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Parent-mediated intervention in infants with an elevated likelihood for autism reduces dwell time during a gaze-following task 对自闭症可能性较高的婴儿进行家长干预,可减少其在目光追随任务中的停留时间。
IF 5.3 2区 医学 Q1 BEHAVIORAL SCIENCES Pub Date : 2024-08-28 DOI: 10.1002/aur.3223
Rachael Bedford, Jonathan Green, Teodora Gliga, Emily H. Jones, Mayada Elsabbagh, Greg Pasco, Ming Wai Wan, Vicky Slonims, Tony Charman, Andrew Pickles, Mark H. Johnson, The BASIS Team

Cognitive markers may in theory be more sensitive to the effects of intervention than overt behavioral measures. The current study tests the impact of the Intervention with the British Autism Study of Infant Siblings—Video Interaction for Promoting Positive Parenting (iBASIS-VIPP) on an eye-tracking measure of social attention: dwell time to the referred object in a gaze following task. The original two-site, two-arm, assessor-blinded randomized controlled trial (RCT) of this intervention to increase parental awareness, and responsiveness to their infant, was run with infants who have an elevated familial likelihood for autism (EL). Fifty-four EL infants (28 iBASIS-VIPP intervention, 26 no intervention) were enrolled, and the intervention took place between 9 months (baseline) and 15 months (endpoint), with gaze following behavior measured at 15 months. Secondary intention to treat (ITT) analysis showed that the intervention was associated with significantly reduced dwell time to the referent of another person's gaze (β = −0.32, SE = 0.14, p = 0.03) at 15-month treatment endpoint. Given the established link between gaze following and language, the results are considered in the context of a previously reported, non-significant and transient trend toward lower language scores at the treatment endpoint (Green et al. (2015) The Lancet Psychiatry, 2(2), 133–140). Future intervention trials should aim to include experimental cognitive measures, alongside behavioral measures, to investigate mechanisms associated with intervention effects.

理论上,认知标记可能比明显的行为测量对干预效果更敏感。本研究测试了英国婴儿兄弟姐妹自闭症研究--促进积极养育的视频互动干预(iBASIS-VIPP)对社会注意力眼动跟踪测量的影响:在注视跟踪任务中对所指对象的停留时间。这项干预措施旨在提高父母对婴儿的关注度和响应度,最初的两地、双臂、评估者盲法随机对照试验(RCT)针对的是自闭症(EL)家族可能性较高的婴儿。54名自闭症婴儿(28名接受iBASIS-VIPP干预,26名未接受干预)接受了干预,干预时间为9个月(基线)至15个月(终点),15个月时对婴儿的凝视行为进行测量。次要意向治疗(ITT)分析表明,在 15 个月的治疗终点,干预与显著减少对他人注视参照物的停留时间有关(β = -0.32,SE = 0.14,p = 0.03)。考虑到目光追随与语言之间的既定联系,这一结果应与之前报道的治疗终点时语言得分降低的非显著性和短暂性趋势结合起来考虑(Green 等人(2015)The Lancet Psychiatry,2(2), 133-140)。未来的干预试验应将实验性认知测量与行为测量结合起来,以研究与干预效果相关的机制。
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引用次数: 0
Feasibility and acceptability of a caregiver-mediated early support program, delivered online, for infants at elevated familial likelihood for autism: A feasibility randomized controlled trial 针对自闭症家族遗传几率较高的婴儿,通过网络提供以护理人员为媒介的早期支持计划的可行性和可接受性:可行性随机对照试验。
IF 5.3 2区 医学 Q1 BEHAVIORAL SCIENCES Pub Date : 2024-08-28 DOI: 10.1002/aur.3217
Shoba S. Meera, Malavi Srikar, Reny Raju, Divya Swaminathan, Rachel Elizabeth Johnson, Linda R. Watson, Deepa Bhat Nair, John Vijay Sagar Kommu, Jo Chopra-McGowan, Prathyusha P. Vasuki

