Sentence comprehension in specific language impairment: a task designed to distinguish between cognitive capacity and syntactic complexity.

PubMed

Leonard, Laurence B; Deevy, Patricia; Fey, Marc E; Bredin-Oja, Shelley L

2013-04-01

This study examined sentence comprehension in children with specific language impairment (SLI) in a manner designed to separate the contribution of cognitive capacity from the effects of syntactic structure. Nineteen children with SLI, 19 typically developing children matched for age (TD-A), and 19 younger typically developing children (TD-Y) matched according to sentence comprehension test scores responded to sentence comprehension items that varied in either length or their demands on cognitive capacity, based on the nature of the foils competing with the target picture. The TD-A children were accurate across all item types. The SLI and TD-Y groups were less accurate than the TD-A group on items with greater length and, especially, on items with the greatest demands on cognitive capacity. The types of errors were consistent with failure to retain details of the sentence apart from syntactic structure. The difficulty in the more demanding conditions seemed attributable to interference. Specifically, the children with SLI and the TD-Y children appeared to have difficulty retaining details of the target sentence when the information reflected in the foils closely resembled the information in the target sentence.

Visual Search for Basic Emotional Expressions in Autism; Impaired Processing of Anger, Fear and Sadness, but a Typical Happy Face Advantage

ERIC Educational Resources Information Center

Farran, Emily K.; Branson, Amanda; King, Ben J.

2011-01-01

Facial expression recognition was investigated in 20 males with high functioning autism (HFA) or Asperger syndrome (AS), compared to typically developing individuals matched for chronological age (TD CA group) and verbal and non-verbal ability (TD V/NV group). This was the first study to employ a visual search, "face in the crowd" paradigm with a…

Protracted dendritic growth in the typically developing human amygdala and increased spine density in young ASD brains.

PubMed

Weir, R K; Bauman, M D; Jacobs, B; Schumann, C M

2018-02-01

The amygdala is a medial temporal lobe structure implicated in social and emotional regulation. In typical development (TD), the amygdala continues to increase volumetrically throughout childhood and into adulthood, while other brain structures are stable or decreasing in volume. In autism spectrum disorder (ASD), the amygdala undergoes rapid early growth, making it volumetrically larger in children with ASD compared to TD children. Here we explore: (a) if dendritic arborization in the amygdala follows the pattern of protracted growth in TD and early overgrowth in ASD and (b), if spine density in the amygdala in ASD cases differs from TD from youth to adulthood. The amygdala from 32 postmortem human brains (7-46 years of age) were stained using a Golgi-Kopsch impregnation. Ten principal neurons per case were selected in the lateral nucleus and traced using Neurolucida software in their entirety. We found that both ASD and TD individuals show a similar pattern of increasing dendritic length with age well into adulthood. However, spine density is (a) greater in young ASD cases compared to age-matched TD controls (<18 years old) and (b) decreases in the amygdala as people with ASD age into adulthood, a phenomenon not found in TD. Therefore, by adulthood, there is no observable difference in spine density in the amygdala between ASD and TD age-matched adults (≥18 years old). Our findings highlight the unique growth trajectory of the amygdala and suggest that spine density may contribute to aberrant development and function of the amygdala in children with ASD. © 2017 Wiley Periodicals, Inc.

Development of Hot and Cold Executive Function in Boys and Girls With ADHD.

PubMed

Skogli, Erik Winther; Andersen, Per Normann; Hovik, Kjell Tore; Øie, Merete

2017-02-01

To investigate the development of executive function with pronounced emotional salience (hot EF) and less pronounced emotional salience (cold EF) in boys and girls with ADHD relative to typically developing (TD) children. Seventy-five children with ADHD and 47 TD children were assessed with hot and cold EF tests at baseline and after 2 years. Despite considerable maturation, the ADHD group remained impaired on all cold EF tests relative to TD children after 2 years. There was no effect of gender on cold EF test results. Females with ADHD outperformed TD counterparts on hot EF at baseline. Females with ADHD showed deteriorating hot EF performance, while TD counterparts showed improved hot EF performance across time. Enduring cold EF impairments after 2 years may reflect stable phenotypic traits in children with ADHD. Results indicate divergent developmental trajectories of hot EF in girls with ADHD relative to TD counterparts.

Distinct age-related differences in temporal discounting and risk taking in adolescents and young adults.

PubMed

de Water, Erik; Cillessen, Antonius H N; Scheres, Anouk

2014-01-01

Age-related differences in temporal discounting (TD) and risk taking, and their association, were examined in adolescents and young adults (n = 337) aged 12-27 years. Since monetary rewards are typically used in TD and risk-taking tasks, the association between monetary reward valuation and age and decision making in these tasks was explored as well. TD declined linearly with age, with a particularly sharp decline from 15 to 16 years. In contrast, risk taking was not correlated with age and TD. Reward valuation was not associated with TD and risk taking, and age-related differences in TD remained significant after controlling for reward valuation. Together, these findings suggest that risk taking and TD are two separate constructs with distinct age-related differences in adolescence and young adulthood. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

Verbal problem-solving difficulties in autism spectrum disorders and atypical language development.

PubMed

Alderson-Day, Ben

2014-12-01

Children with autism spectrum disorders (ASDs) adopt less efficient strategies than typically developing (TD) peers on the Twenty Questions Task (TQT), a measure of verbal problem-solving skills. Although problems with the TQT are typically associated with executive dysfunction, they have also been reported in children who are deaf, suggesting a role for atypical language development. To test the contribution of language history to ASD problem solving, TQT performance was compared in children with high-functioning autism (HFA), children with Asperger syndrome (AS) and TD children. The HFA group used significantly less efficient strategies than both AS and TD children. No group differences were evident on tests of question understanding, planning or verbal fluency. Potential explanations for differences in verbal problem-solving skill are discussed with reference to the development of inner speech and use of visual strategies in ASD. © 2014 International Society for Autism Research, Wiley Periodicals, Inc.

Verbal Problem-Solving Difficulties in Autism Spectrum Disorders and Atypical Language Development

PubMed Central

Alderson-Day, Ben

2018-01-01

Children with autism spectrum disorders (ASDs) adopt less efficient strategies than typically developing (TD) peers on the Twenty Questions Task (TQT), a measure of verbal problem-solving skills. Although problems with the TQT are typically associated with executive dysfunction, they have also been reported in children who are deaf, suggesting a role for atypical language development. To test the contribution of language history to ASD problem solving, TQT performance was compared in children with high-functioning autism (HFA), children with Asperger syndrome (AS) and TD children. The HFA group used significantly less efficient strategies than both AS and TD children. No group differences were evident on tests of question understanding, planning or verbal fluency. Potential explanations for differences in verbal problem-solving skill are discussed with reference to the development of inner speech and use of visual strategies in ASD. PMID:25346354

Typical and atypical neurodevelopment for face specialization: An fMRI study

PubMed Central

Joseph, Jane E.; Zhu, Xun; Gundran, Andrew; Davies, Faraday; Clark, Jonathan D.; Ruble, Lisa; Glaser, Paul; Bhatt, Ramesh S.

2014-01-01

Individuals with Autism Spectrum Disorder (ASD) and their relatives process faces differently from typically developed (TD) individuals. In an fMRI face-viewing task, TD and undiagnosed sibling (SIB) children (5–18 years) showed face specialization in the right amygdala and ventromedial prefrontal cortex (vmPFC), with left fusiform and right amygdala face specialization increasing with age in TD subjects. SIBs showed extensive antero-medial temporal lobe activation for faces that was not present in any other group, suggesting a potential compensatory mechanism. In ASD, face specialization was minimal but increased with age in the right fusiform and decreased with age in the left amygdala, suggesting atypical development of a frontal-amygdala-fusiform system which is strongly linked to detecting salience and processing facial information. PMID:25479816

White Matter Microstructure Correlates of Narrative Production in Typically Developing Children and Children with High Functioning Autism

PubMed Central

Mills, Brian; Lai, Janie; Brown, Timothy T.; Erhart, Matthew; Halgren, Eric; Reilly, Judy; Dale, Anders; Appelbaum, Mark; Moses, Pamela

2013-01-01

This study investigated the relationship between white matter microstructure and the development of morphosyntax in a spoken narrative in typically developing children (TD) and in children with high functioning autism (HFA). Autism is characterized by language and communication impairments, yet the relationship between morphosyntactic development in spontaneous discourse contexts and neural development is not well understood in either this population or typical development. Diffusion tensor imaging (DTI) was used to assess multiple parameters of diffusivity as indicators of white matter tract integrity in language-related tracts in children between 6 and 13 years of age. Children were asked to spontaneously tell a story about at time when someone made them sad, mad, or angry. The story was evaluated for morphological accuracy and syntactic complexity. Analysis of the relationship between white matter microstructure and language performance in TD children showed that diffusivity correlated with morphosyntax production in the superior longitudinal fasciculus (SLF), a fiber tract traditionally associated with language. At the anatomical level, the HFA group showed abnormal diffusivity in the right inferior longitudinal fasciculus (ILF) relative to the TD group. Within the HFA group, children with greater white matter integrity in the right ILF displayed greater morphological accuracy during their spoken narrative. Overall, the current study shows an association between white matter structure in a traditional language pathway and narrative performance in TD children. In the autism group, associations were only found in the ILF, suggesting that during real world language use, children with HFA rely less on typical pathways and instead rely on alternative ventral pathways that possibly mediate visual elements of language. PMID:23810972

Executive function and academic achievement in primary - grade students with Down syndrome.

PubMed

Will, E; Fidler, D J; Daunhauer, L; Gerlach-McDonald, B

2017-02-01

Executive function (EF) plays a critical role in academic outcomes in typically developing children, but the contribution of EF to academic performance in Down syndrome (DS) is less well understood. This study evaluated differences in early academic foundations between primary school aged children with DS and non-verbal mental-age matched typically developing (TD) children. Additionally, the contribution of EF domains to academic outcomes was evaluated in each group. Participants with DS (n = 29) and mental-age matched TD participants (n = 23) were administered the Woodcock Johnson- III NU Tests of Academic Achievement, as well as a laboratory-based EF battery, including measures of working memory, shifting, inhibition and object-planning. Findings indicated a difference in early academic foundations profile between children with DS and mental-age matched TD children. Patterns of EF contributions towards academic outcomes were also observed across groups. Aspects of EF are critical to academic achievement in DS but differentially so relative to typical development. Implications for educational instruction are discussed. © 2016 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Predictors of sense of coherence in typically developing adolescent siblings of individuals with autism spectrum disorder.

PubMed

Smith, L O; Elder, J H; Storch, E A; Rowe, M A

2015-01-01

Children with autism spectrum disorder (ASD) may be a stressor for family members yet there is little published research on the impact of having a child with ASD on their typically developing (TD) adolescent siblings. According to Antonovsky's salutogenic model, a strong sense of coherence leads to the view that the stressor is a manageable challenge rather than a burden and promotes healthier adaptation. This study examines the relationship between stress, TD sibling resources and the sense of coherence in TD siblings. This quantitative mail-based study uses a survey methodology, analysing the responses of TD adolescent siblings (n = 96) of individuals with autism, Asperger's syndrome, or pervasive developmental disorder - not otherwise specified to several rating scales. Adolescent siblings, ages 11 to 18 years, completed the Adolescent Coping Orientation for Problem Experience (ACOPE), Network of Relationship Inventory - Social Provision Version (NRI-SPV), Youth Self Report (YSR), and Sense of Coherence (SOC) instruments; parents completed the Child Autism Rating Scale - 2nd Edition (CARS-2). The salutogenesis model was used to guide and inform this research. Findings suggested the following: (a) the stress of ASD severity and resource of adjustment are related in TD adolescent siblings; (b) TD sibling adjustment has a strong relationship with sense of coherence levels; and (c) a greater number of positive coping strategies buffer TD sibling coherence levels when ASD severity scores are high. ASD severity and TD adolescent sibling resources influence sense of coherence in adolescent TD siblings of individuals with ASD. © 2014 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Intelligence measures and stage 2 sleep in typically-developing and autistic children.

PubMed

Tessier, Sophie; Lambert, Andréane; Chicoine, Marjolaine; Scherzer, Peter; Soulières, Isabelle; Godbout, Roger

2015-07-01

The relationship between intelligence measures and 2 EEG measures of non-rapid eye movement sleep, sleep spindles and Sigma activity, was examined in 13 typically-developing (TD) and 13 autistic children with normal IQ and no complaints of poor sleep. Sleep spindles and Sigma EEG activity were computed for frontal (Fp1, Fp2) and central (C3, C4) recording sites. Time in stage 2 sleep and IQ was similar in both groups. Autistic children presented less spindles at Fp2 compared to the TD children. TD children showed negative correlation between verbal IQ and sleep spindle density at Fp2. In the autistic group, verbal and full-scale IQ scores correlated negatively with C3 sleep spindle density. The duration of sleep spindles at Fp1 was shorter in the autistic group than in the TD children. The duration of sleep spindles at C4 was positively correlated with verbal IQ only in the TD group. Fast Sigma EEG activity (13.25-15.75 Hz) was lower at C3 and C4 in autistic children compared to the TD children, particularly in the latter part of the night. Only the TD group showed positive correlation between performance IQ and latter part of the night fast Sigma activity at C4. These results are consistent with a relationship between EEG activity during sleep and cognitive processing in children. The difference between TD and autistic children could derive from dissimilar cortical organization and information processing in these 2 groups. Copyright © 2015. Published by Elsevier B.V.

Do Adolescents with Specific Language Impairment Understand Driving Terminology?

ERIC Educational Resources Information Center

Pandolfe, Jessica M.; Wittke, Kacie; Spaulding, Tammie J.

2016-01-01

Purpose: This study examined if adolescents with specific language impairment (SLI) understand driving vocabulary as well as their typically developing (TD) peers. Method: A total of 16 adolescents with SLI and 16 TD comparison adolescents completed a receptive vocabulary task focused on driving terminology derived from statewide driver's manuals.…

Distributional Learning in College Students with Developmental Language Disorder

ERIC Educational Resources Information Center

Hall, Jessica; Van Horne, Amanda Owen; McGregor, Karla K.; Farmer, Thomas

2017-01-01

Purpose: This study examined whether college students with developmental language disorder (DLD) could use distributional information in an artificial language to learn about grammatical category membership in a way similar to their typically developing (TD) peers. Method: Seventeen college students with DLD and 17 TD college students participated…

Development of Pointing Gestures in Children With Typical and Delayed Language Acquisition.

PubMed

Lüke, Carina; Ritterfeld, Ute; Grimminger, Angela; Liszkowski, Ulf; Rohlfing, Katharina J

2017-11-09

This longitudinal study compared the development of hand and index-finger pointing in children with typical language development (TD) and children with language delay (LD). First, we examined whether the number and the form of pointing gestures during the second year of life are potential indicators of later LD. Second, we analyzed the influence of caregivers' gestural and verbal input on children's communicative development. Thirty children with TD and 10 children with LD were observed together with their primary caregivers in a seminatural setting in 5 sessions between the ages of 12 and 21 months. Language skills were assessed at 24 months. Compared with children with TD, children with LD used fewer index-finger points at 12 and 14 months but more pointing gestures in total at 21 months. There were no significant differences in verbal or gestural input between caregivers of children with or without LD. Using more index-finger points at the beginning of the second year of life is associated with TD, whereas using more pointing gestures at the end of the second year of life is associated with delayed acquisition. Neither the verbal nor gestural input of caregivers accounted for differences in children's skills.

Relationship between repetitive behaviour and fear across normative development, autism spectrum disorder, and down syndrome.

PubMed

Uljarević, Mirko; Evans, David W

2017-03-01

The present study had two aims: first to compare levels of restricted and repetitive behaviours (RRB) across two groups of typically developing (TD) children, and two disorders: Autism Spectrum Disorder (ASD) and Down syndrome (DS), and second to explore the relationship between fear and repetitive behaviours in these four groups. Parents of 41 offspring with ASD (M age  = 123.39 months, SD age  = 27.67), 38 offspring with DS (M age  = 125.37 months, SD age  = 45.71), 45 typically developing children matched to the mental age (MA) of the DS group (TD MA; M age  = 51.13 months, SD age  = 22.1), and 42 chronological age (TD CA; M age  = 117.93 months, SD age  = 22.91) matched TD children, completed measures of RRB and fear. ANOVAs revealed differences across the four groups on the RRB subscale scores: "Just Right" F(3,162) = 16.62, P < 0.001; Rigid Routines F(3,162) = 52.76, P < 0.001; Sensory behaviours F(3,162) = 23.26, P < 0.001. Post-hoc comparisons revealed that children with ASD had the highest RRB levels followed by DS, TD MA, and TD CA children. In children with ASD, higher levels of fear were related to higher RRB levels. Similar, albeit less strong, patterns of associations was found among DS and TD MA children but not in older TD CA children. This study provided evidence of a fear-RRB association in children with ASD, DS, and two groups of TD children. Autism Res 2017, 10: 502-507. © 2016 International Society for Autism Research, Wiley Periodicals, Inc. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.

Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children.

PubMed

Grimm, Ryan P; Solari, Emily J; McIntyre, Nancy S; Zajic, Matthew; Mundy, Peter C

2018-04-01

Many children with autism spectrum disorders (ASD) struggle with reading comprehension. Linguistic comprehension is an important predictor of reading comprehension, especially as children progress through elementary school and later grades. Yet, there is a dearth of research examining longitudinal relations between linguistic comprehensions in school-age children with ASD compared to typically-developing peers (TD). This study compared the developmental trajectories of linguistic and reading comprehension in samples of children with ASD and age-matched TD peers. Both groups were administered measures of linguistic and reading comprehension multiple times over a 30-month period. Latent growth curve modeling demonstrated children with ASD performed at significantly lower levels on both measures at the first timepoint and these deficits persisted across time. Children with ASD exhibited growth in both skills comparable to their TD peers, but this was not sufficient to enable them to eventually achieve at a level similar to the TD group. Due to the wide age range of the sample, age was controlled and displayed significant effects. Findings suggest linguistic comprehension skills are related to reading comprehension in children with ASD, similar to TD peers. Further, intervention in linguistic comprehension skills for children with ASD should begin early and there may be a finite window in which these skills are malleable, in terms of improving reading comprehension skills. Autism Res 2018, 11: 624-635. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. There is relatively little research concerning reading comprehension development in children with ASD and how they compare to TD peers. This study found children with ASD began at lower achievement levels of linguistic comprehension and reading comprehension than TD peers, but the skills developed at a similar rate. Intervening early and raising initial levels of linguistic and reading comprehension may enable children with ASD to perform similarly to TD peers over time. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

Basic visual perceptual processes in children with typical development and cerebral palsy: The processing of surface, length, orientation, and position.

PubMed

Schmetz, Emilie; Magis, David; Detraux, Jean-Jacques; Barisnikov, Koviljka; Rousselle, Laurence

2018-03-02

The present study aims to assess how the processing of basic visual perceptual (VP) components (length, surface, orientation, and position) develops in typically developing (TD) children (n = 215, 4-14 years old) and adults (n = 20, 20-25 years old), and in children with cerebral palsy (CP) (n = 86, 5-14 years old) using the first four subtests of the Battery for the Evaluation of Visual Perceptual and Spatial processing in children. Experiment 1 showed that these four basic VP processes follow distinct developmental trajectories in typical development. Experiment 2 revealed that children with CP present global and persistent deficits for the processing of basic VP components when compared with TD children matched on chronological age and nonverbal reasoning abilities.

The development of individuation in autism

PubMed Central

O'Hearn, Kirsten; Franconeri, Steven; Wright, Catherine; Minshew, Nancy; Luna, Beatriz

2012-01-01

Evidence suggests that people with autism use holistic information differently than typical adults. The current studies examine this possibility by investigating how core visual processes that contribute to holistic processing – individuation and element grouping – develop in participants with autism and typically developing (TD) participants matched for age, IQ and gender. Individuation refers to the ability to `see' up to 4 elements simultaneously; grouping these elements can change the number of elements that are rapidly apprehended. We examined these core processes using two well-established paradigms, rapid enumeration and multiple object tracking (MOT). In both tasks, a performance limit of about 4 elements in adulthood is thought to reflect individuation capacity. Participants with autism has a smaller individuation capacity than TD controls, regardless of whether they were enumerating static elements or tracking moving ones. To manipulate holistic information and individuation performance, we grouped the elements into a design or had elements move together. Participants with autism were affected to a similar degree as TD participants by the holistic information, whether the manipulation helped or hurt performance, consistent with evidence that some types of gestalt/grouping information are processed typically in autism. There was substantial development in autism from childhood to adolescence, but not from adolescence to adulthood, a pattern distinct from TD participants. These results provide important information about core visual processes in autism, as well as insight into the architecture of vision (e.g., individuation appears distinct from visual strengths in autism, such as visual search, despite similarities). PMID:22963232

The Development of Young Siblings of Children with Autism from 4 to 54 Months

ERIC Educational Resources Information Center

Gamliel, Ifat; Yirmiya, Nurit; Sigman, Marian

2007-01-01

Cognitive and language skills of 39 siblings of children with autism (SIBS-A) and 39 siblings of typically developing children (SIBS-TD) at ages 4, 14, 24, 36, and 54 months were compared. Twelve of the 39 SIBS-A revealed a delay in cognition and/or language (including one child diagnosed with autism) compared to only two SIBS-TD. Developmental…

The Development of Individuation in Autism

ERIC Educational Resources Information Center

O'Hearn, Kirsten; Franconeri, Steven; Wright, Catherine; Minshew, Nancy; Luna, Beatriz

2013-01-01

Evidence suggests that people with autism rely less on holistic visual information than typical adults. The current studies examine this by investigating core visual processes that contribute to holistic processing--namely, individuation and element grouping--and how they develop in participants with autism and typically developing (TD)…

Writing Motivation of Students with Language Impairments

ERIC Educational Resources Information Center

Brouwer, Kyle L.

2012-01-01

This study compared the writing motivation of students with language impairments (LI) and their typically developing (TD) peers. For the study 272 students (33 students with language impairments, 242 TD peers) aged 8-10 years, in 11 elementary schools, were sampled. The two groups completed self-report measures of writing motivation and 20…

Processing Binding Relations in Specific Language Impairment

ERIC Educational Resources Information Center

Schwartz, Richard G.; Hestvik, Arild; Seiger-Gardner, Liat; Almodovar, Diana

2016-01-01

Purpose: This sentence processing experiment examined the abilities of children with specific language impairment (SLI) and children with typical language development (TD) to establish relations between pronouns or reflexives and their antecedents in real time. Method: Twenty-two children with SLI and 24 age-matched children with TD (7;3-10;11…

Characterizing Sleep in Adolescents and Adults with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Goldman, S. E.; Alder, M. L.; Burgess, H. J.; Corbett, B. A.; Hundley, R.; Wofford, D.; Fawkes, D. B.; Wang, L.; Laudenslager, M. L.; Malow, B. A.

2017-01-01

We studied 28 adolescents/young adults with autism spectrum disorders (ASD) and 13 age/sex matched individuals of typical development (TD). Structured sleep histories, validated questionnaires, actigraphy (4 weeks), and salivary cortisol and melatonin (4 days each) were collected. Compared to those with TD, adolescents/young adults with ASD had…

Leisure Activity Enjoyment of Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Eversole, Megan; Collins, Diane M.; Karmarkar, Amol; Colton, Lisa; Quinn, Jill Phillips; Karsbaek, Rita; Johnson, Jessica Reinken; Callier, Nicolle Patricia; Hilton, Claudia L.

2016-01-01

Enjoyment is a fundamental component of activity participation. This study compared leisure activity enjoyment experienced by typically developing children (TD; n = 64) and those with autism spectrum disorders (ASD; n = 67) from age 6 to 13. The TD children enjoyed "formal" and "physical" activities significantly more than the…

Corpus Callosum Morphometrics in Young Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Boger-Megiddo, Inbal; Shaw, Dennis W. W.; Friedman, Seth D.; Sparks, Bobbi F.; Artru, Alan A.; Giedd, Jay N.; Dawson, Geraldine; Dager, Stephen R.

2006-01-01

This study assessed digital corpus callosum cross sectional areas in 3-4 year olds with autism spectrum disorder (ASD) compared to typically developing (TD) and developmentally delayed (DD) children. Though not different in absolute size compared to TD, ASD callosums were disproportionately small adjusted for increased ASD cerebral volume. ASD…

Valbenazine for the treatment of tardive dyskinesia.

PubMed

Seeberger, Lauren C; Hauser, Robert A

2017-08-01

Tardive dyskinesia (TD) is a hyperkinetic movement disorder that may result from treatment with antipsychotics or other dopamine receptor blocking agents. Underlying pathophysiology is incompletely understood but since the 1970s dopamine depleting agents have been used to reduce involuntary movements. The search for safe, effective treatments for TD is ongoing. Valbenazine, a novel VMAT2 inhibitor, has recently been FDA approved for treatment of TD. Areas covered: An overview of TD, unmet medical needs and current treatment guidelines are presented. The background, chemistry and clinical development of valbenazine to treat TD is detailed. A competitive market is developing as the treatment gap is identified and potential therapies are discussed in context of a broader market overview. Expert opinion: Antipsychotic use is growing among adults and children in the U.S. Consequently, prevalence of TD is expected to rise. Cessation of antipsychotics is often not possible as the psychiatric condition may deteriorate. Increasing doses of an antipsychotic to suppress involuntary movements is not sustainable long term as underlying TD worsens and movements typically recur. There were no FDA approved treatments for TD. The approval of valbenazine to treat TD is a critical step in addressing this gap in neurologic care.

Daily Sleep Patterns, Sleep Quality, and Sleep Hygiene Among Parent–Child Dyads of Young Children Newly Diagnosed With Juvenile Idiopathic Arthritis and Typically Developing Children

PubMed Central

Chen, Maida Lynn; Cain, Kevin C.; Ringold, Sarah; Wallace, Carol A.; Ward, Teresa M.

2016-01-01

Objectives Describe daily sleep patterns, sleep quality, and sleep hygiene in 2–5-year-old children newly diagnosed with juvenile idiopathic arthritis (JIA) and their parents in comparison with typically developing (TD) children and parents. Methods Participants (13 JIA, 16 TD parent–child dyads) wore actigraphs for 10 days. Parents completed sleep diaries and sleep hygiene survey. Results Children with JIA had significantly less total sleep time, lower sleep efficiency (SE), and longer naps than TD children. Parents of children with JIA had significantly earlier bedtimes, more wake after sleep onset (WASO) and lower SE than TD parents. Parent–child SE and WASO were interrelated in JIA dyads. Sleep hygiene practices were inconsistent in both groups of children. Conclusions Inadequate amounts of sleep and poor sleep quality were common in parent–child dyads. Early interventions to improve sleep duration and promote sleep hygiene practices may alleviate future sleep problems and improve parent and child well-being. PMID:26994855

The impact of breathing rate on the cardiac autonomic dynamics among children with cerebral palsy compared to typically developed controls.

PubMed

Amichai, Taly; Eylon, Sharon; Berger, Itai; Katz-Leurer, Michal

2018-02-06

To describe the immediate effect of breathing rate on heart rate (HR) and heart rate variability (HRV) in children with cerebral palsy (CP) and a control group of typically developed (TD) age and gender-matched children. Twenty children with CP at gross motor function classification system levels I-III and 20 TD children aged 6-11 participated in the study. HR was monitored at rest and during paced breathing with biofeedback. Respiratory measures were assessed by KoKo spirometry. Children with CP have lower spirometry and HRV values at rest compared to TD children. The mean reduction of breathing rate during paced breathing among children with CP was significantly smaller. Nonetheless, while practicing paced breathing, both groups reduced their breathing rate and increased their HRV. The results of the current work present the immediate effect of paced breathing on HRV parameters in CP and TD children. Further studies are needed to investigate the effect of long-term treatment focusing on paced breathing for children with CP.

Goal perspectives and sport participation motivation of Special Olympians and typically developing athletes.

PubMed

Hutzler, Yeshayahu; Oz, Mali; Barak, Sharon

2013-07-01

Based on social-learning and self-determination motivational theories, the purpose of this study was to determine the sources of motivation in youth and young adults with intellectual disability (ID) who participate in Special Olympics (SO) competitions and those of typically developed (TD) age- and activity-matched athletes. A convenience sample of 63 SO (25 females and 38 males) and 59 TD (16 females and 43 males) athletes was retrieved through communication with local club coaches. Three sub-groups of SO athletes were identified based on disability, including non specified intellectual disability (NSID=39), Down syndrome (DS=17), and Autism (Aut=7). Mean SO and TD athlete ages were 20.35 (SD=7) and 18.8 (SD=8), respectively. For analysis purposes four age groups were created (<15, 15-17, 18-20, >20 years). Participants completed the 13-item, two-factor Task and Ego Orientation in Sport Questionnaire (TEOSQ) and a 16-item four-factor abridged version of the Sport Motivation Scale (SMS). SO and TD athletes were active in swimming (54 and 48, respectively) and basketball (9 and 11, respectively). Groups with and without ID were compared by means of t-tests in the dichotomized variables gender and activity, as well as by 1-way ANOVA with Tukey HSD post hoc comparisons across disability and age groups. Gender distribution was the same in both groups. Participants with DS and NSID scored significantly higher than TD athletes in most motivational scales. Participants with ID increased their external motivation with increasing age, while a reversed pattern was observed in TD. In summary, significant differences between motivational patterns of SO athletes with ID and TD athletes can be observed. These differences should be considered when developing training and competition programs. Copyright © 2013 Elsevier Ltd. All rights reserved.

Theoretical and empirical bases for dialect-neutral language assessment: contributions from theoretical and applied linguistics to communication disorders.

PubMed

Pearson, Barbara Zurer

2004-02-01

Three avenues of theoretical research provide insights for discovering abstract properties of language that are subject to disorder and amenable to assessment: (1) the study of universal grammar and its acquisition; (2) descriptions of African American English (AAE) Syntax, Semantics, and Phonology within theoretical linguistics; and (3) the study of specific language impairment (SLI) cross-linguistically. Abstract linguistic concepts were translated into a set of assessment protocols that were used to establish normative data on language acquisition (developmental milestones) in typically developing AAE children ages 4 to 9 years. Testing AAE-speaking language impaired (LI) children and both typically developing (TD) and LI Mainstream American English (MAE)-learning children on these same measures provided the data to select assessments for which (1) TD MAE and AAE children performed the same, and (2) TD performance was reliably different from LI performance in both dialect groups.

Divergence of Age-Related Differences in Social-Communication: Improvements for Typically Developing Youth but Declines for Youth with Autism Spectrum Disorder.

PubMed

Wallace, Gregory L; Dudley, Katerina; Anthony, Laura; Pugliese, Cara E; Orionzi, Bako; Clasen, Liv; Lee, Nancy Raitano; Giedd, Jay N; Martin, Alex; Raznahan, Armin; Kenworthy, Lauren

2017-02-01

Although social-communication difficulties and repetitive behaviors are hallmark features of autism spectrum disorder (ASD) and persist across the lifespan, very few studies have compared age-related differences in these behaviors between youth with ASD and same-age typically developing (TD) peers. We examined this issue using SRS-2 (Social Responsiveness Scale-Second Edition) measures of social-communicative functioning and repetitive behaviors in a stratified cross-sectional sample of 324 youth with ASD in the absence of intellectual disability, and 438 TD youth (aged 4-29 years). An age-by-group interaction emerged indicating that TD youth exhibited age-related improvements in social-communication scores while the ASD group demonstrated age-related declines in these scores. This suggests that adolescents/adults with ASD may fall increasingly behind their same-age peers in social-communicative skills.

Visual search and emotion: how children with autism spectrum disorders scan emotional scenes.

PubMed

Maccari, Lisa; Pasini, Augusto; Caroli, Emanuela; Rosa, Caterina; Marotta, Andrea; Martella, Diana; Fuentes, Luis J; Casagrande, Maria

2014-11-01

This study assessed visual search abilities, tested through the flicker task, in children diagnosed with autism spectrum disorders (ASDs). Twenty-two children diagnosed with ASD and 22 matched typically developing (TD) children were told to detect changes in objects of central interest or objects of marginal interest (MI) embedded in either emotion-laden (positive or negative) or neutral real-world pictures. The results showed that emotion-laden pictures equally interfered with performance of both ASD and TD children, slowing down reaction times compared with neutral pictures. Children with ASD were faster than TD children, particularly in detecting changes in MI objects, the most difficult condition. However, their performance was less accurate than performance of TD children just when the pictures were negative. These findings suggest that children with ASD have better visual search abilities than TD children only when the search is particularly difficult and requires strong serial search strategies. The emotional-social impairment that is usually considered as a typical feature of ASD seems to be limited to processing of negative emotional information.

Differences in age-dependent neural correlates of semantic processing between youths with autism spectrum disorder and typically developing youths.

PubMed

Chen, Pin-Jane; Gau, Susan Shur-Fen; Lee, Shu-Hui; Chou, Tai-Li

2016-12-01

Individuals with autism spectrum disorders (ASD) have aberrant neural activity during semantic judgments. We aimed to examine age-dependent neural correlates of semantic processing in boys with ASD as compared to typically developing boys (TD). We used functional MRI to investigate 37 boys with ASD (mean age = 13.3 years, standard deviation = 2.4) and 35 age-, sex-, Intelligence quotient (IQ)- and handedness-matched TD boys (mean age = 13.3 years, standard deviation = 2.7) from age 8 to 18 years. Participants had to indicate whether pairs of Chinese characters presented visually were related in meaning. Group (ASD, TD) × Age (Old, Young) ANOVA was used to examine the difference of age-related changes. Direct comparisons between the adolescent group and the child group were also performed. The behavioral results showed that the ASD group had lower accuracy in the related condition relative to the TD group. The neuroimaging results showed greater activation in the cuneus and less activation in the left inferior frontal gyrus in boys with ASD than TD boys. Children with ASD produced greater activation in the cuneus than TD children. Adolescents with ASD showed reduced left IFG activation as compared to TD adolescents. Our findings suggest that TD boys may engage more in higher-level processing of retrieving or selecting semantic features while boys with ASD may rely more on lower-level visual processing during semantic judgments. The findings imply different functional organizations of the semantic system between the two groups. Autism Res 2016, 9: 1263-1273. © 2016 International Society for Autism Research, Wiley Periodicals, Inc. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.

Anomalous subcortical morphology in boys, but not girls, with ADHD compared to typically developing controls and correlates with emotion dysregulation

PubMed Central

Crocetti, Deana; Mostofsky, Stewart H.; Miller, Michael I.; Rosch, Keri S.

2017-01-01

There has been limited investigation of volume and shape difference in subcortical structures in children with ADHD and a paucity of examination of the influence of sex on these findings. The objective of this study was to examine morphology (volume and shape) of subcortical structures and their association with emotion dysregulation (ED) in girls and boys with ADHD as compared to their typically-developing (TD) counterparts. Participants included 218 children ages 8-12 years old with and without DSM-IV ADHD. Structural magnetic resonance images were obtained, and shape analyses were conducted using large deformation diffeomorphic metric mapping (LDDMM). Compared to TD boys, boys with ADHD showed reduced volumes in the bilateral globus pallidus and amygdala. There were no volumetric differences in any structure between ADHD and TD girls. Shape analysis revealed localized compressions within the globus pallidus, putamen and amygdala in ADHD boys relative to TD boys, as well as significant correlations between increased ED and unique subregion expansion in right globus pallidus, putamen, and right amygdala. Our findings suggest a sexually dimorphic pattern of differences in subcortical structures in children with ADHD compared to TD children, and a possible neurobiological mechanism by which boys with ADHD demonstrate increased difficulties with ED. PMID:28104573

Extrinsic feedback and upper limb motor skill learning in typically-developing children and children with cerebral palsy: Review.

PubMed

Robert, Maxime T; Sambasivan, Krithika; Levin, Mindy F

2017-01-01

Improvment of upper limb motor skills occurs through motor learning that can be enhanced by providing extrinsic feedback. Different types and frequencies of feedback are discussed but specific guidelines for use of feedback for motor learning in typically-developing (TD) children and children with Cerebral Palsy (CP) are not available. Identify the most effective modalities and frequencies of feedback for improving upper limb motor skills in TD children and children with CP. Ovid MEDLINE, Cochrane, PEDro and PubMed-NCBI were searched from 1950 to December 2015 to identify English-language articles addressing the role of extrinsic feedback on upper limb motor learning in TD children and children with CP. Nine studies were selected with a total of 243 TD children and 102 children with CP. Study quality was evaluated using the Downs and Black scale and levels of evidence were determined with Sackett's quality ratings. There was a lack of consistency in the modalities and frequencies of feedback delivery used to improve motor learning in TD children and in children with CP. Moreover, the complexity of the task to be learned influenced the degree of motor learning achieved. A better understanding of the influence of feedback on motor learning is needed to optimize motor skill acquisition in children with CP.

Developmental Trajectories in Siblings of Children with Autism: Cognition and Language from 4 Months to 7 Years

ERIC Educational Resources Information Center

Gamliel, Ifat; Yirmiya, Nurit; Jaffe, Dena H.; Manor, Orly; Sigman, Marian

2009-01-01

We compared the cognitive and language development at 4, 14, 24, 36, 54 months, and 7 years of siblings of children with autism (SIBS-A) to that of siblings of children with typical development (SIBS-TD) using growth curve analyses. At 7 years, 40% of the SIBS-A, compared to 16% of SIBS-TD, were identified with cognitive, language and/or academic…

Parents' strategies to elicit autobiographical memories in autism spectrum disorders, developmental language disorders and typically developing children.

PubMed

Goldman, Sylvie; DeNigris, Danielle

2015-05-01

Conversations about the past support the development of autobiographical memory. Parents' strategies to elicit child's participation and recall during past event conversations were compared across three school-age diagnostic groups: autism spectrum disorder (ASD, n = 11), developmental language disorders (n = 11) and typically developing (TD, n = 11). We focused on the prevalence of directives versus enrichment of events. Groups did not differ in number of events, length, and total turns. However, parents of children with ASD produced more direct questions, corrections, and unrelated turns than parents of TD children. Results highlight how parents adjusted their conversational style to their child's communication difficulties to maximize interactions and how these strategies may affect the development of personal conversations.

Do Spoken Nonword and Sentence Repetition Tasks Discriminate Language Impairment in Children with an ASD?

ERIC Educational Resources Information Center

Harper-Hill, Keely; Copland, David; Arnott, Wendy

2013-01-01

The primary aim of this paper was to investigate heterogeneity in language abilities of children with a confirmed diagnosis of an ASD (N = 20) and children with typical development (TD; N = 15). Group comparisons revealed no differences between ASD and TD participants on standard clinical assessments of language ability, reading ability or…

By the Book: An Analysis of Adolescents with Autism Spectrum Condition Co-Constructing Fictional Narratives with Peers

ERIC Educational Resources Information Center

Bottema-Beutel, Kristen; White, Rachael

2016-01-01

In this discourse analytic study, we examine interactions between adolescents with autism spectrum condition (ASC) and their typically developing (TD) peers during the construction of fictional narratives within a group intervention context. We found participants with ASC contributed fewer narrative-related turns at talk than TD participants. The…

Sustained Selective Attention Skills of Preschool Children with Specific Language Impairment: Evidence for Separate Attentional Capacities

ERIC Educational Resources Information Center

Spaulding, Tammie J.; Plante, Elena; Vance, Rebecca

2008-01-01

Purpose: The present study was designed to investigate the performance of preschool children with specific language impairment (SLI) and their typically developing (TD) peers on sustained selective attention tasks. Method: This study included 23 children diagnosed with SLI and 23 TD children matched for age, gender, and maternal education level.…

Altered Automatic Face Processing in Individuals with High-Functioning Autism Spectrum Disorders: Evidence from Visual Evoked Potentials

ERIC Educational Resources Information Center

Fujita, Takako; Kamio, Yoko; Yamasaki, Takao; Yasumoto, Sawa; Hirose, Shinichi; Tobimatsu, Shozo

2013-01-01

Individuals with autism spectrum disorders (ASDs) have different automatic responses to faces than typically developing (TD) individuals. We recorded visual evoked potentials (VEPs) in 10 individuals with high-functioning ASD (HFASD) and 10 TD individuals. Visual stimuli consisted of upright and inverted faces (fearful and neutral) and objects…

Predictors of Spelling Ability in Children with Down Syndrome

ERIC Educational Resources Information Center

Lim, Lisa; Arciuli, Joanne; Rickard Liow, Susan; Munro, Natalie

2014-01-01

This study examined whether there are processing differences between children with Down syndrome (DS; n = 22; 7 years 8 months to 13 years 10 months) and typically developing children (TD; n = 22; 6 years 6 months to 10 years 10 months), matched for receptive vocabulary. The TD children performed better on tests of nonverbal intelligence…

The Home Literacy Environment of School-Aged Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Lucas, Rebecca; Norbury, Courtenay Frazier

2018-01-01

For typically developing (TD) children, the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with autism spectrum disorders (ASD). We collected information about the HLE of children aged 7-13 with ASD and their TD peers via a parental questionnaire and examined whether there were any…

Reactive/Proactive Aggression and Affective/Cognitive Empathy in Children with ASD

ERIC Educational Resources Information Center

Pouw, Lucinda B. C.; Rieffe, Carolien; Oosterveld, Paul; Huskens, Bibi; Stockmann, Lex

2013-01-01

The main aim of this study was to examine the extent to which affective and cognitive empathy were associated with reactive and proactive aggression, and whether these associations differed between children with an Autism Spectrum Disorder (ASD) and typically developing (TD) children. The study included 133 children (67 ASD, 66 TD, M age = 139…

Diurnal Cortisol Profile in Williams Syndrome in Novel and Familiar Settings

ERIC Educational Resources Information Center

Lense, Miriam Diane; Tomarken, Andrew J.; Dykens, Elisabeth M.

2013-01-01

Williams syndrome (WS) is a neurodevelopmental genetic disorder associated with high rates of anxiety and social issues. We examined diurnal cortisol, a biomarker of the stress response, in adults with WS in novel and familiar settings, and compared these profiles to typically developing (TD) adults. WS and TD participants had similar profiles in…

Change Detection in Naturalistic Pictures among Children with Autism

ERIC Educational Resources Information Center

Burack, Jacob A.; Joseph, Shari; Russo, Natalie; Shore, David I.; Porporino, Mafalda; Enns, James T.

2009-01-01

Persons with autism often show strong reactions to changes in the environment, suggesting that they may detect changes more efficiently than typically developing (TD) persons. However, Fletcher-Watson et al. (Br J Psychol 97:537-554, 2006) reported no differences between adults with autism and TD adults with a change-detection task. In this study,…

Conversational Profiles of Children with ADHD, SLI and Typical Development

ERIC Educational Resources Information Center

Redmond, Sean M.

2004-01-01

Conversational indices of language impairment were used to investigate similarities and differences among children with Attention-Deficit/Hyperactivity Disorder (ADHD), children with Specific Language Impairment (SLI) and children with typical development (TD). Utterance formulation measures (per cent words mazed and average number of words per…

The Production of Figurative Language in Typically Developing Children and Williams Syndrome

ERIC Educational Resources Information Center

Naylor, Lauren; Van Herwegen, Jo

2012-01-01

The current study investigated the development of figurative language production, including different types of figurative expressions, during a fictional narrative in 20 typically developing (TD) children and 20 children with Williams syndrome (WS) aged 7-18 years old. In contrast to previous studies, developmental trajectories showed that (1) the…

Parents' first concerns about toddlers with autism spectrum disorder: effect of sibling status.

