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

Genetic/chromosomal factors have recently been proposed as being of importance in many children presenting with the behavioral syndrome of infantile autism. There are several single case studies in the literature of childhood psychosis in connection with the XYY syndrome. A further case of this combination is described. It is suggested that the sex chromosomes may be of major importance in the genesis of some cases of autism.
Appl Res Ment Retard 1984
PMID:The sex chromosomes--one key to autism? An XYY case of infantile autism. 651 75

The proportions of subjects with severe social impairment and those retaining the features of childhood autism were investigated in a population of mentally retarded adults in a long-stay hospital. The results confirmed the findings of an earlier study of mentally retarded children (Wing & Gould, 1979) that the administrative category of mental retardation includes a substantial minority of people with severe impairment of two-way social interaction. Such social impairment occurred in 38% of the adult population and was very significantly associated with abnormalities of communication and imaginative activities. Muteness, repetitive stereotyped behaviour, including repetitive speech, and a range of behaviour problems also occurred more frequently in the socially impaired group. Two methods of sub-classifying the socially impaired were compared. Classification based on the severity of social impairment gave more statistically significant associations with behavioural and psychological variables than did a method based on the presence or absence of typical autism. The implications of these findings and their relevance for management and planning of services for the mentally retarded were briefly discussed.
Appl Res Ment Retard 1982
PMID:Prevalence of autism and related conditions in adults in a mental handicap hospital. 714 7

Clinical and neurophysiological findings for 28 patients with mental retardation, autism, and epilepsy were described. Correct classification of seizure type and epileptic syndrome (when possible), etiology, severity of autism and epilepsy, EEG findings, and neuroimaging findings were given. No particular epileptic syndrome was found to be more frequently correlated to autism, severity of autism was not correlated with a more pronounced tendency to develop seizures, and females with autism were more frequently affected by seizures than were males. In conclusion, the risk for epilepsy does not seem to be correlated to autism itself, but the same noxious event induces autism and epilepsy. The severity of epilepsy is strictly correlated with its etiopathogenetic mechanisms.
Am J Ment Retard 1995 Jul
PMID:Clinical and neurophysiological aspects of epilepsy in subjects with autism and mental retardation. 754 38

Working with children who have mental retardation and their families is challenging and rewarding. When these children also have behavioral/psychiatric problems, the challenge is far greater. An interdisciplinary team is needed for comprehensive assessment, treatment, and management in order to be successful in accomplishing goals, providing continuity of care, and supporting the family in the community. In this paper we focused on the interdisciplinary team concept blended with the family-centered approach in a psychiatric setting and provided a case study of a family who had a child diagnosed with mental retardation, autism, and severe behavior problems. Practical suggestions were given to demonstrate the implementation of a family-centered/interdisciplinary team approach.
Ment Retard 1995 Aug
PMID:Family-centered/interdisciplinary team approach to working with families of children who have mental retardation. 756 48

Adaptive behavior was investigated for 497 urban preschool children with developmental disabilities (autism, pervasive developmental disorder, language impairment, mental retardation, attention-deficit hyperactivity disorder, cognitive deficit), ranging in age from 15 to 71 months, 38% of whom were in foster care. Disabilities were identified through comprehensive multidisciplinary evaluation. Adaptive behavior was assessed with the Vineland Adaptive Behavior Scales. Results indicate a strong positive relation between adaptive behavior and intelligence if measured globally. When Vineland domains were assessed separately, this relation varied across domains and disability groups. With intelligence controlled, adaptive behavior patterns differed for disability groups in communication and socialization.
Ment Retard 1995 Apr
PMID:Adaptive behavior of young urban children with developmental disabilities. 776 Jul 30

The use of effective instructional strategies in small groups was investigated to determine learning effects for 24 elementary age students with autism and developmental disabilities. Effective strategies included (a) the use of choral responding; (b) the use of student-to-student responding; (c) the rotation of materials every 5 minutes during the 30-minute group while teaching 2 to 3 concepts; and (d) the use of random, unpredictable trials for student responding. Thirty-minute language groups were targeted to teach receptive and expressive skills using pictures and common objects across five categories (e.g., household items, foods). Results showed increased opportunities to respond, increased levels of responding and academic engagement, higher gains on weekly criterion-referenced pre- and posttests, and decreased passive and inappropriate student behavior during interventions.
Am J Ment Retard 1994 Jul
PMID:Enhanced small group instruction using choral responding and student interaction for children with autism and developmental disabilities. 794 54

Parents of children with autism and related disabilities were surveyed about their children's challenging behaviors and resources they felt would be helpful in managing these behaviors. Responses indicated a high frequency of challenging behaviors, including many aggressive and other destructive behaviors occurring more frequently than once per day. Teachers, family members, and published materials were identified as the most helpful of currently available resources; contingency management, as the most successful management approach. Respondents noted many additional needed resources. Results were discussed in relation to continuing research on families' needs, strengths, and judgments pertaining to the demands related to disabilities and challenging behaviors.
Ment Retard 1994 Jun
PMID:Parents' reports of their children's challenging behaviors: results of a statewide survey. 808 72

The potential of computer-assisted instruction in working with individuals who have autism has been a controversial topic for both teachers and parents since its introduction 2 decades ago. In the present study computer-assisted instruction was compared with personal instruction. Four children with autism participated. Although 3 of them showed better motivation and fewer behavior problems in computer-assisted instruction compared to personal instruction, this did not affect their learning-rate. Future directions of computer-assisted instruction research for individuals with autism were discussed.
Ment Retard 1993 Dec
PMID:Comparison of personal and computer-assisted instruction for children with autism. 815 82

Records of 247 inpatients with mental retardation or autism discharged from a university hospital during 62 consecutive months were examined with regard to acute inpatient treatment. The main finding was that elderly adults with mental retardation had significantly more medical problems than did adults. There was a trend toward significantly more elderly adults being transferred to a state hospital. An unexpected finding was that the most common diagnosis in both adults and elderly adults was chronic schizophrenia, paranoid type. Limitations of the study and possible explanations of the findings were discussed.
Am J Ment Retard 1993 Nov
PMID:Acute psychiatric hospital admissions of adults and elderly adults with mental retardation. 829 20

Family and medical histories, autistic and dysmorphic features, and neurological status of 5 children with autism and hyperlexia and 5 sex and IQ-matched children with autism and no hyperlexia were compared. Results showed that the children with hyperlexia displayed more persistent echolalia, superior visual motor performance, and more favorable response to vestibular stimulation. These children performed better than did their matched controls in the physical and neurological assessment. Two of these children, one of whom had a sibling with hyperlexia, presented with macrocephaly. Both groups had a similar incidence of dysmorphic features, computerized tomographic and EEG abnormalities, and family morbidity. Results suggest that children with autism and hyperlexia probably represent part of the continuum of autism rather than a specific syndrome.
Am J Ment Retard 1993 Jul
PMID:Autism with hyperlexia: a distinct syndrome? 837 66


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