Preliminary evidence indicates potential benefit of providing caregiver-mediated intervention, prior to diagnosis, for infants at elevated familial likelihood for autism and related developmental delays including language delay (EL-A). However, delivering such interventions online and in low-resource settings like India has not been reported. This study aimed to evaluate the feasibility and acceptability of delivering a novel manualized caregiver-mediated early support program, the “LiL' STEPS,” online in India, for EL-A infants. LiL' STEPS stands for Language development & Intervention Lab's (LiL') Supporting Early social-communication and language by Promoting caregiver Sensitive responsiveness (STEPS). The program comprised 14 sessions with a focus on social-communication and language, conducted over 12-weeks using demonstration and video feedback. Families of 36 EL-A infants aged 9 to 15-months participated in this feasibility randomized controlled trial (RCT). Families were randomized in a 2:1 ratio (n = 24 LiL' STEPS and n = 12 care as usual groups). Information on feasibility and acceptability was collated following a mixed methods approach from caregiver interviews, fidelity forms, session notes, and study register. Findings indicated the LiL' STEPS study trial as feasible and acceptable with recruitment rate of 4 per month, 100% willingness for randomization, 8.3% attrition, and 3.03% loss of blinding. Interventionist and caregiver fidelity was maintained above 80%. Despite challenges like interruptions during sessions, 100% families found the program acceptable and satisfactory, 86% said they would recommend the program to others, and 71% preferred online modality. Caregivers' perspectives on beneficial components and experience attending the program have been described. Accordingly, recommendations for future definitive RCTs have been presented.

初步证据表明,在确诊之前,为自闭症及相关发育迟缓(包括语言发育迟缓)家族可能性较高的婴儿提供以照顾者为媒介的干预可能会带来益处(EL-A)。然而,在印度等资源匮乏的环境中通过网络提供此类干预措施的情况尚未见报道。本研究旨在评估在印度针对EL-A婴儿在线提供新颖的、以照顾者为媒介的手动化早期支持计划 "LiL' STEPS "的可行性和可接受性。LiL'STEPS "是语言发展与干预实验室(LiL')"通过促进护理人员的敏感反应(STEPS)来支持早期社会交流和语言 "的缩写。该计划包括 14 个课程,重点是社交沟通和语言,通过示范和视频反馈进行,为期 12 周。36 个 9 至 15 个月大的 EL-A 婴儿家庭参加了这项可行性随机对照试验(RCT)。这些家庭按 2:1 的比例被随机分组(n = 24 个 "LiL' STEPS "组和 n = 12 个 "照常护理 "组)。我们采用混合方法,从护理人员访谈、忠诚度表格、课程笔记和研究登记册中整理了有关可行性和可接受性的信息。研究结果表明,"LiL' STEPS "研究试验具有可行性和可接受性,每月招募 4 人,100% 愿意接受随机分组,8.3% 自然减员,3.03% 失盲。干预人员和护理人员的忠诚度保持在 80% 以上。尽管存在课程中断等挑战,但100%的家庭认为该计划可以接受并令人满意,86%的家庭表示会向他人推荐该计划,71%的家庭更喜欢在线模式。护理人员对该计划的有益内容和参加该计划的经历进行了描述。相应地,还对未来的明确 RCT 提出了建议。
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引用次数: 0
Investigating the utility of the AQ-10 in children and adolescents assessed in an outpatient ARFID clinic 研究 AQ-10 在 ARFID 门诊儿童和青少年中的实用性。
IF 5.3 2区 医学 Q1 BEHAVIORAL SCIENCES Pub Date : 2024-08-26 DOI: 10.1002/aur.3220
Tanith Archibald, Emma Willmott, Cate Kelly, Louise Bradbury, Pippa Hugo, Rachel Bryant-Waugh