PubMed

Herlihy, Lauren; Knoch, Kelley; Vibert, Bethany; Fein, Deborah

2015-01-01

Symptoms of autism spectrum disorders may appear as early as 6 months, but parent concern, which can precipitate evaluation, often lags significantly. The presence of typical or atypical older siblings can change parents' sensitivity to departures from typical development. This study investigated type and age of parent's first concerns in toddlers with autism spectrum disorder, prior to diagnosis. Participants had (1) at least one older sibling with autism spectrum disorder (Sibs-ASD); (2) only typically developing older siblings (Sibs-TD), or (3) were only/oldest (No-Sibs). Specific autism spectrum disorder diagnoses and symptom severity were similar among groups. Developmentally, No-Sibs showed the largest delays, followed by Sibs-TD, followed by Sibs-ASD. Mean age of first concern was 16 months for No-Sibs, 14 months for Sibs-TD, and 10 months for Sibs-ASD. Age of first concern differed significantly by group, even after controlling for mother's age and education. Concern about language was prevalent in all groups. Thus, the presence of an older child with typical or, especially, atypical development was associated with earlier concerns for the affected child, despite milder developmental delays. These findings underscore the importance of encouraging parents to report concerns to pediatricians, routine standardized screening for autism spectrum disorder, and the need for pediatrician vigilance, especially for only or oldest children. © The Author(s) 2013.

Self Representation in Children with and without Autism Spectrum Disorders

ERIC Educational Resources Information Center

Carmody, Dennis P.; Lewis, Michael

2012-01-01

In order to examine the roles of mental age, social interaction, and communication in self-representation abilities, typically-developing children were compared with children with Autism Spectrum Disorders. Typically-developing children (TD, n = 66) and children with Autism Spectrum Disorders (ASD, n = 20), including subgroups of autistic disorder…

Parenting a Child with ASD: Comparison of Parenting Style Between ASD, Anxiety, and Typical Development.

PubMed

Ventola, Pamela; Lei, Jiedi; Paisley, Courtney; Lebowitz, Eli; Silverman, Wendy

2017-09-01

Parenting children with ASD has a complex history. Given parents' increasingly pivotal role in children's treatment, it is critical to consider parental style and behaviours. This study (1) compares parenting style of parents of children with ASD, parents of children with anxiety disorders, and parents of typically developing (TD) children and (2) investigates contributors to parenting style within and between groups. Parents of children with anxiety had a distinct parenting style compared to ASD and TD parents. Unique relationships between child symptoms and parenting behaviours emerged across the three groups. Understanding factors that impact parenting between and within clinical groups can guide the development of interventions better tailored to support the needs of parents, particularly parents of children with ASD.

Communicative Gesture Use in Infants with and without Autism: A Retrospective Home Video Study

ERIC Educational Resources Information Center

Watson, Linda R.; Crais, Elizabeth R.; Baranek, Grace T.; Dykstra, Jessica R.; Wilson, Kaitlyn P.

2013-01-01

Purpose: The authors aimed to compare gesture use in infants with autism with gesture use in infants with other developmental disabilities (DD) or typical development (TD). Method: Children with autism (n = 43), DD (n = 30), and TD (n = 36) were recruited at ages 2 to 7 years. Parents provided home videotapes of children in infancy. Staff compiled…

Is Interlimb Coordination during Walking Preserved in Children with Cerebral Palsy?

ERIC Educational Resources Information Center

Meyns, Pieter; Van Gestel, Leen; Bruijn, Sjoerd M.; Desloovere, Kaat; Swinnen, Stephan P.; Duysens, Jacques

2012-01-01

Arm movements during gait in children with cerebral palsy (CP) are altered compared to typically developing children (TD). We investigated whether these changes in arm movements alter interlimb coordination in CP gait. 3D gait analysis was performed in CP (diplegia [DI]: N = 15 and hemiplegia [HE]: N = 11) and TD (N = 24) children at preferred and…

Implications of Social Groups on Sedentary Behavior of Children with Autism: A Pilot Study

ERIC Educational Resources Information Center

Schenkelberg, Michaela A.; Rosenkranz, Richard R.; Milliken, George A.; Menear, Kristi; Dzewaltowski, David A.

2017-01-01

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…

Sleep, chronotype, and sleep hygiene in children with attention-deficit/hyperactivity disorder, autism spectrum disorder, and controls.

PubMed

van der Heijden, K B; Stoffelsen, R J; Popma, A; Swaab, H

2018-01-01

Sleep problems are highly prevalent in ADHD and autism spectrum disorder (ASD). Better insight in the etiology is of clinical importance since intervention and prevention strategies of sleep problems are directed at underlying mechanisms. We evaluated the association of sleep problems and sleep patterns with sleep hygiene (behavioral/environmental practices that influence sleep quality, e.g. caffeine use), access to electronic media, chronotype, and anxiety/depression in children aged 6-12 years with ADHD, ASD, or typical development (TD) using parental questionnaires. ANOVA and linear regression analyses were adjusted for age and sex. Children with ADHD and ASD showed more sleep problems (63.6 and 64.7%, vs 25.1% in TD) and shorter sleep duration than controls, while differences between ADHD and ASD were not significant. Sleep hygiene was worse in ADHD and ASD compared to TD, however, the association of worse sleep hygiene with more sleep problems was only significant in ASD and TD. There was a significant association of access to electronic media with sleep problems only in typically developing controls. Chronotype did not differ significantly between groups, but evening types were associated with sleep problems in ADHD and TD. Associations of greater anxiety/depression with more sleep problems were shown in ADHD and TD; however, anxiety/depression did not moderate the effects of chronotype and sleep hygiene. We conclude that sleep problems are highly prevalent in ADHD and ASD, but are differentially related to chronotype and sleep hygiene. In ASD, sleep problems are related to inadequate sleep hygiene and in ADHD to evening chronotype, while in TD both factors are important. Clinical implications are discussed.

Parents' Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development

PubMed Central

Dimitrova, Nevena; Özçalışkan, Şeyda; Adamson, Lauren B.

2016-01-01

Typically-developing (TD) children frequently refer to objects uniquely in gesture. Parents translate these gestures into words, facilitating children's acquisition of these words (Goldin-Meadow et al., 2007). We ask whether this pattern holds for children with autism (AU) and with Down syndrome (DS) who show delayed vocabulary development. We observed 23 children with ASD, 23 with DS, and 23 TD children with their parents over a year. Children used gestures to indicate objects before labeling them and parents translated their gestures into words. Importantly, children benefited from this input, acquiring more words for the translated gestures than the not translated ones. Results highlight the role contingent parental input to child gesture plays in language development of children with developmental disorders. PMID:26362150

Multi-informant assessment of siblings of youth with autism spectrum disorder: Parent-child discrepancies in at-risk classification.

PubMed

Rankin, James A; Tomeny, Theodore S; Barry, Tammy D

2017-09-01

The behavioral and emotional functioning of typically-developing (TD) siblings of youth with autism spectrum disorder (ASD) has been frequently assessed in the literature; however, these assessments typically include only one informant, rarely considering differences between parent and self-reports of sibling adjustment. This study examined parent-youth reported informant discrepancies in behavioral and emotional functioning, including whether parent and youth reports yielded the same conclusions regarding TD sibling risk status. Among 113 parents and TD siblings of youth with ASD, TD siblings self-reported more overall, conduct, hyperactivity, and peer problems (compared to parent reports). Although few siblings were considered at-risk, those who were identified were not usually identified as at-risk on both informants' reports. Moreover, ASD symptoms, broader autism phenotype symptoms, parent mental health concerns, and social support from parents were all related to differences in at-risk classification between parent- and sibling self-report. This paper highlights the necessity of multi-informant reporting when considering TD sibling psychological functioning. This study helps to address gaps in the literature on assessment of emotional and behavioral functioning of TD siblings of youth with ASD. The results highlight the importance of utilizing both parent- and self-report when identifying TD siblings at-risk for maladjustment. Although few siblings were considered at-risk, those who were identified were not usually identified as such on both informants' reports, and a variety of sibling- and parent-factors were associated with differences in at-risk classification. Thus, inclusion and examination of both parent- and self-report of TD sibling psychological functioning is vital for accurately identifying numbers of TD siblings at-risk of maladjustment. Copyright © 2017 Elsevier Ltd. All rights reserved.

Prevalence of extrapyramidal syndromes in psychiatric inpatients and the relationship of clozapine treatment to tardive dyskinesia.

PubMed

Modestin, J; Stephan, P L; Erni, T; Umari, T

2000-05-05

In 200 inpatients on regular neuroleptics, point prevalence of extrapyramidal syndromes, including Parkinson syndrome, akathisia and tardive dyskinesia (TD), was studied and found to be 20, 11 and 22%, respectively. A total of 46 patients have currently, and for a longer time, (average about 3years, median over 1year) been treated with clozapine, and 127 with typical neuroleptics (NLs). Comparing both groups, higher TD scores were found in the clozapine sample. Investigating the influence of a set of seven clinical variables on the TD score with the help of multiple regression analysis, the influence of the treatment modality disappeared, whereas the age proved to be the only significant variable. Studying the role of past clozapine therapy in patients currently on typical NLs and comparing 10 matched pairs of chronic patients with and without TD in whom a complete life-time cumulative dose of NLs was identified, a relationship between TD and length of current typical NL therapy and life-time typical NL dosage could be demonstrated. On the whole, long-term relatively extensive use of clozapine has not markedly reduced the prevalence of extrapyramidal syndromes in our psychiatric inpatient population. In particular, we failed to demonstrate a beneficial effect of clozapine on prevalence of TD. There are certainly patients who suffer from TD in spite of a long-term intensive clozapine treatment.

Parents' Strategies to Elicit Autobiographical Memories in Autism Spectrum Disorders, Developmental Language Disorders and Typically Developing Children

ERIC Educational Resources Information Center

Goldman, Sylvie; DeNigris, Danielle

2015-01-01

Conversations about the past support the development of autobiographical memory. Parents' strategies to elicit child's participation and recall during past event conversations were compared across three school-age diagnostic groups: autism spectrum disorder (ASD, n = 11), developmental language disorders (n = 11) and typically developing (TD,…

Development of Pointing Gestures in Children with Typical and Delayed Language Acquisition

ERIC Educational Resources Information Center

Lüke, Carina; Ritterfeld, Ute; Grimminger, Angela; Liszkowski, Ulf; Rohlfing, Katharina J.

2017-01-01

Purpose: This longitudinal study compared the development of hand and index-finger pointing in children with typical language development (TD) and children with language delay (LD). First, we examined whether the number and the form of pointing gestures during the second year of life are potential indicators of later LD. Second, we analyzed the…

Laboratory Food Acceptance in Children With Autism Spectrum Disorder Compared With Children With Typical Development.

PubMed

Suarez, Michelle A

Studies using parent-report measures have described the high prevalence of food selectivity in children with autism spectrum disorder (ASD). However, few studies have documented food acceptance in a controlled laboratory environment. The objective of this study was to compare laboratory food acceptance in children with ASD with that of children with typical development (TD). In addition, the relationships between food acceptance and the child's age, sensory processing pattern, and autism severity were explored. Results indicate that children with autism (n = 31) accepted fewer foods in the laboratory environment than the children with TD (n = 21) and that food acceptance was related to age but not to ASD severity. In addition, sensory processing scores were associated with food acceptance for the combined ASD and TD groups. Results are discussed in the context of the literature. This information has the potential to support evaluation and treatment of food selectivity. Copyright © 2017 by the American Occupational Therapy Association, Inc.

From action to interaction: exploring the contribution of body motion cues to social understanding in typical development and in autism spectrum disorders.

PubMed

Centelles, Laurie; Assaiante, Christine; Etchegoyhen, Katallin; Bouvard, Manuel; Schmitz, Christina

2013-05-01

Two studies investigated whether typically developing children (TD) and children with autism spectrum disorders (ASD) were able to decide whether two characters were communicating or not on the basis of point-light displays. Point-lights portrayed actors engaged or not in a social interaction. In study 1, TD children (4-10 years old; n = 36) grasped social intentions from body language, with a notable improvement around 7/8. In study 2, children with ASD (6-12 years old; n = 12) could categorize the point-light displays at above-chance levels, but performed less efficiently, especially for the social interaction displays, than TD children (matched to chronological and non-verbal mental age, 6-12 years old; n = 24). An action representation deficit is discussed in relation to a social representation deficit and it is suggested that these deficits might be linked to altered maturational process of the mirror system in ASD.

Spontaneous lexical alignment in children with an autistic spectrum disorder and their typically developing peers.

PubMed

Branigan, Holly P; Tosi, Alessia; Gillespie-Smith, Karri

2016-11-01

It is well established that adults converge on common referring expressions in dialogue, and that such lexical alignment is important for successful and rewarding communication. The authors show that children with an autistic spectrum disorder (ASD) and chronological- and verbal-age-matched typically developing (TD) children also show spontaneous lexical alignment. In a card game, both groups tended to refer to an object using the same name as their partner had previously used for the same or a different token of the object. This tendency to align on a pragmatically conditioned aspect of language did not differ between ASD and TD groups, and was unaffected by verbal/chronological age, or (in the ASD group) Theory of Mind or social functioning. The authors suggest that lexical priming can lead to automatic lexical alignment in both ASD and TD children's dialogue. Their results further suggest that ASD children's conversational impairments do not involve an all-encompassing deficit in linguistic imitation. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Video game use in boys with autism spectrum disorder, ADHD, or typical development.

PubMed

Mazurek, Micah O; Engelhardt, Christopher R

2013-08-01

The study objectives were to examine video game use in boys with autism spectrum disorder (ASD) compared with those with ADHD or typical development (TD) and to examine how specific symptoms and game features relate to problematic video game use across groups. Participants included parents of boys (aged 8-18) with ASD (n = 56), ADHD (n = 44), or TD (n = 41). Questionnaires assessed daily hours of video game use, in-room video game access, video game genres, problematic video game use, ASD symptoms, and ADHD symptoms. Boys with ASD spent more time than did boys with TD playing video games (2.1 vs 1.2 h/d). Both the ASD and ADHD groups had greater in-room video game access and greater problematic video game use than the TD group. Multivariate models showed that inattentive symptoms predicted problematic game use for both the ASD and ADHD groups; and preferences for role-playing games predicted problematic game use in the ASD group only. Boys with ASD spend much more time playing video games than do boys with TD, and boys with ASD and ADHD are at greater risk for problematic video game use than are boys with TD. Inattentive symptoms, in particular, were strongly associated with problematic video game use for both groups, and role-playing game preferences may be an additional risk factor for problematic video game use among children with ASD. These findings suggest a need for longitudinal research to better understand predictors and outcomes of video game use in children with ASD and ADHD.

Representing Intentions in Self and Other: Studies of Autism and Typical Development

ERIC Educational Resources Information Center

Williams, David; Happe, Francesca

2010-01-01

Two experiments were conducted to explore the extent to which individuals with Autism Spectrum Disorder (ASD), as well as young typically developing (TD) children, are explicitly aware of their own and others' intentions. In Experiment 1, participants with ASD were significantly less likely than age- and ability-matched comparison participants to…

Gastrointestinal Problems in Children with Autism, Developmental Delays or Typical Development

ERIC Educational Resources Information Center

Chaidez, Virginia; Hansen, Robin L.; Hertz-Picciotto, Irva

2014-01-01

To compare gastrointestinal (GI) problems among children with: (1) autism spectrum disorder (ASD), (2) developmental delay (DD) and (3) typical development (TD), GI symptom frequencies were obtained for 960 children from the CHildhood Autism Risks from Genetics and Environment (CHARGE) study. We also examined scores on five Aberrant Behavior…

State-of-technology for joining TD-NiCr sheet.

NASA Technical Reports Server (NTRS)

Holko, K. H.; Moore, T. J.; Gyorgak, C. A.

1972-01-01

At the current state-of-technology there are many joining processes that can be used to make sound welds in TD-NiCr sheet. Some of these that are described in this report are electron beam welding (EBW), gas-tungsten arc welding (GTAW), diffusion welding (DFW), resistance spot welding (RSW), resistance seam welding (RSEW), and brazing. Roll welding (RW) and explosion welding (EXW) have not been developed to the point where they can be used to make sound welds in TD-NiCr. Joining work that has previously been done on TD-NiCr by various organizations, both privately supported and under Air Force and NASA contracts, is described in this summary. Current work is also described that is being done at General Dynamics/Convair (under NASA contract) and at NASA/Lewis to develop and evaluate DFW, RSW, RSEW, and brazing. Preliminary comparisons of joining processes are made for typical applications. A brief description of the manufacture of TD-NiCr sheet by a recently standardized process (under NASA contract) also is given.

Deficits of Visuospatial Attention with Reflexive Orienting Induced by Eye-Gazed Cues in Children with Developmental Coordination Disorder in the Lower Extremities: An Event-Related Potential Study

ERIC Educational Resources Information Center

Tsai, Chia-Liang; Pan, Chien-Yu; Chang, Yu-Kai; Wang, Chun-Hao; Tseng, Ko-Da

2010-01-01

The present study aims to investigate and compare the behavioral performance and event-related potentials (ERPs) measures in children with developmental coordination disorder (DCD) and typically developing (TD) children when performing the visuospatial attention task with reflexive orienting. Thirty children with DCD and 30 TD children were…

Children with Autism Detect Targets at Very Rapid Presentation Rates with Similar Accuracy as Adults

ERIC Educational Resources Information Center

Hagmann, Carl Erick; Wyble, Bradley; Shea, Nicole; LeBlanc, Megan; Kates, Wendy R.; Russo, Natalie

2016-01-01

Enhanced perception may allow for visual search superiority by individuals with Autism Spectrum Disorder (ASD), but does it occur over time? We tested high-functioning children with ASD, typically developing (TD) children, and TD adults in two tasks at three presentation rates (50, 83.3, and 116.7 ms/item) using rapid serial visual presentation.…

Mothers' Perceived Physical Health during Early and Middle Childhood: Relations with Child Developmental Delay and Behavior Problems

ERIC Educational Resources Information Center

Eisenhower, Abbey; Blacher, Jan; Baker, Bruce L.

2013-01-01

The self-perceived physical health of mothers raising children with developmental delay (DD; N = 116) or typical development (TD; N = 129) was examined across child ages 3-9 years, revealing three main findings. First, mothers of children with DD experienced poorer self-rated physical health than mothers of children with TD at each age. Latent…

Informing Children about Their Sibling's Diagnosis of Autism Spectrum Disorder: An Initial Investigation into Current Practices

ERIC Educational Resources Information Center

Tanaka, Kyoko; Uchiyama, Tokio; Endo, Fumio

2011-01-01

The manner in which typically developing (TD) children were informed about their sibling's diagnosis of autism spectrum disorders (ASDs) was examined in Japan. Seventy-seven parents, each with a child with ASD and a TD child, participated in a questionnaire survey. From the data obtained, it was revealed that parents informed 66.7% (72/108) TD…

Selective Spatial Working Memory Impairment in a Group of Children with Mathematics Learning Disabilities and Poor Problem-Solving Skills

ERIC Educational Resources Information Center

Passolunghi, Maria Chiara; Mammarella, Irene Cristina

2012-01-01

This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with MLD, relative to TD children,…

Tracking Children Who Fly below the Radar: Latent Transition Modeling of Students with Late-Emerging Reading Disability

ERIC Educational Resources Information Center

Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Elleman, Amy M.; Gilbert, Jennifer K.

2008-01-01

The purpose of this study was to examine (1) the stability of latent classes associated with reading disability (RD) and typical development (TD) across time, (2) the importance of speeded word recognition as a latent class indicator of RD and TD, and (3) possible early indicators of students with late-emerging RD. Analyses were based on a…

Psychosocial Adjustment and Sibling Relationships in Siblings of Children with Autism Spectrum Disorder: Risk and Protective Factors

ERIC Educational Resources Information Center

Walton, Katherine M.; Ingersoll, Brooke R.

2015-01-01

This study compared sibling adjustment and relationships in siblings of children with Autism Spectrum Disorder (ASD-Sibs; n = 69) and siblings of children with typical development (TD-Sibs; n = 93). ASD-Sibs and TD-Sibs demonstrated similar emotional/behavioral adjustment. Older male ASD-Sibs were at increased risk for difficulties. Sibling…

Physiological Arousal in Autism and Fragile X Syndrome: Group Comparisons and Links with Pragmatic Language

ERIC Educational Resources Information Center

Klusek, Jessica; Martin, Gary E.; Losh, Molly

2013-01-01

This study tested the hypothesis that pragmatic (i.e., social) language impairment is linked to arousal dysregulation in autism spectrum disorder (ASD) and fragile X syndrome (FXS). Forty boys with ASD, 39 with FXS, and 27 with typical development (TD), aged 4-15 years, participated. Boys with FXS were hyperaroused compared to boys with TD but did…

Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions

PubMed Central

Özçalışkan, Şeyda; Levine, Susan C.; Goldin-Meadow, Susan

2013-01-01

Children with pre/perinatal unilateral brain lesions (PL) show remarkable plasticity for language development. Is this plasticity characterized by the same developmental trajectory that characterizes typically developing (TD) children, with gesture leading the way into speech? We explored this question, comparing 11 children with PL—matched to 30 TD children on expressive vocabulary—in the second year of life. Children with PL showed similarities to TD children for simple but not complex sentence types. Children with PL produced simple sentences across gesture and speech several months before producing them entirely in speech, exhibiting parallel delays in both gesture+speech and speech-alone. However, unlike TD children, children with PL produced complex sentence types first in speech-alone. Overall, the gesture-speech system appears to be a robust feature of language-learning for simple—but not complex—sentence constructions, acting as a harbinger of change in language development even when that language is developing in an injured brain. PMID:23217292

Profile of refractive errors in European Caucasian children with Autistic Spectrum Disorder; increased prevalence and magnitude of astigmatism.

PubMed

Anketell, Pamela M; Saunders, Kathryn J; Gallagher, Stephen; Bailey, Clare; Little, Julie-Anne

2016-07-01

Autistic Spectrum Disorder (ASD) is a common neurodevelopmental disorder characterised by impairment of communication, social interaction and repetitive behaviours. Only a small number of studies have investigated fundamental clinical measures of vision including refractive error. The aim of this study was to describe the refractive profile of a population of children with ASD compared to typically developing (TD) children. Refractive error was assessed using the Shin-Nippon NVision-K 5001 open-field autorefractor following the instillation of cyclopentolate hydrochloride 1% eye drops. A total of 128 participants with ASD (mean age 10.9 ± 3.3 years) and 206 typically developing participants (11.5 ± 3.1 years) were recruited. There was no significant difference in median refractive error, either by spherical equivalent or most ametropic meridian between the ASD and TD groups (Spherical equivalent, Mann-Whitney U307 = 1.15, p = 0.25; Most Ametropic Meridian, U305 = 0.52, p = 0.60). Median refractive astigmatism was -0.50DC (range 0.00 to -3.50DC) for the ASD group and -0.50DC (Range 0.00 to -2.25DC) for the TD group. Magnitude and prevalence of refractive astigmatism (defined as astigmatism ≥1.00DC) was significantly greater in the ASD group compared to the typically developing group (ASD 26%, TD 8%, magnitude U305 = 3.86, p = 0.0001; prevalence (χ12=17.71 , p < 0.0001). This is the first study to describe the refractive profile of a population of European Caucasian children with ASD compared to a TD population of children. Unlike other neurodevelopmental conditions, there was no increased prevalence of spherical refractive errors in ASD but astigmatic errors were significantly greater in magnitude and prevalence. This highlights the need to examine refractive errors in this population. © 2016 The Authors Ophthalmic & Physiological Optics © 2016 The College of Optometrists.

Language comprehension and brain function in individuals with an optimal outcome from autism.

PubMed

Eigsti, Inge-Marie; Stevens, Michael C; Schultz, Robert T; Barton, Marianne; Kelley, Elizabeth; Naigles, Letitia; Orinstein, Alyssa; Troyb, Eva; Fein, Deborah A

2016-01-01

Although Autism Spectrum Disorder (ASD) is generally a lifelong disability, a minority of individuals with ASD overcome their symptoms to such a degree that they are generally indistinguishable from their typically-developing peers. That is, they have achieved an Optimal Outcome (OO). The question addressed by the current study is whether this normalized behavior reflects normalized brain functioning, or alternatively, the action of compensatory systems. Either possibility is plausible, as most participants with OO received years of intensive therapy that could alter brain networks to align with typical function or work around ASD-related neural dysfunction. Individuals ages 8 to 21 years with high-functioning ASD (n = 23), OO (n = 16), or typical development (TD; n = 20) completed a functional MRI scan while performing a sentence comprehension task. Results indicated similar activations in frontal and temporal regions (left middle frontal, left supramarginal, and right superior temporal gyri) and posterior cingulate in OO and ASD groups, where both differed from the TD group. Furthermore, the OO group showed heightened "compensatory" activation in numerous left- and right-lateralized regions (left precentral/postcentral gyri, right precentral gyrus, left inferior parietal lobule, right supramarginal gyrus, left superior temporal/parahippocampal gyrus, left middle occipital gyrus) and cerebellum, relative to both ASD and TD groups. Behaviorally normalized language abilities in OO individuals appear to utilize atypical brain networks, with increased recruitment of language-specific as well as right homologue and other systems. Early intensive learning and experience may normalize behavioral language performance in OO, but some brain regions involved in language processing may continue to display characteristics that are more similar to ASD than typical development, while others show characteristics not like ASD or typical development.

Emotional preferences and goals and emotion dysregulation in children with Asperger's syndrome and typically developing children.

PubMed

López-Pérez, Belén; Ambrona, Tamara; Gummerum, Michaela

2018-02-05

Emotion goals lie at the heart of emotion regulation, as people have to first decide what emotions they want to feel before engaging in emotion regulation. Given that children with Asperger's syndrome (AS) are characterized by exhibiting difficulties in emotion regulation, studying whether they display similar or different emotion goals compared to typically developing (TD) children may provide insightful information. Thirty AS and 30 TD children (10-12 years) reported about their general (i.e., how they want to feel in general) and contextualized (i.e., how they want to feel when confronting vs. collaborating with someone) emotion goals, and about their difficulties in emotion regulation through questionnaires. Results showed that both groups did not differ in their general emotional goals and in their contextualized emotion goals for happiness for collaboration and anger for confrontation. AS children only differed from TD children in a higher preference for sadness for collaboration and happiness for confrontation. These emotion goals predicted their difficulties to engage in goal-directed behaviour. The obtained results support the need to further study emotion goals as an aspect of emotion dysregulation, namely the difficulties to engage in goal-directed behaviour when experiencing different emotions. AS and TD children did not differ in their general emotion goals. AS and TD children did not vary in their preferences for happiness for collaboration and anger for confrontation. AS children only differed in a higher preference for sadness for collaboration and happiness for confrontation. Understanding emotion goals might help practitioners to develop better interventions. © 2018 The British Psychological Society.

Parents' Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development.

PubMed

Dimitrova, Nevena; Özçalışkan, Şeyda; Adamson, Lauren B

2016-01-01

Typically-developing (TD) children frequently refer to objects uniquely in gesture. Parents translate these gestures into words, facilitating children's acquisition of these words (Goldin-Meadow et al. in Dev Sci 10(6):778-785, 2007). We ask whether this pattern holds for children with autism (AU) and with Down syndrome (DS) who show delayed vocabulary development. We observed 23 children with AU, 23 with DS, and 23 TD children with their parents over a year. Children used gestures to indicate objects before labeling them and parents translated their gestures into words. Importantly, children benefited from this input, acquiring more words for the translated gestures than the not translated ones. Results highlight the role contingent parental input to child gesture plays in language development of children with developmental disorders.

Syntax in Spanish-speaking children with Williams syndrome.

PubMed

Benítez-Burraco, Antonio; Garayzábal, Elena; Cuetos, Fernando

2016-01-01

The syntactic skills of Spanish-speaking children with Williams syndrome (WS) were assessed in different areas (phrase structure, recursion, and bound anaphora). Children were compared to typically-developing peers matched either in chronological age (CA-TD) or in verbal age (VA-TD). In all tasks children with WS performed significantly worse than CA-TD children, but similarly to VA-TD children. However, significant differences were observed in specific domains, particularly regarding sentences with cross-serial dependencies. At the same time, children with WS were less sensitive to syntactic constraints and exhibited a poorer knowledge of some functional words (specifically, of nonreflexive pronouns). A processing bottleneck or a computational constraint may account for this outcome. Copyright © 2016 Elsevier Inc. All rights reserved.

Characterizing Sleep in Adolescents and Adults with Autism Spectrum Disorders.

PubMed

Goldman, S E; Alder, M L; Burgess, H J; Corbett, B A; Hundley, R; Wofford, D; Fawkes, D B; Wang, L; Laudenslager, M L; Malow, B A

2017-06-01

We studied 28 adolescents/young adults with autism spectrum disorders (ASD) and 13 age/sex matched individuals of typical development (TD). Structured sleep histories, validated questionnaires, actigraphy (4 weeks), and salivary cortisol and melatonin (4 days each) were collected. Compared to those with TD, adolescents/young adults with ASD had longer sleep latencies and more difficulty going to bed and falling asleep. Morning cortisol, evening cortisol, and the morning-evening difference in cortisol did not differ by diagnosis (ASD vs. TD). Dim light melatonin onsets (DLMOs) averaged across participants were not different for the ASD and TD participants. Average participant scores indicated aspects of poor sleep hygiene in both groups. Insomnia in ASD is multifactorial and not solely related to physiological factors.

Characterizing Sleep in Adolescents and Adults with Autism Spectrum Disorders

PubMed Central

Goldman, SE; Alder, ML; Burgess, HJ; Corbett, BA; Hundley, R; Wofford, D; Fawkes, DB; Wang, L; Laudenslager, ML; Malow, BA

2017-01-01

We studied 28 adolescents/young adults with autism spectrum disorders (ASD) and 13 age/sex matched individuals of typical development (TD). Structured sleep histories, validated questionnaires, actigraphy (four weeks), and salivary cortisol and melatonin (four days each) were collected. Compared to those with TD, adolescents/young adults with ASD had longer sleep latencies and more difficulty going to bed and falling asleep. Morning cortisol, evening cortisol, and the morning-evening difference in cortisol did not differ by diagnosis (ASD vs. TD). Dim light melatonin onsets (DLMOs) averaged across participants were not different for the ASD and TD participants. Average participant scores indicated aspects of poor sleep hygiene in both groups. Insomnia in ASD is multifactorial and not solely related to physiological factors. PMID:28286917

Preserving the Past: An Early Interview Improves Delayed Event Memory in Children With Intellectual Disabilities

PubMed Central

Brown, Deirdre A; Lewis, Charlie N; Lamb, Michael E

2015-01-01

The influence of an early interview on children's (N = 194) later recall of an experienced event was examined in children with mild and moderate intellectual disabilities (CWID; 7–12 years) and typically developing (TD) children matched for chronological (7–12 years) or mental (4–9 years) age. Children previously interviewed were more informative, more accurate, and less suggestible. CWID (mild) recalled as much information as TD mental age matches, and were as accurate as TD chronological age matches. CWID (moderate) recalled less than TD mental age matches but were as accurate. Interviewers should elicit CWID's recall as early as possible and consider developmental level and severity of impairments when evaluating eyewitness testimony. PMID:25876042

Abnormal functional activation and maturation of ventromedial prefrontal cortex and cerebellum during temporal discounting in autism spectrum disorder.

PubMed

Murphy, Clodagh M; Christakou, Anastasia; Giampietro, Vincent; Brammer, Michael; Daly, Eileen M; Ecker, Christine; Johnston, Patrick; Spain, Debbie; Robertson, Dene M; Murphy, Declan G; Rubia, Katya

2017-11-01

People with autism spectrum disorder (ASD) have poor decision-making and temporal foresight. This may adversely impact on their everyday life, mental health, and productivity. However, the neural substrates underlying poor choice behavior in people with ASD, or its' neurofunctional development from childhood to adulthood, are unknown. Despite evidence of atypical structural brain development in ASD, investigation of functional brain maturation in people with ASD is lacking. This cross-sectional developmental fMRI study investigated the neural substrates underlying performance on a temporal discounting (TD) task in 38 healthy (11-35 years old) male adolescents and adults with ASD and 40 age, sex, and IQ-matched typically developing healthy controls. Most importantly, we assessed group differences in the neurofunctional maturation of TD across childhood and adulthood. Males with ASD had significantly poorer task performance and significantly lower brain activation in typical regions that mediate TD for delayed choices, in predominantly right hemispheric regions of ventrolateral/dorsolateral prefrontal cortices, ventromedial prefrontal cortex, striatolimbic regions, and cerebellum. Importantly, differential activation in ventromedial frontal cortex and cerebellum was associated with abnormal functional brain maturation; controls, in contrast to people with ASD, showed progressively increasing activation with increasing age in these regions; which furthermore was associated with performance measures and clinical ASD measures (stereotyped/restricted interests). Findings provide first cross-sectional evidence that reduced activation of TD mediating brain regions in people with ASD during TD is associated with abnormal functional brain development in these regions between childhood and adulthood, and this is related to poor task performance and clinical measures of ASD. Hum Brain Mapp 38:5343-5355, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Associations between joint attention and language in autism spectrum disorder and typical development: A systematic review and meta-regression analysis.

PubMed

Bottema-Beutel, Kristen

2016-10-01

Using a structured literature search and meta-regression procedures, this study sought to determine whether associations between joint attention and language are moderated by group (autism spectrum disorder [ASD] vs. typical development [TD]), joint attention type (responding to joint attention [RJA] vs. other), and other study design features and participant characteristics. Studies were located using database searches, hand searches, and electronic requests for data from experts in the field. This resulted in 71 reports or datasets and 605 effect sizes, representing 1,859 participants with ASD and 1,835 TD participants. Meta-regression was used to answer research questions regarding potential moderators of the effect sizes of interest, which were Pearson's r values quantifying the association between joint attention and language variables. In the final models, conducted separately for each language variable, effect sizes were significantly higher for the ASD group as compared to the TD group, and for RJA as compared to non-RJA joint attention types. Approximate mental age trended toward significance for the expressive language model. Joint attention may be more tightly tied to language in children with ASD as compared to TD children because TD children exhibit joint attention at sufficient thresholds so that language development becomes untethered to variations in joint attention. Conversely, children with ASD who exhibit deficits in joint attention develop language contingent upon their joint attention abilities. Because RJA was more strongly related to language than other types of joint attention, future research should involve careful consideration of the operationalization and measurement of joint attention constructs. Autism Res 2016, 9: 1021-1035. © 2016 International Society for Autism Research, Wiley Periodicals, Inc. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.

Recall Memory in Children with Down Syndrome and Typically Developing Peers Matched on Developmental Age

ERIC Educational Resources Information Center

Milojevich, H.; Lukowski, A.

2016-01-01

Background: Whereas research has indicated that children with Down syndrome (DS) imitate demonstrated actions over short delays, it is presently unknown whether children with DS recall information over lengthy delays at levels comparable with typically developing (TD) children matched on developmental age. Method: In the present research, 10…

Modulation of Attentional Blink with Emotional Faces in Typical Development and in Autism Spectrum Disorders

ERIC Educational Resources Information Center

Yerys, Benjamin E.; Ruiz, Ericka; Strang, John; Sokoloff, Jennifer; Kenworthy, Lauren; Vaidya, Chandan J.

2013-01-01

Background: The attentional blink (AB) phenomenon was used to assess the effect of emotional information on early visual attention in typically developing (TD) children and children with autism spectrum disorders (ASD). The AB effect is the momentary perceptual unawareness that follows target identification in a rapid serial visual processing…

Spontaneous Lexical Alignment in Children with an Autistic Spectrum Disorder and Their Typically Developing Peers

ERIC Educational Resources Information Center

Branigan, Holly P.; Tosi, Alessia; Gillespie-Smith, Karri

2016-01-01

It is well established that adults converge on common referring expressions in dialogue, and that such lexical alignment is important for successful and rewarding communication. The authors show that children with an autistic spectrum disorder (ASD) and chronological- and verbal-age-matched typically developing (TD) children also show spontaneous…

Observing Iconic Gestures Enhances Word Learning in Typically Developing Children and Children with Specific Language Impairment

ERIC Educational Resources Information Center

Vogt, Susanne; Kauschke, Christina

2017-01-01

Research has shown that observing iconic gestures helps typically developing children (TD) and children with specific language impairment (SLI) learn new words. So far, studies mostly compared word learning with and without gestures. The present study investigated word learning under two gesture conditions in children with and without language…

Increased Sensory Processing Atypicalities in Parents of Multiplex ASD Families versus Typically Developing and Simplex ASD Families

ERIC Educational Resources Information Center

Donaldson, Chelsea K.; Stauder, Johannes E. A.; Donkers, Franc C. L.

2017-01-01

Recent studies have suggested that sensory processing atypicalities may share genetic influences with autism spectrum disorder (ASD). To further investigate this, the adolescent/adult sensory profile (AASP) questionnaire was distributed to 85 parents of typically developing children (P-TD), 121 parents from simplex ASD families (SPX), and 54…

Engaging with the Self: Mirror Behaviour in Autism, Down Syndrome and Typical Development

ERIC Educational Resources Information Center

Reddy, Vasudevi; Williams, Emma; Costantini, Cristina; Lan, Britta

2010-01-01

Children with autism achieve mirror self-recognition appropriate to developmental age, but are nonetheless reported to have problems in other aspects of a sense of self. We observed behaviour in the mirror in 12 pre-school children with autism, 13 pre-school children with Down syndrome (DS) and 13 typically developing (TD) toddlers. Reliable…

Anxiety and Depression in Children with Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development

ERIC Educational Resources Information Center

Mammarella, Irene C.; Ghisi, Marta; Bomba, Monica; Bottesi, Gioia; Caviola, Sara; Broggi, Fiorenza; Nacinovich, Renata

2016-01-01

The main goal of the present study was to shed further light on the psychological characteristics of children with different learning disability profiles aged between 8 and 11 years, attending from third to sixth grade. Specifically, children with nonverbal learning disabilities (NLD), reading disabilities (RD), or a typical development (TD) were…

Television, Video Game and Social Media Use among Children with ASD and Typically Developing Siblings

ERIC Educational Resources Information Center

Mazurek, Micah O.; Wenstrup, Colleen

2013-01-01

This study examined the nature of television, video game, and social media use in children (ages 8-18) with autism spectrum disorders (ASD, n = 202) compared to typically developing siblings (TD, n = 179), and relative to other activities. Parents completed measures assessing children's screen-based and other extracurricular activities. Children…

Looking but Not Seeing: Atypical Visual Scanning and Recognition of Faces in 2 and 4-Year-Old Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Chawarska, Katarzyna; Shic, Frederick

2009-01-01

This study used eye-tracking to examine visual scanning and recognition of faces by 2- and 4-year-old children with autism spectrum disorder (ASD) (N = 44) and typically developing (TD) controls (N = 30). TD toddlers at both age levels scanned and recognized faces similarly. Toddlers with ASD looked increasingly away from faces with age,…

The Understanding of Intentions, Desires and Beliefs in Young Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Broekhof, Evelien; Ketelaar, Lizet; Stockmann, Lex; van Zijp, Annette; Bos, Marieke G. N.; Rieffe, Carolien

2015-01-01

This study provides a comprehensive picture of three core elements (Intentions, Desires, Beliefs) of Theory of Mind (ToM) in young children with autism spectrum disorder (ASD, n = 63, "M"age = 55 months) and typically developing children (TD, n = 69, "M"age = 54 months). Outcomes showed that ASD and TD children understood…

Feasibility, stability and validity of the four square step test in typically developed children and children with brain damage.

PubMed

Leizerowitz, Gil; Katz-Leurer, Michal

2017-01-01

To assess feasibility, test-retest reliability and validity of the Four Square Step Test (FSST) in typically developed children (TD), and children with cerebral palsy (CP) and acquired brain injury (ABI). 30 TD children, 20 with CP and 12 with ABI participated in the study. The FSST while sitting and standing, the Timed Up and Go (TUG) and the balance subtest of the Bruininks-Oseretsky Test (BOT-2) were assessed. Each child attempted the FSST twice within 1 week. The scores for the FSST were assigned according to the original test: two successes in four trials, and according to a more lenient test, one success in four trials. The original form of the FSST is not feasible for children with CP or ABI. In TD children the lenient version is feasible (93%) and has moderate stability (Interclass correlation, ICC = 0.723), with a significant, positive correlation with the TUG (r s = 0.56). In children with CP the lenient test is feasible (80%), stable (r s = 0.83) and negatively correlates with the BOT-2 (r s =-0.69). In children with ABI the test is less feasible (67%) and neither stable nor valid. The lenient form of the FSST is feasible, reliable and valid in TD children and children with CP.

Longitudinal Brain Development of Numerical Skills in Typically Developing Children and Children with Developmental Dyscalculia.

PubMed

McCaskey, Ursina; von Aster, Michael; Maurer, Urs; Martin, Ernst; O'Gorman Tuura, Ruth; Kucian, Karin

2017-01-01

Developmental dyscalculia (DD) is a learning disability affecting the acquisition of numerical-arithmetical skills. Studies report persistent deficits in number processing and aberrant functional activation of the fronto-parietal numerical network in DD. However, the neural development of numerical abilities has been scarcely investigated. The present paper provides a first attempt to investigate behavioral and neural trajectories of numerical abilities longitudinally in typically developing (TD) and DD children. During a study period of 4 years, 28 children (8-11 years) were evaluated twice by means of neuropsychological tests and a numerical order fMRI paradigm. Over time, TD children improved in numerical abilities and showed a consistent and well-developed fronto-parietal network. In contrast, DD children revealed persistent deficits in number processing and arithmetic. Brain imaging results of the DD group showed an age-related activation increase in parietal regions (intraparietal sulcus), pointing to a delayed development of number processing areas. Besides, an activation increase in frontal areas was observed over time, indicating the use of compensatory mechanisms. In conclusion, results suggest a continuation in neural development of number representation in DD, whereas the neural network for simple ordinal number estimation seems to be stable or show only subtle changes in TD children over time.

Longitudinal Brain Development of Numerical Skills in Typically Developing Children and Children with Developmental Dyscalculia

PubMed Central

McCaskey, Ursina; von Aster, Michael; Maurer, Urs; Martin, Ernst; O'Gorman Tuura, Ruth; Kucian, Karin

2018-01-01

Developmental dyscalculia (DD) is a learning disability affecting the acquisition of numerical-arithmetical skills. Studies report persistent deficits in number processing and aberrant functional activation of the fronto-parietal numerical network in DD. However, the neural development of numerical abilities has been scarcely investigated. The present paper provides a first attempt to investigate behavioral and neural trajectories of numerical abilities longitudinally in typically developing (TD) and DD children. During a study period of 4 years, 28 children (8–11 years) were evaluated twice by means of neuropsychological tests and a numerical order fMRI paradigm. Over time, TD children improved in numerical abilities and showed a consistent and well-developed fronto-parietal network. In contrast, DD children revealed persistent deficits in number processing and arithmetic. Brain imaging results of the DD group showed an age-related activation increase in parietal regions (intraparietal sulcus), pointing to a delayed development of number processing areas. Besides, an activation increase in frontal areas was observed over time, indicating the use of compensatory mechanisms. In conclusion, results suggest a continuation in neural development of number representation in DD, whereas the neural network for simple ordinal number estimation seems to be stable or show only subtle changes in TD children over time. PMID:29354041

Comparison of calf muscle architecture between Asian children with spastic cerebral palsy and typically developing peers.

PubMed

Chen, Ying; He, Lu; Xu, Kaishou; Li, Jinling; Guan, Buyun; Tang, Hongmei

2018-01-01

To compare the muscle thickness, fascicle length, and pennation angle of the gastrocnemius, soleus, and tibialis anterior between Asian children with spastic cerebral palsy (CP) and typically developing (TD) peers. This cross-sectional study involved a total of 72 children with hemiplegic CP (n = 24), and diplegic CP (n = 24) and their TD peers (n = 24). Muscle architecture was measured at rest using ultrasound. Clinical measures included gross motor function and a modified Ashworth scale. The thicknesses of the tibialis anterior and medial gastrocnemius muscles were smaller in the affected calf of children with CP (p<0.05) than in those of their TD peers. Additionally, the lengths of the lateral gastrocnemius and soleus fascicle were shorter (p<0.05) in children with diplegic CP than in their TD peers. The fascicle length was shorter in the affected calf of children with CP (p<0.05) than in the calves of their TD peers or the unaffected calf of children with hemiplegic CP. However, the length of the lateral gastrocnemius fascicle was similar between the two legs of children with hemiplegic CP. The pennation angles of the medial gastrocnemius and soleus muscles were larger (p<0.05) in the affected calf in children with hemiplegic CP than in the calves of their TD peers. The fascicle length of the lateral gastrocnemius and the thickness of the soleus muscle were positively correlated with gross motor function scores in children with CP (p<0.05). Muscle thickness and fascicle length were lower in the affected tibialis anterior, gastrocnemius, and soleus in children with spastic CP. These changes may limit the ability to stand and walk, and indicate a need to strengthen the affected muscle.

