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When observing other people during naturally paced and dynamic interactions, it is essential to look at specific locations at the right time to extract a maximum of socially informative content. In this study, we aimed to investigate the looking behavior of typically developing toddlers and toddlers later diagnosed with autism when observing other children interact. The sample consisted of 98 toddlers; 22 in a low-likelihood of autism group, 60 in an elevated likelihood of autism group who did not receive a subsequent diagnosis, and 16 in an elevated likelihood group who did receive an autism diagnosis. Participants performed an eye tracking task at 18 months of age and were assessed for diagnostic outcome at 36 months. The video stimuli consisted of two children interacting, where a boy reaches out for a toy and a girl refuses to give it to him. The low likelihood group showed an expected increase in ratio of looking at the girl's face after the boy requested the toy, as compared to before (t(21) = -3.337, p =.003). Toddlers with later autism showed a significantly lower ratio of looking at the girl's face during this time window, as compared to the other groups (F(2,91) = 3.698, p =.029). These findings provide new leads on how social gaze may be different in children with autism in everyday life (e.g., kindergarten), and highlight the need of studying the dynamics of gaze on short time scales. [ABSTRACT FROM AUTHOR]

Parent‐mediated interventions for infants and young children with an increased likelihood of autism may help ameliorate developmental concerns; however, generalization of parents' teaching strategies to novel child target skills has not been consistently demonstrated. This study expanded our parent training program, Parent Intervention for Children at‐Risk for Autism (PICARA), by incorporating telehealth general case training (PICARA‐TGCT) to promote generalization of teaching skills. Five parent–child dyads participated. Child target skills were chosen from the categories of imitation, receptive language, and expressive language. A concurrent multiple‐baseline‐across‐participants design was used to evaluate the effect of training across two cohorts of parent–child dyads. Dependent variables included the percentage of correct parent teaching skills and the percentage of child correct responses. Parent teaching skills increased across all participants for both trained and untrained child target skills, as did child skills. This study provides support for PICARA‐TGCT as an efficacious and efficient early intervention model. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) ranges from mild to severe symptoms, with autistic traits possibly distributed throughout the population. However, the precise neurodevelopmental differences in children with autistic traits remain unknown. Fifty-three healthy volunteers (32 male and 21 female, mean [standard deviation] age: 12.9 [2.5] years) having a normal intelligence quotient and without social impairment were divided into two groups according to scores of the Pervasive Developmental Disorders Autism Society Japan Rating Scale (PARS). Subjects with or without autistic traits were placed into the high-PARS (n = 14) or low-PARS (n = 39) group, respectively. Activation of the prefrontal cortex was estimated using change in hemoglobin oxygenation concentration (Δ[oxy-Hb]) on near-infrared spectroscopy (NIRS) during a verbal fluency test. Age-related changes in prefrontal cortex activation were first assessed for each group. Then, the effects of age (elementary school age or junior/senior high school age) and PARS score on Δ[oxy-Hb] in the task were analyzed by two-way analysis of variance. We observed significant positive correlations between mean Δ[oxy-Hb] and age in the prefrontal cortex region in the low-PARS group. Mean Δ[oxy-Hb] in the low-PARS group was significantly higher than in the high-PARS group. Task performance results were comparable between the groups. In PARS-determined typically developed children, prefrontal cortex activation on NIRS correlated positively with age. In healthy volunteers without ASD but harboring autistic traits, prefrontal cortex activation was markedly lower than in normal counterparts. Our results provide biological evidence that ASD may be a pervasively distributed disorder. [ABSTRACT FROM AUTHOR]

Cumulative comorbidity of mental disorders is common, but the extent and patterns of comorbid psychopathology in childhood are not well established. The current study aimed to elucidate the emergent patterns of cumulative mental disorder comorbidity in children using network analysis of diagnoses recorded between birth and age 12 years. Participants were 90,269 children (mean age 12.7 years; 51.8% male) within the New South Wales Child Development Study (NSW-CDS)—a longitudinal record-linkage cohort study of Australian children born in NSW between 2002 and 2005. Binary indicators for eight types of mental disorder were derived from administrative health records. Patterns of conditional association between mental disorders were assessed utilising network analysis. Of 90,269 children, 2268 (2.5%) had at least one mental disorder by age 12 years; of the 2268 children who had at least one mental disorder by age 12 years, 461 (20.3%) were diagnosed with two or more different disorders out of the eight disorder types included in analyses. All disorders were either directly or indirectly interconnected, with childhood affective and emotional disorders and developmental disorders being most central to the network overall. Mental disorder nodes aggregated weakly (modularity = 0.185) into two communities, representative of internalising and externalising disorders, and neurodevelopmental and sleep disorders. Considerable sex differences in the structure of the mental disorder comorbidity networks were also observed. Developmental and childhood affective and emotional disorders appear to be key to mental disorder comorbidity in childhood, potentially reflecting that these disorders share symptoms in common with many other disorders. [ABSTRACT FROM AUTHOR]

Introduction. Autism spectrum disorders (ASD) represent pervasive developmental disorders of neurobiological origin, involving disruptions in communication and interaction, as well as restricted and repetitive interests and actions. According to the latest report published by the Centers for Disease Control and Prevention USA, 1 in 36 children is diagnosed with ASD. The aim of study is to estimate the prevalence of genetic disorders among children with ASD in order to enhance diagnosis and assistance for children with ASD. Materials and Methods. We employed an observational method of official studies, synthesizing and critically analyzing published articles (54 articles, 52 patients with ASD) from 2016-2024 on platforms such as PubMed, Medscape, NEJM, GeneCards, Lecturio, AMBOSS regarding ASD in children with genetic diseases. Results. The study included a group of 52 children with ASD examined during the medical genetics consultation at the Mother and Child Institute. Among them, 24 children had defects in genes or various genetic diseases associated with ASD, such as Rett syndrome, Fragile X syndrome, Angelman syndrome, tuberous sclerosis, Sotos syndrome, etc. Among the genetic mutations causing genetic disorders and ASD in children are genes responsible for transcription regulation (MECP2, MEF2C, FOXG1), cell growth (TSC1, TSC2, PTEN), synaptic channels (SCN2A), and synaptic structure (CASK, CDKL5, FMR1, SHANK3). Conclusions. ASD is encountered in children with genetic disorders. Awareness of genetic pathologies associated with ASD, will improve the assessment process for these children by specialists in genetics, neurology, and pediatrics working in pediatric medical institutions. Early clinical-genetic diagnosis of children with genetic diseases associated with ASD will enhance the psychoneurological development of these children. [ABSTRACT FROM AUTHOR]

