A literatura sobre Transtorno do Espectro do Autismo (TEA) menciona as alterações de linguagem como uma das características mais importantes do transtorno. O vocabulário expressivo é um aspecto importante da linguagem verbal e um tema ainda pouco explorado no TEA. Seu conhecimento e descrição podem auxiliar tanto no diagnóstico quanto no processo terapêutico desta população. Por essa razão, foi realizado um estudo transversal com 24 crianças e adolescentes com TEA de idade entre sete e 17 anos com objetivo de caracterizar o vocabulário expressivo descrevendo o tipo de substituição, quando ocorrer. A avaliação do vocabulário expressivo foi realizada com a utilização do Subteste 1A (Vocabulário) do Teste 1: Compreensão Verbal e Conhecimento da Bateria Woodcock-Johnson III, na versão brasileira. No total de 40 figuras, a média de respostas corretas foi de 14,2±4,9, de respostas com substituição foi de 15±6,1 e que não souberam responder foi de 10,6±6,6. Quanto às respostas com substituição, encontraram-se 361 episódios: 112 (31%) por semelhança visual, 82 (22,7%) por perífrase, 69 (19,1%) por co-hipônimo, 31 (8,6%) por vocábulo não pertinente, 25 (6,9%) por merônimo, 22 (6,1%) por associação entre dois objetos, 9 (2,5%) por perseveração, 6 (1,17%) por hiperônimo, 4 (1,1%) por holônimo, 1 (3%) por designação não verbal e nenhum vocábulo foi substituído por hipônimo. Houve uma tendência de acertos decrescente, sugerindo que o teste cumpre seu objetivo de rastrear o nível de vocabulário. Crianças e adolescentes com autismo, que conseguiram alcançar a linguagem verbal, têm condições de adquirir um vocabulário expressivo adequado. / Literature about Autism Spectrum Disorder (ASD) mentions language alterations as one of the most important characteristics of the disorder. The expressive vocabulary is an important aspect of verbal language and it is not much explored in ASD. Its knowledge and description may help in the diagnosis and the therapeutic process of this population. For this reason, it was performed a cross-sectional study with 24 children and adolescents with ASD, aged between seven and 17 years, with the aim of characterizing the expressive vocabulary, describing the type of substitution, when it is presented. The assessment of expressive vocabulary was performed using the 1A subtest (Vocabulary) Test 1: Verbal Comprehension and Knowledge Battery Woodcock-Johnson III. In a total of 40 pictures, the average number of correct answers was 14.2±4.9, answers with substitution 15±6.1 and without answer was 10.6±6.6. About answers with substitution, 361 episodes were found: 112 (31%) by visual similarity, 82 (22.7%) by periphrasis, 69 (19.1%) by co-hyponym, 31 (8.6%) by non-pertinent word, 25 (6.9%) by meronym, 22 (6.1%) by association between two objects, 9 (2.5%) by perseveration, 6 (1,17%) by hyperonym, 4 (1.1%) by holonym, 1 (3%) by non-verbal designation and no word was substituted by hyponym. There was a tendency of decreasing items, suggesting that the test accomplished its objective of tracking the level of vocabulary. The data show that subjects in the sample had an appropriate expressive vocabulary.

