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

1. Stereotyped behavior as a type of repetitive behavior was studied by observing four major groups of exceptional children by a natural observation method. The total 400 subjects are made up as follows: 46 with visual disturbance, 85 with auditory disturbance, 29 with infantile autism and 240 with mental retardation. 2. From analyses of our observational data, it was inductively proved that each group has its own characteristic sterotypy. There were marked differences in stereotypy between the auditory disturbance group and the visual disturbance group. Autistic children showed a perfect form of stereotypy and outstandingly bizarre characteristics. It was also found that blindism and autism have much in common. Stereotyped behavior shown by mentally retarded children differed with different intelligence levels. 3. There was no significant difference in the stereotypy appearance rate among the blind as well as the deaf-mute. Comparison between the blind with mental retardation and the blind with normal intelligence showed that there was significant difference of 0.5% or less. When taking the intelligence factor into account, significant differences aroused. As against the autism group, each group showed a significant difference of over 0.5%. In conclusion, it can be said that mental retardation factor has close bearing on the stereotypy appearance rate. 4. With respect to the cause of stereotyped behavior, the author based its argument on its own theory that blindism accrues from congenital visual disturbance. Weighing the fact that stereotypy differs between the blind and the deaf-mute, the author discussed with reference to the theory developed by Kaufman and Berkson that the inability of the child to monitor normal stimulation due to sensory disturbance produces frustration in him and this frustrated bodily need manifests itself in stereotyped movements. As for stereotypy of the mentally retarded children, the author pointed out that the arousal level theory is applicable only to the cases of severe-grade mental regardation, and that it fails to explain the parallelism between the differences of intelligence level and stereotypy. As regards stereotyped movements of the autistic children, due consideration was given to subtleties in action and bizarre nature of their behavior. Based on Orniz's theory that autistic children lack the constancy of central perceptual reception, the author maintained that the occurrence of stereotypy in autistic children suggests the underlying mechansims of perception are functioning pathologically as well as neurophysiologically. 5. As our observation as been conducted for a short period of time, the results might have been rather cross sectional. But the author thinks this shortcoming would have been made up for by Rutter's five-year follow-up study and the records available at the institutions which proved autism-stereotypy has continued to appear for a long period.
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PMID:A comparative study by the behavioral observation for sterotypy in the exceptional children. 124 57

Using observations of the stereotyped productions in six cases of autism, the author has studied the different functions of the stereotypies. First of all the stereotypy is a containing envelope which protects by means of an archaic modality of motoric control, and filters exchanges with the exterior by the flexibility of its production. Moreover, the stereotypy is centered on selective sensations, bringing in to play body regions which are revealed in the first sensory experiences of the infant. This production of sensations is individualized by everyone in a particular and significant way of being in the world. Stereotypy, like an insatiable search for sensations never lost, never found, is the corporal pursuit of personal wholeness, always in question. Stereotypy, while curtailing the subject, can also be a generator because it is a personal anchor, an evocation of originating experience. It should in any case be understood as a possible mode of irreducible communication.
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PMID:[Stereotypy in infantile autism]. 378 81

The Behavior Problems Inventory (BPI-01) is a 52-item respondent-based behavior rating instrument for self-injurious, stereotypic, and aggressive/destructive behavior in mental retardation and other developmental disabilities. Items are rated on a frequency scale and a severity scale. The BPI-01 was administered by interviewing direct care staff of 432 randomly selected residents from a developmental center between the ages of 14 to 91 years. For 73% of those selected, at least one problem was endorsed on the BPI-01. A total of 43% showed self-injury, 54% stereotyped behavior, and 38% aggressive/destructive behavior. Confirmatory factor analysis and item-total correlations supported the three a priori factors. Analyses of variance (ANOVA) showed that of the variables age, sex, and level of mental retardation, only the latter had a significant effect on the BPI-01 total score, the SIB subscale score, and the Stereotyped Behavior subscale score. Aggression/destruction was not significantly related to any of the three variables. Individuals with a diagnosis of pervasive developmental disorder had higher scores on all three subscales than those without, whereas residents with a diagnosis of stereotyped movement disorder had higher Stereotyped Behavior scale scores than those without. The BPI-01 was found to be a reliable (retest reliability, internal consistency, and between-interviewer-agreement) and valid (factor and criterion validity) behavior rating instrument for problem behaviors in mental retardation and developmental disabilities with a variety of potentially useful applications. Strengths and limitations of the instrument are discussed.
J Autism Dev Disord 2001 Dec
PMID:The Behavior Problems Inventory: an instrument for the assessment of self-injury, stereotyped behavior, and aggression/destruction in individuals with developmental disabilities. 1181 69