The high co-occurrence of autism and eating disorders is well established, including for those with Avoidant Restrictive Food Intake Disorder (ARFID). It is therefore important to consider autism and identify possible autism when people present to eating disorder services to ascertain whether further assessment is indicated, to support clinical formulation and to make appropriate adaptations during interventions. This paper explores the utility of a validated autism screening measure, the AQ-10, in a population of children and adolescents who presented to an outpatient eating disorders clinic for an assessment of possible ARFID. Over 19 months, 335 young people were assessed and 246 families with children aged between 4 and 17 years completed one of three versions of the AQ-10 (Child, Adolescent, and Adult), as part of a battery of routinely administered pre-assessment questionnaires. Results indicated that 80.2% (n = 69) of those with an existing autism diagnosis scored above clinical threshold of ≥6 (M = 7.2, SD = 1.9), 43.9% (n = 43) of those queried to be autistic scored above clinical threshold (M = 5.2, SD = 2.5), and 6.5% (n = 4) of non-autistic individuals scored above clinical threshold (M = 2.8, SD = 1.8). Additionally, the AQ-10 satisfactorily discriminated between those with a known autism diagnosis and those who are not autistic across all age groups and sex. We conclude that the AQ-10, alongside a comprehensive clinical assessment and clinical judgment, is a useful screening tool that can support clinicians to identify appropriate onward referrals for autism assessments, aid clinical formulation, and consider appropriate adaptations and reasonable adjustments during ARFID interventions.

自闭症和进食障碍的高并发率已得到证实,包括那些患有回避性限制性食物摄入障碍(ARFID)的患者。因此,在饮食失调症患者就诊时,必须考虑到自闭症并识别可能存在的自闭症,以确定是否需要进行进一步评估、支持临床方案制定并在干预过程中做出适当调整。本文探讨了经过验证的自闭症筛查量表 AQ-10 在儿童和青少年人群中的实用性,这些儿童和青少年到饮食失调门诊就诊,要求对可能存在的 ARFID 进行评估。在 19 个月的时间里,共有 335 名青少年接受了评估,246 个有 4 至 17 岁子女的家庭完成了 AQ-10(儿童、青少年和成人)三个版本中的一个版本,作为常规评估前问卷的一部分。结果显示,80.2%(n = 69)的已有自闭症诊断者的得分高于临床阈值≥6(M = 7.2,SD = 1.9),43.9%(n = 43)的被询问自闭症患者的得分高于临床阈值(M = 5.2,SD = 2.5),6.5%(n = 4)的非自闭症患者的得分高于临床阈值(M = 2.8,SD = 1.8)。此外,在所有年龄组和性别中,AQ-10 对已知自闭症诊断者和非自闭症患者的区分度都令人满意。我们的结论是,AQ-10与全面的临床评估和临床判断相结合,是一种有用的筛查工具,可帮助临床医生确定适当的自闭症评估转介,帮助临床制定方案,并在ARFID干预过程中考虑适当的适应和合理的调整。
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引用次数: 0
Enhanced pitch discrimination in autistic children with unexpected bilingualism 自闭症儿童意外双语能力的音高辨别能力增强。
IF 5.3 2区 医学 Q1 BEHAVIORAL SCIENCES Pub Date : 2024-08-26 DOI: 10.1002/aur.3221
Charlotte Dumont, Marie Belenger, Inge-Marie Eigsti, Mikhail Kissine

Some autistic children acquire foreign languages from exposure to screens. Such unexpected bilingualism (UB) is therefore not driven by social interaction, rather, language acquisition appears to rely on less socially mediated learning and other cognitive processes. We hypothesize that UB children may rely on other cues, such as acoustic cues, of the linguistic input. Previous research indicates enhanced pitch processing in some autistic children, often associated with language delays and difficulties in forming stable phonological categories due to sensitivity to subtle linguistic variations. We propose that repetitive screen-based input simplifies linguistic complexity, allowing focus on individual cues. This study hypothesizes that autistic UB children exhibit superior pitch discrimination compared with both autistic and non-autistic peers. From a sample of 46 autistic French-speaking children aged 9 to 16, 12 were considered as UB. These children, along with 45 non-autistic children, participated in a two-alternative forced-choice pitch discrimination task. They listened to pairs of pure tones, 50% of which differed by 3% (easy), 2% (medium), or 1% (hard). A stringent comparison of performance revealed that only the autistic UB group performed above chance for tone pairs that differed, across all conditions. This group demonstrated superior pitch discrimination relative to autistic and non-autistic peers. This study establishes the phenomenon of UB in autism and provides evidence for enhanced pitch discrimination in this group. Acute perception of auditory information, combined with repeated language content, may facilitate UB children's focus on phonetic features, and help acquire a language with no communicative support or motivation.