In this case study, we explored how an adolescent with social-emotional and cognitive disabilities and her parent came to a shared understanding of transition goals and a vision for the future. We interviewed a 20 year-old woman with autism spectrum disorder (ASD) and anxiety and her mother separately about their hopes and how they discussed the future. Directive content analysis was used to identify themes and subthemes from the interviews. The findings indicated that the mother’s and daughter’s hopes for the future differed slightly, with the daughter’s hopes being more ambitious, narrow and concrete, while the mother had a more fluid and abstract vision. We found that the mother used a person-centered approach in speaking with her daughter about the future by having a good understanding of her daughter’s hopes, following her daughter’s lead, and sharing control over decision-making. They discussed the future in small naturally occurring increments. The mother constantly evaluated when to push her daughter, when to step back, and when to gently make suggestions about the future. She also tried to balance her hopes for her daughter’s future independence with the reality of keeping her daughter safe. Implications include the need for communication between student, parent, and school personnel, and for supporting person-centered transition planning. / 2017-07-01T00:00:00Z

With the growing number of children who receive a diagnosis of Autism Spectrum Disorder (ASD), there is an increasing need to identify risk markers that will allow for earlier diagnosis of this disorder. Since no single atypical behavior has been found that is shared by all 12-month-old infants who are later diagnosed with ASD, it is likely that a constellation of markers combine in a way that is more predictive of outcome at this age. Establishing a Cumulative Risk Index (CRI) is one way to investigate which combination of early risk markers is most predictive of later ASD diagnostic outcome. Temperament is one construct of behavior that could act as an early risk marker for ASD and therefore, could add predictive power to a CRI for this disorder. Temperament is defined as a "behavioral style" that includes individual differences in reactivity and self-regulation and emphasizes emotional, attentional and activity related characteristics. Another important aspect of temperament is that it exerts bidirectional influences upon the social environment. Therefore, the study of temperament could provide a method for understanding how children with ASD influence and are influenced by the environment of a testing session. Though important information has been collected about early temperament in children with ASD, much of the data is limited due to its dependence on retrospective and parent-report measures. One measure that allows for direct assessment of temperament during a controlled testing session is the Infant Behavior Record (IBR). The purpose of this study is to investigate early temperament in ASD by using the IBR as an assessment of temperament behaviors in high-risk 12-month old infants. Through this, we hope to reveal group differences in IBR scores, establish a relationship between temperament scores and cognitive test performance, and increase predictive value of the CRI when IBR scores are included. For this study, a revised version of the IBR was filled out while watching video record of the administration of the Mullen Scales of Early Learning (MSEL) at an infant's 12-month lab visit. Scores for the IBR reflected the examiner's impressions of the infant's orientation to objects and people and emotional state. Through using the IBR to study task orientation (TO), affect/extraversion (AE) and activity level (AL) in high-risk infants, this study found that only decreased AE behaviors distinguished high-risk infants who went on to develop ASD (HRA+ASD) from high-risk infants who did not receive an ASD diagnosis (HRA-ASD) (p=.08). To determine the relationship of temperament and cognitive assessment performance, IBR scores were compared to MSEL scores. This study found that across all participants, TO and AE behaviors were positively correlated with MSEL scores (AE rs=.27, p<.001; TO rs=.37, p<.001). This relationship remained true for both the high-risk (AE rs=.20, p<.001; TO rs=.23, p<.001) and the low risk groups (AE rs=.32, p<.001; TO rs=.54, p<.001), as well as for the HRA-ASD infants (AE, trend, p=.057; rs=.24, p<.001; TO rs=.459, p<.001), and the low-risk infants who did not go on to receive a diagnosis of ASD (AE rs=.35, p<.001; TO rs=.47, p<.001). The only group in this study that was found to have no correlations between temperament scores and MSEL scores was HRA+ASD. Since only AE behaviors distinguished HRA+ASD infants, this was the only IBR factor added to a pilot model of the CRI. This study found that the inclusion of AE to a pilot model of the CRI did not add significant predictive value to the model (p=.15). Through using the IBR to investigate temperament in HRA infants, the findings of this study suggest that there are some important differences in temperament behaviors for HRA+ASD infants. Specifically, reduced AE behaviors seem to distinguish the HRA+ASD infants from the other outcome groups. Also, this study found that increased TO and AE behaviors were associated with better performance on a cognitive assessment for all groups except HRA+ASD. These two findings are important, as they differentiate this outcome group from all others, suggesting that there may be a different set of mechanisms employed during a testing session for HRA+ASD infants. This study also found that AE risk did not contribute predictive value to a CRI for this disorder. Taken together these findings suggest that though temperament profiles appear to differ in HRA+ASD infants during the first year of life, this construct of behavior is not a valuable early behavioral risk marker for identifying ASD.

