The role of every-day executive function in social impairment and adaptive skills in Autism Spectrum Disorder with intellectual disability

Background: Although executive function (EF) deficits are a recognised component of the cognitive phenotype of Autism Spectrum Disorder (ASD), particularly in children without general intellectual delay, little is known about ecological measures of EF and their outcome correlates among individuals with ASD and co-occurring intellectual disability. This exploratory study examined every-day EF in the classroom among children and adolescents diagnosed with both ASD and intellectual disability (ASD-ID) and their correlations with social impairment anadaptive functioning. Method: Teachers of 40 children and adolescents diagnosed with ASD-ID completed the Behavior Rating Inventory of Executive Function, the Vineland Adaptive Behavior Scales, and the Social Responsiveness Scale. Results: A global executive dysfunction profile was found in ASD-ID, with most prominent deficits occurring in shifting. Results also showed that metacognitive executive processes predicted adaptive communication skills above and beyond IQ and social impairment in ASD-ID. Conclusions: Our findings corroborate a specific metacognitive executive function-adaptive communication association in ASD. EF interventions might be important treatment targets for improving functioning, especially in the communicative domain, in ASD-ID

Easing the transition to secondary education for children with autism spectrum disorder: An evaluation of the Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD)

In mainstream education, the transition from primary to secondary school ('school transition') is difficult for children with autism spectrum disorder, being marked by high levels of emotional and behavioural difficulties. The Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) is a new, manualised school transition intervention. We investigated its feasibility and efficacy for children diagnosed with autism spectrum disorder (N = 37; mean age = 11.47 years; mean IQ = 85.24) using an unblinded, non-randomised, controlled design. Teachers found the intervention feasible and acceptable. Children receiving STEP-ASD (n = 17) showed a large (Cohen's d = 0.88) reduction in school-reported emotional and behavioural difficulties, whereas controls (n = 20) showed a slight increase (d = -0.1) (p = 0.010). These encouraging findings suggest the value of STEP-ASD as a low-intensity intervention for reducing problem behaviours and distress in children with autism spectrum disorder as they transition to mainstream secondary school

J Autism Dev Disord

While studies report associations between perinatal outcomes and both autism spectrum disorder (ASD) and intellectual disability (ID), there has been little study of ASD with versus without co-occurring ID. We compared perinatal risk factors among 7547 children in the 2006-2010 Autism and Developmental Disability Monitoring Network classified as having ASD\uc2\ua0+\uc2\ua0ID, ASD only, and ID only. Children in all three groups had higher rates of preterm birth (PTB), low birth weight, small-for-gestational-age, and low Apgar score than expected based on the US birth cohort adjusted for key socio-demographic factors. Associations with most factors, especially PTB, were stronger for children with ID only than children with ASD\uc2\ua0+\uc2\ua0ID or ASD only. Associations were similar for children with ASD\uc2\ua0+\uc2\ua0ID and ASD only.CC999999/Intramural CDC HHS/United States2016-08-01T00:00:00Z25739693PMC460849

Supporting parents of children diagnosed with autism spectrum disorders

Master's Project (M.Ed.) University of Alaska Fairbanks, 2015According to the Alaska Department of Education and Early Development (ADEED), in the year 2013, 1,110 children with an ASD were enrolled across all the school districts within the state of Alaska (ADEED, 2013). Children with an ASD experience social, behavioral and academic difficulties and parents raising children with an ASD face numerous challenges related to meeting the needs of their child and family (Hall & Graff, 2010; Murphy, Christian, Caplin, & Young, 2007; Solomon & Chung, 2012). This paper reviews current research on experiences of ASD diagnoses for children and parents, and the efficacy of parental engagement with social support and family therapy. The literature review informed the creation of a PowerPoint presentation and a handbook that discuss the experiences of children and parents related to ASDs, describe the research to support the efficacy of local resources, and present the local resources for parents of children with ASDs

Autism Spectrum Disorder Representation in Young Adult Literature: A Content Analysis

This study examines the representation of protagonists with Autism Spectrum Disorders (ASDs) in young adult literature. A sample of 11 books were analyzed in an attempt to determine the most common way this group of young adults were represented and what types of stereotypes may be perpetuated. The results of this study found that most characters were relatively realistic and overall were accurately represented.Master of Science in Library Scienc

CC2D1A regulates human intellectual and social function as well as NF-κB signaling homeostasis.

Autism spectrum disorder (ASD) and intellectual disability (ID) are often comorbid, but the extent to which they share common genetic causes remains controversial. Here, we present two autosomal-recessive founder mutations in the CC2D1A gene causing fully penetrant cognitive phenotypes, including mild-to-severe ID, ASD, as well as seizures, suggesting shared developmental mechanisms. CC2D1A regulates multiple intracellular signaling pathways, and we found its strongest effect to be on the transcription factor nuclear factor κB (NF-κB). Cc2d1a gain and loss of function both increase activation of NF-κB, revealing a critical role of Cc2d1a in homeostatic control of intracellular signaling. Cc2d1a knockdown in neurons reduces dendritic complexity and increases NF-κB activity, and the effects of Cc2d1a depletion can be rescued by inhibiting NF-κB activity. Homeostatic regulation of neuronal signaling pathways provides a mechanism whereby common founder mutations could manifest diverse symptoms in different patients

Homogeneous Subgroups of Young Children with Autism Improve Phenotypic Characterization in the Study to Explore Early Development

The objective of this study was to identify homogenous classes of young children with autism spectrum disorder (ASD) to improve phenotypic characterization. Children were enrolled in the Study to Explore Early Development between 2 and 5 years of age. 707 children were classified with ASD after a comprehensive evaluation with strict diagnostic algorithms. Four classes of children with ASD were identified from latent class analysis: mild language delay with cognitive rigidity, mild language and motor delay with dysregulation, general developmental delay, and significant developmental delay with repetitive motor behaviors. We conclude that a four-class phenotypic model of children with ASD best describes our data and improves phenotypic characterization of young children with ASD. Implications for screening, diagnosis, and research are discussed

Correlation of Month of Birth and Socioeconomic Status with Autism Spectrum Disorder: a Nationwide Study

The aim of this study was to investigate whether autism spectrum disorder (ASD) is associated with birth in certain months in Taiwan, as has been found in other countries. A case–control study (1:4) matched according to sex and age was conducted. The study population comprised 4.3% of the population of Taiwan, using the National Health Insurance Research Database (NHIRD) from 1996 through 2008. Multiple logistic regressions were performed after adjusting for socioeconomic factors of urbanization level and income level. A total of 965 people with ASD and 3,860 controls were recruited. In comparison with a March birth, a higher risk of ASD was found for June and August births. After adjusting for level of urbanization and income, the risk of developing ASD was still higher for June, July, and August births over the year. There was higher risk of ASD in urban area when comparing with rural area. A higher risk of ASD was found in the highest income level. A higher risk of ASD was identified among children born in summer months, and a higher risk of ASD in urban area and high socioeconomic status suggested the presence of social-environmental causes of ASD