Objective Cerebral palsy is a group of movement disorders caused by damage to one or more regions of the developing brain. Therapists use different treatment approaches for children with cerebral palsy. It is important to pay attention to the priorities of the parents of these children because they spend most of the time with their children and are fully aware of their needs. The present study aims to investigate the treatment priorities of parents of children with cerebral palsy. Materials & Methods In this scoping review study, a search was first conducted in national and international databases, including SID, PubMed, Scopus, Google Scholar, OT Seeker, and the Bank of Medical Theses of the country. The articles focused on the treatment priorities of parents of children with cerebral palsy and published in English or Persian from 2000 to 2022 were included. The review studies published in other languages were excluded. After assessing the found articles based on the inclusion and exclusion criteria, 12 articles were finally selected for the review. Results The parents of children with cerebral palsy have different priorities. Teaching elf-care skills to the child was one of their most important priorities, which is not dependent on the age and level of gross motor function in children. Other important priorities were mobility and having complete information about treatment services. It seems that all the mentioned priorities are related to each other and paying attention to each one requires checking other priorities. Conclusion The priorities of the parents of children with cerebral palsy are broad and unique. Not all of these priorities are dependent on the age and severity of disability in the children, and can be different per child. It seems necessary to pay attention to the treatment priorities of the parents of these children in the rehabilitation process. [ABSTRACT FROM AUTHOR]

Autistic children experience high rates of anxiety. Insistence on sameness behaviour (IS) is a core feature of autism that appears correlated with anxiety severity. The objective of this study was to examine the longitudinal relations between anxiety and IS in autistic children using a developmental cascade model. A longitudinal cohort of 421 autistic children was followed between 4 and 11 years of age. Anxiety was quantified using items from the Anxiety Problems subscale of the Child Behavior Checklist; sameness behaviours were measured using the Repetitive Behavior Scale-Revised, Ritualistic/sameness subscale (both parent-report measures). Structural equation modelling was used to examine the longitudinal and directional associations between anxiety and IS at four time-points, through cross-lagged panel models (CLPM) with and without a random-intercepts component (RI-CLPM). Both the CLPM and the RI-CLPM had good fit. Significant directional associations were detected whereby elevated or increasing IS preceded elevated or increasing anxiety symptoms 1–2 years later, respectively. Stable baseline tendencies towards anxiety and IS as between-person traits (intercepts) were strongly associated (standardized estimate = 0.69, p < 0.001). The magnitude of the cross-sectional associations between anxiety and IS appeared to lessen with age. IS and anxiety symptoms in autism are closely related. They appear to be shared traits that mirror each other particularly in younger children. Increasing IS may be a sign of emerging future anxiety. Interventions that target IS to reduce or prevent anxiety amongst school-aged autistic children merit further study. [ABSTRACT FROM AUTHOR]

Children who show elevated levels of indirect aggression (IA) from childhood to adolescence are at increased risks of experiencing detrimental outcomes. Some studies suggest that psychopathic traits could act as a predisposing vulnerability in the development of IA, but the contributions of all three dimensions of psychopathic traits in explaining developmental trajectories of IA from childhood to adolescence remain unclear. This study aimed to determine if the three dimensions of psychopathic traits during childhood (i.e., callous–unemotional, narcissism–grandiosity, and impulsivity–irresponsibility at 6–9 years old) increase the risk of following a high IA trajectory across preadolescence, and whether sex moderated these associations. Participants were 744 children (47% girls; 93% born in Quebec, Canada, and over 50% from low socioeconomic backgrounds) assessed annually over 5 years. Approximately half of them (n = 370; 40.3% girls) were referred to school-based services for conduct problems (CP) at study intake. Latent class growth analyses revealed four developmental trajectories of IA, which were regressed on psychopathic traits dimensions using a three-step approach. After adjusting for demographic confounders, CP, and other dimensions of psychopathic traits, only narcissism–grandiosity traits significantly predicted memberships to a high and stable trajectory of IA use. The associations between the other dimensions of psychopathic traits and IA trajectories were not significant when considering confounders. No moderating effects by child sex were observed. These results suggest that narcissism–grandiosity traits could be of use for clinicians aiming to detect children most at risk of showing high and persistent levels of IA. Public Significance Statement: Elevated levels of narcissism–grandiosity traits in children can predict a high and chronic use of indirect aggression over preadolescence. As such, an early assessment of these traits could help clinicians identify those most at risk of engaging in such behaviors and thus possibly experiencing detrimental outcomes throughout adolescence. [ABSTRACT FROM AUTHOR]

Background & Aims: According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), pervasive developmental disorders are divided into the categories of autism, RAT, child collapse disorder, and Asperger's (2). Meanwhile, autism disorder is one of the diseases of the group of pervasive developmental disorders, which is characterized by persistent destruction in mutual social interaction, communication delay or deviation, and limited stereotyped communication pattern (3). The characteristics of this disorder, as well as the sometimes difficult and late diagnosis, the appearance of symptoms after a normal child's development, the lack of definitive and effective treatments, and the not very favorable prognosis, can put severe psychological pressure on the family. And the parents of the child should impose (4). Fascination is caused by the balance between the skill required to perform the activity and the challenge caused by the activity, so that if the challenge is more than the skill, anxiety is created, if the challenge is less than the skill, boredom and if both challenge and skill are low, apathy. appears (7). On the other hand, it is important to have the spirit and attitude to help in the work environment, especially for educators of special children such as children on the autism spectrum, because in the educational environments of children with autism, there are different views about the attitude towards seeking help. Helping attitude depends on the perceived benefit and perceived threat of help-seeking. Perceived benefit means that a person sees help-seeking as an effective strategy to promote learning, while perceived threat refers to the threat to a person's self-worth that arises by admitting the need for help (8). In general, there are few studies about the attitude towards the use of the selected approaches in this research, repeating and comparing the effectiveness of the intervention method is of great importance. By repeating this treatment method on the teachers of autistic children, if the previous results are confirmed, additional evidence is provided, and if the previous evidence is not confirmed, it provides new windows for research. Based on the researches, no research has been done in Iran regarding the effectiveness of the therapeutic approach in the educators of autistic children with emphasis on the attitude to help and fascination related to work. Based on this, despite the need to conduct a detailed study and deal with the details of the phenomenon in question, the present study tries to answer the question of whether mindfulness based on spiritual schemas has an effect on the attitude towards help and fascination related to the work of educators of autistic children. Is it effective? Methods: In order to conduct the present semi-experimental research, which was carried out with a pre-test, post-test follow-up design with a control group, among male and female trainers of autistic children in private rehabilitation centers (Golhai Chalus, Nik-Andishan Sari and Mendan Sepid Babol) in Mazandaran, which in In the third quarter of 2019, 30 people were working in these specialized centers (under the cover of welfare organization) and were randomly divided into two experimental and control groups. Then the subjects completed the help-seeking attitude (HAS) questionnaires of Nickel J.S. (1998) and Bakr's passion for work (2008). received for half an hour, and the control group was placed on the waiting list. After the end and 2 months later, all subjects completed the questionnaires again. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to consider the key themes highlighted by Collins et al., in light of the wider research evidence base on informal sources of support for families of children with intellectual and developmental disabilities. Design/methodology/approach: This commentary reflects on the provision of informal support services for families of children with intellectual and developmental disabilities. Findings: The wider literature highlights the key role of family support in shifting negative narratives concerning parenting a child with intellectual and developmental disabilities, the impact of austerity and COVID-19 on support provision and the importance of services working effectively in collaboration to promote self-determination for families and individuals with intellectual and developmental disabilities. Originality/value: Continued efforts to explore how services and informal social supports might work together in an effective manner are key to improving the quality of life of parents caring for children with intellectual and developmental disabilities. [ABSTRACT FROM AUTHOR]

