Sleep quality relates to language impairment in children with autism spectrum disorder without intellectual disability.

OBJECTIVES: This study aimed to identify sleep quality profiles of children with autism spectrum disorder (ASD), to compare these profiles with those of typically developing (TD) children, and to verify whether there are differences between them in terms of language skills. METHODS: We evaluated the sleep quality and language skills of 47 children with ASD without intellectual disability (ID) and 32 children with TD. Using a hierarchical cluster analysis, we identified two sleep quality ASD profiles (poor and good). We then performed a series of MANCOVAs and ANOVAs to compare the sleep quality and language skills of the two ASD clusters and the TD group. RESULTS: A main group effect (TD, "poor" cluster, and "good" cluster) was found in the total sleep quality and all its dimensions. Significant differences were revealed between the "good" and "poor" clusters in the total structural language score (F1,46 = 10.75, p < 0.001) and three of its subscales (speech: F1,46 = 9.19, p < 0.001; syntax, F1,46 = 8.61, p = 0.001; coherence: F1,46 = 11.36, p < 0.001); the total pragmatic language score (F1,46 = 7.00, p = 0.001) and three of its subscales (inappropriate initiation: F1,46 = 8.02, p = 0.001; use of context: F1,46 = 8.07, p = 0.001; nonverbal communication: F1,46 = 7.35, p = 0.001); and the social relations score (F1,46 = 9.97, p = 0.003). CONCLUSIONS: Sleep quality in children with ASD (especially a subgroup) is worse than in children with TD. There is an association between sleep quality and language skills, both at the pragmatic and structural levels.

Sleep problems in children with autism spectrum disorder and attention-deficit/hyperactivity disorder: A comparative study and effects on communication skills.

Sleep disturbances are highly prevalent among children with neurodevelopmental disorders, like Autism Spectrum Disorder (ASD) and Attention-Deficit/Hiperactivity Disorder (ADHD). The first objective of this study is to examine the differences in sleep problems between a group of children with ASD without intellectual disabilities, a group with ADHD and a typically developing (TD) group. A second objective is aimed at analyzing the effects of sleep problems and symptom severity on their communication skills. Participants were 122 children between 7 and 12 years old distributed in three groups: 32 TD children, 47 children with ASD and 43 children with ADHD, matched on age and intelligence. Parents completed different questionnaires that measured sleep disturbances and communication skills. Findings show significant differences between the clinical groups and the TD group in most types of sleep disorders. Moreover, the group with ADHD showed significantly more sleep breathing disorders and hyperhidrosis in comparison with ASD and TD, as well as more total sleep problems. In contrast to ASD, the predictive power of sleep problems on communication difficulties was greater in the group with ADHD. The results of the mediation analysis indicate that in both groups, sleep problems partially mediate the relationship between symptoms and communication. This investigation highlights the need of considering sleep disorders when assessing communication skills in ASD and ADHD, given its indirect influence in this domain. Understanding the sleep dysfunctions of both conditions and their repercussions is crucial to develop adjusted interventions.

Revisión de la intervención mediante lectura dialógica en niños con trastornos del desarrollo del lenguaje / A review of dialogic reading intervention in children with developmental language disorder

Resumen Introducción: La lectura dialógica es una de las técnicas más empleadas y estudiadas en el marco de las actividades de lectura compartida de libros entre niños y adultos. La presente revisión siste mática tiene como objetivo principal analizar sus efectos en el lenguaje de niños hablantes tardíos o con trastorno del desarrollo del lenguaje, no asociados a otra condición. Métodos: Se llevó a cabo una revisión sistemática de la literatura siguiendo las orientaciones del PRISMA Statement, mediante la consulta con diferentes bases de datos. Resultados: Las investigaciones revisadas muestran progresos en el lenguaje de los niños en indicadores léxicos, gramaticales y pragmáticos. También se observan cambios en el lenguaje de los adultos que aplican la intervención, tanto en el uso de las estrategias propias de la técnica como en las características gramaticales y suprasegmentales de su lenguaje. Discusión: La evidencia sobre la efectividad de la lectura dialógica en niños con trastornos del desarrollo lenguaje es prometedora pero presenta limitaciones importantes relativas, funda mentalmente, al diseño, la validez social y la fiabilidad de las intervenciones. Otras cuestiones destacables hacen referencia a los libros o materiales con los que se interactúa y a las medidas empleadas para valorar su efectividad.

