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

Five hyperlexic boys (4-5 to 10-1 years), who had been diagnosed with infantile autism or pervasive developmental delay in early childhood, were evaluated. Measures of intelligence, single-word recognition and comprehension, and picture naming were administered to determine the precocity or deficiency of reading recognition and comprehension, the underlying mechanisms of oral reading, and possible parallels with the acquired dyslexia subtypes. The results indicated that hyperlexia may be operationalized as unexpected reading precocity as compared to IQ; however, reading comprehension was not unexpectedly deficient. The phonological route to reading appeared to be preferred to the lexical route, and the overall pattern of performance most closely paralleled that of the surface dyslexic subtype.
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PMID:Word recognition and comprehension skills in hyperlexic children. 365 9

Many reports can be found in the theoretical literature that refer to a lack of self-awareness or a failure to distinguish self from nonself as a characteristic of autistic children. The empirical literature also contains reports of behaviors in autistic children that have often been taken as reflective of a failure to differentiate self, i.e., pronominal reversal, gaze aversion. The present study investigated the development of self-recognition in 15 autistic children in an effort to determine whether failures of self-recognition were of possible diagnostic significance for the syndrome or rather were reducible to general indices of developmental function, i.e., mental age. Fifty-three percent of the sample showed clear self-recognition. On the basis of a developmental assessment and data from a teacher questionnaire, these children were found to be functioning at mental ages akin to developmental norms for self-recognition. Those who failed to show self-recognition had mental ages below the developmental level at which many children recognize themselves and significantly lower than those autistic children who showed self-recognition. The results suggest that even when autistic children fail to recognize their self-images, this failure can be taken not as evidence for a syndrome-specific deficit but as a reflection of a general developmental delay.
J Autism Dev Disord 1983 Sep
PMID:Self-recognition deficits in autism: syndrome-specific or general developmental delay? 619 46

102 children whose histories included a diagnosis of infantile autism or childhood schizophrenia were followed longitudinally to assess cognitive developmental trends. Despite some sample attrition, administration of a test battery of 5 language skill measures and 2 perception skill measures during 5 test periods over 4 years yielded 336 usable test batteries. After all tests had been administered, diagnosis of subjects for autism and schizophrenia using developmental histories and behavioral observations drawn at the time of first test-battery administration showed 111 test batteries on 33 children diagnosed as autistic, and 100 test batteries on 27 children diagnosed as schizophrenic. Comparisons of age and test score correlations, comparisons of cross-sequential means, and trends for means for diagnostic subgroups and normal controls suggest developmental delay for all skills at all ages for both autistic and schizophrenic children. Findings also suggest a trend for steady prepubertal cognitive skill development, followed by a postpubertal decline in skills for both diagnostic groups.
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PMID:Developmental trends in cognitive skills for children diagnosed as autistic and schizophrenic. 670 25

This experiment was designed to determine whether increasing evidence of generalized developmental delay in early-onset psychosis was apparent at a cortical level in autistic children. Using magnitude of dominant ear advantage as an indicator of relative cerebral dominance, unwarned simple reaction time (RT) to monaural presentation of tones was investigated in matched groups of autistic, retarded, and normal children. Analysis of RTs and relative ear advantage as a function of group membership and chronological age indicated that the autistic children showed significant developmental delay in both RT and the establishment of cerebral dominance compared to the control groups. These results thus provide additional evidence of generalized maturational delay at a cortical level in early-onset psychosis, and suggest that the maturational delay of the autistic children is more extensive than the developmental deficits implied by their intellectual impairment.
J Autism Dev Disord 1983 Mar
PMID:Developmental effects in the cerebral lateralization of autistic, retarded, and normal children. 685 38

The clinical and neurodevelopmental features are presented of four children--two sibling pairs--who were exposed in utero to valproic acid. One of each pair of children presented for diagnosis and assessment of developmental delay; the other sibling was examined at a later date. Three of the children were globally developmentally delayed with marked speech disability, and had dysmorphic features consistent with fetal valproate syndrome. One also had features of infantile autism. The fourth child had some of the dysmorphic features connected with fetal valproate syndrome, but had normal intellect, with his verbal ability being significantly below his non-verbal ability. He currently attends a school for learning-disabled children.
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PMID:Fetal valproate syndrome: clinical and neuro-developmental features in two sibling pairs. 751 16