Background and aim: Maternal overweight and breastfeeding seem to have a significant impact on the gut microbiota colonization process, which co-occurs simultaneously with brain development and the establishment of the "microbiota-gut-brain axis", which potentially may affect behavior later in life. This study aimed to examine the influence of maternal overweight, obesity and/or gestational diabetes on the offspring behavior at 3.5 years of age and its association with the gut microbiota already established at 18 months of life. Methods: 156 children born to overweight (OV, n = 45), obese (OB, n = 40) and normoweight (NW, n = 71) pregnant women participating in the PREOBE study were included in the current analysis. Stool samples were collected at 18 months of life and gut microbiome was obtained by 16S rRNA gene sequencing. Behavioral problems were evaluated at 3.5 years by using the Child Behavior Checklist (CBCL). ANOVA, Chi-Square Test, ANCOVA, Spearman's correlation, logistic regression model and generalized linear model (GLM) were performed. Results: At 3.5 years of age, Children born to OV/OB mothers showed higher scores in behavioral problems than those born to NW mothers. Additionally, offspring born to OB mothers who developed gestational diabetes mellitus (GDM) presented higher scores in attention/deficit hyperactivity and externalizing problems than those born to GDM OV/NW mothers. Fusicatenibacter abundance found at 18 months of age was associated to lower scores in total, internalizing and pervasive developmental problems, while an unidentified genus within Clostridiales and Flavonifractor families abundance showed a positive correlation with anxiety/depression and somatic complaints, respectively. On the other hand, children born to mothers with higher BMI who were breastfed presented elevated anxiety, internalizing problems, externalizing problems and total problems scores; likewise, their gut microbiota composition at 18 months of age showed positive correlation with behavioral problems at 3.5 years: Actinobacteria abundance and somatic complaints and between Fusobacteria abundance and withdrawn behavior and pervasive developmental problems. Conclusions: Our findings suggests that OV/OB and/or GDM during pregnancy is associated with higher behavioral problems scores in children at 3.5 years old. Additionally, associations between early life gut microbiota composition and later mental health in children was also found. [ABSTRACT FROM AUTHOR]

Background: Autism Spectrum Disorder (ASD) is a pervasive developmental disorder, which affects various multiple areas of a child's development. The objective of this study was to systematically review the available literature and appraise the effect of floortime in engaging autism disorder among children. Materials and Methods: A systematic review was performed using PubMed, PsyclNFO, Science Direct, Scopus, Google Scholar, and Medline. The search terms used were DIR/floor time, ASD, floortime and autism, relationship therapy and autism, floortime, and ASDs. The studies, which described floortime in engaging children with ASD, full-text available in English, the sample had no comorbid psychiatric diagnosis, and the articles published in English from 2010 to 2020 were included in the review. Twelve studies meeting the inclusion criteria were included in the review. Results: The results showed substantial progress in different levels of functioning of autistic children with floortime. Home-based floortime improved emotive functioning, communication, and daily living skills, the parent-child interactions were improved as expressed by mothers, and also certain demographic factors of the parents have significantly influenced the floortime outcome. There were no adverse events to children or parents during floortime. Conclusions: In general, we concluded that floortime is a cost-effective, completely child-led approach, which could be initiated as early as possible. If started early by healthcare professionals, it can be vital in improving social and emotional development among children. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the author discusses articles within the issue on topics including children's perspectives and experiences during the COVID-19 pandemic in various aspects such as education, health and child care, challenges facing children and their families across different cultural and geographical contexts, and empowerment of children and young people through innovative methods.

Study Objectives To determine the trajectory of: (i) objective sleep parameters and (ii) caregiver-reported sleep questionnaire scores over 3 years in children with Smith-Magenis syndrome (SMS) compared to age-matched typically developing (TD) controls. We also aimed to (iii) describe individual profiles of change in sleep parameters over time. Methods Week-long, overnight actigraphy and questionnaire data from 13 children with SMS and 13 age-matched TD children were collected at Time 1 and Time 2 (3 years later). Independent samples t -tests, paired samples t -tests, and Bayesian analyses were used to compare sleep parameters and sleep questionnaire scores between groups at each time point and compare data within groups to assess change over time. Results Sleep parameters were consistently more disrupted in the SMS group than the TD group, with significantly reduced sleep efficiency, increased wake after sleep onset and earlier get up times at both time points. This was mirrored in the questionnaire data, with children with SMS evidencing higher scores for overall sleep disturbance, night waking, and daytime sleepiness. While TD sleep parameters demonstrated expected developmental changes over 3 years, in the SMS group sleep parameters and variability between and within children remained largely stable. However, some children with SMS showed substantial variation in sleep parameters over time. Questionnaire scores remained stable over 3 years in both groups. Conclusions Overall, sleep disturbance appears to be a stable feature of SMS, indicative of a divergent sleep trajectory compared to TD peers. Proactive intervention approaches should be considered for poor sleep in SMS. [ABSTRACT FROM AUTHOR]

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The article discusses the importance of social support for children with chronic conditions and their families. Topics discussed include adverse impacts on the well-being of patient's family due to chronic health conditions in childhood, discussed challenges face by families of children with childhood illness and development disorder including emotional and financial difficulties; and mentions practices a pediatric physician can adopt to minimize consequences of childhood Illness on families.

