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

The concept of developmental disabilities as a group of problems with origins in the stages of human development has been broadened by recent legislation to include mental retardation, cerebral palsy, epilepsy, autism, dyslexia, and other neurological impairments. The debate continues on whether or not specific disability categories should be named, but the functional aspects of the problems seem to be generally accepted. Potential implications of this legislation for occupational therapy are discussed in this paper. Numerous programs supported by a variety of governmental units and private agencies will need qualified professionals. This paper concludes with a brief list of six developmental disability programs of the University of Michigan University Affiliated Facility and an outline of three models of field placement in developmental disabilities for occupational therapy students.
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PMID:Developmental disabilities. 7 85

A psychometric, observational, and interview study was undertaken with 47 boys, aged 4 1/2 to 10 years, with nonverbal IQs of 70+ and a severe developmental disorder of language comprehension. Separate discriminant function analyses, based on behavioral, language, or cognitive features, showed little overlap between clinically defined autistic and dysphasic subgroups. Moreover, the discrimination could be made as clearly on language or cognitive characteristics as on social or behavioral critera. Language abnormalities and behavioral features also intercorrelated within the autistic subgroup. It is concluded that autism and dysphasia differ in important ways and that a cognitive deficit is an essential part of the syndrome of autism.
J Autism Child Schizophr 1977 Dec
PMID:A comparative study of infantile autism and specific developmental receptive language disorders. III. Discriminant function analysis. 59 38

Fathers have been largely neglected in previous research of families of autistic children. We compared fathers of 20 autistic, 20 Down syndrome, and 20 developmentally normal children on several measures of psychosocial adaptation. Groups were matched on child's adaptive behavior age equivalent, gender, birth order, family size, and SES. The three groups differed significantly on measures of intrapersonal and family functioning but not on social-ecological variables. Fathers of children with autism or Down syndrome reported more frequent use of wish-fulfilling fantasy and information seeking as coping strategies as well as more financial impact and disruption of family activities than did fathers of developmentally normal children. There were few significant differences between fathers of children with autism and those of children with Down syndrome. These results suggest that fathers adapt relatively well to the demands associated with raising a child with a developmental disability.
J Autism Dev Disord 1992 Jun
PMID:Psychosocial adaptation of fathers of children with autism, Down syndrome, and normal development. 138 91

Diagnosis and classification of autism and related pervasive developmental disorders is both easy and difficult. Infantile autism is a characteristic syndrome on which many publications have appeared in the last 50 years. Conversely, the diagnosis and even the classification of children with pervasive developmental disorders related to autism is difficult. Although children with these disorders are twice as numerous as children with infantile autism, growing attention has been directed to at the latter group since the last decade. In this paper, autism and related disorders are described as a developmental disorder as well as a spectrum disorder. The spectrum of clinical symptoms can be explained, of which infantile autism is the most severe and prototypical manifestation. A working model is presented which accounts for all the problems of children with pervasive developmental disorders. An illustration of working with the model in practice is also given. The main lines of treatment and stages in treatment are briefly described.
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PMID:Pervasive developmental disorders not otherwise specified. A developmental-psychopathological approach for the development of made-to-measure treatment planning. 149 55

In addition to mental retardation (MR), fragile X [fra(X)] has been associated with other developmental disabilities, autism in particular. Recently, several studies have concluded that the association of fra(X) with autism is at best weak and perhaps nonexistent. This study examined reports of previously published data from an epidemiological perspective to determine if the prevalence of fra(X) among autistic males was significantly different from that among MR males. Nineteen studies of autistic males and 21 studies of MR males were analyzed from 59 examined. Of 5601 MR males tested, 307 (5.5%) were cytogenetically positive. Of 1006 autistic males, 54 (5.4%) were positive. Analysis indicated no statistical difference between these proportions (Z = 0.014; p greater than .50). An odds ratio (OR) was also computed to determine the risk of autism from fra(X). Estimated OR approximately 1.0 [0.73, 1.32]. Attributable risk (AR), the proportionate excess risk of autism associated with exposure to fra(X) was AR approximately 0.0. That is, there was no attributable risk of autism from fra(X). The association of fra(X) with autism may reflect the association with MR that generally accompanies autism, as several earlier reports have noted. However, the similarity in prevalence of fra(X) among autistic and MR males may be biased in the studies which find no instances of fra(X) among autistic males represent 12% of the pooled sample.
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PMID:Is autism associated with the fragile X syndrome? 160 28