To report on the cognitive and behavioral attributes of 61 children with Down syndrome (DS) and autistic-spectrum disorder (ASD) according to DSM-IV criteria; to determine the utility of the aberrant behavior checklist (ABC) to characterize these subjects for research purposes; and to test the hypothesis that subjects with DS + ASD could be distinguished from their typical DS peers using the ABC. Cross-sectional design. Cases with DS + ASD (N = 61), comparison group of DS + stereotypy movement disorder (SMD) (N = 26) and typical DS controls without behavior problems (N = 44) were ascertained and enrolled sequentially upon presentation to a DS clinic at an academic medical center over a 10-year period from 1991 to 2001. All subjects underwent neurodevelopmental and medical evaluation, and standardized cognitive testing. The parents provided responses to standardized behavioral questionnaires. Cognitive function (IQ) differed markedly across the three groups. The Lethary and Stereotypy subscales of the ABC were highly significant (P < 0.001) in distinguishing the three groups from one another. Within the ASD group differences were apparent by DSM-IV type on the Lethargy subscale, which reached significance, ANOVA (F = 0.002) and t-test (Autism > PDD, P = 0.005; PDD < CDD, P = 0.002). Using a multivariate regression model, the ABC scales alone explained 62% of variance of ASD outcome; addition of demographic variables explained up to 68% of the variance. There is good correlation between DSM-IV criteria for autism and subscales scores on the ABC in subjects with DS. This study demonstrates the feasibility of using the ABC to characterize the neurobehavioral phenotype of a cohort of children with trisomy 21 and ASD for ongoing research purposes.
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PMID:Down syndrome and comorbid autism-spectrum disorder: characterization using the aberrant behavior checklist. 1575 62

The Gilliam Autism Rating Scale was developed to identify individuals with autism in research and clinical settings. It has benefited from wide use and acceptance but has received little empirical attention. The purpose of this study was to evaluate the construct and diagnostic validity, interrater reliability, and effects of participant characteristics of the GARS in a large and heterogeneous sample of children and adolescents with autism spectrum disorders. 360 parent and teacher ratings were submitted to factor analysis. A three-factor solution explaining 38% of the variance was obtained. Almost half of all items loaded on a Repetitive and Stereotyped Behavior factor. The Developmental Disturbance subscale did not contribute to the Autism Quotient (AQ) and was poorly related to other subscales. Internal consistency for the three behavioral subscales was good but low for the Developmental Disturbance subscale. The average AQ was significantly lower than what was reported in the test manual, suggesting low sensitivity with the current cutoff criteria. Interrater reliability was also much lower than originally reported by the instrument's developer. No significant age or gender effects were found. Level of impairment, as measured by adaptive behavior, was negatively related to total and subscale scores. The implications of these findings were discussed, as was the use of diagnostic instruments in the field in general.
J Autism Dev Disord 2005 Dec
PMID:An evaluation of the Gilliam Autism Rating Scale. 1628 84

Stereotypy is a relatively common behavioral disorder displayed by individuals with developmental disabilities, including autism. In this paper, we review selected studies on neurobiological interpretations of stereotypy and pharmacological interventions for stereotypy. Specifically, we review studies that evaluated the effects of serotonin uptake inhibitors (e.g., clomipramine) or opioid antagonists (e.g., naltrexone) on stereotypy displayed by humans. Throughout, suggestions are made for the incorporation of behavioral methods into this area of research.
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PMID:Stereotypy II: a review of neurobiological interpretations and suggestions for an integration with behavioral methods. 1630 83