A literatura sobre Transtorno do Espectro do Autismo (TEA) menciona as alterações de linguagem como uma das características mais importantes do transtorno. O vocabulário expressivo é um aspecto importante da linguagem verbal e um tema ainda pouco explorado no TEA. Seu conhecimento e descrição podem auxiliar tanto no diagnóstico quanto no processo terapêutico desta população. Por essa razão, foi realizado um estudo transversal com 24 crianças e adolescentes com TEA de idade entre sete e 17 anos com objetivo de caracterizar o vocabulário expressivo descrevendo o tipo de substituição, quando ocorrer. A avaliação do vocabulário expressivo foi realizada com a utilização do Subteste 1A (Vocabulário) do Teste 1: Compreensão Verbal e Conhecimento da Bateria Woodcock-Johnson III, na versão brasileira. No total de 40 figuras, a média de respostas corretas foi de 14,2±4,9, de respostas com substituição foi de 15±6,1 e que não souberam responder foi de 10,6±6,6. Quanto às respostas com substituição, encontraram-se 361 episódios: 112 (31%) por semelhança visual, 82 (22,7%) por perífrase, 69 (19,1%) por co-hipônimo, 31 (8,6%) por vocábulo não pertinente, 25 (6,9%) por merônimo, 22 (6,1%) por associação entre dois objetos, 9 (2,5%) por perseveração, 6 (1,17%) por hiperônimo, 4 (1,1%) por holônimo, 1 (3%) por designação não verbal e nenhum vocábulo foi substituído por hipônimo. Houve uma tendência de acertos decrescente, sugerindo que o teste cumpre seu objetivo de rastrear o nível de vocabulário. Crianças e adolescentes com autismo, que conseguiram alcançar a linguagem verbal, têm condições de adquirir um vocabulário expressivo adequado. / Literature about Autism Spectrum Disorder (ASD) mentions language alterations as one of the most important characteristics of the disorder. The expressive vocabulary is an important aspect of verbal language and it is not much explored in ASD. Its knowledge and description may help in the diagnosis and the therapeutic process of this population. For this reason, it was performed a cross-sectional study with 24 children and adolescents with ASD, aged between seven and 17 years, with the aim of characterizing the expressive vocabulary, describing the type of substitution, when it is presented. The assessment of expressive vocabulary was performed using the 1A subtest (Vocabulary) Test 1: Verbal Comprehension and Knowledge Battery Woodcock-Johnson III. In a total of 40 pictures, the average number of correct answers was 14.2±4.9, answers with substitution 15±6.1 and without answer was 10.6±6.6. About answers with substitution, 361 episodes were found: 112 (31%) by visual similarity, 82 (22.7%) by periphrasis, 69 (19.1%) by co-hyponym, 31 (8.6%) by non-pertinent word, 25 (6.9%) by meronym, 22 (6.1%) by association between two objects, 9 (2.5%) by perseveration, 6 (1,17%) by hyperonym, 4 (1.1%) by holonym, 1 (3%) by non-verbal designation and no word was substituted by hyponym. There was a tendency of decreasing items, suggesting that the test accomplished its objective of tracking the level of vocabulary. The data show that subjects in the sample had an appropriate expressive vocabulary.

