> Journal Name: RESEARCH IN AUTISM SPECTRUM DISORDERS (ISSN: 1750-9467)
> Issue: Vol. 7 No. 10, 2013
> IDS#: 218SB
> Alert Expires: 10 JAN 2014
> Number of Articles in Issue: 13 (13 included in this e-mail)
> Organization ID: c4f3d919329a46768459d3e35b8102e6
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>
>
> *Pages: 1183-1195 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000324451700001
> *Order Full Text [ ]
>
> Title:
> The double ABCX model of family adaptation in families of a child with an autism spectrum disorder attending an Australian early intervention service
>
> Authors:
> Paynter, J; Riley, E; Beamish, W; Davies, M; Milford, T
>
> Source:
> *RESEARCH IN AUTISM SPECTRUM DISORDERS*, 7 (10):1183-1195; OCT 2013
>
> Abstract:
> It is well established that families caring for a child with an autism
> spectrum disorder (ASD) experience increased psychological distress
> compared to other families (e.g., Baker-Ericzen, Brookman-Frazee, &
> Stahmer, 2005; Lee et al., 2009). However, little research has captured
> the range of variables linked to family outcomes, and research in the
> early childhood period has been largely atheoretical. The current study
> sought to investigate the applicability of the double ABCX Model of
> Family Adaptation (McCubbin & Patterson, 1983) in understanding the
> factors underlying family outcomes when children with ASD attend early
> intervention. Participants included 43 parents (18 males, 25 females) of
> children aged 2.5 to 6 years (M=49.35, SD = 9.21 months; 8 female, 35
> male) with ASD who were attending an autism-specific intervention
> service. Participants completed standardised questionnaire measures of
> constructs of the double ABCX Model. As predicted by the model, family
> systems outcomes (individual, relationship, or family) were linked to
> symptom severity (challenging behaviour), pile-up demands, internal and
> external resources, appraisals, and active-avoidant coping styles. Level
> of ASD symptoms however, were not significantly linked to outcomes.
> Limitations, directions for future research, and practical implications
> are discussed. (C) 2013 Elsevier Ltd. All rights reserved.
>
> ========================================================================
>
>
> *Pages: 1196-1203 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000324451700002
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>
> Title:
> Parent and teacher ratings of adaptive and challenging behaviours in young children with autism spectrum disorders
>
> Authors:
> Lane, BR; Paynter, J; Sharman, R
>
> Source:
> *RESEARCH IN AUTISM SPECTRUM DISORDERS*, 7 (10):1196-1203; OCT 2013
>
> Abstract:
> This study examined parent and teacher rating correspondence of adaptive
> and challenging behaviours for children with autism spectrum disorders
> (ASDs) enrolled in an early intervention program. Data were collected on
> the Behaviour Assessment System for Children, second edition (BASC-2; n
> = 22), and Vineland Adaptive Behaviour Scales, second edition (VABS-II;
> n = 28). Adaptive behaviour ratings generally demonstrated high
> parent-teacher correlations, while challenging behaviour ratings
> demonstrated relatively low correlations. Only adaptive skills on the
> BASC-2 showed significant mean parent-teacher differences, with parent
> ratings suggesting greater impairment. Results suggest that clinicians
> should consider gaining both parent and teacher perspectives on a
> child's challenging behaviour, but that a single informant measure of
> adaptive behaviour, either parent or teacher, may be sufficient after
> initial assessments are completed. (C) 2013 Elsevier Ltd. All rights
> reserved.
>
> ========================================================================
>
>
> *Pages: 1204-1210 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000324451700003
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>
> Title:
> Relationship between coping, rumination and posttraumatic growth in mothers of children with autism spectrum disorders
>
> Authors:
> Zhang, W; Yan, TT; Du, YS; Liu, XH
>
> Source:
> *RESEARCH IN AUTISM SPECTRUM DISORDERS*, 7 (10):1204-1210; OCT 2013
>
> Abstract:
> This study examined the relationship between coping, rumination and
> posttraumatic growth in mothers of children with autism spectrum
> disorders (ASD). One hundred and two mothers of autistic children in
> China were surveyed using Post-traumatic Growth Inventory, Trait Coping
> Style Questionnaire, and Event Related Rumination Inventory. Mothers
> reported mediate level of PIG, mostly on the growth of personal
> strength. Hierarchal regression analysis indicated that positive coping
> positively predicted PTG and growth on "relating to others"; deliberate
> rumination was positively correlated with growth on "appreciation of
> life"; and intrusive rumination negatively predicted growth on "personal
> strength", "new possibilities" and "spiritual change". No statistically
> significant relationship between negative coping and PIG was found. The
> results may be used to provide mothers with a better understanding of
> the underlying growth process and assist service providers in
> facilitating this progress. (C) 2013 Elsevier Ltd. All rights reserved.