In this study we compared 33 IQ and age matched pairs of individuals with Aspergers Disorder (ASP) and high functioning autism (HFA) on measures of repetitive behavior. On the Repetitive Behavior Scale-Revised (RBS-R), the ASP and HFA groups showed no differences in RBS-R Intensity score (severity) score or Frequency score (number of problems present). This suggests that the two groups are similar with respect to the intensity or severity of repetitive behaviors and the presence of repetitive behaviors. At the item level there were no differences on scales typically associated with autism (Stereotyped Behavior) and ASP (Restricted Interests). Similarly, there were no differences between the groups on the Aberrant Behavior Checklist Stereotypy scale. These findings add to the body of literature showing that HFA and ASP fail to differ with respect to repetitive behaviors. The implications of the findings for neurobiologic and genetic studies are discussed.
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PMID:A comparison of repetitive behaviors in Aspergers Disorder and high functioning autism. 1741 Apr 26

Stereotyped behavior is commonly observed in neurodevelopmental disorders (e.g., autism, intellectual and developmental disability) and in a wide variety of animal species maintained in restricted environments. Stereotyped behavior can also be induced by psychostimulants, an effect potentiated by repeated intermittent exposure to these drugs (behavioral sensitization). The present study evaluated whether similar neuroadaptations in cortical-basal ganglia circuitry underlie the expression and development of spontaneous stereotypy and psychostimulant-induced sensitization. Sensitization was induced in deer mice with the degree of sensitization being dependent on housing condition but not age or environmental context. Environmentally enriched animals showed the least behavioral sensitization. Despite demonstrating robust sensitization in both older and younger animals, independent of context, behavioral sensitization was not associated with any alteration in the development or expression of spontaneous stereotypy in deer mice. Moreover, the frequency of baseline spontaneous stereotypy did not predict response to amphetamine challenge in either sensitized or non-sensitized mice. Thus, the present findings do not support the notion that sensitization-related neuroadaptations in cortical-basal ganglia circuitry are similar to those neuroadaptations that underlie spontaneous or environmentally linked stereotypy.
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PMID:Amphetamine-induced sensitization and spontaneous stereotypy in deer mice. 1932 69

Animal studies elucidating the neurobiology of fragile X syndrome (FXS) have led to multiple controlled trials in humans, with the Aberrant Behavior Checklist-Community (ABC-C) commonly adopted as a primary outcome measure. A multi-site collaboration examined the psychometric properties of the ABC-C in 630 individuals (ages 3-25) with FXS using exploratory and confirmatory factor analysis. Results support a six-factor structure, with one factor unchanged (Inappropriate Speech), four modified (Irritability, Hyperactivity, Lethargy/Withdrawal, and Stereotypy), and a new Social Avoidance factor. A comparison with ABC-C data from individuals with general intellectual disability and a list of commonly endorsed items are also reported. Reformulated ABC-C scores based on this FXS-specific factor structure may provide added outcome measure specificity and sensitivity in FXS clinical trials.
J Autism Dev Disord 2012 Jul
PMID:Psychometric study of the Aberrant Behavior Checklist in Fragile X Syndrome and implications for targeted treatment. 2197 17

The effects of 14 weeks of Kata techniques training on stereotypic behaviors of children with autism spectrum disorders (ASD) were investigated. The study included 30 eligible (diagnosed ASD, school age) children with ages ranging from 5 to 16 years whom they assigned to an exercise (n=15) or a no-exercise control group (n=15). Participants of the exercise group received Kata techniques instruction four times per week for 14 weeks (56 sessions). Stereotypy was assessed at baseline (pre-intervention), week 14 (post-intervention), and at one month follow up in both groups. Results showed that Kata techniques training significantly reduced stereotypy in the exercise group. Following participation in Kata techniques training, stereotypy decreased from baseline levels by a M of 42.54% across participants. Interestingly, after 30 days of no practice, stereotypy in the exercise group remained significantly decreased compared to pre-intervention time. The participants of the control group did not show significant changes in the stereotypy. Teaching martial arts techniques to children with ASD for a long period of time consistently decreased their stereotypic behaviors.
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PMID:Kata techniques training consistently decreases stereotypy in children with autism spectrum disorder. 2250 44


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