Aims: We investigated how infants grasped and transferred toys over a four-week period as they transitioned to arms-free sitting. We compared object manipulation in infants with typical likelihood (TL) and elevated likelihood (EL) for autism spectrum disorder (ASD) as they sat with vs. without support. Methods: Eighteen infants (7 EL; 11 TL; 5–8 months of age at the start of the study) were observed during three sessions at home across the transition to arms-free sitting. At each session, toys were presented to the infants in two different postures: sitting with support from a boppy pillow and sitting independently. Mean percentage of time spent grasping and rates of transferring objects between two hands were calculated for each infant at each session. Results: Both grasping time and transfer rate increased across the transition to arms-free sitting. EL infants, but not TL infants, spent significantly less time grasping toys when sitting independently than when sitting with support. Conclusions: Sitting plays a significant role in the development of object manipulation skills. Our results reveal a need to examine object manipulation skills in multiple posture contexts, especially in infants who exhibit motor delays. [ABSTRACT FROM AUTHOR]

Background: Coronavirus disease 2019 (COVID-19) had a tremendous effect on individual's lives worldwide. The pandemic's significant socioecological impact is one of the many burdens children confront in the current crises. As a result, this study was designed to determine the psychological impacts of the COVID-19 pandemic on preschoolers, particularly the consequences of COVID-19 infection. This study involved 138 children aged 2–5.11 years old who were classified into two groups based on their COVID-19 infection history, which was documented via a PCR test. All participants were assessed by the Socioeconomic Scale and The Children's Behavior Checklist (CBCL). Results: COVID-19 infection was found in 21.7% of the children who participated in this study. Furthermore, children with COVID-19 had a higher percentage of clinical rating on the CBCL Profile of DSM-5 scales for affective problems (13.3 vs. 7.4%), anxiety problems (13.3 vs. 9.3%), pervasive developmental problems (20 vs. 13%), and oppositional defiant problems (6.7 vs. 5.6%) than children without COVID-19. Anxiety and somatic problems had a positive correlation with the impact of the COVID-19 pandemic on the lives of children. Conclusions: Children infected with COVID-19 were more likely to have psychological issues, such as affective disorders, anxiety problems, pervasive developmental problems, and oppositional defiant problems. These psychological issues had a relationship with the impact of the COVID-19 pandemic on the lives of children. [ABSTRACT FROM AUTHOR]

• Despite good physical care, psychosocial deprivation increases developmental risk. • Language and social skills are most affected by psychosocial deprivation. • Longer duration of institutionalization is a risk factor for developmental delays. • Higher birth weight, more interaction, and regular family contact are protective. Institutionalization is associated with a substantial developmental risk. Ethical constraints make it challenging to obtain robust empirical data on the effects of deprivation. Furthermore, because institutionalized children often face global deprivation, assessing the specific effects of psychosocial deprivation becomes difficult. Moreover, limited research exists on factors explaining interindividual differences. To investigate developmental outcomes of children raised in institutions in conditions of psychosocial deprivation and to identify possible risk and protective factors at institutional and child levels. Secondary analyses of data collected 1958–1961 in Switzerland in a population-based survey of institutionalized infants and toddlers. Participants (n = 332, M age = 11.1 months, SD = 6.4, 48.2 % female, 45.3 % Swiss) were matched with a comparison group of 332 children raised in families (M age = 10.9 months, SD = 6.2, 50.0 % female, 100 % Swiss). Developmental status was assessed using the standardized Brunet-Lézine Developmental Test. Additional data were obtained from administrative records and through observations. Institutionalized children had significantly lower developmental quotients than the comparison group (d = −1.60, p < 0.001), with most prominent differences for language and social skills (d = −1.21/−1.20, p < 0.001). Within the institutionalized group, higher interaction time, higher birth weight, more regular family contact, and a shorter duration of institutionalization were associated with better developmental outcomes. This study emphasizes the impact of isolated psychosocial deprivation on early development and identifies several risk and protective factors. To reduce developmental risk of institutionalization, the results are globally relevant for infants placed in institutions with comparable conditions today. [ABSTRACT FROM AUTHOR]

Many children with autism spectrum disorder (ASD) demonstrate poor comprehension of language at the sentence level in both the spoken modality and the graphic symbol modality. This study explored whether children with ASD are able to follow directives when presented with a graphic symbol sentence that includes an animated symbol for a verb. A total of five participants with moderate-to-severe ASD were presented with 10 graphic symbol sentences and asked to perform the directive using the provided figurines/objects. Results demonstrated that children with ASD can correctly carry out full-sentence directives to varying degrees when the directives represented graphically include an animated verb. Several observations were noted pertaining to participants' performance and autism severity. The results of this study may have important implications for using animation as a tool to facilitate symbol syntax comprehension. [ABSTRACT FROM AUTHOR]

Background: Previous studies have reported increased risks of psychiatric disorders in offspring who have lost a parent, but knowledge is lacking on the risks of several specific disorders and comorbidity. The present study investigated the influence of parental death by external causes during childhood and adolescence on risk of a range of psychiatric disorders and comorbidity. Method: The study cohort comprised 655,477 individuals born 1970‐2012 with a link to both parents. Data on deceased parent's cause and date of death between 1970 and 2012 and offspring's psychiatric disorders between 2008 and 2012 were retrieved from four longitudinal Norwegian registers. Data were analyzed with Cox regression. Results: Compared to nonexposed offspring, offspring exposed to parental death by external causes had a significantly increased risk of depressive disorders, reactions to stress, anxiety disorders, substance use disorders, developmental disorders, childhood behavioral and emotional disorders, psychotic disorders, bipolar disorder, personality disorders, and psychiatric comorbidity, but not eating disorders. These increased risks were especially evident following parental suicide and accidental falls and poisoning. No differences were evident depending on gender of the deceased or age at bereavement, and generally no significant interactions with gender of the bereaved offspring were evident. Conclusions: The improved insight into several different psychiatric disorders and psychiatric comorbidity should guide postvention measures aimed at children and adolescents at greatest risk of future sequelae. [ABSTRACT FROM AUTHOR]

The mechanisms of the human brain decoding speech sounds are of fundamental and applied interest in many areas of neuroscience. This study addresses the roles of periodicity and the speech nature (fixed formant structure) of vowel sounds in modulating auditory cortex activity in typically developing children. We proposed that both of these characteristics are typical of the vowel sounds of speech and that they are processed by different neural networks in the auditory cortex. To test this hypothesis, we constructed a set of acoustic stimuli by manipulating their periodicity and vowelness separately and used magnetoencephalography combined with individual models of the cortical surface to evaluate the cortical topography of the sources of auditory cortex responses and their strengths. The cohort consisted of nine typically developing children aged 7–12 years. We found that early auditory cortex responses (50–150 msec after stimulus onset) were highly sensitive to both the periodicity and vowelness of sounds, with independent tuning of neural networks to each of these properties of speech sounds. Differences in the locations, time dynamics, and hemisphere asymmetry of these differential responses indicated that "sound vowelness zones" in the temporal cortex constitute the earliest level in the speech information processing hierarchy at which processing of the acoustic properties of a periodic signal is transformed into decoding of speech sounds. These results allow the specific features and roles of possible impairments to the processing of the low-level properties of speech sounds and difficulties in speech perception in children with pervasive developmental disorders to be evaluated. [ABSTRACT FROM AUTHOR]