一些自闭症儿童通过接触屏幕获得外语。因此,这种意料之外的双语(UB)并不是由社会互动驱动的,相反,语言习得似乎依赖于社会中介性较弱的学习和其他认知过程。我们假设,意外双语儿童可能依赖于语言输入的其他线索,如声音线索。先前的研究表明,一些自闭症儿童的音调处理能力增强,这往往与语言延迟以及因对微妙的语言变化敏感而难以形成稳定的语音类别有关。我们认为,基于屏幕的重复输入可简化语言的复杂性,从而使注意力集中在单个线索上。本研究假设,与自闭症和非自闭症同龄人相比,自闭症 UB 儿童表现出卓越的音高辨别能力。在 46 名年龄介于 9 至 16 岁的法语自闭症儿童样本中,有 12 名儿童被认为是 UB。这些儿童与 45 名非自闭症儿童一起参加了一项双向强迫选择音高辨别任务。他们聆听了一对纯音,其中 50%的音调相差 3%(容易)、2%(中等)或 1%(困难)。对成绩进行严格比较后发现,在所有条件下,只有自闭症 UB 组在有差异的音调对中的表现高于正常水平。与自闭症和非自闭症同龄人相比,该组的音高辨别能力更胜一筹。这项研究证实了自闭症患者的 UB 现象,并提供了该群体音调辨别能力增强的证据。对听觉信息的敏锐感知与重复的语言内容相结合,可能会促进 UB 儿童对语音特征的关注,并有助于他们在没有交流支持或动机的情况下掌握语言。
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引用次数: 0
Bilingualism and second-order theory of mind development in autistic children over time: Longitudinal relations with language, executive functions, and intelligence 自闭症儿童的双语能力和二阶心智理论的长期发展:与语言、执行功能和智力的纵向关系。
IF 5.3 2区 医学 Q1 BEHAVIORAL SCIENCES Pub Date : 2024-08-23 DOI: 10.1002/aur.3214
Eleni Peristeri, Margreet Vogelzang, Ianthi Maria Tsimpli, Stephanie Durrleman

Theory of Mind has long been studied as a core weakness in autism spectrum disorder due to its relationship with social reciprocity, while bilingualism has been shown to compensate for autistic individuals' mentalizing weaknesses. However, our knowledge of the Theory of Mind developmental trajectories of bilingual and monolingual autistic children, as well as of the factors related to Theory of Mind development in autism spectrum disorder is still limited. The current study has examined first- and second-order Theory of Mind skills in 21 monolingual and 21 bilingual autistic children longitudinally across three time points, specifically at ages 6, 9, and 12, and also investigated associations between Theory of Mind trajectories and trajectories of the children's language, intelligence and executive function skills. The results reveal that bilingual autistic children outperformed their monolingual peers in second-order Theory of Mind at ages 9 and 12, and that intelligence and, especially, expressive vocabulary skills played a pivotal role in advancing bilingual autistic children's second-order Theory of Mind development. On the other hand, monolingual autistic children only managed to capitalize on their language and intelligence resources at age 12. The findings highlight the importance of investigating bilingualism effects on autistic children's advanced cognitive abilities longitudinally.

