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Marie Martel , Livio Finos, Salam Bahmad，Eric Koun, Romeo Salemme, Sandrine Sonié, Pierre Fourneret, Christina Schmitz7 and Alice Catherine Roy

Autism spectrum disorders and developmental coordination disorders are both associated with sensorimotor impairments, yet their nature and specificity remain unknown. In order to clearly distinguish the specificity between the two disorders, children with autism spectrum disorder or developmental coordination disorder presenting the same degree of motor impairment, thus homogeneous profiles, were examined in a reach-to-displace paradigm, which allows the integrity of two main aspects of motor control (anticipation/feedforward control and movement correction/

feedback control) to be separately interrogated. We manipulated children’s previous knowledge of the weight of the object they were to displace: when known, participants could anticipate the consequences of the weight when reaching for the object, prior to contact with it, thus allowing for feedforward control. Conversely, when unknown prior to contact, participants had to cope with the object weight in the displacing phase of the movement, and use feedback control. Results revealed a preserved feedforward control, but an impaired movement execution (atypical slowness) in children with developmental coordination disorder, while children with autism spectrum disorder displayed the opposite pattern with an impaired feedforward control, but a preserved feedback one. These findings shed light on how specific motor impairments might differently characterize developmental disorders and call for motor rehabilitation programmes adapted to each population.

Lay abstract

A vast majority of individuals with autism spectrum disorder experience impairments in motor skills. Those are often labelled as additional developmental coordination disorder despite the lack of studies comparing both disorders. Consequently, motor skills rehabilitation programmes in autism are often not specific but rather consist in standard programmes for developmental coordination disorder. Here, we compared motor performance in three groups of children: a control group, an autism spectrum disorder group and a developmental coordination disorder group. Despite similar level of motor skills evaluated by the standard movement assessment battery for children, in a Reach-to-Displace Task, children with autism spectrum disorder and developmental coordination disorder showed specific motor control deficits. Children with autism spectrum disorder failed to anticipate the object properties, but could correct their

movement as well as typically developing children. In contrast, children with developmental coordination disorder were atypically slow, but showed a spared anticipation. Our study has important clinical implications as motor skills rehabilitations are crucial to both populations. Specifically, our findings suggest that individuals with autism spectrum disorder would benefit from therapies aiming at improving their anticipation, maybe through the support of their preserved representations and use of sensory information. Conversely, individuals with developmental coordination disorder would benefit from a focus on the use of sensory information in a timely fashion.

摘要  自闭症谱系障碍和发育协调障碍都与感觉运动障碍有关，但其性质和特异性尚不清楚。为了清楚地区分这两种障碍之间的特殊性，对表现出相同程度运动障碍的自闭症谱系障碍或发育协调障碍的儿童进行了伸展到移位范式的检查，该范式允许分别询问运动控制的两个主要方面(预期/前馈控制和运动校正/反馈控制)的完整性。我们操纵了孩子们之前对他们要移动的物体的重量的了解：当知道时，参与者可以在接触物体之前预测到物体重量的后果，从而允许前馈控制。相反，当接触前未知时，参与者必须在移动的移位阶段应对物体重量，并使用反馈控制。结果显示，在发育协调障碍儿童中，前馈控制受到保护，但运动执行受损(非典型缓慢)，而自闭症谱系障碍儿童表现出相反的模式，前馈控制受损，但反馈受到保护。这些发现阐明了具体的运动障碍可能如何不同地表现出发育障碍的特征，并呼吁根据每个人口的情况制定运动康复方案。

自闭症谱系障碍的绝大多数人都有运动技能障碍的经历。尽管缺乏对这两种疾病进行比较的研究，但这些疾病通常被贴上额外的发育协调障碍的标签。因此，自闭症的运动技能康复方案往往不是具体的，而是包含在针对发育协调障碍的标准方案中。在这里，我们比较了三组儿童的运动表现：对照组，自闭症谱系障碍组和发育协调障碍组。尽管儿童标准运动评估组合评估的运动技能水平相似，但在伸展到移动任务中，患有自闭症谱系障碍和发展协调障碍的儿童表现出特定的运动控制缺陷。患有自闭症谱系障碍的儿童无法预测物体的特性，但可以纠正他们的动作，就像典型的发育儿童一样。相比之下，患有发育协调障碍的儿童表现得异常迟缓，但表现出较少的预期。我们的研究具有重要的临床意义，因为运动技能康复对这两个群体都至关重要。具体地说，我们的发现表明，自闭症谱系障碍患者将受益于旨在改善他们预期的治疗，可能是通过支持他们保留的表征和使用感觉信息。相反，患有发育协调障碍的人将受益于对及时使用感觉信息的关注。

