Repetitive behaviors among people with autism spectrum disorder: Relationship with family history and pharmacological treatment

El Trastorno del Espectro Autista (en adelante TEA) se caracteriza por la presencia de déficits persistentes en la comunicación e interacción social y de patrones repetitivos y restringidos en las conductas. La presencia de conductas repetitivas determina en parte el ajuste o adaptación de la persona con TEA. Dos variables que frecuentemente se relacionan también con la severidad del trastorno son la presencia de antecedentes familiares psiquiátricos y la prescripción de tratamientos psicofarmacológicos, comúnmente dirigidos a los problemas de agresividad. Sin embargo, se ha estudiado muy poco la relación entre las conductas repetitivas y estas dos variables. En consecuencia, el presente artículo pretende analizar la relación entre los diferentes tipos de conductas repetitivas de las personas con TEA con la presencia de antecedentes psiquiátricos familiares y de tratamiento farmacológico. Método: En el estudio participaron 233 personas con TEA de entre 3 y 63 años. Resultados: Los resultados indican que el grupo de personas con TEA que tiene antecedentes psiquiátricos directos y el grupo de personas con TEA que reciben tratamiento farmacológico presentan puntuaciones significativamente más elevadas en comportamientos autolesivos. Además, las personas con TEA que tienen antecedentes familiares de enfermedad mental presentan puntuaciones significativamente superiores en autolesiones, rituales y comportamiento de similitud. Aunque estos resultados deben ser tomados con cautela debido a las limitaciones del estudio, subrayan la utilidad de considerar la evaluación pormenorizada de los diferentes tipos de conductas repetitivas a la hora de abordar el tratamiento de personas con TEA.Autism Spectrum Disorder (hereinafter ASD) is characterized by the presence of persistent deficits in social communication and interaction and of restricted and repetitive patterns of behavior. The new DSM-5 pays special attention to the level of severity. Therefore, there is a need for the use of diagnostic assessment tools that measure the severity of symptoms. The presence of repetitive behaviors in part determines the person with ASD’s adaptation. Two variables that often also are related to disorder severity are the presence of a psychiatric familiar history and the prescription of psychopharmacological treatments commonly directed at the aggressiveness problems. However, has been little studied the relationship between these two variables and repetitive behaviors. As a result, this article aims to analyse the relationship between the different types of repetitive behaviors of persons with ASD in the presence of family psychiatric history and pharmacological treatment. Method: The study included 233 subjects with ASD between 3 and 63 years. Results: The results indicate that the group of people with ASD who have a family psychiatric history and the group of people with ASD who is receiving pharmacological treatment have significantly higher scores on stereotyped behaviors and self-injury. Although these results should be taken with caution due to the limitations of the study, they underline the usefulness of considering the detailed evaluation of the different types of repetitive behaviors in dealing with treatment of people with ASD

Effectiveness of music therapy in the decrease of repetitive behaviors in people with autism spectrum disorders

