This study confirmed an association between SLC25A12 and RRB traits in ASDs, but the direction of the association was different from that in the initial study. Taken together, the A alleles of rs2056202 and rs2292813 were consistently and positively associated with RRB traits in both the UIC-UF and SSC samples, but the most significant SNP with phenotype association varied in each dataset. The SSC sample had positive associations between the A allele of rs2056202 and four RBS-R scores (stereotyped, sameness, restricted, sum) (p = 0.006-0.010), between the A allele of rs908670 and three RBS-R scores (stereotyped, self-injurious, sum) (p = 0.003-0.015), and between the rs2056202-rs2292813 haplotype and six RBS-R scores (stereotyped, self-injurious, compulsive, sameness, restricted, sum)(omnibus test, p = 0.002-0.028). In the UIC-UF sample, three RBS-R scores (ritualistic, sameness, sum) had positive associations with the A allele of rs2292813 (p = 0.006-0.012) and with the rs2056202-rs2292813 haplotype (omnibus test, p = 0.025-0.040). We examined associations in our University of Illinois at Chicago-University of Florida (UIC-UF) sample (179 unrelated individuals with an ASD), and then attempted to replicate our findings in the Simons Simplex Collection (SSC) sample (720 ASD families). We used the Repetitive Behavior Scale-Revised (RBS-R) as a quantitative RRB measure, and conducted linear regression analyses for individual SNPs and a previously identified haplotype (rs2056202-rs2292813). In this study, we investigated the relationship between three SLC25A12 single nucleotide polymorphisms (SNPs) (rs2056202, rs908670 and rs2292813) and restricted repetitive behavior (RRB) traits in autism spectrum disorders (ASDs), based on a positive correlation between the G allele of rs2056202 and an RRB subdomain score on the Autism Diagnostic Interview-Revised (ADI-R). Practical techniques are needed for measuring literacy skills of target clientele and readability of nutrition education materials.SLC25A12 was previously identified by a linkage-directed association analysis in autism. Examples of existing low-literacy materials and guides for educators interested in developing materials for low-literate audiences are cited. The Language Experience Approach has been adapted to aid in developing materials for specific low-literate target groups. Techniques such as Cloze and signaled stopping provide more direct measures of readability. The readability of a given text can be crudely estimated by several formulas that use sentence length and multi-syllable words to indicate complex syntax and difficult vocabulary. Educational materials are more effective when they are tailored to the cognitive abilities and learning styles of the intended audience. Nutrition education materials are often written at levels that are too difficult for low-literate readers. Tools for quantitative and qualitative measures of literacy skills have been developed. Economic, social and cultural factors contribute to higher rates of illiteracy in some population subgroups. Estimates of the prevalence of illiteracy in the United States vary according to the criteria used. Literacy requires information processing skills in addition to the ability to read and write.
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