Comparison of calf muscle architecture between Asian children with spastic cerebral palsy and typically developing peers

PubMed Central

Li, Jinling; Guan, Buyun; Tang, Hongmei

2018-01-01

Objective To compare the muscle thickness, fascicle length, and pennation angle of the gastrocnemius, soleus, and tibialis anterior between Asian children with spastic cerebral palsy (CP) and typically developing (TD) peers. Methods This cross-sectional study involved a total of 72 children with hemiplegic CP (n = 24), and diplegic CP (n = 24) and their TD peers (n = 24). Muscle architecture was measured at rest using ultrasound. Clinical measures included gross motor function and a modified Ashworth scale. Results The thicknesses of the tibialis anterior and medial gastrocnemius muscles were smaller in the affected calf of children with CP (p<0.05) than in those of their TD peers. Additionally, the lengths of the lateral gastrocnemius and soleus fascicle were shorter (p<0.05) in children with diplegic CP than in their TD peers. The fascicle length was shorter in the affected calf of children with CP (p<0.05) than in the calves of their TD peers or the unaffected calf of children with hemiplegic CP. However, the length of the lateral gastrocnemius fascicle was similar between the two legs of children with hemiplegic CP. The pennation angles of the medial gastrocnemius and soleus muscles were larger (p<0.05) in the affected calf in children with hemiplegic CP than in the calves of their TD peers. The fascicle length of the lateral gastrocnemius and the thickness of the soleus muscle were positively correlated with gross motor function scores in children with CP (p<0.05). Conclusions Muscle thickness and fascicle length were lower in the affected tibialis anterior, gastrocnemius, and soleus in children with spastic CP. These changes may limit the ability to stand and walk, and indicate a need to strengthen the affected muscle. PMID:29304114

Mine is better than yours: Investigating the ownership effect in children with autism spectrum disorder and typically developing children.

PubMed

Hartley, Calum; Fisher, Sophie

2018-03-01

Ownership has a unique and privileged influence on human psychology. Typically developing (TD) children judge their objects to be more desirable and valuable than similar objects belonging to others. This 'ownership effect' is due to processing one's property in relation to 'the self'. Here we explore whether children with autism spectrum disorder (ASD) - a population with impaired self-understanding - prefer and over-value property due to ownership. In Experiment 1, we discovered that children with ASD did not favour a randomly endowed toy and frequently traded for a different object. By contrast, TD children showed a clear preference for their randomly endowed toy and traded infrequently. Both populations also demonstrated highly-accurate tracking of owner-object relationships. Experiment 2 showed that both TD children and children with ASD over-value their toys if they are self-selected and different from other-owned toys. Unlike TD children, children with ASD did not over-value their toys in comparison to non-owned identical copies. This finding was replicated in Experiment 3, which also established that mere ownership elicited over-valuation of randomly endowed property in TD children. However, children with ASD did not consistently regard their randomly endowed toys as the most valuable, and evaluated property irrespective of ownership. Our findings show that mere ownership increases preferences and valuations for self-owned property in TD children, but not children with ASD. We propose that deficits in self-understanding may diminish ownership effects in ASD, eliciting a more economically-rational strategy that prioritises material qualities (e.g. what a toy is) rather than whom it belongs to. Copyright © 2017 Elsevier B.V. All rights reserved.

Mental states and activities in Danish narratives: children with autism and children with language impairment.

PubMed

Engberg-Pedersen, Elisabeth; Christensen, Rikke Vang

2017-09-01

This study focuses on the relationship between content elements and mental-state language in narratives from twenty-seven children with autism (ASD), twelve children with language impairment (LI), and thirty typically developing children (TD). The groups did not differ on chronological age (10;6-14;0) and non-verbal cognitive skills, and the groups with ASD and TD did not differ on language measures. The children with ASD and LI had fewer content elements of the storyline than the TD children. Compared with the TD children, the children with ASD used fewer subordinate clauses about the characters' thoughts, and preferred talking about mental states as reported speech, especially in the form of direct speech. The children with LI did not differ from the TD children on these measures. The results are discussed in the context of difficulties with socio-cognition in children with ASD and of language difficulties in children with LI.

Early Gesture Provides a Helping Hand to Spoken Vocabulary Development for Children with Autism, Down Syndrome, and Typical Development

ERIC Educational Resources Information Center

Özçaliskan, Seyda; Adamson, Lauren B.; Dimitrova, Nevena; Baumann, Stephanie

2017-01-01

Typically developing (TD) children refer to objects uniquely in gesture (e.g., point at a cat) before they produce verbal labels for these objects ("cat"). The onset of such gestures predicts the onset of similar spoken words, showing a strong positive relation between early gestures and early words. We asked whether gesture plays the…

The Impact of Executive Function Skills on Writing: A Comparison of Fifth-Grade Students with Learning Disabilities and Students with Typical Development

ERIC Educational Resources Information Center

Nathan, Anne Michelle

2009-01-01

This study explored the relationship between verbal fluency skills and writing skills in developing writers. There were three research questions addressed: (1) Was there a difference between fifth-grade students who have a learning disability (LD) in written language and fifth-grade students with typical development (TD) on the Delis-Kaplan…

Reduced chromatic discrimination in children with autism spectrum disorders.

PubMed

Franklin, Anna; Sowden, Paul; Notman, Leslie; Gonzalez-Dixon, Melissa; West, Dorotea; Alexander, Iona; Loveday, Stephen; White, Alex

2010-01-01

Atypical perception in Autism Spectrum Disorders (ASD) is well documented (Dakin & Frith, 2005). However, relatively little is known about colour perception in ASD. Less accurate performance on certain colour tasks has led some to argue that chromatic discrimination is reduced in ASD relative to typical development (Franklin, Sowden, Burley, Notman & Alder, 2008). The current investigation assessed chromatic discrimination in children with high-functioning autism (HFA) and typically developing (TD) children matched on age and non-verbal cognitive ability, using the Farnsworth-Munsell 100 hue test (Experiment 1) and a threshold discrimination task (Experiment 2). In Experiment 1, more errors on the chromatic discrimination task were made by the HFA than the TD group. Comparison with test norms revealed that performance for the HFA group was at a similar level to typically developing children around 3 years younger. In Experiment 2, chromatic thresholds were elevated for the HFA group relative to the TD group. For both experiments, reduced chromatic discrimination in ASD was due to a general reduction in chromatic sensitivity rather than a specific difficulty with either red-green or blue-yellow subsystems of colour vision. The absence of group differences on control tasks ruled out an explanation in terms of general task ability rather than chromatic sensitivity. Theories to account for the reduction in chromatic discrimination in HFA are discussed, and findings are related to cortical models of perceptual processing in ASD.

Thinking inside the box: Spatial frames of reference for drawing in Williams syndrome and typical development.

PubMed

Hudson, Kerry D; Farran, Emily K

2017-09-01

Successfully completing a drawing relies on the ability to accurately impose and manipulate spatial frames of reference for the object that is being drawn and for the drawing space. Typically developing (TD) children use cues such as the page boundary as a frame of reference to guide the orientation of drawn lines. Individuals with Williams syndrome (WS) typically produce incohesive drawings; this is proposed to reflect a local processing bias. Across two studies, we provide the first investigation of the effect of using a frame of reference when drawing simple lines and shapes in WS and TD groups (matched for non-verbal ability). Individuals with WS (N=17 Experiment 1; N=18 Experiment 2) and TD children matched by non-verbal ability drew single lines (Experiment One) and whole shapes (Experiment Two) within a neutral, incongruent or congruent frame. The angular deviation of the drawn line/shape, relative to the model line/shape, was measured. Both groups were sensitive to spatial frames of reference when drawing single lines and whole shapes, imposed by a frame around the drawing space. A local processing bias in WS cannot explain poor drawing performance in WS. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Vocabulary, Syntax, and Narrative Development in Typically Developing Children and Children with Early Unilateral Brain Injury: Early Parental Talk about the "There-and-Then" Matters

ERIC Educational Resources Information Center

Demir, Özlem Ece; Rowe, Meredith L.; Heller, Gabriella; Goldin-Meadow, Susan; Levine, Susan C.

2015-01-01

This study examines the role of a particular kind of linguistic input--talk about the past and future, pretend, and explanations, that is, talk that is decontextualized--in the development of vocabulary, syntax, and narrative skill in typically developing (TD) children and children with pre- or perinatal brain injury (BI). Decontextualized talk…

Do Social Attribution Skills Improve with Age in Children with High Functioning Autism Spectrum Disorders?

PubMed

Bal, Elgiz; Yerys, Benjamin E; Sokoloff, Jennifer L; Celano, Mark J; Kenworthy, Lauren; Giedd, Jay N; Wallace, Gregory L

2013-01-01

Age-related changes in social attribution skills were assessed using the "Triangles Playing Tricks" task in 7-17 year old high functioning children with ASDs (n=41) and in typically developing (TD) children (n=58) matched on age, IQ, and sex ratio. Children with ASDs gave responses that received lower intentionality and appropriateness ratings than did TD children in both the goal-directed and theory of mind (ToM) conditions. Results remained unchanged when the effects of verbal output (i.e., number of clause produced) and verbal IQ were included as covariates in the analyses. Whereas age was highly associated with ToM performance in the TD children, this relationship was not as strong among children with ASDs. These results indicate not only a diminished tendency among high functioning children with ASDs to attribute social meaning and intentionality to ambiguous visual displays of interactive forms but also an aberrant developmental trajectory. That is, children with ASDs may fall further behind their typically developing peers in social attribution abilities as they get older.

Empirical Implications of Matching Children With Specific Language Impairment to Children With Typical Development on Nonverbal IQ.

PubMed

Earle, F Sayako; Gallinat, Erica L; Grela, Bernard G; Lehto, Alexa; Spaulding, Tammie J

This study determined the effect of matching children with specific language impairment (SLI) and their peers with typical development (TD) for nonverbal IQ on the IQ test scores of the resultant groups. Studies published between January 2000 and May 2012 reporting standard nonverbal IQ scores for SLI and age-matched TD controls were categorized into those that matched and did not match children with SLI and TD on nonverbal IQ. We then compared the nonverbal IQ scores across matching criterions within each diagnostic category. In studies that matched children on nonverbal IQ, children with SLI scored significantly higher on nonverbal IQ tests relative to children with SLI in studies that did not match on this criterion. Therefore, it appears that the nonverbal IQ performance of children with SLI is not comparable across studies that do and do not match samples on nonverbal IQ. This suggests that the practice of nonverbal IQ matching may have unintended consequences for the generalization of research findings to the broader SLI population.

Self-Regulatory Speech during Planning and Problem-Solving in Children with SLI and Their Typically Developing Peers

ERIC Educational Resources Information Center

Abdul Aziz, Safiyyah; Fletcher, Janet; Bayliss, Donna M.

2017-01-01

Background: Past research with children with specific language impairment (SLI) has shown them to have poorer planning and problem-solving ability, and delayed self-regulatory speech (SRS) relative to their typically developing (TD) peers. However, the studies are few in number and are restricted in terms of the number and age range of…

Mothers' Talk to Children with Down Syndrome, Language Impairment, or Typical Development about Familiar and Unfamiliar Nouns and Verbs

ERIC Educational Resources Information Center

Bird, Elizabeth Kay-Raining; Cleave, Patricia

2016-01-01

This study investigated how forty-six mothers modified their talk about familiar and unfamiliar nouns and verbs when interacting with their children with Down Syndrome (DS), language impairment (LI), or typical development (TD). Children (MLUs < 2·7) were group-matched on expressive vocabulary size. Mother-child dyads were recorded playing with…

Sex Differences in Children with Autism Spectrum Disorders Compared with Their Unaffected Siblings and Typically Developing Children

ERIC Educational Resources Information Center

Park, Subin; Cho, Soo-Churl; Cho, In Hee; Kim, Boong-Nyun; Kim, Jae-Won; Shin, Min-Sup; Chung, Un-Sun; Park, Tae-Won; Son, Jung-Woo; Yoo, Hee Jeong

2012-01-01

This study examined the nature of cognitive and behavioral sex differences in children with autism spectrum disorders (ASDs) and two comparison groups: a group of typically developing (TD) children and a group of unaffected siblings of ASD children. Sex differences in core autistic symptoms, co-occurring behavioral symptoms, and cognitive styles…

Theory of Mind, Socio-Emotional Problem-Solving, Socio-Emotional Regulation in Children with Intellectual Disability and in Typically Developing Children

ERIC Educational Resources Information Center

Baurain, Celine; Nader-Grosbois, Nathalie

2013-01-01

This study has examined the link between social information processing (SIP) and socio-emotional regulation (SER) in 45 children with intellectual disability (ID) and 45 typically developing (TD) children, matched on their developmental age. A Coding Grid of SER, focusing on Emotional Expression, Social Behaviour and Behaviours towards Social…

Divergence of Age-Related Differences in Social-Communication: Improvements for Typically Developing Youth but Declines for Youth with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Wallace, Gregory L.; Dudley, Katerina; Anthony, Laura; Pugliese, Cara E.; Orionzi, Bako; Clasen, Liv; Lee, Nancy Raitano; Giedd, Jay N.; Martin, Alex; Raznahan, Armin; Kenworthy, Lauren

2017-01-01

Although social-communication difficulties and repetitive behaviors are hallmark features of autism spectrum disorder (ASD) and persist across the lifespan, very few studies have compared age-related differences in these behaviors between youth with ASD and same-age typically developing (TD) peers. We examined this issue using SRS-2 (Social…

Parenting a Child with ASD: Comparison of Parenting Style between ASD, Anxiety, and Typical Development

ERIC Educational Resources Information Center

Ventola, Pamela; Lei, Jiedi; Paisley, Courtney; Lebowitz, Eli; Silverman, Wendy

2017-01-01

Parenting children with ASD has a complex history. Given parents' increasingly pivotal role in children's treatment, it is critical to consider parental style and behaviours. This study (1) compares parenting style of parents of children with ASD, parents of children with anxiety disorders, and parents of typically developing (TD) children and (2)…

Parents' Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development

ERIC Educational Resources Information Center

Dimitrova, Nevena; Özçaliskan, Seyda; Adamson, Lauren B.

2016-01-01

Typically-developing (TD) children frequently refer to objects uniquely in gesture. Parents translate these gestures into words, facilitating children's acquisition of these words (Goldin-Meadow et al. in "Dev Sci" 10(6):778-785, 2007). We ask whether this pattern holds for children with autism (AU) and with Down syndrome (DS) who show…

Children's Responses to the Image of Self, Peer, and Adult: Autism and Typical Development

ERIC Educational Resources Information Center

Sanefuji, Wakako; Ohgami, Hidehiro

2011-01-01

The typical development (TD) of social cognition could be rooted in the implicit notion that others are like the self. Although many studies show their impairment of social orienting, such a primary notion in children with autistic disorder (AD) has not been known. The present paper examined the responses of children with AD to stimuli such as…

Cognitive and verbal abilities of 24- to 36-month-old siblings of children with autism.

PubMed

Yirmiya, Nurit; Gamliel, Ifat; Shaked, Michal; Sigman, Marian

2007-02-01

The cognitive and language skills of 30 siblings of children with autism (SIBS-A) and 30 siblings of typically developing children (SIBS-TD) were compared. Non-significant group differences emerged for cognition at both ages. At 24 months, significantly more SIBS-A demonstrated language scores one or two standard deviations below the mean compared to SIBS-TD. At 36 months, the groups differed significantly in receptive language, and more SIBS-A displayed receptive and expressive difficulties compared to SIBS-TD. Six SIBS-A (including one diagnosed with autism) revealed language scores more than two standard deviations below the mean at both ages, a pattern not seen in the SIBS-TD. Results are discussed in reference to language difficulties in autism spectrum disorders and the genetic liability for autism.

Television, video game and social media use among children with ASD and typically developing siblings.

PubMed

Mazurek, Micah O; Wenstrup, Colleen

2013-06-01

This study examined the nature of television, video game, and social media use in children (ages 8-18) with autism spectrum disorders (ASD, n = 202) compared to typically developing siblings (TD, n = 179), and relative to other activities. Parents completed measures assessing children's screen-based and other extracurricular activities. Children with ASD spent approximately 62% more time watching television and playing video games than in all non-screen activities combined. Compared with TD siblings, children with ASD spent more hours per day playing video games (2.4 vs. 1.6 for boys, and 1.8 vs. 0.8 for girls), and had higher levels of problematic video game use. In contrast, children with ASD spent little time using social media or socially interactive video games.

Eye Examination Testability in Children with Autism and in Typical Peers

PubMed Central

Coulter, Rachel Anastasia; Bade, Annette; Tea, Yin; Fecho, Gregory; Amster, Deborah; Jenewein, Erin; Rodena, Jacqueline; Lyons, Kara Kelley; Mitchell, G. Lynn; Quint, Nicole; Dunbar, Sandra; Ricamato, Michele; Trocchio, Jennie; Kabat, Bonnie; Garcia, Chantel; Radik, Irina

2015-01-01

ABSTRACT Purpose To compare testability of vision and eye tests in an examination protocol of 9- to 17-year-old patients with autism spectrum disorder (ASD) to typically developing (TD) peers. Methods In a prospective pilot study, 61 children and adolescents (34 with ASD and 27 who were TD) aged 9 to 17 years completed an eye examination protocol including tests of visual acuity, refraction, convergence (eye teaming), stereoacuity (depth perception), ocular motility, and ocular health. Patients who required new refractive correction were retested after wearing their updated spectacle prescription for 1 month. The specialized protocol incorporated visual, sensory, and communication supports. A psychologist determined group status/eligibility using DSM-IV-TR (Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision) criteria by review of previous evaluations and parent responses on the Social Communication Questionnaire. Before the examination, parents provided information regarding patients’ sex, race, ethnicity, and, for ASD patients, verbal communication level (nonverbal, uses short words, verbal). Parents indicated whether the patient wore a refractive correction, whether the patient had ever had an eye examination, and the age at the last examination. Chi-square tests compared testability results for TD and ASD groups. Results Typically developing and ASD groups did not differ by age (p = 0.54), sex (p = 0.53), or ethnicity (p = 0.22). Testability was high on most tests (TD, 100%; ASD, 88 to 100%), except for intraocular pressure (IOP), which was reduced for both the ASD (71%) and the TD (89%) patients. Among ASD patients, IOP testability varied greatly with verbal communication level (p < 0.001). Although IOP measurements were completed on all verbal patients, only 37.5% of nonverbal and 44.4% of ASD patients who used short words were successful. Conclusions Patients with ASD can complete most vision and eye tests within an examination protocol. Testability of IOPs is reduced, particularly for nonverbal patients and patients who use short words to communicate. PMID:25415280

Resting-State Functional Connectivity in Individuals with Down Syndrome and Williams Syndrome Compared with Typically Developing Controls.

PubMed

Vega, Jennifer N; Hohman, Timothy J; Pryweller, Jennifer R; Dykens, Elisabeth M; Thornton-Wells, Tricia A

2015-10-01

The emergence of resting-state functional connectivity (rsFC) analysis, which examines temporal correlations of low-frequency (<0.1 Hz) blood oxygen level-dependent signal fluctuations between brain regions, has dramatically improved our understanding of the functional architecture of the typically developing (TD) human brain. This study examined rsFC in Down syndrome (DS) compared with another neurodevelopmental disorder, Williams syndrome (WS), and TD. Ten subjects with DS, 18 subjects with WS, and 40 subjects with TD each participated in a 3-Tesla MRI scan. We tested for group differences (DS vs. TD, DS vs. WS, and WS vs. TD) in between- and within-network rsFC connectivity for seven functional networks. For the DS group, we also examined associations between rsFC and other cognitive and genetic risk factors. In DS compared with TD, we observed higher levels of between-network connectivity in 6 out 21 network pairs but no differences in within-network connectivity. Participants with WS showed lower levels of within-network connectivity and no significant differences in between-network connectivity relative to DS. Finally, our comparison between WS and TD controls revealed lower within-network connectivity in multiple networks and higher between-network connectivity in one network pair relative to TD controls. While preliminary due to modest sample sizes, our findings suggest a global difference in between-network connectivity in individuals with neurodevelopmental disorders compared with controls and that such a difference is exacerbated across many brain regions in DS. However, this alteration in DS does not appear to extend to within-network connections, and therefore, the altered between-network connectivity must be interpreted within the framework of an intact intra-network pattern of activity. In contrast, WS shows markedly lower levels of within-network connectivity in the default mode network and somatomotor network relative to controls. These findings warrant further investigation using a task-based procedure that may help disentangle the relationship between brain function and cognitive performance across the spectrum of neurodevelopmental disorders.

Word-initial rhotic clusters in Spanish-speaking preschoolers in Chile and Granada, Spain.

PubMed

Perez, Denisse; Vivar, Pilar; Bernhardt, Barbara May; Mendoza, Elvira; Ávila, Carmen; Carballo, Gloria; Fresneda, Dolores; Muñoz, Juana; Vergara, Patricio

2018-01-01

The current paper describes Spanish acquisition of rhotic onset clusters. Data are also provided on related singleton taps/trills and /l/ as a singleton and in clusters. Participants included 9 typically developing (TD) toddlers and 30 TD preschoolers in Chile, and 30 TD preschoolers and 29 with protracted phonological development (PPD) in Granada, Spain. Results showed age and developmental group effects. Preservation of cluster timing units preceded segmental accuracy, especially in stressed syllables. Tap clusters versus singleton trills were variable in order of mastery, some children mastering clusters first, and others, the trill. Rhotics were acquired later than /l/. In early development, mismatches (errors) involved primarily deletion of taps; where substitutions occurred, [j] frequently replaced tap. In later development, [l] more frequently replaced tap; where taps did occur, vowel epenthesis sometimes occurred. The data serve as a criterion reference database for onset cluster acquisition in Chilean and Granada Spanish.

Recall memory in children with Down syndrome and typically developing peers matched on developmental age.

PubMed

Milojevich, H; Lukowski, A

2016-01-01

Whereas research has indicated that children with Down syndrome (DS) imitate demonstrated actions over short delays, it is presently unknown whether children with DS recall information over lengthy delays at levels comparable with typically developing (TD) children matched on developmental age. In the present research, 10 children with DS and 10 TD children participated in a two-session study to examine basic processes associated with hippocampus-dependent recall memory. At the first session, the researcher demonstrated how to complete a three-step action sequence with novel stimuli; immediate imitation was permitted as an index of encoding. At the second session, recall memory was assessed for previously modelled sequences; children were also presented with two novel three-step control sequences. The results indicated that group differences were not apparent in the encoding of the events or the forgetting of information over time. Group differences were also not observed when considering the recall of individual target actions at the 1-month delay, although TD children produced more target actions overall at the second session relative to children with DS. Group differences were found when considering memory for temporal order information, such that TD children evidenced recall relative to novel control sequences, whereas children with DS did not. These findings suggest that children with DS may have difficulty with mnemonic processes associated with consolidation/storage and/or retrieval processes relative to TD children. © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Mismatch negativity (MMN) and sensory auditory processing in children aged 9-12 years presenting with putative antecedents of schizophrenia.

PubMed

Bruggemann, Jason M; Stockill, Helen V; Lenroot, Rhoshel K; Laurens, Kristin R

2013-09-01

Identification of markers of abnormal brain function in children at-risk of schizophrenia may inform early intervention and prevention programs. Individuals with schizophrenia are characterised by attenuation of MMN amplitude, which indexes automatic auditory sensory processing. The current aim was to examine whether children who may be at increased risk of schizophrenia due to their presenting multiple putative antecedents of schizophrenia (ASz) are similarly characterised by MMN amplitude reductions, relative to typically developing (TD) children. EEG was recorded from 22 ASz and 24 TD children aged 9 to 12 years (matched on age, sex, and IQ) during a passive auditory oddball task (15% duration deviant). ASz children were those presenting: (1) speech and/or motor development lags/problems; (2) social, emotional, or behavioural problems in the clinical range; and (3) psychotic-like experiences. TD children presented no antecedents, and had no family history of a schizophrenia spectrum disorder. MMN amplitude, but not latency, was significantly greater at frontal sites in the ASz group than in the TD group. Although the MMN exhibited by the children at risk of schizophrenia was unlike that of their typically developing peers, it also differed from the reduced MMN amplitude observed in adults with schizophrenia. This may reflect developmental and disease effects in a pre-prodromal phase of psychosis onset. Longitudinal follow-up is necessary to establish the developmental trajectory of MMN in at-risk children. Copyright © 2013 The Authors. Published by Elsevier B.V. All rights reserved.

Atypical prefrontal cortical responses to joint/non-joint attention in children with autism spectrum disorder (ASD): A functional near-infrared spectroscopy study

PubMed Central

Zhu, Huilin; Li, Jun; Fan, Yuebo; Li, Xinge; Huang, Dan; He, Sailing

2015-01-01

Autism spectrum disorder (ASD) is a neuro-developmental disorder, characterized by impairments in one’s capacity for joint attention. In this study, functional near-infrared spectroscopy (fNIRS) was applied to study the differences in activation and functional connectivity in the prefrontal cortex between children with autism spectrum disorder (ASD) and typically developing (TD) children. 21 ASD and 20 TD children were recruited to perform joint and non-joint attention tasks. Compared with TD children, children with ASD showed reduced activation and atypical functional connectivity pattern in the prefrontal cortex during joint attention. The atypical development of left prefrontal cortex might play an important role in social cognition defects of children with ASD. PMID:25798296

Achilles tendon moment arm length is smaller in children with cerebral palsy than in typically developing children.

PubMed

Kalkman, Barbara M; Bar-On, Lynn; Cenni, Francesco; Maganaris, Constantinos N; Bass, Alfie; Holmes, Gill; Desloovere, Kaat; Barton, Gabor J; O'Brien, Thomas D

2017-05-03

When studying muscle and whole-body function in children with cerebral palsy (CP), knowledge about both internal and external moment arms is essential since they determine the mechanical advantage of a muscle over an external force. Here we asked if Achilles tendon moment arm (MA AT ) length is different in children with CP and age-matched typically developing (TD) children, and if MA AT can be predicted from anthropometric measurements. Sixteen children with CP (age: 10y 7m±3y, 7 hemiplegia, 12 diplegia, GMFCS level: I (11) and II (8)) and twenty TD children (age: 10y 6m±3y) participated in this case-control study. MA AT was calculated at 20° plantarflexion by differentiating calcaneus displacement with respect to ankle angle. Seven anthropometric variables were measured and related to MA AT . We found normalized MA AT to be 15% (∼7mm) smaller in children with CP compared to TD children (p=0.003). MA AT could be predicted by all anthropometric measurements with tibia length explaining 79% and 72% of variance in children with CP and TD children, respectively. Our findings have important implications for clinical decision making since MA AT influences the mechanical advantage about the ankle, which contributes to movement function and is manipulated surgically. Copyright © 2017 Elsevier Ltd. All rights reserved.

Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury: Early parental talk about the there-and-then matters

PubMed Central

Demir, Özlem Ece; Rowe, Meredith L.; Heller, Gabriella; Goldin-Meadow, Susan; Levine, Susan C.

2014-01-01

This study examines the role of a particular kind of linguistic input––talk about the past and future, pretend, and explanations, that is, talk that is decontextualized––in the development of vocabulary, syntax, and narrative skill in typically developing (TD) children and children with pre- or perinatal brain injury (BI). Decontextualized talk has been shown to be particularly effective in predicting children’s language skills, but it is not clear why. We first explored the nature of parent decontextualized talk and found it to be linguistically richer than contextualized talk in parents of both TD and BI children. We then found, again for both groups, that parent decontextualized talk at child age 30 months was a significant predictor of child vocabulary, syntax, and narrative performance at kindergarten, above and beyond the child’s own early language skills, parent contextualized talk and demographic factors. Decontextualized talk played a larger role in predicting kindergarten syntax and narrative outcomes for children with lower syntax and narrative skill at 30 months, and also a larger role in predicting kindergarten narrative outcomes for children with BI than for TD children. The difference between the two groups stemmed primarily from the fact that children with BI had lower narrative (but not vocabulary or syntax) scores than TD children. When the two groups were matched in terms of narrative skill at kindergarten, the impact that decontextualized talk had on narrative skill did not differ for children with BI and for TD children. Decontextualized talk is thus a strong predictor of later language skill for all children, but may be particularly potent for children at the lower-end of the distribution for language skill. The findings also suggest that variability in the language development of children with BI is influenced not only by the biological characteristics of their lesions, but also by the language input they receive. PMID:25621756

Effortful Control in Typically Developing Boys and in Boys with ADHD or Autism Spectrum Disorder

ERIC Educational Resources Information Center

Samyn, Vicky; Roeyers, Herbert; Bijttebier, Patricia

2011-01-01

Despite increased interest in the role of effortful control (EC) in developmental disorders, few studies have focused on EC in autism spectrum disorders (ASD) and no study so far has directly compared children with ASD and children with ADHD. A first aim of this study was to investigate whether typically developing (TD) boys, boys with ADHD and…

Differences in the Performance of Children with Specific Language Impairment and Their Typically Developing Peers on Nonverbal Cognitive Tests: A Meta-Analysis

ERIC Educational Resources Information Center

Gallinat, Erica; Spaulding, Tammie J.

2014-01-01

Purpose: This study used meta-analysis to investigate the difference in nonverbal cognitive test performance of children with specific language impairment (SLI) and their typically developing (TD) peers. Method: The meta-analysis included studies (a) that were published between 1995 and 2012 of children with SLI who were age matched (and not…

Outcome and Process in Motor Performance: A Comparison of Jumping by Typically Developing Children and Those with Low Motor Proficiency

ERIC Educational Resources Information Center

Williams, Morgan D.; Saunders, John E.; Maschette, Wayne E.; Wilson, Cameron J.

2013-01-01

The motivation for this study was to explore a conceptual framework to understand the outcomes and processes of motor performance in children. Vertical jumping, a fundamental movement skill, was used to compare children (ages 6-12 years) who were typically developing (TD) and those identified as having low motor proficiency (LMP). Jumps were…

Parenting in Families with a Child with Autism Spectrum Disorder and a Typically Developing Child: Mothers' Experiences and Cognitions

ERIC Educational Resources Information Center

Meirsschaut, Mieke; Roeyers, Herbert; Warreyn, Petra

2010-01-01

The parenting experiences of mothers in a family with a child with autism spectrum disorder (ASD) and a typically developing (TD) child were studied using a qualitative analysis of mothers' perceptions of the impact of autism on family and personal life. An additional quantitative comparison was performed to evaluate the effect of ASD on mothers'…

Perceptions of Distress in Young Children with Autism Compared to Typically Developing Children: A Cultural Comparison between Japan and Italy

ERIC Educational Resources Information Center

Esposito, G.; Nakazawa, J.; Venuti, P.; Bornstein, M. H.

2012-01-01

This study investigates how adults in two contrasting cultures (Italian and Japanese) perceive episodes of crying of typically developing (TD) children and children with Autism Disorder (AD). Although cries of children with AD have been reported to elicit more distress in Western cultures, it is not known whether similar findings hold in Eastern…

Objectively measured sedentary time in youth with cerebral palsy compared with age-, sex-, and season-matched youth who are developing typically: an explorative study.

PubMed

Obeid, Joyce; Balemans, Astrid C J; Noorduyn, Stephen G; Gorter, Jan Willem; Timmons, Brian W

2014-08-01

Children with cerebral palsy (CP) demonstrate reduced physical activity levels compared with children with typical development. Sedentary behavior, including the duration and frequency of sedentary bouts, has not yet been objectively examined in this population but may have clinical implications for the development of secondary health complications. The aim of this study was to identify time spent sedentary and frequency of breaks interrupting sedentary time in youth with CP compared with youth without CP. It was hypothesized that individuals with CP would spend more hours sedentary than their peers and take fewer breaks to interrupt sedentary time. This was a cross-sectional, prospective study. A convenience sample of 17 ambulatory children with CP (15 boys and 2 girls) (mean age=13.0 years, SD=2.2) and 17 age-, sex-, and season-matched youth who were developing typically (TD group) (mean age=12.9 years, SD=2.5) wore an accelerometer over a 7-day period. Sedentary time (in minutes) and number of breaks from sedentary time, corrected for monitoring and sedentary time, respectively, were examined. Differences between groups were determined with an independent-samples t test. Children with CP engaged in significantly more sedentary time (X̅=47.5 min/h, SD=4.9) compared with the TD group (X̅=43.6 min/h, SD=4.2), with significantly fewer breaks from sedentary time (CP group: X̅=179, SD=70; TD group: X̅=232 breaks/h sedentary, SD=61). The sample included only ambulatory youth with CP, classified as Gross Motor Function Classification System levels I to III. Sedentary time was higher in the CP group and was characterized by less frequent breaks compared with the TD group. Future research should examine the extent to which sedentary time is associated with cardiovascular and metabolic risk in youth with CP. © 2014 American Physical Therapy Association.

Enjoyment, Barriers, and Beliefs About Physical Activity in Adolescents With and Without Autism Spectrum Disorder.

PubMed

Stanish, Heidi; Curtin, Carol; Must, Aviva; Phillips, Sarah; Maslin, Melissa; Bandini, Linda

2015-10-01

The authors compared physical activity enjoyment, perceived barriers, beliefs, and self-efficacy between adolescents with autism spectrum disorder (ASD) and typically developing (TD) adolescents. A questionnaire was verbally administered to 35 adolescents with ASD and 60 TD adolescents. Compared with TD adolescents, fewer adolescents with ASD enjoyed team sports (65% vs. 95%, p < .001) and physical education (84% vs. 98%, p = .02). A greater proportion of adolescents with ASD perceived that physical activities were too hard to learn (16% vs. 0%, p < .01), and fewer believed that physical activity was a way to make friends (68% vs. 97%, p < .001). Fewer adolescents with ASD preferred to do physical activity in their free time (25% vs. 58%, p < .01). Most adolescents with ASD felt that physical activity is fun (84%), but the proportion was lower than in TD adolescents (98%, p = .03). Some perceptions about physical activity were similar between the 2 groups, but differences identified may inform program development.

Differential immune responses and microbiota profiles in children with autism spectrum disorders and co-morbid gastrointestinal symptoms.

PubMed

Rose, Destanie R; Yang, Houa; Serena, Gloria; Sturgeon, Craig; Ma, Bing; Careaga, Milo; Hughes, Heather K; Angkustsiri, Kathy; Rose, Melissa; Hertz-Picciotto, Irva; Van de Water, Judy; Hansen, Robin L; Ravel, Jacques; Fasano, Alessio; Ashwood, Paul

2018-05-01

Many studies have reported the increased presence of gastrointestinal (GI) symptoms in children with autism spectrum disorders (ASD). Altered microbiome profiles, pro-inflammatory responses and impaired intestinal permeability have been observed in children with ASD and co-morbid GI symptoms, yet few studies have compared these findings to ASD children without GI issues or similarly aged typical developing children. The aim of this study was to determine whether there are biological signatures in terms of immune dysfunction and microbiota composition in children with ASD with GI symptoms. Children were enrolled in one of four groups: ASD and GI symptoms of irregular bowel habits (ASD GI ), children with ASD but without current or previous GI symptoms (ASD NoGI ), typically developing children with GI symptoms (TD GI ) and typically developing children without current or previous GI symptoms (TD NoGI ). Peripheral blood mononuclear cells (PBMC) were isolated from the blood, stimulated and assessed for cytokine production, while stool samples were analyzed for microbial composition. Following Toll-Like receptor (TLR)-4 stimulation, the ASD GI group produced increased levels of mucosa-relevant cytokines including IL-5, IL-15 and IL-17 compared to ASD NoGI . The production of the regulatory cytokine TGFβ1 was decreased in the ASD GI group compared with both the ASD NoGI and TD NoGI groups. Analysis of the microbiome at the family level revealed differences in microbiome composition between ASD and TD children with GI symptoms; furthermore, a predictive metagenome functional content analysis revealed that pathways were differentially represented between ASD and TD subjects, independently of the presence of GI symptoms. The ASD GI also showed an over-representation of the gene encoding zonulin, a molecule regulating gut permeability, compared to the other groups. Overall our findings suggest that children with ASD who experience GI symptoms have an imbalance in their immune response, possibly influenced by or influencing metagenomic changes, and may have a propensity to impaired gut barrier function which may contribute to their symptoms and clinical outcome. Copyright © 2018 Elsevier Inc. All rights reserved.

Psychosocial Adjustment and Sibling Relationships in Siblings of Children with Autism Spectrum Disorder: Risk and Protective Factors.

PubMed

Walton, Katherine M; Ingersoll, Brooke R

2015-09-01

This study compared sibling adjustment and relationships in siblings of children with Autism Spectrum Disorder (ASD-Sibs; n = 69) and siblings of children with typical development (TD-Sibs; n = 93). ASD-Sibs and TD-Sibs demonstrated similar emotional/behavioral adjustment. Older male ASD-Sibs were at increased risk for difficulties. Sibling relationships of ASD-Sibs involved less aggression, less involvement, and more avoidance than those of TD-Sibs. Partial support for a diathesis-stress conceptualization of sibling difficulties was found for ASD-Sibs. For TD-Sibs, broader autism phenotype (BAP) was related to psychosocial difficulties regardless of family stressors. For ASD-Sibs, BAP was related to difficulties only when family stressors were present. This suggests that having a sibling with ASD may be a protective factor that attenuates the negative impact of sibling BAP.

Initial Observations of Lingual Movement Characteristics of Children With Cerebral Palsy

PubMed Central

Arias, Carlos R.; Morita, Kristen; Richardson, Hannah

2017-01-01

Purpose This preliminary study compared the speech motor control of the tongue and jaw between children with cerebral palsy (CP) and their typically developing (TD) peers. Method Tongue tip and jaw movements of 4 boys with spastic CP and 4 age- and sex-matched TD peers were recorded using an electromagnetic articulograph during 10 repetitions of “Dad told stories today.” The duration, path distance, average speed, and speech movement stability of the movements were calculated for each repetition. Results The children with CP had longer durations than their TD peers. Children with CP had longer path distances and faster average speed as compared with their TD peers for both articulators. The TD group but not the CP group had longer path distances and faster average speeds for the tongue than the jaw. The CP group had reduced speech movement stability for the tongue as compared with their TD peers, but both groups had similar speech movement stability for the jaw. Conclusions Children with CP had impaired speech motor control of the tongue and jaw as compared with their TD peers, and these speech motor control deficits were more pronounced in the tongue tip than the jaw. PMID:28655047

The broader autism phenotype in infancy: when does it emerge?

PubMed

Ozonoff, Sally; Young, Gregory S; Belding, Ashleigh; Hill, Monique; Hill, Alesha; Hutman, Ted; Johnson, Scott; Miller, Meghan; Rogers, Sally J; Schwichtenberg, A J; Steinfeld, Marybeth; Iosif, Ana-Maria

2014-04-01

This study had 3 goals, which were to examine the following: the frequency of atypical development, consistent with the broader autism phenotype, in high-risk infant siblings of children with autism spectrum disorder (ASD); the age at which atypical development is first evident; and which developmental domains are affected. A prospective longitudinal design was used to compare 294 high-risk infants and 116 low-risk infants. Participants were tested at 6, 12, 18, 24, and 36 months of age. At the final visit, outcome was classified as ASD, Typical Development (TD), or Non-TD (defined as elevated Autism Diagnostic Observation Schedule [ADOS] score, low Mullen Scale scores, or both). Of the high-risk group, 28% were classified as Non-TD at 36 months of age. Growth curve models demonstrated that the Non-TD group could not be distinguished from the other groups at 6 months of age, but differed significantly from the Low-Risk TD group by 12 months on multiple measures. The Non-TD group demonstrated atypical development in cognitive, motor, language, and social domains, with differences particularly prominent in the social-communication domain. These results demonstrate that features of atypical development, consistent with the broader autism phenotype, are detectable by the first birthday and affect development in multiple domains. This highlights the necessity for close developmental surveillance of infant siblings of children with ASD, along with implementation of appropriate interventions as needed. Copyright © 2014 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

Affective neural response to restricted interests in Autism Spectrum Disorders

PubMed Central

Cascio, Carissa J.; Foss-Feig, Jennifer H.; Heacock, Jessica; Schauder, Kimberly B.; Loring, Whitney A.; Rogers, Baxter P.; Pryweller, Jennifer R.; Newsom, Cassandra R.; Cockhren, Jurnell; Cao, Aize; Bolton, Scott

2013-01-01

Background Restricted interests are a class of repetitive behavior in autism spectrum disorders (ASD) whose intensity and narrow focus often contribute to significant interference with daily functioning. While numerous neuroimaging studies have investigated executive circuits as putative neural substrates of repetitive behavior, recent work implicates affective neural circuits in restricted interests. We sought to explore the role of affective neural circuits and determine how restricted interests are distinguished from hobbies or interests in typical development. Methods We compared a group of children with ASD to a typically developing (TD) group of children with strong interests or hobbies, employing parent report, an operant behavioral task, and functional imaging with personalized stimuli based on individual interests. Results While performance on the operant task was similar between the two groups, parent report of intensity and interference of interests was significantly higher in the ASD group. Both the ASD and TD groups showed increased BOLD response in widespread affective neural regions to pictures of their own interest. When viewing pictures of other children's interests, the TD group showed a similar pattern, whereas BOLD response in the ASD group was much more limited. Increased BOLD response in the insula and anterior cingulate cortex distinguished the ASD from the TD group, and parent report of the intensity and interference with daily life of the child's restricted interest predicted insula response. Conclusions While affective neural network response and operant behavior are comparable in typical and restricted interests, the narrowness of focus that clinically distinguishes restricted interests in ASD is reflected in more interference in daily life and aberrantly enhanced insula and anterior cingulate response to individuals’ own interests in the ASD group. These results further support the involvement of affective neural networks in repetitive behaviors in ASD. PMID:24117668

Sibling relationship quality and psychosocial outcomes among adult siblings of individuals with autism spectrum disorder and individuals with intellectual disability without autism.

PubMed

Tomeny, Theodore S; Ellis, Brandi M; Rankin, James A; Barry, Tammy D

2017-03-01

Research on adult typically-developing (TD) siblings of individuals with developmental disabilities remains limited, and outcomes for TD siblings appear to vary widely. For the current study, 82 adult TD siblings of individuals with autism spectrum disorder (ASD) or intellectual disability (ID) completed questionnaires about themselves and their affected sibling. Results of this study suggest that the attitudes possessed by adult TD siblings are important to consider when understanding adult TD sibling outcomes. Specifically, data indicate that higher levels of positive sibling relationship attitudes are related to TD siblings providing more aid/support to their sibling with a disability, along with having higher levels of general life satisfaction, and negatively related to levels of stress and depressive symptoms among TD siblings. Consistent with previous child research, siblings of individuals with ASD reported fewer positive sibling relationship attitudes compared to siblings of individuals with ID. Finally, group membership related to aid provided, depressive symptoms, and stress of TD siblings indirectly through sibling relationship attitudes. Overall, results indicate that sibling relationship attitudes may be particularly important to consider when conceptualizing sibling relationships when one sibling has an intellectual or developmental disability. Copyright © 2017 Elsevier Ltd. All rights reserved.

Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives

PubMed Central

Zeedyk, S.M.; Rodriguez, G.; Tipton, L.A.; Baker, B.L.; Blacher, J.