En la actualidad, pocas discapacidades despiertan tanta preocupación e inquietud como los Trastornos del Espectro Autista. Este trastorno que hasta hace pocos años era conocido solo por las familias de los afectados y unos pocos profesionales, en la actualidad ha pasado a ser motivo de preocupación científica y social. El objetivo de este trabajo es examinar la eficacia de la musicoterapia con técnicas pasivas, mediante la audición de música clásica, con el fin de disminuir las conductas repetitivas que presentan este colectivo. Para ello, se realizó durante tres meses un estudio cuasi-experimental, con diseño pretest-postest, disponiendo de una muestra de 36 personas, de las cuales 20 formaron el grupo experimental y 16 el grupo control. Para la evaluación y selección de usuarios, se utilizó la Escala de Conductas Repetitivas (Repetitive Behavior Scale-Revised) y un registro de musicoterapia para cada sesión. Los resultados indicaron parámetros que muestran una leve mejoría en el postest respecto del pretest en el grupo de tratamiento y un incremento en todas las puntuaciones del registro de musicoterapia utilizado en cada sesión y cumplimentado por el equipo de atención directa del recurso de alojamiento y convivencia donde se realiza este estudio. Teniendo en cuenta el corto tiempo de la intervención y los resultados obtenidos, se puede plantear que se trata de una terapia efectiva a la hora de aliviar dichas conductas y aumentar su bienestar y calidad de vida. No obstante, es preciso realizar más estudios al respecto.Currently, few disabilities aroused so much concern and alarm as Autism Spectrum Disorders. This disorder, until a few years ago was known only by families of affected people and few professionals, has currently become a scientific and social concern. The aim of this study is to examine the efficacy of Music Therapy with passive techniques, by listening classical music, to reduce repetitive behaviors among this group. For it, it was conducted three months quasi-experimental study with a pretest-posttest control group design, featuring a sample of 36 participants, of which 20 formed the experimental group and 16 the control group. The evaluation and selection of users was by means of Repetitive Behavior Scale-Revised and a record of music therapy for each session filled out by the staff from the centers where this study was carried out. The results indicated a slight improvement on the posttest against the pretest scores in the treatment group and an increase in all scores from the register of music therapy used in each session. Considering the short time of intervention and the obtained findings, it can be assert that Music Therapy is an effective therapy to relieve these behaviors and increase well-being and quality of life in people with Autism. However, it is necessary to carry out further studies in this field

A possible flyby anomaly for Juno at Jupiter

[EN] In the last decades there have been an increasing interest in improving the accuracy of spacecraft navigation and trajectory data. In the course of this plan some anomalies have been found that cannot, in principle, be explained in the context of the most accurate orbital models including all known effects from classical dynamics and general relativity. Of particular interest for its puzzling nature, and the lack of any accepted explanation for the moment, is the flyby anomaly discovered in some spacecraft flybys of the Earth over the course of twenty years. This anomaly manifest itself as the impossibility of matching the pre and post-encounter Doppler tracking and ranging data within a single orbit but, on the contrary, a difference of a few mm/s in the asymptotic velocities is required to perform the fitting. Nevertheless, no dedicated missions have been carried out to elucidate the origin of this phenomenon with the objective either of revising our understanding of gravity or to improve the accuracy of spacecraft Doppler tracking by revealing a conventional origin. With the occasion of the Juno mission arrival at Jupiter and the close flybys of this planet, that are currently been performed, we have developed an orbital model suited to the time window close to the perijove. This model shows that an anomalous acceleration of a few mm/s(2) is also present in this case. The chance for overlooked conventional or possible unconventional explanations is discussed. (C) 2018 COSPAR. Published by Elsevier Ltd. All rights reserved.Acedo Rodríguez, L.; Piqueras, P.; Moraño Fernández, JA. (2018). A possible flyby anomaly for Juno at Jupiter. Advances in Space Research. 61(10):2697-2706. https://doi.org/10.1016/j.asr.2018.02.037S26972706611

Relationships Between Emotion Regulation, Social Communication and Repetitive Behaviors in Autism Spectrum Disorder

The relationship between emotion regulation, social interaction and different types of restricted and repetitive behaviors is poorly understood. In the present study, structural equation modeling based on information about 239 individuals with autism was used to examine whether emotion regulation and social communication were associated with self-injury and stereotyped behaviors. Results showed that poor emotion regulation had a unique association with self-injury while difficulties with social communication was uniquely associated with stereotyped behaviors. Emotion regulation and social communication were strongly associated and self-injury and stereotyped behaviors moderately associated. This implies that these types of behaviors are often expressions of broader negative emotional states in autism. Treatments that help improve coping and social communication strategies may benefit individuals with autism.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature

Psychometric Properties of the Obsessive-Compulsive Inventory-Child Version (OCI-CV) in Chilean Children and Adolescents

