There is a growing body of evidence to suggest that individuals with Down syndrome (DS) are diagnosed with autism spectrum disorders (ASD) at a higher rate than individuals in the general population. Nonetheless, little is known regarding the unique presentation of ASD symptoms in DS. The current study aims to explore the prevalence and profiles of ASD symptoms in a sample of individuals with DS (n = 83), aged between 6 and 23 years. Analysis of this sample (M_Age = 15.13) revealed that approximately 37% of the sample met the classification cut-off for ASD using the Autism Diagnostic Observation Schedule 2 (ADOS-2) Calibrated Severity Score (CSS), an indicator of the participants’ severity of ASD-related symptoms. Item-level analyses revealed that multiple items on Module 2 and Module 3 of the ADOS-2, mostly in the Social Affect (SA) subdomain, differentiated the children with DS who did not meet ASD classification (DS-only) from those who did (DS + ASD). Lastly, comparisons of individuals with DS-only and those with DS + ASD differed significantly on the syntactic complexity of their expressive language. These findings shed light on the unique presentation of ASD symptoms in a sample of individuals with DS and suggest that expressive language abilities may play a pivotal role in the presentation of ASD symptoms in DS.

Background: Parents of autistic children experience increased levels of caregiver strain and adverse mental health outcomes, even in comparison to parents of children with other neurodevelopmental disabilities. Previous studies have largely attributed these increased levels of mental health concerns to their child behavioral concerns and autism symptomatology, but less attention has been given to other potential child factors, such as child adaptive functioning. Additionally, little is known about potential protective factors, such as parents’ emotion regulation (ER) abilities, that may ameliorate the experience of caregiver strain, anxiety, and depression.Objective: The current study examined the impact of child characteristics (restricted and repetitive behaviors, adaptive functioning and behavioral concerns) on parent mental health outcomes (caregiver strain, anxiety, depression and wellbeing). Additionally, we explore parents’ ER abilities as a moderator of the impact of child characteristic on parents’ mental health outcomes.Results: Results of linear mixed effect models indicated a significant relationship between parents’ ER abilities and all four parent outcomes. Additionally, children’s adaptive functioning abilities and repetitive behaviors (RRBs) were significant predictors of caregiving strain. Parents’ ER abilities were a significant moderator of the effect of children’s repetitive behaviors and adaptive functioning challenges on caregiver strain, such that better ER abilities mitigated the impact of child clinical factors on caregiver strain. Finally, a significant difference was detected for mothers’ and fathers’ mental health, with mothers reporting higher caregiver strain, and more symptoms of anxiety and depression than did fathers.Conclusion: This study leveraged a large sample of autistic children and their biological parents to examine the relationship between children’s clinical characteristics and parents’ psychological wellbeing. Results indicate that, although parents of autistic children do experience high rates of internalizing mental health concerns that relate to child adaptive functioning and RRBs, parent ER abilities act as a protective factor against parents’ adverse mental health outcomes. Further, mothers in our sample reported significantly higher rates of depression, anxiety, and caregiver strain, as compared with fathers.

New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students’ transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions.

Children with autism spectrum disorder exhibit challenges in regulating negativity and modifying emotional responses, a process known as emotion regulation. Such challenges affect social outcomes and response to intervention in children with autism spectrum disorder. Caregivers of children with autism spectrum disorder facilitate children’s emotion regulation through a process known as co-regulation, but there have been no attempts to describe how dyadic use of strategies interact to impact the likelihood of negativity in real time. This study used video observations of 71 toddlers (mean age = 31.2 months) with autism spectrum disorder and their caregivers engaged in a frustrating, goal-oriented task. A mixed-effects logistic regression revealed that caregivers’ use of co-regulation strategies was not a significant predictor of changes in the likelihood children’s expressed negativity. Caregiver unresponsiveness and proactiveness, however, predicted increased likelihood of children’s subsequent negativity. Children’s use of high energy, non-instrumental behaviors (tension release), was also a robust predictor of increased likelihood of subsequent negativity. These findings shed a light on the effectiveness of child and caregiver strategies in facilitating emotion regulation in toddlers with autism spectrum disorder. Lay Children with autism spectrum disorder sometimes have challenges with regulating their negative emotions. These difficulties can impact children’s social outcomes and how well they respond to intervention. We know that caregivers of children with autism spectrum disorder can help their children regulate negative emotions in a process known as co-regulation, but not much is known about how child and caregiver strategy use impacts children’s negativity in real time. In this study, 71 caregivers of toddlers with autism spectrum disorder were asked to encourage their child to unlock a locked toy box, a task which is designed to elicit frustration. Video observations of the participants completing the task were used to examine whether specific child and caregiver behaviors increased or decreased the likelihood that the child will become upset. No child strategies were predictive of a decreased likelihood of a child becoming upset, but when children used high-energy behaviors that did not serve a purpose, such as running back and forth, they were more likely to then show signs of being upset a few seconds later. The way that caregivers responded to their child was a potent caregiver predictor of the likelihood of children’s negativity, with caregivers’ unresponsiveness and proactiveness both emerging as salient predictor of increased likelihood of the child being upset a few moments later. These findings give insight into how children with autism spectrum disorder and their caregiver navigate challenging and frustrating tasks, and have the potential to influence clinical practice by giving an indication off which parent and child behaviors are most effective in reducing children’s negativity while interacting with parents and caregivers.

Objectives: Teacher talk provides the medium for teaching and learning. However, there has been little emphasis on conceptualizing and measuring teacher talk within specific contexts and populations or the influence that child behavior has on teacher talk. We described and investigated varying models of teacher talk directed individually toward autistic students within 96 special education mathematics activities drawn from larger mathematics lessons. We also examined child behavior within mathematics contexts measured through observation and via teacher report. Methods: Our participants included 39 preschool–third-grade teachers across 14 districts in California and their 66 autistic students (M _age = 6.74 years, SD = 2.04). We utilized archival video observations from the start of the school year collected as part of a longitudinal study examining a classroom-based intervention for autistic students. Results: Our findings provide support for a five-factor model of teacher talk (instructional talk, questioning techniques, responsive language, directive language, and foundational talk) and shed light upon teachers’ overuse of directive language to direct or redirect autistic students’ behavior relative to the other talk dimensions. We also documented a significant positive association between teachers’ use of non-task-related directives and student emotion dysregulation. Conclusions: This detailed evaluation of teacher talk provides a promising means for gauging the quality of instructional talk and the experiences of elementary-aged autistic students within special education mathematics contexts. Tailoring professional development for educators that centers on understanding developmental characteristics associated with autism and highlighting teacher talk as a targeted intervention is an area for further study.