2014-01-01

In-depth interviews conducted separately with 13-year-olds with autism spectrum disorder (ASD), intellectual disability (ID), or typical development (TD) and their mothers investigated the experiences of victimization in the form of bullying. Coded constructs from the interviews were utilized to compare groups on the frequency, type, and impact of victimization. Youth with ASD were victimized more frequently than their ID or TD peers, and the groups differed with regard to the type of bullying and the impact it had, with ASD youth faring the worst. Higher internalizing problems and conflict in friendships were found to be significant predictors of victimization, according to both youth- and mother-reports. These predictors were found to be more salient than ASD status alone. Implications for practice are discussed. PMID:25285154

Epidemiology, Prevention, and Assessment of Tardive Dyskinesia and Advances in Treatment.

PubMed

Correll, Christoph U; Kane, John M; Citrome, Leslie L

​​ Tardive dyskinesia (TD) is a disorder characterized by involuntary movements, typically of the orofacial muscles and also of the extremities and other muscle groups. The condition is associated with exposure to dopamine receptor blocking agents, including antipsychotics. Because the indications and off-label uses for these agents have expanded over the last 2 decades, a larger number of patients are receiving antipsychotic medications than in the past. While evidence suggests that patients being treated with second-generation antipsychotics have less risk for developing TD than those treated with first-generation antipsychotics, the decreased risk is not as great as was originally expected. In addition, patients with chronic psychiatric conditions often require long-term use of antipsychotics, putting them at risk for TD. This article addresses the prevalence, risk factors, and prevention of TD; assessment strategies including diagnostic criteria and rating scales; and evidence for TD treatments, including 2 newly approved medications: deutetrabenazine and valbenazine. ​​​. © Copyright 2017 Physicians Postgraduate Press, Inc.

Neural and behavioural responses to face-likeness of objects in adolescents with autism spectrum disorder.

PubMed

Akechi, Hironori; Kikuchi, Yukiko; Tojo, Yoshikuni; Osanai, Hiroo; Hasegawa, Toshikazu

2014-01-27

Numerous studies have revealed atypical face processing in autism spectrum disorders (ASD) characterized by social interaction and communication difficulties. This study investigated sensitivity to face-likeness in ASD. In Experiment 1, we found a strong positive correlation between the face-likeness ratings of non-face objects in the ASD (11-19 years old) and the typically developing (TD) group (9-21 years old). In Experiment 2 (the scalp-recorded event-related potential experiment), the participants of both groups (ASD, 12-19 years old; TD, 12-18 years old) exhibited an enhanced face-sensitive N170 amplitude to a face-like object. Whereas the TD adolescents showed an enhanced N170 during the face-likeness judgements, adolescents with ASD did not. Thus, both individuals with ASD and TD individuals have a perceptual and neural sensitivity to face-like features in objects. When required to process face-like features, a face-related brain system reacts more strongly in TD individuals but not in individuals with ASD.

Developmental trajectories in siblings of children with autism: cognition and language from 4 months to 7 years.

PubMed

Gamliel, Ifat; Yirmiya, Nurit; Jaffe, Dena H; Manor, Orly; Sigman, Marian

2009-08-01

We compared the cognitive and language development at 4, 14, 24, 36, 54 months, and 7 years of siblings of children with autism (SIBS-A) to that of siblings of children with typical development (SIBS-TD) using growth curve analyses. At 7 years, 40% of the SIBS-A, compared to 16% of SIBS-TD, were identified with cognitive, language and/or academic difficulties, identified using direct tests and/or parental reports. This sub-group was identified as SIBS-A-broad phenotype (BP). Results indicated that early language scores (14-54 months), but not cognitive scores of SIBS-A-BP and SIBS-A-nonBP were significantly lower compared to the language scores of SIBS-TD, and that the rate of development was also significantly different, thus pinpointing language as a major area of difficulty for SIBS-A during the preschool years.

VMI-VI and BG-II KOPPITZ-2 for Youth with HFASDs and Typical Youth

ERIC Educational Resources Information Center

McDonald, Christin A.; Volker, Martin A.; Lopata, Christopher; Toomey, Jennifer A.; Thomeer, Marcus L.; Lee, Gloria K.; Lipinski, Alanna M.; Dua, Elissa H.; Schiavo, Audrey M.; Bain, Fabienne; Nelson, Andrew T.

2014-01-01

The visual-motor skills of 90 youth with high-functioning autism spectrum disorders (HFASDs) and 51 typically developing (TD) youth were assessed using the Beery-Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition (VMI-VI) and Koppitz Developmental Scoring System for the Bender-Gestalt Test-Second Edition (KOPPITZ-2).…

Visuo–spatial working memory is an important source of domain-general vulnerability in the development of arithmetic cognition

PubMed Central

Ashkenazi, Sarit; Rosenberg-Lee, Miriam; Metcalfe, Arron W.S.; Swigart, Anna G.; Menon, Vinod

2014-01-01

The study of developmental disorders can provide a unique window into the role of domain-general cognitive abilities and neural systems in typical and atypical development. Mathematical disabilities (MD) are characterized by marked difficulty in mathematical cognition in the presence of preserved intelligence and verbal ability. Although studies of MD have most often focused on the role of core deficits in numerical processing, domain-general cognitive abilities, in particular working memory (WM), have also been implicated. Here we identify specific WM components that are impaired in children with MD and then examine their role in arithmetic problem solving. Compared to typically developing (TD) children, the MD group demonstrated lower arithmetic performance and lower visuo-spatial working memory (VSWM) scores with preserved abilities on the phonological and central executive components of WM. Whole brain analysis revealed that, during arithmetic problem solving, left posterior parietal cortex, bilateral dorsolateral and ventrolateral prefrontal cortex, cingulate gyrus and precuneus, and fusiform gyrus responses were positively correlated with VSWM ability in TD children, but not in the MD group. Additional analyses using a priori posterior parietal cortex regions previously implicated in WM tasks, demonstrated a convergent pattern of results during arithmetic problem solving. These results suggest that MD is characterized by a common locus of arithmetic and VSWM deficits at both the cognitive and functional neuroanatomical levels. Unlike TD children, children with MD do not use VSWM resources appropriately during arithmetic problem solving. This work advances our understanding of VSWM as an important domain-general cognitive process in both typical and atypical mathematical skill development. PMID:23896444

Colour as an Environmental Cue when Learning a Route in a Virtual Environment: Typical and Atypical Development

ERIC Educational Resources Information Center

Farran, Emily K.; Courbois, Yannick; Van Herwegen, Jo; Cruickshank, Alice G.; Blades, Mark

2012-01-01

Typically developing (TD) 6-year-olds and 9-year-olds, and older children and adults with Williams syndrome (WS) navigated through brick-wall mazes in a virtual environment. Participants were shown a route through three mazes, each with 6 turns. In each maze the floor of each path section was a different colour such that colour acted as an…

The Effect of Activity with E-Book on Vocabulary and Story Comprehension: A Comparison between Kindergarteners at Risk of Learning Disabilities and Typically Developing Kindergarteners

ERIC Educational Resources Information Center

Shamir, Adina; Korat, Ofra; Shlafer, Inessa

2011-01-01

The purpose of the current study was to investigate the effectiveness of e-book activity for vocabulary acquisition and story comprehension among kindergarteners at risk for learning disabilities (LD) as opposed to typically developing (TD) children. Participants included 136 children aged between five and seven (M = 71.2; SD = 5.64, in months),…

How Does Brain Activation Differ in Children with Unilateral Cerebral Palsy Compared to Typically Developing Children, during Active and Passive Movements, and Tactile Stimulation? An fMRI Study

ERIC Educational Resources Information Center

Van de Winckel, Ann; Klingels, Katrijn; Bruyninckx, Frans; Wenderoth, Nici; Peeters, Ron; Sunaert, Stefan; Van Hecke, Wim; De Cock, Paul; Eyssen, Maria; De Weerdt, Willy; Feys, Hilde

2013-01-01

The aim of the functional magnetic resonance imaging (fMRI) study was to investigate brain activation associated with active and passive movements, and tactile stimulation in 17 children with right-sided unilateral cerebral palsy (CP), compared to 19 typically developing children (TD). The active movements consisted of repetitive opening and…

How I Attend--Not How Well Do I Attend: Rethinking Developmental Frameworks of Attention and Cognition in Autism Spectrum Disorder and Typical Development

ERIC Educational Resources Information Center

Burack, Jacob A.; Russo, Natalie; Kovshoff, Hannah; Palma Fernandes, Tania; Ringo, Jason; Landry, Oriane; Iarocci, Grace

2016-01-01

Evidence from the study of attention among persons with autism spectrum disorder (ASD) and typically developing (TD) children suggests a rethinking of the notion that performance inherently reflects disability, ability, or capacity in favor of a more nuanced story that involves an emphasis on styles and biases that reflect real-world attending. We…

Maternal Perceptions of Nutrition, Stress, Time, and Assistance during Mealtimes: Similarities and Differences between Mothers of Children with Autism Spectrum Disorders and Mothers of Children with Typical Development

ERIC Educational Resources Information Center

Crowe, Terry K.; Freeze, Brenna; Provost, Elizabeth; King, Lauriann; Sanders, Margaret

2016-01-01

This study examined similarities and differences between mothers of preschool children with autism spectrum disorders (ASD) and mothers of preschool children with typical development (TD) in their perceptions of four mealtime outcomes: nutritional intake, stress, time, and assistance given. One group of 24 mothers of children with ASD and one…

Early social communication in infants with fragile X syndrome and infant siblings of children with autism spectrum disorder.

PubMed

Hahn, Laura J; Brady, Nancy C; McCary, Lindsay; Rague, Lisa; Roberts, Jane E

2017-12-01

Little research in fragile X syndrome (FXS) has prospectively examined early social communication. To compare early social communication in infants with FXS, infant siblings of children with autism spectrum disorder (ASIBs), and typically developing (TD) infants. Participants were 18 infants with FXS, 21 ASIBs, and 22 TD infants between 7.5-14.5 months. Social communication was coded using the Communication Complexity Scale during the administration of Autism Observation Scale for Infants. Descriptively different patterns were seen across the three groups. Overall infants with FXS had lower social communication than ASIBs or TD infants when controlling for nonverbal cognitive abilities. However, infants with FXS had similar levels of social communication as ASIBs or TD infants during peek-a-boo. No differences were observed between ASIBs and TD infants. For all infants, higher social communication was related to lower ASD risk. Findings provide insight into the developmental course of social communication in FXS. The dynamic nature of social games may help to stimulate communication in infants with FXS. Language interventions with a strong social component may be particularly effective for promoting language development in FXS. Copyright © 2017 Elsevier Ltd. All rights reserved.

Spelling and Morphology in Dyslexia: A Developmental Study Across the School Years.

PubMed

Schiff, Rachel; Levie, Ronit

2017-11-01

The current study examined the effect of morphological knowledge on spelling development in Hebrew-speaking schoolchildren, adolescents and adults with dyslexia, compared with typically developing (TD) peers. Participants were 238 Hebrew-speaking readers of five grade levels of whom 139 were TD and 99 had developmental dyslexia (DD). Participants were tested on a function letter spelling task, a phonological awareness task and a morphological awareness task. The overall picture that emerged from the results is that performance on all measures increased with grade level, with TD participants always scoring higher than peers with DD. Moreover, the higher the morphological complexity in spelling and irregularity in noun inflection, the higher the differences between the DD and TD participants. Finally, performance on the morphological awareness task contributed to spelling morphologically more complex spelling items in the TD, but not in the DD group. From clinical and educational perspectives, these results strongly suggest that rigorous morphological instruction is necessary in teaching children and adolescents with dyslexia to identify and use morphological cues in spoken and written Hebrew. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Idiom, syntax, and advanced theory of mind abilities in children with autism spectrum disorders.

PubMed

Whyte, Elisabeth M; Nelson, Keith E; Scherf, K Suzanne

2014-02-01

When researchers investigate figurative language abilities (including idioms) in children with autism spectrum disorder (ASD), syntax abilities may be more important than once considered. In addition, there are limitations to the overreliance on false-belief tasks to measure theory of mind (TOM) abilities. In the current study, the authors investigated idiom, syntax, and advanced TOM abilities in children with ASD compared to children with typical development (TD). Twenty-six children with ASD, ages 5 to 12 years, were compared to individuals in each of 2 control groups of children with TD: 1 matched on chronological age and nonverbal IQ, and 1 matched on syntax age-equivalence and raw scores. Idiom comprehension, syntax, vocabulary, and 2 measures of advanced TOM abilities were examined. Although children with ASD performed worse on idiom comprehension compared to the age-matched group with TD, they exhibited comparable idiom performance to the syntax-matched group with TD. Advanced TOM abilities were related to idiom comprehension for children with ASD, but not for children with TD, above the contributions of basic language abilities. Syntax abilities should be used as a matching variable when examining figurative or other late-developing language skills.

Age and Electromyographic Frequency Alterations during Walking in Children with Cerebral Palsy

PubMed Central

Lauer, Richard T.; Pierce, Samuel R.; Tucker, Carole A.; Barbe, Mary F.; Prosser, Laura A.

2009-01-01

The use of surface electromyography (sEMG) recorded during ambulation has provided valuable insight into motor development and changes with age in the pediatric population. However, no studies have reported sEMG differences with age in the children with cerebral palsy (CP). In this study, data from 50 children were divided retrospectively into four groups, representing either an older (above the age of 7 years) or younger (below the age of 7 years) age group with either typical development (TD) or CP. Data were analyzed from 16 children in the younger age group with TD, and eight in the older age group with TD. Data were also available from 14 in the younger age group with CP, and 12 in the older age group with CP. SEMG signals from the rectus femoris (RF) and medial hamstring (MH) were analyzed using wavelet techniques to examine time-frequency content. RF muscle activity was statistically different between all groups (p<0.001), with an elevated instantaneous mean frequency (IMNF) in the older TD group than the younger TD group, an elevated IMNF in the younger CP group than the older CP group, and elevated IMNF in both CP groups compared to both TD groups. Activity for the MH muscle followed the same pattern except for the CP young and old group comparison, which indicated no difference. The results indicate that differences in neuromuscular activation exist between younger and older groups of children with both TD and CP, and may provide new insight into muscle activity pattern changes during the development of walking. PMID:19854058

How do typically developing deaf children and deaf children with autism spectrum disorder use the face when comprehending emotional facial expressions in British sign language?

PubMed

Denmark, Tanya; Atkinson, Joanna; Campbell, Ruth; Swettenham, John

2014-10-01

Facial expressions in sign language carry a variety of communicative features. While emotion can modulate a spoken utterance through changes in intonation, duration and intensity, in sign language specific facial expressions presented concurrently with a manual sign perform this function. When deaf adult signers cannot see facial features, their ability to judge emotion in a signed utterance is impaired (Reilly et al. in Sign Lang Stud 75:113-118, 1992). We examined the role of the face in the comprehension of emotion in sign language in a group of typically developing (TD) deaf children and in a group of deaf children with autism spectrum disorder (ASD). We replicated Reilly et al.'s (Sign Lang Stud 75:113-118, 1992) adult results in the TD deaf signing children, confirming the importance of the face in understanding emotion in sign language. The ASD group performed more poorly on the emotion recognition task than the TD children. The deaf children with ASD showed a deficit in emotion recognition during sign language processing analogous to the deficit in vocal emotion recognition that has been observed in hearing children with ASD.

Training production of lexical stress in typically developing children using orthographically biased stimuli and principles of motor learning.

PubMed

van Rees, Lauren J; Ballard, Kirrie J; McCabe, Patricia; Macdonald-D'Silva, Anita G; Arciuli, Joanne

2012-08-01

Impaired lexical stress production characterizes multiple pediatric speech disorders. Effective remediation strategies are not available, and little is known about the normal process of learning to assign and produce lexical stress. This study examined whether typically developing (TD) children can be trained to produce lexical stress on bisyllabic pseudowords that are orthographically biased to a strong-weak or weak-strong pattern (e.g., MAMbey or beDOON), in combination with the principles of motor learning (PML). Fourteen TD children ages 5;0 (years;months) to 13;0 were randomly assigned to a training or control group using concealed allocation within blocks. A pre- to posttraining group design was used to examine the acquisition, retention, and generalization of lexical stress production. The training group learned to produce appropriate lexical stress for the pseudowords with strong maintenance and generalization to related untrained stimuli. Accuracy of stress production did not change in the control group. TD children can learn to produce lexical stress patterns for orthographically biased pseudowords via explicit training methods. Findings have relevance for the study of languages other than English and for a range of prosodic disorders.

Beginning to Talk Like an Adult: Increases in Speech-like Utterances in Young Cochlear Implant Recipients and Toddlers with Normal Hearing

PubMed Central

Ertmer, David J.; Jung, Jongmin; Kloiber, Diana True

2013-01-01

Background Speech-like utterances containing rapidly combined consonants and vowels eventually dominate the prelinguistic and early word productions of toddlers who are developing typically (TD). It seems reasonable to expect a similar phenomenon in young cochlear implants (CI) recipients. This study sought to determine the number of months of robust hearing experience needed to achieve a majority of speech-like utterances in both of these groups. Methods Speech samples were recorded at 3-month intervals during the first 2 years of CI experience, and between 6- and 24 months of age in TD children. Speech-like utterances were operationally defined as those belonging to the Basic Canonical Syllables (BCS) or Advanced Forms (AF) levels of the Consolidated Stark Assessment of Early Vocal Development-Revised. Results On average, the CI group achieved a majority of speech- like utterances after 12 months, and the TD group after 18 months of robust hearing experience. The CI group produced greater percentages of speech-like utterances at each interval until 24-months, when both groups approximated 80%. Conclusion Auditory deprivation did not limit progress in vocal development as young CI recipients showed more-rapid-than-typical speech development during the first 2 years of device use. Implications for the Infraphonological model of speech development are considered. PMID:23813203

Impact of Diglossia on Word and Non-word Repetition among Language Impaired and Typically Developing Arabic Native Speaking Children

PubMed Central

Saiegh-Haddad, Elinor; Ghawi-Dakwar, Ola

2017-01-01

The study tested the impact of the phonological and lexical distance between a dialect of Palestinian Arabic spoken in the north of Israel (SpA) and Modern Standard Arabic (StA or MSA) on word and non-word repetition in children with specific language impairment (SLI) and in typically developing (TD) age-matched controls. Fifty kindergarten children (25 SLI, 25 TD; mean age 5;5) and fifty first grade children (25 SLI, 25 TD; mean age 6:11) were tested with a repetition task for 1–4 syllable long real words and pseudo words; Items varied systematically in whether each encoded a novel StA phoneme or not, namely a phoneme that is only used in StA but not in the spoken dialect targeted. Real words also varied in whether they were lexically novel, meaning whether the word is used only in StA, but not in SpA. SLI children were found to significantly underperform TD children on all repetition tasks indicating a general phonological memory deficit. More interesting for the current investigation is the observed strong and consistent effect of phonological novelty on word and non-word repetition in SLI and TD children, with a stronger effect observed in SLI. In contrast with phonological novelty, the effect of lexical novelty on word repetition was limited and it did not interact with group. The results are argued to reflect the role of linguistic distance in phonological memory for novel linguistic units in Arabic SLI and, hence, to support a specific Linguistic Distance Hypothesis of SLI in a diglossic setting. The implications of the findings for assessment, diagnosis and intervention with Arabic speaking children with SLI are discussed. PMID:29213248

Impact of Diglossia on Word and Non-word Repetition among Language Impaired and Typically Developing Arabic Native Speaking Children.

PubMed

Saiegh-Haddad, Elinor; Ghawi-Dakwar, Ola

2017-01-01

The study tested the impact of the phonological and lexical distance between a dialect of Palestinian Arabic spoken in the north of Israel (SpA) and Modern Standard Arabic (StA or MSA) on word and non-word repetition in children with specific language impairment (SLI) and in typically developing (TD) age-matched controls. Fifty kindergarten children (25 SLI, 25 TD; mean age 5;5) and fifty first grade children (25 SLI, 25 TD; mean age 6:11) were tested with a repetition task for 1-4 syllable long real words and pseudo words; Items varied systematically in whether each encoded a novel StA phoneme or not, namely a phoneme that is only used in StA but not in the spoken dialect targeted. Real words also varied in whether they were lexically novel, meaning whether the word is used only in StA, but not in SpA. SLI children were found to significantly underperform TD children on all repetition tasks indicating a general phonological memory deficit. More interesting for the current investigation is the observed strong and consistent effect of phonological novelty on word and non-word repetition in SLI and TD children, with a stronger effect observed in SLI. In contrast with phonological novelty, the effect of lexical novelty on word repetition was limited and it did not interact with group. The results are argued to reflect the role of linguistic distance in phonological memory for novel linguistic units in Arabic SLI and, hence, to support a specific Linguistic Distance Hypothesis of SLI in a diglossic setting. The implications of the findings for assessment, diagnosis and intervention with Arabic speaking children with SLI are discussed.

Altered responses to social chemosignals in autism spectrum disorder.

PubMed

Endevelt-Shapira, Yaara; Perl, Ofer; Ravia, Aharon; Amir, Daniel; Eisen, Ami; Bezalel, Vered; Rozenkrantz, Liron; Mishor, Eva; Pinchover, Liron; Soroka, Timna; Honigstein, Danielle; Sobel, Noam

2018-01-01

Autism spectrum disorder (ASD) is characterized by impaired social communication, often attributed to misreading of emotional cues. Why individuals with ASD misread emotions remains unclear. Given that terrestrial mammals rely on their sense of smell to read conspecific emotions, we hypothesized that misreading of emotional cues in ASD partially reflects altered social chemosignaling. We found no difference between typically developed (TD) and cognitively able adults with ASD at explicit detection and perception of social chemosignals. Nevertheless, TD and ASD participants dissociated in their responses to subliminal presentation of these same compounds: the undetected 'smell of fear' (skydiver sweat) increased physiological arousal and reduced explicit and implicit measures of trust in TD but acted opposite in ASD participants. Moreover, two different undetected synthetic putative social chemosignals increased or decreased arousal in TD but acted opposite in ASD participants. These results implicate social chemosignaling as a sensory substrate of social impairment in ASD.

Participation in extracurricular activities for children with and without siblings with autism spectrum disorder.

PubMed

Wigston, Christine; Falkmer, Marita; Vaz, Sharmila; Parsons, Richard; Falkmer, Torbjörn

2017-01-01

To compare the number, frequency, enjoyment and performance in extracurricular activities of siblings of children with autism spectrum disorders (ASD) to their typically developing (TD) peers, and to identify differences between actual and desired participation. A case-control study with 30 siblings of children with ASD and 30 siblings of TD children was conducted using the Paediatric Interest Profiles and a questionnaire. Siblings of children with ASD participated in fewer extracurricular activities than those with TD siblings. ASD symptoms were significantly associated with the sibling participating in fewer extracurricular activities. Children with TD siblings had higher enjoyment scores in relaxation activities than children with siblings with ASD. While results were mainly positive, some differences indicated that having a sibling with ASD may impact participation in extracurricular activities. Assessments of participation barriers, as well as support to minimise participation restrictions among siblings of children with ASD are required.

The relationship between moral judgment and cooperation in children with high-functioning autism

PubMed Central

Li, Jing; Zhu, Liqi; Gummerum, Michaela

2014-01-01

This study investigated moral judgment in children with high-functioning autism and their cooperation in prisoner's dilemma game with partners of different moralities. Thirty-eight 6- to 12-year-old high-functioning autistic (HFA) children and 31 typically developing (TD) children were recruited. Children were asked to judge story protagonists' morality. After making this moral judgment correctly, they were asked to play with the morally nice and the morally naughty child in a repeated prisoner's dilemma game. Results showed that both HFA and TD children made correct moral judgments, and that HFA children might even have more rigid criteria for what constitutes morally naughty acts. HFA children's cooperation did not differ depending on the morality of the interaction partner, while TD children showed higher cooperation when interacting with the morally nice than the morally naughty child did. Thus, partner's morality did influence TD children's but not HFA children's subsequent cooperation. PMID:24603775

Analysis of cursive letters, syllables, and words handwriting in a French second-grade child with Developmental Coordination Disorder and comparison with typically developing children.

PubMed

Jolly, Caroline; Gentaz, Edouard

2013-01-01

Poor handwriting is a core deficit in Developmental Coordination Disorder (DCD). In a previous study, we compared the evolution of cursive letters handwriting in a girl with DCD throughout her second-grade year with that of typically developing (TD) children. We found that her handwriting evolved much less than that of TD children and remained similar to that of pre-schoolers at all stages, suggesting that her handwriting skills have reached a steady state level. We present here a continuation of this work, in which we focused on the velocity aspects of handwriting in another French child with DCD. Indeed, different velocity patterns have been observed in Chinese and English children with DCD. In the French cursive style of writing, consecutive letters are joined, a major difference with the English script style of writing. We thus analyzed the handwriting of a second-grade French girl with DCD, not only for isolated letters but also for syllables and words, in comparison to that of TD first-graders (6-7 years old; N = 85) and second-graders (7-8 years old; N = 88). Each written track was digitized, and nine kinematic parameters were measured to evaluate writing fluency. Results showed that the productions of the child with DCD were more similar to those of first-graders than to those of second-graders. In line with our previous study, the most discriminative parameters between the child with DCD and TD children were size and mean speed. Moreover, her handwriting was less fluent than that of TD children. In contrast to previous observations, we observed a higher writing velocity of the child with DCD when compared to TD children, whatever the complexity of the item, and no significant difference with TD children in the pausing time during writing. These differences may reflect linguistic specificities. For syllables and words, each letter was treated separately as a single unit, thus reflecting a problem in anticipation and automation.

Analysis of cursive letters, syllables, and words handwriting in a French second-grade child with Developmental Coordination Disorder and comparison with typically developing children

PubMed Central

Jolly, Caroline; Gentaz, Edouard

2014-01-01

Poor handwriting is a core deficit in Developmental Coordination Disorder (DCD). In a previous study, we compared the evolution of cursive letters handwriting in a girl with DCD throughout her second-grade year with that of typically developing (TD) children. We found that her handwriting evolved much less than that of TD children and remained similar to that of pre-schoolers at all stages, suggesting that her handwriting skills have reached a steady state level. We present here a continuation of this work, in which we focused on the velocity aspects of handwriting in another French child with DCD. Indeed, different velocity patterns have been observed in Chinese and English children with DCD. In the French cursive style of writing, consecutive letters are joined, a major difference with the English script style of writing. We thus analyzed the handwriting of a second-grade French girl with DCD, not only for isolated letters but also for syllables and words, in comparison to that of TD first-graders (6–7 years old; N = 85) and second-graders (7–8 years old; N = 88). Each written track was digitized, and nine kinematic parameters were measured to evaluate writing fluency. Results showed that the productions of the child with DCD were more similar to those of first-graders than to those of second-graders. In line with our previous study, the most discriminative parameters between the child with DCD and TD children were size and mean speed. Moreover, her handwriting was less fluent than that of TD children. In contrast to previous observations, we observed a higher writing velocity of the child with DCD when compared to TD children, whatever the complexity of the item, and no significant difference with TD children in the pausing time during writing. These differences may reflect linguistic specificities. For syllables and words, each letter was treated separately as a single unit, thus reflecting a problem in anticipation and automation. PMID:24478735

The Development of Vocabulary in Spanish Children with Down Syndrome: Comprehension, Production, and Gestures

ERIC Educational Resources Information Center

Galeote, Miguel; Sebastian, Eugenia; Checa, Elena; Rey, Rocio; Soto, Pilar

2011-01-01

Background: Our main purpose was to compare the lexical development of Spanish children with Down syndrome (DS) and children with typical development (TD) to investigate the relationship between cognitive and vocabulary development in comprehension and oral and gestural production. Method: Participants were 186 children with DS and 186 children…

Musicality Correlates With Sociability and Emotionality in Williams Syndrome

PubMed Central

Ng, Rowena; Lai, Philip; Levitin, Daniel J.; Bellugi, Ursula

2012-01-01

Williams Syndrome (WS) is a neurogenetic developmental disorder characterized by peaks and valleys of cognitive abilities. One peak that has been understudied is the affinity that many individuals with WS have toward music. It remains unknown whether their high levels of musical interest, skill and expressivity are related to their sociable personality or their verbal intelligence. We examined the relationships between musicality (musical interest, creativity and expressivity), sociability (social-emotionality, social approach) and language comprehension in WS and typically developing (TD) controls. Findings suggest that emotion-expressivity through music in WS may be linked to their sensitivity and responsivity to emotions of others, whereas general interest in music may be related to greater linguistic capacity in TD individuals. Musicality and sociability may be more closely related in WS relative than in typical development; implications for future interventions for this neurodevelopmental condition will be discussed. PMID:24151530

Musicality Correlates With Sociability and Emotionality in Williams Syndrome.

PubMed

Ng, Rowena; Lai, Philip; Levitin, Daniel J; Bellugi, Ursula

2013-01-01

Williams Syndrome (WS) is a neurogenetic developmental disorder characterized by peaks and valleys of cognitive abilities. One peak that has been understudied is the affinity that many individuals with WS have toward music. It remains unknown whether their high levels of musical interest, skill and expressivity are related to their sociable personality or their verbal intelligence. We examined the relationships between musicality (musical interest, creativity and expressivity), sociability (social-emotionality, social approach) and language comprehension in WS and typically developing (TD) controls. Findings suggest that emotion-expressivity through music in WS may be linked to their sensitivity and responsivity to emotions of others, whereas general interest in music may be related to greater linguistic capacity in TD individuals. Musicality and sociability may be more closely related in WS relative than in typical development; implications for future interventions for this neurodevelopmental condition will be discussed.

Detection of atypical network development patterns in children with autism spectrum disorder using magnetoencephalography

PubMed Central

Watanabe, Katsumi; Yoshimura, Yuko; Kikuchi, Mitsuru; Minabe, Yoshio; Aihara, Kazuyuki

2017-01-01

Autism spectrum disorder (ASD) is a developmental disorder that involves developmental delays. It has been hypothesized that aberrant neural connectivity in ASD may cause atypical brain network development. Brain graphs not only describe the differences in brain networks between clinical and control groups, but also provide information about network development within each group. In the present study, graph indices of brain networks were estimated in children with ASD and in typically developing (TD) children using magnetoencephalography performed while the children viewed a cartoon video. We examined brain graphs from a developmental point of view, and compared the networks between children with ASD and TD children. Network development patterns (NDPs) were assessed by examining the association between the graph indices and the raw scores on the achievement scale or the age of the children. The ASD and TD groups exhibited different NDPs at both network and nodal levels. In the left frontal areas, the nodal degree and efficiency of the ASD group were negatively correlated with the achievement scores. Reduced network connections were observed in the temporal and posterior areas of TD children. These results suggested that the atypical network developmental trajectory in children with ASD is associated with the development score rather than age. PMID:28886147

Abnormal social reward processing in autism as indexed by pupillary responses to happy faces

PubMed Central

2012-01-01

Background Individuals with Autism Spectrum Disorders (ASD) typically show impaired eye contact during social interactions. From a young age, they look less at faces than typically developing (TD) children and tend to avoid direct gaze. However, the reason for this behavior remains controversial; ASD children might avoid eye contact because they perceive the eyes as aversive or because they do not find social engagement through mutual gaze rewarding. Methods We monitored pupillary diameter as a measure of autonomic response in children with ASD (n = 20, mean age = 12.4) and TD controls (n = 18, mean age = 13.7) while they looked at faces displaying different emotions. Each face displayed happy, fearful, angry or neutral emotions with the gaze either directed to or averted from the subjects. Results Overall, children with ASD and TD controls showed similar pupillary responses; however, they differed significantly in their sensitivity to gaze direction for happy faces. Specifically, pupillary diameter increased among TD children when viewing happy faces with direct gaze as compared to those with averted gaze, whereas children with ASD did not show such sensitivity to gaze direction. We found no group differences in fixation that could explain the differential pupillary responses. There was no effect of gaze direction on pupil diameter for negative affect or neutral faces among either the TD or ASD group. Conclusions We interpret the increased pupillary diameter to happy faces with direct gaze in TD children to reflect the intrinsic reward value of a smiling face looking directly at an individual. The lack of this effect in children with ASD is consistent with the hypothesis that individuals with ASD may have reduced sensitivity to the reward value of social stimuli. PMID:22958650

Brief report: Do children with autism gather information from social contexts to aid their word learning?

PubMed

Jing, Wei; Fang, Junming

2014-06-01

Typically developing (TD) infants could capitalize on social eye gaze and social contexts to aid word learning. Although children with autism disorder (AD) are known to exhibit atypicality in word learning via social eye gaze, their ability to utilize social contexts for word learning is not well understood. We investigated whether verbal AD children exhibit word learning ability via social contextual cues by late childhood. We found that AD children, unlike TD controls, failed to infer the speaker’s referential intention through information gathered from the social context. This suggests that TD children can learn words in diverse social pragmatic contexts in as early as toddlerhood whereas AD children are still unable to do so by late childhood.

Trust and Deception in Children with Autism Spectrum Disorders: A Social Learning Perspective.

PubMed

Yang, Yiying; Tian, Yuan; Fang, Jing; Lu, Haoyang; Wei, Kunlin; Yi, Li

2017-03-01

Previous research has demonstrated abnormal trust and deception behaviors in children with Autism Spectrum Disorders (ASD), and we aimed to examine whether these abnormalities were primarily due to their specific deficits in social learning. We tested 42 high-functioning children with ASD and 38 age- and ability-matched typically developing (TD) children in trust and deception tasks and a novel condition with reduced social components. Results indicated that while TD children improved their performance with more social components, children with ASD lacked this additional performance gain, though they performed similarly as TD children in the condition with reduced social components. Our findings highlight that deficits of ASD in trust and deception are primarily associated with failure of use of social cues.

Detail and gestalt focus in individuals with optimal outcomes from Autism Spectrum Disorders

PubMed Central

Fitch, Allison; Fein, Deborah A.; Eigsti, Inge-Marie

2015-01-01

Individuals with high-functioning autism (HFA) have a cognitive style that privileges local over global or gestalt details. While not a core symptom of autism, individuals with HFA seem to reliably show this bias. Our lab has been studying a sample of children who have overcome their early ASD diagnoses, showing “optimal outcomes” (OO). This study characterizes performance by OO, HFA, and typically developing (TD) adolescents as they describe paintings under cognitive load. Analyses of detail focus in painting descriptions indicated that the HFA group displayed significantly more local focus than both OO and TD groups, while the OO and TD groups did not differ. We discuss implications for the centrality of detail focus to the autism diagnosis. PMID:25563455

Detail and gestalt focus in individuals with optimal outcomes from autism spectrum disorders.

PubMed

Fitch, Allison; Fein, Deborah A; Eigsti, Inge-Marie

2015-06-01

Individuals with high-functioning autism (HFA) have a cognitive style that privileges local over global or gestalt details. While not a core symptom of autism, individuals with HFA seem to reliably show this bias. Our lab has been studying a sample of children who have overcome their early ASD diagnoses, showing "optimal outcomes" (OO). This study characterizes performance by OO, HFA, and typically developing (TD) adolescents as they describe paintings under cognitive load. Analyses of detail focus in painting descriptions indicated that the HFA group displayed significantly more local focus than both OO and TD groups, while the OO and TD groups did not differ. We discuss implications for the centrality of detail focus to the autism diagnosis.

Communicative Gesture Use in Infants with and without Autism: A Retrospective Home Video Study

PubMed Central

Watson, Linda R.; Crais, Elizabeth R.; Baranek, Grace T.; Dykstra, Jessica R.; Wilson, Kaitlyn P.

2012-01-01

Purpose Compare gesture use in infants with autism to infants with other developmental disabilities (DD) or typical development (TD). Method Children with autism (n = 43), other DD (n = 30), and TD (n = 36) were recruited at ages 2 to 7 years. Parents provided home videotapes of children in infancy. Staff compiled video samples for two age intervals (9-12 and 15-18 months), and coded samples for frequency of social interaction (SI), behavior regulation (BR), and joint attention (JA) gestures. Results At 9-12 months, infants with autism were less likely to use JA gestures than infants with other DD or TD, and less likely to use BR gestures than infants with TD. At 15-18 months, infants with autism were less likely than infants with other DD to use SI or JA gestures, and less likely than infants with TD to use BR, SI, or JA gestures. Among infants able to use gestures, infants with autism used fewer BR gestures than those with TD at 9-12 months, and fewer JA gestures than infants with other DD or TD at 15-18 months. Conclusions Differences in gesture use in infancy have implications for early autism screening, assessment, and intervention. PMID:22846878

The Work of Play: How Video Games Affect Social Interactions for Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Hiltz, Virginia A.

2017-01-01

This study examines the differences in play behaviors demonstrated by children with Autism Spectrum Disorder (ASD) when they engage in play with typically developing (TD) peers. Pairs of elementary school students, ages eight to 11, engaged in play in three settings: typical school recess, facilitated play led by adults, and kinetic technology…

Prelinguistic Vocal Development in Young Cochlear Implant Recipients and Typically Developing Infants: Year 1 of Robust Hearing Experience

PubMed Central

Ertmer, David J.; Jung, Jongmin

2012-01-01

This investigation examined the time course and sequence of prelinguistic vocal development during the first year of cochlear implant (CI) experience. Thirteen children who were implanted between 8 and 35 months and 11 typically developing (TD) infants participated in this longitudinal study. Adult–child play interactions were video- and audio-recorded at trimonthly intervals for each group, and child utterances were classified into categories representing progressively more mature productions: Precanonical Vocalizations, Basic Canonical Syllables, and Advanced Form vocalizations. Young CI recipients met the 20% criterion for establishment of the Basic Canonical Syllables and Advanced Forms levels with fewer months of robust hearing experience than the TD infants. Most CI recipients followed the sequence of development predicted by the Stark Assessment of Early Vocal Development—Revised. The relatively rapid progress of the CI children suggests that an earlier period of auditory deprivation did not have negative consequences for prelinguistic vocal development. It also supports the notion that young CI recipients comparatively advanced maturity facilitated expeditious auditory-guided speech development. PMID:21586617

Kinesthetic deficit in children with developmental coordination disorder.

PubMed

Li, Kuan-yi; Su, Wei-jen; Fu, Hsuan-wei; Pickett, Kristen A

2015-03-01

The aim of this study was to measure and compare kinesthetic sensitivity in children with developmental coordination disorder (DCD) and typically developing (TD) children between 6 and 11 years old. 30 children with DCD aged 6 to 11 years (5 in each age group) and 30 TD children participated in the study. Participants placed their forearms on a passive motion apparatus which extended the elbow joint at constant velocities between 0.15 and 1.35°s(-1). Participants were required to concentrate on detection of passive arm motion and press a trigger held in their left hand once they sensed it. The detection time was measured for each trial. The DCD group was significantly less sensitive in detection of passive motion than TD children. Further analysis of individual age groups revealed that kinesthetic sensitivity was worse in DCD than TD children for age groups beyond six years of age. Our findings suggested that individual with DCD lag behind their TD counterparts in kinesthetic sensitivity. Between the ages of 7 and 11 years the difference between groups is quantifiable and significant with 11 year old children with DCD performing similar to 7 year old TD children. Copyright © 2014 Elsevier Ltd. All rights reserved.

Circumscribed interests in adolescents with Autism Spectrum Disorder: A look beyond trains, planes, and clocks.

PubMed

Cho, Ivy Y K; Jelinkova, Kristina; Schuetze, Manuela; Vinette, Sarah A; Rahman, Sarah; McCrimmon, Adam; Dewey, Deborah; Bray, Signe

2017-01-01

Adolescence is a unique developmental period, characterized by physical and emotional growth and significant maturation of cognitive and social skills. For individuals with Autism Spectrum Disorder (ASD), it is also a vulnerable period as cognitive and social skills can deteriorate. Circumscribed interests (CIs), idiosyncratic areas of intense interest and focus, are a core symptom of ASD that may be associated with social development. Yet, relatively little is known about the expression of CIs in adolescents with ASD. Many studies investigating CIs have used images depicting items of special interest; however, it is not clear how images should be customized for adolescent studies. The goal of this study was to gain insight into the types of images that may be appropriate for studies of CIs in adolescents with ASD. To this end, we used a mixed methods design that included, 1) one-on-one interviews with 10 adolescents (4 with ASD and 6 TD), to identify categories of images that were High Autism Interest ('HAI') or High Typically Developing Interest ('HTD'), and 2) an online survey taken by fifty-three adolescents with ASD (42 male) and 135 typically developing (TD) adolescents (55 male) who rated how much they liked 105 'HAI' and 'HTD' images. Although we found a significant interaction between 'HAI' and 'HTD' categories and diagnosis, neither group significantly preferred one category over the other, and only one individual category ('Celebrities') showed a significant group effect, favored by TD adolescents. Males significantly preferred 'HAI' images relative to females, and TD adolescents significantly preferred images with social content relative to adolescents with ASD. Our findings suggest that studies investigating affective or neural responses to CI-related stimuli in adolescents should consider that stereotypical ASD interests (e.g. trains, gadgets) may not accurately represent individual adolescents with ASD, many of whom show interests that overlap with TD adolescents (e.g. video games).

Circumscribed interests in adolescents with Autism Spectrum Disorder: A look beyond trains, planes, and clocks

PubMed Central

Cho, Ivy Y. K.; Jelinkova, Kristina; Schuetze, Manuela; Vinette, Sarah A.; Rahman, Sarah; McCrimmon, Adam; Dewey, Deborah; Bray, Signe

2017-01-01

Adolescence is a unique developmental period, characterized by physical and emotional growth and significant maturation of cognitive and social skills. For individuals with Autism Spectrum Disorder (ASD), it is also a vulnerable period as cognitive and social skills can deteriorate. Circumscribed interests (CIs), idiosyncratic areas of intense interest and focus, are a core symptom of ASD that may be associated with social development. Yet, relatively little is known about the expression of CIs in adolescents with ASD. Many studies investigating CIs have used images depicting items of special interest; however, it is not clear how images should be customized for adolescent studies. The goal of this study was to gain insight into the types of images that may be appropriate for studies of CIs in adolescents with ASD. To this end, we used a mixed methods design that included, 1) one-on-one interviews with 10 adolescents (4 with ASD and 6 TD), to identify categories of images that were High Autism Interest (‘HAI’) or High Typically Developing Interest (‘HTD’), and 2) an online survey taken by fifty-three adolescents with ASD (42 male) and 135 typically developing (TD) adolescents (55 male) who rated how much they liked 105 ‘HAI’ and ‘HTD’ images. Although we found a significant interaction between ‘HAI’ and ‘HTD’ categories and diagnosis, neither group significantly preferred one category over the other, and only one individual category ('Celebrities') showed a significant group effect, favored by TD adolescents. Males significantly preferred ‘HAI’ images relative to females, and TD adolescents significantly preferred images with social content relative to adolescents with ASD. Our findings suggest that studies investigating affective or neural responses to CI-related stimuli in adolescents should consider that stereotypical ASD interests (e.g. trains, gadgets) may not accurately represent individual adolescents with ASD, many of whom show interests that overlap with TD adolescents (e.g. video games). PMID:29095880

Driving Comparisons Between Young Adults with Autism Spectrum Disorder and Typical Development.

PubMed

Patrick, Kristina E; Hurewitz, Felicia; McCurdy, Mark D; Agate, Frederic Taylor; Daly, Brian P; Tarazi, Reem A; Chute, Douglas L; Schultheis, Maria T

2018-05-18

Many individuals with autism spectrum disorder (ASD) are reluctant to pursue driving because of concerns about their ability to drive safely. This study aimed to assess differences in simulated driving performance in young adults with ASD and typical development, examining relationships between driving performance and the level of experience (none, driver's permit, licensed) across increasingly difficult driving environments. Participants included 50 English-speaking young adults (16-26 years old) with ASD matched for sex, age, and licensure with 50 typically-developing (TD) peers. Participants completed a structured driving assessment using a virtual-reality simulator that included increasingly complex environmental demands. Differences in mean speed and speed and lane variability by diagnostic group and driving experience were analyzed using multilevel linear modeling. Young adults with ASD demonstrated increased variability in speed and lane positioning compared with controls, even during low demand tasks. When driving demands became more complex, group differences were moderated by driving experience such that licensed drivers with ASD drove similarly to TD licensed drivers for most tasks, whereas unlicensed drivers with ASD had more difficulty with speed and lane management than TD drivers. Findings suggest that young adults with ASD may have more difficulty with basic driving skills than peers, particularly in the early stages of driver training. Increased difficulty compared with peers increases as driving demands become more complex, suggesting that individuals with ASD may benefit from a slow and gradual approach to driver training. Future studies should evaluate predictors of driving performance, on-road driving, and ASD-specific driving interventions.