In recent years, there has been a considerable increase in the development of assessment tools for obsessive-compulsive symptomatology in children and adolescents. The Obsessive Compulsive Inventory-Child Version (OCI-CV) is a well-established assessment self-report, with special interest for the assessment of dimensions of Obsessive Compulsive Disorder (OCD). This instrument has shown to be useful for clinical and non-clinical populations in two languages (English and European Spanish). Thus, the aim of this study was to analyze the psychometric properties of the OCI-CV in a Chilean community sample. The sample consisted of 816 children and adolescents with a mean age of 14.54 years (SD = 2.21; range = 10–18 years). Factor structure, internal consistency, test-retest reliability, convergent/divergent validity, and gender/age differences were examined. Confirmatory factor analysis showed a 6-factor structure (Doubting/Checking, Obsessing, Hoarding, Washing, Ordering, and Neutralizing) with one second-order factor. Good estimates of reliability (including internal consistency and test-retest), evidence supporting the validity, and small age and gender differences (higher levels of OCD symptomatology among older participants and women, respectively) are found. The OCI-CV is also an adequate scale for the assessment of obsessions and compulsions in a general population of Chilean children and adolescents.SCHOLARSHIPS IBEROAMERICA for Young Teachers and Researchers (Santander Universities. 2013)

Datos preliminares de la validación del Cuestionario de Detección vía Web para los trastornos emocionales (DETECTA-WEB) en adolescentes españoles

El objetivo de este estudio fue examinar de forma preliminar las propiedades psicométricas del Cuestionario de Detección vía Web para los trastornos mentales emocionales (DETECTA-WEB) en adolescentes españoles. Para ello se reclutó una muestra formada por 167 adolescentes, con edades comprendidas entre los 14 y los 18 años. Los resultados indicaron que la escala presentó una estructura de 9 factores (para los 10 problemas incluidos), buena consistencia interna y correlaciones muy altas con las escalas equivalentes de la versión española del Revised Children for Anxiety and Depression Scale. De igual modo, tomando como punto de corte una puntuación equivalente a centil 80 o superior, el 20% de los sujetos encuestados presentaron sintomatología elevada de ansiedad/depresión. Los datos aportan apoyo inicial a la fiabilidad y validez del DETECTA-WEB para la evaluación de ansiedad y depresión en adolescentes.The purpose of this study was to examine preliminarily the psychometric properties of Web-Screening Questionnaire for emotional mental disorders (DETECTA-WEB) in Spanish adolescents. The sample consisted of 167 adolescents, aged between 14 and 18 years. The results indicated that the scale had a structure of 9 factors (for the 10 symptoms groups included), good internal consistency and very high correlations with equivalent scales from the Spanish version of the Revised Children for Anxiety and Depression Scale. Similarly, following a cut-off point of 80th percentile of above, 20% of the sample displayed elevated symptomatology of anxiety and/or depression. The data provide initial support for the reliability and validity of DETECTA-WEB to assess anxiety and depression in adolescents

Relationship between bullying and emotional and social status among primary scholars

El bullying o acoso escolar entre iguales tiene una elevada prevalencia, manifestándose cada vez a edades más tempranas. El objetivo de este trabajo fue examinar la relación entre el bullying, el estatus social y la sintomatología ansiosa y depresiva en niños de 9 a 12 años. La muestra estuvo formada por niños pertenecientes a 10 aulas de cuarto a sexto curso de Educación Primaria. Se empleó el Test de Evaluación de la Agresividad entre Escolares (Bull-S) para examinar los perfiles de bullying y el estatus social de los niños, y la versión de 30 ítems de la Escala Revisada de Ansiedad y Depresión Infantil (RCADS-30) para evaluar síntomas emocionales. Los resultados revelaron que el 17.70% de los alumnos estaba directamente implicado en situaciones de bullying. Además se encontraron diferencias significativas en cuanto a las características de los perfiles de observadores u otros, agresores o acosadores, víctimas y víctimas-agresoras. Así, las víctimas presentaron mayores niveles de sintomatología ansiosa y depresiva, específicamente ansiedad por separación y depresión mayor. Estas puntuaciones fueron especialmente marcadas en las chicas respecto de los chicos. En cuanto al estatus social los sujetos agresores muestran puntuaciones significativamente mayores en las variables rechazo y expectativa de rechazo comparativamente con los sujetos observadores e, incluso, los sujetos víctimas. Estos datos señalan la necesidad de considerar el estatus sociométrico y la sintomatología emocional asociada a los diferentes roles del bullying en el diseño de programas de prevención escolar y la conveniencia del análisis de estas dinámicas desde la Educación Primaria.Bullying has a high prevalence and its presence is increasing in the young population. The objective of this study is to examine the relationship between bullying, social status, and the anxiety and depression symptoms in children aged 9 to 12. The sample consisted of children from 10 classrooms of fourth to sixth grade level from primary schools. We assess aggressiveness among students (Bull-S Test) to examine the bullying profiles, the social status of children, and the 30-item version of the Revised Child Anxiety and Depression Scale (RCADS-30) to assess emotional symptoms. The results revealed that 17.70% of the students were directly involved in bullying situations. Additionally, we found significant differences concerning the characteristics of the profiles of observers or others, bullies, victims, and bullies-victims. Thus, the victims presented higher levels of anxious and depressive symptoms, specifically separation anxiety and major depression. These scores were especially noteworthy for girls. Regarding social status, bullies show scores significantly higher in rejection and expectation of rejection compared to the observers and victims. These data indicate the need to consider the sociometric status and emotional symptomatology associated to the different roles of bullying in the design of school prevention programs and the convenience of the analysis of these dynamics from the early stage of primary school