Abstract Introduction: Dialogic reading is one of the most used and studied techniques within the fra me of shared book reading activities between children and adults. The current review aims to analyze its effects in late talkers and children with developmental language disorder, that is, not associated to other condition. Methods: A systematic review of the literature was carried out following PRISMA Statement gui delines. Results: The investigations reviewed show advances in children's lexical, grammatical and pragma tic indicators of language functioning. Likewise, changes are observed in the language of adults who apply the intervention, both in the use of dialogic reading strategies and in the grammatical and suprasegmental features of the language addressed to children. Discussion: The evidence about the effectivity of dialogic reading in late talkers and children with developmental language disorders is promising but has important limitations that are mainly related to the design, social validity and reliability of interventions. Other remarka ble issues relate to the books or materials employed and the measures used to assess its effectiveness.

[A review of dialogic reading intervention in children with developmental language disorder]. / Revisión de la intervención mediante lectura dialógica en niños con trastornos del desarrollo del lenguaje.

INTRODUCTION: Dialogic reading is one of the most used and studied techniques within the frame of shared book reading activities between children and adults. The current review aims to analyze its effects in late talkers and children with developmental language disorder, that is, not associated to other condition. METHODS: A systematic review of the literature was carried out following PRISMA Statement guidelines. RESULTS: The investigations reviewed show advances in children's lexical, grammatical and pragmatic indicators of language functioning. Likewise, changes are observed in the language of adults who apply the intervention, both in the use of dialogic reading strategies and in the grammatical and suprasegmental features of the language addressed to children. DISCUSSION: The evidence about the effectivity of dialogic reading in late talkers and children with developmental language disorders is promising but has important limitations that are mainly related to the design, social validity and reliability of interventions. Other remarkable issues relate to the books or materials employed and the measures used to assess its effectiveness.

Introducción: La lectura dialógica es una de las técnicas más empleadas y estudiadas en el marco de las actividades de lectura compartida de libros entre niños y adultos. La presente revisión sistemática tiene como objetivo principal analizar sus efectos en el lenguaje de niños hablantes tardíos o con trastorno del desarrollo del lenguaje, no asociados a otra condición. Métodos: Se llevó a cabo una revisión sistemática de la literatura siguiendo las orientaciones del PRISMA Statement, mediante la consulta con diferentes bases de datos. Resultados: Las investigaciones revisadas muestran progresos en el lenguaje de los niños en indicadores léxicos, gramaticales y pragmáticos. También se observan cambios en el lenguaje de los adultos que aplican la intervención, tanto en el uso de las estrategias propias de la técnica como en las características gramaticales y suprasegmentales de su lenguaje. Discusión: La evidencia sobre la efectividad de la lectura dialógica en niños con trastornos del desarrollo lenguaje es prometedora pero presenta limitaciones importantes relativas, fundamentalmente, al diseño, la validez social y la fiabilidad de las intervenciones. Otras cuestiones destacables hacen referencia a los libros o materiales con los que se interactúa y a las medidas empleadas para valorar su efectividad.

Exploring developmental trajectories throughout adolescence of children with autism spectrum disorder without intellectual disability.

Characterizing the developmental trajectories of children with autism spectrum disorder (ASD) throughout adolescence and across different domains of functioning offers opportunities to improve long-term outcomes. This prospective study explored, for the first time, the evolution of children with ASD-without intellectual disability (ID) in terms of socio-adaptative skills, learning behaviors, executive functioning (EF), and internalizing/externalizing problems, compared to typically developing (TD) peers. Forty-five children with ASD-without ID and 37 matched TD children (aged 7-11) were assessed at baseline and after 5 years. Parents and teachers completed measures on theory of mind (ToM), socialization, daily living skills, learning style, EF, and emotional/behavioural difficulties at both time points. On all the domains assessed, the ASD group performed significantly worse than the TD group, both in childhood and adolescence. Specific changes were noted between baseline and follow-up assessment on adaptive skills, prosocial behavior, emotional control, inhibit, working memory and monitoring. Group membership (ASD/TD) was influenced by peer relationships and inhibit EF variables. These findings have implications for clinical and school settings.

Personal and Family Childhood Predictors of Functional Outcomes of Adolescents With Autism Spectrum Disorder.