Em alguns casos do Transtorno do Espectro Autístico (TEA) ocorre, nos primeiros anos de vida, perda de palavras recém-adquiridas, fenômeno denominado “regressão da linguagem”. Para investigar esse fenômeno foram desenvolvidos três estudos. O primeiro objetivou revisar a literatura acerca da regressão. Observou-se uma lacuna quanto a explicações teóricas sobre o fenômeno e seu impacto no desenvolvimento posterior de indivíduos com TEA. O estudo seguinte propôs-se a identificar as características da regressão e da sintomatologia de crianças com TEA. A perda de habilidades ocorreu em 20% das crianças, sendo o direcionamento da atenção e a conversação recíproca alguns dos comportamentos mais comprometidos. O terceiro estudo investigou o efeito da regressão da linguagem no desenvolvimento sociocomunicativo posterior de crianças pré-escolares com TEA. Não se observou diferença estatisticamente significativa, nessa área desenvolvimental, entre os grupos com e sem regressão da linguagem. Os achados dessas pesquisas são discutidos à luz da abordagem sociopragmática. / In some cases of Autism Spectrum Disorder (ASD), in the first years of life occurs the loss of newly acquired words, a phenomenon called "language regression". To investigate this phenomenon three studies were developed. The first one aimed to review the literature on regression. It was noticed a gap of theoretical explanations about the phenomenon and its impact on the overall development of individuals with ASD. The next study intended to identify the characteristics of regression and symptomatology of children with ASD. The loss of skills occurred in 20% of the children. The abilities of directing attention and reciprocal conversation, among others, were more impaired. The third study investigated the effect of language regression on the subsequent social-communicative development of preschool children with ASD. It was not observed any statistically significant difference in this developmental area, between the groups with and without language regression. The findings of these researches are discussed in light of the socio-pragmatic approach.

Essa dissertação teve como objetivo investigar as funções executivas em crianças e adolescentes com Transtorno do Espectro do Autismo (TEA). No primeiro estudo, foi feita uma revisão sistemática de publicações de 2001 a 2011, que avaliaram as funções executivas nessa amostra. No segundo estudo, foi feita uma comparação de desempenho de dois grupos de crianças e adolescentes, um grupo com diagnóstico de TEA (n=11) e um grupo controle com desenvolvimento típico (n=19), em tarefas de funções executivas e memória de trabalho. Concluiu-se que, embora o estudo de revisão tenha encontrado evidências de componentes executivos intactos (resolução de problemas, memória de trabalho) e disfuncionais (planejamento, flexibilidade, fluência verbal, inibição) nas amostras com TEA, o estudo empírico indicou desempenho inferior do grupo TEA em todas as tarefas de funções executivas e memória de trabalho, envolvendo componentes do controle inibitório, da flexibilidade cognitiva, do planejamento, de memória de trabalho e de fluência verbal. / This dissertation aimed to investigate executive function in children and adolescents with Autism Spectrum Disorders (ASD). In the first study, we performed a systematic review of publications from 2001 to 2011, which assessed executive function in this sample. In the second study, was done a performance comparison of two groups of children and adolescents, a group with ASD (n=11) and a control group with typical development (n=19), in tasks of executive function and working memory. It was concluded that, although the review study has found evidence of intact (problem-solving, working memory) and dysfunctional (planning, flexibility, verbal fluency, inhibition) executive components in samples with ASD, the empirical study indicated lower performance of executive function in ASD group, involving components of inhibitory control, cognitive flexibility, planning, working memory and verbal fluency.