Brain organization underlying superior mathematical abilities in children with autism.

PubMed

Iuculano, Teresa; Rosenberg-Lee, Miriam; Supekar, Kaustubh; Lynch, Charles J; Khouzam, Amirah; Phillips, Jennifer; Uddin, Lucina Q; Menon, Vinod

2014-02-01

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social and communication deficits. While such deficits have been the focus of most research, recent evidence suggests that individuals with ASD may exhibit cognitive strengths in domains such as mathematics. Cognitive assessments and functional brain imaging were used to investigate mathematical abilities in 18 children with ASD and 18 age-, gender-, and IQ-matched typically developing (TD) children. Multivariate classification and regression analyses were used to investigate whether brain activity patterns during numerical problem solving were significantly different between the groups and predictive of individual mathematical abilities. Children with ASD showed better numerical problem solving abilities and relied on sophisticated decomposition strategies for single-digit addition problems more frequently than TD peers. Although children with ASD engaged similar brain areas as TD children, they showed different multivariate activation patterns related to arithmetic problem complexity in ventral temporal-occipital cortex, posterior parietal cortex, and medial temporal lobe. Furthermore, multivariate activation patterns in ventral temporal-occipital cortical areas typically associated with face processing predicted individual numerical problem solving abilities in children with ASD but not in TD children. Our study suggests that superior mathematical information processing in children with ASD is characterized by a unique pattern of brain organization and that cortical regions typically involved in perceptual expertise may be utilized in novel ways in ASD. Our findings of enhanced cognitive and neural resources for mathematics have critical implications for educational, professional, and social outcomes for individuals with this lifelong disorder. Copyright © 2014 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

In Vitro Activity of TD-1792, a Multivalent Glycopeptide-Cephalosporin Antibiotic, against 377 Strains of Anaerobic Bacteria and 34 Strains of Corynebacterium Species

PubMed Central

Citron, Diane M.; Warren, Yumi A.; Goldstein, Ellie J. C.

2012-01-01

TD-1792 is a multivalent glycopeptide-cephalosporin heterodimer antibiotic with potent activity against Gram-positive bacteria. We tested TD-1792 against 377 anaerobes and 34 strains of Corynebacterium species. Against nearly all Gram-positive strains, TD-1792 had an MIC90 of 0.25 μg/ml and was typically 3 to 7 dilutions more active than vancomycin and daptomycin. PMID:22290981

Emotion dysregulation and social competence: stability, change and predictive power.

PubMed

Berkovits, L D; Baker, B L

2014-08-01

Social difficulties are closely linked to emotion dysregulation among children with typical development (TD). Children with developmental delays (DD) are at risk for poor social outcomes, but the relationship between social and emotional development within this population is not well understood. The current study examines the extent to which emotion dysregulation is related to social problems across middle childhood among children with TD or DD. Children with TD (IQ ≥ 85, n = 113) and children with DD (IQ ≤ 75, n = 61) participated in a longitudinal study. Annual assessments were completed at ages 7, 8 and 9 years. At each assessment, mothers reported on children's emotion dysregulation, and both mothers and teachers reported on children's social difficulties. Children with DD had higher levels of emotion dysregulation and social problems at each age than those with TD. Emotion dysregulation and social problems were significantly positively correlated within both TD and DD groups using mother report of social problems, and within the TD group using teacher report of social problems. Among children with TD, emotion dysregulation consistently predicted change in social problems from one year to the next. However, among children with DD, emotion dysregulation offered no unique prediction value above and beyond current social problems. Results suggested that the influence of emotion regulation abilities on social development may be a less salient pathway for children with DD. These children may have more influences, beyond emotion regulation, on their social behaviour, highlighting the importance of directly targeting social skill deficits among children with DD in order to ameliorate their social difficulties. © 2013 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Resilience in mathematics after early brain injury: The roles of parental input and early plasticity.

PubMed

Glenn, Dana E; Demir-Lira, Özlem Ece; Gibson, Dominic J; Congdon, Eliza L; Levine, Susan C

2018-04-01

Children with early focal unilateral brain injury show remarkable plasticity in language development. However, little is known about how early brain injury influences mathematical learning. Here, we examine early number understanding, comparing cardinal number knowledge of typically developing children (TD) and children with pre- and perinatal lesions (BI) between 42 and 50 months of age. We also examine how this knowledge relates to the number words children hear from their primary caregivers early in life. We find that children with BI, are, on average, slightly behind TD children in both cardinal number knowledge and later mathematical performance, and show slightly slower learning rates than TD children in cardinal number knowledge during the preschool years. We also find that parents' "number talk" to their toddlers predicts later mathematical ability for both TD children and children with BI. These findings suggest a relatively optimistic story in which neural plasticity is at play in children's mathematical development following early brain injury. Further, the effects of early number input suggest that intervening to enrich the number talk that children with BI hear during the preschool years could narrow the math achievement gap. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Early Grammatical Development in Spanish Children with Down Syndrome

ERIC Educational Resources Information Center

Galeote, Miguel; Soto, Pilar; Sebastian, Eugenia; Checa, Elena; Sanchez-Palacios, Concepcion

2014-01-01

The objective of this work was to analyze morphosyntactic development in a wide sample of children with Down syndrome (DS) ("n" = 92) and children with typical development (TD) ("n" = 92) with a mental age (MA) of 20 to 29 months. Children were individually matched for gender and MA (Analysis 1) and for vocabulary size…

Vocal and Gestural Productions of 24-Month-Old Children with Sex Chromosome Trisomies

ERIC Educational Resources Information Center

Zampini, Laura; Draghi, Lara; Silibello, Gaia; Dall'Ara, Francesca; Rigamonti, Claudia; Suttora, Chiara; Zanchi, Paola; Salerni, Nicoletta; Lalatta, Faustina; Vizziello, Paola

2018-01-01

Background: Children with sex chromosome trisomies (SCT) frequently show problems in language development. However, a clear description of the communicative patterns of these children is still lacking. Aims: To describe the first stages of language development in children with SCT in comparison with those in typically developing (TD) children. The…

Parents' Emotion Expression as a Predictor of Child's Social Competence: Children with or without Intellectual Disability

ERIC Educational Resources Information Center

Green, S.; Baker, B.

2011-01-01

Background: Parents' expression of positive emotion towards children who are typically developing (TD) is generally associated with better social development. However, the association between parents' negative emotion expression and social development can be positive or negative depending upon a number of factors, including the child's emotion…

Word-initial /r/-clusters in Swedish speaking children with typical versus protracted phonological development.

PubMed

Lundeborg Hammarström, Inger

2018-01-01

The present study investigated word-initial (WI) /r/-clusters in Central Swedish-speaking children with and without protracted phonological development (PPD). Data for WI singleton /r/ and singleton and cluster /l/ served as comparisons. Participants were twelve 4-year-olds with PPD and twelve age- and gender-matched typically developing (TD) controls. Native speakers audio-recorded and transcribed 109 target single words using a Swedish phonology test with 12 WI C+/r/-clusters and three WI CC+/r/-clusters. The results showed significantly higher match scores for the TD children, a lower match proportion for the /r/ targets and for singletons compared with clusters, and differences in mismatch patterns between the groups. There were no matches for /r/-cluster targets in the PPD group, with all children except two in that group showing deletions for both /r/-cluster types. The differences in mismatch proportions and types between the PPD group and controls suggests new directions for future clinical practice.

Word structures of Granada Spanish-speaking preschoolers with typical versus protracted phonological development.

PubMed

Bernhardt, B May; Hanson, R; Perez, D; Ávila, C; Lleó, C; Stemberger, J P; Carballo, G; Mendoza, E; Fresneda, D; Chávez-Peón, M

2015-01-01

Research on children's word structure development is limited. Yet, phonological intervention aims to accelerate the acquisition of both speech-sounds and word structure, such as word length, stress or shapes in CV sequences. Until normative studies and meta-analyses provide in-depth information on this topic, smaller investigations can provide initial benchmarks for clinical purposes. To provide preliminary reference data for word structure development in a variety of Spanish with highly restricted coda use: Granada Spanish (similar to many Hispano-American varieties). To be clinically applicable, such data would need to show differences by age, developmental typicality and word structure complexity. Thus, older typically developing (TD) children were expected to show higher accuracy than younger children and those with protracted phonological development (PPD). Complex or phonologically marked forms (e.g. multisyllabic words, clusters) were expected to be late developing. Participants were 59 children aged 3-5 years in Granada, Spain: 30 TD children, and 29 with PPD and no additional language impairments. Single words were digitally recorded by a native Spanish speaker using a 103-word list and transcribed by native Spanish speakers, with confirmation by a second transcriber team and acoustic analysis. The program Phon 1.5 provided quantitative data. In accordance with expectations, the TD and older age groups had better-established word structures than the younger children and those with PPD. Complexity was also relevant: more structural mismatches occurred in multisyllabic words, initial unstressed syllables and clusters. Heterosyllabic consonant sequences were more accurate than syllable-initial sequences. The most common structural mismatch pattern overall was consonant deletion, with syllable deletion most common in 3-year-olds and children with PPD. The current study provides preliminary reference data for word structure development in a Spanish variety with restricted coda use, both by age and types of word structures. Between ages 3 and 5 years, global measures (whole word match, word shape match) distinguished children with typical versus protracted phonological development. By age 4, children with typical development showed near-mastery of word structures, whereas 4- and 5-year-olds with PPD continued to show syllable deletion and cluster reduction, especially in multisyllabic words. The results underline the relevance of multisyllabic words and words with clusters in Spanish phonological assessment and the utility of word structure data for identification of protracted phonological development. © 2014 Royal College of Speech and Language Therapists.

Neural and behavioural responses to face-likeness of objects in adolescents with autism spectrum disorder

PubMed Central

Akechi, Hironori; Kikuchi, Yukiko; Tojo, Yoshikuni; Osanai, Hiroo; Hasegawa, Toshikazu

2014-01-01

Numerous studies have revealed atypical face processing in autism spectrum disorders (ASD) characterized by social interaction and communication difficulties. This study investigated sensitivity to face-likeness in ASD. In Experiment 1, we found a strong positive correlation between the face-likeness ratings of non-face objects in the ASD (11–19 years old) and the typically developing (TD) group (9–21 years old). In Experiment 2 (the scalp-recorded event-related potential experiment), the participants of both groups (ASD, 12–19 years old; TD, 12–18 years old) exhibited an enhanced face-sensitive N170 amplitude to a face-like object. Whereas the TD adolescents showed an enhanced N170 during the face-likeness judgements, adolescents with ASD did not. Thus, both individuals with ASD and TD individuals have a perceptual and neural sensitivity to face-like features in objects. When required to process face-like features, a face-related brain system reacts more strongly in TD individuals but not in individuals with ASD. PMID:24464152

Children with Autism Respond Differently to Spontaneous, Elicited and Deferred Imitation

ERIC Educational Resources Information Center

Heimann, M.; Nordqvist, E.; Strid, K.; Connant Almrot, J.; Tjus, T.

2016-01-01

Background: Imitation, a key vehicle for both cognitive and social development, is often regarded as more difficult for children with autism spectrum disorders (ASD) than for children with Down syndrome (DS) or typically developing (TD) children. The current study investigates similarities and differences in observed elicited, spontaneous and…

At the Intersection of Cognition and Grammar: Deficits Comprehending Counterfactuals in Turkish Children with Specific Language Impairment

ERIC Educational Resources Information Center

Duman, Tuba Yarbay; Blom, Elma; Topbas, Seyhun

2015-01-01

Purpose: This study investigated the comprehension of counterfactual conditionals in monolingual Turkish children with specific language impairment (SLI) and typically developing (TD) children. Comprehending counterfactuals requires a well-developed cognitive system (Beck, Riggs, & Gorniak, 2009). Children with SLI have impaired cognitive…

Pulmonary Function in Children with Development Coordination Disorder

ERIC Educational Resources Information Center

Wu, Sheng K.; Cairney, John; Lin, Hsiao-Hui; Li, Yao-Chuen; Song, Tai-Fen

2011-01-01

The purpose of this study was to compare pulmonary function in children with developmental coordination disorder (DCD) with children who are typically developing (TD), and also analyze possible gender differences in pulmonary function between these groups. The Movement ABC test was used to identify the movement coordination ability of children.…

Gesture production and comprehension in children with specific language impairment.

PubMed

Botting, Nicola; Riches, Nicholas; Gaynor, Marguerite; Morgan, Gary

2010-03-01

Children with specific language impairment (SLI) have difficulties with spoken language. However, some recent research suggests that these impairments reflect underlying cognitive limitations. Studying gesture may inform us clinically and theoretically about the nature of the association between language and cognition. A total of 20 children with SLI and 19 typically developing (TD) peers were assessed on a novel measure of gesture production. Children were also assessed for sentence comprehension errors in a speech-gesture integration task. Children with SLI performed equally to peers on gesture production but performed less well when comprehending integrated speech and gesture. Error patterns revealed a significant group interaction: children with SLI made more gesture-based errors, whilst TD children made semantically based ones. Children with SLI accessed and produced lexically encoded gestures despite having impaired spoken vocabulary and this group also showed stronger associations between gesture and language than TD children. When SLI comprehension breaks down, gesture may be relied on over speech, whilst TD children have a preference for spoken cues. The findings suggest that for children with SLI, gesture scaffolds are still more related to language development than for TD peers who have out-grown earlier reliance on gestures. Future clinical implications may include standardized assessment of symbolic gesture and classroom based gesture support for clinical groups.

Children with a history of SLI show reduced sensitivity to audiovisual temporal asynchrony: an ERP study.

PubMed

Kaganovich, Natalya; Schumaker, Jennifer; Leonard, Laurence B; Gustafson, Dana; Macias, Danielle

2014-08-01

The authors examined whether school-age children with a history of specific language impairment (H-SLI), their peers with typical development (TD), and adults differ in sensitivity to audiovisual temporal asynchrony and whether such difference stems from the sensory encoding of audiovisual information. Fifteen H-SLI children, 15 TD children, and 15 adults judged whether a flashed explosion-shaped figure and a 2-kHz pure tone occurred simultaneously. The stimuli were presented at 0-, 100-, 200-, 300-, 400-, and 500-ms temporal offsets. This task was combined with EEG recordings. H-SLI children were profoundly less sensitive to temporal separations between auditory and visual modalities compared with their TD peers. Those H-SLI children who performed better at simultaneity judgment also had higher language aptitude. TD children were less accurate than adults, revealing a remarkably prolonged developmental course of the audiovisual temporal discrimination. Analysis of early event-related potential components suggested that poor sensory encoding was not a key factor in H-SLI children's reduced sensitivity to audiovisual asynchrony. Audiovisual temporal discrimination is impaired in H-SLI children and is still immature during mid-childhood in TD children. The present findings highlight the need for further evaluation of the role of atypical audiovisual processing in the development of SLI.

Children with a history of SLI show reduced sensitivity to audiovisual temporal asynchrony: An ERP Study

PubMed Central

Kaganovich, Natalya; Schumaker, Jennifer; Leonard, Laurence B.; Gustafson, Dana; Macias, Danielle

2014-01-01

Purpose We examined whether school-age children with a history of SLI (H-SLI), their typically developing (TD) peers, and adults differ in sensitivity to audiovisual temporal asynchrony and whether such difference stems from the sensory encoding of audiovisual information. Method 15 H-SLI children, 15 TD children, and 15 adults judged whether a flashed explosion-shaped figure and a 2 kHz pure tone occurred simultaneously. The stimuli were presented at 0, 100, 200, 300, 400, and 500 ms temporal offsets. This task was combined with EEG recordings. Results H-SLI children were profoundly less sensitive to temporal separations between auditory and visual modalities compared to their TD peers. Those H-SLI children who performed better at simultaneity judgment also had higher language aptitude. TD children were less accurate than adults, revealing a remarkably prolonged developmental course of the audiovisual temporal discrimination. Analysis of early ERP components suggested that poor sensory encoding was not a key factor in H-SLI children’s reduced sensitivity to audiovisual asynchrony. Conclusions Audiovisual temporal discrimination is impaired in H-SLI children and is still immature during mid-childhood in TD children. The present findings highlight the need for further evaluation of the role of atypical audiovisual processing in the development of SLI. PMID:24686922

Infants with Down Syndrome and Their Interactions with Objects: Development of Exploratory Actions after Reaching Onset

ERIC Educational Resources Information Center

de Campos, Ana Carolina; da Costa, Carolina Souza Neves; Savelsbergh, Geert J. P.; Rocha, Nelci Adriana Cicuto Ferreira

2013-01-01

During infant development, objects and their functions are learned by means of active exploration. Factors that may influence exploration include reaching and grasping ability, object properties and the presence of developmental disorders. We assessed the development of exploratory actions in 16 typically-developing (TD) infants and 9 infants with…

Atypical brain lateralisation in the auditory cortex and language performance in 3- to 7-year-old children with high-functioning autism spectrum disorder: a child-customised magnetoencephalography (MEG) study.

PubMed

Yoshimura, Yuko; Kikuchi, Mitsuru; Shitamichi, Kiyomi; Ueno, Sanae; Munesue, Toshio; Ono, Yasuki; Tsubokawa, Tsunehisa; Haruta, Yasuhiro; Oi, Manabu; Niida, Yo; Remijn, Gerard B; Takahashi, Tsutomu; Suzuki, Michio; Higashida, Haruhiro; Minabe, Yoshio

2013-10-08

Magnetoencephalography (MEG) is used to measure the auditory evoked magnetic field (AEF), which reflects language-related performance. In young children, however, the simultaneous quantification of the bilateral auditory-evoked response during binaural hearing is difficult using conventional adult-sized MEG systems. Recently, a child-customised MEG device has facilitated the acquisition of bi-hemispheric recordings, even in young children. Using the child-customised MEG device, we previously reported that language-related performance was reflected in the strength of the early component (P50m) of the auditory evoked magnetic field (AEF) in typically developing (TD) young children (2 to 5 years old) [Eur J Neurosci 2012, 35:644-650]. The aim of this study was to investigate how this neurophysiological index in each hemisphere is correlated with language performance in autism spectrum disorder (ASD) and TD children. We used magnetoencephalography (MEG) to measure the auditory evoked magnetic field (AEF), which reflects language-related performance. We investigated the P50m that is evoked by voice stimuli (/ne/) bilaterally in 33 young children (3 to 7 years old) with ASD and in 30 young children who were typically developing (TD). The children were matched according to their age (in months) and gender. Most of the children with ASD were high-functioning subjects. The results showed that the children with ASD exhibited significantly less leftward lateralisation in their P50m intensity compared with the TD children. Furthermore, the results of a multiple regression analysis indicated that a shorter P50m latency in both hemispheres was specifically correlated with higher language-related performance in the TD children, whereas this latency was not correlated with non-verbal cognitive performance or chronological age. The children with ASD did not show any correlation between P50m latency and language-related performance; instead, increasing chronological age was a significant predictor of shorter P50m latency in the right hemisphere. Using a child-customised MEG device, we studied the P50m component that was evoked through binaural human voice stimuli in young ASD and TD children to examine differences in auditory cortex function that are associated with language development. Our results suggest that there is atypical brain function in the auditory cortex in young children with ASD, regardless of language development.

Sleep problems and temperament in young children with Down syndrome and typically developing controls.

PubMed

Lukowski, A F; Milojevich, H M

2017-03-01

Although group differences have been found between children with Down syndrome (DS) and typically developing (TD) children when considering sleep problems and temperament independently, none of the research conducted to date has examined sleep-temperament associations in children with DS. The present research was conducted to determine (1) whether the sleep problems experienced by children with DS are associated with temperament or (2) if the demonstrated relations between sleep and temperament differ from those that are observed in TD children. The present study included examination of relations between parent-reported sleep problems and temperament in 19 children with DS and 20 TD controls matched on developmental age. The results revealed group differences in temperament and sleep problems. Mediation models indicated that temperament (effortful control and inhibitory control) mediated the association between group and sleep problems; sleep problems also mediated the association between group and temperament (effortful and inhibitory control). Findings indicated that sleep problems may serve as both cause and consequence of variability in effortful and inhibitory control and provide insight as to future experimental studies that should be conducted to better elucidate these relations. © 2016 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

School Functions in Unaffected Siblings of Youths with Autism Spectrum Disorders.

PubMed

Chien, Yi-Ling; Tu, En-Nien; Gau, Susan Shur-Fen

2017-10-01

This study investigated school functioning among unaffected siblings of youths with autistic spectrum disorder (ASD) and identified the correlates for school maladjustment. We recruited 66 youths with a clinical diagnosis of ASD, aged 8-19, their unaffected siblings and 132 typically developing controls (TD). We found that ASD youths had poorer school functions than unaffected siblings and TD. Unaffected siblings had poorer attitude toward schoolwork and more severe behavioral problems at school than TD. Several associated factors for different scholastic functional domains (i.e., academic performance, attitude toward school work, social interactions, behavioral problems) in the siblings included IQ, autistic traits, inattention/oppositional symptoms, sibling relationships, etc. Our findings suggest the need of assessing school functions in unaffected siblings of ASD. Clinical trial registration identifier: NCT01582256.

Social function and communication in optimal outcome children and adolescents with an autism history on structured test measures

PubMed Central

Orinstein, A.; Suh, J.; Porter, K.; de Yoe, K.A; Tyson, K.; Troyb, E.; Barton, M.; Eigsti, I.M.; Stevens, M.C.; Fein, D. A.

2015-01-01

Youth who lose their ASD diagnosis may have subtle social and communication difficulties. We examined social and communication functioning in 44 high-functioning autism (HFA), 34 optimal outcome (OO) and 34 typically developing (TD) youth. Results indicated that OO participants had no autism communication symptoms, no pragmatic language deficits, and were judged as likable as TD peers. Some group differences were found: OO youth had less insight into social relationships and poorer friendship descriptions than TD youth. OO participants had attention, self-control, and immaturity difficulties that may impact social abilities. However, OO participants were most engaged, friendliest, warmest, and most approachable. Overall, OO participants had no social and communicative impairments, although some exhibited mild social difficulties that often accompany attentional problems. PMID:25758821

Self-Presentation and the Role of Perspective Taking and Social Motivation in Autism Spectrum Disorder.

PubMed

Scheeren, Anke M; Banerjee, Robin; Koot, Hans M; Begeer, Sander

2016-02-01

We compared self-presentation abilities of 132 children and adolescents with autism spectrum disorders (ASD) to those of 41 typically developing (TD) peers, and examined the potential link with their social motivation and perspective taking. Participants introduced themselves to an interviewer in a baseline condition (without incentive) and a self-promotion condition (with incentive). Children with ASD (6-12 years) were just as likely as or even more likely than TD children to highlight personal characteristics that would increase their chances of obtaining the incentive. Thus, they were strategic in their self-presentation. However, adolescents with ASD (12-19 years) were less strategic than TD adolescents as well as children with ASD. We discuss the role of social motivation and perspective taking in children's self-presentation.

Feedback-related negativity in children with two subtypes of attention deficit hyperactivity disorder.

PubMed

Gong, Jingbo; Yuan, Jiajin; Wang, Suhong; Shi, Lijuan; Cui, Xilong; Luo, Xuerong

2014-01-01

The current model of ADHD suggests abnormal reward and punishment sensitivity, although differences in ADHD subgroups are unclear. This study aimed to investigate the effect of feedback valence (reward or punishment) and punishment magnitude (small or large) on Feedback-Related Negativity (FRN) and Late Positive Potential (LPP) in two subtypes of ADHD (ADHD-C and ADHD-I) compared to typically developing children (TD) during a children's gambling task. Children with ADHD-C (n = 16), children with ADHD-I (n = 15) and typically developing children (n = 15) performed a children's gambling task under three feedback conditions: large losses, small losses and gains. FRN and LPP components in brain potentials were recorded and analyzed. In TD children and children with ADHD-C, large loss feedback evoked more negative FRN amplitudes than small loss feedback, suggesting that brain sensitivity to the punishment and its magnitude is not impaired in children with ADHD-C. In contrast to these two groups, the FRN effect was absent in children with ADHD-I. The LPP amplitudes were larger in children with ADHD-C in comparison with those with ADHD-I, regardless of feedback valence and magnitude. Children with ADHD-C exhibit intact brain sensitivity to punishment similar to TD children. In contrast, children with ADHD-I are significantly impaired in neural sensitivity to the feedback stimuli and in particular, to punishment, compared to TD and ADHD-C children. Thus, FRN, rather than LPP, is a reliable index of the difference in reward and punishment sensitivity across different ADHD-subcategories.

Affective neural response to restricted interests in autism spectrum disorders.

PubMed

Cascio, Carissa J; Foss-Feig, Jennifer H; Heacock, Jessica; Schauder, Kimberly B; Loring, Whitney A; Rogers, Baxter P; Pryweller, Jennifer R; Newsom, Cassandra R; Cockhren, Jurnell; Cao, Aize; Bolton, Scott

2014-01-01

Restricted interests are a class of repetitive behavior in autism spectrum disorders (ASD) whose intensity and narrow focus often contribute to significant interference with daily functioning. While numerous neuroimaging studies have investigated executive circuits as putative neural substrates of repetitive behavior, recent work implicates affective neural circuits in restricted interests. We sought to explore the role of affective neural circuits and determine how restricted interests are distinguished from hobbies or interests in typical development. We compared a group of children with ASD to a typically developing (TD) group of children with strong interests or hobbies, employing parent report, an operant behavioral task, and functional imaging with personalized stimuli based on individual interests. While performance on the operant task was similar between the two groups, parent report of intensity and interference of interests was significantly higher in the ASD group. Both the ASD and TD groups showed increased BOLD response in widespread affective neural regions to the pictures of their own interest. When viewing pictures of other children's interests, the TD group showed a similar pattern, whereas BOLD response in the ASD group was much more limited. Increased BOLD response in the insula and anterior cingulate cortex distinguished the ASD from the TD group, and parent report of the intensity and interference with daily life of the child's restricted interest predicted insula response. While affective neural network response and operant behavior are comparable in typical and restricted interests, the narrowness of focus that clinically distinguishes restricted interests in ASD is reflected in more interference in daily life and aberrantly enhanced insula and anterior cingulate response to individuals' own interests in the ASD group. These results further support the involvement of affective neural networks in repetitive behaviors in ASD. © 2013 The Authors. Journal of Child Psychology and Psychiatry © 2013 Association for Child and Adolescent Mental Health.

Attainment of gross motor milestones in children with Down syndrome in Kosovo - developmental perspective.

PubMed

Beqaj, Samire; Jusaj, Njomza; Živković, Vujica

2017-08-01

Aim To investigate the age (in months) at which motor skills are developed in children with Down syndrome (DS), and compare it to the age of the development of the same skills in both, children with typical development (TD), and children with DS reported by four other studies. Methods Sixteen children (7 girls and 9 boys) were monthly assessed for the development of nineteen motor skills between 2008 and 2011. The mean ages when the skills were accomplished were presented using descriptive statistics. Independent T-samples test (significance < 0.05) was used to compare the mean developmental ages from our study with those seen in children with TD (Comparison 1) and also in children with DS reported by four other authors (Comparison 2a-2d). Results Children with DS developed at a significantly slower pace compared to children with TD (p=0.005). Generally, delay and variance of developmental age in children with DS increased chronologically with the complexity of the skills. No significant difference was found between developmental age in children from the present study and children with DS from other studies. Conclusion The rate of attainment of motor skills is delayed in children with DS in comparison to children with TD, however, the developmental sequence is the same. The delayed development is more prominent in more complex skills. Copyright© by the Medical Assotiation of Zenica-Doboj Canton.

Reading and writing performances of children 7-8 years of age with developmental coordination disorder in Taiwan.

PubMed

Cheng, Hsiang-Chun; Chen, Jenn-Yeu; Tsai, Chia-Liang; Shen, Miau-Lin; Cherng, Rong-Ju

2011-01-01

Developmental coordination disorder (DCD) refers to a delay in motor development that does not have any known medical cause. Studies conducted in English speaking societies have found that children with DCD display a higher co-occurrence rate of learning difficulties (e.g., problems in reading and writing) than typically developing (TD) children. The present study examined the reading and writing performance of school-aged children with DCD and TD children in Taiwan to determine whether reading and writing difficulties also co-occur with DCD in a non-English speaking society. The Chinese Reading Achievement Test and the Basic Reading and Writing Test were administered to 37 children with DCD (7.8 ± 0.6 years) and 93 TD children (8.0 ± 0.7 years). Children with DCD had significantly lower writing composite scores than TD children on the Basic Reading and Writing Test (105.9 ± 20.0 vs. 114.4 ± 19.9). However, there were no significant differences between children with DCD and TD children in their scores on the Chinese Reading Achievement Test and in their reading composite scores on the Basic Reading and Writing Test. These results contrasted interestingly with those obtained from English-speaking children: English-speaking DCD children showed poorer reading and poorer writing than English-speaking TD children. The possibility that the logographic nature of the Chinese script might have protected the DCD children against additional reading difficulty is discussed. Copyright © 2011 Elsevier Ltd. All rights reserved.

How children with specific language impairment view social situations: an eye tracking study.

PubMed

Hosozawa, Mariko; Tanaka, Kyoko; Shimizu, Toshiaki; Nakano, Tamami; Kitazawa, Shigeru

2012-06-01

Children with specific language impairment (SLI) face risks for social difficulties. However, the nature and developmental course of these difficulties remain unclear. Gaze behaviors have been studied by using eye tracking among those with autism spectrum disorders (ASDs). Using this method, we compared the gaze behaviors of children with SLI with those of individuals with ASD and typically developing (TD) children to explore the social perception of children with SLI. The eye gazes of 66 children (16 with SLI, 25 with ASD, and 25 TD) were studied while viewing videos of social interactions. Gaze behaviors were summarized with multidimensional scaling, and participants with similar gaze behaviors were represented proximally in a 2-dimensional plane. The SLI and TD groups each formed a cluster near the center of the multidimensional scaling plane, whereas the ASD group was distributed around the periphery. Frame-by-frame analyses showed that children with SLI and TD children viewed faces in a manner consistent with the story line, but children with ASD devoted less attention to faces and social interactions. During speech scenes, children with SLI were significantly more fixated on the mouth, whereas TD children viewed the eyes and the mouth. Children with SLI viewed social situations in ways similar to those of TD children but different from those of children with ASD. However, children with SLI concentrated on the speaker's mouth, possibly to compensate for audiovisual processing deficits. Because eyes carry important information, this difference may influence the social development of children with SLI.

Development of Phonological Awareness in down Syndrome: A Meta-Analysis and Empirical Study

ERIC Educational Resources Information Center

Naess, Kari-Anne B.

2016-01-01

Phonological awareness (PA) is the knowledge and understanding of the sound structure of language and is believed to be an important skill for the development of reading. This study explored PA skills in children with Down syndrome and matched typically developing (TD) controls using a dual approach: a meta-analysis of the existing international…

Neurocognitive performance of children with higher functioning autism spectrum disorders on the NEPSY-II.

PubMed

Barron-Linnankoski, Sarianna; Reinvall, Outi; Lahervuori, Anne; Voutilainen, Arja; Lahti-Nuuttila, Pekka; Korkman, Marit

2015-01-01

This study examined patterns of strengths and weaknesses in the neurocognitive performance of children with higher functioning autism spectrum disorder (ASD). The participants were 30 children with higher functioning ASD ranging from 6 to 11 years, and 60 typically developing (TD) children, who were matched with the children with higher functioning ASD in terms of age, gender, and maternal education. The TD children were drawn from the Finnish standardization sample for the NEPSY-II. The cognitive abilities of the children with higher functioning ASD were assessed with the WISC-III, and the neurocognitive performance of the children with higher functioning ASD and TD children on the NEPSY-II was compared. The children with higher functioning ASD were found to have strengths in verbal reasoning skills with respect to the population mean and weaknesses in set-shifting, verbal fluency, and narrative memory in comparison with the TD children. Minor weaknesses were also observed in facial memory and fine and visuomotor skills.

Investigating autism spectrum disorder and autistic traits in early onset eating disorder.

PubMed

Pooni, Jyoti; Ninteman, Aafke; Bryant-Waugh, Rachel; Nicholls, Dasha; Mandy, William

2012-05-01

To investigate whether young people (8-16 years) with an eating disorder have a higher prevalence of autism spectrum disorder (ASDs) and elevated autistic traits compared to typically developing (TD) peers. Twenty-two participants with early onset eating disorder (EOED) were assessed using standardized ASD measures and compared to IQ matched TD (n = 24) and ASD (n = 20) controls. An ASD diagnosis was no more common in EOED than in TD controls. However, repetitive and stereotyped behavior was more often observed in the EOED group and, compared to TD controls, there was a trend (p = .07) toward greater autistic social impairment in EOED. Whilst participants with EOED did not show increased ASD prevalence, they did have elevated autistic traits of clinical significance, particularly repetitive and stereotyped behavior. Further work is required to determine whether inflexibility and social difficulties in EOED have identical phenomenology and etiology to those seen in ASD. Copyright © 2012 Wiley Periodicals, Inc.

Gesturing with an Injured Brain: How Gesture Helps Children with Early Brain Injury Learn Linguistic Constructions

ERIC Educational Resources Information Center

Ozcaliskan, Seyda; Levine, Susan C.; Goldin-Meadow, Susan

2013-01-01

Children with pre/perinatal unilateral brain lesions (PL) show remarkable plasticity for language development. Is this plasticity characterized by the same developmental trajectory that characterizes typically developing (TD) children, with gesture leading the way into speech? We explored this question, comparing eleven children with PL -- matched…

The Use of Descriptive Data from Bilingual Children to Inform Theories of Specific Language Impairment

ERIC Educational Resources Information Center

Weismer, Susan Ellis; Kaushanskaya, Margarita

2010-01-01

In her Keynote Article, Paradis reviews evidence from bilingual language development to assess the claims of two opposing theoretical views of language disorders. Specifically, she examines the evidence for similarities in language profiles of typically developing (TD) sequential bilingual (second language [L2]) children and monolingual children…

Gait Stability in Children with Cerebral Palsy

ERIC Educational Resources Information Center

Bruijn, Sjoerd M.; Millard, Matthew; van Gestel, Leen; Meyns, Pieter; Jonkers, Ilse; Desloovere, Kaat

2013-01-01

Children with unilateral Cerebral Palsy (CP) have several gait impairments, amongst which impaired gait stability may be one. We tested whether a newly developed stability measure (the foot placement estimator, FPE) which does not require long data series, can be used to asses gait stability in typically developing (TD) children as well as…

Baby Sign but Not Spontaneous Gesture Predicts Later Vocabulary in Children with Down Syndrome

ERIC Educational Resources Information Center

Özçaliskan, Seyda; Adamson, Lauren B.; Dimitrova, Nevena; Bailey, Jhonelle; Schmuck, Lauren

2016-01-01

Early spontaneous gesture, specifically deictic gesture, predicts subsequent vocabulary development in typically developing (TD) children. Here, we ask whether deictic gesture plays a similar role in predicting later vocabulary size in children with Down Syndrome (DS), who have been shown to have difficulties in speech production, but strengths in…

Theory of Mind "Emotion", Developmental Characteristics and Social Understanding in Children and Adolescents with Intellectual Disabilities

ERIC Educational Resources Information Center

Thirion-Marissiaux, Anne-Francoise; Nader-Grosbois, Nathalie

2008-01-01

Patterns of development of ToM-emotion abilities in intellectually disabled (ID) children and typically developing (TD) children matched on their developmental age were investigated. The links between cognition, language, social understanding and ToM-emotion abilities were examined. EDEI-R (Perron-Borelli, M. (1996). "Echelles Differentielles…

Theory of Mind "Beliefs", Developmental Characteristics and Social Understanding in Children and Adolescents with Intellectual Disabilities

ERIC Educational Resources Information Center

Thirion-Marissiaux, Anne-Francoise; Nader-Grosbois, Nathalie

2008-01-01

Patterns of development of ToM belief abilities in intellectually disabled (ID) children and typically developing (TD) children matched on their developmental age were investigated. The links between cognition, language, social understanding and ToM belief abilities were examined. EDEI-R [Perron-Borelli M. (1996). "Echelles Differentielles…

Preliminary evidence that different mechanisms underlie the anger superiority effect in children with and without Autism Spectrum Disorders

PubMed Central

Isomura, Tomoko; Ogawa, Shino; Yamada, Satoko; Shibasaki, Masahiro; Masataka, Nobuo

2014-01-01

Previous studies have demonstrated that angry faces capture humans' attention more rapidly than emotionally positive faces. This phenomenon is referred to as the anger superiority effect (ASE). Despite atypical emotional processing, adults and children with Autism Spectrum Disorders (ASD) have been reported to show ASE as well as typically developed (TD) individuals. So far, however, few studies have clarified whether or not the mechanisms underlying ASE are the same for both TD and ASD individuals. Here, we tested how TD and ASD children process schematic emotional faces during detection by employing a recognition task in combination with a face-in-the-crowd task. Results of the face-in-the-crowd task revealed the prevalence of ASE both in TD and ASD children. However, the results of the recognition task revealed group differences: In TD children, detection of angry faces required more configural face processing and disrupted the processing of local features. In ASD children, on the other hand, it required more feature-based processing rather than configural processing. Despite the small sample sizes, these findings provide preliminary evidence that children with ASD, in contrast to TD children, show quick detection of angry faces by extracting local features in faces. PMID:24904477

Intra-individual cognitive imbalance in ASD between perceptual reasoning and ambiguity-solving related to tool use: Comparison among children exhibiting ASD, AD/HD, and typical development.

PubMed

Wakusawa, Keisuke; Nara, Chieko; Kubota, Yuki; Tomizawa, Yayoi; Taki, Yasuyuki; Sassa, Yuko; Kobayashi, Satoru; Suzuki-Muromoto, Sato; Hirose, Mieko; Yokoyama, Hiroyuki; Nara, Takahiro; Kure, Shigeo; Mori, Norio; Takei, Noriyoshi; Kawashima, Ryuta

2018-01-01

Several studies have suggested that objective deficits in the processing of abstract information in conjunction with an enhanced ability to process concrete information is a definitive characteristic of autism spectrum disorder (ASD). However, this cognitive imbalance is not necessarily clear in high-functioning autistic individuals who do not display absolute differences relative to typically developing (TD) populations. Thus, the purpose of this study was to identify this cognitive tendency in high-functioning autistic individuals using intra-individual cognitive comparisons. The reaction times (RTs) of TD children, children with ASD, and children with attention deficit hyperactivity disorder (AD/HD) (n=17 in each group, mean age=11.9years, age range=9.8-15.8years) were compared using the Which/How-to-Apply Tools (W/HAT) test, which consists of tasks requiring the adaptive use of novel tools and familiar tools in atypical and typical situations. Differences in RTs between the atypical and typical trials ([A-T]) were used to assess intra-individual cognitive imbalances. As predicted, the [A-T] scores of the ASD group were significantly higher than those of the TD group even though the RTs in the atypical and typical trials did not differ. Additionally, the [A-T] values were significantly higher in the ASD group than in the AD/HD group, which indicates that the cognitive imbalance was specific to ASD individuals. No significant interaction was detected between the trial and subject group. The findings of this study demonstrate that a cognitive imbalance in ASD individuals may enhance the current understanding of the pathophysiology of this disorder, which is found in a range of individuals, including those with obvious cortical dysfunction to those with only intra-individual imbalances. Copyright © 2017 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

Grammar Is Differentially Impaired in Subgroups of Autism Spectrum Disorders: Evidence from an Investigation of Tense Marking and Morphosyntax

PubMed Central

Modyanova, Nadezhda; Perovic, Alexandra; Wexler, Ken

2017-01-01

Deficits in the production of verbal inflection (tense marking, or finiteness) are part of the Optional Infinitive (OI) stage of typical grammatical development. They are also a hallmark of language impairment: they have been used as biomarkers in guiding genetic studies of Specific Language Impairment (SLI), and have also been observed in autism spectrum disorders (ASD). To determine the detailed nature of finiteness abilities in subgroups of ASD [autism with impaired language (ALI) vs. autism with normal language (ALN)], we compared tense marking abilities in 46 children with ALI and 37 children with ALN with that of two groups of nonverbal mental age (MA) and verbal MA-matched typically developing (TD) controls, the first such study described in the literature. Our participants' performance on two elicited production tasks, probing third-person-singular -s and past tense -ed, from the Rice/Wexler Test of Early Grammatical Impairment (TEGI, Rice and Wexler, 2001), revealed extensive deficits in the ALI group: their ability to correctly mark tense was significantly worse than their much younger TD controls', and significantly worse than that of the ALN group. In contrast, the ALN group performed similarly to their TD controls. We found good knowledge of the meaning of tense, and of case and agreement, in both ASD groups. Similarly, both ASD groups showed distributions of null or overt subjects with nonfinite and finite verbs in line with those found in young TD children. A key difference, however, was that the ALI group used (rather than simply omitted) the wrong tense in some sentences, a feature not reported in the OI stage for TD or SLI children. Our results confirm a clear distinction in the morphosyntactic abilities of the two subgroups of children with ASD: the language system responsible for finiteness in the ALN group seems to be functioning comparably to that of the TD children, whereas the ALI group, despite showing knowledge of case and agreement, seems to experience an extensive grammatical deficit with respect to finiteness which does not seem to improve with age. Crucially, our ALI group seems to have worse grammatical abilities even than those reported for SLI. PMID:28400738

Infants with complex congenital heart diseases show poor short-term memory in the mobile paradigm at 3 months of age.

PubMed

Chen, Chao-Ying; Harrison, Tondi; Heathcock, Jill

2015-08-01

The purpose of this study was to examine learning, short-term memory and general development including cognitive, motor, and language domains in infants with Complex Congenital Heart Defects (CCDH). Ten infants with CCHD (4 males, 6 females) and 14 infants with typical development (TD) were examined at 3 months of age. The mobile paradigm, where an infant's leg is tethered to an overhead mobile, was used to evaluate learning and short-term memory. The Bayley Scales of Infant Development 3rd edition (Bayley-III) was used to evaluate general development in cognitive, motor, and language domains. Infants with CCHD and infants with TD both showed learning with significant increase in kicking rate (p<0.001) across periods of the mobile paradigm, but only infants with TD demonstrated short-term memory (p=0.017) in the mobile paradigm. There were no differences on cognitive, motor, and language development between infants with CCHD and infants with TD on the Bayley-III. Early assessment is necessary to guide targeted treatment in infants with CCHD. One-time assessment may fail to detect potential cognitive impairments during early infancy in infants with CCHD. Supportive intervention programs for infants with CCHD that focuses on enhancing short-term memory are recommended. Copyright © 2015 Elsevier Inc. All rights reserved.

Skeletal Growth Dysregulation in Australian Male Infants and Toddlers With Autism Spectrum Disorder.

PubMed

Green, Cherie C; Dissanayake, Cheryl; Loesch, Danuta Z; Bui, Minh; Barbaro, Josephine

2018-06-01

Recent findings suggest that children with Autism Spectrum Disorder (ASD) are larger in size for head circumference (HC), height, and weight compared to typically developing (TD) children; however, little is known about their rate of growth, especially in height and weight. The current study aimed to: (a) confirm and extend upon previous findings of early generalized overgrowth in ASD; and (b) determine if there were any differences in the rate of growth between infants and toddlers with ASD compared to their TD peers. Measurements of HC, height, and weight were available for 135 boys with ASD and 74 TD boys, from birth through 3 years of age. Size and growth rate in HC, height, and weight were analyzed using a linear mixed-effects model. Infants with ASD were significantly smaller in size at birth for HC, body length, and weight compared to TD infants (all P < 0.05); however, they grew at a significantly faster rate in HC and height in comparison to the TD children (P < 0.001); there was no significant difference between the groups in growth rate for weight (P > 0.05). The results confirmed that male infants and toddlers with ASD exhibit skeletal growth dysregulation early in life. Autism Res 2018, 11: 846-856. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. Recent findings suggest that infants with Autism Spectrum Disorder (ASD) are smaller in size at birth compared to typically developing infants but grow larger than their peers during the first year. Little is known about their rate of growth, especially for height and weight. Our findings confirmed that infants with ASD are smaller in size at birth for head circumference (HC), height, and weight, but grow at a faster rate in HC and height than their peers from birth to 3 years. © 2018 International Society for Autism Research, Wiley Periodicals, Inc.