长期以来,由于心智理论与社会互惠的关系,心智理论一直被认为是自闭症谱系障碍的核心弱点,而双语则被证明可以弥补自闭症患者的心智弱点。然而,我们对双语和单语自闭症儿童的心智理论发展轨迹以及与自闭症谱系障碍心智理论发展相关的因素的了解仍然有限。本研究对 21 名单语自闭症儿童和 21 名双语自闭症儿童在 6 岁、9 岁和 12 岁三个时间点的一阶和二阶心智理论技能进行了纵向研究,并调查了心智理论发展轨迹与儿童语言、智力和执行功能技能发展轨迹之间的关联。研究结果表明,双语自闭症儿童在 9 岁和 12 岁时的二阶心智理论表现优于单语自闭症儿童,而智力尤其是词汇表达能力在促进双语自闭症儿童的二阶心智理论发展方面发挥了关键作用。另一方面,单语自闭症儿童只有在 12 岁时才能利用他们的语言和智力资源。研究结果凸显了纵向研究双语对自闭症儿童高级认知能力影响的重要性。
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引用次数: 0
More similar than different: Characterizing special interests in autistic boys and girls based on caregiver report 相似多于不同:根据照顾者的报告描述自闭症男孩和女孩的特殊兴趣。
IF 5.3 2区 医学 Q1 BEHAVIORAL SCIENCES Pub Date : 2024-08-22 DOI: 10.1002/aur.3216
Cynthia E. Brown, Courtney J. Bernardin, Marshall T. Beauchamp, Stephen M. Kanne, Kerri P. Nowell

Almost all autistic youths have special interests (SIs), which are focused, intense areas of passion and interest in a particular topic. Emerging research suggests that there are gender differences in SIs among autistic youth; however, commonly used measures that assess for the presence of SIs may not fully capture the granular nature of those differences between autistic boys and girls. Characterizing these differences is important for autism identification in girls, as SIs in autistic girls may often be overlooked by caregivers, teachers, and clinicians due to their more “typical” and more socially oriented content areas compared to autistic boys. This study therefore aimed to more fully characterize gender differences in SIs using a newly developed caregiver-report measure of SIs (the Special Interests Survey; SIS). Caregivers of 1921 autistic youth completed the SIS. Analyses revealed many similarities between boys and girls; there were no gender differences in mean age SI onset, caregivers' perceptions of uniqueness or interferences of endorsed SIs, or duration of previous SIs. There were gender differences in endorsement of less than half (39%) of the SI categories measured, and there were minor differences in the number of endorsed current and past SIs. Categories with significant gender differences fell along typical gender lines (e.g., more boys interested in math and construction, more girls interested in animals and arts/crafts). This study extends the growing literature on SIs and gender differences in autism and has important implications for supporting autistic youth and their families.

几乎所有自闭症青少年都有特殊兴趣(SIs),即对某一特定主题的专注、强烈的热情和兴趣。新近的研究表明,自闭症青少年在特殊兴趣方面存在性别差异;然而,评估是否存在特殊兴趣的常用方法可能无法完全捕捉到自闭症男孩和女孩之间这些差异的细微差别。由于与自闭症男孩相比,自闭症女孩更 "典型"、更注重社交,因此她们的社交障碍可能经常被照顾者、教师和临床医生忽视。因此,本研究旨在使用一种新开发的由照护者报告的特殊兴趣测量方法(特殊兴趣调查,SIS),更全面地描述特殊兴趣的性别差异。1921 名自闭症青少年的照顾者完成了 SIS。分析结果表明,男孩和女孩之间有很多相似之处;在特殊兴趣爱好的平均开始年龄、照顾者对所认可的特殊兴趣爱好的独特性或干扰性的看法以及之前特殊兴趣爱好的持续时间等方面没有性别差异。在不到一半(39%)的被测 SI 类别中,认可度存在性别差异,在认可的当前和过去 SI 的数量上也存在微小差异。具有明显性别差异的类别属于典型的性别界线(例如,对数学和建筑感兴趣的男生较多,对动物和艺术/手工感兴趣的女生较多)。这项研究扩展了有关自闭症患者社交活动和性别差异的文献,对支持自闭症青少年及其家庭具有重要意义。
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引用次数: 0
Developmental process of the understanding of linguistic register in children: A comparison of typically developing children, autistic children, and children with Williams syndrome 儿童理解语域的发展过程:典型发育儿童、自闭症儿童和威廉姆斯综合症儿童的比较。
IF 5.3 2区 医学 Q1 BEHAVIORAL SCIENCES Pub Date : 2024-08-21 DOI: 10.1002/aur.3219
Ayaka Ikeda, Yoko Hakuno, Kosuke Asada, Takahiro Ikeda, Takanori Yamagata, Masahiro Hirai

