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Background: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental trouble which prevents the child from sociocommunicative interaction, and learning from his environment. Non-medical early intervention attempts to improve prognosis. We will review the main current hypothesis, intervention models and scientific supports about early intervention. Methods: We conducted a search of the literature published on Medline between 2010 and 2015 related to intervention models provided to children with ASD aged less than 3 years. Data were extracted from systematic reviews and recent randomized controlled trials with moderate to high GRADE quality of evidence. Results: Early intervention refers to brain plasticity theory. With the epidemiological studies of infant "at risk" there is an attempt to intervene earlier before full syndrome is present. Interventions tend to follow more on a developmental hierarchy of sociocommunicative skills and to focus on the dyadic relation between the child and the caregivers to improve the core autistic symptoms. Over the last 6 years, there's been news and fine-tuned ways about early intervention, and more and more systematic evaluation. Conclusion: However, there are only few interventions which were evaluated in trial with a strong GRADE recommendation and all of them have methodological concerns. It is important to be cautious in recommendations for mental health politic, even if it is important to improve access to services for all children and their families, hence finance and design rigorous project in research.

ABSTRACT
Though most physicians and public health officials deny that vaccination can cause autism, many autism parents believe there is such a link, and many of them resort to alternative treatments. This article takes no position on these controversies, but it uses the methods of reception history to explain how this "underground" movement has gained traction in the face of fierce opposition from the medical establishment and the mass media. The movement belongs to a long tradition of do-it-yourself medicine, which urged patients to read medical literature and treat themselves. Large-scale surveys of vaccine-hesitant websites and parents, and an intensive study of the reading done by six autism parents, reveals that these parents read extensively and critically both refereed medical literature and Internet postings by other autism parents. They are not "antiscience," but they are producing and consuming literature about autism and interacting with each other on social media.

From the refrigerator mother theory to more recent comparisons to 'warrior-heroes', mothers of children with autism spectrum disorders have been historically categorised as emotionally remarkable. Drawing on my ethnographic fieldwork in Portugal, I explore in this article how mothers politically mobilise emotions, characteristics, and acts usually associated with good mothering, such as maternal love, dedication, and sacrifice. While these socially expected phenomena have been addressed as instruments of the relegation of women to motherhood and care labour, I propose a novel look at the value of affectivity in discourses and practices of care and advocacy. I argue that mothers strategically embody and employ their affectivity as political capital to validate their role as expert caregivers and advocates, creating new opportunities to access leading positions within the autism advocacy movement. ; info:eu-repo/semantics/publishedVersion

Autism has generated a great deal of controversy, culturally, intellectually and politically. The context for this in recent years in France is unusual and has been the site of strong antagonism. These debates are political in terms of policy implications and disagreements along political lines but also entail the politics of knowledge, and the question of who has the right to speak for whom. Competing groups – parents, 'experts' and autistic adults have different claims to validity as knowledge-bearers. This epistemological validity is vital in creating wider public understanding and determining policy directions. Autism life-writing is a new phenomenon in French and contributes to this set of debates. In order to illuminate this further, this article will offer an account of the first best-selling memoir by an autistic individual in France. The book, L'Empereur, c'est moi, is by Hugo Horiot, and was published in 2013, at the height of the 'autism battle' in the French public sphere.

