Tropical Nights 2025Scheduled for April 5, 2025, at the InterContinental Miami Hotel, this fundraiser supports the Center for Autism & Related Disabilities (CARD) and celebrates Autism Awareness & Acceptance Month.
2025 International Conference on ADHD
From November 13-15, 2025, in Kansas City, Missouri, this conference brings together various segments of the ADHD community, fostering personal and professional growth.
Palm Beach Field Day for All
Hosted by Autism Speaks, this event offers various activities and opportunities to connect with local families, service providers, and sponsors. For more info, check out: Palm Beach Field Day for All – Autism Speaks
Virtual Reality Shows Promise for Improving Social Skills in Autistic Children and Adolescents
A groundbreaking systematic review recently published in the Journal of Medical Internet Research (JMIR) has revealed that virtual reality (VR) technology can significantly improve social skills in children and adolescents with autism spectrum disorder (ASD).
The research, titled “Effectiveness of Virtual Reality Technology Interventions in Improving the Social Skills of Children and Adolescents With Autism: Systematic Review” (Yang et al., 2025), analyzed 14 studies involving 279 participants aged 3-18 years.
Key Findings
The review by Yang and colleagues found that VR interventions consistently demonstrated positive effects on social skills development, with some important nuances:
- Different effects based on autism type: VR interventions showed considerably stronger improvements for individuals with high-functioning autism (HFA) compared to those with low-functioning autism (LFA).
- Immersive vs. non-immersive VR: Immersive VR proved more effective for complex social skills training, while non-immersive VR offered advantages in flexibility, cost, and accessibility.
- Duration matters: Longer-term, high-frequency VR interventions demonstrated the most significant and lasting effects on social skill development.
According to the researchers, “VR interventions have a positive effect on improving social skills in children and adolescents with ASD, with particularly significant effects on the enhancement of complex social skills in individuals with HFA” (Yang et al., 2025).
Potential Side Effects to Consider
The JMIR study highlighted some challenges, with about 43% of the reviewed studies reporting adverse effects including dizziness, eye fatigue, and sensory overload, particularly in immersive settings.
What This Means for the Autism Community
This research offers exciting implications for the neurodivergent community, supporting the need for tailored approaches that respect individual neurocognitive differences rather than applying one-size-fits-all solutions.
As the researchers note in their conclusion, “Future research should focus on optimizing VR interventions to meet the personalized needs of different subgroups of patients with ASD and conduct large-scale longitudinal studies to validate their long-term impact” (Yang et al., 2025).
Reference: Yang, X., Wu, J., Ma, Y., Yu, J., Cao, H., Zeng, A., Fu, R., Tang, Y., & Ren, Z. (2025). Effectiveness of Virtual Reality Technology Interventions in Improving the Social Skills of Children and Adolescents With Autism: Systematic Review. Journal of Medical Internet Research, 27, Article e60845. https://doi.org/10.2196/60845
Virtual Reality Shows Promise for Autistic Youth, Research Finds
Immersive virtual reality (VR) technology is emerging as a promising tool for supporting cognitive, social, and emotional skill development in children and adolescents with autism, according to a recent meta-analysis published in Research in Developmental Disabilities.
Study Highlights Potential of Virtual Learning Environments
The research team, led by Palka Mittal and colleagues (2024), examined six randomized controlled trials investigating how immersive virtual reality interventions affect skills development in autistic youth under 18 years old.
“VR offers an array of benefits that make it a promising tool for children and adolescents with ASD to improve their cognitive, social and emotional skills in a safe and supportive setting,” the authors conclude after analyzing data from multiple studies involving 422 participants aged 2-17 years.
Why VR Works Well for Many Autistic Individuals
The study points to several reasons why virtual environments may be particularly well-suited for neurodivergent learners:
- VR creates controlled, predictable environments where skills can be practiced without the anxiety that often accompanies real-world social interactions
- Many autistic individuals process information visually, making VR’s visual learning approach especially effective
- Virtual environments can be tailored to individual preferences and modified to gradually introduce new challenges
- Skills practiced in VR may transfer to real-world situations, helping bridge the gap between learning and application
Key Findings
The meta-analysis found statistically significant improvements in both social and emotional skills among participants who used VR-based interventions compared to control groups:
- Social skills showed a strong positive effect (statistical measure of 1.43)
- Emotional skills development demonstrated significant improvement (statistical measure of 2.45)
- Cognitive skills also showed improvement, though researchers couldn’t conduct quantitative analysis due to limited data
One compelling example cited in the research involved a virtual dolphinarium that helped teach hand gestures to autistic children, with participants showing improved scores on various assessments after the VR intervention.