Early identification and treatment of vision problems is a key element in learning. For preschool children already identified with developmental delay, vision screening and visual correction are particularly essential. Participants drawn from a public Special School District were 105 preschoolers ages 3 to 5 years identified as having developmental delay. Examples included autism, Down syndrome, physical handicap, or cognitive impairment. A partnership was created between the public preschool and the University Schools of Nursing and Optometry to implement vision screening. Teachers/teacher assistants were asked to characterize the children before and after preteaching and after vision screening. Using a semantic differential scale of bipolar descriptors, planned comparisons within a repeated measures MANOVA were statistically significant for all pairs before teaching vs. the mean of after teaching/after screening (p = 0.027) but not statistically significant for after teaching vs. after vision screening (p = 1.000). Results of this preliminary study suggest preteaching could be an important part of a successful vision screening partnership in that 102 (97%) of developmentally delayed children successfully completed screening for vision problems.
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PMID:Preteaching developmentally delayed preschoolers to aid vision screening. 753 98

Using Novaco's cognitive-behavioral conceptualization of anger, several practitioners developed cognitive-behavioral approaches for effectively intervening with aggressive youth. However, little attention has been paid to using these approaches with young people whose cognitive, emotional, and behavioral limitations appear to preclude them from benefiting from these interventions. A group program at a special school has demonstrated that older adolescents and young adults with diagnoses such as pervasive developmental delay, mental retardation, and autism can benefit from such a model if it is modified to meet their special learning needs. Through the use of daily logs, group reinforcement, role playing, skill building and relaxation techniques, normalizing anger, and providing liaison to classrooms, multiply handicapped students were able to learn the physiology, triggers, and consequences of anger as well as to develop coping strategies for managing their anger, while reducing aggressive acting out. Most of these students will enter protective work and residential settings in the future, and possessing these skills will facilitate their successful placement and increase the likelihood that some will succeed in entering some aspect of the adult mainstream.
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PMID:A school-based anger management program for developmentally and emotionally disabled high school students. 858 18

Standardized cognitive, behavioral, and neuroanatomical data are presented on 2 unrelated boys with the FRAXE (FMR2) GCC expansion mutation. In the context of normal IQ, both boys had a history of developmental delay, including significant problems with communication, attention, and overactivity. Additionally, one child was diagnosed with autistic disorder. Data from these 2 cases are compared to analogous information from previous reports about individuals with the FRAXE or FRAXA (FMR1) mutation. These comparisons support the idea that FRAXE is associated with nonspecific developmental delay and possibly high-functioning autism.
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PMID:Cognitive, behavioral, and neuroanatomical assessment of two unrelated male children expressing FRAXE. 903 11

Observed 16 autistic, 16 normal, and 16 Down syndrome children (age 3-6 years during separation and reunion with their mother in a laboratory playroom over three sessions. Children's responses to separation and reunion were assigned to one of five behavioral patterns that were weighted for intensity or level of response. No differences were found between groups in their behavioral responses during separation or reunion. Moreover, children in each group altered their responses according to the environmental setting which was varied over the three sessions. However, the autistic and Down syndrome groups did differ from the normal group in their consistency of behavioral patterns over the three observation sessions; both the former groups showed more individual variation in their separation and reunion patterns indicating that the expression of these patterns may be influenced by their associated developmental delay.
J Autism Dev Disord 1997 Jun
PMID:Autistic children's responses to separation and reunion with their mothers. 922 60

Thirty-one individuals, 15 with autistic disorder and 16 with developmental delay, male and female, were asked to select from a series of drawings depicting sexually relevant activities and to define them. In addition they were asked to describe their sexual experiences, attitudes, and interests, using a semistructured interview format. Ability to select through pointing out sexually relevant body parts or activities was not different by level of functioning, group, or gender. There were differences in providing a sociosexual label, however, with better performance for those with developmental delay and for the higher functioning. No differences were evident for sexual experiences, likely because of the considerable variability across subjects and types of activity, with some individuals reporting very many and others very few. As to attitudes, individuals with autistic disorder endorsed more sexual activities than those with developmental delay. Higher knowledge of sexuality terms and activities was inversely related to their endorsement. Literalness and perseveration were evident in the responses of some, primarily those with autistic disorder. Results are discussed for their relevance to the reliability and validity of information on sexual awareness among the developmentally disabled. Suggestions for future research are offered.
J Autism Dev Disord 1997 Aug
PMID:Sociosexual knowledge, experience, attitudes, and interests of individuals with autistic disorder and developmental delay. 926 66


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