>
> ========================================================================
>
>
> *Pages: 1211-1220 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000324451700004
> *Order Full Text [ ]
>
> Title:
> Discounting of restraint usage, problem behavior management, and risk of autism severity
>
> Authors:
> Dixon, MR; Whiting, SW; Miller, JR
>
> Source:
> *RESEARCH IN AUTISM SPECTRUM DISORDERS*, 7 (10):1211-1220; OCT 2013
>
> Abstract:
> The current study examined whether a history of experience with children
> with autism affected the rate of discounting of a delayed or probable
> consequence. Experiment 1 utilized a temporal discounting task to
> compare the discounting rates of adults who have worked in an autism
> service setting and have experience with physical restraints to that of
> adults who have little or no experience with these populations. The
> results showed that adults with a history of contact with autism made
> less optimal choices and discounted restraint responsibilities more
> steeply than adults with no such history, indicating increased avoidance
> of engaging in restraints. Experiment 2 investigated how the same groups
> discounted child problem behavior, and showed that those with experience
> with autism preferred to delay working with children with severe problem
> behavior and discounted the student's problem behavior more steeply,
> again demonstrating increased avoidance. Experiment 3 examined risk
> tendencies in relation to having children with diminished functioning in
> parents who have children with autism and those who have only worked
> with them. Results showed that parents made riskier choices than
> non-parents. Overall, all 3 experiments showed that those with increased
> experience with children with autism tended toward more impulsive and
> risky choices. Published by Elsevier Ltd.
>
> ========================================================================
>
>
> *Pages: 1221-1227 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000324451700005
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>
> Title:
> Emotion differentiation in autism spectrum disorder
>
> Authors:
> Erbas, Y; Ceulemans, E; Boonen, J; Noens, I; Kuppens, P
>
> Source:
> *RESEARCH IN AUTISM SPECTRUM DISORDERS*, 7 (10):1221-1227; OCT 2013
>
> Abstract:
> Autism spectrum disorder (ASD) is commonly associated with reduced
> ability to recognize emotions in others. It is less clear however,
> whether ASD is also associated with impaired knowledge of one's own
> emotions. In the current study we present a first examination of how
> much knowledge individuals with ASD have about their emotions by
> investigating their ability to differentiate between emotions. Across
> two lab tasks that measured to what extent and how people differentiate
> between their own feeling states and semantic emotion terms, results
> showed that ASD individuals differentiated less than typically
> developing individuals. Yet, both groups of participants similarly
> categorized emotions according to previously established theoretical
> categories. These findings indicate that while both give similar meaning
> to emotions, individuals with ASD make less subtle distinctions between
> emotions. With low levels of emotion differentiation being linked to
> reduced well-being, these findings may help to better understand the
> high prevalence of internalizing problems associated with ASD. (C) 2013
> Elsevier Ltd. All rights reserved.
>
> ========================================================================
>
>
> *Pages: 1228-1233 (Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000324451700006
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>
> Title:
> Comorbidity and autism: Trends, topics and future directions
>
> Authors:
> Matson, JL; Goldin, RL
>
> Source:
> *RESEARCH IN AUTISM SPECTRUM DISORDERS*, 7 (10):1228-1233; OCT 2013
>
> Abstract:
> Autism spectrum disorders (ASD) are common, life-long disorders.
> Symptoms of ASD often co-occur with other difficulties that also tend to
> be chronic and debilitating. Common co-occurring difficulties include
> intellectual disabilities, physical conditions, comorbid
> psychopathologies and challenging behaviors. However, the idea of
> comorbidities among individuals with ASD is still a relatively new
> notion. Thus, a new field of research is developing examining
> comorbidities with ASD. This field is developing rapidly but is still
> lacking. This paper highlights the most common forms of comorbid
> disorders, and the future direction of research on comorbidities among
> individuals with ASD is discussed. (C) 2013 Elsevier Ltd. All rights
> reserved.