Effects of fluency, oral language, and executive function on reading comprehension performance

PubMed Central

Materek, April; Cole, Carolyn A. S.; Levine, Terry M.; Mahone, E. Mark

2009-01-01

Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance in 56 9- to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function. Implications for understanding the neuropsychological bases for reading comprehension are discussed. PMID:19396550

Does linguistic input play the same role in language learning for children with and without early brain injury?

PubMed

Rowe, Meredith L; Levine, Susan C; Fisher, Joan A; Goldin-Meadow, Susan

2009-01-01

Children with unilateral pre- or perinatal brain injury (BI) show remarkable plasticity for language learning. Previous work highlights the important role that lesion characteristics play in explaining individual variation in plasticity in the language development of children with BI. The current study examines whether the linguistic input that children with BI receive from their caregivers also contributes to this early plasticity, and whether linguistic input plays a similar role in children with BI as it does in typically developing (TD) children. Growth in vocabulary and syntactic production is modeled for 80 children (53 TD, 27 BI) between 14 and 46 months. Findings indicate that caregiver input is an equally potent predictor of vocabulary growth in children with BI and in TD children. In contrast, input is a more potent predictor of syntactic growth for children with BI than for TD children. Controlling for input, lesion characteristics (lesion size, type, seizure history) also affect the language trajectories of children with BI. Thus, findings illustrate how both variability in the environment (linguistic input) and variability in the organism (lesion characteristics) work together to contribute to plasticity in language learning.

Parenting children with down syndrome: An analysis of parenting styles, parenting dimensions, and parental stress.

PubMed

Phillips, B Allyson; Conners, Frances; Curtner-Smith, Mary Elizabeth

2017-09-01

Effective parenting is vital for a child's development. Although much work has been conducted on parenting typically developing children, little work has examined parenting children with Down syndrome. The purpose of the current study was to compare the parenting styles and dimensions in mothers of children with DS and mothers of TD children. Thirty-five mothers of children with DS and 47 mothers of TD children completed questionnaires about parenting, parental stress, child behavior problems, and child executive function. We found that mothers of children with DS use an authoritative parenting style less and a permissive parenting style more than mothers of TD children. Additionally, we found that mothers of children with DS use reasoning/induction and verbal hostility less and ignoring misbehavior more than mothers of TD children. All of these differences, except for those of reasoning/induction, were at least partially accounted for by the higher levels of parental stress in the DS group. Parenting interventions should be focused on reducing parental stress and training mothers to parent under stress in an effort to improve parenting techniques, which would, in theory, improve long-term child outcomes for children with DS. Copyright © 2017 Elsevier Ltd. All rights reserved.

Nimble negotiators: How theory of mind (ToM) interconnects with persuasion skills in children with and without ToM delay.

PubMed

Peterson, Candida C; Slaughter, Virginia; Wellman, Henry M

2018-03-01

Persuasion is an essential social skill. Yet its development and underpinnings are poorly understood. In 2 studies, a total of 167 children aged 3 to 12 years took theory of mind (ToM) tests and participated in unscripted, seminaturalistic persuasive conversations. Children were typically developing (TD) or had deafness or autism spectrum disorder (ASD). High-level, informationally rich persuasive arguments increased with age in all groups in both studies, as did ToM. In both studies, ToM scores predicted persuasion skill over and above age, language ability, and deafness/ASD status. In Study 1, TD 8-year-olds outperformed age-matched deaf and autistic children in ToM but only equaled them in persuasive skill. Study 2 employed more challenging persuasion tasks and revealed superior persuasion performance by school-aged TD children compared with same-aged children with deafness or ASD. Deaf and ASD groups did better on Study 1's straightforward persuasion tasks than on Study 2's more challenging ones, whereas TD children rose to the added challenge without their persuasion performance suffering. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Processing Binding Relations in Specific Language Impairment

PubMed Central

Hestvik, Arild; Seiger-Gardner, Liat; Almodovar, Diana

2016-01-01

Purpose This sentence processing experiment examined the abilities of children with specific language impairment (SLI) and children with typical language development (TD) to establish relations between pronouns or reflexives and their antecedents in real time. Method Twenty-two children with SLI and 24 age-matched children with TD (7;3–10;11 [years;months]) participated in a cross-modal picture priming experiment to determine whether they selectively activated the correct referent at the pronoun or reflexive in sentences. Triplets of auditory sentences, identical except for the presence of a pronoun, a reflexive, or a noun phrase along with a picture probe were used. Results The children with TD were slightly more accurate in their animacy judgments of pictures, but the groups exhibited the same reaction time (RT) pattern. Both groups were slower for sentences with pronouns than with reflexives or noun phrases. The children with SLI had longer RTs than their peers with TD. Conclusions Children with SLI activated only the appropriate antecedent at the pronoun or reflexive, reflecting intact core knowledge of binding as was true for their TD peers. The overall slower RT for children with SLI suggests that any deficit may be the result of processing deficits, perhaps attributable to interference effects. PMID:27788275

An investigation of the magnetic field of Transient Disturbances (TD) at the Earth's orbit, and a determination of solar sources of TD from their characteristics at R = 1 AU

NASA Technical Reports Server (NTRS)

Fainshtein, V. .G.; Kaigorodov, A. P.

1995-01-01

We have investigated and intercompared the typical features of the magnetic field of two types of solar wind transient disturbances with shock waves: the shock wave is accompanied by a magnetic cloud (MC), and the shock wave is followed by a region with bidirectional solar wind electron heat flux (BEHF), with no MC present. In this case, a separate study was made of the field features in two typical TD structures: in the region of impact-compressed solar wind between the shock wave and MC or BEHF, as well as in MC and BEHF. The study has provided new results on the influence of the ambient SW upon the TD magnetic field and the relationship between fields in various TD structures. A new test for the existence of interplanetary magnetic field draping around MC and BEHF is proposed and verified. It is concluded that the magnetic field configuration around MC is more adequately consistent with the concept of magnetic line draping than is the case around BEHF Two methods are proposed to infer the location of solar sources of TD from their characteristics at R = 1 AU.

Children with Developmental Coordination Disorder Benefit from Using Vision in Combination with Touch Information for Quiet Standing

PubMed Central

Bair, Woei-Nan; Barela, José A.; Whitall, Jill; Jeka, John J.; Clark, Jane E.

2011-01-01

In two experiments, the ability to use multisensory information (haptic information, provided by lightly touching a stationary surface, and vision) for quiet standing was examined in typically developing (TD) children, adults, and in 7-year-old children with Developmental Coordination Disorder (DCD). Four sensory conditions (no touch/no vision, with touch/no vision, no touch/with vision, and with touch/with vision) were employed. In experiment 1, we tested 4-, 6- and 8-year-old TD children and adults to provide a developmental landscape for performance on this task. In experiment 2, we tested a group of 7-year-old children with DCD and their age-matched TD peers. For all groups, touch robustly attenuated standing sway suggesting that children as young as 4 years old use touch information similarly to adults. Touch was less effective in children with DCD compared to their TD peers, especially in attenuating their sway velocity. Children with DCD, unlike their TD peers, also benefited from using vision to reduce sway. The present results suggest that children with DCD benefit from using vision in combination with touch information for standing control possibly due to their less well developed internal models of body orientation and self-motion. Internal model deficits, combined with other known deficits such as postural muscles activation timing deficits, may exacerbate the balance impairment in children with DCD. PMID:21571533

Parental Attributions of Control for Child Behaviour and Their Relation to Discipline Practices in Parents of Children with and Without Developmental Delays.

PubMed

Jacobs, Myrthe; Marks Woolfson, Lisa; Hunter, Simon C

2017-01-01

Children with developmental delays (DD) are at risk for developing behavior problems. Research suggests that parents' causal attributions for child behavior are related to parenting. This study investigated this association in parents of children with DD compared to parents of typically developing (TD) children. It specifically focused on attributions of child control by separating these from attributions of responsibility, blame and intent, and from attributions of parent control and responsibility. Fifty-one parents of children with DD and 69 parents of TD children completed two questionnaires. The Written Analogue Questionnaire measured causal attributions. The Parenting Scale measured dysfunctional discipline practices. Parents of children with DD viewed the child's role in problematic behavior more positively while also viewing misbehavior as more fixed than parents of TD children. Parents of TD children who viewed their child as more in control over misbehavior used less dysfunctional discipline, but this association was not found for parents of children with DD. The results advance understanding of how parents perceive behavior problems in children with DD and the important role these perceptions play in parental behavior management strategies. More importantly, these perceptions relate to discipline practices differently for parents of children with DD compared to parents of TD children, highlighting that parent interventions should be adapted to the specific needs of parents of children with DD.

Physical Activity Levels, Frequency, and Type among Adolescents with and without Autism Spectrum Disorder

PubMed Central

Stanish, Heidi I.; Curtin, Carol; Must, Aviva; Phillips, Sarah; Maslin, Melissa; Bandini, Linda G.

2017-01-01

We compared time spent in moderate and vigorous physical activity (MVPA), type, and frequency of participation in physical activities between adolescents with ASD (n=35) and typically developing (TD) adolescents (n=60). Accelerometers measured MVPA and participants were interviewed about engagement in physical activities. Adolescents with ASD spent less time in MVPA compared to TD adolescents (29 min/day vs. 50 min/day, p<.001) and fewer met the Physical Activity Guidelines for Americans (14% vs. 29%, p>.05). Among adolescents <16 years old, those with ASD participated in fewer activities than TD adolescents (5.3 vs. 7.1 activities, p<.03). Walking/hiking and active video gaming were among the top activities for both groups. Findings support the need for interventions that meet the needs of youth with ASD. PMID:28066867

Play and Developmental Outcomes in Infant Siblings of Children with Autism

PubMed Central

Hutman, Ted; Rozga, Agata; Young, Gregory S.; Ozonoff, Sally; Rogers, Sally J.; Baker, Bruce; Sigman, Marian

2010-01-01

We observed infant siblings of children with autism later diagnosed with ASD (ASD siblings; n = 17), infant siblings of children with autism with and without other delays (Other Delays and No Delays siblings; n = 12 and n = 19, respectively) and typically developing controls (TD controls; n = 19) during a free-play task at 18 months of age. Functional, symbolic, and repeated play actions were coded. ASD siblings showed fewer functional and more non-functional repeated play behaviors than TD controls. Other Delays and No Delays siblings showed more non-functional repeated play than TD controls. Group differences disappeared with the inclusion of verbal mental age. Play as an early indicator of autism and its relationship to the broader autism phenotype is discussed. PMID:20112084

Personal Space Regulation in Childhood Autism Spectrum Disorders

PubMed Central

Gessaroli, Erica; Santelli, Erica; di Pellegrino, Giuseppe; Frassinetti, Francesca

2013-01-01

People appropriately adjust the distance between themselves and others during social interaction, and they may feel discomfort and move away when another person intrudes on their personal space. In the present study, we investigated personal space in children with persistent difficulties in the domain of social behavior, such as children with autism spectrum disorders (ASD), and in children with typical development (TD). The stop-distance paradigm was used to derive estimates of interpersonal distance, before and after a brief interaction with an unfamiliar adult confederate. The results showed that ASD children felt comfortable at a greater distance compared to TD children. Moreover, personal space shrunk after interaction with the confederate in TD children, but it failed to do so in ASD children. These findings reveal that autism deeply affects the regulation of personal space, influencing both its size and flexibility. PMID:24086410

Contribution of Theory of Mind, Executive Functioning, and Pragmatics to Socialization Behaviors of Children with High-Functioning Autism.

PubMed

Berenguer, Carmen; Miranda, Ana; Colomer, Carla; Baixauli, Inmaculada; Roselló, Belén

2018-02-01

Social difficulties are a key aspect of autism, but the intervening factors are still poorly understood. This study had two objectives: to compare the profile of ToM skills, executive functioning (EF), and pragmatic competence (PC) of children with high-functioning autism (HFA) and children with typical development (TD), and analyze their mediator role in social functioning. The participants were 52 children with HFA and 37 children with TD matched on age, intelligence quotient, and expressive vocabulary. Significant differences were found on measures of ToM, both explicit and applied, EF, and PC between children with HFA and TD. Multiple mediation analysis revealed that applied ToM skills and PC mediated the relations between autism symptoms and social functioning. Implications for social cognitive interventions to address these findings are discussed.

Distributional Learning in College Students With Developmental Language Disorder.

PubMed

Hall, Jessica; Owen Van Horne, Amanda; McGregor, Karla K; Farmer, Thomas

2017-11-09

This study examined whether college students with developmental language disorder (DLD) could use distributional information in an artificial language to learn about grammatical category membership in a way similar to their typically developing (TD) peers. Seventeen college students with DLD and 17 TD college students participated in this task. We used an artificial grammar in which certain combinations of words never occurred during training. At test, participants had to use knowledge of category membership to determine which combinations were allowable in the grammar, even though they had not been heard. College students with DLD performed similarly to TD peers in distinguishing grammatical from ungrammatical combinations. Differences in ratings between grammatical and ungrammatical items in this task suggest that college students with DLD can form grammatical categories from novel input and more broadly use distributional information.

Parents’ emotion expression as a predictor of child’s social competence: children with or without intellectual disability

PubMed Central

Green, S.; Baker, B.

2014-01-01

Background Parents’ expression of positive emotion towards children who are typically developing (TD) is generally associated with better social development. However, the association between parents’ negative emotion expression and social development can be positive or negative depending upon a number of factors, including the child’s emotion regulation abilities. Given the lower emotion regulation capabilities of children with intellectual disability (ID), we hypothesised that parents’ negative emotion expression would be associated with lower social development in children with ID compared to those with TD. Methods Participants were 180 families of children with or without ID enrolled in a longitudinal study. Parents’ positive and negative affect were coded live from naturalistic home interactions at child ages 5–8 years, and child’s social skills were measured by using mother report at child ages 6–9 years. We examined mothers’ and fathers’ emotion expression as a time-varying predictor of social skills across ages 5–9 years. Results Mothers, but not fathers, expressed less positive affect and more negative affect with ID group children. Parents’ positive affect expression was related to social skills only for TD children, with mothers’ positive affect predicting higher social skills. Contrary to expectations, fathers’ positive affect predicted lower social skills. Parents’ negative affect predicted significantly lower social skills for children with ID than for children with TD. Conclusions Findings support the theory that low to moderate levels of negative expression may be less beneficial or detrimental for children with ID compared to children with TD. Implications for further research and intervention are discussed. PMID:21241394

Children's Development of Intonation during the First Year of Cochlear Implant Experience

ERIC Educational Resources Information Center

Snow, David P.; Ertmer, David J.

2012-01-01

This article describes the longitudinal development of intonation in 18 deaf children who received cochlear implants (CIs) before the age of 3 years and 12 infants with typical development (TD) who served as controls. At the time their implants were activated, the children with CIs ranged in age from 9 to 36 months. Cross-group comparisons were…

Effects of Fundamental Movement Skills Training on Children With Developmental Coordination Disorder.

PubMed

Yu, Jie; Sit, Cindy H; Burnett, Angus; Capio, Catherine M; Ha, Amy S; Huang, Wendy Y

2016-04-01

The purpose of this study was to examine the effects of fundamental movement skills (FMS) training on FMS proficiency, self-perceived physical competence (SPC), physical activity (PA), and sleep disturbance in children with developmental coordination disorder (DCD) compared with children with typical development (TD). A total of 84 children were allocated into either experimental group (DCD[exp], TD[exp]) who received 6 weeks of FMS training or control groups (DCD[con], TD[con]). FMS were assessed using the Test of Gross Motor Development-2, whereas PA was monitored using accelerometers. SPC and sleep disturbance were evaluated using questionnaires. Results showed that the DCD[exp] group had significantly higher scores in FMS and SPC compared with the DCD[con] group at posttest. The DCD[exp] group scored lower in sleep disturbance at follow-up when compared with posttest. It is suggested that short-term FMS training is effective in improving FMS and SPC and reducing sleep disturbances for children with DCD.

Genetic and Diagnostic Biomarker Development in ASD Toddlers Using Resting-State Functional MRI

DTIC Science & Technology

by the principal investigators are being mined for ASD relevant biomarkers. Structural and (constrained) functional meta-analyses of previously...ASD and typically developing (TD) individuals. These regions-of-interest will be extended through additional functional meta-analyses, network models will be created, and these models will be applied to primary ASD data .

Ultra-Rapid Categorization of Meaningful Real-Life Scenes in Adults with and without ASD

ERIC Educational Resources Information Center

Vanmarcke, Steven; Van Der Hallen, Ruth; Evers, Kris; Noens, Ilse; Steyaert, Jean; Wagemans, Johan

2016-01-01

In comparison to typically developing (TD) individuals, people with autism spectrum disorder (ASD) appear to be worse in the fast extraction of the global meaning of a situation or picture. Ultra-rapid categorization [paradigm developed by Thorpe et al. ("Nature" 381:520-522, 1996)] involves such global information processing. We…

Longitudinal Assessment of Left Ventricular Structure and Function in Adolescents with Developmental Coordination Disorder

ERIC Educational Resources Information Center

Chirico, Daniele; O'Leary, Deborah; Cairney, John; Haluka, Karen; Coverdale, Nicole S.; Klentrou, Panagiota; Hay, John; Faught, Brent E.

2012-01-01

Children with developmental coordination disorder (DCD) are more likely to develop cardiovascular disease (CVD) risk factors such as obesity and reduced cardio-respiratory fitness. It has also been shown that adolescents with probable DCD (p-DCD) have elevated cardiac output (CO) and stroke volume (SV) compared to typically developing (TD)…

The Interface between Neighborhood Density and Optional Infinitives: Normal Development and Specific Language Impairment

ERIC Educational Resources Information Center

Hoover, Jill R.; Storkel, Holly L.; Rice, Mabel L.

2012-01-01

The effect of neighborhood density on optional infinitives was evaluated for typically developing (TD) children and children with Specific Language Impairment (SLI). Forty children, twenty in each group, completed two production tasks that assessed third person singular production. Half of the sentences in each task presented a dense verb, and…

Children's Syntactic-Priming Magnitude: Lexical Factors and Participant Characteristics

ERIC Educational Resources Information Center

Foltz, Anouschka; Thiele, Kristina; Kahsnitz, Dunja; Stenneken, Prisca

2015-01-01

This study examines whether lexical repetition, syntactic skills, and working memory (WM) affect children's syntactic-priming behavior, i.e. their tendency to adopt previously encountered syntactic structures. Children with Specific Language Impairment (SLI) and typically developing (TD) children were primed with prenominal (e.g. "the yellow…

Atypical Saccadic Scanning in Autistic Spectrum Disorder

ERIC Educational Resources Information Center

Benson, Valerie; Piper, Jenna; Fletcher-Watson, Sue

2009-01-01

Saccadic scanning was examined for typically developing (TD) adults and those with autistic spectrum disorder (ASD) during inspection of the "Repin" picture (Yarbus, A. (1967). "Eye movements and vision". New York: Plenum) under two different viewing instructions: (A) material instructions ("Estimate the material circumstances of the family"); and…

Self-regulatory speech during planning and problem-solving in children with SLI and their typically developing peers.

PubMed

Abdul Aziz, Safiyyah; Fletcher, Janet; Bayliss, Donna M

2017-05-01

Past research with children with specific language impairment (SLI) has shown them to have poorer planning and problem-solving ability, and delayed self-regulatory speech (SRS) relative to their typically developing (TD) peers. However, the studies are few in number and are restricted in terms of the number and age range of participants, which limits our understanding of the nature and extent of any delays. Moreover, no study has examined the performance of a significant subset of children with SLI, those who have hyperactive and inattentive behaviours. This cross-sectional study aimed to compare the performance of young children with SLI (aged 4-7 years) with that of their TD peers on a planning and problem-solving task and to examine the use of SRS while performing the task. Within each language group, the performance of children with and without hyperactive and inattentive behaviours was further examined. Children with SLI (n = 91) and TD children (n = 81), with and without hyperactive and inattentive behaviours across the three earliest school years (Kindergarten, Preprimary and Year 1) were video-taped while they completed the Tower of London (TOL), a planning and problem-solving task. Their recorded speech was coded and analysed to look at differences in SRS and its relation to TOL performance across the groups. Children with SLI scored lower on the TOL than TD children. Additionally, children with hyperactive and inattentive behaviours performed worse than those without hyperactive and inattentive behaviours, but only in the SLI group. This suggests that children with SLI with hyperactive and inattentive behaviours experience a double deficit. Children with SLI produced less inaudible muttering than TD children, and showed no reduction in social speech across the first three years of school. Finally, for children with SLI, a higher percentage performed better on the TOL when they used SRS than when they did not. The results point towards a significant delay in the development and internalization of SRS in the SLI group, which should be taken into account when considering the planning and problem-solving of young children with SLI. © 2016 Royal College of Speech and Language Therapists.

Behavioral and emotional profile and parental stress in preschool children with autism spectrum disorder.

PubMed

Giovagnoli, Giulia; Postorino, Valentina; Fatta, Laura M; Sanges, Veronica; De Peppo, Lavinia; Vassena, Lia; Rose, Paola De; Vicari, Stefano; Mazzone, Luigi

2015-01-01

Parents of children with autism spectrum disorder (ASD) were shown to experience more stress than parents of typically developing peers, although little is known about risk factors predicting stress in this population. The aim of this study was to evaluate parental stress levels and behavioral and emotional problems in a sample of preschool children with ASD as compared to typically developing (TD) peers and to investigate the role of several factors, including the severity of autistic symptoms, adaptive skills, cognitive abilities and behavioral and emotional problems, on parental stress. Results confirmed that parents of children with ASD experience higher stress levels than parents of TD and that children with ASD show more behavioral and emotional problems than controls. Moreover, our results showed that behavioral and emotional problems are strong predictors of parental stress, while stress related to a parent-child dysfunctional relationship was associated with daily living and communication skills as well as cognitive abilities. Findings revealed different behavioral and emotional problems affecting parental stress in ASD and TD samples. No association between the severity of autism symptoms and parental stress was detected. These results suggest that dysfunctional behaviors in preschool children with ASD have a strong impact on parental stress, profoundly affecting the well-being of the entire family. Therefore, strategies aimed at the early detection and management of these behavioral and emotional problems are crucial in order to prevent parental stress and to develop the most appropriate treatment interventions. Copyright © 2015 Elsevier Ltd. All rights reserved.

Toddle temporal-spatial deviation index: Assessment of pediatric gait.

PubMed

Cahill-Rowley, Katelyn; Rose, Jessica

2016-09-01

This research aims to develop a gait index for use in the pediatric clinic as well as research, that quantifies gait deviation in 18-22 month-old children: the Toddle Temporal-spatial Deviation Index (Toddle TDI). 81 preterm children (≤32 weeks) with very-low-birth-weights (≤1500g) and 42 full-term TD children aged 18-22 months, adjusted for prematurity, walked on a pressure-sensitive mat. Preterm children were administered the Bayley Scales of Infant Development-3rd Edition (BSID-III). Principle component analysis of TD children's temporal-spatial gait parameters quantified raw gait deviation from typical, normalized to an average(standard deviation) Toddle TDI score of 100(10), and calculated for all participants. The Toddle TDI was significantly lower for preterm versus TD children (86 vs. 100, p=0.003), and lower in preterm children with <85 vs. ≥85 BSID-III motor composite scores (66 vs. 89, p=0.004). The Toddle TDI, which by design plateaus at typical average (BSID-III gross motor 8-12), correlated with BSID-III gross motor (r=0.60, p<0.001) and not fine motor (r=0.08, p=0.65) in preterm children with gross motor scores ≤8, suggesting sensitivity to gross motor development. The Toddle TDI demonstrated sensitivity and specificity to gross motor function in very-low-birth-weight preterm children aged 18-22 months, and has been potential as an easily-administered, revealing clinical gait metric. Copyright © 2016 Elsevier B.V. All rights reserved.

Drawing ability in typical and atypical development; colour cues and the effect of oblique lines.

PubMed

Farran, E K; Dodd, G F

2015-06-01

Individuals with Williams syndrome (WS) have poor drawing ability. Here, we investigated whether colour could be used as a facilitation cue during a drawing task. Participants with WS and non-verbal ability matched typically developing (TD) children were shown line figures presented on a 3 by 3 dot matrix, and asked to replicate the figures by drawing on an empty dot matrix. The dots of the matrix were either all black (control condition), or nine different coloured dots (colour condition). In a third condition, which also used coloured dots, participants were additionally asked to verbalise the colours of the dots prior to replicating the line drawings (colour-verbal condition). Performance was stronger in both WS and TD groups on the two coloured conditions, compared with the control condition. However, the facilitation effect of colour was significantly weaker in the WS group than in the TD group. Replication of oblique line segments was less successful than replication of non-oblique line segments for both groups; this effect was reduced by colour facilitation in the TD group only. Verbalising the colours had no additional impact on performance in either group. We suggest that colour acted as a cue to individuate the dots, thus enabling participants to better ascertain the spatial relationships between the parts of each figure, to determine the start and end points of component lines, and to determine the correspondence between the model and their replication. The reduced facilitation in the WS group is discussed in relation to the effect of oblique versus non-oblique lines, the use of atypical drawing strategies, and reduced attention to the model when drawing the replication. © 2014 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Appropriateness of different pedagogical approaches to road safety education for children with Developmental Coordination Disorder (DCD).

PubMed

Purcell, C; Romijn, A R

2017-11-01

In 2016, 29% of pedestrians killed or seriously injured on the roads in Great Britain were under 15 years of age. Children with Developmental Coordination Disorder (DCD), a chronic disorder affecting the acquisition and execution of motor skills, may be more vulnerable at the roadside than typically developing (TD) children. Current methods used to teach road safety are typically knowledge-based and do not necessarily improve behaviour in real traffic situations. Virtual reality road crossing tasks may be a viable alternative. The present study aimed to test the road crossing accuracy of children with and without DCD in virtual reality tasks that varied the viewpoint to simulate the teaching methods currently used in road safety educational programmes. Twenty-one children with DCD and twenty-one age and gender matched TD peers were required to locate the safest road crossing sites in two conditions: allocentric (aerial viewpoint) and egocentric (first-person viewpoint). All children completed both conditions and were required to navigate either themselves or an avatar across the road using the safest crossing route. The primary outcome was accuracy defined as the number of trials, out of 10, on which the child successfully identified and used the safest crossing route. Children with DCD performed equally poorly in both conditions, while TD children were significantly more accurate in the egocentric condition. This difference cannot be explained by self-reported prior road crossing education, practice or confidence. While TD children may benefit from the development of an egocentric virtual reality road crossing task, multimodal methods may be needed to effectively teach road safety to children with DCD. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Children with developmental coordination disorder play active virtual reality games differently than children with typical development.

PubMed

Gonsalves, Leandra; Campbell, Amity; Jensen, Lynn; Straker, Leon

2015-03-01

Active virtual reality gaming (AVG) may be useful for children with developmental coordination disorder (DCD) to practice motor skills if their movement patterns are of good quality while engaged in AVG. This study aimed to examine: (1) the quality of motor patterns of children with DCD participating in AVG by comparing them with children with typical development (TD) and (2) whether differences existed in the motor patterns utilized with 2 AVG types: Sony PlayStation 3 Move and Microsoft Xbox 360 Kinect. This was a quasi-experimental, biomechanical laboratory-based study. Twenty-one children with DCD, aged 10 to 12 years, and 19 age- and sex-matched children with TD played a match of table tennis on each AVG type. Hand path, wrist angle, and elbow angle were recorded using a motion analysis system. Linear mixed-model analyses were used to determine differences between DCD and TD groups and Move and Kinect AVG type for forehands and backhands. Children with DCD utilized a slower hand path speed (backhand mean difference [MD]=1.20 m/s; 95% confidence interval [95% CI]=0.41, 1.98); greater wrist extension (forehand MD=34.3°; 95% CI=22.6, 47.0); and greater elbow flexion (forehand MD=22.3°; 95% CI=7.4, 37.1) compared with children with TD when engaged in AVG. There also were differences in movement patterns utilized between AVG types. Only simple kinematic measures were compared, and no data regarding movement outcome were assessed. If a therapeutic treatment goal is to promote movement quality in children with DCD, clinical judgment is required to select the most appropriate AVG type and determine whether movement quality is adequate for unsupervised practice. © 2015 American Physical Therapy Association.

Children with autism spectrum disorders show abnormal conditioned response timing on delay, but not trace, eyeblink conditioning

PubMed Central

Oristaglio, Jeff; West, Susan Hyman; Ghaffari, Manely; Lech, Melissa S.; Verma, Beeta R.; Harvey, John A.; Welsh, John P.; Malone, Richard P.

2013-01-01

Children with autism spectrum disorder (ASD) and age-matched typically-developing (TD) peers were tested on two forms of eyeblink conditioning (EBC), a Pavlovian associative learning paradigm where subjects learn to execute an appropriately-timed eyeblink in response to a previously neutral conditioning stimulus (CS). One version of the task, trace EBC, interposes a stimulus-free interval between the presentation of the CS and the unconditioned stimulus (US), a puff of air to the eye which causes subjects to blink. In delay EBC, the CS overlaps in time with the delivery of the US, usually with both stimuli terminating simultaneously. ASD children performed normally during trace EBC, exhibiting no differences from typically-developing (TD) subjects with regard to learning rate or the timing of the CR. However, when subsequently tested on delay EBC, subjects with ASD displayed abnormally-timed conditioned eye blinks that began earlier and peaked sooner than those of TD subjects, consistent with previous findings. The results suggest an impaired ability of children with ASD to properly time conditioned eye blinks which appears to be specific to delay EBC. We suggest that this deficit may reflect a dysfunction of cerebellar cortex in which increases in the intensity or duration of sensory input can temporarily disrupt the accuracy of motor timing over short temporal intervals. PMID:23769889

Sensitivity to Audiovisual Temporal Asynchrony in Children With a History of Specific Language Impairment and Their Peers With Typical Development: A Replication and Follow-Up Study

PubMed Central

2017-01-01

Purpose Earlier, my colleagues and I showed that children with a history of specific language impairment (H-SLI) are significantly less able to detect audiovisual asynchrony compared with children with typical development (TD; Kaganovich & Schumaker, 2014). Here, I first replicate this finding in a new group of children with H-SLI and TD and then examine a relationship among audiovisual function, attention skills, and language in a combined pool of children. Method The stimuli were a pure tone and an explosion-shaped figure. Stimulus onset asynchrony (SOA) varied from 0–500 ms. Children pressed 1 button for perceived synchrony and another for asynchrony. I measured the number of synchronous perceptions at each SOA and calculated children's temporal binding windows. I, then, conducted multiple regressions to determine if audiovisual processing and attention can predict language skills. Results As in the earlier study, children with H-SLI perceived asynchrony significantly less frequently than children with TD at SOAs of 400–500 ms. Their temporal binding windows were also larger. Temporal precision and attention predicted 23%–37% of children's language ability. Conclusions Audiovisual temporal processing is impaired in children with H-SLI. The degree of this impairment is a predictor of language skills. Once understood, the mechanisms underlying this deficit may become a new focus for language remediation. PMID:28715546

Maternal supportive and interfering control as predictors of adaptive and social development in children with and without developmental delays

PubMed Central

Green, S.; Caplan, B.; Baker, B.

2016-01-01

Background Parents of children with developmental delays (DD) have been found to use more controlling behaviour with their children than parents of children with typical development (TD). While controlling behaviour is related to poorer developmental outcomes in TD children, there is little research on how it predicts outcomes in DD children. Furthermore, existing research tends to use inconsistent or non-specific definitions of controlling behaviour, often combining parent control which follows the child’s goal (e.g. supportive direction) and that which interferes with the child’s goal (e.g. interference). Methods Participants were 200 mother–child dyads observed at child age 3, with follow-up assessments of adaptive behaviour and social skills administered at child ages 5 and 6, respectively. We coded the frequency of both types of controlling behaviour based on mothers’ interactions with their children with TD (n = 113) or DD (n = 87) at age 3. Results Mothers in the DD group used more interfering but not more supportive directive acts compared to mothers in the TD group. Adaptive behaviour was assessed at child age 5 and social skills were assessed at age 6. Higher frequency of supportive directive acts predicted better adaptive functioning for the TD group and better social skills for the DD group. Higher frequency of interfering acts predicted lower adaptive and social skills for children with DD but not with TD. Conclusions Results are discussed in terms of the differential developmental needs of children with and without DD as well as implications for early intervention. PMID:23865770

Adolescents with a history of specific language impairment (SLI): strengths and difficulties in social, emotional and behavioral functioning.

PubMed

Conti-Ramsden, Gina; Mok, Pearl L H; Pickles, Andrew; Durkin, Kevin

2013-11-01

Adolescents with specific language impairment (SLI) are at a greater risk of emotional and behavioral problems compared to their typically developing (TD) peers, but little is known about their self-perceived strengths and difficulties. In this study, the self-reported social, emotional and behavioral functioning of 139 adolescents with a history of SLI and 124 TD individuals at age 16 was examined. The self-report version of the Strengths and Difficulties Questionnaire (SDQ) was used to assess their prosocial behavior and levels of peer, emotional and behavioral difficulties. Associations of these areas of functioning with gender, verbal and non-verbal skills were also investigated. Adolescents with a history of SLI were more likely than their TD peers to report higher levels of peer problems, emotional symptoms, hyperactivity and conduct problems. The majority of adolescents in both groups (87% SLI and 96% TD), however, reported prosocial behavior within the typical range. Difficulty with peer relations was the strongest differentiator between the groups, with the odds of reporting borderline or abnormally high levels of peer problems being 12 times higher for individuals with a history of SLI. Adolescents with poorer receptive language skills were also more likely to report higher levels of emotional and behavioral difficulties. The findings of this study identify likely traits that may lead to referral to services. Copyright © 2013 The Authors. Published by Elsevier Ltd.. All rights reserved.

Slowed Search in the Context of Unimpaired Grouping in Autism: Evidence from Multiple Conjunction Search.

PubMed

Keehn, Brandon; Joseph, Robert M

2016-03-01

In multiple conjunction search, the target is not known in advance but is defined only with respect to the distractors in a given search array, thus reducing the contributions of bottom-up and top-down attentional and perceptual processes during search. This study investigated whether the superior visual search skills typically demonstrated by individuals with autism spectrum disorder (ASD) would be evident in multiple conjunction search. Thirty-two children with ASD and 32 age- and nonverbal IQ-matched typically developing (TD) children were administered a multiple conjunction search task. Contrary to findings from the large majority of studies on visual search in ASD, response times of individuals with ASD were significantly slower than those of their TD peers. Evidence of slowed performance in ASD suggests that the mechanisms responsible for superior ASD performance in other visual search paradigms are not available in multiple conjunction search. Although the ASD group failed to exhibit superior performance, they showed efficient search and intertrial priming levels similar to the TD group. Efficient search indicates that ASD participants were able to group distractors into distinct subsets. In summary, while demonstrating grouping and priming effects comparable to those exhibited by their TD peers, children with ASD were slowed in their performance on a multiple conjunction search task, suggesting that their usual superior performance in visual search tasks is specifically dependent on top-down and/or bottom-up attentional and perceptual processes. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Attentional Learning Helps Language Acquisition Take Shape for Atypically Developing Children, Not Just Children with Autism Spectrum Disorders.

PubMed

Field, Charlotte; Allen, Melissa L; Lewis, Charlie

2016-10-01

The shape bias-generalising labels to same shaped objects-has been linked to attentional learning or referential intent. We explore these origins in children with typical development (TD), autism spectrum disorders (ASD) and other developmental disorders (DD). In two conditions, a novel object was presented and either named or described. Children selected another from a shape, colour or texture match. TD children choose the shape match in both conditions, children with DD and 'high-verbal mental age' (VMA) children with ASD (language age > 4.6) did so in the name condition and 'low-VMA' children with ASD never showed the heuristic. Thus, the shape bias arises from attentional learning in atypically developing children and is delayed in ASD.

Perpetuation of torsade de pointes in heterogeneous hearts: competing foci or re-entry?

PubMed

Vandersickel, Nele; de Boer, Teun P; Vos, Marc A; Panfilov, Alexander V

2016-12-01

The underlying mechanism of torsade de pointes (TdP) remains of debate: perpetuation may be due to (1) focal activity or (2) re-entrant activity. The onset of TdP correlates with action potential heterogeneities in different regions of the heart. We studied the mechanism of perpetuation of TdP in silico using a 2D model of human cardiac tissue and an anatomically accurate model of the ventricles of the human heart. We found that the mechanism of perpetuation TdP depends on the degree of heterogeneity. If the degree of heterogeneity is large, focal activity alone can sustain a TdP, otherwise re-entrant activity emerges. This result can help to understand the relationship between the mechanisms of TdP and tissue properties and may help in developing new drugs against it. Torsade de pointes (TdP) can be the consequence of cardiac remodelling, drug effects or a combination of both. The mechanism underlying TdP is unclear, and may involve triggered focal activity or re-entry. Recent work by our group has indicated that both cases may exist, i.e. TdPs induced in the chronic atrioventricular block (CAVB) dog model may have a focal origin or are due to re-entry. Also it was found that heterogeneities might play an important role. In the current study we have used computational modelling to further investigate the mechanisms involved in TdP initiation and perpetuation, especially in the CAVB dog model, by the addition of heterogeneities with reduced repolarization reserve in comparison with the surrounding tissue. For this, the TNNP computer model was used for computations. We demonstrated in 2D and 3D simulations that ECGs with the typical TdP morphology can be caused by both multiple competing foci and re-entry circuits as a result of introduction of heterogeneities, depending on whether the heterogeneities have a large or a smaller reduced repolarization reserve in comparison with the surrounding tissue. Large heterogeneities can produce ectopic TdP, while smaller heterogeneities will produce re-entry-type TdP. © 2016 The Authors. The Journal of Physiology © 2016 The Physiological Society.

Wideband acoustic immittance in children with Down syndrome: prediction of middle-ear dysfunction, conductive hearing loss and patent PE tubes.

PubMed

Hunter, Lisa L; Keefe, Douglas H; Feeney, M Patrick; Brown, David K; Meinzen-Derr, Jareen; Elsayed, Alaaeldin M; Amann, Julia M; Manickam, Vairavan; Fitzpatrick, Denis; Shott, Sally R

2017-09-01

The purpose of this study was to evaluate pressurised wideband acoustic immittance (WAI) tests in children with Down syndrome (DS) and in typically developing children (TD) for prediction of conductive hearing loss (CHL) and patency of pressure equalising tubes (PETs). Audiologic diagnosis was determined by audiometry in combination with distortion-product otoacoustic emissions, 0.226 kHz tympanometry and otoscopy. WAI results were compared for ears within diagnostic categories (Normal, CHL and PET) and between groups (TD and DS). Children with DS (n = 40; mean age 6.4 years), and TD children (n = 48; mean age 5.1 years) were included. Wideband absorbance was significantly lower at 1-4 kHz in ears with CHL compared to NH for both TD and DS groups. In ears with patent PETs, wideband absorbance and group delay (GD) were larger than in ears without PETs between 0.25 and 1.5 kHz. Wideband absorbance tests were performed similarly for prediction of CHL and patent PETs in TD and DS groups. Wideband absorbance and GD revealed specific patterns in both TD children and those with DS that can assist in detection of the presence of significant CHL, assess the patency of PETs, and provide frequency-specific information in the audiometric range.

Wideband Acoustic Immittance in Children with Down Syndrome: Prediction of Middle-Ear Dysfunction, Conductive Hearing Loss and Patent PE Tubes

PubMed Central

Hunter, Lisa L.; Keefe, Douglas H.; Feeney, M. Patrick; Brown, David K.; Meinzen-Derr, Jareen; Elsayed, Alaaeldin M.; Amann, Julia M.; Manickam, Vairavan; Fitzpatrick, Denis; Shott, Sally R.

2017-01-01

Objective The purpose of this study was to evaluate pressurized wideband acoustic immittance (WAI) tests in children with Down syndrome (DS) and in typically developing children (TD) for prediction of conductive hearing loss (CHL) and patency of pressure equalizing tubes (PETs). Design Audiologic diagnosis was determined by audiometry in combination with distortion-product otoacoustic emissions, 226-Hz tympanometry and otoscopy. WAI results were compared for ears within diagnostic categories (Normal, CHL and PET) and between groups (TD and DS). Study Sample Children with DS (n=40; mean age 6.4 yrs.), and TD children (n=48; mean age 5.1 yrs.) were included. Results Wideband absorbance was significantly lower at 1–4 kHz in ears with CHL compared to NH for both TD and DS groups. In ears with patent PETs, wideband absorbance and group delay (GD) were larger than in ears without PETs between 0.25–1.5 kHz. Wideband absorbance tests performed similarly for prediction of CHL and patent PETs in TD and DS groups. Conclusions Wideband absorbance and group delay revealed specific patterns in both TD children and those with DS that can assist in detection of the presence of significant CHL, assess the patency of PETs, and provide frequency-specific information in the audiometric range. PMID:28434272

Impairment in face processing in autism spectrum disorder: a developmental perspective.

PubMed

Greimel, Ellen; Schulte-Rüther, Martin; Kamp-Becker, Inge; Remschmidt, Helmut; Herpertz-Dahlmann, Beate; Konrad, Kerstin

2014-09-01

Findings on face identity and facial emotion recognition in autism spectrum disorder (ASD) are inconclusive. Moreover, little is known about the developmental trajectory of face processing skills in ASD. Taking a developmental perspective, the aim of this study was to extend previous findings on face processing skills in a sample of adolescents and adults with ASD. N = 38 adolescents and adults (13-49 years) with high-functioning ASD and n = 37 typically developing (TD) control subjects matched for age and IQ participated in the study. Moreover, n = 18 TD children between the ages of 8 and 12 were included to address the question whether face processing skills in ASD follow a delayed developmental pattern. Face processing skills were assessed using computerized tasks of face identity recognition (FR) and identification of facial emotions (IFE). ASD subjects showed impaired performance on several parameters of the FR and IFE task compared to TD control adolescents and adults. Whereas TD adolescents and adults outperformed TD children in both tasks, performance in ASD adolescents and adults was similar to the group of TD children. Within the groups of ASD and control adolescents and adults, no age-related changes in performance were found. Our findings corroborate and extend previous studies showing that ASD is characterised by broad impairments in the ability to process faces. These impairments seem to reflect a developmentally delayed pattern that remains stable throughout adolescence and adulthood.

Directed Forgetting in High-Functioning Adults with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Meyer, Brenda J.; Gardiner, John M.; Bowler, Dermot M.

2014-01-01

Rehearsal strategies of adults with autism spectrum disorders (ASDs) and demographically matched typically developed (TD) adults were strategically manipulated by cueing participants to either learn, or forget each list word prior to a recognition task. Participants were also asked to distinguish between autonoetic and noetic states of awareness…

An Examination of Iconic Memory in Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

McMorris, Carly A.; Brown, Stephanie M.; Bebko, James M.

2013-01-01

"Iconic memory" is the ability to accurately recall a number of items after a very brief visual exposure. Previous research has examined these capabilities in typically developing (TD) children and individuals with intellectual disabilities (ID); however, there is limited research on these abilities in children with Autism Spectrum…

Oral Articulatory Control in Childhood Apraxia of Speech

ERIC Educational Resources Information Center

Grigos, Maria I.; Moss, Aviva; Lu, Ying

2015-01-01

Purpose: The purpose of this research was to examine spatial and temporal aspects of articulatory control in children with childhood apraxia of speech (CAS), children with speech delay characterized by an articulation/phonological impairment (SD), and controls with typical development (TD) during speech tasks that increased in word length. Method:…

Is Emotion Recognition Impaired in Individuals with Autism Spectrum Disorders?