Differences in the severity of Autistic Spectrum Disorder symptoms according to the educational context

El sistema educativo permite que alumnos con necesidades educativas especiales que tienen el diagnóstico de Trastorno del Espectro Autista puedan beneficiarse de la escolarización tanto en un colegio ordinario como en un colegio de educación especial. Sin embargo, la comunidad científica considera que las personas con TEA pueden presentar diferentes niveles de severidad que determinan la adaptación al centro educativo. El presente artículo pretende analizar las diferencias en el tipo de TEA, la gravedad del TEA, la gravedad de la discapacidad intelectual y el nivel de supervisión; comunicación social; y comportamiento repetitivo en función del contexto educativo al que pertenece una muestra de 232 personas con TEA entre 3 y 63 años de edad. En el presente estudio se emplearon el Cuestionario de comunicación social, Repetitive Behavior Scale-Revised y el Inventory for Client and Agency Planning. Los resultados indican que los colegios de educación especial presentan alumnos con mayor gravedad de los síntomas TEA, gravedad de la discapacidad intelectual, conductas estereotipadas, autolesiones, problemas de comunicación y mayores niveles de supervisión en el aula. Estos resultados tienen repercusiones en el sistema educativo.The educational system allows students with special educational needs who are diagnosed with Autism Spectrum Disorder to benefit from schooling in both an ordinary school and a special education school. However, the scientific community considers that people with ASD may present different levels of severity that determine the adaptation to the educational center. This article aims to analyze the differences according to the educational context in the type of ASD, the severity of the ASD, the severity of the intellectual disability and the level of supervision; social communication; and repetitive behavior of a sample of 232 people with ASD between 3 and 63 years old. In the present study, the Social Communication Questionnaire, Repetitive Behavior Scale-Revised and the Inventory for Client and Agency Planning were used. The results indicate that special education schools have students with more serious symptoms of ASD, severity of intellectual disability, stereotyped behaviors, self-harm, communication problems and higher levels of supervision in the classroom. These results have repercussions in the education system

Standard scores of the Repetitive Behavior Scale-Revised for people with autism and intellectual disability in Spain

