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At least 1,369 records · Page 76Linked to original sources
PubMed2006

Cognitive, language and social-cognitive skills of individuals with fragile X syndrome with and without autism.

BACKGROUND: It is not known whether those with co-morbid fragile X syndrome (FXS) and autism represent a distinct subtype of FXS; whether the especially severe cognitive delays seen in studies of young children with co-morbid FXS and autism compared with those with only FXS continue into adolescence and young adulthood; and whether autism in those with FXS is 'true autism', i.e. reflects the same underlying problems as idiopathic autism. METHOD: We compared the non-verbal IQ of adolescents and young adults with co-morbid FXS and autism (n = 10) with those with only FXS (n = 44). We then created a subsample of those with FXS only, matched on non-verbal IQ, mental age and gender (n = 21) to the subsample of those with co-morbid FXS and autism. We compared the two groups on measures of expressive language, receptive language (lexical, grammatical morphology and syntactic patterns), and a theory of mind task. RESULTS: Those with co-morbid FXS and autism had lower non-verbal IQs than those with only FXS. The participants with co-morbid FXS and autism did not perform as well as the cognitive ability- and gender-matched participants with only FXS on the three measures of receptive language or the theory of mind task; there were no differences on the expressive language measure. CONCLUSIONS: Our findings support the notion that those with co-morbid FXS and autism represent a distinct subtype of FXS, with more impairment in receptive language and theory of mind even when controlling for their lower non-verbal IQ relative to those with only FXS. The greater cognitive impairments observed in those with co-morbid FXS and autism continues into adolescence and young adulthood; and the autism seen in those with FXS appears to be the same as idiopathic autism.

Adolescent↗
PubMed2006

Characteristics of the sensory-motor, verbal and cognitive abilities of preschool boys with attention deficit/hyperactivity disorder combined type.

The purpose of this study is to clarify the characteristics of sensory-motor, verbal and cognitive abilities of preschool boys with attention-deficit/hyperactivity disorder (ADHD) in order to provide information for their treatment and education at preschool age by teachers and professionals. For this purpose, 46 Japanese boys with ADHD-combined type (ADHD-C) whose ages ranged from 45 to 72 months were examined using the Japanese version of the Miller Assessment for Preschoolers (JMAP), and were compared with 46 Japanese boys matched for age and gender in the normative samples that served as the standardizations for the JMAP. The results showed that the ADHD-C group was significantly lower than the normative sample group both on the Total score and on each Index score (P < 0.01) with the exception of the Non-verbal Index. In particular, the number of boys with ADHD-C scoring below the 5th percentile on the Foundation Index (i.e. fundamental sensory-motor tests) was the highest among all index scores. The ADHD-C group had significantly lower scores than the normative sample group in equilibrium, postural control, fine motor of hand and tongue, motor praxis, articulation, memory related to the comprehension of long sentences, and visual construction. Because fundamental sensory-motor abilities were notably lower in the ADHD-C group than in the normative sample group, it is suggested that preschool boys with ADHD-C should be examined and treated for sensory-motor disabilities.

Attention Deficit Disorder with Hyperactivity↗
PubMed1995

Theory of mind in children with autistic disorder: evidence of developmental progression and the role of verbal ability.

The present study investigated theory of mind in two groups of autistic children with markedly different verbal mental ages but comparable nonverbal ability and chronological ages, using a range of theory of mind belief tasks. The aims were to look for evidence of developmental progression of theory of mind ability in autistic children and to examine the role played by verbal ability in task performance. The results showed hierarchical patterns of performance across tasks, suggesting a developmental sequence of emerging aspects of theory of mind ability. There was clear evidence that verbal ability is an important contributor to successful task performance.

Adolescent↗
PubMed1997

Psychiatric aspects of hearing impairments.

Hearing impairment is a multifaceted condition with medical, social and cultural aspects. Children with hearing impairments follow many different developmental pathways, some growing up to join the Deaf community. Children with fluctuating hearing impairments are at greater risk of behavioural problems and language and reading delay. Children with permanent hearing impairment experience the same range of mental health problems as hearing children but their presentation, treatment and outcome can differ because of differences in communication and language use.

Child↗
PubMed1996

Social cognition in developmental language disorders and high-level autism.

Two groups of children with contrasting types of developmental language disorder (phonologic-syntactic and semantic-pragmatic) were compared with a group of children with high-level autism and with a control group of normal children on tests of social cognition (theory of mind; social comprehension; and detection of eye direction). The similarly poor performances of the semantic-pragmatic group and the autistic group suggest that semantic-pragmatic language disorder lies on the autistic spectrum.

Analysis of Variance↗
PubMed2002

Auditory processing efficiency deficits in children with developmental language impairments.