Community Implications
These findings matter for the neurodivergent community for several reasons:
- Alternative Learning Approach: VR offers a learning method that works with, rather than against, many autistic individuals’ natural thinking styles
- Reduced Anxiety: By removing the unpredictability of real-world social situations, VR creates space for skill development without the stress that often accompanies traditional social skills interventions
- Customizable Experiences: VR environments can be adjusted to match individual preferences and sensory needs, respecting neurodivergent differences
- Accessibility Considerations: While promising, the researchers note that “accessibility, affordability, customization, and cost are also significant aspects to consider” for widespread implementation
Looking Forward
While this research shows potential, the authors acknowledge that more high-quality studies are needed to fully understand how VR can best serve the autistic community. The current evidence, however, suggests that immersive virtual environments may become a valuable tool for supporting neurodivergent individuals in developing skills that help them navigate the world on their own terms.
As technology advances and becomes more accessible, VR interventions may offer neurodivergent individuals’ opportunities to learn and practice skills in environments designed with their unique processing styles in mind.
Reference: Mittal, P., Bhadania, M., Tondak, N., Ajmera, P., Yadav, S., Kukreti, A., Kalra, S., & Ajmera, P. (2024). Effect of immersive virtual reality-based training on cognitive, social, and emotional skills in children and adolescents with autism spectrum disorder: A meta-analysis of randomized controlled trials. Research in Developmental Disabilities, 151, 104771. https://doi.org/10.1016/j.ridd.2024.104771
The Digital Frontier: Wearables and Mobile Tech Transform Autism Support
A comprehensive systematic review published in the journal Research in Autism Spectrum Disorders has revealed the promising potential of wearable and mobile technologies in supporting individuals with autism spectrum disorder (ASD). The research, conducted by Koumpouros and Kafazis (2019), analyzed 83 studies to identify current trends, challenges, and future directions in this rapidly evolving field.
Key Findings: A Multi-Purpose Technological Toolkit
The review identified three primary application areas where mobile and wearable technologies are making significant impacts:
1. Training (53% of studies)
Mobile applications and wearable devices are helping autistic individuals develop crucial skills, with over half focused on social skills development (58.3%). Other training areas include vocational skills, cooperation, numeracy, vocabulary, and first aid skills.
2. Monitoring (30.8% of studies)
Technologies are being used to track physiological signals (like heart rate), detect stereotypical behaviors, and monitor location—enabling caregivers and healthcare professionals to better understand patterns and provide timely support.
3. Supporting (15.4% of studies)
Digital tools are assisting with social tasks, education, physical activity, and managing attention deficits and anxiety—providing customizable support for everyday challenges.
Technology Landscape: What’s Being Used?
Android and iOS platforms were equally represented in the studies (39.8% each), with web-based applications following at 12%. Nearly one-third (29.6%) of the studies utilized assistive technologies, while 26% employed computer-assisted instruction and 28.6% focused on computer-mediated communication.
“Affective computing—using technology to recognize emotions—was also prominent (20.8%),” the researchers note, highlighting the importance of emotional intelligence support for the autism community.
Common Challenges in Current Research
The review identified several significant limitations in the current research landscape:
- Small sample sizes in most studies
- Lack of control groups in comparative studies
- Minimal parental participation
- Short observation periods
- Limited investigation of skill retention
- Subjective assessment methods lacking standardization
- Privacy and security concerns with collected data
“The results suggested that mobile phones could be a promising means for the delivery of interventions targeting people with ASD,” the authors write, but they emphasize that “several challenges still exist in the research efforts towards the development of applications.”
Looking Forward: The Road Ahead
The researchers emphasize several key areas for future development:
- Larger, more diverse studies with statistically significant sample sizes and control groups
- Real-world testing beyond controlled environments to assess real-life applicability
- Highly customizable solutions to address the wide range of individual needs across the autism spectrum
- Interdisciplinary collaboration between behavioral scientists, technology developers, and the autism community
- Privacy-focused design to address security and ethical concerns
- Standardized assessment tools for more reliable user satisfaction evaluation
What This Means for the Autism Community
The findings suggest that mobile and wearable technologies offer numerous benefits for autistic individuals, including non-intrusive, discreet support that’s available anytime and anywhere. The portability and adaptability of these technologies make them particularly valuable for providing personalized assistance.
