Few studies have researched writing difficulties in individuals with Autism Spectrum Disorder (ASD) and the factors responsible for such difficulties. The current study sought to examine writing difficulties in individuals with ASD and the contribution of working memory (WM) difficulties. The investigation consisted of five youth formally diagnosed with ASD (under DSM-IV-TR, higher functioning Autistic Disorder or Asperger’s Disorder), and five youth with no formal diagnosis. Participants completed a counterbalanced battery of tests that assessed their written expression and WM abilities. Due to challenges in recruiting enough participants for purposes of quantitative research, the study mainly used a case-study analysis. The study showed that participants with ASD (group with ASD) had more difficulty with writing and WM tasks than participates without ASD (traditionally developing [TD] group). Nonparametric analyses revealed that writing and WM were not related; however, these findings are cautionary due to very low participation numbers in the investigation. Case-study analysis showed that the group with ASD had underdeveloped writing skills notably in the areas of word count, vocabulary, spelling and grammar. Regarding WM abilities, the group with ASD showed variable patterns of difficulty; some had strengths in verbal WM while others did not. Unfortunately, the study could not determine if writing difficulties were specific due to WM or other causes, although it does provide useful information for further investigation. Additional studies investigating the relationship between writing and WM, particularly in individuals with ASD, are encouraged. / Graduate

Bakgrund: Autismspektrumsyndrom (ASD) är en medfödd nedsättning som påverkar barnets sociala och kommunikation förmåga, dock har forskning visat att den motoriska utvecklingen är försenad hos barn med ASD i jämförelse med barn utan diagnosen. Symtombehandlingen är ofta farmakologisk trots att fysisk träning kan minska frekvensen av stereotypiskt beteende och förbättra motorisk förmåga. Syfte: Syftet med studien var att genom en systematisk litteraturstudie kartlägga och beskriva olika typer av fysisk träning, samt dess eventuella effekter avseende individ-, omgivnings- och beteendefaktorer för barn med ASD. Vidare var syftet att bedöma kvaliteten på studierna. Metod: En systematisk litteraturstudie där datainsamlingen skedde genom fem databaser och de åtta inkluderade artiklarna analyserade sedan av författarna. Resultat: Studierna undersökte flera olika interventioner och utfall, och använde därför 29 olika mätinstrument för att bedöma eventuella effekter av interventionen. Studierna analyserade totalt 242 barn i åldrarna 3-16. De signifikanta värdena redovisas ha effekt på stereotypiskt beteende, fysisk förmåga, kognitiv förmåga och kommunikation. Studierna visade ha en medelhög till hög kvalitet enligt SBU:s granskningsmall. Slutsats: Fysisk träning kan ge en positiv kort- och långvarig effekt på vanligt förekommande symtom vid ASD.

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Syftet med studien är att undersöka samband mellan autistiska drag, emotionell smitta och anknytning i en normalpopulation. 214 personer i åldrarna 18-39, från Örebro och Karlstad universitet, besvarade en enkät bestående av Autism-Spectrum Quotient, Attachment Style Questionnaire och Emotion Contagion Scale. Könsfördelningen var 90 män och 124 kvinnor. Det fanns samband mellan autistiska drag, emotionell smitta och anknytning. Det visade sig att ju starkare autistiska drag, desto mindre mottaglighet för emotionell smitta. Det fanns samband som visade att ju tryggare anknytning, desto större mottaglighet för emotionell smitta och ju starkare autistiska drag, desto mindre trygg anknytning. Det fanns en könsskillnad på Emotional Contagion Scale i att kvinnor var mer mottagliga för emotionell smitta än män. / The purpose of the present study is to study a relation between autistic characteristics, emotional contagion, and attachment style in a normal population. 214 students aged 18-39, at Örebro and Karlstad University in Sweden, filled in a questionnaire containing Autism-Spectrum Quotient, Emotional Contagion Scale, and Attachment Style Questionnaire. The sample contained 90 men and 124 women. Relations between autistic characteristics, emotional contagion, and attachment style were found. Correlation studies showed that the higher level of autistic characteristics, the lower level of emotional contagion, and the more unsecure attachment. A difference in sex was found, showing that women were more susceptible for emotional contagion than were men.

