informing policy making and governance. Trial registration: This randomised control trial is registered with the NIH U.S. National Library of Medicine: https://clinicaltrials.gov/search?term=NCT06016621, clinicalTrials.gov Identifier: NCT0601662, Registration Date 19th August 2023. [ABSTRACT FROM AUTHOR]

ABSTRACT Sensory features are included in the diagnostic criteria of autism and atypical sensory responsiveness may produce “cascading effects” on later development. Similarly, autistic individuals often struggle with motor coordination and early delays in the motor domain appear to be linked to later development. However, the longitudinal interrelation between early sensory profiles and motor features on later socio‐communicative skills remains to be defined. This study aimed to investigate whether sensory sensitivity impacts fine motor abilities and vice versa from 12 to 18 months of age and to examine how sensory‐motor interplay would be associated with later autistic traits at 24–36 months of age. The sample included 118 infant siblings of autistic children recruited at 12 months of age. Sensory sensitivity and eye–hand coordination were assessed at 12 and 18 months of age and autistic traits were evaluated at 24–36 months of age. Cross‐lagged panel analysis revealed significant within‐domain effects for sensory sensitivity and eye–hand coordination from 12 to 18 months. Furthermore, a significant association between these two domains on later autistic traits was found. In analyzing the longitudinal bidirectional relationship, we found that lower eye–hand coordination skills at 12 months predicted later sensory sensitivity at 18 months, and in turn, social communication skills at 24–36 months. The present study offers new empirical evidence supporting the potential clinical value of including sensory and motor measures besides social communication skills within early autism surveillance programs. [ABSTRACT FROM AUTHOR]

The speaker immersion protocol (SIP) is an intervention that attempts to increase the frequency and spontaneity of a child's spoken communication. SIP has demonstrated effectiveness with increasing mands and other verbal operants (Ross et al., 2006); however, prior investigations have not examined SIP in the context of needing to recruit the social attention of a communicative partner in the presence of an establishing operation. The current study sought to extend the literature on SIP by adding a recruitment for social attention component to the intervention with two children with Autism spectrum disorder and limited spontaneous language. Prior to intervention, both participants engaged in low levels of target‐requesting behavior even when a communication partner was readily available close by. After receiving an intervention designed to increase vocal requests, both participants demonstrated a significant increase in the number of vocal requests they emitted; however, that did not generalize to making appropriate bids for attention until recruitment for attention was embedded within SIP. Future studies should continue to examine the most effective and efficient ways to improve both the quantity and the quality of autistic children's social communication. [ABSTRACT FROM AUTHOR]

Background: The rising number of children identified with autism has led to exponential growth in for-profit applied behavior analysis (ABA) agencies and the use of highly structured approaches that may not be developmentally appropriate for young children. Multiple clinical trials support naturalistic developmental behavior interventions (NDBIs) that integrate ABA and developmental science and are considered best practices for young autistic children. The Early Start Denver Model (ESDM) is a comprehensive NDBI shown to improve social communication outcomes for young autistic children in several controlled efficacy studies. However, effectiveness data regarding NDBI use in community-based agencies are limited. Methods: This study uses a community-partnered approach to test the effectiveness of ESDM compared to usual early behavioral intervention (EBI) for improving social communication and language in autistic children served by community agencies. This is a hybrid type 1 cluster-randomized controlled trial with 2 conditions: ESDM and EBI. In the intervention group, supervising providers will receive training in ESDM; in the control group, they will continue EBI as usual. We will enroll and randomize 100 supervisors (50 ESDM, 50 EBI) by region. Each supervisor enrolls 3 families of autistic children under age 5 (n = 300) and accompanying behavior technicians (n = 200). The primary outcome is child language and social communication at 6 and 12 months. Secondary outcomes include child adaptive behavior, caregiver use of ESDM strategies, and provider intervention fidelity. Child social motivation and caregiver fidelity will be tested as mediating variables. ESDM implementation determinants will be explored using mixed methods. Discussion: This study will contribute novel knowledge on ESDM effectiveness, the variables that mediate and moderate child outcomes, and engagement of its mechanisms in community use. We expect results from this trial to increase community availability of this model and access to high-quality intervention for young autistic children, especially those who depend on publicly funded intervention services. Understanding implementation determinants will aid scale-up of effective models within communities. Trail registration: Clinicaltrials.gov identifier number NCT06005285. Registered on August 21, 2023. Protocol version: Issue date 6 August 2024; Protocol amendment number: 02. [ABSTRACT FROM AUTHOR]

