Isolating active ingredients in a parent-mediated social communication intervention for toddlers with autism spectrum disorder

Autism spectrum disorder (ASD) is defined by deficits in social communication and interaction, and restricted and repetitive behaviors and interests. Although current diagnostic conceptualizations of ASD do not include emotional difficulties as core deficits, the disorder is associated with emotion dysregulation across the lifespan, with considerable implications for long-term psychological, social, and educational outcomes. The overarching goal of this chapter is to integrate existing knowledge of emotion dysregulation in ASD and identify areas for further investigation. The chapter reviews the prevalence and expressions of emotion dysregulation in ASD, discusses emerging theoretical models that frame emotion dysregulation as an inherent (rather than associated) feature of ASD, presents neurobiological findings and mechanisms related to emotion dysregulation in ASD, and identifies continuing controversies and resulting research priorities.

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Teaching Social Scripts to Improve Social Communication for Students With Autism Spectrum Disorder

Teaching Exceptional Children ◽

10.1177/00400599211022023 ◽

2021 ◽

pp. 004005992110220

Author(s):

Gretchen Scheibel ◽

Zijie Ma ◽

Jason C. Travers

Keyword(s):

Autism Spectrum Disorder ◽

Social Communication ◽

Challenging Behaviors ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Evidence Based ◽

Academic Difficulties ◽

Evidence Based Practices ◽

Social Scripts ◽

Students With Autism

Students with Autism Spectrum Disorder are likely to demonstrate social impairments that contribute to challenging behaviors and academic difficulties. As a result, the task of improving social communication skills is a critical component to any educational program for this population. Scripting provides an evidence-based and versatile option for improving social communication, yielding valuable results while requiring limited time and resource preparation from educators. In this article, we present step by step guidance to support practitioners in using scripting interventions. Considerations are discussed for adapting this intervention to meet the needs of students across the autism spectrum and links to resources for strengthening implementation and including other evidence-based practices.

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Cariprazine alleviates core behavioral deficits in the prenatal valproic acid exposure model of autism spectrum disorder

Psychopharmacology ◽

10.1007/s00213-021-05851-6 ◽

2021 ◽

Author(s):

Viktor Román ◽

Nika Adham ◽

Andrew G. Foley ◽

Lynsey Hanratty ◽

Bence Farkas ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Social Communication ◽

Partial Agonist ◽

Social Play ◽

Autism Spectrum ◽

Social Recognition ◽

Repetitive Behaviors ◽

Spectrum Disorder ◽

Exposure Model ◽

Behavioral Deficits

Abstract Rationale Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by deficits in social communication and interaction and restricted, repetitive behaviors. The unmet medical need in ASD is considerable since there is no approved pharmacotherapy for the treatment of these deficits in social communication, interaction, and behavior. Cariprazine, a dopamine D3-preferring D3/D2 receptor partial agonist, is already approved for the treatment of schizophrenia and bipolar I disorder in adults; investigation in patients with ASD is warranted. Objectives The aim of this study was to investigate the effects of cariprazine, compared with risperidone and aripiprazole, in the rat prenatal valporic acid (VPA) exposure model on behavioral endpoints representing the core and associated symptoms of ASD. Methods To induce the ASD model, time-mated Wistar rat dams were treated with VPA during pregnancy. Male offspring were assigned to groups and studied in a behavioral test battery at different ages, employing social play, open field, social approach-avoidance, and social recognition memory tests. Animals were dosed orally, once a day for 8 days, with test compounds (cariprazine, risperidone, aripiprazole) or vehicle before behavioral assessment. Results Cariprazine showed dose-dependent efficacy on all behavioral endpoints. In the social play paradigm, only cariprazine was effective. On the remaining behavioral endpoints, including the reversal of hyperactivity, risperidone and aripiprazole displayed similar efficacy to cariprazine. Conclusions In the present study, cariprazine effectively reversed core behavioral deficits and hyperactivity present in juvenile and young adult autistic-like rats. These findings indicate that cariprazine may be useful in the treatment of ASD symptoms.