>
> ========================================================================
>
>
> *Pages: 1234-1243 (Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000324451700007
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>
> Title:
> Effects of reducing stereotypy on other behaviors: A systematic review
>
> Authors:
> Lanovaz, MJ; Robertson, KM; Soerono, K; Watkins, N
>
> Source:
> *RESEARCH IN AUTISM SPECTRUM DISORDERS*, 7 (10):1234-1243; OCT 2013
>
> Abstract:
> Researchers have shown that high levels of stereotypy in individuals
> diagnosed with autism spectrum disorders were correlated with more
> significant impairments in social and adaptive functioning. Reducing
> stereotypy may thus potentially occasion an increase in appropriate
> social and adaptive behaviors. Hence, the purpose of this systematic
> review was to examine the effects of reducing stereotypy on engagement
> in other behaviors. Following a thorough literature search, we
> identified 60 studies that both reduced engagement in stereotypy and
> measured engagement in at least one other behavior. We divided the
> studies into six broad categories: noncontingent reinforcement,
> differential reinforcement, punishment-based interventions, multiple
> contingencies, physical exercise, and other antecedent-based
> interventions. The results of our analyses suggest that reducing
> stereotypy produces reallocation toward other behaviors, albeit not
> necessarily appropriate. As such, clinicians and researchers targeting
> stereotypy should plan to strengthen an appropriate alternative behavior
> while targeting all response forms of stereotypy for reduction.
> Moreover, our review suggests that measuring untargeted behaviors when
> implementing interventions designed to reduce stereotypy may be
> essential in clinical and research settings. (C) 2013 Elsevier Ltd. All
> rights reserved.
>
> ========================================================================
>
>
> *Pages: 1244-1249 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000324451700008
> *Order Full Text [ ]
>
> Title:
> Fine and gross motor performance of the MABC-2 by children with autism spectrum disorder and typically developing children
>
> Authors:
> Liu, T; Breslin, CM
>
> Source:
> *RESEARCH IN AUTISM SPECTRUM DISORDERS*, 7 (10):1244-1249; OCT 2013
>
> Abstract:
> The purpose of this study was to investigate the fine and gross motor
> performance of children with autism spectrum disorder (ASD) and
> age-matched typically developing children as measured by the Movement
> Assessment Battery for Children-2 (MABC-2). Thirty children with ASD
> (ages 3-16 years, male = 25, female = 5) and 30 age-matched typically
> developing children (male = 16, female = 14) performed the MABC-2. Group
> differences on MABC-2 percentile scores were analyzed using descriptive
> data and one-way ANOVAs. Effect sizes were also calculated for practical
> significance. Descriptive data showed that all typically developing
> children were classified in the green zone on MABC-2. However, the
> majority of children (80%) with ASD were categorized in the red and
> amber zones suggesting they experienced motor difficulty or were at risk
> for motor delay. In addition, children with ASD showed significantly
> lower MABC-2 percentile scores than the typically developing children on
> manual dexterity, ball skills, and static and dynamic balance, F(1, 59)
> = 109.043, p < .001, and the effect sizes were large (>.80). In
> conclusion, children with ASD were delayed in both fine and gross motor
> skill performance on MABC-2 when compared to their age-matched typically
> developing children. (C) 2013 Elsevier Ltd. All rights reserved.
>
> ========================================================================
>
>
> *Pages: 1250-1256 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000324451700009
> *Order Full Text [ ]
>
> Title:
> Can gaze-cueing be helpful for detecting sound in autism spectrum disorder?
>
> Authors:
> Zhao, S; Uono, S; Yoshimura, S; Kubota, Y; Toichi, M
>
> Source:
> *RESEARCH IN AUTISM SPECTRUM DISORDERS*, 7 (10):1250-1256; OCT 2013
>
> Abstract:
> Autism spectrum disorder (ASD) is a developmental disorder characterized
> by impaired social interaction, including joint attention, but
> psychological studies generally have reported intact gaze-triggered
> joint attention in ASD. These studies used a uni-modal paradigm (i.e.
> visual cue-target pairs) with eyes or faces as cues and letters or dots
> as targets. However, it has not been determined whether joint attention
> is impaired under cross-modal conditions in ASD, although cross-modal
> impairment has been reported. This study investigated joint attention in
> ASD under cross-modal conditions with gaze stimuli as visual cues and
> two kinds of sound (social voice or non-social tone) stimuli as targets.
> The task for the subject was to locate the target sound and click as
> soon and as accurately as possible. The ASD group was impaired in joint
> attention when a tone was used as the target, while both groups showed
> joint attention to a voice. The results suggest that cross-modal joint
> attention is impaired in the ASD group when the cue-target relationship
> is weak (i.e. social cue and non-social target) while it is unimpaired
> when there is a strong cue-target relationship (i.e. social cue and
> social target). (C) 2013 Elsevier Ltd. All rights reserved.