A participação e a interação da criança com Transtorno do Espectro do Autismo (TEA) no período da Educação Infantil possibilita seu desenvolvimento social, cognitivo e cultural quando é um tempo cheio de significados que contribuem para uma inclusão efetiva. Assim, esse tempo vem a promover aprendizados para preparar esses sujeitos para as próximas etapas de escolarização ao envolver ações realizadas em conjunto com outros sujeitos e através do meio. O participar e o interagir não estão focados somente na linguagem falada, mas na comunicação compreendida pelo próximo. Essa investigação tem um caráter qualitativo e a partir do estudo de caso de três sujeitos com autismo, tendo como cenário uma creche vinculada à Rede Municipal de Porto Alegre-RS, que atende crianças de 0 a 6 anos em turno integral. Objetiva analisar a apropriação das narrativas visuais mediadas pelo SCALA (Sistema de Comunicação Alternativa para o Letramento no Autismo) no processo de inclusão de crianças com TEA na primeira infância. O embasamento teórico centra-se na perspectiva Sócio-histórica e seus conceitos de mediação e linguagem. A partir das observações e análises dos dados gerados, percebe-se que 1) a mediação do sistema proposto fornece apoio à inclusão a partir da participação e da interação, permitidas pela comunicação de gestos, movimentos inquietantes, palavras intraduzíveis e olhares penetrantes; 2) a mediação do sistema permite antecipar um aprender a partir de leituras de pictogramas, baseado na Comunicação Alternativa, que nos detalhes possibilitou uma efetividade de um processo complexo do ler - nos detalhes e nas entrelinhas habilita-se um sujeito ativo e interativo - um agente; e 3) o sistema revela-se como uma ferramenta capaz de extrapolar as telas, em que associado à baixa tecnologia também possibilita um novo/outro modo de interagir e participar. A partir dessa experiência, entre uma narrativa e outra, é proporcionada uma reflexão sobre a importância do papel do professor para sustentar as várias formas de "ser" e "estar" na escola. Os movimentos das crianças com TEA não são indícios de limitações deles, mas da limitação da compreensão do outro através de uma comunicação corporal. Verifica-se também a medicalização como um limitante do corpo, que influencia o processo de ensino e aprendizado. Por fim, evidencia-se que a mediação do sistema permite que todos os sujeitos envolvidos sejam agentes ativos de um percurso repleto de leituras do outro, do eu e do livro, que entre a imaginação e os significados fizeram-se presentes. Esses sujeitos são autônomos e cúmplices de um fabular permeados pelos signos e instrumentos que foram compartilhados pelas ações e invenções - uma apropriação intensa e significativa que potencializa e efetiva uma inclusão constituída por inúmeras leituras. / Participation and interaction of children with Autism Spectrum Disorders (ASDs) in Kindergarten enables their social, cognitive and cultural development as it is a period full of meanings that contribute to effective inclusion. Such period promotes learning and preparation for future schooling stages through engaging actions carried out in cooperation with other subjects and the environment. Participation and interaction are not solely built from spoken language, but communication understood by each other. This research is a qualitative case study involving three subjects with autism enrolled in a full time nursery school. This school joins the Municipal Network of Education of Porto Alegre in Rio Grande do Sul (Brazil) serving children from 0 to 6. Investigation aims to analyze the appropriation of visual narratives mediated by SCALA (System of Alternative Communication for Literacy in Autism) in the inclusion of children with ASDs in early childhood. Theoretical foundation lies on a sociohistorical perspective and its concepts of mediation and language. From the observations and analysis of the data generated, it is derived that 1) the mediation of the proposed system provides support for inclusion through participation and interaction by means of communication of gestures, restless movements, unclear words and staring looks; 2) the mediation of system allows to anticipate a learning process emerging from pictogram reading (Alternative Communication), which provides evidences of effectiveness through the details of the complex reading process - in the details and between the lines, it triggers them to become active and interactive subjects - agents; and 3) the system acts as a tool extrapolating the screen; when in association with low technology, it also enables a new and alternative way to interact and participate. The experience in the field, from narrative to narrative, evokes a reflection on the importance of the teacher's role in providing support to varied forms of "being" in school. The movements of students with ASD are not evidence of their limitations, but evidence of the limitation to understanding through body communication. Medicalization has been perceived as body limiting factor with impacts on teaching and learning processes. Finally, it becomes evident that the system's mediation allows all those involved to be active agents of a trajectory full of readings of others, the self and the book, all present amidst imagination and meanings. Those subjects are autonomous and accomplices of a fable permeated by the signs and tools that have been shared through actions and inventions - an intense meaningful and, yet, effective appropriation that consists of several readings and leverages inclusion.