Although the developmental process of linguistic register—the appropriate manner of speech as determined by the listener and social situation—has been gradually clarified in typically developing (TD) children, research on the mechanism and developmental process of register acquisition in atypically developing children are insufficient. This study compared the developmental process of understanding linguistic register among TD children, autistic children, and those with Williams syndrome (WS), and examined the contributions of social cognition and motivation to the acquisition of linguistic register. Two experiments were designed to assess the recognition of which linguistic register to use when communicating with different listeners and of the listener's feelings according to the speakers' use of register. The results revealed that the process of understanding register-listener associations was nearly identical among all groups of children and their understanding improved with age. Conversely, their understanding of the effect of register selection on the listener's feelings varied. Importantly, as TD children mature, they become aware that adult listeners may feel negatively when spoken to in an inappropriate register, whereas autistic children and those with WS do not exhibit the same awareness. Thus, our results suggest that atypical social cognition and motivation do not disturb the understanding of register-listener associations. However, social cognition and motivation play important roles in understanding the effect of register selection on the listener's feelings. These findings provide a significant contribution to clarifying the mechanism of linguistic register acquisition.

虽然语言语域--由听者和社会情境决定的适当的说话方式--在典型发育(TD)儿童中的发展过程已逐渐清晰,但对非典型发育儿童的语域习得机制和发展过程的研究却不足。本研究比较了 TD 儿童、自闭症儿童和威廉姆斯综合症(WS)儿童在理解语域方面的发展过程,并考察了社会认知和动机对语域习得的贡献。研究设计了两个实验,以评估与不同听者交流时应使用哪种语域的识别能力,以及听者根据说话者使用语域的情况所产生的感受。结果显示,各组儿童对语域--听者关联的理解过程几乎相同,而且他们的理解能力随着年龄的增长而提高。相反,他们对音域选择对听者感受的影响的理解却各不相同。重要的是,随着 TD 儿童的成熟,他们会意识到如果用不恰当的语域与成人听者说话,成人听者可能会产生负面情绪,而自闭症儿童和 WS 儿童则没有这种意识。因此,我们的研究结果表明,非典型社会认知和动机并不会干扰对语域-听者关联的理解。然而,社会认知和动机在理解音域选择对听者感受的影响方面起着重要作用。这些发现为阐明语言音域习得的机制做出了重要贡献。
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引用次数: 0
Characterizing associations between emotion dysregulation, anxiety, and repetitive behaviors in autistic youth with intellectual disability 自闭症智障青少年情绪失调、焦虑和重复行为之间的关联特征。
IF 5.3 2区 医学 Q1 BEHAVIORAL SCIENCES Pub Date : 2024-08-21 DOI: 10.1002/aur.3207
Emily F. Ferguson, Emily Spackman, Ru Ying Cai, Antonio Y. Hardan, Mirko Uljarević

There is a paucity of research that explores associations between emotion dysregulation and the expression and severity of core and co-occurring characteristics of autism spectrum disorder (ASD), especially in autistic youth with co-occurring intellectual disability (ID). This study explored the interplay between developmental characteristics and emotion dysregulation, anxiety, and specific subtypes of RRBs that are elevated in autistic youth with co-occurring ID. Generalized additive models demonstrated that age, sex, language level, dysregulation, and anxiety showed unique patterns of association with subtypes of RRBs in a sample of 150 autistic youth with co-occurring ID who are non-speaking or minimally verbal. More specifically, higher anxiety levels were significantly associated with elevations in repetitive sensory motor behaviors (RSMB), self-injurious behaviors (SIB), insistence on sameness (IS), and unusual interests (UI). While emotion dysregulation was a significant predictor of UI, it demonstrated positive, albeit not significant, associations with the intensity of SIB and RSMB. Language level was a significant predictor of RSMB, such that the intensity of RSMB was higher for individuals who were non-speaking relative to those who spoke in single words. These findings provide preliminary insights into patterns of associations between emotion dysregulation, anxiety, and specific subdomains of RRBs in autistic youth with ID.

