The impact of trained peers on the generalization of social competence of adolescents with autism spectrum disorders participating in a school-based social competence program

2010 ◽  
Author(s):  
Carla Schmidt
2013 ◽  
Vol 35 (2) ◽  
pp. 91-101 ◽  
Author(s):  
Erik W. Carter ◽  
Eric A. Common ◽  
Melissa A. Sreckovic ◽  
Heartley B. Huber ◽  
Kristen Bottema-Beutel ◽  
...  

2016 ◽  
Vol 33 (S1) ◽  
pp. S93-S93
Author(s):  
C. Sukasem ◽  
Y. Hongkaew

IntroductionA large number of studies have reported that the prolactin concentration was significantly increased in the Taq1A A1 allele carriers because several reports revealed that individuals with the DRD2 Taq1A A1 allele have a reduced density of brain D2 receptors.ObjectiveThe main aim of this study was to identify the impact of pharmacogenetic markers associated with prolactin concentration in risperidone-treated children and adolescents with autism spectrum disorders.MethodsOne hundred and forty-seven children and adolescents with autism, aged 3 to 19, received risperidone. The clinical data of patients were recorded from medical records. Prolactin levels were measured by chemiluminescence immunoassay. Three CYP2D6 single nucleotide polymorphisms (SNPs), CYP2D6*4 (1846G>A), *10 (100C>T), and *41 (2988G>A), one gene deletion (*5), and DRD2 Taq1A (rs1800497) polymorphism were genotyped by TaqMan real-time PCR.ResultsThe three common allelic frequencies were CYP2D6*10 (55.10%), *1 (32.65%) and *5 (6.12%), respectively. Patients were grouped according to their CYP2D6 genotypes. The DRD2 genotype frequencies were Taq1A A2A2 (38.77%), A1A2 (41.50%), and A1A1 (19.73%), respectively. There were statistically significant differences in prolactin level of patients among the three groups (P = 0.033). The median prolactin level in patients with DRD2 Taq1A A2A2 (17.80 ng/mL) was significantly higher than A1A2 (17.10 ng/mL) and A1A1 (12.70 ng/mL).ConclusionDRD2 Taq1A A2A2 polymorphisms may be a critical role in an influence prolactin elevation during risperidone treatment in ASD.Disclosure of interestThe authors have not supplied their declaration of competing interest.


Author(s):  
Michelle S. Ballan

This chapter examines the literature on children and adolescents with autism spectrum disorders in school-based settings. Reasons for the increasing prevalence rates are explored along with the challenges of differential diagnosis. The often unrecognized and undertreated mental health conditions that accompany autism spectrum disorders are discussed. The school mental health professional’s role in assessment and intervention is addressed, with attention paid to the use of response to intervention for children with autism spectrum disorders. The targeted classroom interventions of schedules, story-based interventions, modeling, and joint attention are reviewed. Opportunities to further support students with autism spectrum disorders are identified in collaboration with parents, teachers, and the community at large.


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