Introducción. La conducta repetitiva es una variable transdiagnóstica que está presente en numerosos trastornos del neurodesarrollo. La Repetitive Behavior Scale-Revised (RBS-R) de Bodfish es una de las pruebas más empleadas para evaluar las conductas repetitivas en personas con autismo y discapacidad intelectual. Metodología. En el presente artículo se analizan las diferencias en conducta repetitiva según el diagnóstico, las interacciones entre diagnósticos y sexo y edad, y se muestran los baremos del RBS-R para un grupo de personas con autismo, un grupo de personas con discapacidad intelectual y otro grupo de personas con autismo y discapacidad intelectual. Resultados. Los resultados indican que hay diferencias en el comportamiento repetitivo entre los grupos, siendo mayor la severidad de las conductas repetitivas en las personas con autismo asociado a discapacidad intelectual, seguidas de aquellas con autismo y por último las personas con discapacidad intelectual. Por último, se muestran los percentiles de la escala RBS-R según grupos diagnósticos. Conclusiones. La RBS-R ha mostrado ser una herramienta diagnóstica útil para valorar algunos de los principales trastornos del neurodesarrollo, tales como son los trastornos del espectro autista y la discapacidad intelectual.Introduction. Repetitive behavior is a transdiagnostic variable that is present in many neurodevelopmental disorders. The Repetitive Behavior Scale-Revised (RBS-R) by Bodfish is one of the tests most used to evaluate repetitive behaviors in people with autism and intellectual disability. Materials and methods. In the present article, we analyze the differences in repetitive behavior according to the diagnosis, the interaction effects between diagnoses and gender and/or age and display the standard scores of the RBS-R for a group of people with autism, a group of people with intellectual disability and another group of people with Autism and intellectual disability. Results. The results indicate that there are differences in the repetitive behavior between the groups, being greater the severity of the repetitive behaviors in people with autism associated to intellectual disability, followed by autism, and finally intellectual disability. Finally, the RBS-R percentiles according to diagnostic groups are shown. Conclusions. The RBS-R has been shown to be a useful diagnostic tool for assessing some of the main neurodevelopmental disorders, such as autism spectrum disorders and intellectual disability

Measuring symptoms of obsessive-compulsive and related disorders using a single dimensional self-report scale

Background: Obsessions and compulsions are heterogenous but can be classified into obsessive-compulsive disorder (OCD), body dysmorphic disorder (BDD), hoarding disorder (HD), hair-pulling disorder (HPD), and skin-picking disorder (SPD). OCD is in itself heterogenous, with symptoms clustering around four major symptom dimensions: contamination/cleaning, symmetry/ordering, taboo obsessions, and harm/checking. No single self-report scale captures the full heterogeneity of OCD and related disorders, limiting assessment in clinical practice and research on nosological relations among the disorders. Methods: To provide a single self-report scale of OCD and related disorders that respects the heterogeneity of OCD, we expanded the DSM-5-based Obsessive-Compulsive and Related Disorders-Dimensional Scales (OCRD-D) so that is also includes the four major symptom dimensions of OCD. A psychometric evaluation and an exploration of the overarching relations among the dimensions were conducted using an online survey which was completed by 1,454 Spanish adolescents and adults (age span = 15–74 years). Approximately 8 months after the initial survey, 416 participants completed the scale again. Results: The expanded scale showed excellent internal psychometric properties, adequate test-retest correlations, known groups validity, and correlations in the expected directions with well-being, depression/anxiety symptoms, and satisfaction with life. The higher-order structure of the measure indicated that harm/checking and taboo obsessions formed a common disturbing thoughts factor and that HPD and SPD formed a common body-focused repetitive behaviors factor. Conclusion: The expanded OCRD-D (OCRD-D-E) shows promise as a unified way to assess symptoms across the major symptom dimensions of OCD and related disorders. The measure may be useful in clinical practice (e.g., screening) and research, but more research on construct validity, incremental validity, and clinical utility is needed.This research named “Espectro-TOC: Modelos predictivos de trastornos relacionados con el TOC” [OCD-Spectrum: Predictive models of disorders related to OCD] was supported by a grant from the Alicia Koplowitz Foundation [“Ayudas a la investigación en psiquiatría, psicología y/o neurociencias del niño y el adolescente y en neuropediatría, XV Convocatoria 2019” (“Grants for research in psychiatry, psychology and/or neuroscience of children and adolescents and in pediatric neurology, XV Call 2019”)], as well as one predoctoral fellowship co-financed by the European Social Fund and the Regional Ministry of Education, Research, Culture and Sport from the Generalitat Valenciana (BM-A: ACIF/2019/055)