很少有研究探讨情绪失调与自闭症谱系障碍(ASD)的核心特征和并发特征的表现和严重程度之间的关系,尤其是在同时伴有智力障碍(ID)的自闭症青少年中。本研究探讨了发育特征与情绪失调、焦虑和特定亚型的 RRBs 之间的相互作用。广义相加模型表明,在 150 名不说话或很少说话的共存 ID 自闭症青少年样本中,年龄、性别、语言水平、情绪失调和焦虑与 RRBs 亚型之间呈现出独特的关联模式。更具体地说,焦虑水平较高与重复感觉运动行为(RSMB)、自伤行为(SIB)、坚持同一性(IS)和异常兴趣(UI)的增加显著相关。虽然情绪失调对 UI 有显著的预测作用,但它与 SIB 和 RSMB 的强度呈正相关,尽管不显著。语言水平是 RSMB 的重要预测因素,因此不说话的人相对于说单字的人来说,RSMB 的强度更高。这些研究结果为我们提供了关于自闭症青少年中情绪失调、焦虑和RRMB特定子域之间关联模式的初步见解。
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引用次数: 0
A preliminary randomized controlled study of the PEERS® program for Taiwanese autistic adolescents: The effectiveness on reducing school bullying and enhancing social function 针对台湾自闭症青少年的 PEERS® 项目的初步随机对照研究:减少校园欺凌和增强社交功能的效果。
IF 5.3 2区 医学 Q1 BEHAVIORAL SCIENCES Pub Date : 2024-08-21 DOI: 10.1002/aur.3213
Mei-Ni Hsiao, Yi-Ling Chien, Yueh-Ming Tai, Heng-Man Chen, Hsien-Hsueh Shih, Li-Wei Chen, Yu-Ying Chen, Wei-Tsuen Soong, Yen-Nan Chiu, Wen-Che Tsai, Elizabeth Laugeson, Mei-Hui Tseng, Susan Shur-Fen Gau

Individuals with autism spectrum disorder (ASD) often experience lifelong social communication challenges and are more vulnerable to school bullying. Addressing their social difficulties and school bullying requires evidence-based interventions. PEERS® (Program for the Education and Enrichment of Relational Skills) was adapted and translated for Taiwanese adolescents. This randomized controlled study aimed to examine the effectiveness of the Taiwanese version of PEERS® in reducing school bullying and enhancing social function among autistic adolescents. Twenty-one autistic adolescents (mean age 14.29 ± 1.67 years; female n = 733.33%) were randomized to a treatment group (TG, n = 10) or a delayed treatment control group (DTG, n = 11). The outcome measures (school bullying, social challenges, social skills knowledge, and social skills performance) were assessed at baseline, post-treatment, and follow-up. The group and time interaction analyses revealed greater magnitudes of reduction in general school bullying (p < 0.001), victimization (p < 0.001), perpetration (p = 0.012), social challenges (p = 0.001), and peer conflicts (p < 0.001), and improvement in social knowledge (p < 0.001) in the TG group than the DTG group. The findings suggest that the PEERS® program tailored for Taiwanese adolescents is effective in reducing school bullying, decreasing social challenges, and enhancing social skills among autistic adolescents, with very large effect sizes (Cohen's d ranging from 1.19 to 2.88). Consequently, participation in the PEERS® program is recommended for adolescents with social difficulties to improve their social communication and interactions to offset school bullying and other social challenges related to adverse outcomes.