This review evaluated the effects of augmentative and alternative communication (AAC) on speech development in children with autism spectrum disorders (ASD); replicated, updated, and extended the systematic review by Schlosser and Wendt (American Journal of Speech-Language Pathology 17:212–230, 2008). Twenty-five single case design articles and three group design articles published between 1975 and May 2020 met inclusion criteria related to participant characteristics, intervention type, design, and visual analysis of dependent variable outcomes. Overall, AAC resulted in improved speech production; however, speech gains that did occur did not surpass AAC use. [ABSTRACT FROM AUTHOR]

This study examined the presence of neurodevelopmental regression and its effects on the clinical manifestations and the severity of autism spectrum disorder (ASD) in a group of children with autism compared with those without neurodevelopmental regression at the time of initial classification and subsequently. Methods and Subjects: ASD patients were classified into two subgroups, neurodevelopmental regressive (AMR) and non-regressive (ANMR), using a questionnaire based on the Autism Diagnostic Interview-Revised test. The severity of ASD and neurodevelopment were assessed with the Childhood Autism Rating Scale Test-2, Strengths and Difficulties Questionnaire , and Pervasive Developmental Disorders Behavior Inventory Parent Ratings (PDDBI) and with the Battelle Developmental Inventory tests at the beginning of the study and after 24 months of follow-up. Fifty-two patients aged 2–6 years with ASD were included. Nineteen were classified with AMR, and 33 were classified with ANMR. Results: The AMR subgroup presented greater severity of autistic symptoms and higher autism scores. Additionally, they showed lower overall neurodevelopment. The AMR subgroup at 24 months had poorer scores on the Battelle Developmental Inventory test in the following areas: Total personal/social (p < 0.03), Total Motor (p < 0.04), Expressive (p < 0.01), and Battelle Total (p < 0.04). On the PDDBI test, the AMR subgroup had scores indicating significantly more severe ASD symptoms in the variables: ritual score (p < 0.038), social approach behaviors (p < 0.048), expressive language (p < 0.002), and autism score (p < 0.003). Conclusions: ASD patients exhibited a set of different neurological phenotypes. The AMR and ANMR subgroups presented different clinical manifestations and prognoses in terms of the severity of autistic symptoms and neurodevelopment. [ABSTRACT FROM AUTHOR]

Background Early intervention (EI) and special education (SE) are beneficial for children with developmental disabilities and/or delays and their families, yet there are disparities in service use. We sought to identify the birth characteristics that predict EI/SE service use patterns. Methods We conducted a retrospective cohort study using linked administrative data from five sources for all children born in 1998 to New York City resident mothers. Multinomial regression was used to identify birth characteristics that predicted predominant patterns of service use. Results Children with service use patterns characterized by late or limited/no EI use were more likely to be first-born children and have Black or Latina mothers. Children born with a gestational age ≤31 weeks were more likely to enter services early. Early term gestational age was associated with patterns of service use common to children with pervasive developmental delay, and maternal obesity was associated with the initiation of speech therapy at the time of entry into school. Conclusions Maternal racial disparities existed for patterns of EI/SE service use. Specific birth characteristics, such as parity and gestational age, may be useful to better identify children who are at risk for suboptimal EI use. [ABSTRACT FROM AUTHOR]

Background: The present study presents post hoc analyses of specific topographies of self‐injurious behaviour (SIB) exhibited by young children with developmental delay (DD) and children with typical development (TD). We conducted these analyses to better understand similarities and differences between the groups from a developmental perspective. No previous study has compared the prevalence, severity and co‐occurrence of specific topographies of SIB in young children. Method: The participants were parents of two groups of children one with DD (n = 49, mean age = 37.5 months) and one with TD (n = 49, mean age = 36.6 months). Individual items of the SIB subscale from the Repetitive Behaviour Scale‐Revised were used in the analyses. Results: Seven of the eight Repetitive Behaviour Scale‐Revised SIB categories were reported for both groups. Children in the DD group were significantly more likely to engage in Hits Self against Surface or Object, Hits Self with Body Part, Inserts Finger or Object, Skin Picking and Bites Self. Parental ratings of severity were also significantly greater for the DD group for these five topographies. The DD group engaged in a significantly greater number of SIB topographies than the children in the TD group. Children in the TD group were more likely to exhibit a single SIB topography while the DD group were more likely to engage in two or more topographies. Topographies involving self‐hitting were not only more frequent among the children in the DD group but also more likely to be rated as moderate or severe in nature. Conclusions: Compared with the TD group, the topographies of SIB exhibited by the DD group were more prevalent, more severe and co‐occurred with greater frequency. Inclusion of a group of children with TD provided an important comparative context for the occurrence of SIB in children with DD. [ABSTRACT FROM AUTHOR]

The aim of this research is to describe applications of virtual/augmented reality (VR/AR) to the problems of children with pervasive developmental disorders (PDDs). We will try to verify whether the use of these techniques makes interventions in the case of children with PDDs (concerning their learning and communicative abilities and the state of their emotional sphere) expedient or not. This paper focuses on the use of new information and communication technologies (NICTs) in the treatment of these children and current researches. We will also observe the involvement of NICTs (such as VR/AR) in changing activities made with these tools on the didactic and methodological level. These analyzes will allow us to answer the following research problematic: How does the application of VR/AR in the case of children with PDDs contribute to the development of learning, communicative skills, and recognition and expression of the emotions? [ABSTRACT FROM AUTHOR]

Introduction. The disorders of speech development in children with autism vary according to its' character and the dynamics of manifestations. The results of current research show that impaired speech in children with autism negatively affects all aspects of the child's personality: hinders the development of cognitive activity, causes disturbances in all forms of interaction and interpersonal communication, which leads to difficulties in social functioning. It was estimated that specific developmental impairment of speech and language was misdiagnosed in 82% of children at pre-school age with autism. The complexity of the issue is associated with a high similarity of speech disturbances and equal clinical manifestations for both nosological diagnoses. At the same time, the specificity of speech disorders in children with autism imposes serious limitations on traditional educative approaches for speech disorders' diagnostics because these methods do not take into consideration the peculiarities of speech disturbance components, which may persist in this category. The aim was to examine peculiarities of speech development in children with autism and to elaborate the diagnostic approach for evaluation of speech disorders in children with autism aged 4 to 7. Materials and methods. The study included 157 patients with autism aged 3 till 7 with concomitant speech disorders among other clinical manifestations with the main disease such as iautism (F 84.0) - 66 patients, specific speech disorders (F 80) - 91 patients. The diagnostics of potential speech disorders included testing in accordance with "The table of differential diagnostics of speech disorders" that was developed in the course of the study. Armamentarium consisted of 19 tasks on the principle of two diagnostic approaches: logopaedic - for examining the peculiarities of oral speech and clinical - the presence of speech symptoms according to diagnostic criteria which are typical for the section "F 84 Pervasive Development Disorder" ICD-10. Clinical and psychological diagnostic tools were used: clinical interviews; anamnestic surveys; and follow-up. Statistic analysis included descriptive statistical methods: Pearson's chi-square test was applied to evaluate the incidence of manifestations in different groups; Cronbach's alpha analysis was used for assessment of internal coherence of the method. Results. The study reveals the peculiarities of speech development in children with autism and specific speech impairments and demonstrates the presence of similar clinical manifestations in both groups in 80% of cases. The new method includes 15 parameters characterized by speech disturbances most commonly manifesting in children with autism and demonstrating statistically significant incidence rate compared to children with specific developmental disorders of speech and language (Pearson's chi-square test). Conclusion. The analysis of speech development patterns in children with autism was established. The method for assessment of speech disorders in children with autism aged 4 to 7 was developed. [ABSTRACT FROM AUTHOR]