This review explores the clinical presentation of similarities and differences in Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). This paper investigates the deficits in executive function, social function, and emotional intelligence that are seen in both conditions and how the presence of both conditions can exacerbate these deficiencies. Understanding the clinical presentations in these domains is critical to refine diagnostic methods and treatments and improve outcomes for those affected by these neurodevelopmental disorders. The similarities in clinical presentation between ADHD and ASD present a significant diagnostic challenge, with individuals often exhibiting similar behaviors and difficulty navigating the complexities that encompass reacting to their environment. Further research is paramount in gaining more knowledge of the disorders and challenges faced by these individuals, especially those with the presence of both conditions. [ABSTRACT FROM AUTHOR]

Pragmatic impairment has become a critical aspect of language development in autistic children and has gained significant academic attention over the past two decades. This study leverages bibliometric methods to conduct an exhaustive analysis of literature derived from Web of Science database. Utilizing CiteSpace software, we construct a knowledge map to dissect the academic hotspots in research related to pragmatic impairment in autistic children. This enables us to delineate the evolutionary trajectory of this research domain, analyze the prevailing research dimensions, and anticipate potential future dimensions. Our findings indicate that research hotspots in this field over the past two decades predominantly concentrate on assessing and diagnosing pragmatic impairment in autistic children, intervention strategies, and theory of mind. The research scope on pragmatic impairment in autistic children has progressively broadened and deepened. Research has evolved from initial descriptions and interpretations of autism to exploring the theory of mind in high-functioning, school-aged children. The current emphasis is on examining the specific skills that these children possess. [ABSTRACT FROM AUTHOR]

The current study examined differences in caregiver burden and quality of life between compound caregivers (those who are providing care for more than one person) and noncompound caregivers (those caring for a single adult with autism). A national sample of 320 parents (50+) of an adult child (18+) diagnosed with autism spectrum disorder was divided into two groups: compound caregivers (n = 108) and noncompound caregivers (n= 212). Most compound caregivers were providing care for another child, with 30 reporting they were caring for their parents. A negative correlation was found between caregiver burden and quality of life. While caregiver burden was greater for compound caregivers, quality of life was similar for both groups of caregivers. Compound caregivers experienced greater developmental burden, but less financial burden than noncompound caregivers. Specific attention should be directed at developing mechanisms to support family caregivers to offset caregiver burden that increases when caring for additional loved ones. [ABSTRACT FROM AUTHOR]

Autism Spectrum Disorder (ASD) is a developmental condition resulting from abnormalities in brain structure and function, which can manifest as communication and social interaction difficulties. Conventional methods for diagnosing ASD may not be effective in the early stages of the disorder. Hence, early diagnosis is crucial to improving the patient's overall health and well-being. One alternative and effective method for early autism diagnosis is facial expression recognition since autistic children typically exhibit distinct facial expressions that can aid in distinguishing them from other children. This paper provides a deep convolutional neural network (DCNN)-based real-time emotion recognition system for autistic kids. The proposed system is designed to identify six facial emotions, including surprise, delight, sadness, fear, joy, and natural, and to assist medical professionals and families in recognizing facial expressions in autistic children for early diagnosis and intervention. In this study, an attention-based YOLOv8 (AutYOLO-ATT) algorithm for facial expression recognition is proposed, which enhances the YOLOv8 model's performance by integrating an attention mechanism. The proposed method (AutYOLO-ATT) outperforms all other classifiers in all metrics, achieving a precision of 93.97%, recall of 97.5%, F1-score of 92.99%, and accuracy of 97.2%. These results highlight the potential of the proposed method for real-world applications, particularly in fields where high accuracy is essential. [ABSTRACT FROM AUTHOR]

Introduction: Resolution of a child's diagnosis, the process of accepting and adjusting to the reality of a child's significant diagnosis, has been often associated with decreased parental stress. Hope, a potential buffer against psychological distress, has been suggested as a potential explanation for this relationship. However, the mediating role of hope in the relationship between resolution of diagnosis and parental stress has not been explored. Methods: This study aimed to examine whether four types of hope (child, parental, societal, denial of diagnosis) mediated the relationship between resolution to an autism diagnosis and reduced parental stress. Participants included 73 parents (Mage = 43.22, SD = 7.69, female 97.3%) of autistic children (Mage = 11.15, SD = 4.56, male = 67.1%). Results: Resolution to diagnosis was negatively and significantly correlated with resolution to diagnosis, as well as child, parental and societal hope. These three hopes were also significantly and negatively correlated with parental stress. Importantly, when controlling for level of support and autism awareness, parental hope mediated the relationship between resolution to diagnosis and parental stress. Denial of diagnosis was not correlated with resolution or parental stress but did have significant but weak associate with the other hopes. Discussion: These findings suggest that hope based on parent's abilities to support their child and be supported themselves play an important role in parental stress once parents are more resolved to their child's diagnosis. Supporting parents to manage factors associated with supporting their child's needs, may benefit parents of autistic children. [ABSTRACT FROM AUTHOR]