BACKGROUND: The transition to adolescence can be challenging for children with autism spectrum disorder (ASD). The present study explored child and family variables that predict functional outcomes of adolescents with ASD in emotional/behavioral difficulties, socialization, daily living skills, and the transition to secondary education. METHOD: Forty-five individuals with ASD, without intellectual disability, were assessed during childhood (aged 7-11) and almost five years later. Child measures (executive functions, theory of mind, autism symptom severity) and parent measures (parenting stress, social support, coping strategies) were collected. RESULTS: In adolescence, the predictive power of childhood executive functions was important for academic and behavioral/emotional indicators whereas theory of mind mainly predicted adaptive and behavior/emotional outcomes. ASD symptoms had predictive value in all outcome domains. Parental educational level, social support and parenting distress predicted socialization, while the engagement coping strategy had a significant role in daily living skills. CONCLUSIONS: The findings raise several clinical considerations related to assessment and intervention in autism. Executive functions and theory of mind programs could help to improve behavior/emotional, adaptive outcomes, and adjustment to school. In addition, the study indicates the need for family-centered interventions based on positive parenting practices and principles of behavioral analysis along with parental support, stress management and coping strategies.

Parents' Perceptions and Experiences with Their Children's Use of Augmentative/Alternative Communication: A Systematic Review and Qualitative Meta-Synthesis.

Augmentative and alternative communication (AAC) consists of any method of communicating that supplements or completely substitutes oral and/or written language when it is impaired. Therefore, it enables children with complex communication needs to develop their full communicative potential. However, despite the many benefits of AAC and its widespread use, several review studies have underscored the problems faced by parents and children who use AAC in their daily lives. The general objective of this systematic review and qualitative meta-synthesis is to provide a complete overview of parents' experiences and perceptions with their children's use of AAC. Specifically, it aimed to identify common themes and subthemes of interest and to analyze the research quality of the selected studies. An exhaustive literature search was carried out using different electronic databases. Nineteen studies were included, involving 297 parents. A thematic synthesis was undertaken. Three main themes and nine subthemes were identified: service support (accessibility, providers and coordination); characteristics of AAC systems (usability and acceptability, features, cost and funding); and integration of AAC in daily life (family, school, social and community). Findings raise a need for more services that support children with complex communication deficits in different contexts, more functional use of AAC systems at school and in real-world situations, as well as service assistance over an extended time period.

Personal and Family Childhood Predictors of Functional Outcomes of Adolescents With Autism Spectrum Disorder / Predictores Personales y Familiares de Resultados Funcionales de Adolescentes con Trastorno del Espectro del Autismo

Background: The transition to adolescence can be challenging for children with autism spectrum disorder (ASD). The present study explored child and family variables that predict functional outcomes of adolescents with ASD in emotional/behavioral difficulties, socialization, daily living skills, and the transition to secondary education. Method: Forty-five individuals with ASD, without intellectual disability, were assessed during childhood (aged 7-11) and almost five years later. Child measures (executive functions, theory of mind, autism symptom severity) and parent measures (parenting stress, social support, coping strategies) were collected. Results: In adolescence, the predictive power of childhood executive functions was important for academic and behavioral/emotional indicators whereas theory of mind mainly predicted adaptive and behavior/emotional outcomes. ASD symptoms had predictive value in all outcome domains. Parental educational level, social support and parenting distress predicted socialization, while the engagement coping strategy had a significant role in daily living skills. Conclusions: The findings raise several clinical considerations related to assessment and intervention in autism. Executive functions and theory of mind programs could help to improve behavior/emotional, adaptive outcomes, and adjustment to school. In addition, the study indicates the need for family-centered interventions based on positive parenting practices and principles of behavioral analysis along with parental support, stress management and coping strategies.(AU)

Antecedentes: el presente estudio exploró variables del niño y familiares que predicen el funcionamiento conductual/ emocional, adaptativo y transición a la Secundaria de adolescentes con trastorno del espectro autista (TEA). Método: se evaluó a 45 individuos con TEA sin discapacidad intelectual en la infancia y casi 5 años después, recogiendo información del niño (funciones ejecutivas, teoría de la mente, y síntomas de autismo), y de padres (estrés, apoyo social, estrategias de afrontamiento). Resultados: las funciones ejecutivas predijeron adaptación académica y dificultades en la adolescencia, mientras que la teoría de la mente predijo resultados en socialización y habilidades de la vida diaria. Los síntomas de autismo tuvieron valor predictivo en los cuatro dominios de resultados. El nivel educativo, el estrés de los padres y el apoyo social predijeron la socialización, mientras que la implicación predijo las habilidades de la vida diaria. Conclusiones: los hallazgos tienen connotaciones para la evaluación e intervención en autismo. Los programas en funciones ejecutivas y en teoría de la mente mejorarían resultados conductuales/emocionales, adaptativos y ajuste escolar. Además, el estudio señala la necesidad de incluir en las intervenciones con familias principios de paternidad positiva y de análisis conductual, junto con apoyo parental, manejo del estrés y estrategias de afrontamiento.(AU)

Exploring the profiles of children with autism spectrum disorder: association with family factors.

