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Query: UMLS:C0004352 (autism)
 32,579 document(s) hit in 31,850,051 MEDLINE articles (0.00 seconds)

Six cases of childhood psychosis in children 3 to 5 years of age are summarized in order to alert clinicians to include this clinical entity in the differential diagnosis of children with major developmental difficulties. They represent children treated in a day, nonresidential treatment facility in a suburb of New York City. These cases suggest that we reexamine the prevalent interest in a bipolar distribution of childhood psychosis that focuses on children whose psychosis occurs under 3 and over 5 years of age. Children with psychosis occurring between 3 and 5 are currently described as essentially rare, and are characterized by a path of massive deterioration. Our cases indicate that we should be alert to the phenomenon of young children with psychosis appearing at the preschool age, and in whom the course of illness is in a more positive direction.
J Autism Dev Disord 1979 Sep
PMID:Childhood psychosis in the preschool child. 48 13

Three normal children with reported musical ability and three autistic children were tested for the ability to imitate individual tones and series of tones delivered by voice, piano, and synthesizer. Accuracy of imitation was judged by two independent observers on the basis of pitch, rhythm, and duration. The autistic children overall performed as well as or better than the age-matched normal children. These results are discussed and their implications for future neurological and clinical research are considered.
J Autism Dev Disord 1979 Sep
PMID:Measuring musical abilities of autistic children. 48 14


J Autism Dev Disord 1979 Sep
PMID:Siblings of autistic children. 48 15

Etiopathogenesis of the childhood autism syndrome of a non-process nature is discussed on the basis of a comparative study of 156 children aged from 3 to 16 years. In the etiological complex there is a prevalence of early exogenous-organic noxious factors, which is reflected in disturbances of mental divelopment, maturation of the system of hemispheric pair work. The data of follow-up studies and treatment confirm a conclusion about a residual-organic basis in the syndrome of childhood autism.
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PMID:[Nonprocess autism in children: comparative etiopathogenetic study]. 49 17

This article is primarily concerned with the early recognition of infantile autism. Since this syndrome is always a manifestation of disturbed interpersonal relationships, the normal development of an early mother-infant interaction is described. It should thus be easy to observe distorted interaction and to investigate the cause. Autism is one of several manifestations of impaired interaction.
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PMID:Early recognition of infantile autism. 50 1

Folk concepts for mental disorder were studied among rural Lao people. While predominatly inferring etiology (e.g. spirit-caused disorder), certain terms also emphasized particular descriptive psychopathology or behavioral abnormality. Preventive strategies were stressed for insanity due to "excessive worry' or "broken taboo'. These broad folk categories of disorder bore considerable similarity to some psychiatric and neurologic categories within medicine. These includes psychosis, mania, neurosis, organic brain syndrome, mental retardation, cerebral palsy, epilepsy, and childhood autism. Lao folk terms for mental disorder also closely resembled those of other southern Asian cultures, although illiterate tribal peoples appeared to have fewer terms than literate peasant peoples. Folk terms from more distant regions had broad similarity to those of southeast Asia, but lacked the specificity found within the region.
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PMID:Folk concepts of mental disorder among the Lao: continuities with similar concepts in other cultures and in psychiatry. 52 21


J Autism Dev Disord 1979 Dec
PMID:Special issue on behavioral research. 52 27


J Autism Dev Disord 1979 Dec
PMID:Teaching functional speech to the severely handicapped: current issues. 52 28

Three questions are raised with respect to the use of sign language as an alternative system of communication for nonverbal autistic children. First, does teaching a child to sign facilitate speech development? The data suggest that following simultaneous communication training, mute children are not likely to learn to talk; however, a combination of simultaneous communication training and separate vocal training may have a synergetic effect on speech development. In contrast, children who initially have good verbal imitation skills apparently show gains in speech following simultaneous communication training alone. Second, what is the upper limit of sign acquisition? Data suggest that abstract concepts, syntax, and generative skills can be taught. Procedures used in the operant conditioning of speech may prove useful in training complex signing skills. Third, does sign acquisition result in a general improvement in adaptive functioning? It appears that following sign training, some children do show increases in spontaneous communication, decreases in self-stimulatory behavior, and improvement in social skills. However, these outcomes are often difficult to interpret. Some data are described that help clarify the relationship between sign training and general behavioral improvement.
J Autism Dev Disord 1979 Dec
PMID:Teaching autistic children to use sign language: some research issues. 52 29

A method for choosing effective teaching procedures for difficult-to-teach children is proposed. Assessment of child responses during teaching that involves gradually increasing environmental support in the learning setting is the basis for choice. The levels of environmental support in which child responses are assessed are (1) trial-and-error procedures; (2) increased environmental support involving analyses of reinforcement systems, incompatible responses, and prerequisite skills, as well as the most effective use of instructional control; and (3) errorless-learning procedures. Effects of instructions upon learning are discussed in terms of instructional detail and pacing, as well as with respect to the role of instructions in feedback and progressively delayed cue procedures. Stimulus shaping and stimulus fading are discussed in terms of the effectiveness of each for teaching children who have difficulty learning with more traditional procedures. The importance of the incorporation of criterion-related cues when utilizing stimulus shaping or fading is emphasized. It is proposed that an assessment of child responses should be made with respect to the three general levels of environmental support, as well as from sublevels within these, in order to choose the simplest but still effective alternative procedure for teaching difficult-to-teach children.
J Autism Dev Disord 1979 Dec
PMID:The simplest treatment alternative: the law of parsimony applied to choosing appropriate instructional control and errorless-learning procedures for the difficult-to-teach child. 52 30


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