As technology continues to advance, the researchers predict “an important increase in the coming years” for wearable and mobile applications supporting the autism community. With greater focus on addressing current limitations, these technologies could dramatically improve support options, helping autistic individuals develop skills and navigate daily challenges with greater independence.
Reference: Koumpouros, Y., & Kafazis, T. (2019). Wearables and mobile technologies in Autism Spectrum Disorder interventions: A systematic literature review. Research in Autism Spectrum Disorders, 66, 101405. https://doi.org/10.1016/j.rasd.2019.05.005
Mobile Technology Shows Promise for Building Social and Cognitive Skills in Autism
A systematic review published in JMIR Mental Health has found that mobile technology offers significant potential for improving social and cognitive skills in individuals with autism spectrum disorder (ASD). The research, conducted by Leung and colleagues (2021), analyzed 10 randomized controlled trials to evaluate the effectiveness of mobile-based interventions.
Key Findings
The review discovered several important patterns that could shape future intervention approaches:
- Age-related differences: Mobile interventions were consistently more effective for older individuals (9+ years) than for younger children. All studies with participants aged 9-18 years reported positive outcomes, while results were mixed for children under 6.
- Real-world applications: Interventions focusing on practical, everyday skills showed the strongest positive outcomes. Applications training interview skills, receptive language skills, and providing on-the-job support demonstrated significant improvements compared to control groups.
- Visual learning advantages: Apps incorporating realistic visuals, such as real-life photographs or 3D animations, proved particularly effective. For example, one study using 3D facial expression recognition showed statistically significant improvements after just three weeks.
- Flexible usage patterns: Over half the studies allowed participants to use mobile devices whenever convenient, capitalizing on the technology’s accessibility and portability—key advantages over traditional face-to-face interventions.
What Makes Mobile Interventions Effective?
According to the researchers, mobile technology offers unique benefits for the autism community:
“Mobile devices provide multisensory outputs including visual, auditory, and even vibrating stimuli, which effectively strengthen the learning process among people with ASD,” the authors note. “Some PDA functions, such as reminder alarms, are also useful solutions to improve their executive functioning and planning abilities.”
Many participants reported higher motivation to engage with mobile-based interventions compared to traditional approaches. This increased engagement may be particularly valuable as it eliminates the need to build rapport with therapists—a process that can be challenging for some autistic individuals.
Limitations and Future Directions
While the findings are promising, the review highlighted several constraints in current research. Most notably, assessment methods varied significantly between studies, making direct comparisons difficult. The authors recommend future research incorporate multiple assessment approaches, including:
- In-app performance measures
- Observation of real-world skill application
- Self-reports and caregiver observations
The researchers emphasize that mobile technology should complement rather than replace traditional face-to-face interventions, aligning with World Health Organization guidelines on digital health implementation.
Reference: Leung, P. W. S., Li, S. X., Tsang, C. S. O., Chow, B. L. C., & Wong, W. C. W. (2021). Effectiveness of Using Mobile Technology to Improve Cognitive and Social Skills Among Individuals With Autism Spectrum Disorder: Systematic Literature Review. JMIR Mental Health, 8(9), Article e20892. https://doi.org/10.2196/20892
Teaching Relationship Reciprocity: Concrete Guidance on Balanced Friendships
Friendships are a cornerstone of social development, yet children on the autism spectrum often face unique challenges in understanding and navigating these relationships. Parents play a crucial role in helping their children develop healthy, balanced friendships while avoiding the pitfalls of being taken advantage of due to social naivety. This guide offers practical strategies to support children in building reciprocal, meaningful friendships.
Understanding Relationship Reciprocity
Reciprocity in friendships means that both parties contribute equally to the relationship. A balanced friendship involves mutual respect, shared interests, and emotional support. Children with autism may struggle with social cues, making it harder for them to identify when a friendship is one-sided or manipulative.