This study aimed to identify different profiles of children with autism spectrum disorder (ASD) without intellectual disability (ID) and maternal factors characteristic of these profiles. Participants were 89 children between 7 and 11 years old and their mothers, distributed in two groups, 52 children with ASD and 37 with typical development (TD). Based on the children's adaptive, behavioral, and pragmatic manifestations, three clusters were obtained in the ASD group. Children with the most serious difficulties in all the domains assessed were assigned to Cluster 1, whereas the children in Cluster 3 were characterized by relatively minor problems. Cluster 2 comprised children with moderate difficulties in the different domains. Compared to the TD group, group 1, with 'Serious Difficulties', and group 2, with 'Moderate Difficulties', showed significant differences on all the variables evaluated. Group 3, 'Slight Difficulties', was only significantly differentiated from the group with TD on ASD and attention deficit hyperactivity disorder (ADHD) symptoms, pragmatic competence, and applied theory of mind. Therefore, it was outlined as the purest group and basically manifested core ASD symptoms. In addition, mothers of children in the 'Serious Difficulties' group showed higher stress levels and less use of emotional and instrumental support and acceptance strategies, as well as more mental health problems, than mothers of children in the 'Slight Difficulties' group. The results support the need to assess the presentation of other possible problems in ASD children without ID, and design interventions for parents who may be at risk of experiencing higher levels of stress and have fewer coping strategies.

Intervention Programs to Promote the Quality of Caregiver-Child Interactions in Childcare: A Systematic Literature Review.

Sensitive caregiver-child interactions appear fundamental throughout childhood, supporting infants' wellbeing and development not only in a familial context but in professional caregiving as well. The main aim of this review was to examine the existing literature about Early Childhood Education Context (ECEC) intervention studies dedicated to caregiver-child interaction, fostering children's socioemotional developmental pathways. Studies published between January 2007 and July 2021 were identified in four electronic databases following PRIMSA guidelines. The initial search yielded a total of 342 records. Among them, 48 studies were fully reviewed. Finally, 18 of them met all inclusion criteria and formed the basis for this review. Main factors characterizing implemented programs were recorded (e.g., intervention and sample characteristics, dimensions of the teacher-child interaction targeted by the intervention, outcome variables, main results) in order to frame key elements of ECE intervention programs. Our review points to a range of fundamental issues that should consider to enhance ECEC interventions' efficacy, supporting children's socioemotional development and caregiver-child interaction. Reflections and considerations for future research are provided.

Reading and Writing Skills in Adolescents With Autism Spectrum Disorder Without Intellectual Disability.

The purpose of this study is to extend the knowledge about academic achievement in individuals with autism spectrum disorder (ASD). To this end, first, we analyzed differences in a wide range of reading and writing skills in adolescents with ASD without intellectual disability (ASD-WID) and adolescents with typical development (TD). Second, these two groups were compared on academic outcomes in core subjects and indicators of successful transition to secondary school. Third, the potential contribution of literacy skills to academic outcomes was examined in the two groups. Participants were 56 adolescents between 12 and 14 years old, 30 with ASD-WID and 26 with TD. Results showed no significant differences between the two groups on measures of reading fluency or literal and inferential comprehension. However, the performance of the group with ASD was significantly lower on reading comprehension processes that assess cognitive flexibility. Regarding their written expression skills, significant differences were observed between the group with ASD and the group with TD on most of the indicators analyzed as: productivity, lexical diversity, and overall coherence (resolution component). In addition, findings showed that the deficits in reading and writing observed in the adolescents with ASD significantly affected their academic achievement, which was lower than that of their peers with TD and below what would be expected based on their intellectual capacity. Moreover, their families' perceptions of the transition to high school reflected worse adjustment and lower self-esteem, confidence, and motivation.