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Parent Coaching via Telepractice for Children From Latinx Backgrounds With Autism Spectrum Disorder

Journal of Special Education Technology ◽

10.1177/01626434211033604 ◽

2021 ◽

pp. 016264342110336

Author(s):

Valeria A. Yllades ◽

J. B. Ganz ◽

Sanikan Wattanawongwan ◽

Claudia Dunn ◽

Lauren M. Pierson

Keyword(s):

Autism Spectrum Disorder ◽

Culturally Responsive ◽

Single Case ◽

Autism Spectrum ◽

Language Instruction ◽

Multimodal Communication ◽

Spectrum Disorder ◽

Communication Intervention ◽

Probe Design ◽

Parent Coaching

Individuals with autism spectrum disorder from bilingual homes have to learn and discriminate which language to use across settings and different people. Language instruction is complicated by the core deficits in social communication, which is common in individuals with autism spectrum disorder. Using a single case, multiple probe design across three parent-child dyads between 3 and 6 years from Spanish speaking backgrounds, the present study examined the effect of telepractice-based parent coaching in a multimodal communication intervention. Culturally responsive approaches were integrated within the coaching model, including targeted interview questions. There was also a 15-item rubric used for identifying criteria for culturally responsive research. Findings indicate that the use of multimodal communication intervention via telepractice parent coaching showed promising results. We can conclude that this approach can be a beneficial tool to help family members improve communication for bilingual children with autism spectrum disorder.

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FASTER and SCOTT&EVA trainings for adults with high-functioning autism spectrum disorder (ASD): study protocol for a randomized controlled trial

Trials ◽

10.1186/s13063-021-05205-9 ◽

2021 ◽

Vol 22 (1) ◽

Author(s):

Ludger Tebartz van Elst ◽

Thomas Fangmeier ◽

Ulrich Max Schaller ◽

Oliver Hennig ◽

Meinhard Kieser ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Social Communication ◽

Primary Outcome ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Social Responsiveness ◽

Evidence Based ◽

Computer Based Training ◽

Randomized Controlled ◽

Computer Based

Abstract Background Autism spectrum disorder (ASD) is a chronic neurodevelopmental condition with a prevalence rate above 1%, characterized by deficits in social communication and interaction; restrictive, repetitive patterns of behavior, interests, or activities; and a preference for sameness and routines. The majority of adult ASD patients suffer from comorbid conditions such as depression and anxiety. Therapy options for adult ASD patients are lacking, with presently no available evidence-based interventions in Germany. Recently, two interventions to improve social responsiveness have been published. FASTER (“Freiburger Asperger-Spezifische Therapie für ERwachsene” = Freiburg Asperger-specific therapy for adults) is a manualized group psychotherapy program including three modules on psychoeducation, stress regulation management, and non-verbal and verbal social communication training with videotaped tasks. SCOTT&EVA (“Social Cognition Training Tool”, and its enhancement “Emotionen Verstehen und Ausdruecken” = understanding and expressing emotions) is a computer-based training program to enhance social cognition including video and audio material of emotional expressions and complex real-life social situations. Initial studies for both programs have shown good feasibility and efficacy. Methods Three hundred sixty adult participants with an autism spectrum disorder (ASD) will take part in a randomized controlled three-armed multi-center trial to prove the efficacy of manualized group psychotherapy and a manualized computer-based training program. Both interventions will be compared with a treatment as usual (TAU) group, aiming to establish evidence-based psychotherapy approaches for adult individuals with ASD. The primary outcome is evaluated by parents, spouses, or others who have sufficient insight into the respective participant’s social communication and interaction, and will be measured with the Social Responsiveness Scale. First, each of both interventions will be compared to TAU. If at least one of the differences is significant, both interventions will be compared against each other. The primary outcome will be measured at baseline (T0) and 4 months after baseline (T1). Discussion The trial is the first to validate psychiatric therapeutic and training interventions for adult ASD patients in Germany. A trial is needed because the prevalence of ASD in adulthood without intellectual disability is high, and no evidence-based intervention can be offered in Germany. Trial registration German Clinical Trial Register DRKS00017817. Registered on 20 April 2020.

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