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PubMed2004

Localization of white matter volume increase in autism and developmental language disorder.

Increased brain volume in autism appears to be driven mainly by an unexplained white matter enlargement, and we have reported a similar phenomenon in developmental language disorder (DLD). Localization of this enlargement would strongly guide research into its cause, tissue basis, and functional implications. We utilized a white matter parcellation technique that divides cerebral white matter into an outer zone containing the radiate compartment and an inner zone containing sagittal and bridging system compartments. In both high-functioning autism and DLD, enlargement localized to the radiate white matter (all lobes in autism, all but parietal in DLD), whereas inner zone white matter compartments showed no volume differences from controls. Furthermore, in both autism and DLD, later or longer-myelinating regions showed greater volume increases over controls. Neither group showed cerebral cortex, corpus callosum, or internal capsule volume differences from control. Radiate white matter myelinates later than deep white matter; this pattern of enlargement thus is consistent with striking postnatal head circumference percentile increases reported in autism. These findings suggest an ongoing postnatal process in both autism and DLD that is probably intrinsic to white matter, that primarily affects intrahemispheric and corticocortical connections, and that places these two disorders on the same spectrum.

Autistic Disorder↗
PubMed1992

Cohesion in the discourse interaction of autistic, specifically language-impaired, and normal children.

This study examines discourse cohesion in young normal, specifically language-impaired, and autistic children. The Halliday and Hasan (1976) approach was applied to investigate cohesion strategies used in interactive discourse by 10 autistic, 8 specifically language-impaired, and 8 normal children matched for language age (MLU, receptive vocabulary and syntax). The following questions were investigated: (a) Do all three groups use the same cohesion strategies in their discourse, and if so, do they use these strategies with the same rate and with the same patterning? (b) What can be said with respect to the errors the individual groups make? Results showed that all three groups used the same cohesion strategies. All groups were similar in patterning. Significant group differences were found in the overall rate of correct use and in the use of individual cohesive ties. The groups also differed significantly in overall error rates, and error rates related to individual tie categories. Results are discussed from the perspective of possible variables contributing to group differences. Frequency of occurrence in natural discourse is discussed in terms of specific cohesive strategies used by the children.

Autistic Disorder↗
PubMed1980

Behavior problems in children with speech and language retardation.

A systematic evaluation for speech and language retardation and behavioral disorders were conducted on 100 children (mean age five years, six months) presenting consecutively to a suburban speech and hearing clinic. It revealed that parents, teachers, and an examining psychiatrist agreed that these children frequently had associated behavioral problems, some quite common. This indicated the need for a speech or language therapist to systematically assess a child for possible behavioral problems in order to establish a more comprehensive and effective treatment plan for the child.

Adolescent↗
PubMed1987

Parent and professional evaluations of family stress associated with characteristics of autism.

This study assessed the impact of various individual symptoms of autism on mothers and fathers, and professionals' accuracy in estimating parents' perceived stress levels. Mothers and fathers of 20 autistic children, and 20 therapists working with those children, independently rated the severity of common symptoms of autism in their child, and how stressful they found each symptom; therapists estimated parental stress. The autistic child's language and cognitive impairment were judged by all raters as most severe and stressful. In contrast with other studies, individual parents agreed on both symptom severity and degree of stress. Parents of older children judged symptom severity to be lower, but fathers reported a continued high level of stress. Professionals judged families as more stressed by the child symptoms than did families themselves. Implications for intervention and casework are discussed.

Adaptation, Psychological↗
PubMed1988

Sentence comprehension strategies in children with autism and specific language disorders.

Two groups of children with language disorders--one group with autism and one with relatively specific language impairment (LI)--and two groups of normal children matched to the disordered groups for mental and receptive language age were asked to act out a series of sentences. Half the experimental sentences were in active voice, and half were the same sentences given in passive voice. Within each set, events described in the sentences were probable, neutral, or improbable. Results revealed that the autistic group made little use of a semantically based probable event strategy for acting out sentences, but were likely to use a syntactically based word order strategy. The LI group was no more likely than the autistic group to use the semantic strategy, and was equally likely to use word order. Both groups resembled normals matched for receptive language age.

Autistic Disorder↗
PubMed2006

Regional cerebral perfusion abnormalities in developmental language disorder. Statistical parametric mapping analysis.