Introdução: O Transtorno do Espectro do Autismo (TEA) é caracterizado por prejuízos na interação social e comunicação, e por comportamentos repetitivos e repertório restrito de interesses. Alterações em diferentes sistemas de neurotransmissores, como o serotoninérgico, GABAérgico e glutamatérgico já foram estudadas e relatadas no TEA. Surpreendentemente, o sistema histaminérgico recebeu pouca atenção e poucos estudos sobre histamina (HA) e TEA estão disponíveis na literatura. Além disso, ligantes do receptor histaminérgico 3 (H3R) são considerados agentes terapêuticos promissores para o tratamento de diferentes desordens neurológicas e prejuízos cognitivos, mas seus efeitos em características do tipo autista ainda não foram determinados. Objetivos: Avaliar o efeito do ciproxifan (CPX), um agonista inverso do H3R, sobre o modelo animal de autismo induzido por exposição pré-natal ao ácido valpróico (VPA, do inglês: valproic acid) e medir a concentração de HA e os níveis do mRNA de H3R e H4R em diferentes estruturas encefálicas desse modelo. Além disso, investigar o papel do H3R no comportamento social e estereotipado. Métodos: Camundongos Swiss sofreram exposição pré-natal ao VPA no dia embrionário 11 e, aos 50 dias de vida pós-natal foram submetidos à avaliação de comportamento social, limiar de nocicepção e comportamento repetitivo, com ou sem tratamento com CPX. Após as avaliações comportamentais, os animais foram eutanasiados por exsanguinação depois de terem sido anestesiados com isoflurano. Córtex cerebral, estriado e hipocampo foram removidos, congelados em nitrogênio líquido e armazenados a -80°C para quantificação de mRNA do H3R e H4R por qPCR e de conteúdo de HA por cromatografia líquida de alta eficiência (HPLC, do inglês: High Performance Liquide Chromatography). Camundongos H3R KO e WT C57BL/6J, aos 50 dias de vida, foram usados nos testes com o aparato de três câmaras e marble burying para determinação do papel do H3R na sociabilidade e comportamento estereotipado. Resultados: O grupo VPA apresentou menor índice se sociabilidade quando comparado aos animais do grupo Controle, e o tratamento com CPX foi capaz de reverter completamente este efeito. Entretanto, o aumento no limiar de nocicepção observado no grupo VPA não foi revertido pelo tratamento. No teste marble burying, o grupo VPA enterrou um maior número de bolinhas de gude em relação ao grupo Controle, indicando comportamento repetitivo, um efeito também prevenido pelo CPX. Além disso, a análise molecular entre os grupos VPA e Controle mostrou um aumento significativo nos níveis de mRNA do H3R, bem como uma maior concentração de HA no estriado de animais VPA. O H3R pode ter um papel no interesse por novidade social, característica prejudicada no TEA, já que camundongos H3R KO demonstraram comportamento anormal quando testados para este parâmetro no teste com aparato de três câmaras. Conclusões: Uma dose aguda de CPX foi capaz de reverter prejuízo na sociabilidade, bem como comportamento repetitivo apresentados pelo modelo VPA de autismo. Além disso, este é o primeiro relato sobre anormalidades no sistema histaminérgico nesse modelo. Estes achados contribuem para investigações futuras sobre a fisiopatologia do TEA, bem como apontam para um possível novo tratamento para características do tipo autista. Mais estudos são necessários para corroborar e expandir esses dados iniciais. / Introduction: Autism spectrum disorder (ASD) is primarily characterized by impaired social interaction and communication, and by restricted repetitive behaviors and interests. Alterations in different neurotransmitter systems, such as serotonergic, GABAergic and glutamatergic have been studied and reported in ASD. Surprisingly, the histaminergic system has received less attention and few studies are available on the literature about histamine and ASD. In addition, ligands of histamine receptor 3 (H3R) are considered potential therapeutic agents for the treatment of different brain disorders and cognitive impairments, but its effects on autistic-like features have not been evaluated. Objectives: The objective of this study was to evaluate the actions of ciproxifan (CPX), an H3R inverse agonist, on the animal model of autism induced by prenatal exposure to valproic acid (VPA) and to measure the concentration of histamine and the H3R and H4R mRNA levels in different brain structures of this model. In addition, to investigate the role of H3R in sociability and stereotypic