Background: Physical activity during early development is closely related to health. Differences in physical activity between young children with autism spectrum disorder and those with typical development are unclear. The purpose of this study was to compare the physical activity levels in children with autism spectrum disorder and typically developing children from the same area, including their sedentary physical activity, light physical activity, moderate-to-vigorous physical activity, and number of days in which the moderate-tovigorous physical activity guideline recommendation of 60 min per day was met. Methods: A total of 77 participants aged 3-6 years were included: 41 children with autism spectrum disorder (mean age = 61.41 ± 10.69 months) and 36 children with typical development (mean age = 60.36 ± 10.16 months). The physical activity of the children was measured using an ActiGraph GT3x accelerometer. Results: There were no significant differences in daily sedentary physical activity (439.70 ± 54.98 vs. 450.42 ± 53.67) or moderate-to-vigorous physical activity (46.62 ± 18.93 vs. 47.47 ± 18.26) between the two groups. The average daily moderate-to-vigorous physical activity of the two groups did not reach 60 min, and they had similar proportions of participants who reached 60 min a given number of times (24.4% vs. 25%). Daily light physical activity was significantly higher in the autism spectrum disorder group (263.96 ± 43.17 vs. 242.32 ± 37.91, p < 0.05). The moderate-to-vigorous physical activity of both groups was similar and lower than the recommended minimum physical activity. Conclusion: Targeted interventions should be considered in early intervention programs for children with autism spectrum disorder to increase their moderate-to-vigorous physical activity. [ABSTRACT FROM AUTHOR]

AbstractThis research was designed to determine the effect of the attachment styles of mothers on separation anxiety in children with autism. One hundred forty mothers of children with autism contacted using the convenience sampling method were included in this descriptive and correlational research. The data were collected using a questionnaire containing a sociodemographic form, the Experiences in Close Relationships Inventory (ECRI) and the Separation Anxiety Assessment Scale-Parents’ Version (SAASP). An anxious attachment style among mothers of children with autism was found to exacerbate separation anxiety in those children. [ABSTRACT FROM AUTHOR]

Autistic children have the right to be included in early childhood educational (ECE) settings. Motivated by the need for knowledge of how such education can be developed, this study examined the perspectives of ECE staff (i.e. teachers, child carers, and principals) on interprofessional collaboration regarding identifying and working with autistic children. Qualitative interviews were used. By using Interpretative phenomenological analysis, three themes were found: (1) identifying children, (2) professional collaboration in ECE settings, and (3) collaboration with professions from outside ECE settings. The findings were analysed in light of the concepts of power, jurisdiction, and interprofessional collaboration and discussed in relation to inclusive education. The study found that rigid labour divisions, power imbalances, and lack of knowledge were perceived to hinder collaboration concerning identifying and working with autistic children. The study concludes that future research on interprofessional collaboration is needed to improve inclusive education. [ABSTRACT FROM AUTHOR]

