Brian A. Boyd

Examining the Relationship between Stress and Lack of Social Support in Mothers of Children with Autism.

A selective, critical literature revieW is presented on the relationship betWeen stress and the paucity of social supports for mothers of children With autism. The published literature revieWed reveals an association betWeen challenging child characteristics and a mothers inclination to seek social support, With mothers under greater stress being more prone to pursue social support. For mothers of children With autism, informal support appeared to be a more effective stress-buffer than formal support. The cumulative results of several studies illustrated that parents Who received support related better emotionally to their children. Furthermore, loW levels of social support Were the most poWerful predictors of depression and anxiety in mothers.

Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders

Multiple dimensions of comprehensive treatment models (CTMs) for learners with autism were evaluated in this study. The purpose of the study was to provide evaluative information upon which service providers, family members, and researchers could make decisions about model adoption, selection for a family member, or future research. Thirty CTMs were identified, with the majority based on an applied behavior analysis framework, although a substantial minority followed a developmental or relationship-based model. As a group, CTMs were strongest in the operationalization of their models, although relatively weaker in measurement of implementation, and with notable exceptions, weak in evidence of efficacy.

Infants and Toddlers With Autism Spectrum Disorder: Early Identification and Early Intervention

The increased prevalence of autism spectrum disorder (ASD) and its detection during the first 3 years of life have substantial relevance for early intervention. The purpose of this article is to summarize current scientific and policy information on early identification and early intervention for infants and toddlers with ASD and their families. Following a brief overview that provides basic information about ASD, the authors discuss early warning signs of the disorder and available screening and diagnostic tools. Finally, they highlight focused intervention practices and comprehensive treatment models appropriate for infants and toddlers with ASD, as well as issues affecting the delivery of effective early intervention services to children and families.

Hyperresponsive sensory patterns in young children with autism, developmental delay, and typical development.

The nature of hyperresponsiveness to sensory stimuli in children with autism, using a new observational measure, the SPA, was examined. Three groups of young participants were assessed (autism, developmental delay, typical). Across all groups, MA was a predictor of hyperresponsiveness, such that aversion to multisensory toys decreased as MA increased. The two clinical groups displayed higher levels of sensory aversion than the typical group. The groups did not differ in the proportion of children habituating to an auditory stimulus; however, nonresponders were more prevalent in the autism group. These findings elucidate developmental influences on sensory features and the specificity of hyperresponsiveness to clinical groups. Implications for understanding pathogenesis, differentiating constructs of hypersensitivity, and planning treatment are discussed.

Sensory features and repetitive behaviors in children with autism and developmental delays.

This study combined parent and observational measures to examine the association between aberrant sensory features and restricted, repetitive behaviors in children with autism (N=67) and those with developmental delays (N=42). Confirmatory factor analysis was used to empirically validate three sensory constructs of interest: hyperresponsiveness, hyporesponsiveness, and sensory seeking. Examining the association between the three derived sensory factor scores and scores on the Repetitive Behavior Scales—Revised revealed the co‐occurrence of these behaviors in both clinical groups. Specifically, high levels of hyperresponsive behaviors predicted high levels of repetitive behaviors, and the relationship between these variables remained the same controlling for mental age. We primarily found non‐significant associations between hyporesponsiveness or sensory seeking and repetitive behaviors, with the exception that sensory seeking was associated with ritualistic/sameness behaviors. These findings suggest that shared neurobiological mechanisms may underlie hyperresponsive sensory symptoms and repetitive behaviors and have implications for diagnostic classification as well as intervention.

Evidence-Based Behavioral Interventions for Repetitive Behaviors in Autism

Restricted and repetitive behaviors (RRBs) are a core symptom of autism spectrum disorders (ASD). There has been an increased research emphasis on repetitive behaviors; however, this research primarily has focused on phenomenology and mechanisms. Thus, the knowledge base on interventions is lagging behind other areas of research. The literature suggests there are evidence-based practices to treat “lower order” RRBs in ASD (e.g., stereotypies); yet, there is a lack of a focused program of intervention research for “higher order” behaviors (e.g., insistence on sameness). This paper will (a) discuss barriers to intervention development for RRBs; (b) review evidence-based interventions to treat RRBs in ASD, with a focus on higher order behaviors; and (c) conclude with recommendations for practice and research.