OBJECTIVE: A voxel based investigation of cerebral blood flow was conducted to identify brain functional differences during resting state between children with developmental language disorder (DLD) and normal controls. METHOD: Using DSM-IV criteria, we selected 21 children with DLD. All children were examined by technetium-99m-HMPAO Brain SPECT. Using SPM analyses, we compared the SPECT images of children with DLD and those of 17 control subjects on a voxel by voxel basis using ANCOVA covarying for age. RESULTS: Reduced cerebral blood flow in the right putamen,the right inferior parietal cortex, and the left globus pallidus were found in children with DLD versus the controls. However, no area of increased cerebral blood flow was observed in children with DLD compared to the controls. CONCLUSION: Though results should be interpreted cautiously, this study confirms the presence of functional defects in the basal ganglia and the inferior parietal lobe during the resting state of the brains of children with DLD. It also gives further evidence for functional deficits in basal ganglia as an important factor in the etiology of DLD.

Age Factors↗
PubMed2000

Diagnostic assessment of communicative and interactive behaviours in children with autism and receptive language disorder.

Children with autism and children with a severe specific receptive language disorder both show clear deficits in communicative language skills and in social relationships. In this study the usefulness of the Autism Diagnostic Observation Schedule (ADOS) in the differential diagnosis between these two groups of developmentally impaired children is assessed. 11 children with early infantile autism and 20 children with a specific receptive language disorder participated in the study. 18 children with an expressive language disorder were used as a control group. The ADOS was individually administered to all children by the same examiner. The results showed that on most of the ADOS measures the autistic children were clearly more deviant than the language impaired children. There were no significant differences between the two groups of language impaired children. Eight out of 11 autistic children reached the defined cut-off values on the measures "language and communication" and "social interaction" of the ADOS algorithm, whereas only three autistic children did so on the measure "stereotyped behaviour". None of the language-impaired children reached the cut-off values on more than one measure. The ADOS allowed for good assessment of certain types of behaviour. However, to confirm the diagnosis of infantile autism, additional information from parents is required.

Autistic Disorder↗
PubMed2001

Evaluation of attention problems in children with autism and children with a specific language disorder.

Children with autism and children with a specific language disorder show additional attention deficits. The literature on the neuropsychological investigation of attention in both groups of children suggests that the nature of their attention problems might be different. The purpose of this study is to examine the attention test profiles in these two groups of children with developmental disorders. Nineteen children and adolescents with autism, 17 subjects with a specific language disorder and 19 control subjects participated in the study. Non-verbal intelligence was normal for all subjects. The "Testbatterie zur Aufmerksamkeitsprüfung" was administered to all subjects. This instrument provides the possibility to examine a wide range of attention functions and executive functions. The results showed that the autistic individuals had deficits in executive functions, whereas the language impaired children had deficits in auditory sustained attention, in auditory selective attention, and in the domain of executive functions. It is concluded that although both groups of developmentally impaired subjects showed attention problems, the deficits are not the same in both groups. The different neuropsychological profiles probably reflect different mechanisms in the pathogenesis of the attention deficits in both types of developmental disorders.

Adolescent↗
PubMed2006

Social and communication abilities and disabilities in higher functioning individuals with autism spectrum disorders: the Vineland and the ADOS.

The relationship between adaptive functioning (ability) and autism symptomatology (disability) remains unclear, especially for higher functioning individuals with autism spectrum disorder (ASD). This study investigates ability and disability using the Vineland and Autism Diagnostic Observation Schedule (ADOS), respectively, in two clinical samples of children with ASD. Participants included 187 males with VIQ > 70. Vineland scores were substantially below VIQ, highlighting the magnitude of adaptive impairments despite cognitive potential. A weak relationship was found between ability and disability. Negative relationships were found between age and Vineland scores and no relationships were found between age and ADOS scores. Positive relationships were found between IQ and Vineland Communication. Results stress the need for longitudinal studies on ability and disability in ASD and emphasize the importance of adaptive skills intervention.

Adolescent↗
PubMed1990

Effects of video based training on spoken and signed language acquisition by students with mental retardation.