This study reviews the current evidence in pervasive refusal syndrome (PRS) in asylum-seeking children. Refugees can experience a variety of traumas throughout the process of migration. Children can be exposed to multiple traumas such as experienced or witnessed physical or sexual violence, loss and bereavement, parental separation and the threat of persecution and/or kidnapping. The third stage of the migration journey can add further stress; children and families may experience multiple rejections of asylum application effectively living in limbo with the constant threat of deportation. High rates of mental health disorder are well documented in young asylum seekers, particularly depression, anxiety and post-traumatic stress disorder (PTSD). PRS is less frequently described but nonetheless a severe and life-threatening condition affecting young asylum seekers. Traumatisation, cultural factors and hostile asylum processes are specific moderating factors seen in asylum-seeking children. Asylum-seeking children normally make a full recovery from PRS. This study suggests a link between prolonged asylum processes and hostile foreign policy in developing and maintaining illness; similar cases are now being reported in other countries with hostile foreign policies. These findings are therefore relevant to clinicians and politicians working with this vulnerable group. [ABSTRACT FROM AUTHOR]

Childhood disintegrative disorder (CDD), rare clinical syndrome characterized by at least two years of normal development, followed by distinct regression of developmental and behavioral functioning before ten years of age. CDD is a condition that no longer officially exists, been eliminated and absorbed into the larger category of autism spectrum disorder with the release of the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Here we report the case of 12 years old male who presented normal development till 4 years of age followed by gradual deterioration in his communication, motor and social skills with behavioral disturbances. The aim of our case report is to increase awareness of this rare illness, due to diagnostic dilemma, especially when no identifiable organic cause is elicited so early diagnosis and prompt treatment required. [ABSTRACT FROM AUTHOR]

We analyzed CBCL/1½-5 Pervasive Developmental Problems (DSM-PDP) scores in 3- to 5-year-olds from the Study to Explore Early Development (SEED), a multi-site case control study, with the objective to discriminate children with ASD (N = 656) from children with Developmental Delay (DD) (N = 646), children with Developmental Delay (DD) plus ASD features (DD-AF) (N = 284), and population controls (POP) (N = 827). ASD diagnosis was confirmed with the ADOS and ADI-R. With a cut-point of T ≥ 65, sensitivity was 80% for ASD, with specificity varying across groups: POP (0.93), DD-noAF (0.85), and DD-AF (0.50). One-way ANOVA yielded a large group effect (η2 = 0.50). Our results support the CBCL/1½-5's as a time-efficient ASD screener for identifying preschoolers needing further evaluation. [ABSTRACT FROM AUTHOR]

Neurodevelopmental disorders (NDDs), a group of disorders affecting ~1–2% of the general population, are caused by changes in brain development that result in behavioral and cognitive alterations, sensory and motor changes, and speech and language deficits. Neurodevelopmental disorders encompass a heterogeneous group of disorders including, but not limited to, Smith‐Magenis syndrome, Lesch‐Nyhan disease, cri du chat syndrome, Prader‐Willi syndrome, pervasive developmental disorders, fragile X syndrome, Rett syndrome, Cornelia de Lange syndrome, and Down syndrome. Self‐injurious behaviors (SIBs) are common in children with NDDs; depending on the specific NDD, the incidence of SIBs is nearly 100%. The management of SIBs in this population is complex, and little high‐quality data exist to guide a consistent approach to therapy. However, managing SIBs is of the utmost importance for the child as well as the family and caregivers. Behavior therapies must be implemented as first‐line therapy. If behavioral interventions alone fail, pharmacotherapy becomes an essential part of management plans. The limited available evidence for the use of common pharmacologic agents, such as second‐generation antipsychotics, and less common agents, such as clonidine, n‐acetylcysteine, riluzole, naltrexone, and topical anesthetics, is reviewed. Additional data from well‐designed studies in children with NDDs are needed to gain a better understanding of this common and troublesome problem including efficacy and safety implications associated with pharmacotherapy. Until then, clinicians must rely on the limited available data, clinical expertise, and ongoing systematic monitoring when managing SIBs in children with NDDs. [ABSTRACT FROM AUTHOR]

Introduction: Cerebral Visual Impairment (CVI) is the most common cause of visual impairment in children in the developed world and appears to be more prevalent in children with additional support needs (ASN). There is an urgent need for routine screening for CVI, particularly in children with ASN, however, current screening questionnaires for CVI have limited validation. The aim of this study was to evaluate two screening tools: the Five Questions and the CVI Questionnaire. Additionally, the distribution of CVI across neurodevelopmental disorders is unknown. This too was investigated. Methods: An online survey was completed by 535 parents. The survey was advertised via social media, CVI websites and parent email systems of four schools. The survey comprised of the Five Questions, the CVI Questionnaire and additional questions regarding the child’s diagnoses. Whether or not a child had a diagnosis of CVI and/or additional neurodevelopmental disorders was based on parental report. Results: Based on parent reports, both the screening tools accurately screened for CVI diagnoses in children. The Five Questions and the CVI Questionnaire have construct validity (as determined through factor analysis), high internal consistency (as determined by Cronbach’s alpha) and convergent validity (as determined by correlation analysis of the raw scores of each questionnaire). This study also highlights that among children with neurodevelopmental disorders, a large proportion have parent-reported CVI (23%-39%) and potential CVI (6.59–22.53%; as identified by the questionnaires). Conclusion: The current study demonstrates that the Five Questions and CVI Questionnaire have good convergent validity, internal consistency and a reliable factor structure and may therefore be suitable as screening tools. The study also highlights that reported or potential CVI is evident in a large proportion of children with neurodevelopmental disorders. [ABSTRACT FROM AUTHOR]