Teaching Children the Fundamentals of Balanced Friendships
- Define Friendship Clearly
Explain what a healthy friendship looks like. Use social stories, role-playing, or visual charts to demonstrate friendship traits like kindness, turn-taking, and mutual enjoyment. - Encourage Self-Advocacy
Teach your child that their feelings and needs are just as important as their friend’s. Practice phrases they can use to express discomfort, set boundaries, or seek support when needed. - Recognize Red Flags in Friendships
Help your child identify signs of an unbalanced friendship, such as:- Feeling pressured to give away belongings or money
- A friend who only seeks them out when they need something
- Being ignored or excluded when new people are around
- Constantly doing things the other person wants without their own preferences being considered
- Promote Social Skills in a Safe Environment
Structured social skills groups or guided playdates allow children to practice healthy interactions. Reinforce key skills like turn-taking, active listening, and sharing opinions in a supportive setting. - Teach Exit Strategies for Unhealthy Friendships
Give your child the tools to step away from friendships that do not respect their boundaries. Help them script responses like:- “I don’t feel comfortable doing that.”
- “I’d rather play with someone who listens to me too.”
- “I need a break from this friendship right now.”
- Model Healthy Friendships
Children learn by observing. Demonstrate balanced relationships in your own life, discussing how you handle conflicts, support your friends, and maintain boundaries.
Building Confidence in Social Situations
Encouraging participation in structured activities where social norms are clear can help children build confidence. Clubs, sports teams, or shared interest groups provide natural opportunities for friendships to develop with guidance from trusted adults.
Conclusion
Friendships should be a source of joy and support, not stress or imbalance. By equipping children with the skills to recognize and foster healthy friendships, parents can empower them to navigate the social world with confidence. Teaching relationship reciprocity not only protects children from being taken advantage of but also helps them cultivate genuine, rewarding connections.
CDC Investigates Autism-Vaccine Link Amid Rising Measles Cases
In the article titled “CDC plans to study link between vaccines and autism as measles cases rise,” Jhyrah DeLapp reports that the CDC is planning an extensive study to investigate the connection between autism and vaccines. This decision comes amid a surge in measles cases in the U.S., with experts emphasizing the importance of vaccine safety.
Dr. John Brooks from McLaren Healthcare highlights the life-saving impact of vaccines, stating, “Vaccines have saved more lives and impacted more health than about anything else that medicine has done its entire history”. The article also notes that the connection between vaccinations and autism is primarily attributed to a retracted study by Andrew Wakefield, which was debunked for its falsified findings.
Julia Harbuck-Valley from Schuerer’s Leader of Quality warns about the contagious nature of measles, comparing it to other illnesses like COVID and influenza5. The CDC has identified 222 new measles cases in 2025, with 94% of those cases being either unvaccinated or having unknown vaccination status.
The article concludes by advising readers to consult healthcare providers before making decisions on vaccination status. For more, please visit: CDC plans to study potential link between vaccines and autism.
Surge in ADHD Prescriptions in England Post-Pandemic: A Regional and Socioeconomic Analysis
The article titled “ADHD prescriptions in England have risen by 18% each year since pandemic” by Tobi Thomas, Health and inequalities correspondent, published on Tue 11 Mar 2025, discusses the significant increase in ADHD prescriptions in England since the pandemic. The research, conducted by academics at the University of Huddersfield and Aston University and published in the journal BMJ Mental Health, found that the number of ADHD prescriptions increased from around 25 per 1,000 people in 2019/20 to 41.55 in 2023/24, an average annual increase of 18%.
The study highlights that the biggest rise in prescriptions was seen in London, with a 28% annual increase, followed by south-east England at 19.5%, and the north-east and Yorkshire with the lowest increase at 13%. The researchers also found a strong association between factors such as ethnicity and deprivation and ADHD prescription rates. They noted that regions with significant white populations, like south-east England and north-west England, show higher prescription counts compared to more ethnically diverse regions like the Midlands and London.
Experts suggest that increased public awareness via social media platforms such as Instagram and TikTok could be a factor behind the substantial rise in prescription rates, encouraging more people to seek assessment, diagnosis, and treatment. However, they warn that it is crucial to approach the information with caution, as the accuracy and reliability of the content can vary significantly.
The researchers emphasize the need for policies that address both regional and socioeconomic disparities in ADHD care access. They also call for more research on vetting and moderating ADHD-related information on social media to ensure awareness efforts do not inadvertently spread misinformation.