Subgroups of Children with Autism Spectrum Disorder without Intellectual Disability: A Longitudinal Examination of Executive and Socio-Adaptive Behaviors in Adolescence.

Within the autistic spectrum, there is remarkable variability in the etiology, presentation, and treatment response. This prospective study was designed to identify, through cluster analysis, subgroups of individuals with ASD without intellectual disability (ID) based on the severity of the core symptoms in childhood. The secondary aim was to explore whether these subgroups and a group with typical development (TD) differ in cognitive, adaptive, and social aspects measured in adolescence. The sample at baseline was comprised of 52 children with ASD without ID and 37 children with TD, aged 7-11. Among the ASD group, three clusters were identified. Cluster 1 (40%), 'high severity', presented high symptom severity on the DSM-5 criteria and the Social Communication Questionnaire. Cluster 2 (34%) showed 'moderate severity' on most of the scores. Cluster 3 (25%) corresponded to 'low severity', showing moderate social impairment and low restrictive, repetitive patterns of behavior, interests and activities. At 5-year follow-up, 45 adolescents with ASD without ID and 27 adolescents with TD were assessed. All clusters had significantly more difficulties in EF, ToM, socialization and adaptive behavior compared to TD. Social and adaptive trajectories between the ASD subgroups were relatively different; Cluster 3 showed poorer socialization and daily living skills than the other two subgroups. These findings highlight the importance of fully assessing social, cognitive, and adaptive profiles to develop care plans tailored to specific needs.

Mothers' stress and behavioral and emotional problems in children with ADHD. Mediation of coping strategies.

The present study compared mothers' stress and the behavioral/emotional problems of children with attention deficit hyperactivity disorder (ADHD) and children with typical development (TD). Furthermore, the relationships among the mothers' stress, the children's behavioral/emotional problems, and the mothers' coping strategies in both groups were identified. The contribution of behavioral/emotional problems to parenting stress in children with ADHD was also studied through mediation effects of the mothers' coping strategies. The parenting stress, coping orientation to problems, and strengths and difficulties questionnaires were administered to 72 mothers of children from 7 to 11 years old: 35 with a clinical diagnosis of ADHD and 37 with typical development. The comparison analyses showed that the mothers' stress and the behavioral/emotional problems of their children were significantly higher in the group with ADHD than in the group without ADHD. Correlation analyses revealed different correlation patterns in the two groups, with behavioral/emotional problems significantly associated with parenting stress and with the disengagement and cognitive reframing coping reported by the mothers of children with ADHD. In addition, the disengagement coping strategy was a significant mediator in the relationship between behavioral/emotional problems and mothers' stress, according to the mediation analysis. The findings illustrate the need to include training in both behavioral strategies and coping strategies in counseling in order to help mothers buffer the impact of stress. This work is supported by the project PSI2016-78109 (AEI/FEDER, UE) and by University of Valencia UV-INV-PREDOC15-265889.

Virus-Infected Melon Plants Emit Volatiles that Induce Gene Deregulation in Neighboring Healthy Plants.

It is well described that viral infections stimulate the emission of plant volatiles able to recruit viral vectors thereby promoting virus spread. In contrast, much less is known on the effects that emitted volatiles may have on the metabolism of healthy neighboring plants, which are potential targets for new infections through vector transmission. Watermelon mosaic virus (WMV) (genus Potyvirus, family Potyviridae) is an aphid-transmitted virus endemic in cucurbit crops worldwide. We have compared gene expression profiles of WMV-infected melon plants with those of healthy or healthy-but-cohabited-with-infected plants. Pathogenesis-related (PR) and small heat shock protein encoding genes were deregulated in cohabited plants, and PR deregulation depended on the distance to the infected plant. The signaling was short distance in the experimental conditions used, and cohabiting had a moderate effect on the plant susceptibility to WMV. Static headspace experiments showed that benzaldehyde and γ-butyrolactone were significantly over-emitted by WMV-infected plants. Altogether, our data suggest that perception of a volatile signal encoded by WMV-infected tissues triggers a response to prepare healthy tissues or/and healthy neighboring plants for the incoming infections.

Theory of Mind Profiles in Children With Autism Spectrum Disorder: Adaptive/Social Skills and Pragmatic Competence.

