Repetitive behavior profiles: Consistency across autism spectrum disorder cohorts and divergence from Prader-Willi syndrome.

Restricted and repetitive behavior (RRB) is a group of heterogeneous maladaptive behaviors. RRB is one of the key diagnostic features of autism spectrum disorders (ASDs) and also commonly observed in Prader-Willi syndrome (PWS). In this study, we assessed RRB using the Repetitive Behavior Scale-Revised (RBS-R) in two ASD samples (University of Illinois at Chicago [UIC] and University of Florida [UF]) and one PWS sample.

In-Home Training for Fathers of Children with Autism: A Follow up Study and Evaluation of Four Individual Training Components.

Literature regarding fathers of children with autism remains sparse, and because mothers are the more common intervening parent, few training methods have focused on fathers. Thus, we sought to evaluate effects of in-home training directed at fathers and their ability to train mothers in the same manner in which they were trained. Fathers were taught four skills commonly associated with in-home training interventions for parents of children with autism: following the child's lead, imitation with animation, commenting on the child, and expectant waiting.

A quantitative association study of SLC25A12 and restricted repetitive behavior traits in autism spectrum disorders.

Background: SLC25A12 was previously identified by a linkage-directed association analysis in autism. In this study, we investigated the relationship between three SLC25A12 single nucleotide polymorphisms (SNPs) (rs2056202, rs908670 and rs2292813) and restricted repetitive behavior (RRB) traits in autism spectrum disorders (ASDs), based on a positive correlation between the G allele of rs2056202 and an RRB subdomain score on the Autism Diagnostic Interview-Revised (ADI-R).

Methods: We used the Repetitive Behavior Scale-Revised (RBS-R) as a quantitative RRB measure, and conducted linear regression analyses for individual SNPs and a previously identified haplotype (rs2056202-rs2292813).

Evaluating in-home training for fathers of children with autism using single-subject experimentation and group analysis methods.

Background: Autism, or the broader category of autistic spectrum disorder, is a complex developmental disability with uncertain etiologies that appears to be increasing in prevalence. Researchers have stated that training programs for children with autism are most effective when they are individualized, address communicative intent of child behaviors, and promote social reciprocity between children and individuals with whom they have regular contact. Yet, to date, most of what is known comes solely from studying mothers, who have traditionally been the most accessible parent.

Effects of in-home training for culturally diverse fathers of children with autism.

Recently there has been mounting interest in the role of fathers and the effect of their increasing involvement on child development. However, to date, little has been reported regarding the role of fathers with developmentally delayed children (e.g.

Social interactions of children with autism in father-child and mother-child play sessions.

Autism, or the broader category of autistic spectrum disorder (ASD), is a complex developmental disability characterized by qualitative impairments in social interaction and communication and restricted repetitive patterns of behavior. Specific aims of the investigation reported here were to (a) compare autistic child behaviors in clinic versus home settings, (b) compare father and mother behaviors in clinic versus home settings, and (c) characterize interactions of fathers with their autistic children and compare these with mother-child interactions. While results indicated that there were no statistically significant group differences between child behaviors in clinic versus home settings or in father versus mother behaviors, there was wide behavioral variability in each setting and differences when comparing individual cases.