Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social interaction and communication as well as ritualistic repetitive behaviors. Epidemiological studies suggest that maternal immune activation (MIA) during pregnancy may be a risk factor for ASD. To study MIA in a laboratory setting, we injected mouse dams (C57BL/6) with lipopolysaccharide (LPS) or polyinosinic:polycytidylic acid (Poly IC) during mid-gestation to mimic a bacterial or viral infection, respectively. We also performed the same Poly IC treatment on a mouse model of Fragile X syndrome (i.e. Fmr1 knockout), a genetic disease with high incidences of ASD. We found modest female-specific impairments in social interaction and striking male-specific increases in repetitive behavior in adult MIA offspring. Moreover, prenatal Poly IC treatment caused genotype-specific deficits in sociability in addition to reduced body weight and rearing in Fmr1 knockout mice only. Therefore, ASD-related behaviors caused by MIA may be sex, treatment, and/or genotype-dependent.

Support groups are an effective source of support in a number of populations (e.g., Beaudoin & Tao, 2007; Preyde & Ardal, 2003; Singer, et al., 1999). Parents of children with autism spectrum disorders (ASD) are a particularly stressed group who can benefit from support (Blacher & McIntyre, 2006). These studies investigated: 1) predictors of participation in support groups for parents of children with ASD and 2) the effects of participation in an online support group for these parents. One hundred seventy-eight parents completed a series of online questionnaires measuring their beliefs about support groups and ASD, coping style, social support, mood, parenting stress, and their child’s autistic symptoms and daily functioning. Parents who were currently using parent support groups (PSGs) reported using more adaptive coping strategies than both parents who had never used PSGs and parents who had used PSGs in the past. Parents who had used PSGs in the past reported that they did not find the groups as beneficial as parents who were currently using them, and parents who had never participated in PSGs reported several issues with accessibility that made it difficult to participate in PSGs. A smaller group of parents (n = 36), who had participated in the first study, participated in an online support group designed for this study. An additional group of parents (n = 25), who had also completed the first study, served as a no-treatment control group. The parents in these two groups completed a subset of the questionnaires used in the first study following the 4-month support group, so that changes in mood, anxiety, parenting stress, and positive perceptions could be documented over time. No significant differences between the groups and across time were found. However, parents who participated in the group reported being satisfied with the support they received and finding the group helpful. Overall, the results of these studies suggest that interventions for parents of children with ASD need to be individualized and focused on the needs of the parents. Further research is required to investigate the efficacy of online support groups for parents of children with ASD. / Thesis (Ph.D, Psychology) -- Queen's University, 2011-06-20 10:55:21.845

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social interaction and communication as well as ritualistic repetitive behaviors. Epidemiological studies suggest that maternal immune activation (MIA) during pregnancy may be a risk factor for ASD. To study MIA in a laboratory setting, we injected mouse dams (C57BL/6) with lipopolysaccharide (LPS) or polyinosinic:polycytidylic acid (Poly IC) during mid-gestation to mimic a bacterial or viral infection, respectively. We also performed the same Poly IC treatment on a mouse model of Fragile X syndrome (i.e. Fmr1 knockout), a genetic disease with high incidences of ASD. We found modest female-specific impairments in social interaction and striking male-specific increases in repetitive behavior in adult MIA offspring. Moreover, prenatal Poly IC treatment caused genotype-specific deficits in sociability in addition to reduced body weight and rearing in Fmr1 knockout mice only. Therefore, ASD-related behaviors caused by MIA may be sex, treatment, and/or genotype-dependent.

For individuals with Autism Spectrum Disorder or ‘ASD’ the ability to accurately process and interpret auditory information is often difficult. Here we review behavioural, neurophysiological and neuroimaging literature pertaining to the field of auditory processing in ASD, with the aim of providing a comprehensive account of auditory processing in this population and thus an effective tool to aid further research. Literature was sourced from peer-reviewed journals published over the last two decades which best represent research conducted in these areas. Findings show substantial evidence for atypical processing of auditory information in ASD. Behavioural studies provide support for widespread abnormalities ranging from atypical perception of various low-level perceptual features (i.e. pitch) to processing of more complex auditory information such as prosody. Magnetic resonance imaging studies have identified functional abnormalities to a range of auditory stimuli in ASD while structural abnormalities have been observed in several brain regions implicated in auditory processing. Electrophysiological research has found evidence for atypical auditory processing within the cortex and brainstem of individuals with ASD in a variety of experimental paradigms. Trends across studies suggest auditory processing impairments in ASD are more likely to present during processing of complex auditory information and are more severe for speech than for non-speech stimuli. Moreover, atypical auditory processing in ASD may not always be viewed as an impairment and in some cases may reflect the use of a compensatory strategy to make sense of auditory information. To this end, there is an urgent need for further research aimed at understanding the behavioural and neural basis of auditory processing in ASD.