Theory of Mind (ToM) is one of the most relevant concepts in the field of social cognition, particularly in the case of Autism Spectrum Disorders (ASD). Literature showing that individuals with ASD display deficits in ToM is extensive and robust. However, some related issues deserve more research: the heterogeneous profile of ToM abilities in children with ASD and the association between different levels of ToM development and social, pragmatic, and adaptive behaviors in everyday life. The first objective of this study was to identify profiles of children with ASD without intellectual disability (ID), based on explicit and applied ToM knowledge, and compare these profiles with a group of children with typical development (TD). A second objective was to determine differences in symptom severity, adaptive/social behavior, and pragmatic abilities between the profiles identified. Fifty-two children with a clinical diagnosis of ASD without ID and 37 children with TD performed neuropsychological ToM tasks and two vocabulary and memory tests. In addition, all of their mothers completed different questionnaires about applied ToM abilities, severity of ASD symptoms, adaptive/social skills, and pragmatic competence. Two subgroups were identified in the cluster analysis carried out with explicit and applied ToM indicators. The "Lower ToM abilities" profile obtained significantly lower scores than the "Higher ToM abilities" profile on all the ToM measures. Furthermore, the analysis of covariance, controlling for vocabulary and working memory (ANCOVAs), showed statistically significant differences in applied ToM abilities between the two groups of children with ASD without ID and the group with TD. However, only the group with "Higher ToM abilities" achieved similar performance to the TD group on the verbal task of explicit ToM knowledge. Finally, the "Lower ToM abilities" cluster obtained significantly higher scores on autism symptoms (social and communication domains) and lower scores on adaptive behavior and pragmatic skills than the cluster with "Higher ToM abilities." Taken together, these findings have implications for understanding the heterogeneity in ToM skills in children with ASD without ID, and their differential impact on social, communicative, and adaptive behaviors.

Executive functions, effortful control, and emotional lability in adults with ADHD. implications for functional outcomes.

Adults with diagnosis of childhood attention-deficit hyperactivity disorder (ADHD) experience impairments in self-regulation (SR). This study examined whether subgroups of these impairments can be established based on differentiable patterns. The relationships between these subgroups and a group without ADHD were then analyzed, focusing on functional outcomes. Executive functions, effortful control, and emotional lability, in addition to self-concept, quality of life, and different comorbidities, were evaluated in 61 adults with a childhood diagnosis of ADHD and 54 adults without ADHD. Latent profile analysis (LPA) revealed three ADHD classes based on different self-regulation indicators: "Normalized" (49.18%), "Moderate impairments" (27.86%), and "Severe generalized impairments" (22.96%), who were compared with a Non-ADHD group on different functional measures. The "Normalized" profile showed significantly less dysfunctionality than the other two profiles, and it only exhibited significant differences with respect to the Non-ADHD group on the Hyperactivity index. By contrast, the "Severe generalized impairments" group, with the lowest self-regulatory skills, was impaired on all the functional outcomes. Self-regulatory skills could be a key target in interventions for adults with ADHD.

Exploring the Impact of Augmented Reality in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review.

Autistic Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by persistent difficulties in communication and social interaction along with a restriction in interests and the presence of repetitive behaviors. The development and use of augmented reality technology for autism has increased in recent years. However, little is known about the impact of these virtual reality technologies on clinical health symptoms. The aim of this systematic review was to investigate the impact of augmented reality through social, cognitive, and behavioral domains in children and adolescents with autism. This study is the first contribution that has carried out an evidence-based systematic review including relevant science databases about the effectiveness of augmented reality-based intervention in ASD. The initial search identified a total of 387 records. After the exclusion of papers that are not research studies and are duplicated articles and after screening the abstract and full text, 20 articles were selected for analysis. The studies examined suggest promising findings about the effectiveness of augmented reality-based treatments for the promotion, support, and protection of health and wellbeing in children and adolescents with autism. Finally, possible directions for future work are discussed.

The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers' Work Engagement and Perceived Working Environment Fit.