Intro -- Figure List -- Foreword to the First Edition -- Acknowledgments -- Introduction -- 1.1 Introduction to Autism -- 1.1.1 Infant Development -- 1.1.2 Early Childhood and School-Age Children -- 1.1.3 Adolescence -- 1.1.4 Adults with Autism -- 1.1.5 The Role of Social Environment -- 1.1.6 Moving toward Acceptance and Inclusion -- 1.1.7 Additional Challenges with Autism -- 1.2 Computer Use by Individuals with Autism -- 1.3 Other Review Articles -- 1.4 Structure of this Review -- Methods and Classification Scheme -- 2.1 Methods -- 2.2 Classification Scheme -- 2.2.1 Input Modality -- 2.2.2 Output Modality -- 2.2.3 Domain -- 2.2.4 Goal -- 2.2.5 Target End User -- 2.2.6 Setting -- 2.2.7 Publication Venue -- 2.2.8 Empirical Support -- 2.2.9 Technology Maturity -- 2.2.10 Involvement of Individuals with Autism -- 2.3 Summary of Classification Scheme -- Personal Computers and Multimedia -- 3.1 Overview of Personal Computers, Web, and Multimedia -- 3.2 Personal Computer and Multimedia Use and Autism -- 3.2.1 Specialized Software and Websites -- 3.2.2 Mainstream Software and Websites -- 3.2.3 Comparison of Computer-Based Tasks with other Types of Interactions -- 3.2.4 Multimedia Instructional Aids -- 3.2.5 Interactive Multimedia -- 3.2.6 Recording and Assessment -- 3.3 Classification Applied Personal Computers, the Web, and Multimedia -- 3.4 Future Directions -- Mobile Applications -- 4.1 Overview of Mobile Applications -- 4.2 Mobile Applications and Autism -- 4.2.1 Mobile Applications and Communication Skills -- 4.2.2 Mobile Applications and Socio-Emotional Skills -- 4.2.3 Mobile Applications for Academic, Real-Life Skills, and Assessment -- 4.3 Classification Scheme Applied to Mobile Applications -- 4.4 Future Directions -- Shared Interactive Surfaces -- 5.1 Overview -- 5.2 Shared Interactive Surface Technologies and Autism.

From concerns of an 'autism epidemic' to the MMR vaccine crisis, autism is a source of peculiar fascination in the contemporary media. Discussion of the condition has been largely framed within medicine, psychiatry and education but there has been no exploration of its power within representative narrative forms. This book tackles this approach, using contemporary fiction and memoir writing, film, photography, drama and documentary together with older texts to set the contemporary fascination with autism in context. Central to the book is a sense of the legitimacy of autistic presence as a way by which we might more fully articulate what it means to be human

The results leading to this publication have received funding from the Innovative Medicines Initiative 2 Joint Undertaking under grant agreement No 777394 for the project AIMS-2-TRIALS. This Joint Undertaking receives support from the European Union's Horizon 2020 research and innovation programme and EFPIA and AUTISM SPEAKS, Autistica, SFARI. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results. Any views expressed are those of the author(s) and not necessarily those of the funders.

Responding to Public Act 93-0395 of the Illinois State Legislature, The Autism Program (TAP) was established in May of 2002 via an amendment to The Hope School Agreement with the Department of Human Services (DHS). The new program was located at three Regional Centers, including Northern Illinois (Partnership between the University of Chicago and Ada S. McKinley Community Services), Central Illinois (Partnership between The Hope School and SIU-School of Medicine), and Southern Illinois (Partnership between Family Counseling Center and SIU-C Rehabilitation Institute). The Autism Program's intent was to provide a system development initiative to document service gaps and systemic problems identified by parents and professionals at each Regional Center. More specifically, the program was designed to 1) develop and demonstrate best practices standards; 2) provide training for educators and medical professionals; 3) give support to parents and other caregivers; 4) work with universities and agencies to identify unmet needs and resources; 5) encourage and support research. ; "January 2006" ; Cover title. ; Includes bibliographical references. ; Responding to Public Act 93-0395 of the Illinois State Legislature, The Autism Program (TAP) was established in May of 2002 via an amendment to The Hope School Agreement with the Department of Human Services (DHS). The new program was located at three Regional Centers, including Northern Illinois (Partnership between the University of Chicago and Ada S. McKinley Community Services), Central Illinois (Partnership between The Hope School and SIU-School of Medicine), and Southern Illinois (Partnership between Family Counseling Center and SIU-C Rehabilitation Institute). The Autism Program's intent was to provide a system development initiative to document service gaps and systemic problems identified by parents and professionals at each Regional Center. More specifically, the program was designed to 1) develop and demonstrate best practices standards; 2) provide training for educators and medical professionals; 3) give support to parents and other caregivers; 4) work with universities and agencies to identify unmet needs and resources; 5) encourage and support research. ; Mode of access: Internet.