ERIC Educational Resources Information Center

Tracy, Jessica L.; Robins, Richard W.; Schriber, Roberta A.; Solomon, Marjorie

2011-01-01

Researchers have argued that individuals with autism spectrum disorders (ASDs) use an effortful "systematizing" process to recognize emotion expressions, whereas typically developing (TD) individuals use a more holistic process. If this is the case, individuals with ASDs should show slower and less efficient emotion recognition, particularly for…

Executive Function in Preschoolers with Primary Language Impairment

ERIC Educational Resources Information Center

Yang, Hui-Chun; Gray, Shelley

2017-01-01

Purpose: The purpose of this study was to evaluate whether preschoolers with primary language impairment (PLI) show deficits in executive function (EF) compared with their peers with typical development (TD) when inhibition, updating, and mental-set shifting are examined using both linguistically based and visually based tasks. Method: Twenty-two…

Lexical and Affective Prosody in Children with High-Functioning Autism

ERIC Educational Resources Information Center

Grossman, Ruth B.; Bemis, Rhyannon H.; Skwerer, Daniela Plesa; Tager-Flusberg, Helen

2010-01-01

Purpose: To investigate the perception and production of lexical stress and processing of affective prosody in adolescents with high-functioning autism (HFA). We hypothesized preserved processing of lexical and affective prosody but atypical lexical prosody production. Method: Sixteen children with HFA and 15 typically developing (TD) peers…

Verbal, Visual, and Intermediary Support for Child Witnesses with Autism during Investigative Interviews

ERIC Educational Resources Information Center

Henry, Lucy A.; Crane, Laura; Nash, Gilly; Hobson, Zoe; Kirke-Smith, Mimi; Wilcock, Rachel

2017-01-01

Three promising investigative interview interventions were assessed in 270 children (age 6-11 years): 71 with autism spectrum disorder (ASD) and 199 who were typically developing (TD). Children received "Verbal Labels," "Sketch Reinstatement of Context" or "Registered Intermediary" interviews designed to improve…

Computational Prosodic Markers for Autism

ERIC Educational Resources Information Center

Van Santen, Jan P.H.; Prud'hommeaux, Emily T.; Black, Lois M.; Mitchell, Margaret

2010-01-01

We present results obtained with new instrumental methods for the acoustic analysis of prosody to evaluate prosody production by children with Autism Spectrum Disorder (ASD) and Typical Development (TD). Two tasks elicit focal stress--one in a vocal imitation paradigm, the other in a picture-description paradigm; a third task also uses a vocal…

Oppositional Defiant Disorder in Children with Intellectual Disabilities

ERIC Educational Resources Information Center

Christensen, Lisa; Baker, Bruce L.; Blacher, Jan

2013-01-01

The study examines the epidemiology of oppositional defiant disorder (ODD) for children with intellectual disabilities (ID; n = 49), children with borderline intellectual functioning (BIF; n = 20), and typically developing children (TD; n = 115). The Diagnostic Interview Schedule for Children was administered to mothers at child ages 5, 6, 7, 8,…

Atypical Sleep Architecture and Altered EEG Spectra in Williams Syndrome

ERIC Educational Resources Information Center

Gombos, F.; Bodizs, R.; Kovacs, I.

2011-01-01

Background: Williams syndrome (WS) is a neurodevelopmental genetic disorder characterised by physical abnormalities and a distinctive cognitive profile with intellectual disabilities (IDs) and learning difficulties. Methods: In our study, nine adolescents and young adults with WS and 9 age- and sex-matched typically developing (TD) participants…

Evidence for Diminished Multisensory Integration in Autism Spectrum Disorders

ERIC Educational Resources Information Center

Stevenson, Ryan A.; Siemann, Justin K.; Woynaroski, Tiffany G.; Schneider, Brittany C.; Eberly, Haley E.; Camarata, Stephen M.; Wallace, Mark T.

2014-01-01

Individuals with autism spectrum disorders (ASD) exhibit alterations in sensory processing, including changes in the integration of information across the different sensory modalities. In the current study, we used the sound-induced flash illusion to assess multisensory integration in children with ASD and typically-developing (TD) controls.…

Spatial Contrast Sensitivity in Adolescents with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Koh, Hwan Cui; Milne, Elizabeth; Dobkins, Karen

2010-01-01

Adolescents with autism spectrum disorders (ASD) and typically developing (TD) controls underwent a rigorous psychophysical assessment that measured contrast sensitivity to seven spatial frequencies (0.5-20 cycles/degree). A contrast sensitivity function (CSF) was then fitted for each participant, from which four measures were obtained: visual…

Intelligibility of 4-Year-Old Children with and without Cerebral Palsy

ERIC Educational Resources Information Center

Hustad, Katherine C.; Schueler, Brynn; Schultz, Laurel; DuHadway, Caitlin

2012-01-01

Purpose: The authors examined speech intelligibility in typically developing (TD) children and 3 groups of children with cerebral palsy (CP) who were classified into speech/language profile groups following Hustad, Gorton, and Lee (2010). Questions addressed differences in transcription intelligibility scores among groups, the effects of utterance…

Written Expression in Individuals with Autism Spectrum Disorder: A Meta-Analysis

ERIC Educational Resources Information Center

Finnegan, Elizabeth; Accardo, Amy L.

2018-01-01

Although studies exist measuring the effectiveness of writing interventions for students with autism spectrum disorder (ASD), research assessing the writing skills for this group is sparse. The present study identified differences in the written expression of individuals with ASD compared to typically developing (TD) peers, using variables…

Perceiving Goals and Actions in Individuals with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Zalla, Tiziana; Labruyère, Nelly; Georgieff, Nicolas

2013-01-01

In the present study, we investigated the ability to parse familiar sequences of action into meaningful events in young individuals with autism spectrum disorders (ASDs), as compared to young individuals with typical development (TD) and young individuals with moderate mental retardation or learning disabilities (MLDs). While viewing two…

Rule-Based Category Learning in Down Syndrome

ERIC Educational Resources Information Center

Phillips, B. Allyson; Conners, Frances A.; Merrill, Edward; Klinger, Mark R.

2014-01-01

Rule-based category learning was examined in youths with Down syndrome (DS), youths with intellectual disability (ID), and typically developing (TD) youths. Two tasks measured category learning: the Modified Card Sort task (MCST) and the Concept Formation test of the Woodcock-Johnson-III (Woodcock, McGrew, & Mather, 2001). In regression-based…

High Reading Skills Mask Dyslexia in Gifted Children

ERIC Educational Resources Information Center

van Viersen, Sietske; Kroesbergen, Evelyn H.; Slot, Esther M.; de Bree, Elise H.

2016-01-01

This study investigated how gifted children with dyslexia might be able to mask literacy problems and the role of possible compensatory mechanisms. The sample consisted of 121 Dutch primary school children that were divided over four groups (typically developing [TD] children, children with dyslexia, gifted children, gifted children with…

Interactions of Task and Subject Variables among Continuous Performance Tests

ERIC Educational Resources Information Center

Denney, Colin B.; Rapport, Mark D.; Chung, Kyong-Mee

2005-01-01

Background: Contemporary models of working memory suggest that target paradigm (TP) and target density (TD) should interact as influences on error rates derived from continuous performance tests (CPTs). The present study evaluated this hypothesis empirically in a typically developing, ethnically diverse sample of children. The extent to which…

Maternal responsivity in mothers of young children with Down syndrome.

PubMed

Sterling, Audra; Warren, Steven F

2014-10-01

The purpose of this study was to examine maternal responsivity and directive behaviors in mothers of children with Down syndrome (DS). Participants included 22 mothers with a young child with DS compared to 22 mothers of chronologically age-matched typically developing (TD) children using a cross-sectional design. The dyads participated in videotaped structured activities that were coded for responsive and directive behaviors. RESULTS indicated that the mothers of children with DS used a more facilitative style with the older children while these behaviors decreased with older children with TD; one directive behavior, request for behavioral comply, increased with the older children with DS. The mothers of children with DS adapted their parenting style to be facilitative of their children's linguistic development.

Eyewitness recall and suggestibility in individuals with Down syndrome.

PubMed

Collins, D; Henry, L

2016-12-01

Many criminal justice professionals perceive the eyewitness skills of individuals with intellectual disabilities to be weaker than those of typically developing (TD) individuals. Down syndrome (DS) is one of the most common genetic causes of intellectual disabilities, yet there is no research addressing eyewitness skills in this population. This study examined the eyewitness recall and suggestibility of young people with DS. Young people with DS and mental age-matched TD children viewed a video of a non-violent petty crime and were subsequently asked to freely recall the event before being asked general and specific questions incorporating both misleading and non-leading prompts. Compared with mental age-matched TD individuals, young people with DS produced as much information, were just as accurate and were no more suggestible. The eyewitness memory skills of young people with DS are comparable to those of mental age-matched TD children. The implications of these findings for the forensic context and eyewitness memory are discussed. © 2016 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Associations of acute and chronic stress hormones with cognitive functions in autism spectrum disorder.

PubMed

Ogawa, Shino; Lee, Young-A; Yamaguchi, Yoshie; Shibata, Yuka; Goto, Yukiori

2017-02-20

Extensive studies have reported cognitive abnormalities in neurodevelopmental disorders, such as autism spectrum disorder (ASD). Another line of evidence suggests that stress also affects cognitive functions. In this study, we investigated whether there were associations between stress hormones and cognitive functions in ASD and typically developing (TD) children. Cognitive functions in ASD and TD children were evaluated with a battery of psychological tests for working memory, behavioral flexibility, and social cognition for emotional assessments of others. ASD children exhibited higher hair and salivary cortisol, which reflects chronic and acute stress hormone levels of subjects, respectively, than TD children. Autism-spectrum quotient (AQ) was positively correlated with hair cortisol and the scores of Spence Children's Anxiety Scale in ASD children. In addition, a negative correlation was present between spatial working memory performance and hair cortisol in ASD, but not in TD, children. These results suggest that chronic stress hormone elevation may have relationships with some aspects of cognitive dysfunction in ASD subjects. Copyright © 2016 The Author(s). Published by Elsevier Ltd.. All rights reserved.

Static postural control among school-aged youth with Down syndrome: A systematic review.

PubMed

Maïano, Christophe; Hue, Olivier; Tracey, Danielle; Lepage, Geneviève; Morin, Alexandre J S; Moullec, Grégory

2018-05-01

Youth with Down syndrome are characterized by motor delays when compared to typically developing (TD) youth, which may be explained by a lower postural control or reduced postural tone. In the present article, we summarize research comparing the static postural control, assessed by posturography, between youth with Down syndrome and TD youth. A systematic literature search was performed in 10 databases and seven studies, published between 2001 and 2017, met our inclusion criteria. Based on the present reviewed findings, it is impossible to conclude that children with Down syndrome present significantly lower static postural control compared to TD children. In contrast, findings showed that adolescents with Down syndrome tended to present significantly lower static postural control compared to TD adolescents when visual and plantar cutaneous inputs were disturbed separately or simultaneously. The present findings should be interpreted with caution given the limitations of the small number of reviewed studies. Therefore, the static postural control among youth with Down syndrome should be further investigated in future rigorous studies examining the contribution of a range of sensory information. Copyright © 2018 Elsevier B.V. All rights reserved.

Longitudinal Theory of Mind (ToM) Development From Preschool to Adolescence With and Without ToM Delay.

PubMed

Peterson, Candida C; Wellman, Henry M

2018-04-16

Longitudinal tracking of 107 three- to-thirteen-year-olds in a cross-sequential design showed a 6-step theory of mind (ToM) sequence identified by a few past cross-sectional studies validly depicted longitudinal ToM development from early to middle childhood for typically developing (TD) children and those with ToM delays owing to deafness or autism. Substantively, all groups showed ToM progress throughout middle childhood. Atypical development was more extended and began and ended at lower levels than for TD children. Yet most children in all groups progressed over the study's mean 1.5 years. Findings help resolve theoretical debates about ToM development for children with and without delay and gain strength and weight via their applicability to three disparate groups varying in ToM timing and sequencing. © 2018 Society for Research in Child Development.

Normative Topographic ERP Analyses of Speed of Speech Processing and Grammar Before and After Grammatical Treatment

PubMed Central

Yoder, Paul J.; Molfese, Dennis; Murray, Micah M.; Key, Alexandra P. F.

2013-01-01

Typically developing (TD) preschoolers and age-matched preschoolers with specific language impairment (SLI) received event-related potentials (ERPs) to four monosyllabic speech sounds prior to treatment and, in the SLI group, after 6 months of grammatical treatment. Before treatment, the TD group processed speech sounds faster than the SLI group. The SLI group increased the speed of their speech processing after treatment. Post-treatment speed of speech processing predicted later impairment in comprehending phrase elaboration in the SLI group. During the treatment phase, change in speed of speech processing predicted growth rate of grammar in the SLI group. PMID:24219693

Impressions of Humanness for Android Robot may Represent an Endophenotype for Autism Spectrum Disorders.

PubMed

Kumazaki, Hirokazu; Warren, Zachary; Swanson, Amy; Yoshikawa, Yuichiro; Matsumoto, Yoshio; Ishiguro, Hiroshi; Sarkar, Nilanjan; Minabe, Yoshio; Kikuchi, Mitsuru

2018-02-01

Identification of meaningful endophenotypes may be critical to unraveling the etiology and pathophysiology of autism spectrum disorders (ASD). We investigated whether impressions of "humanness" for android robot might represent a candidate characteristic of an ASD endophenotype. We used a female type of android robot with an appearance similar to that of a real person. Significant differences in overall impressions of 'humanness' for android robot were found between adolescents with ASD and typical development (TD) controls, as well as parents of children with ASD and parents of TD controls. Our current work does suggest robotic systems could potentially play an intelligent role in dissecting ASD heterogeneity.

Reaction Time Variability in Children With ADHD Symptoms and/or Dyslexia

PubMed Central

Gooch, Debbie; Snowling, Margaret J.; Hulme, Charles

2012-01-01

Reaction time (RT) variability on a Stop Signal task was examined among children with attention deficit hyperactivity disorder (ADHD) symptoms and/or dyslexia in comparison to typically developing (TD) controls. Children's go-trial RTs were analyzed using a novel ex-Gaussian method. Children with ADHD symptoms had increased variability in the fast but not the slow portions of their RT distributions compared to those without ADHD symptoms. The RT distributions of children with dyslexia were similar to those of TD-controls. It is argued that variability in responding may be underpinned by impairments in response preparation or timing during Stop Signal tasks. PMID:22799763

PROCESS EXAMINATION OF EXECUTIVE FUNCTION IN ADHD: SEX AND SUBTYPE EFFECTS

PubMed Central

Wodka, Ericka L.; Mostofsky, Stewart H.; Prahme, Cristine; Larson, Jennifer C. Gidley; Loftis, Christopher; Denckla, Martha B.; Mahone, E. Mark

2008-01-01

To examine effects of group (Attention-Deficit/Hyperactivity Disorder [ADHD] versus Typically Developing [TD]), sex, and ADHD subtype on “process/optional” measures of executive functioning, children (n = 123; 54 ADHD, 69 TD) aged 8−16 completed subtests from the D-KEFS. No group, sex, or ADHD subtype effects were found on optional measures from the Trail Making, Color–Word Interference, and Tower tests. A significant interaction was found for Verbal Fluency Total Repetition Errors; boys with Combined/Hyperactive-Impulsive (ADHD-C/HI) type ADHD performed better than ADHD-C/HI girls, whereas girls with Inattentive type ADHD (ADHD-I) performed better than ADHDI boys. Overall, children with ADHD did not differ from TD on most optional measures from the D-KEFS. When sex and ADHD subtype were considered, children with the subtype of ADHD less common for sex were at greater risk for poorer performance. PMID:18609314

Vestibular Assessments in Children With Global Developmental Delay: An Exploratory Study.

PubMed

Dannenbaum, Elizabeth; Horne, Victoria; Malik, Farwa; Villeneuve, Myriam; Salvo, Lora; Chilingaryan, Gevorg; Lamontagne, Anouk

2016-01-01

To compare results of 3 clinical vestibular tests between children with global developmental delay (GDD) and children with typical development (TD) and investigate the test-retest reliability. Twenty children with GDD (aged 4.1-12.1 years) and 11 age-matched controls with TD participated. Participants with GDD underwent 2 sessions of testing. Each session consisted of the Clinical Test of Sensory Interaction and Balance (CTSIB), Dynamic Visual Acuity (DVA) test, and the modified Emory Clinical Vestibular Chair Test (m-ECVCT). Up to 33% of the children with GDD had abnormal DVA scores. m-ECVCT results of children with GDD demonstrated larger variance than children with TD. The CTSIB score was significantly reduced in the group with GDD. The test-retest reliability varied, with good reliability for the m-ECVCT and CTSIB, and fair reliability for the DVA. Findings suggest vestibular involvement in children in GDD. The clinical tests demonstrated moderate test-retest reliability.

Eye-Tracking, Autonomic, and Electrophysiological Correlates of Emotional Face Processing in Adolescents with Autism Spectrum Disorder

PubMed Central

Wagner, Jennifer B.; Hirsch, Suzanna B.; Vogel-Farley, Vanessa K.; Redcay, Elizabeth; Nelson, Charles A.

2014-01-01

Individuals with autism spectrum disorder (ASD) often have difficulty with social-emotional cues. This study examined the neural, behavioral, and autonomic correlates of emotional face processing in adolescents with ASD and typical development (TD) using eye-tracking and event-related potentials (ERPs) across two different paradigms. Scanning of faces was similar across groups in the first task, but the second task found that face-sensitive ERPs varied with emotional expressions only in TD. Further, ASD showed enhanced neural responding to non-social stimuli. In TD only, attention to eyes during eye-tracking related to faster face-sensitive ERPs in a separate task; in ASD, a significant positive association was found between autonomic activity and attention to mouths. Overall, ASD showed an atypical pattern of emotional face processing, with reduced neural differentiation between emotions and a reduced relationship between gaze behavior and neural processing of faces. PMID:22684525

The Romantic Relationships of Adolescents With ADHD.

PubMed

Rokeach, Alan; Wiener, Judith

2018-01-01

This study compared the romantic relationships of adolescents with and without ADHD with regard to romantic involvement, relationship content, and relationship quality. A community sample of 58 participants (30 ADHD, 28 Comparison), ages 13 to 18, completed questionnaires assessing various features of romantic relationships. Adolescents with ADHD reported having more romantic partners than their typically developing (TD) peers. Females with ADHD were found to have shorter romantic relationships than TD adolescents while males with ADHD reported their age of first intercourse to be nearly 2 years sooner than TD peers. Irrespective of gender, adolescents with ADHD had nearly double the number of lifetime sexual partners. However, the romantic relationships of adolescents with and without ADHD did not differ on levels of aggression or relationship quality. Given the outcomes associated with poor-quality romantic relationships, comprehensive assessments of adolescents with ADHD should include queries into their romantic relationships.

Do Japanese children with high-functioning autism spectrum disorder respond differently to Wh-questions and Yes/No-questions?

PubMed

Oi, Manabu

2010-09-01

The present study compared 12 Japanese children with high-functioning autism spectrum disorder (HFASD), ranging in age from 7.3-14.8 years, with 12 typically developing (TD) children matched for age, gender, and vocabulary. The means of full-scale IQ and verbal-IQ of the children with HFASD were 95.92 (SD = 15.30) and 98.00 (SD = 18.44), respectively. Children responded to questions from their mothers in conversations collected under a semi-structured setting, and the responses of both groups were examined from the viewpoint of adequacy. Compared to TD children, HFASD children produced more inadequate responses to Wh-questions than to Yes/No questions. To both types of questions, HFASD children produced more inappropriate responses than TD children. The findings suggest that parents of HFASD children should consider the influence of the question format on these children's response inadequacies.

Cognitive procedural learning among children and adolescents with or without spastic cerebral palsy: the differential effect of age.

PubMed

Gofer-Levi, M; Silberg, T; Brezner, A; Vakil, E

2014-09-01

Children learn to engage their surroundings skillfully, adopting implicit knowledge of complex regularities and associations. Probabilistic classification learning (PCL) is a type of cognitive procedural learning in which different cues are probabilistically associated with specific outcomes. Little is known about the effects of developmental disorders on cognitive skill acquisition. Twenty-four children and adolescents with cerebral palsy (CP) were compared to 24 typically developing (TD) youth in their ability to learn probabilistic associations. Performance was examined in relation to general cognitive abilities, level of motor impairment and age. Improvement in PCL was observed for all participants, with no relation to IQ. An age effect was found only among TD children. Learning curves of children with CP on a cognitive procedural learning task differ from those of TD peers and do not appear to be age sensitive. Copyright © 2014 Elsevier Ltd. All rights reserved.

Toward a deeper characterization of the social phenotype of Williams syndrome: the association between personality and social drive

PubMed Central

Ng, Rowena; Järvinen, Anna; Bellugi, Ursula

2014-01-01

Previous research has robustly established a Williams syndrome (WS) specific personality profile, predominantly characterized a gregarious, people-oriented, and tense predisposition. Extending this work, the aims of the current, cross-sectional study were two-fold: (1) to elucidate the stability of personality characteristics in individuals with WS and typically developing (TD) comparisons across development, and (2) to explore the personality attributes that may be related to the respective profiles of social functioning characterizing the two groups, which is currently poorly understood. The sample comprised of participants with WS and TD matched on chronological age. The test battery included the Multidimensional Personality Questionnaire (MPQ) and the Salk Institute Sociability Questionnaire (SISQ), an index of real-life social behavior. The main results showed that compared to the TD individuals, the WS group were consistently rated higher in Social Closeness, and this trait remained stable across development. Interpersonal behaviors were best predicted by Social Closeness in WS and by Social Potency in TD. Regression analysis highlighted that while a central motive underlying the increased drive toward social interaction in individuals with WS pertains to a desire to form affectionate relationships, TD individuals by contrast are motivated by a desire to exert social influence over others (leadership, social-dominance) and Well-Being (positive emotional disposition). In conclusion, these findings provide novel insight into social motivational factors underpinning the WS social behavior in real life, and contribute toward a deeper characterization of the WS affiliative drive. We suggest potential areas for behavioral intervention targeting improved social adjustment in individuals with WS. PMID:24794322

Attentional Learning Helps Language Acquisition Take Shape for Atypically Developing Children, Not Just Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Field, Charlotte; Allen, Melissa L.; Lewis, Charlie

2016-01-01

The shape bias--generalising labels to same shaped objects--has been linked to attentional learning or referential intent. We explore these origins in children with typical development (TD), autism spectrum disorders (ASD) and other developmental disorders (DD). In two conditions, a novel object was presented and either named or described.…

Reading and Writing Performances of Children 7-8 Years of Age with Developmental Coordination Disorder in Taiwan

ERIC Educational Resources Information Center

Cheng, Hsiang-Chun; Chen, Jenn-Yeu; Tsai, Chia-Liang; Shen, Miau-Lin; Cherng, Rong-Ju

2011-01-01

Developmental coordination disorder (DCD) refers to a delay in motor development that does not have any known medical cause. Studies conducted in English speaking societies have found that children with DCD display a higher co-occurrence rate of learning difficulties (e.g., problems in reading and writing) than typically developing (TD) children.…

Developmental Associations between Working Memory and Language in Children with Specific Language Impairment: A Longitudinal Study

ERIC Educational Resources Information Center

Vugs, Brigitte; Hendriks, Marc; Cuperus, Juliane; Knoors, Harry; Verhoeven, Ludo

2017-01-01

Purpose: This longitudinal study examined differences in the development of working memory (WM) between children with specific language impairment (SLI) and typically developing (TD) children. Further, it explored to what extent language at ages 7-8 years could be predicted by measures of language and/or WM at ages 4-5 years. Method: Thirty…

Retrospective Parent Report of Early Vocal Behaviours in Children with Suspected Childhood Apraxia of Speech (sCAS)

ERIC Educational Resources Information Center

Highman, Chantelle; Hennessey, Neville; Sherwood, Mellanie; Leitao, Suze

2008-01-01

Parents of children with suspected Childhood Apraxia of Speech (sCAS, n = 20), Specific Language Impairment (SLI, n = 20), and typically developing speech and language skills (TD, n = 20) participated in this study, which aimed to quantify and compare reports of early vocal development. Via a questionnaire, parents reported on their child's early…

Negative electro-mechanical windows are required for drug-induced Torsades de Pointes in the anesthetized guinea pig.

PubMed

Guns, P-J; Johnson, D M; Weltens, E; Lissens, J

2012-09-01

Assessment of the propensity of novel drugs to cause proarrhythmia is essential in the drug development process. It is increasingly recognized, however, that QT prolongation alone is an imperfect surrogate marker for Torsades de Pointes (TdP) arrhythmia prediction. In the present study we investigated the behavior of a novel surrogate marker for TdP, the electro-mechanical (E-M) window, prior to triggering of TdP episodes with sympathetic stimulation after administration of a number of reference compounds. Experiments were carried out in closed chest pentobarbital anesthetized guinea pigs. Test compounds were administered intravenously together with a specific I(Ks) blocker (JNJ303; 0.2 mgkg(-1)min(-1) for 3 min) and adrenaline (0.06 mgkg(-1)min(-1) for 2 min) was applied to trigger TdP. ECG, blood- and left ventricular pressure signals were measured continuously throughout the experiments. The E-M window i.e. the duration of the mechanical systole (QLVP(end) interval) minus the duration of the electrical activity (QT interval) was assessed for individual beats. Drugs with documented TdP liability (quinidine, haloperidol, domperidone, terfenadine, moxifloxacin, ciprofloxacin and dofetilide) produced TdP in the protocol after adrenaline infusion, whereas negative control compounds (verapamil, ranolazine, amiodarone and saline) did not cause TdP arrhythmia, even though increases in repolarization times were observed. TdP were typically preceded by large (greater than -50 ms) negative electro-mechanical windows and were accompanied by aftercontractions. The present study in anesthetized guinea pigs indicates that negative E-M windows are a prerequisite for sympathetically-driven TdP induction after the administration of various agents with known proarrhythmic potential. These data are a first step in the validation of this novel protocol; however we believe that this proarrhythmia model in small animals might be a valuable additional tool in the prediction of TdP risk of new chemical entities at the early stages of drug discovery. Copyright © 2012 Elsevier Inc. All rights reserved.

Trajectories of cognitive development during adolescence among youth at-risk for schizophrenia.

PubMed

Dickson, Hannah; Cullen, Alexis E; Jones, Rebecca; Reichenberg, Abraham; Roberts, Ruth E; Hodgins, Sheilagh; Morris, Robin G; Laurens, Kristin R

2018-04-23

Among adults with schizophrenia, evidence suggests that premorbid deficits in different cognitive domains follow distinct developmental courses during childhood and adolescence. The aim of this study was to delineate trajectories of adolescent cognitive functions prospectively among different groups of youth at-risk for schizophrenia, relative to their typically developing (TD) peers. Using linear mixed models adjusted for sex, ethnicity, parental occupation and practice effects, cognitive development between ages 9 and 16 years was compared for youth characterised by a triad of well-replicated developmental antecedents of schizophrenia (ASz; N = 32) and youth with a least one affected relative with schizophrenia or schizoaffective disorder (FHx; N = 29), relative to TD youth (N = 45). Participants completed measures of IQ, scholastic achievement, memory and executive function at three time-points, separated by approximately 24-month intervals. Compared to TD youth, both ASz and FHx youth displayed stable developmental deficits in verbal working memory and inhibition/switching executive functions. ASz youth additionally presented with stable deficits in measures of vocabulary (IQ), word reading, numerical operations, and category fluency executive function, and a slower rate of growth (developmental lag) on spelling from 9 to 16 years than TD peers. Conversely, faster rates of growth relative to TD peers (developmental delay) were observed on visual and verbal memory, and on category fluency executive function (ASz youth only) and on matrix reasoning (IQ) and word reading (FHx youth only). These differential patterns of deviation from normative adolescent cognitive development among at-risk youth imply potential for cognitive rehabilitation targeting of specific cognitive deficits at different developmental phases. © 2018 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.

Parents' emotion expression as a predictor of child's social competence: children with or without intellectual disability.

PubMed

Green, S; Baker, B

2011-03-01

Parents' expression of positive emotion towards children who are typically developing (TD) is generally associated with better social development. However, the association between parents' negative emotion expression and social development can be positive or negative depending upon a number of factors, including the child's emotion regulation abilities. Given the lower emotion regulation capabilities of children with intellectual disability (ID), we hypothesised that parents' negative emotion expression would be associated with lower social development in children with ID compared to those with TD. Participants were 180 families of children with or without ID enrolled in a longitudinal study. Parents' positive and negative affect were coded live from naturalistic home interactions at child ages 5-8 years, and child's social skills were measured by using mother report at child ages 6-9 years. We examined mothers' and fathers' emotion expression as a time-varying predictor of social skills across ages 5-9 years. Mothers, but not fathers, expressed less positive affect and more negative affect with ID group children. Parents' positive affect expression was related to social skills only for TD children, with mothers' positive affect predicting higher social skills. Contrary to expectations, fathers' positive affect predicted lower social skills. Parents' negative affect predicted significantly lower social skills for children with ID than for children with TD. Findings support the theory that low to moderate levels of negative expression may be less beneficial or detrimental for children with ID compared to children with TD. Implications for further research and intervention are discussed. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

HPA Axis Function Alters Development of Working Memory in Boys with FXS

PubMed Central

Scherr, Jessica F.; Hahn, Laura J.; Hooper, Stephen R.; Hatton, Deborah; Roberts, Jane E.

2016-01-01

The present study examines verbal working memory over time in boys with fragile X syndrome (FXS) compared to nonverbal mental-age (NVMA) matched, typically developing (TD) boys. Concomitantly, the relationship between cortisol—a physiological marker for stress—and verbal working memory performance over time is examined to understand the role of physiological mechanisms in cognitive development in FXS. Participants were assessed between one and three times over a 2-year time frame using two verbal working memory tests that differ in complexity: memory for words and auditory working memory with salivary cortisol collected at the beginning and end of each assessment. Multilevel modeling results indicate specific deficits over time on the memory for words task in boys with FXS compared to TD controls that is exacerbated by elevated baseline cortisol. Similar increasing rates of growth over time were observed for boys with FXS and TD controls on the more complex auditory working memory task, but only boys with FXS displayed an association of increased baseline cortisol and lower performance. This study highlights the benefit of investigations of how dynamic biological and cognitive factors interact and influence cognitive development over time. PMID:26760450

Sign Language Echolalia in Deaf Children With Autism Spectrum Disorder

PubMed Central

Cooley, Frances; Meier, Richard P.

2017-01-01

Purpose We present the first study of echolalia in deaf, signing children with autism spectrum disorder (ASD). We investigate the nature and prevalence of sign echolalia in native-signing children with ASD, the relationship between sign echolalia and receptive language, and potential modality differences between sign and speech. Method Seventeen deaf children with ASD and 18 typically developing (TD) deaf children were video-recorded in a series of tasks. Data were coded for type of signs produced (spontaneous, elicited, echo, or nonecho repetition). Echoes were coded as pure or partial, and timing and reduplication of echoes were coded. Results Seven of the 17 deaf children with ASD produced signed echoes, but none of the TD deaf children did. The echoic children had significantly lower receptive language scores than did both the nonechoic children with ASD and the TD children. Modality differences also were found in terms of the directionality, timing, and reduplication of echoes. Conclusions Deaf children with ASD sometimes echo signs, just as hearing children with ASD sometimes echo words, and TD deaf children and those with ASD do so at similar stages of linguistic development, when comprehension is relatively low. The sign language modality might provide a powerful new framework for analyzing the purpose and function of echolalia in deaf children with ASD. PMID:28586822

Sign Language Echolalia in Deaf Children With Autism Spectrum Disorder.

PubMed

Shield, Aaron; Cooley, Frances; Meier, Richard P

2017-06-10

We present the first study of echolalia in deaf, signing children with autism spectrum disorder (ASD). We investigate the nature and prevalence of sign echolalia in native-signing children with ASD, the relationship between sign echolalia and receptive language, and potential modality differences between sign and speech. Seventeen deaf children with ASD and 18 typically developing (TD) deaf children were video-recorded in a series of tasks. Data were coded for type of signs produced (spontaneous, elicited, echo, or nonecho repetition). Echoes were coded as pure or partial, and timing and reduplication of echoes were coded. Seven of the 17 deaf children with ASD produced signed echoes, but none of the TD deaf children did. The echoic children had significantly lower receptive language scores than did both the nonechoic children with ASD and the TD children. Modality differences also were found in terms of the directionality, timing, and reduplication of echoes. Deaf children with ASD sometimes echo signs, just as hearing children with ASD sometimes echo words, and TD deaf children and those with ASD do so at similar stages of linguistic development, when comprehension is relatively low. The sign language modality might provide a powerful new framework for analyzing the purpose and function of echolalia in deaf children with ASD.

Abnormality in face scanning by children with autism spectrum disorder is limited to the eye region: Evidence from multi-method analyses of eye tracking data

PubMed Central

Yi, Li; Fan, Yuebo; Quinn, Paul C.; Feng, Cong; Huang, Dan; Li, Jiao; Mao, Guoquan; Lee, Kang

2012-01-01

There has been considerable controversy regarding whether children with autism spectrum disorder (ASD) and typically developing children (TD) show different eye movement patterns when processing faces. We investigated ASD and age- and IQ-matched TD children's scanning of faces using a novel multi-method approach. We found that ASD children spent less time looking at the whole face generally. After controlling for this difference, ASD children's fixations of the other face parts, except for the eye region, and their scanning paths between face parts were comparable either to the age-matched or IQ-matched TD groups. In contrast, in the eye region, ASD children's scanning differed significantly from that of both TD groups: (a) ASD children fixated significantly less on the right eye (from the observer's view); (b) ASD children's fixations were more biased towards the left eye region; and (c) ASD children fixated below the left eye, whereas TD children fixated on the pupil region of the eye. Thus, ASD children do not have a general abnormality in face scanning. Rather, their abnormality is limited to the eye region, likely due to their strong tendency to avoid eye contact. PMID:23929830

Pathological game use in adults with and without Autism Spectrum Disorder

PubMed Central

Engelhardt, Christopher R.

2017-01-01

This study tested whether adults with autism spectrum disorder (ASD) are at higher risk for pathological game use than typically developing (TD) adults. Participants included 119 adults with and without ASD. Participants completed measures assessing daily hours of video game use, percent of free time spent playing video games, and symptoms of pathological game use. The results indicated that adults with ASD endorsed more symptoms of video game pathology than did TD adults. This relationship was strong, enjoying 300,000-to-1 odds in Bayesian model comparison. Results also showed that adults with ASD spent more daily hours playing video games and spent a higher percent of their free time playing video games than did TD adults. Even after adjustment for these differences in daily video game hours and proportion of free time spent on games, model comparisons found evidence for a difference in game pathology scores associated with ASD status. Additionally, escapism motives for playing video games was associated with game pathology scores in both ASD and TD adults, replicating and extending a previous report. In conclusion, the risk for pathological game use appears larger in adults with ASD compared with TD adults. These findings point to pathological game use as a potentially important focus of clinical attention in adults with ASD. PMID:28663933

Working memory deficits in boys with attention deficit/hyperactivity disorder (ADHD): An examination of orthographic coding and episodic buffer processes.

PubMed

Alderson, R Matt; Kasper, Lisa J; Patros, Connor H G; Hudec, Kristen L; Tarle, Stephanie J; Lea, Sarah E

2015-01-01

The episodic buffer component of working memory was examined in children with attention deficit/hyperactivity disorder (ADHD) and typically developing peers (TD). Thirty-two children (ADHD = 16, TD = 16) completed three versions of a phonological working memory task that varied with regard to stimulus presentation modality (auditory, visual, or dual auditory and visual), as well as a visuospatial task. Children with ADHD experienced the largest magnitude working memory deficits when phonological stimuli were presented via a unimodal, auditory format. Their performance improved during visual and dual modality conditions but remained significantly below the performance of children in the TD group. In contrast, the TD group did not exhibit performance differences between the auditory- and visual-phonological conditions but recalled significantly more stimuli during the dual-phonological condition. Furthermore, relative to TD children, children with ADHD recalled disproportionately fewer phonological stimuli as set sizes increased, regardless of presentation modality. Finally, an examination of working memory components indicated that the largest magnitude between-group difference was associated with the central executive. Collectively, these findings suggest that ADHD-related working memory deficits reflect a combination of impaired central executive and phonological storage/rehearsal processes, as well as an impaired ability to benefit from bound multimodal information processed by the episodic buffer.

Lateral prefrontal activity as a compensatory strategy for deficits of cortical processing in Attention Deficit Hyperactivity Disorder.

PubMed

Zamorano, Francisco; Billeke, Pablo; Kausel, Leonie; Larrain, Josefina; Stecher, Ximena; Hurtado, Jose M; López, Vladimir; Carrasco, Ximena; Aboitiz, Francisco

2017-08-03

Attention Deficit Hyperactivity Disorder (ADHD) is the most common neuropsychiatric disorder in childhood and is characterized by a delay of cortical maturation in frontal regions. In order to investigate interference control, which is a key function of frontal areas, a functional MRI study was conducted on 17 ADHD boys and 17 typically developing (TD) boys, while solving the multi source interference task (MSIT). This task consists of two conditions, a "congruent condition" and an "incongruent condition". The latter requires to inhibit information that interferes with task-relevant stimuli. Behavioral results showed that ADHD subjects committed more errors than TD children. In addition, TD children presented a larger MSIT effect -a greater difference in reaction times between the incongruent and the congruent conditions- than ADHD children. Associated to the MSIT effect, neuroimaging results showed a significant enhancement in the activation of the right lateral prefrontal cortex (rlPFC) in ADHD than in TD subjects. Finally, ADHD subjects presented greater functional connectivity between rlPFC and bilateral orbitofrontal cortex than the TD group. This difference in connectivity correlated with worse performance in both groups. Our results could reflect a compensatory strategy of ADHD children resulting from their effort to maintain an adequate performance during MSIT.

Pathological game use in adults with and without Autism Spectrum Disorder.

PubMed

Engelhardt, Christopher R; Mazurek, Micah O; Hilgard, Joseph

2017-01-01

This study tested whether adults with autism spectrum disorder (ASD) are at higher risk for pathological game use than typically developing (TD) adults. Participants included 119 adults with and without ASD. Participants completed measures assessing daily hours of video game use, percent of free time spent playing video games, and symptoms of pathological game use. The results indicated that adults with ASD endorsed more symptoms of video game pathology than did TD adults. This relationship was strong, enjoying 300,000-to-1 odds in Bayesian model comparison. Results also showed that adults with ASD spent more daily hours playing video games and spent a higher percent of their free time playing video games than did TD adults. Even after adjustment for these differences in daily video game hours and proportion of free time spent on games, model comparisons found evidence for a difference in game pathology scores associated with ASD status. Additionally, escapism motives for playing video games was associated with game pathology scores in both ASD and TD adults, replicating and extending a previous report. In conclusion, the risk for pathological game use appears larger in adults with ASD compared with TD adults. These findings point to pathological game use as a potentially important focus of clinical attention in adults with ASD.

Vocal interaction between children with Down syndrome and their parents.

PubMed

Thiemann-Bourque, Kathy S; Warren, Steven F; Brady, Nancy; Gilkerson, Jill; Richards, Jeffrey A

2014-08-01

The purpose of this study was to describe differences in parent input and child vocal behaviors of children with Down syndrome (DS) compared with typically developing (TD) children. The goals were to describe the language learning environments at distinctly different ages in early childhood. Nine children with DS and 9 age-matched TD children participated; 4 children in each group were ages 9-11 months, and 5 were between 25 and 54 months. Measures were derived from automated vocal analysis. A digital language processor measured the richness of the child's language environment, including number of adult words, conversational turns, and child vocalizations. Analyses indicated no significant differences in words spoken by parents of younger versus older children with DS and significantly more words spoken by parents of TD children than parents of children with DS. Differences between the DS and TD groups were observed in rates of all vocal behaviors, with no differences noted between the younger versus older children with DS, and the younger TD children did not vocalize significantly more than the younger DS children. Parents of children with DS continue to provide consistent levels of input across the early language learning years; however, child vocal behaviors remain low after the age of 24 months, suggesting the need for additional and alternative intervention approaches.

Hemodynamic response of children with attention-deficit and hyperactive disorder (ADHD) to emotional facial expressions.

PubMed

Ichikawa, Hiroko; Nakato, Emi; Kanazawa, So; Shimamura, Keiichi; Sakuta, Yuiko; Sakuta, Ryoichi; Yamaguchi, Masami K; Kakigi, Ryusuke

2014-10-01

Children with attention-deficit/hyperactivity disorder (ADHD) have difficulty recognizing facial expressions. They identify angry expressions less accurately than typically developing (TD) children, yet little is known about their atypical neural basis for the recognition of facial expressions. Here, we used near-infrared spectroscopy (NIRS) to examine the distinctive cerebral hemodynamics of ADHD and TD children while they viewed happy and angry expressions. We measured the hemodynamic responses of 13 ADHD boys and 13 TD boys to happy and angry expressions at their bilateral temporal areas, which are sensitive to face processing. The ADHD children showed an increased concentration of oxy-Hb for happy faces but not for angry faces, while TD children showed increased oxy-Hb for both faces. Moreover, the individual peak latency of hemodynamic response in the right temporal area showed significantly greater variance in the ADHD group than in the TD group. Such atypical brain activity observed in ADHD boys may relate to their preserved ability to recognize a happy expression and their difficulty recognizing an angry expression. We firstly demonstrated that NIRS can be used to detect atypical hemodynamic response to facial expressions in ADHD children. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

Personality and self-insight in individuals with autism spectrum disorder.

PubMed

Schriber, Roberta A; Robins, Richard W; Solomon, Marjorie

2014-01-01

Autism spectrum disorder (ASD) involves widespread difficulties in social interaction, communication, and behavioral flexibility. Consequently, individuals with ASD are believed to exhibit a number of unique personality tendencies, including a lack of insight into those tendencies. However, surprisingly little research has examined these issues. Study 1 compared self-reports of Big Five personality traits in adults with ASD (n = 37) to those of typically developing (TD) adults (n = 42). Study 2 examined whether any observed personality differences replicated in children/adolescents with ASD (n = 50) and TD controls (n = 50) according to self- and parent reports of personality. Study 2 also assessed level of self-insight in individuals with ASD relative to TD individuals by examining the degree to which self-reports converged with parent reports in terms of self-other agreement and self-enhancement (vs. self-diminishment) biases. Individuals with ASD were more Neurotic and less Extraverted, Agreeable, Conscientious, and Open to Experience. These personality differences replicated for (a) children, adolescents, and adults; (b) self- and parent reports; and (c) males and females. However, personality traits were far from perfect predictors of ASD vs. TD group membership, did not predict within-group variability in ASD symptom severity, and had differential links to maladjustment in the ASD and TD groups, suggesting that ASD represents more than just an extreme standing on trait dimensions. Finally, individuals with ASD had a tendency to self-enhance and TD individuals, to self-diminish, but both groups showed comparable self-other agreement. Thus, individuals with ASD exhibit distinct personalities relative to TD individuals but may have a similar level of insight into them.