BACKGROUND: The current cross-sectional study examines a model that was designed to advance understanding of the interplay between compassion towards teachers expressed by teaching colleagues, subjective happiness, proactive strategies and kindergarten teachers' levels of work engagement, and perceived working environment fit. METHODS: The research was conducted with a sample of 319 full-time in-service kindergarten teachers at Italian public preschools-a context in which a few previous studies have been carried out. Self-report questionnaires were administered: The Subjective Happiness Scale, the Santa Clara Brief Compassion Scale, the Utrecht Work Engagement Scale, the Proactive Strategy Scale, and the Teacher-working environment fit scale. Data were analyzed by using the structural equation modelling (SEM) approach. RESULTS: Results show that compassion and subjective happiness have a direct positive total effect on work engagement, whereas the effects of compassion and subjective happiness on experienced working environment fit suggest that the association among constructs is mediated by the role of proactive strategies. CONCLUSIONS: Based on these findings, we strongly advocate that educational policy makers and head teachers' pay close attention to the areas of personal and collective resources and work-related well-being, with a view to effectively address the promotion of early childhood teachers' work engagement and working environment fit.

Empirical examination of executive functioning, ADHD associated behaviors, and functional impairments in adults with persistent ADHD, remittent ADHD, and without ADHD.

BACKGROUND: Previous studies suggest that childhood attention deficit hyperactivity disorder (ADHD) may continue in adulthood, producing adverse effects. Therefore, identifying factors that help to differentiate characteristics of ADHD persistence and remission has practical implications for evaluation and treatment. The first aim of this study was to analyze differences in executive functions (shift, working memory, inhibition, and plan/organize), symptoms associated with ADHD (inattention, hyperactivity, emotional lability, and self-concept), and functional impairments in adults with persistent ADHD (ADHD-P), with remittent ADHD (ADHD-R), and without ADHD (N-ADHD). The second aim was to study the contribution of functional impairments in these three groups based on executive functions and associated ADHD behaviors. METHODS: Participants were 115 adults, 61 with a childhood ADHD diagnosis (40 persisters and 21 remitters) and 54 individuals with typical development. Self-reports were collected on executive functions, symptoms associated with ADHD, and functional impairments. Multivariate Analyses of Variance were conducted to test differences between the ADHD-P, ADHD-R, and N-ADHD groups on the evaluated variables. In addition, analyses were performed using two structural equation models with observed variables (path analyses). RESULTS: The results indicated that significant executive and behavioral impairments and adverse functional outcomes in different life domains are related to the diagnostic persistence of ADHD. Recovery from the disorder is associated with better results, although hyperactivity/restlessness behaviors and plan/organize deficits continue to be present in remitter individuals. CONCLUSIONS: The ADHD-P and ADHD-R groups showed some differences in their executive, behavioral, and functional impairments. Furthermore, the impairments in each group can be predicted by different executive functions and other symptoms associated with the disorder. These results should be taken into account in order to improve clinical practice.

[Profiles of reading comprehension and written composition of children with high functioning autism]. / Perfiles en comprensión lectora y en composición escrita de niños con autismo de alto funcionamiento.

Research about the academic profile of students with Autism Spectrum Disorder (ASD) reports a variable performance, although it tends to be lower than what it is expected according to the cognitive level. In the school context, reading and writing are crucial abilities for learning in different curricular areas and they have important implications for academic, social and occupational success. A brief review is carried out about the main reading and writing disabilities that students with ASD show. Studies about reading coincide to point out an adequate knowledge of the decodification processes. However, a lower performance in reading comprehension and, particularly, inferential comprehension has been frequently described. In addition, deficits in the different components of writing have been reported, especially, handwriting and text coherence. Different factors may explain this profile of difficulties, like linguistic factors or aspects related to the psychological theories of autism, which may contribute to possible interventions.

La investigación sobre el perfil académico de los estudiantes con Trastorno del Espectro Autista (TEA) refiere un desempeño variable, generalmente inferior a lo esperado para la capacidad cognitiva. En el marco escolar, la lectura y la escritura constituyen aprendizajes instrumentales cruciales que vertebran el éxito en distintas áreas curriculares y tienen implicaciones importantes a lo largo de la vida, no solo académica, sino también social y ocupacional. En este artículo se realiza una breve revisión de las principales dificultades que presentan los estudiantes con TEA en la lectura y la escritura. Con respecto a la lectura, los estudios coinciden en señalar un buen dominio de los procesos de decodificación, pero un rendimiento inferior a la edad y al nivel intelectual en la comprensión lectora, especialmente en la comprensión inferencial. También se han identificado déficits en los diversos componentes de la escritura, particularmente en el grafismo y la coherencia textual. Este perfil ha llevado a tratar de dilucidar diversos factores explicativos, entre ellos, factores lingüísticos o aspectos relacionados con las propias teorías psicológicas del autismo, que pueden orientar propuestas de intervención.