Emily C Taylor , Lucy A Livingston, Rachel A Clutterbuck, Mitchell J Callan and Punit Shah

Strengths-based approaches to autism are increasing in research and clinical practice. Such approaches suggest facilitating autistic people to increase the use of their strengths leads to positive outcomes (e.g. improved well-being). However, despite proliferation of strengths-based clinical and educational interventions, these approaches are grounded on several assumptions that remain uninvestigated. Little is known about the specific strengths of autistic people, nor their current knowledge and use of their strengths. Critically, no research has directly tested if autistic people’s strengths knowledge and use is in fact associated with positive outcomes. Conducting an exploratory study, including the first well-powered comparisons of the self-reported strengths, strengths knowledge, and strengths use of matched autistic and non-autistic samples (N=276), we found that autistic and non-autistic participants reported similar strengths. While autistic people reported lower strengths knowledge and use, strengths use in autism strongly predicted better quality of life, subjective well-being, and lower levels of anxiety, depression, and stress. Thus, strength-based approaches and clinical interventions designed to increase strengths use may pose a valuable method for boosting well-being in autism. However, we suggest such approaches should focus on individuals’ strengths more generally, rather than perceived autism-specific abilities.

基于优势的自闭症治疗方法在研究和临床实践中越来越多。这种方法建议促进自闭症患者更多地利用他们的优势，从而带来积极的结果（例如改善幸福感）。然而，尽管基于优势的临床和教育干预措施激增，但这些方法都是基于几个尚未得到研究的假设。关于自闭症患者的具体优势，以及他们目前的知识和优势使用情况，我们知之甚少。至关重要的是，没有研究直接测试自闭症患者的优势知识和使用是否确实与积极的结果相关。进行探索性研究，包括首次对自报优势、优势知识和优势使用进行匹配的自闭症和非自闭症样本（N=276）的有效比较，我们发现自闭症和非自闭症参与者报告了相似的优势。虽然自闭症患者报告的优势知识和使用较低，但自闭症的优势使用强烈预示着更好的生活质量、主观幸福感和较低的焦虑、抑郁和压力水平。因此，旨在增加优势使用的基于优势的方法和临床干预可能是提高自闭症患者幸福感的有价值的方法。然而，我们建议这些方法应该更广泛地关注个人的优势，而不是感知到的自闭症特异性能力。

Jörg Wittwer , Sandra Hans and Thamar Voss

To provide inclusive education to autistic students, it is important that teachers possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward the inclusion of autistic students. In this study, we explored knowledge, self-efficacy, and attitude concerning autism among N=887 teachers in Germany. The results showed that knowledge about autism was only moderate and teachers held some typical misconceptions about autism. Moreover, teachers did not possess overwhelmingly high self-efficacy beliefs whereas their attitude toward inclusion of autistic students was rather positive. Experience with teaching autistic students was associated with more knowledge and higher self-efficacy. Also, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. However, the type of school where teachers were working made hardly any difference in their knowledge, self-efficacy, and attitude. Overall, the results suggest that teachers in Germany need more autism training to increase their knowledge about autism and their self-efficacy beliefs in teaching autistic students

为了给自闭症学生提供融合性教育，教师必须具备关于自闭症的知识，能够胜任自闭症学生的教学，并对包容自闭症学生持积极态度。在这项研究中，我们探索了德国887名教师对自闭症的知识、自我效能和态度。结果表明，对自闭症的知识仅是中等程度的，教师对自闭症有一些典型的误解。此外，教师并没有很高的自我效能信念，他们对包容自闭症学生的态度是相当积极的。有自闭症学生教学经验的人拥有更多的知识和更高的自我效能。此外，女教师比男教师更了解自闭症，并且对自闭症学生的教学更有能力。然而，教师工作的学校类型在他们的知识、自我效能和态度上几乎没有差别。总体而言，结果表明德国的教师需要更多的自闭症培训，以增加他们对自闭症的知识和他们在自闭症学生教学中的自我效能信念。