The use of small group instructional formats with children who have autism and developmental disabilities has received mixed results in the research literature (Reid & Favell, 1984). The purpose of the two studies reported herein was to address this controversy by comparing the performance of students in one-to-one instruction to those transitioned to small groups for a variety of teachers, students, settings, and under different training circumstances. In the first study, 41 students, ranging in age from 5 to 21 years old, from six classrooms, participated; and 25 students from six classrooms participated in the second study. Measures of environmental effects included academic gains via pre- and posttests, on-task and self-stimulatory behavior levels, correct responding, and frequencies of teacher behaviors during both one-to-one and small group formats. Results of both experiments indicated that students were able to successfully transition to small group formats across several curriculum areas including language, math, readiness, and shopping. Further, experienced teachers and administrators were able to train a second group of staff to use the small group procedures effectively. The successful application for this number of students and teachers within natural learning environments is unprecedented and provides important documentation for both the utility and practicality of small group instruction with students who have developmental disabilities.
J Autism Dev Disord 1992 Jun
PMID:Academic and environmental effects of small group arrangements in classrooms for students with autism and other developmental disabilities. 162 9

Autistic disorder is a developmental disorder, the course of which grows out of the interaction of a chronic brain syndrome with the changes of maturation and development and a patchwork of habilitative programs. Definitive intervention awaits better definition through neuroanatomic and neurobehavioral studies. Investigation of known etiologies, referral for and coordination of habilitative services, and ongoing partnership with the family remain the mainstays of management of this challenging disorder.
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PMID:Developmental and family effects of autism. 168 20

Our previous reports have pointed out that the Rett syndrome (RS) starts from early infancy with autistic behavior and muscle hypotonia, and we have raised the hypothesis in regard to the pathophysiology that RS can be an early developmental disorder of the monoaminergic and indolamine systems. This paper presents the reanalysis of early motor and behavioral features performed on 16 patients. The most frequent complaint was developmental delay, but 2 cases were presented with autistic behaviors. Development showed delay even from head control. Crawling was particularly difficult. Muscle hypotonia was present in all cases. Early autistic behaviors were seen in high degree and the most frequent was the pervasive lack of social association. Autistic behaviors characterizing older autism were seen in various degrees. These findings reconfirm our previous reports and hypothesis. Furthermore, it can be suggested that the onset may even be in the fetal stage and that lesions of specific neuronal systems occurring in early ontogeny could result in specific abnormality in the higher system which manifest later in development, after these structures reach certain levels of maturation.
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PMID:Clinical features of the early stage of the Rett syndrome. 169 43

Three boys are described with a mixed developmental disorder, which so far appears to have a relatively good prognosis. Each boy presented in early infancy with visual unresponsiveness, which spontaneously resolved. This delayed visual maturation was accompanied or followed by severe autistic impairment, general developmental delay, hypotonia and clumsiness. Subsequent progress has been unexpectedly favourable, with striking improvements in language, play, social interest and social competence. Widespread, patchy delay in brain maturation could possibly account for this combination of delayed visual maturation and autism, with a good prognosis.
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PMID:Delayed visual maturation and autism. 169 29

A community resource network, Annie Sullivan Enterprises, Inc., is described as a system for community integration of children and youth who have developmental disabilities and mental health problems. A brokerage model is espoused for accessing and delivering services. The model is based on Hobb's (1975) view that organization of human services must be based primarily on the client's needs rather than on the needs of the service agency. Lessons and recommendations based upon 7 years of successful operation are described.
J Autism Dev Disord 1990 Sep
PMID:The future of children is now. 169 24


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