behavior. Methods: Swiss mice were prenatally exposed to VPA on embryonic day 11 and assessed for social behavior, nociceptive threshold and repetitive behavior at 50 days of life after treatment with CPX. After the behavioral tests, animals were killed by exsanguination after being anesthetized with isoflurane. Cerebral cortex, striatum and hippocampus were removed, frozen in liquid nitrogen and stored at -80°C for quantification of H3R and H4R mRNA by qPCR and histamine content by HPLC analysis. H3R KO and WT C57BL/6J mice, at 50 days of life, were used in the three-chamber test and marble burying test to determine the role of H3R in sociability stereotypic behavior. Results: The VPA group presented lower sociability index compared to VPA animals that were treated with CPX. Compared to the Control group, VPA animals presented a significantly higher nociceptive threshold, and treatment with CPX was not able to modify this parameter. In the marble burying test, the number of marbles buried by VPA animals was consistent with markedly repetitive behavior. VPA animals that received CPX buried a reduced amount of marbles. A significant increase in H3R mRNA, as well as higher concentration of histamine were detected in striatal samples from the VPA mice. H3R might influence the search for social novelty, a feature that is impaired in ASD, as H3R KO mice displayed abnormal behavior when tested for this parameter in the three chambers test. Conclusions: In summary, an acute dose of CPX is able to revert sociability deficits and stereotypies present in the VPA model of autism. In addition, this is the first report of abnormalities in the histaminergic system of this model. These findings have the potential to help the investigations of both the molecular underpinnings of ASD and of possible treatments to ameliorate the ASD symptomatology, although more research is still necessary to corroborate and expand this initial data.

Therapist burnout is of primary concern for individuals who provide ABA therapy for those with autism or related disabilities. Prolonged high levels of work-related stress increase the risk of negative interactions and emotional exhaustion among workers. Acceptance and Commitment Therapy (ACT) may alleviate this problem. ACT has been found to decrease levels of perceived work-related stress among direct care staff. The primary purpose of the study was to evaluate whether ACT would improve positive interactions among therapists for children with autism spectrum disorder. The results indicated that the percentage of positive interactions had improved an average of 23.1% and procedural fidelity improved an average of 7% across all three participants. This study extends that of previous research by supporting the efficacy of ACT in work environments. One implication of the current study is that it could benefit the psychological well-being of ABA therapists. Future studies should examine whether ACT-exercises influence the way therapists address challenging behavior as it pertains to the quality of services delivered.

The Ages and Stages Questionnaires (ASQ) (Squires & Bricker, 2009) is used by pediatricians, educators, and parents to screen for developmental delays and identify children at risk for delay. The purpose of the ASQ: Social Emotional- Second Edition (ASQ:SE-2) is to screen for a child’s self-regulation, compliance, communication, adaptive behaviors, autonomy, affect, and interaction with people. A recent revision of the ASQ:SE-2 included items that were intended to identify children at risk for autism spectrum disorder (ASD). The present study provides an examination of the validity of the ASQ:SE-2 in identifying children at risk for ASD. In the present study, total scores on a subset of items from the ASQ:SE-2 that specifically addressed ASD were compared with results from a team clinical diagnosis of ASD for 60 children, between 18-48 months of age. When the ASD-related items were considered alone, the scores of children with ASD and those without ASD were significantly different, and there were no differences in ASQ:SE-2 total scores for children with and without ASD. These findings indicate that parents of children with ASD reported significantly more concerns on ASD-related items on the ASQ:SE-2 than parents of children without ASD. Moreover, the results suggest that an increasing ASD total item score on the broadband instrument resulted in an increased likelihood of a child receiving an ASD diagnosis.