Background According to the Americans with Disabilities Act, an individual with a disability has a physical or mental impairment that substantially limits one or more major life activities (ADA, 2014). A large body of literature indicates a strong relationship between disability and poor health. Adults with disabilities are more likely to suffer from chronic conditions than adults with no limitations. Thus, this vulnerable population with disabilities should be targeted for health promotion efforts. Healthy People 2020 calls for the inclusion of people with disabilities in U.S. health promotion efforts (Dixon, 2014). According to the Center for Disease Control and Prevention (CDC), individuals with disabilities that begin during the developmental period and last throughout their lifetime causing impairment in physical, learning, language, or behavior areas, are defined as having developmental disabilities (DD) (CDC, 2014). Despite the increasing prevalence of DD in the US, there is little known about the association of DD and chronic health conditions such as obesity, cancer, hypertension and diabetes mellitus. Developmental disability can impact healthy eating habits and physical activity; thus, people living with DD are a vulnerable population at risk of becoming overweight and/or obese and developing a multitude of chronic diseases. Emerging research supports an association between childhood obesity and ASD, one type of DD, documenting that the problem of overweight/obesity in children with ASD is at least as common, if not higher, than in the general pediatric population (Curtin, Anderson, Must, & Bandini, 2010). Although there are some studies that document the association of chronic diseases and intellectual disability among adults (Bhaumik, Watson, Thorp, Tyrer, & McGrother, 2008; de Winter, Bastiaanse, Hilgenkamp, Evenhuis, & Echteld, 2012b; de Winter, Magilsen, van Alfen, Penning, & Evenhuis, 2009; Melville, Hamilton, Hankey, Miller, & Boyle, 2007; Morin, Merineau-Cote, Ouellette-Kuntz, Tasse, & Kerr, 2012; Reichard & Stolzle, 2011; Rimmer & Wang, 2005), limited research has examined whether adults diagnosed with DD are more likely to become obese or have other chronic diseases. This is increasingly important as most recent data suggest that approximately 1 in 6 children in the U.S. have been diagnosed with a DD, ranging from mild disabilities such as speech and language impairments to more pervasive DDs, such as intellectual disability, cerebral palsy, and autism spectrum disorder (ASD) (CDC, 2014). Based on the paucity of research examining the relationship between DDs, including ASD, and chronic diseases that emerge during adolescence and adulthood, the purpose of this study is to examine these relationships, and to provide information about the health status of children and adolescents with DDs as they transition into adulthood. In order to achieve this purpose, an evaluation project was adopted that examined a health promotion program for adults with DDs that aimed to improve or maintain current health status, increase knowledge about healthy food and exercise choices and improve overall health behavior of adults with DDs.

Thesis (M.S.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 27-29). Also available online.

Thesis (M.S.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 61-66). Also available online.

Thesis (M.A.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains iii, 35 p. : col. ill. Includes abstract. Includes bibliographical references (p. 30-32). WVU users: Also available in print for a fee.

Children with Autism Spectrum Disorder (ASD) language repertoire development varies greatly amongst each individual especially in one’s ability to understand emotions. One way to increase language development and further understand emotions is through stimulus equivalence. Theis present study examined the effefficacy of a stimulus equivalence training procedure in bringing the recognition of others’ emotions under multiple contextual control, and also evaluated co-occurring changes in the flexibility of participant responses to common questions requiring emotional recognition that is multiply controlled. The procedures were taken from the Promoting the Emergence of Advanced Knowledge Equivalence Module (PEAK-E) to aid in replication both clinically and in research. The results suggest that each of the three participants, all with an autism diagnosis, were able to identify the facial expressions of others when provided with a person and a context (i.e., What face does Person A feel at Location B?). In addition, two of the three participants were able to correctly identify an individual when provided with a context and an emotion (i.e., Who feels Emotion A at Location C?). Results from the flexibility probes throughout the study however indicate that the participants did not demonstrate an increase vin flexible responding following equivalence training. ectiveness of stimulus equivalence under multiple control to promote the emergence of an untrained relation via the PEAK – E Curriculum: Feelings in Context. Three participants diagnosed with autism, between the ages 12 and 17, were directly trained nine relations that established under a specific context a person will make a certain facial expression. Results indicate that all three participants demonstrated mastery in the training condition; however, when tested for equivalence only two of three participants were able to do so.

This nation-wide study investigated elementary school counselors (ESC) self-reported: (a) professional background and training; (b) general knowledge of autism spectrum disorders (ASD); (c) attitudes towards ASD; and (d) roles performed with students identified with ASD. Also investigated was the predictive relationships between professional background, training, knowledge, and attitudes on roles (counseling, consultation, curriculum, and coordination) performed with students identified with ASD. Descriptive statistics were utilized to address professional background, training, knowledge, attitude and characteristics of ESC participants. These variables were also examined in relationship to the four role types. Multivariate analyses of variance (MANOVA) and Pearson’s correlation coefficients were used to test for significant relationships. A series of four multiple regression analyses predicting each of the total roles scores for counseling, consultation, curriculum, and coordination were also conducted. Results of the study suggest (a) ESC have limited training experiences of ASD, leading to self-education about this population of students, (b) ESC possess general knowledge about ASD, (c) overall, ESC have positive attitudes towards ASD, and (d) ESC perform all conceptualized roles in the education of students with ASD. Regression models revealed eight predictors found to influence roles: total knowledge, attitudes, geographic setting, U.S. region, years practiced, conference training, self-education, and ASD caseload. Significantly associated with performing roles across all four domains was the number of students with ASD on ESC caseload.