Background: Autism Spectrum Disorder (ASD), a neurodevelopmental condition, has become a major concern for both developed and underdeveloped countries since the condition is associated with significant caregiver, family, and financial burdens. Approaches to educating these children, especially in their preschool years, are burdensome and demanding for both parents and teachers. Although it is recommended that children with ASD receive inclusive, age-appropriate education in mainstream school settings, there are barriers in Ghana. This study explored barriers faced by preschool teachers in implementing and adhering to inclusive education for children with ASD. Methods: The study employed an exploratory descriptive qualitative design to sample 17 participants in the Greater Accra Region using a purposive sampling technique. Data was collected through an in-depth virtual interview and analyzed using content analysis. Results: The study identified inadequate parental cooperation, poor ASD knowledge of the teachers, socio-cultural and political issues, and a lack of collaboration with other professionals as major barriers thwarting the success of inclusive education for children with ASD in Ghana. Conclusion: These barriers affect effective and successful adherence to inclusive education for children with ASD, and as such, we recommend orientation and special training for teachers, the provision of resources for effective child inclusion, and the creation of ASD awareness during the training of pre-school teachers. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Children with autism spectrum disorder (ASD) experience high rates of atypical eating behaviours, such as food neophobia. Mobile health (mHealth) interventions have been found to improve communication, behaviour and social skills for children with ASD. However, there is limited evidence examining mHealth nutrition interventions among children with ASD.The present study comprised a qualitative descriptive study that used qualitative content analysis to explore parent and child experiences with a novel mHealth nutrition intervention. Ten parent–child dyads provided user feedback and evaluation of the intervention. Data collection tools included a semistructured interview guide and a quantitative questionnaire with open‐ended questions. Data analysis of the interview transcripts and open‐ended questionnaire responses was an iterative process that continued until saturation was achieved. Descriptive statistics were used to analyse quantitative questionnaire data.Analysis of the qualitative semistructured interviews led to emergence of three themes: (1) positive intervention outcomes; (2) parent suggestions for improvement; and (3) barriers to engagement. Each theme included subthemes. Questionnaire data revealed the ability to pick rewards and the virtual character that reinforced dietary goals (“Nutrition Ninja”) were the most liked components of the application. Sending messages within the application and the Nutrition Ninja game were the least liked components of the application.Collectively, findings indicated that the app served as an interactive tool prompting dietary change and conversations within families. Yet, for some families, the intervention design, resistance to change or child disinterest hindered use and implementation of the intervention. [ABSTRACT FROM AUTHOR]

There is limited published data on how harmful sexual behaviour (HSB) by male adolescents diagnosed with Autism Spectrum Disorder (ASD) may differ from their neurotypical peers. This study examines a population of male adolescents who had engaged in HSB and were referred for assessment to a New Zealand (NZ) regional treatment centre. Autistic individuals were compared to a control group who had no mental health or neurodivergent diagnosis or presented with only depression or anxiety on characteristics of the HSB. It was found that the autistic adolescents performed HSB against a greater mean number of victims. Although the two groups harmed similar mean numbers of victims by engaging in contact HSB, the ASD group harmed a significantly greater mean number of victims by engaging in non-contact HSB. This study provides novel findings and highlights the need for further research relating to autistic male adolescents who have engaged in HSB. [ABSTRACT FROM AUTHOR]

The article is a book review of "Spaces on the Spectrum: How Autism Movements Resist Experts and Create Knowledge" by Catherine Tan. The book explores two social movements focused on autism: the parent-centered alternative biomedical movement and the self-advocacy-centered autistic rights movement. The movements have different perspectives on autism, with the autistic rights movement framing autism as a form of neurodiversity and the alternative biomedical movement viewing it as a sickness caused by environmental insults. The book provides detailed insights into the experiences and perspectives of these movements and highlights the need for broader cultural attitudes and support for individuals with autism. [Extracted from the article]

Background: Individuals on the autism spectrum commonly have differences from non-autistic people in expressing their emotions using communicative behaviors, such as facial expressions. However, it is not yet clear if this reduced expressivity stems from reduced physiological reactivity in emotional contexts or if individuals react internally, but do not show these reactions externally to others. We hypothesized that autism is characterized by a discordance between in-the-moment internal psychophysiological arousal and external communicative expressions of emotion. Methods: Forty-one children on the autism spectrum and 39 non-autistic, typically developing (TD) children of two age groups (2–4 and 8–12 years) participated in a low-level stress task whilst wearing a wireless electrocardiogram. Children's negative emotional expressions (facial, vocal, bodily) were coded following standardized protocols. Alexithymia traits were assessed using the Children's Alexithymia Measure with school-aged children only. Data analyses involved ANOVAs, correlations, and sensitivity analyses. Results: There were no group differences in physiological arousal (heart rate) or in communicative expressions of stress to the stress task. For TD preschoolers, physiological arousal during the stress task was associated with vocal expressions and for TD school-aged children, they were associated with facial and bodily expressions. By contrast, for children on the autism spectrum, physiological arousal during the stress tasks was not associated with communicative expressions across age groups. Conclusions: Our findings suggest that children on the autism spectrum might experience emotional disconcordance, in that their physiological arousal does not align with their communicative expressions. Therefore, the internally experienced stress of children on the autism spectrum may be inadvertently missed by teachers and caregivers and, consequently, learning opportunities for teaching emotional communication and regulation may be also missed. Our results support the use of wearable biosensors to facilitate such interventions in children on the autism spectrum. [ABSTRACT FROM AUTHOR]