>
> ========================================================================
>
>
> *Pages: 1257-1264 (Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000324451700010
> *Order Full Text [ ]
>
> Title:
> ASD intervention research in real world contexts: Refining single case designs
>
> Authors:
> Bulkeley, K; Bundy, A; Roberts, J; Einfeld, S
>
> Source:
> *RESEARCH IN AUTISM SPECTRUM DISORDERS*, 7 (10):1257-1264; OCT 2013
>
> Abstract:
> There is a pressing need for intervention research that reflects real
> world practice to support evidence-based decision making for families,
> professionals and administrators who support children with ASD. Some of
> the challenges confronting intervention research are explored, with
> solutions offered based on single case design methodology. Challenges
> with single case designs are also outlined and contemporary solutions
> that are applicable in real world contexts are illustrated in a study by
> the authors. Research utilizing these strategies may assist with
> facilitating practitioners to engage in practice-based research to
> bridge the research to practice gap in intervention with young children
> with ASD. (C) 2013 Elsevier Ltd. All rights reserved.
>
> ========================================================================
>
>
> *Pages: 1265-1272 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000324451700011
> *Order Full Text [ ]
>
> Title:
> Promoting adaptive behaviors by two girls with Rett syndrome through a microswitch-based program
>
> Authors:
> Stasolla, F; Caffo, AO
>
> Source:
> *RESEARCH IN AUTISM SPECTRUM DISORDERS*, 7 (10):1265-1272; OCT 2013
>
> Abstract:
> We assessed a microswitch-based program to improve self-determination to
> access to preferred stimuli and to foster locomotor behavior by two
> girls with Rett syndrome and multiple disabilities. To enhance the first
> behavior (access to preferred stimuli) a wobble microswitch (sensitive
> touch sensor) was used while for the second behavior (step responses)
> optic sensors were applied. A second aim of the study was to monitor
> indices of happiness as consequence of the use of assistive technology.
> Finally, a third objective of the study was the reduction of hand
> washing and body rocking related stereotypies. The study was carried out
> according to a multiple probe design across behaviors for both
> participants, where the two behaviors were first learned independently,
> then combined together. Results showed an increasing of performance and
> of indices of happiness and a decreasing of stereotyped behaviors for
> both participants during intervention phases. Practical, psychological
> and clinical implications of the findings are discussed. (C) 2013
> Elsevier Ltd. All rights reserved.
>
> ========================================================================
>
>
> *Pages: 1273-1281 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000324451700012
> *Order Full Text [ ]
>
> Title:
> A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with Autism
>
> Authors:
> Bennett, KD; Gutierrez, A; Honsberger, T
>
> Source:
> *RESEARCH IN AUTISM SPECTRUM DISORDERS*, 7 (10):1273-1281; OCT 2013
>
> Abstract:
> The purpose of this study was to compare the effects of video prompting
> with and without voice-over narration on the acquisition of clerical
> skills among five secondary students with Autism Spectrum Disorder. We
> used an adapted alternating treatments design consisting of baseline,
> comparison, and best treatment conditions. Results showed there were
> negligible differences between video prompting with or without
> voice-over narration. However, participants indicated differing
> preferences for one method over the other. (C) 2013 Elsevier Ltd. All
> rights reserved.
>
> ========================================================================
>
>
> *Pages: 1282-1290 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000324451700013
> *Order Full Text [ ]
>
> Title:
> Efficacy of cognitive behavior therapy-based social skills intervention for school-aged boys with autism spectrum disorders
>
> Authors:
> Koning, C; Magill-Evans, J; Volden, J; Dick, B
>
> Source:
> *RESEARCH IN AUTISM SPECTRUM DISORDERS*, 7 (10):1282-1290; OCT 2013
>
> Abstract:
> School-aged children with Autism Spectrum Disorders (ASD) experience
> significant difficulty with peer interaction. Research to identify the
> most effective strategies to address this difficulty has increased but
> more evidence is needed. Cognitive behavior therapy (CBT), which focuses
> on changing how a person thinks about social situations as well as how
> he behaves, is a promising approach. This study evaluated the efficacy
> of a 15 week CBT-based social skills intervention for boys aged 10-12
> years diagnosed with an ASD. Boys with average or better IQ and
> receptive language skills were randomly assigned to either a control (n
> = 8) or intervention condition (n = 7). During intervention, boys
> attended weekly 2 h long group sessions focusing on self-monitoring
> skills, social perception and affective knowledge, conversation skills,
> social problem-solving, and friendship management skills. Comparison of
> the outcomes using repeated measures analyses indicated that boys
> receiving the intervention scored significantly better on measures of
> social perception, peer interaction, and social knowledge than boys who
> had not received intervention. There were no differences on general
> measures of socialization. The manualized intervention used in this
> study shows promise but replication with larger samples is needed. Crown
> Copyright (C) 2011 Published by Elsevier Ltd. All rights reserved.
>
>
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