The screening power of the CBCL/1½–5's Withdrawn and Diagnostic and Statistical Manual of Mental Disorders-Pervasive Developmental Problems (DSM-PDP) scales to identify children diagnosed with autism spectrum disorder at 24 months was tested in a longitudinal, familial high-risk study. Participants were 56 children at high risk for autism spectrum disorder due to an affected older sibling (high-risk group) and 26 low-risk children with a typically developing older sibling (low-risk group). At 24 months, 13 of the 56 high-risk children were diagnosed with autism spectrum disorder, whereas the other 43 were not. The high-risk children diagnosed with autism spectrum disorder group had significantly higher scores on the CBCL/1½–5's Diagnostic and Statistical Manual of Mental Disorders-Pervasive Developmental Problems and Withdrawn scales than children in the low-risk and high-risk children not diagnosed with autism spectrum disorder groups ( η p 2 > 0 . 50 ) . Receiver operating characteristic analyses yielded very high area under the curve values (0.91 and 0.89), and a cut point of T ⩾ 60 yielded sensitivity of 77% and specificity of 97% to 99% between the high-risk children diagnosed with autism spectrum disorder and the combination of low-risk and high-risk children not diagnosed with autism spectrum disorder. Consistent with several previous studies, the CBCL/1½–5's Diagnostic and Statistical Manual of Mental Disorders-Pervasive Developmental Problems scale and the Withdrawn syndrome differentiated well between children diagnosed with autism spectrum disorder and those not diagnosed. [ABSTRACT FROM AUTHOR]

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Background: In recent years, the delivery of early intensive behavioral intervention (EIBI) for children with autism spectrum disorder (ASD) in the United States has significantly changed. More children with ASD than ever before are eligible to use publicly funded EIBI. Yet, the challenges to large-scale implementation of EIBI remain unclear. Specific Aims: We examined parent perceived challenges to treatment utilization, predictors of increased challenges to treatment utilization, and parent recommendations for increasing utilization in a statewide EIBI program. Method: Using a cross-sectional design, we surveyed parents of children with ASD receiving EIBI through South Carolina’s Pervasive Developmental Disorder Program (N = 145). To examine the contributions of parent demographic characteristics, parent social support, and child challenging behaviors to perceived challenges to utilization, we used multiple linear regression. Parent recommendations were collected using a single open-ended question. Findings: The most frequently endorsed challenges included the child’s school schedule (62.1%) and the child being overburdened with other treatment demands (65.2%). Greater child challenging behaviors were associated with a greater degree of perceived challenges, and social support was associated with a lesser degree of perceived challenges. Discussion: Parents perceived various challenges to utilization, and child and family characteristics may increase the risk for experiencing challenges to utilization. As the delivery of EIBI continues to evolve in the United States and elsewhere, these findings have implications for policy, programming, and future research. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) can be diagnosed as early as 18 months of age. State Early Intervention (EI) programs under Part C of the Individuals with Disabilities Education Act (IDEA) are serving increasing numbers of children with ASD; however, little is known about outcomes of these services. This study evaluated the impact of EI for toddlers with ASD (n = 193) and other disabilities (n = 129) and their families, using measures that included federal Part C outcome indicators. Children with ASD showed reduced maladaptive behaviors and improved social and communication skills on the PDD Behavior Inventory; some also made progress on the Part C child outcome indicators. Families of children with ASD reported that EI helped them achieve many outcomes identified as important to families participating in EI. Results provide a rich description of outcomes experienced by children with ASD and their families in one of the largest EI programs in the United States. Implications for results-driven accountability and future research are discussed. [ABSTRACT FROM AUTHOR]

BackgroundChildren with Down syndrome (DS) are at risk for autism spectrum disorder (ASD). They are often diagnosed later than other children in part due to difficulty differentiating ASD-related impairment from that associated with DS. The psychometric properties of the Pervasive Developmental Disorder in Mental Retardation Scale (PDD-MRS) were examined with the aim of informing ASD screening guidelines for children with DS. MethodAnalysis of archival data from children aged 3 to 15 years with DS (N = 386) evaluated the reliability and validity of the PDD-MRS. ResultsFactor analyses yielded 2 factor-based scales:ASDandEmotional and Behavioural Problems.ASDreliably assessed ASD-specific symptoms, correlated with other ASD measures, and demonstrated good diagnostic accuracy.Emotional and Behavioural Problemsassessed problems not diagnostic of ASD but may reflect part of the behavioural phenotype of DS and ASD. ConclusionThe PDD-MRS appears to have utility in ASD screening for this population. [ABSTRACT FROM PUBLISHER]

Ample evidence supports a neurodevelopmental origin in some cases of schizophrenia (SZ). More inconsistent information is available for bipolar disorder (BD). We herein review studies with a focus on premorbid (adjustment and functionality) and early developmental milestones that include both SZ and BD patients. A search was performed in the PubMed electronic database, retrieving 619 abstracts; 30 were ultimately included in this systematic review. Eight prospective cohorts, 15 retrospective studies, and 7 studies based on national registries. Psychomotor developmental deviations and general adjustment problems characterize the childhood of subjects later diagnosed with SZ or BD; they are more marked in those later diagnosed with SZ vs BD, earlier onset vs later onset, and psychotic vs nonpsychotic disorders. Cognitive impairment follows a linear risk trend for SZ and a U-shaped trend for BD. Social isolation and visuoperceptual/reading anomalies more frequently antecede SZ. Pervasive developmental disorders increase the risk for both SZ and BD, more so in cases with normal intelligence. The predictive risk of each isolated developmental marker is low, but a significant percentage of subjects with SZ and a minority of adults with BD showed signs of premorbid abnormalities in childhood. The great limitation is still the lack of studies comparing SZ and BD that include psychotic and nonpsychotic bipolar cases separately. There are many cases, even in childhood/ adolescent SZ, where no premorbid anomalies are found, and immunological disorders or other etiologies should be searched for. At least in cases with clear neurodevelopmental markers, rare genetic variants should be investigated. [ABSTRACT FROM AUTHOR]

Background There is sparse literature about problem behaviour in young children with Williams syndrome (WS) and little consideration of the perspectives of multiple respondents. Methods Problem behaviour of 35 children with WS ages 2 to 6 was examined based on both parent and teacher report using the Achenbach preschool forms. Results The most prominent areas of difficulty based on both parent and teacher report were attention problems, pervasive developmental problems and emotion reactivity difficulties. Some rater differences were observed; most notably, teachers reported more externalising behaviour problems including more aggressive behaviour, Attention Deficit/Hyperactivity problems and Oppositional Defiant problems than did parents. Few relations to intellectual functioning, age or gender were observed. Discussion Some aspects of problem behaviour evident in older children (e.g. attention problems, social problems) are also apparent for young children with WS, while other areas are less prominent (e.g. anxiety). The implications of the findings for understanding the behavioural phenotype associated with WS are discussed. [ABSTRACT FROM AUTHOR]