患有自闭症谱系障碍(ASD)的人通常会终生面临社交沟通方面的挑战,而且更容易受到校园欺凌。要解决他们的社交障碍和校园欺凌问题,需要采取循证干预措施。PEERS® (Program for the Education and Enrichment of Relational Skills)经过改编和翻译,适用于台湾青少年。这项随机对照研究旨在考察台湾版 PEERS® 在减少自闭症青少年校园欺凌和增强其社会功能方面的效果。21名自闭症青少年(平均年龄14.29 ± 1.67岁;女性n = 733.33%)被随机分配到治疗组(TG,n = 10)或延迟治疗对照组(DTG,n = 11)。结果测量(校园欺凌、社交挑战、社交技能知识和社交技能表现)分别在基线、治疗后和随访时进行评估。小组与时间的交互作用分析表明,一般校园欺凌的减少幅度更大(p
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引用次数: 0
Motor, cognitive, and socio-cognitive mechanisms explaining social skills in autism and typical development 解释自闭症和典型发育中社交技能的运动、认知和社会认知机制。
IF 5.3 2区 医学 Q1 BEHAVIORAL SCIENCES Pub Date : 2024-08-19 DOI: 10.1002/aur.3215
Yael Estrugo, Shahar Bar Yehuda, Nirit Bauminger-Zviely

Challenges in social functioning are considered a core criterion for diagnosing autism. Although motor skills, executive functioning (EF), and theory of mind (ToM) abilities independently affect social challenges and are interconnected, these abilities' shared contribution to the explanation of social functioning in autism remains under-investigated. To address this disparity, we examined the motor, EF, and ToM abilities of 148 autistic and non-autistic youth (ages 6–16 years), evaluating these variables' impact on social ability and their interconnections. Our mediation model exploring the contribution of motor, EF, and ToM skills explained 85% of the variance in social functioning (Social Responsiveness Scale—SRS-2). Analysis yielded a direct path from study group to SRS-2-social (typically developing-TD > autistic) and two main parallel indirect joint paths: (a) Group ➔ motor ➔ EF ➔ SRS-2-social; and (b) Group ➔ motor ➔ ToM ➔ SRS-2-social. In two secondary indirect paths, autistic children showed lower motor skills, which in turn explained their higher EF and/or ToM impairment, which in turn explained their higher social skills impairment. Put differently, our results suggest that better EF and TOM proficiency may compensate for poorer motor skills. Findings also indicated that the collective impact of motor, EF, and ToM skills on social functioning, along with the mediating role played by EF and ToM on the social-motor linkage, may contribute to understanding individual differences in the social functioning of autistic children. These conclusions call for the inclusion of motor, EF, and ToM activities into daily practices to facilitate social functioning.

社交功能方面的挑战被认为是诊断自闭症的核心标准。虽然运动技能、执行功能(EF)和心智理论(ToM)能力会独立影响社交挑战并相互关联,但这些能力对解释自闭症社交功能的共同贡献仍未得到充分研究。为了解决这一差异,我们研究了 148 名自闭症和非自闭症青少年(6-16 岁)的运动、EF 和心智理论能力,评估了这些变量对社交能力的影响及其相互联系。我们的中介模型探索了运动能力、情感和态度管理能力对社会功能(社会反应量表-SRS-2)的贡献,该模型解释了社会功能(社会反应量表-SRS-2)中 85% 的差异。分析结果显示,从研究小组到 SRS-2 社交(典型发育型-自闭症>典型发育型-自闭症)有一条直接路径,还有两条平行的间接联合路径:(a) 小组 ➔ 运动 ➔ EF ➔ SRS-2-社交;(b) 小组 ➔ 运动 ➔ ToM ➔ SRS-2-社交。在两个次要间接路径中,自闭症儿童的运动技能较低,这反过来解释了他们较高的 EF 和/或 ToM 损伤,这反过来解释了他们较高的社交技能损伤。换句话说,我们的研究结果表明,较好的EF和TOM能力可以弥补较差的运动技能。研究结果还表明,运动、情商和定向行走技能对社交功能的共同影响,以及情商和定向行走对社交-运动联系的中介作用,可能有助于理解自闭症儿童社交功能的个体差异。这些结论呼吁将运动、情绪情感和待人接物活动纳入日常实践,以促进社交功能。
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Autism Research
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