Abstract The aims of this study were to estimate the prevalence of autism in Northern Finland and to assess retrospectively the associations of autistic disorder with identified medical conditions and additional disabilities in this defined population of children and adolescents with autistic disorder. In order to find out the factors influencing the outcome, the methods of treatment/habilitation and the interventions used were studied in detail. The last aim was to elicit reliable information for decision-makers as well as ideas for giving support and, because of the presumed better outcome, saving resources in the long run. The data were collected from hospital records and the records of the central institutions for the intellectually disabled in the Provinces of Oulu and Lapland in 1996–1997. The age-specific prevalences obtained in this study showed the prevalence to be lowest, i.e. 6.1 per 10 000, in the oldest age group of 15- to 18-year-old adolescents and highest, i.e. 20.7 per 10 000, in the age group of 5- to 7-year-old children, when the criteria of ICD-10 and DSM-IV were used. In this study, almost 50% of the autistic cases had a tested IQ above 70. Associated medical disorders or associated disorders of known or suspected genetic origin were diagnosed in 12.3%. Other associated medical disorders were epilepsy, hydrocephalus, fetal alcohol syndrome and cerebral palsy. Severe impairment of vision was evident in 3.7%. The most common therapies were physiotherapy and speech, occupational and music therapy. 43.9% of the children and adolescents with autism received specific training according to the TEACCH (Treatment and Education of Autistic and related Communication-Handicapped Children), 10.2% according to the Lovaas and 30.5% according to the Portage program. Antiepileptic medication had been prescribed to 23.9% and psychopharmacals to 14.9% of the individuals with autistic disorder (AD). About three- to fourfold prevalence of AD in Northern Finland was found when compared to 16 years ago. Early, effective and regular interventions in autism have a good impact and should be provided as early as possible to children with autism. Based on the poorer prognosis of those without any early intervention, it can be anticipated that these methods will save resources in the long run.

While there are many deficits associated with autism spectrum disorder, social skills deficits are one of the most noticeable in a child diagnosed with autism spectrum disorder (ASD). There are many treatments utilized by mental health clinicians, healthcare professionals, and schools to address social skills deficits. Historically, autistic children have been taught social skills predominantly through behavioral interventions, which have been proven effective. However, following the rise in technological advancement, there has been a wave of new social skills computer-based interventions (CBI) geared towards ASD children. While the research into the effectiveness of CBI is limited, the new direction is said to be a promising alternative in comparison to behavioral interventions. Few studies have examined the effectiveness of CBI in comparison to known effective behavioral interventions. In this study, I conducted a secondary data analysis, examining the effectiveness of CBI on improving social skills when compared to a person-implemented intervention. The framework of the study featured social learning theory, descriptive statistics, and t test analysis, which provided an examination of the effectiveness of CBI when compared to a person-implemented intervention. Independent samples t tests showed that both Group A (FaceSay, N = 10) and Group B (Model Me Kids, N = 10) showed significant improvement in social skills. The current findings suggest that CBI programs are efficient for teaching social skills to school aged children with ASD. Future research should focus on the use of CBI in a clinical environment with a larger sample size. Implications for social change include ASD children engaging with others in a socially appropriate manner within their natural environment.