Hyporesponsiveness to Social and Nonsocial Sensory Stimuli in Children with Autism, Children with Developmental Delays, and Typically Developing Children

This cross-sectional study seeks to (a) describe developmental correlates of sensory hyporesponsiveness to social and nonsocial stimuli, (b) determine whether hyporesponsiveness is generalized across contexts in children with autism relative to controls, and (c) test the associations between hyporesponsiveness and social communication outcomes. Three groups of children ages 11-105 months (N = 178; autism = 63, developmental delay = 47, typical development = 68) are given developmental and sensory measures including a behavioral orienting task (the Sensory Processing Assessment). Lab measures are significantly correlated with parental reports of sensory hyporesponsiveness. Censored regression models show that hyporesponsiveness decreased across groups with increasing mental age (MA). Group differences are significant but depend upon two-way interactions with MA and context (social and nonsocial). At a very young MA (e.g., 6 months), the autism group demonstrates more hyporesponsiveness to social and nonsocial stimuli (with larger effects for social) than developmental delay and typically developing groups, but at an older MA (e.g., 60 months) there are no significant differences. Hyporesponsiveness to social and nonsocial stimuli predicts lower levels of joint attention and language in children with autism. Generalized processes in attention disengagement and behavioral orienting may have relevance for identifying early risk factors of autism and for facilitating learning across contexts to support the development of joint attention and language.

Sarcopenia as a Predictor of Complications and Survival Following Radical Cystectomy

PURPOSE Patients undergoing radical cystectomy face substantial but highly variable risks of major complications. Risk stratification may be enhanced by objective measures such as sarcopenia. Sarcopenia (loss of skeletal muscle mass) has emerged as a novel biomarker associated with adverse outcomes in many clinical contexts relevant to cystectomy. Based on these data we hypothesized that sarcopenia would be associated with increased 30-day major complications and mortality after radical cystectomy for bladder cancer. MATERIALS AND METHODS We performed a retrospective study of patients treated with radical cystectomy at our institution from 2008 to 2011. Sarcopenia was assessed by measuring cross-sectional area of the psoas muscle (total psoas area) on preoperative computerized tomography. Cutoff points were developed and evaluated using ROC curves to determine predictive ability in men and women for outcomes of major complications and survival. RESULTS Of 224 patients with bladder cancer 200 underwent preoperative computerized tomography within 1 month of surgery. Total psoas area was calculated with a mean score of 712 and 571 cm2/m2 in men and women, respectively. A clear association was noted between major complications and lower total psoas area in women using a cutoff of 523 cm2/m2 to define sarcopenia (AUC 0.70). Sarcopenia was not significantly associated with complications in men. There was a nonsignificant trend of sarcopenia with worse 2-year survival. CONCLUSIONS Sarcopenia in women was a predictor of major complications after radical cystectomy. Further research confirming sarcopenia as a useful predictor of complications would support the development of targeted interventions to mitigate the untoward effects of sarcopenia before cancer surgery.

Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder

The use of technology in intervention and instruction for adolescents with autism spectrum disorder (ASD) is increasing at a striking rate. The purpose of this paper is to examine the research literature underlying the use of technology in interventions and instruction for high school students with ASD. In this paper, authors propose a theoretical and conceptual framework for examining the use of technology by and for adolescents with ASD in school, home, and community settings. This framework is then used to describe the research literature on efficacy of intervention and instruction that utilizes technology. A review of the literature from 1990 to the end of 2013 identified 30 studies that documented efficacy of different forms of technology and their impact on academics, adaptive behavior, challenging behavior, communication, independence, social competence, and vocational skills.

Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders

This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data on adult and child language. Standardized assessments were administered to obtain language, cognitive, and autism severity scores for participants. With a mean of over 5 hours of recording across two days several months apart, there was a mean of 3.6 child vocalizations per minute, 1.0 conversational turns (in which either the adult or child respond to the other within 5 seconds) per minute, and 29.2 adult words per minute. Two of the three LENA variables were significantly correlated with language age-equivalents. Cognitive age-equivalents were also significantly correlated with two LENA variables. Autism Diagnostic Observation Schedule severity scores and LENA variables were not significantly correlated. Implications for using the LENA system with children with ASD in the school environment are discussed.