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Patterns of sensory abnormalities in children and adults with autism were examined using the Diagnostic Interview for Social and Communication Disorders (DISCO). This interview elicits detailed information about responsiveness to a wide range of sensory stimuli. Study 1 showed that over 90% of children with autism had sensory abnormalities and had sensory symptoms in multiple sensory domains. Group differences between children with autism and clinical comparison children were found in the total number of symptoms and in specific domains of smell/taste and vision. Study 2 confirmed that sensory abnormalities are pervasive and multimodal and persistent across age and ability in children and adults with autism. Age and IQ level affects some sensory symptoms however. Clinical and research implications are discussed.

The term ‘pathological demand avoidance’ (PDA) was coined by Elizabeth Newson to describe children within the autism spectrum who exhibit obsessive resistance to everyday demands and requests (Newson et al., Arch Dis Child 88:595–600, 2003 ). Clinical accounts describe avoidance strategies including apparently strategic use of distraction or socially shocking behaviour, and obsessive need for control, reflected in domineering behaviour to peers and adults. Educational and management approaches effective for PDA reportedly differ from those for ‘typical’ autism spectrum disorders (ASD), and include novelty, humour and flexibility. Identification of PDA in individuals with ASD may have important implications for management (Eaton and Banting, J Learn Disabil Offending Behav 3:150–157, 2012 ). Despite increasing interest, no clinician-rated instrument for PDA has been developed. Here, items relevant to PDA were identified from the Diagnostic Interview for Social and Communication Disorder (DISCO) (Wing et al., J Child Psychol Psychiatry 43:307–325, 2002 ). The most PDA-specific subset of relevant DISCO items was selected, based on low endorsement in general across a sample of 153 individuals assessed for possible ASD using the DISCO. Having selected 11 DISCO PDA items for the measure, a subset of individuals with a high number of these features was identified ( N  = 27). Consistent with Newson’s descriptions, this high scoring group was characterised by lack of co-operation, use of apparently manipulative behaviour, socially shocking behaviour, difficulties with other people, anxiety and sudden behavioural changes from loving to aggression. All but one case met criteria for an ASD. This study brings the field a step closer to a clinician-rated measure of PDA features and highlights the need for further elucidation of the PDA phenotype.

The author provides a commentary on Services for adults with autism spectrum disorders.

A comparison of 46 language-delayed and 62 normal language onset children examined whether early language delay would predict autistic symptomatology in children diagnosed with autism when young and at an older age. Results found that early language delays predicted more autistic symptomatology when young, but not at an older age. (Author/CR)

[Lorna Gladys Wing] was ahead of her time in her thinking, always questioning orthodoxy, including the belief that Kanner's autism was a single and distinct condition. In 1943, the psychiatrist Leo Kanner, based at Johns Hopkins University hospital in the US, had been the first to identify a disorder he called \"infantile autism\". Failure to use language to communicate with others was one of the key features of Kanner's autism. Lorna was the first to challenge this narrow perspective. She was born Lorna Tolchard in Gillingham, Kent. Her mother, Gladys, was a nurse and her father, Bernard, an engineer in the Royal Navy. Lorna attended Chatham grammar school for girls before going to University College hospital, London, in 1949 to undertake medical training. She met her future husband, John Wing, when they both shared the same cadaver in anatomy class. John and Lorna were married in 1951. They both qualified as psychiatrists and began work at the Maudsley hospital. John had studied German, and was responsible for translating the original 1940s [Hans Asperger] paper for Lorna.

There are few examples of sexual assault education interventions within the high schools. Research about programmes delivered at universities indicates that the programmes do not change the rape-supportive beliefs of participants (Lenihan, Rawlins, Eberly, Buckley, & Masters, 1992). A criticism of these programmes is that students do not participate in their own learning. A curriculum-writing team at the Halton Board of Education developed two lessons on sexual assault as part of the grade nine \"Healthy Sexuality\" curriculum. The sexual assault lessons were then piloted with three grade nine classes. After delivery, six to eight students from each class participated in focus groups in which they were asked what they liked and disliked about the units. They were also asked what they envisioned for a senior course on sexual assault prevention. For both curricula, students recommended the need to emphasize the sensitive nature of the material; the relevance of employing experiential learning techniques (role plays, small group activities); and, the use of positive male role models in sexual assault scenarios. Additionally, for the senior course, students indicated they wanted more statistical facts associated with this crime; information about the link between societal pressures (e.g., media, socialization) and sexual assault; knowledge about what to do after an assault; and, information about sexually assaulted men. Teachers and community health workers were also asked for their input into the curricula and most of their recommendations were adopted. This thesis reflects the process of creating sexual assault prevention curricula and explores the issues of community participation, imbalance of power, value discrepancies, and the lack of support for the participants experiencing the curricula. Recommendations concerning curriculum development are discussed.