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>Magister Scientiae - MSc / Autism or autism spectrum disorder (ASD) is a very diverse neurological disorder that manifests specifically in children and infants between the ages of two to three years of age. An individual suffering is deemed as autistic and individuals suffering would be classed under the banner of ASD. It is observed that sufferers have impairment in their social and interactive skills. It has both genetic and environmental factors that contribute to its diversity and although the primary cause of autism is still unclear, scientist are investigating both factors. In this study we aimed to investigate the molecular genetics of autism in the South African (SA) population. This was done in two parts, a genetic association study and afunctional genomics (proteomic study). An association study of the 2 single nucleotide polymorphisms (SNPs) of the Cadherin 10 type II gene (CDH10) (rs4307059 and rs4327572) was investigated in the SA healthy and autistic population. The proteomic approach was used to determine the differential expression of genes of the healthy population and compared to the autistic population of African descent. In both parts of the project, objectives were achieved. The SNPs were successfully genotyped however no association was determined for autism in the SA population. The urine protein profiles with 1 dimensional (1D) and 2dimensional (2D) Sodium Dodecyl Sulfate-Poly Acrylamide Gel Electrophoresis (SDSPAGE)generated in this study has revealed the following proteins, Uromodulin, Vitelline membrane outer layer protein homologue, kinninogen-1, Alpha-1-Antitrypsin, Ig Kappa chain region C, and CD59 glycoprotein that require further investigation. The results indicated that six of the identified proteins were expressed in both groups but were found to be either quantitatively or statistically significant. However, a statistically significant difference was observed in the expression of one protein (Uromodulin) which was observed to be expressed in the healthy group but absent in the experimental group. However further investigation is required validation of these findings.

Teaching children with autism to interact with their typically developing peers can be a challenge. Previous research has documented that there are many effective ways to teach social interaction; however, these interventions were implemented almost exclusively by trained professionals. The purpose of this study was to assess the effectiveness of parent-implemented contextually supported play dates. Specifically, two parents were taught to use mutual reinforcement and to design cooperative arrangements to help their child with autism to interact with a typical peer in their homes. Two independent reversal designs were used to demonstrate a functional relationship between parent-supported contextually supported play dates and an increase in synchronous reciprocal interactions for both participants. Social validity was also high for both parents; however, there was no consistent impact on participant, confederate, or parent affect. The results are discussed with reference to previous research, future directions, and implications for practice. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Autism is a severe childhood neuropsychiatric condition characterized by impairments in socialization and communication, and by restricted and repetitive behaviours. Autism spectrum disorder (ASD) is a complex and largely unknown disease with a strong genetic basis, multiple genes involved and environmental factors determining its phenotype. Interestingly, the DLX1/DLX2 and DLX5/DLX6 bigene clusters are located in autism susceptibility loci and Dlx genes are involved in GABAergic interneurons differentiation and migration to the cortex during forebrain development. Dlx gene expression is controlled by different cis-regulatory elements. Of these, 4 are active in the forebrain, URE2, I12b, I56ii and I56i. In order to determine the role of the DLX genes in ASD, variants were found in gene exons and in cis-regulatory elements in autistic individuals. A single nucleotide polymorphism (SNP), a change of an adenine for a guanine, was identified in I56i enhancer. Finding a SNP in I56i was very surprising considering that it is located in a Dlx binding motif highly conserved among >40 species. We showed, using in vitro approaches, that the presence of this SNP affects the affinity of Dlx for their binding site and reduces the transcriptional activation of the enhancer. The SNP also affects activity of the I56i enhancer in transgenic mice. In order to determine the real impact of the SNP in vivo, mutant mice harboring the SNP in their I56i enhancer were produced. That involved the insertion of the I56i enhancer with the SNP, using homologous recombination in mouse embryonic stem cells to replace the wild type version of the enhancer. With these mutant mice, we demonstrated that, in vivo, this SNP reduces Dlx5 and Dlx6 expression in the forebrain. Furthermore, this decrease in Dlx5/Dlx6 expression could affect the differentiation and/or migration of specific populations of inhibitory interneurons in the forebrain. No distinct iv behavioural phenotypes were observed between wild type mice and those carrying the SNP, during social interaction and anxiety tests. Therefore, these results suggest that even a subtle change in a regulatory element can have an impact in the development of the forebrain and may even contribute to disorders such as autism.