In the last decade, there has been an increase in publications on technology-based interventions for autism spectrum disorder (ASD). Virtual reality based assessments and intervention tools are promising and have shown to be acceptable amongst individuals with ASD. This scoping review reports on 49 studies utilizing virtual reality and augmented reality technology in social skills interventions for individuals with ASD. The included studies mostly targeted children and adolescents, but few targeted very young children or adults. Our findings show that the mode number of participants with ASD is low, and that female participants are underrepresented. Our review suggests that there is need for studies that apply virtual and augmented realty with more rigorous designs involving established and evidenced-based intervention strategies.

/pdf/virtual-and-augmented-reality-in-social-skills-interventions-j8sbji8ffl.pdf

Virtual and Augmented Reality in Social Skills Interventions for Individuals with Autism Spectrum Disorder: A Scoping Review.

Autism spectrum disorder (ASD) comprises a group of neurodevelopmental disorders characterized by social deficits and stereotyped behaviors. Despite intensive research, its etiopathogenesis remains largely unclear. Although studies consistently reported dopaminergic anomalies, a coherent dopaminergic model of ASD was lacking until recently. In 2017, we provided a theoretical framework for a "dopamine hypothesis of ASD" which proposed that autistic behavior arises from a dysfunctional midbrain dopaminergic system. Namely, we hypothesized that malfunction of 2 critical circuits originating in the midbrain, that is, the mesocorticolimbic and nigrostriatal pathways, generates the core behavioral features of ASD. Moreover, we provided key predictions of our model along with testing means. Since then, a notable number of studies referenced our work and numerous others provided support for our model. To account for these developments, we review all these recent data and discuss their implications. Furthermore, in the light of these new insights, we further refine and reconceptualize our model, debating on the possibility that various etiologies of ASD converge upon a dysfunctional midbrain dopaminergic system. In addition, we discuss future prospects, providing new means of testing our hypothesis, as well as its limitations. Along these lines, we aimed to provide a model which, if confirmed, could provide a better understanding of the etiopathogenesis of ASD along with new therapeutic strategies.

The Dopamine Hypothesis of Autism Spectrum Disorder Revisited: Current Status and Future Prospects.

Following the 6th revision, the 10th revision of ICD is another revision of significance as a milestone. The major change is the replacemeat of pure numerical form of code structure by alphabet - numerical one. There is also progress in the classification thinking in ICD - 10. marking the progress toward maturity of the thinking in disease classification. Descriptions are given to the general condition, revision of its contents, the conception of classified 'family' of disease classification, and the new renewal mechanism in the 10th revision.

[Look back on the tenth revision of the international classification of diseases (ICD - 10)].

Vineland Adaptive Behavior Scales, Second Edition (Vineland-II) – Survey Form. Adattamento italiano

Synthesis of grass-like structured Mn-Fe layered double hydroxides/PES composite adsorptive membrane for removal of malachite green

This study reports outcome in adolescents with autism who in their childhood received Early and Intensive Behavioral Intervention (EIBI). Nineteen children (16 boys) who had received two years of EIBI starting at a mean age of 2-years-and-11-months were followed up, on average, 12 years later. Results showed the participants significantly increased their cognitive and adaptive standard scores during the two years of EIBI, and that these gains were maintained at follow-up, 10 years after the EIBI had ended. Participants also showed a significant reduction in autism symptoms between intake and follow-up. At follow-up, none of the participants had received any additional psychiatric diagnoses, and none were taking any psychotropic medication. Results indicate that treatment gains achieved in EIBI are maintained into adolescence.

Treatment Gains from Early and Intensive Behavioral Intervention (EIBI) are Maintained 10 Years Later

Teaching children with autism to request items using audio scripts, interrupted chain procedure and sufficient exemplar training

Interventions for preschool children with autism typically require professionals and parents to identify which social and language skills the individual child shows deficits in. Many assessment tools aimed at identifying such deficits exist, but they often require extensive training to use. The present study investigated the potential usefulness for said assessment purposes of the Norwegian assessment tool, TRAS - "Tidig Registrering Av Sprakutveckling" (i.e. Nordic acronym for assessment of early language development), which can be used by preschool teachers without any specific training. Participants were 54 children with ASD, aged 2-5 years, enrolled in a behavioral intervention program. Participants were scored using TRAS at three time points during treatment to investigate TRAS' sensitivity for detecting change. Only participants who had TRAS scores registered at all three time points were used for this analysis (n = 27). At intake, children were also scored using the Vineland Adaptive Behavior Scales, the results of which was then compared to TRAS scores. Results showed that TRAS scores increased significantly across time points, indicating that the tool is sensitive to treatment effects. TRAS scores also correlated significantly with Vineland communication subscale (n = 50), indicating that the measure can be used to measure language abilities in children with ASD. We conclude that TRAS is a potential alternative to more comprehensive language assessment tools for children with ASD.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/sjop.12736

TRAS: Validity and sensitivity of a language assessment tool for children with ASD.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/bin.1694

Comparing structured mix and random rotation procedures to teach receptive labeling to children with autism

https://onlinelibrary.wiley.com/doi/pdf/10.1002/bin.1789

The Social Referencing Observation Scale (SoROS) for children: Scale development and reliability

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