The purpose of this study was to assess the effects of video presentations on the acquisition of both spoken and manually signed lexical items by students with mental retardation. A 10-lesson curriculum in which lexical items were introduced and reviewed by one of three pedagogical methods (therapist only, therapist plus video, or video only) was implemented over a four week period. Pretest and posttest measures of expressive and receptive vocabulary of 35 students with mental retardation revealed that all three methods resulted in significant increases in both spoken and manual sign production of the targeted lexical items compared to control items which were not taught. The therapist only and therapist plus video methods yielded significantly higher sign production scores than the video only method. Receptive vocabulary was not significantly improved by the intervention.

Adolescent↗
PubMedDate not supplied

Initiating requests during community-based vocational training by students with mental retardation and sensory impairments.

Students with mental retardation and deafness or deaf-blindness often need some type of communication system to communicate effectively with communication partners during community-based vocational training. However, students may need specific training to learn how to initiate requests for items or assistance, a skill identified as critical for job success. Students were taught to initiate requests using dual communication boards and gestures. Data were recorded on student performance using a multiple-baseline probe design in which data were collected during baseline, intervention, and generalization phases. Students were able to initiate requests with 80% to 100% accuracy with the communication system at vocational sites. Training students to initiate requests may need to be targeted when students are first learning a job, as this is when most naturally occurring opportunities exist.

Adolescent↗
PubMed2005

Auditory backward masking deficits in children with reading disabilities.

Studies evaluating temporal auditory processing among individuals with reading and other language deficits have yielded inconsistent findings due to methodological problems () and sample differences. In the current study, seven auditory masking thresholds were measured in fifty-two 7- to 10-year-old children (26 diagnosed with reading disability [RD], 26 without reading disability). Hierarchic multiple regression analyses indicated that RD status predicted performance only in the backward-bandpass noise (p<.05) and backward notched-noise conditions (p<.05), suggesting both temporal and spectral auditory processing deficits. These results suggest that any auditory deficit associated with RD may be more complex than previously hypothesized.

Attention↗
PubMed2005

HIV and communication.

UNLABELLED: The human immunodeficiency virus (HIV) continues to plague many countries across the globe, including the United States, Africa, China and India. Children and adults have been infected with HIV, and both populations can present with communication disorders that coexist with the presence of the virus. The purpose of this paper is to present an overview of HIV and a discussion of the types of conditions that impact communication in both pediatric and adult populations. Persons living with HIV may present with disorders in the areas of language, phonology, voice and swallowing. Given the advances in pharmacological management of HIV, speech-language pathologists need to be knowledgeable of how medications can impact communication and swallowing. Also, since HIV crosses the blood-brain barrier and impacts all aspects of an infected person's life, speech-language and hearing professionals need to be members of the interdisciplinary teams that assess and manage patients living with HIV. Specific information regarding communication disorders in the pediatric population and research issues that warrant continued investigation will be addressed. LEARNING OUTCOMES: The reader will become aware of the ways in which a speech-language pathologist or audiologist may become involved with a patient infected with HIV or AIDS. The reader will learn the specific manners in which HIV and AIDS may affect the speech, language, hearing, and swallowing of pediatric and adult patients, as well as the appropriate intervention philosophies.

Adult↗
PubMed2004

Clinical profiles of children with cerebral palsy having lesions of the thalamus, putamen and/or peri-Rolandic area.

Neurological findings, motor symptoms, mental abnormality and dysarthria were examined in 28 children with lesions in the thalamus, putamen, and/or peri-Rolandic area. The thalamus and putamen were involved in eight, and only the thalamus in ten of the children. Most of these 18 children had mild disabilities; they did not have severe mental retardation and could walk alone, speak words, and grasp an object. Dominant flexion of the hips was observed in many of the children who could walk. Two-thirds of these children had athetotic involuntary movement and the remaining had gross or fine motor abnormalities although they had no involuntary movement. In most of these children, reaching patterns were abnormal and were affected by shoulder retraction. Their abnormal movements were thought to be inappropriate muscle activity brought about by voluntary movements. In the remaining ten children, the thalamus, putamen, and peri-Rolandic area were all involved. Many had severe disabilities such as severe mental retardation and the inability to sit, speak words, or grasp an object. All had athetotic involuntary movements. Three children had spasticity of the lower extremities. Five children with severe disabilities and no spasticity were thought to have apparent weakness with athetosis.

Adolescent↗