Background Prenatal exposure to organophosphate insecticides may be associated with autism spectrum disorders and related behaviors. This association may be modified by single nucleotide polymorphisms in the paraoxonase ( PON1 ) enzyme. Objective We examined the relationship of prenatal organophosphate insecticide biomarkers with reciprocal social, repetitive, and stereotypic behaviors in 8-year old children, and modification of this relationship by child PON1 polymorphisms. Methods Among 224 pregnant women, we quantified concentrations of six nonspecific dialkyl phosphate (DAP) metabolites of organophosphate insecticides in two urine samples collected at ~16 and ~26 weeks gestation. When children were eight years old, we administered the Social Responsiveness Scale (SRS), a continuous measure of various dimensions of interpersonal behavior, communication, and repetitive/stereotypic behaviors. We estimated the association between a 10-fold increase in the sum of six DAP concentrations (ΣDAP) and SRS scores. We examined whether child PON1 192 and PON1 –108 genotypes modified this association. Results After covariate adjustment, ΣDAP concentrations were not associated with SRS scores [β=–1.2; 95% confidence interval (CI): –4.0, 1.6]. Among children with the PON1 –108TT genotype, ΣDAP concentrations were associated with 2.5-point higher (95% CI: −4.9, 9.8) SRS scores; however, the association was not different from the 1.8-point decrease (95% CI: −5.8, 2.2) among children with PON1 –108CT/CC genotypes (ΣDAP × PON1 –108 p-value =0.54). The association between ΣDAP concentrations and SRS scores was not modified by PON1 192 (ΣDAP × PON1 192 p-value =0.89). Conclusions In this cohort, prenatal urinary DAP concentrations were not associated with children's social behaviors; these associations were not modified by child PON1 genotype. [ABSTRACT FROM AUTHOR]

This pilot study compared sedentary behavior (SB) of children with autism (ASD) to typically developing peers (TD), and evaluated the influence of social contexts within free play (FP) and organized activity settings on SB of children with ASD during an inclusive summer camp. Participants with ASD were matched with TD peers by age and gender, and a modified OSRAC-P was utilized to assess SB and social context by setting. SB did not differ by diagnosis (ASD, TD), setting, or social contexts. In FP, children with ASD spent significantly more time in SB within social contexts compared to solitary contexts. ASD-related social deficits may facilitate SB in children with ASD during summer camp FP social contexts, compared to a solitary context. [ABSTRACT FROM AUTHOR]

Deficits in social communication, particularly pragmatic language, are characteristic of individuals with autism spectrum disorder (ASD). Speech disfluencies may serve pragmatic functions such as cueing speaking problems. Previous studies have found that speakers with ASD differ from typically developing (TD) speakers in the types and patterns of disfluencies they produce, but fail to provide sufficiently detailed characterizations of the methods used to categorize and quantify disfluency, making cross-study comparison difficult. In this study we propose a simple schema for classifying major disfluency types, and use this schema in an exploratory analysis of differences in disfluency rates and patterns among children with ASD compared to TD and language impaired (SLI) groups. 115 children ages 4–8 participated in the study (ASD = 51; SLI = 20; TD = 44), completing a battery of experimental tasks and assessments. Measures of morphological and syntactic complexity, as well as word and disfluency counts, were derived from transcripts of the Autism Diagnostic Observation Schedule (ADOS). High inter-annotator agreement was obtained with the use of the proposed schema. Analyses showed ASD children produced a higher ratio of content to filler disfluencies than TD children. Relative frequencies of repetitions, revisions, and false starts did not differ significantly between groups. TD children also produced more cued disfluencies than ASD children. [ABSTRACT FROM AUTHOR]

Background Two procedures were developed to teach individuals with Autism Spectrum Disorders labels (tacts) for various private events (emotions): Study 1 attempted to distinguish them from pure tacts and mands (requests); and Study 2 attempted to train initiating a conversation with grammatically correct subject-verb-comment construction. Methods A multiple treatment reversal design was used in both studies, followed by a probe to see if the tacts were used across novel settings. Results The children were prompted to initiate a series of language exchanges, which resulted in an increased ability to participate in conversations about private events. Conclusions Together, the results of both studies suggest that, by providing an effective and reinforcing means of teaching both the function and the form of these tacts, conversations can be successfully initiated by children with ASD. [ABSTRACT FROM AUTHOR]

Objectives: This study investigates the effects of assistive technology on improving communication skills of children with autism. Methods: Twelve children with autism (mean age=8 years) randomly assigned to either experimental groups or a control group (n=4 per group). The study confirmed validity and stability for the language skills scale for the children with autism. The scale was administered to them as pre-, post-, and follow-up tests. Results: The results indicated that there were statistically significant differences (α ≥ 0.05) between the average grade level of children with autism in the two experimental groups. The children in the two experimental groups made greater gains in language scores from pre- to post-test than those in the control group. Conclusions: Based on the results, it can be recommended that assistive technology is effective for enhancing language skills among children with autism. [ABSTRACT FROM AUTHOR]

This paper describes and analyses the portrayal of children's mental health and developmental issues (CMHI) in articles located in a random sample of a selection of available high‐circulating English language North American ‘women's magazines’ indexed in the Reader's Guide to Periodical Literature from 1990 to 2012. It is based upon a qualitative discourse analysis. CMHI are portrayed as materially, biologically real, prevalent and growing in incidence, and severity. They are also portrayed as located in the ‘non‐normal’, ‘non‐nice’, ‘disliked’ and ‘non‐successful’ individual child. Neither the facticity nor the biomedicalization of CMHI is questioned. The psy‐scientists and practitioners cited as experts for the ‘disorders’ offer contradictory and confusing information and advice. The possible theoretical and pragmatic explanations and consequences of this portrayal are discussed. [ABSTRACT FROM AUTHOR]

Repetitive behavior is a core feature of autism spectrum disorder. We used 8-week data from two federally funded, multi-site, randomized trials with risperidone conducted by the Research Units on Pediatric Psychopharmacology Autism Network to evaluate the sensitivity of the Children’s Yale–Brown Obsessive Compulsive Scale modified for autism spectrum disorder to detect change with treatment. Study 1 included 52 subjects assigned to placebo and 49 subjects to risperidone under double-blind conditions. In Study 2, 49 subjects received risperidone only and 75 subjects received risperidone plus parent training. The combined sample consisted of 187 boys and 38 girls (aged 4–17 years). At the medication-free baseline, the internal consistency on the Children’s Yale–Brown Obsessive Compulsive Scale modified for autism spectrum disorder total score was excellent (Cronbach’s alpha = 0.84) and the mean scores were similar across the four groups. Compared to placebo in Study 1, all three active treatment groups showed significant improvement (effect sizes: 0.74–0.88). There were no differences between active treatment groups. These results indicate that the Children’s Yale–Brown Obsessive Compulsive Scale modified for autism spectrum disorder has acceptable test–retest as evidenced by the medium to high correlations in the placebo group and demonstrated sensitivity to change with treatment. [ABSTRACT FROM AUTHOR]