The "temporal processing hypothesis" suggests that individuals with specific language impairments (SLIs) and dyslexia have severe deficits in processing rapidly presented or brief sensory information, both within the auditory and visual domains. This hypothesis has been supported through evidence that language-impaired individuals have excess auditory backward masking. This paper presents an analysis of masking results from several studies in terms of a model of temporal resolution. Results from this modeling suggest that the masking results can be better explained by an "auditory efficiency" hypothesis. If impaired or immature listeners have a normal temporal window, but require a higher signal-to-noise level (poor processing efficiency), this hypothesis predicts the observed small deficits in the simultaneous masking task, and the much larger deficits in backward and forward masking tasks amongst those listeners. The difference in performance on these masking tasks is predictable from the compressive nonlinearity of the basilar membrane. The model also correctly predicts that backward masking (i) is more prone to training effects, (ii) has greater inter- and intrasubject variability, and (iii) increases less with masker level than do other masking tasks. These findings provide a new perspective on the mechanisms underlying communication disorders and auditory masking.

Adult↗
PubMed1979

Chronic middle ear disease and auditory perceptual deficits: is there a link?

Data are presented indicating a correlation between chronic recurrent otitis media of early childhood and in increased likelihood of subsequent auditory processing deficits in a group of children referred for evaluation of impaired learning. Helpful appendices are added for a better understanding a central auditory processing skills.

Achievement↗
PubMed1989

The taxonomy and course of childhood autism.

The hypothesis that prognosis in autism would vary across subgroups was explored through cluster analysis of 52 cases. Four clusters related mainly to presence or absence of mutism, speech pathology, and lack of social responsiveness. Children who were mute and socially unresponsive on admission had particularly poor outcomes at follow-up 4.5 yr. later. For a third of the 35 subject followed, the Vineland Social Quotients (mean 46.0 for all subjects) had declined.

Autistic Disorder↗
PubMed1992

Peer-mediated intervention: attending to, commenting on, and acknowledging the behavior of preschoolers with autism.

This study investigated the effects of a peer-mediated intervention on the social interaction of five triads comprised of preschoolers with autism and their typical peers. Strategies thought to facilitate interaction were selected based on analyses of a descriptive data base. Peers were taught to attend to, comment on, and acknowledge the behavior of their classmates with disabilities. These are behaviors preschoolers typically exhibit frequently, but that do not obligate responses to the same extent as questions and requests do. The ABCB reversal designs revealed that improved rates of social interaction during play were clearly associated with the peer intervention for 4 of the 5 children with autism. This intervention offers an alternative peer-intervention package for increasing interaction between children with and without disabilities.

Attention↗
PubMed1998

Collaboration in Glasgow's primary school language units.

The quality of collaboration between teachers and speech and language therapists (SLTs) in Glasgow's four primary language units is discussed with reference to a scale of three levels of co-operation: nominal, convenient and committed. Although there are some aspects of the relationships that exist between teachers and SLTs which would be typical of committed co-operation, the overall quality appears to be at the level of convenient co-operation. In particular, inadequate role definition and a lack of structure are discussed with reference to joint work on language development and several suggestions are included as ways forward in this area. The need to evaluate models of working critically is discussed in relation to collaborative working.

Child↗
PubMed2003

Epidemiology and etiology of autistic spectrum disorders difficult to determine.

The epidemiology of the autistic spectrum disorders is changing. A clear increase in prevalence has been noted during the past 2 decades. What is less clear is the cause for this increase. Multiple factors appear to be responsible. The preponderance of evidence suggests most of the rise in incidence and prevalence is related to changes in diagnostic criteria and greater awareness on the part of both professionals and parents. Proposed theories of causation, which also seek to explain the increase in prevalence, have not been substantiated. Further research is needed to better determine the incidence and prevalence of these disorders and their etiologic factors.

Adolescent↗
PubMed1999

[Attention deficit disorders and memory capacity in children with language delay and in normal children].

In order to investigate the hypothesis that language-impaired children also show deficits in memory, 110 language-impaired and 123 children showing no such impairments (average age 10;0 yrs.) were tested for verbal memory and selecting attention through a matching familiar figures test. As an additional measure, teachers assessed the children, using DSM criteria, for both general attentivenesse and attention deficit disorder. The results revealed significant differences between both groups concerning their ability to memorise word lists and difficulties resisting distractions. They also show a significantly diminished stability regarding the retention of memories. Furthermore, the ability to memorise has proved to be greatly independent of both selective attention and the rated attentiveness in class. It is therefore concluded that language-impaired children have difficulties in acquiring information as well as a limited capacity to memorise. These differences in ability to memorise between language-impaired children and children with no impairments are most likely attributable to the meta-cognitive competence of the child.

Attention↗
PubMedDate not supplied

[Language therapy results with adolescents of the autistic spectrum].

BACKGROUND: Results of language therapy with adolescents and children with autistic spectrum disorders. AIM: to identify changes, after a six-month period of speech-language therapy, in a group of adolescents and to compare them with a group of children. METHOD: Data referring to the communicative profile and social-cognitive performance of 12 adolescents and 12 children were analyzed. RESULTS: Just one of the 10 observed areas presented meaningful progress for the group of adolescents and 5 areas presented progress for group of children. CONCLUSION: The results reinforce the importance of language therapy for autistic children, as more progress can be obtained at this age.

Adolescent↗