Personality and Self-Insight in Individuals with Autism Spectrum Disorder

PubMed Central

Schriber, Roberta A.; Robins, Richard W.; Solomon, Marjorie

2014-01-01

Autism spectrum disorder (ASD) involves widespread difficulties in social interaction, communication, and behavioral flexibility. Consequently, individuals with ASD are believed to exhibit a number of unique personality tendencies, including a lack of insight into them. However, surprisingly little research has examined these issues. Study 1 compared self-reports of Big Five personality traits in adults with ASD (N=37) to those of typically developing (TD) adults (N=42). Study 2 examined whether any observed personality differences replicated in children/adolescents with ASD (N=50) and TD controls (N=50) according to self- and parent reports. Study 2 also assessed level of self-insight in individuals with ASD relative to TD individuals by examining the degree to which self-reports converged with parent reports in terms of self-other agreement and self-enhancement (vs. self-diminishment) biases. Individuals with ASD were more Neurotic and less Extraverted, Agreeable, Conscientious, and Open to Experience. These personality differences replicated for (a) children, adolescents, and adults, (b) self- and parent reports, and (c) males and females. However, personality traits were far from perfect predictors of ASD vs. TD group membership, did not predict within-group variability in ASD symptom severity, and had differential links to maladjustment in the ASD and TD groups, suggesting that ASD represents more than just an extreme standing on trait dimensions. Finally, individuals with ASD had a tendency to self-enhance, and TD individuals, to self-diminish, but both groups showed comparable self-other agreement. Thus, individuals with ASD exhibit distinct personalities relative to TD individuals but may have a similar level of insight into them. PMID:24377361

Functional neural circuits that underlie developmental stuttering

PubMed Central

Zhao, Guihu; Huo, Yuankai; Herder, Carl L.; Sikora, Chamonix O.; Peterson, Bradley S.

2017-01-01

The aim of this study was to identify differences in functional and effective brain connectivity between persons who stutter (PWS) and typically developing (TD) fluent speakers, and to assess whether those differences can serve as biomarkers to distinguish PWS from TD controls. We acquired resting-state functional magnetic resonance imaging data in 44 PWS and 50 TD controls. We then used Independent Component Analysis (ICA) together with Hierarchical Partner Matching (HPM) to identify networks of robust, functionally connected brain regions that were highly reproducible across participants, and we assessed whether connectivity differed significantly across diagnostic groups. We then used Granger Causality (GC) to study the causal interactions (effective connectivity) between the regions that ICA and HPM identified. Finally, we used a kernel support vector machine to assess how well these measures of functional connectivity and granger causality discriminate PWS from TD controls. Functional connectivity was stronger in PWS compared with TD controls in the supplementary motor area (SMA) and primary motor cortices, but weaker in inferior frontal cortex (IFG, Broca’s area), caudate, putamen, and thalamus. Additionally, causal influences were significantly weaker in PWS from the IFG to SMA, and from the basal ganglia to IFG through the thalamus, compared to TD controls. ICA and GC indices together yielded an accuracy of 92.7% in classifying PWS from TD controls. Our findings suggest the presence of dysfunctional circuits that support speech planning and timing cues for the initiation and execution of motor sequences in PWS. Our high accuracy of classification further suggests that these aberrant brain features may serve as robust biomarkers for PWS. PMID:28759567

Functional neural circuits that underlie developmental stuttering.

PubMed

Qiao, Jianping; Wang, Zhishun; Zhao, Guihu; Huo, Yuankai; Herder, Carl L; Sikora, Chamonix O; Peterson, Bradley S

2017-01-01

The aim of this study was to identify differences in functional and effective brain connectivity between persons who stutter (PWS) and typically developing (TD) fluent speakers, and to assess whether those differences can serve as biomarkers to distinguish PWS from TD controls. We acquired resting-state functional magnetic resonance imaging data in 44 PWS and 50 TD controls. We then used Independent Component Analysis (ICA) together with Hierarchical Partner Matching (HPM) to identify networks of robust, functionally connected brain regions that were highly reproducible across participants, and we assessed whether connectivity differed significantly across diagnostic groups. We then used Granger Causality (GC) to study the causal interactions (effective connectivity) between the regions that ICA and HPM identified. Finally, we used a kernel support vector machine to assess how well these measures of functional connectivity and granger causality discriminate PWS from TD controls. Functional connectivity was stronger in PWS compared with TD controls in the supplementary motor area (SMA) and primary motor cortices, but weaker in inferior frontal cortex (IFG, Broca's area), caudate, putamen, and thalamus. Additionally, causal influences were significantly weaker in PWS from the IFG to SMA, and from the basal ganglia to IFG through the thalamus, compared to TD controls. ICA and GC indices together yielded an accuracy of 92.7% in classifying PWS from TD controls. Our findings suggest the presence of dysfunctional circuits that support speech planning and timing cues for the initiation and execution of motor sequences in PWS. Our high accuracy of classification further suggests that these aberrant brain features may serve as robust biomarkers for PWS.

TD-60 links RalA GTPase function to the CPC in mitosis

PubMed Central

Papini, Diana; Langemeyer, Lars; Abad, Maria A.; Kerr, Alastair; Samejima, Itaru; Eyers, Patrick A.; Jeyaprakash, A. Arockia; Higgins, Jonathan M. G.; Barr, Francis A.; Earnshaw, William C.

2015-01-01

TD-60 (also known as RCC2) is a highly conserved protein that structurally resembles the Ran guanine exchange factor (GEF) RCC1, but has not previously been shown to have GEF activity. TD-60 has a typical chromosomal passenger complex (CPC) distribution in mitotic cells, but associates with integrin complexes and is involved in cell motility during interphase. Here we show that TD-60 exhibits GEF activity, in vitro and in cells, for the small GTPase RalA. TD-60 or RalA depletion causes spindle abnormalities in prometaphase associated with abnormal centromeric accumulation of CPC components. TD-60 and RalA apparently work together to contribute to the regulation of kinetochore–microtubule interactions in early mitosis. Importantly, several mitotic phenotypes caused by TD-60 depletion are reverted by the expression of a GTP-locked mutant, RalA (Q72L). The demonstration that a small GTPase participates in the regulation of the CPC reveals a level of mitotic regulation not suspected in previous studies. PMID:26158537

Local brain connectivity across development in autism spectrum disorder: A cross-sectional investigation

PubMed Central

Dajani, Dina R.; Uddin, Lucina Q.

2015-01-01

Lay Abstract There is a general consensus that autism spectrum disorder (ASD) is accompanied by alterations in brain connectivity. Much of the neuroimaging work has focused on assessing long-range connectivity disruptions in ASD. However, evidence from both animal models and postmortem examination of the human brain suggests that local connections may also be disrupted in individuals with ASD. Here we investigated the development of local connectivity across three age cohorts of individuals with ASD and typically developing (TD) individuals. We find that in typical development, children exhibit high levels of local connectivity across the brain, while adolescents exhibit lower levels of local connectivity, similar to adult levels. On the other hand, children with ASD exhibit marginally lower local connectivity than TD children, and adolescents and adults with ASD exhibit levels of local connectivity comparable to that observed in neurotypical individuals. During all developmental stages -- childhood, adolescence, and adulthood -- individuals with ASD exhibited lower local connectivity in brain regions involved in sensory processing and higher local connectivity in brain regions involved in complex information processing. Further, higher local connectivity in ASD corresponded to more severe ASD symptomatology. Thus we demonstrate that local connectivity is disrupted in autism across development, with the most pronounced differences occurring in childhood. Scientific Abstract There is a general consensus that autism spectrum disorder (ASD) is accompanied by alterations in brain connectivity. Much of the neuroimaging work has focused on assessing long-range connectivity disruptions in ASD. However, evidence from both animal models and postmortem examination of the human brain suggests that local connections may also be disrupted in individuals with the disorder. Here we investigated how regional homogeneity (ReHo), a measure of similarity of a voxel’s timeseries to its nearest neighbors, varies across age in individuals with ASD and typically developing (TD) individuals using a cross-sectional design. Resting-state fMRI data obtained from a publicly available database were analyzed to determine group differences in ReHo between three age cohorts: children, adolescents, and adults. In typical development, ReHo across the entire brain was higher in children than in adolescents and adults. In contrast, children with ASD exhibited marginally lower ReHo than TD children, while adolescents and adults with ASD exhibited similar levels of local connectivity as age-matched neurotypical individuals. During all developmental stages, individuals with ASD exhibited lower local connectivity in sensory processing brain regions and higher local connectivity in complex information processing regions. Further, higher local connectivity in ASD corresponded to more severe ASD symptomatology. These results demonstrate that local connectivity is disrupted in ASD across development, with the most pronounced differences occurring in childhood. Developmental changes in ReHo do not mirror findings from fMRI studies of long-range connectivity in ASD, pointing to a need for more nuanced accounts of brain connectivity alterations in the disorder. PMID:26058882

The development of siblings of children with autism at 4 and 14 months: social engagement, communication, and cognition.

PubMed

Yirmiya, Nurit; Gamliel, Ifat; Pilowsky, Tammy; Feldman, Ruth; Baron-Cohen, Simon; Sigman, Marian

2006-05-01

To compare siblings of children with autism (SIBS-A) and siblings of children with typical development (SIBS-TD) at 4 and 14 months of age. At 4 months, mother-infant interactional synchrony during free play, infant gaze and affect during the still-face paradigm, and infant responsiveness to a name-calling paradigm were examined (n = 21 in each group). At 14 months, verbal and nonverbal communication skills were examined as well as cognition (30 SIBS-A and 31 SIBS-TD). Most SIBS-A were functioning as well as the SIBS-TD at 4 and 14 months of age. However, some differences in early social engagement and later communicative and cognitive skills emerged. Synchrony was weaker in the SIBS-A dyads, but only for infant-led interactions. Infant SIBS-A revealed more neutral affect during the still-face procedure and were less upset by it than was true for the SIBS-TD. A surprising result was that significantly more SIBS-A responded to their name being called by their mothers compared to SIBS-TD. At 14 months, SIBS-A made fewer nonverbal requesting gestures and achieved lower language scores on the Bayley Scale. Six SIBS-A revealed a language delay of 5 months and were responsible for some of the significant differences between SIBS-A and SIBS-TD. Furthermore, infant SIBS-A who showed more neutral affect to the still face and were less able to respond to their name being called by their mothers initiated fewer nonverbal joint attention and requesting behaviors at 14 months, respectively. Focused on the genetic liability for the broad phenotype of autism as well as the possible influence of having a sibling with autism.

Children with Autism Spectrum Disorder scan own-race faces differently from other-race faces.

PubMed

Yi, Li; Quinn, Paul C; Fan, Yuebo; Huang, Dan; Feng, Cong; Joseph, Lisa; Li, Jiao; Lee, Kang

2016-01-01

It has been well documented that people recognize and scan other-race faces differently from faces of their own race. The current study examined whether this cross-racial difference in face processing found in the typical population also exists in individuals with Autism Spectrum Disorder (ASD). Participants included 5- to 10-year-old children with ASD (n=29), typically developing (TD) children matched on chronological age (n=29), and TD children matched on nonverbal IQ (n=29). Children completed a face recognition task in which they were asked to memorize and recognize both own- and other-race faces while their eye movements were tracked. We found no recognition advantage for own-race faces relative to other-race faces in any of the three groups. However, eye-tracking results indicated that, similar to TD children, children with ASD exhibited a cross-racial face-scanning pattern: they looked at the eyes of other-race faces longer than at those of own-race faces, whereas they looked at the mouth of own-race faces longer than at that of other-race faces. The findings suggest that although children with ASD have difficulty with processing some aspects of faces, their ability to process face race information is relatively spared. Copyright © 2015 Elsevier Inc. All rights reserved.

Semantic Richness and Word Learning in Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Gladfelter, Allison; Goffman, Lisa

2018-01-01

Semantically rich learning contexts facilitate semantic, phonological, and articulatory aspects of word learning in children with typical development (TD). However, because children with autism spectrum disorder (ASD) show differences at each of these processing levels, it is unclear whether they will benefit from semantic cues in the same manner…

Phonological Encoding in Speech-Sound Disorder: Evidence from a Cross-Modal Priming Experiment

ERIC Educational Resources Information Center

Munson, Benjamin; Krause, Miriam O. P.

2017-01-01

Background: Psycholinguistic models of language production provide a framework for determining the locus of language breakdown that leads to speech-sound disorder (SSD) in children. Aims: To examine whether children with SSD differ from their age-matched peers with typical speech and language development (TD) in the ability phonologically to…

Cognitive, Environmental, and Linguistic Predictors of Syntax in Fragile X Syndrome and Down Syndrome

ERIC Educational Resources Information Center

Estigarribia, Bruno; Martin, Gary E.; Roberts, Joanne E.

2012-01-01

Purpose: To examine which cognitive, environmental, and speech-language variables predict expressive syntax in boys with fragile X syndrome (FXS), boys with Down syndrome (DS), and typically developing (TD) boys, and whether predictive relationships differed by group. Method: We obtained Index of Productive Syntax ( Scarborough, 1990) scores for…

Spatial Frequency Priming of Scene Perception in Adolescents with and without ASD

ERIC Educational Resources Information Center

Vanmarcke, Steven; Noens, Ilse; Steyaert, Jean; Wagemans, Johan

2017-01-01

While most typically developing (TD) participants have a coarse-to-fine processing style, people with autism spectrum disorder (ASD) seem to be less globally and more locally biased when processing visual information. The stimulus-specific spatial frequency content might be directly relevant to determine this temporal hierarchy of visual…

ERPs Reveal Atypical Processing of Subject versus Object "Wh"-Questions in Children with Specific Language Impairment

ERIC Educational Resources Information Center

Epstein, Baila; Hestvik, Arild; Shafer, Valerie L.; Schwartz, Richard G.

2013-01-01

Background: Children with specific language impairment (SLI) show particular difficulty comprehending and producing object ("Who did the bear follow?") relative to subject ("Who followed the tiger?") "wh"-questions. Aims: To determine if school-age children with SLI, relative to children with typical development (TD),…

School Functions in Unaffected Siblings of Youths with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Chien, Yi-Ling; Tu, En-Nien; Gau, Susan Shur-Fen

2017-01-01

This study investigated school functioning among unaffected siblings of youths with autistic spectrum disorder (ASD) and identified the correlates for school maladjustment. We recruited 66 youths with a clinical diagnosis of ASD, aged 8-19, their unaffected siblings and 132 typically developing controls (TD). We found that ASD youths had poorer…

Brief Report: Imitation of Object-Directed Acts in Young Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Gonsiorowski, Anna; Williamson, Rebecca A.; Robins, Diana L.

2016-01-01

Children with autism spectrum disorders (ASD) imitate less than typically developing (TD) children; however, the specific features and causes of this deficit are still unclear. The current study investigates the role of joint engagement, specifically children's visual attention to demonstrations, in an object-directed imitation task. This sample…

ERP Correlates of Recognition Memory in Autism Spectrum Disorder

ERIC Educational Resources Information Center

Massand, Esha; Bowler, Dermot M.; Mottron, Laurent; Hosein, Anthony; Jemel, Boutheina

2013-01-01

Recognition memory in autism spectrum disorder (ASD) tends to be undiminished compared to that of typically developing (TD) individuals (Bowler et al. 2007), but it is still unknown whether memory in ASD relies on qualitatively similar or different neurophysiology. We sought to explore the neural activity underlying recognition by employing the…

Training Facial Expression Production in Children on the Autism Spectrum

ERIC Educational Resources Information Center

Gordon, Iris; Pierce, Matthew D.; Bartlett, Marian S.; Tanaka, James W.

2014-01-01

Children with autism spectrum disorder (ASD) show deficits in their ability to produce facial expressions. In this study, a group of children with ASD and IQ-matched, typically developing (TD) children were trained to produce "happy" and "angry" expressions with the FaceMaze computer game. FaceMaze uses an automated computer…

Moral Reasoning and Empathy in Adolescents with Autism Spectrum Disorder: Implications for Moral Education

ERIC Educational Resources Information Center

Senland, Amie K.; Higgins-D'Alessandro, Ann

2013-01-01

A mixed methods approach was used to understand moral reasoning and empathy in 12- to 18-year-old adolescents with high-functioning autism spectrum disorder (HF-ASD) compared to same age typically developing (TD) youth. Adolescents completed measures assessing empathy (perspective-taking, personal distress, and empathic concern), and moral…

Txt Lang: Texting, Textism Use and Literacy Abilities in Adolescents with and without Specific Language Impairment

ERIC Educational Resources Information Center

Durkin, K.; Conti-Ramsden, G.; Walker, A. J.

2011-01-01

The present study examined text messaging in adolescence, in particular relationships among textism use, language and literacy skills. Forty-seven typically developing (TD) 17-year-olds and 47 adolescents of the same age with specific language impairment (SLI) participated. Participants completed standardised assessments of cognitive, language and…

Atypical Pupillary Light Reflex and Heart Rate Variability in Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Daluwatte, Chathuri; Miles, Judith H.; Christ, Shawn E.; Beversdorf, David Q.; Takahashi, T. Nicole; Yao, Gang

2013-01-01

We investigated pupillary light reflex (PLR) in 152 children with ASD, 116 typically developing (TD) children, and 36 children with non-ASD neurodevelopmental disorders (NDDs). Heart rate variability (HRV) was measured simultaneously to study potential impairments in the autonomic nervous system (ANS) associated with ASD. The results showed that…

Visual Influences on Speech Perception in Children with Autism

ERIC Educational Resources Information Center

Iarocci, Grace; Rombough, Adrienne; Yager, Jodi; Weeks, Daniel J.; Chua, Romeo

2010-01-01

The bimodal perception of speech sounds was examined in children with autism as compared to mental age--matched typically developing (TD) children. A computer task was employed wherein only the mouth region of the face was displayed and children reported what they heard or saw when presented with consonant-vowel sounds in unimodal auditory…

Physical Activity Levels, Frequency, and Type among Adolescents with and without Autism Spectrum Disorder

ERIC Educational Resources Information Center

Stanish, Heidi I.; Curtin, Carol; Must, Aviva; Phillips, Sarah; Maslin, Melissa; Bandini, Linda G.

2017-01-01

We compared time spent in moderate and vigorous physical activity (MVPA), type, and frequency of participation in physical activities between adolescents with ASD (n = 35) and typically developing (TD) adolescents (n = 60). Accelerometers measured MVPA and participants were interviewed about engagement in physical activities. Adolescents with ASD…

Readers with Autism Can Produce Inferences, but They Cannot Answer Inferential Questions

ERIC Educational Resources Information Center

Tirado, Maria J.; Saldaña, David

2016-01-01

Readers with autism (ASD), poor comprehension (PC), and typical development (TD) took part in three reading experiments requiring the production of inferences. In Experiments 1 and 2 reading times for target phrases--placed immediately after text implicitly indicating the emotion of a protagonist or after a number of filler sentences,…

Differentiating SLI from ADHD Using Children's Sentence Recall and Production of Past Tense Morphology

ERIC Educational Resources Information Center

Redmond, Sean M.

2005-01-01

Measures of sentence recall and past tense marking were used to examine the similarities and differences between children with Attention Deficit/Hyperactivity Disorder (ADHD), children with specific language impairment (SLI), and typically developing (TD) children. Both SLI and ADHD group means for sentence recall tasks were significantly lower…

Undifferentiated Facial Electromyography Responses to Dynamic, Audio-Visual Emotion Displays in Individuals with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Rozga, Agata; King, Tricia Z.; Vuduc, Richard W.; Robins, Diana L.

2013-01-01

We examined facial electromyography (fEMG) activity to dynamic, audio-visual emotional displays in individuals with autism spectrum disorders (ASD) and typically developing (TD) individuals. Participants viewed clips of happy, angry, and fearful displays that contained both facial expression and affective prosody while surface electrodes measured…

Effects of Background Noise on Cortical Encoding of Speech in Autism Spectrum Disorders

ERIC Educational Resources Information Center

Russo, Nicole; Zecker, Steven; Trommer, Barbara; Chen, Julia; Kraus, Nina

2009-01-01

This study provides new evidence of deficient auditory cortical processing of speech in noise in autism spectrum disorders (ASD). Speech-evoked responses (approximately 100-300 ms) in quiet and background noise were evaluated in typically-developing (TD) children and children with ASD. ASD responses showed delayed timing (both conditions) and…

A Brief Report: Quantifying and Correlating Social Behaviors in Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Johnson, Ashley L.; Gillis, Jennifer M.; Romanczyk, Raymond G.

2012-01-01

The current study investigated social behaviors, including initiating joint attention (IJA), responding to joint attention (RJA), social orienting, and imitation in 14 children with an autism spectrum disorder (ASD) compared to 12 typically developing children (TD). Results indicated that IJA and RJA were positively correlated with social…

Why Is Visual Search Superior in Autism Spectrum Disorder?

ERIC Educational Resources Information Center

Joseph, Robert M.; Keehn, Brandon; Connolly, Christine; Wolfe, Jeremy M.; Horowitz, Todd S.

2009-01-01

This study investigated the possibility that enhanced memory for rejected distractor locations underlies the superior visual search skills exhibited by individuals with autism spectrum disorder (ASD). We compared the performance of 21 children with ASD and 21 age- and IQ-matched typically developing (TD) children in a standard static search task…

Spatial-Sequential and Spatial-Simultaneous Working Memory in Individuals with Williams Syndrome

ERIC Educational Resources Information Center

Lanfranchi, Silvia; De Mori, Letizia; Mammarella, Irene C.; Carretti, Barbara; Vianello, Renzo

2015-01-01

The aim of the present study was to compare visuospatial working memory performance in 18 individuals with Williams syndrome (WS) and 18 typically developing (TD) children matched for nonverbal mental age. Two aspects were considered: task presentation format (i.e., spatial-sequential or spatial-simultaneous), and level of attentional control…

Social Benefits of a Tangible User Interface for Children with Autistic Spectrum Conditions

ERIC Educational Resources Information Center

Farr, William; Yuill, Nicola; Raffle, Hayes

2010-01-01

Tangible user interfaces (TUIs) embed computer technology in graspable objects. This study assessed the potential of Topobo, a construction toy with programmable movement, to support social interaction in children with Autistic Spectrum Conditions (ASC). Groups of either typically developing (TD) children or those with ASC had group play sessions…

Effects of Age and Attention on Auditory Global-Local Processing in Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Foster, Nicholas E. V.; Ouimet, Tia; Tryfon, Ana; Doyle-Thomas, Krissy; Anagnostou, Evdokia; Hyde, Krista L.

2016-01-01

In vision, typically-developing (TD) individuals perceive "global" (whole) before "local" (detailed) features, whereas individuals with autism spectrum disorder (ASD) exhibit a local bias. However, auditory global-local distinctions are less clear in ASD, particularly in terms of age and attention effects. To these aims, here…

A Pilot Study to Teach Siblings to Support Children with Complex Communication Needs

ERIC Educational Resources Information Center

Douglas, Sarah N.; Kammes, Rebecca; Nordquist, Erica; D'Agostino, Sophia

2018-01-01

Siblings play an important role in the lives of children with disabilities, especially those with complex communication needs (CCN). However, children with CCN require support to learn social and communication skills. Like other communication partners, typically developing (TD) siblings may struggle to understand how to best interact with a child…

Early Indicators of Autism Spectrum Disorders at 12 and 24 Months of Age: A Prospective, Longitudinal Comparative Study

ERIC Educational Resources Information Center

Veness, Carly; Prior, Margot; Bavin, Edith; Eadie, Patricia; Cini, Eileen; Reilly, Sheena

2012-01-01

Prospective questionnaire data from a longitudinal population sample on children with autism spectrum disorders (ASD), developmental delay, specific language impairment, or typical development (TD), were collected at ages eight, 12 and 24 months, via the Communication and Symbolic Behavior Scale Developmental Profile (CSBS)--Infant Toddler…

Residual Difficulties with Categorical Induction in Children with a History of Autism

ERIC Educational Resources Information Center

Naigles, Letitia R.; Kelley, Elizabeth; Troyb, Eva; Fein, Deborah

2013-01-01

In two experiments, typically developing (TD) children, high-functioning children with autism (HFA) and children with a history of autism who have achieved optimal outcomes (OOs), matched on age (M = 13 years) and nonverbal IQ, were asked to extend properties of categories to new items (categorical induction). All groups demonstrated some…

Articulatory Control in Childhood Apraxia of Speech in a Novel Word-Learning Task

ERIC Educational Resources Information Center

Case, Julie; Grigos, Maria I.

2016-01-01

Purpose: Articulatory control and speech production accuracy were examined in children with childhood apraxia of speech (CAS) and typically developing (TD) controls within a novel word-learning task to better understand the influence of planning and programming deficits in the production of unfamiliar words. Method: Participants included 16…

Variability and Diagnostic Accuracy of Speech Intelligibility Scores in Children

ERIC Educational Resources Information Center

Hustad, Katherine C.; Oakes, Ashley; Allison, Kristen

2015-01-01

Purpose: We examined variability of speech intelligibility scores and how well intelligibility scores predicted group membership among 5-year-old children with speech motor impairment (SMI) secondary to cerebral palsy and an age-matched group of typically developing (TD) children. Method: Speech samples varying in length from 1-4 words were…

Meta-Analysis of Explicit Memory Studies in Populations with Intellectual Disability

ERIC Educational Resources Information Center

Lifshitz, Hefziba; Shtein, Sarit; Weiss, Izhak; Vakil, Eli

2011-01-01

This meta-analysis combines the effect size (ES) of 40 explicit memory experiments in populations with intellectual disability (ID). Eight meta-analyses were performed, as well as contrast tests between ES. The explicit memory of participants with ID was inferior to that of participants with typical development (TD). Relatively preserved explicit…

Perceived Social Acceptance, Theory of Mind and Social Adjustment in Children with Intellectual Disabilities

ERIC Educational Resources Information Center

Fiasse, Catherine; Nader-Grosbois, Nathalie

2012-01-01

Perceived social acceptance, theory of mind (ToM) and social adjustment were investigated in 45 children with intellectual disabilities (ID) compared with 45 typically developing (TD) preschoolers, matched for developmental age assessed by means of the Differential Scales of Intellectual Efficiency-Revised edition (EDEI-R, Perron-Borelli, 1996).…

Dysarthria in Mandarin-Speaking Children with Cerebral Palsy: Speech Subsystem Profiles

ERIC Educational Resources Information Center

Chen, Li-Mei; Hustad, Katherine C.; Kent, Ray D.; Lin, Yu Ching

2018-01-01

Purpose: This study explored the speech characteristics of Mandarin-speaking children with cerebral palsy (CP) and typically developing (TD) children to determine (a) how children in the 2 groups may differ in their speech patterns and (b) the variables correlated with speech intelligibility for words and sentences. Method: Data from 6 children…

Benchmark Eye Movement Effects during Natural Reading in Autism Spectrum Disorder

ERIC Educational Resources Information Center

Howard, Philippa L.; Liversedge, Simon P.; Benson, Valerie

2017-01-01

In 2 experiments, eye tracking methodology was used to assess on-line lexical, syntactic and semantic processing in autism spectrum disorder (ASD). In Experiment 1, lexical identification was examined by manipulating the frequency of target words. Both typically developed (TD) and ASD readers showed normal frequency effects, suggesting that the…

Do Parents Model Gestures Differently When Children's Gestures Differ?

ERIC Educational Resources Information Center

Özçaliskan, Seyda; Adamson, Lauren B.; Dimitrova, Nevena; Baumann, Stephanie

2018-01-01

Children with autism spectrum disorder (ASD) or with Down syndrome (DS) show diagnosis-specific differences from typically developing (TD) children in gesture production. We asked whether these differences reflect the differences in parental gesture input. Our systematic observations of 23 children with ASD and 23 with DS (M[subscript…

Brief Report: Face-Specific Recognition Deficits in Young Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Bradshaw, Jessica; Shic, Frederick; Chawarska, Katarzyna

2011-01-01

This study used eyetracking to investigate the ability of young children with autism spectrum disorders (ASD) to recognize social (faces) and nonsocial (simple objects and complex block patterns) stimuli using the visual paired comparison (VPC) paradigm. Typically developing (TD) children showed evidence for recognition of faces and simple…

Processing Speed Measures as Clinical Markers for Children with Language Impairment

ERIC Educational Resources Information Center

Park, Jisook; Miller, Carol A.; Mainela-Arnold, Elina

2015-01-01

Purpose: This study investigated the relative utility of linguistic and nonlinguistic processing speed tasks as predictors of language impairment (LI) in children across 2 time points. Method: Linguistic and nonlinguistic reaction time data, obtained from 131 children (89 children with typical development [TD] and 42 children with LI; 74 boys and…

A Narrative Evaluation of Mandarin-Speaking Children with Language Impairment

ERIC Educational Resources Information Center

Hao, Ying; Sheng, Li; Zhang, Yiwen; Jiang, Fan; de Villiers, Jill; Lee, Wendy; Liu, Xueman Lucy

2018-01-01

Purpose: We aimed to study narrative skills in Mandarin-speaking children with language impairment (LI) to compare with children with LI speaking Indo-European languages. Method: Eighteen Mandarin-speaking children with LI (mean age 6;2 [years;months]) and 18 typically developing (TD) age controls told 3 stories elicited using the Mandarin…

Children with Autism Are Impaired in the Understanding of Teaching

ERIC Educational Resources Information Center

Knutsen, John; Mandell, David S.; Frye, Douglas

2017-01-01

Children learn novel information using various methods, and one of the most common is human pedagogical communication or teaching--the purposeful imparting of information from one person to another. Neuro-typically developing (TD) children gain the ability to recognize and understand teaching as a core method for acquiring knowledge from others.…

Removal of Negative Feedback Enhances WCST Performance for Individuals with ASD

ERIC Educational Resources Information Center

Broadbent, Jaclyn; Stokes, Mark A.

2013-01-01

Negative feedback was explored as a potential mechanism that may exacerbate perseverative behaviours in individuals with Asperger's syndrome (AS). The current study compared 50 individuals with AS and 50 typically developing (TD) individuals for their abilities to successfully complete the Wisconsin Card Sorting Task (WCST) in the presence or…

Structure Mapping in Autism Spectrum Disorder: Levels of Information Processing and Relations to Executive Functions

ERIC Educational Resources Information Center

Hetzroni, Orit E.; Shalahevich, Kiril

2018-01-01

Analogical reasoning was investigated among children with autism spectrum disorders (ASD) without intellectual disabilities and typical development (TD). Children were asked to select one of two targets in two conditions: (1) with and without spatial structure similarity; (2) with and without a perceptual distractor. Results demonstrate that…

Executive Functions in Individuals with Williams Syndrome

ERIC Educational Resources Information Center

Menghini, D.; Addona, F.; Costanzo, F.; Vicari, S.

2010-01-01

Background: The present study was aimed at investigating working memory (WM) and executive functions capacities in individuals with Williams syndrome (WS) as compared with mental-age matched typically developing (TD) children. Method: In order to serve the study goal, a sizeable battery of tasks tapping WM as well as attention, memory, planning,…

Comparing Students with and without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis

ERIC Educational Resources Information Center

Collins, Alyson A.; Lindström, Esther R.; Compton, Donald L.

2018-01-01

Researchers have increasingly investigated sources of variance in reading comprehension test scores, particularly with students with reading difficulties (RD). The purpose of this meta-analysis was to determine if the achievement gap between students with RD and typically developing (TD) students varies as a function of different reading…

Medial olivocochlear function in children with poor speech-in-noise performance and language disorder.

PubMed

Rocha-Muniz, Caroline Nunes; Mamede Carvallo, Renata Mota; Schochat, Eliane

2017-05-01

Contralateral masking of transient-evoked otoacoustic emissions is a phenomenon that suggests an inhibitory effect of the olivocochlear efferent auditory pathway. Many studies have been inconclusive in demonstrating a clear connection between this system and a behavioral speech-in-noise listening skill. The purpose of this study was to investigate the activation of a medial olivocochlear (MOC) efferent in children with poor speech-in-noise (PSIN) performance and children with language impairment and PSIN (SLI + PSIN). Transient evoked otoacoustic emissions (TEOAEs) with and without contralateral white noise were tested in 52 children (between 6 and 12 years). These children were arranged in three groups: typical development (TD) (n = 25), PSIN (n = 14) and SLI + PSI (n = 13). PSIN and SLI + PSI groups presented reduced otoacoustic emission suppression in comparison with the TD group. Our finding suggests differences in MOC function among children with typical development and children with poor SIN and language problems. Copyright © 2017 Elsevier B.V. All rights reserved.

Differential brain responses to cries of infants with autistic disorder and typical development: an fMRI study.

PubMed

Venuti, Paola; Caria, Andrea; Esposito, Gianluca; De Pisapia, Nicola; Bornstein, Marc H; de Falco, Simona

2012-01-01

This study used fMRI to measure brain activity during adult processing of cries of infants with autistic disorder (AD) compared to cries of typically developing (TD) infants. Using whole brain analysis, we found that cries of infants with AD compared to those of TD infants elicited enhanced activity in brain regions associated with verbal and prosodic processing, perhaps because altered acoustic patterns of AD cries render them especially difficult to interpret, and increased activity in brain regions associated with emotional processing, indicating that AD cries also elicit more negative feelings and may be perceived as more aversive and/or arousing. Perceived distress engendered by AD cries related to increased activation in brain regions associated with emotional processing. This study supports the hypothesis that cry is an early and meaningful anomaly displayed by children with AD. It could be that cries associated with AD alter parent-child interactions much earlier than the time that reliable AD diagnosis normally occurs. Copyright © 2012 Elsevier Ltd. All rights reserved.

The messages they send: e-mail use by adolescents with and without a history of specific language impairment (SLI).

PubMed

Conti-Ramsden, Gina; Durkin, Kevin; Walker, Allan J

2012-01-01

Contemporary adolescents use e-mail for a variety of purposes, including peer communication and education. Research into these uses has focused on typically developing individuals; much less is known about the use of e-mail by exceptional youth. The present study examined the structure and form of e-mail messages sent by adolescents with and without a history of specific language impairment (SLI). Thirty-eight adolescents with a history of SLI and 56 typically developing (TD) peers were assessed on measures of nonverbal abilities, core language skills and literacy skills (reading and spelling). The participants were asked to compose an e-mail reply to a standard e-mail sent by an experimenter. These reply e-mails were coded for linguistic structure, readability and spelling errors. Two adult raters, blind to the participants' language ability, judged how understandable the e-mails were, how grammatically correct the e-mails were, and also the sender's command of the English language. Adolescents with a history of SLI produced e-mails that were similar to those sent by their TD peers in terms of structure and readability. However, they made significantly more spelling errors. Furthermore, the adult raters considered the messages from participants with a history of SLI to be of poorer standard than those sent by their TD peers. The findings suggest that the e-mail messages of adolescents with a history of SLI provide indicators of the sender's language and literacy skills. Implications for intervention and technology development are discussed. © 2011 Royal College of Speech and Language Therapists.

Picture naming in typically developing and language-impaired children: the role of sustained attention.

PubMed

Jongman, Suzanne R; Roelofs, Ardi; Scheper, Annette R; Meyer, Antje S

2017-05-01

Children with specific language impairment (SLI) have problems not only with language performance but also with sustained attention, which is the ability to maintain alertness over an extended period of time. Although there is consensus that this ability is impaired with respect to processing stimuli in the auditory perceptual modality, conflicting evidence exists concerning the visual modality. To address the outstanding issue whether the impairment in sustained attention is limited to the auditory domain, or if it is domain-general. Furthermore, to test whether children's sustained attention ability relates to their word-production skills. Groups of 7-9 year olds with SLI (N = 28) and typically developing (TD) children (N = 22) performed a picture-naming task and two sustained attention tasks, namely auditory and visual continuous performance tasks (CPTs). Children with SLI performed worse than TD children on picture naming and on both the auditory and visual CPTs. Moreover, performance on both the CPTs correlated with picture-naming latencies across developmental groups. These results provide evidence for a deficit in both auditory and visual sustained attention in children with SLI. Moreover, the study indicates there is a relationship between domain-general sustained attention and picture-naming performance in both TD and language-impaired children. Future studies should establish whether this relationship is causal. If attention influences language, training of sustained attention may improve language production in children from both developmental groups. © 2016 Royal College of Speech and Language Therapists.

Media use and sleep among boys with autism spectrum disorder, ADHD, or typical development.

PubMed

Engelhardt, Christopher R; Mazurek, Micah O; Sohl, Kristin

2013-12-01

The current study examined the relationships between media use (television, computer, and video games) and sleep among boys with autism spectrum disorder (ASD) compared with those with attention-deficit/hyperactivity disorder (ADHD) or with typical development (TD). Participants included parents of boys with ASD (n = 49), ADHD (n = 38), or TD (n = 41) (ages 8-17 years). Questionnaires assessed daily hours of media use, bedroom access to media, and average sleep hours per night. Bedroom media access was associated with less time spent sleeping per night, irrespective of diagnostic group. Bedroom access to a television or a computer was more strongly associated with reduced sleep among boys with ASD compared with boys with ADHD or TD. Multivariate models showed that, in addition to bedroom access, the amount of time spent playing video games was uniquely associated with less sleep among boys with ASD. In the ASD group only, the relationship between bedroom access to video games and reduced sleep was mediated by hours of video game play. The current results suggest that media-related variables may be an important consideration in understanding sleep disturbances in children with ASD. Further research is needed to better characterize the processes by which media use may affect sleep among individuals with ASD. Overall, the current findings suggest that screen-based media time and bedroom media access should be routinely assessed and may be important intervention targets when addressing sleep problems in children with ASD.

The Action Observation System when Observing Hand Actions in Autism and Typical Development.

PubMed

Pokorny, Jennifer J; Hatt, Naomi V; Colombi, Costanza; Vivanti, Giacomo; Rogers, Sally J; Rivera, Susan M

2015-06-01

Social impairments in individuals with autism spectrum disorders (ASD) may be in part due to difficulty perceiving and recognizing the actions of others. Evidence from imitation studies, which involves both observation and execution of an action, suggests differences, in individuals with ASD, between the ability to imitate goal-directed actions involving objects (transitive actions) and the ability to imitate actions that do not involve objects (intransitive actions). In the present study, we examined whether there were differences in how ASD adolescents encoded transitive and intransitive actions compared to typically developing (TD) adolescents, by having participants view videos of a hand reaching across a screen toward an object or to where an object would be while functional magnetic resonance images were collected. Analyses focused on areas within the action observation network (AON), which is activated during the observation of actions performed by others. We hypothesized that the AON would differentiate transitive from intransitive actions only in the ASD group. However, results revealed that object presence modulated activity in the right inferior frontal gyrus and supramarginal gyrus of the TD group, a differentiation that was not seen in the ASD group. Furthermore, there were no significant group differences between the TD and ASD groups in any of the conditions. This suggests that there is not a global deficit of the AON in individuals with ASD while observing transitive and intransitive actions. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

The development of young siblings of children with autism from 4 to 54 months.

PubMed

Gamliel, Ifat; Yirmiya, Nurit; Sigman, Marian

2007-01-01

Cognitive and language skills of 39 siblings of children with autism (SIBS-A) and 39 siblings of typically developing children (SIBS-TD) at ages 4, 14, 24, 36, and 54 months were compared. Twelve of the 39 SIBS-A revealed a delay in cognition and/or language (including one child diagnosed with autism) compared to only two SIBS-TD. Developmental trajectories revealed that the cognitive differences disappeared by age 54 months, but some differences in language ability remained. Thus, most SIBS-A were well-functioning, but some revealed cognitive and/or language difficulties during the preschool years. Even these siblings by and large caught up by the age of 54 months, with receptive and expressive language abilities remaining an area of difficulty for some earlier identified siblings.

Postural Control and Emotion in Children with Autism Spectrum Disorders

PubMed Central

Gouleme, Nathalie; Scheid, Isabelle; Peyre, Hugo; Seassau, Magali; Maruani, Anna; Clarke, Julia; Delorme, Richard; Bucci, Maria Pia

2017-01-01

Abstract Autism Spectrum Disorders subjects (ASD) are well known to have deficits in social interaction. We recorded simultaneously eye movements and postural sway during exploration of emotional faces in children with ASD and typically developing children (TD). We analyzed several postural and ocular parameters. The results showed that all postural parameters were significantly greater in children with ASD; ASD made significantly fewer saccades and had shorter fixation time than TD, particularly in the eyes, and especially for unpleasant emotions. These results suggest that poor postural control of ASD and their impaired visual strategies could be due to a lack of interest in social cognition, causing a delay in the development of the cortical areas, and thus could have an effect on their postural control. PMID:29177103

The Development of Siblings of Children with Autism at 4 and 14 Months: Social Engagement, Communication, and Cognition

ERIC Educational Resources Information Center

Yirmiya, Nurit; Gamliel, Ifat; Pilowsky, Tammy; Feldman, Ruth; Baron-Cohen, Simon; Sigman, Marian

2006-01-01

Aims: To compare siblings of children with autism (SIBS-A) and siblings of children with typical development (SIBS-TD) at 4 and 14 months of age. Methods: At 4 months, mother-infant interactional synchrony during free play, infant gaze and affect during the still-face paradigm, and infant responsiveness to a name-calling paradigm were examined (n…

Nimble Negotiators: How Theory of Mind (ToM) Interconnects with Persuasion Skills in Children with and without ToM Delay

ERIC Educational Resources Information Center

Peterson, Candida C.; Slaughter, Virginia; Wellman, Henry M.

2018-01-01

Persuasion is an essential social skill. Yet its development and underpinnings are poorly understood. In 2 studies, a total of 167 children aged 3 to 12 years took theory of mind (ToM) tests and participated in unscripted, seminaturalistic persuasive conversations. Children were typically developing (TD) or had deafness or autism spectrum disorder…

Physical strain of comfortable walking in children with mild cerebral palsy.

PubMed

Dallmeijer, Annet J; Brehm, Merel-Anne

2011-01-01

To evaluate the physical strain of comfortable walking in children with mild cerebral palsy (CP) in comparison to typically developing (TD) children. Physical strain was defined as the oxygen uptake during walking (VO(2walk)) expressed as a percentage of their maximal aerobic capacity (VO(2peak)). Eighteen children (aged 8-16 years) participated, including eight ambulant children (four girls, four boys) with mild spastic CP (three hemiplegia, five diplegia, GMFCS I: n = 7 and II: n = 1) and 10 TD children. VO(2walk) was measured during 5 min of walking on an indoor track at comfortable walking speed. VO(2peak) was measured in a shuttle run test. VO(2walk) was significantly higher in CP (19.7 (2.8) ml/kg/min) compared to TD (16.8 (3.6) ml/kg/min, p = 0.033), while walking speed did not differ significantly between groups. VO(2peak) was significantly lower in CP (37.2 (2.2) ml/kg/min) compared to TD (45.0 (5.3) ml/kg/min, p = 0.001). Consequently, the physical strain during walking was significantly higher in CP (52 (7.7) %) compared to TD (36 (8.4) %, p = 0.001). The higher physical strain during comfortable walking of children with mild CP compared to TD children may be related to reported problems with fatigue in this population, and suggest a need for physical aerobic training programmes.

Toward a deeper characterization of the social phenotype of Williams syndrome: The association between personality and social drive.

PubMed

Ng, Rowena; Järvinen, Anna; Bellugi, Ursula

2014-08-01

Previous research has robustly established a Williams syndrome (WS) specific personality profile, predominantly characterized a gregarious, people-oriented, and tense predisposition. Extending this work, the aims of the current, cross-sectional study were two-fold: (1) to elucidate the stability of personality characteristics in individuals with WS and typically developing (TD) comparisons across development, and (2) to explore the personality attributes that may be related to the respective profiles of social functioning characterizing the two groups, which is currently poorly understood. The sample comprised of participants with WS and TD matched on chronological age. The test battery included the Multidimensional Personality Questionnaire (MPQ) and the Salk Institute Sociability Questionnaire (SISQ), an index of real-life social behavior. The main results showed that compared to the TD individuals, the WS group were consistently rated higher in Social Closeness, and this trait remained stable across development. Interpersonal behaviors were best predicted by Social Closeness in WS and by Social Potency in TD. Regression analysis highlighted that while a central motive underlying the increased drive toward social interaction in individuals with WS pertains to a desire to form affectionate relationships, TD individuals by contrast are motivated by a desire to exert social influence over others (leadership, social-dominance) and Well-Being (positive emotional disposition). In conclusion, these findings provide novel insight into social motivational factors underpinning the WS social behavior in real life, and contribute toward a deeper characterization of the WS affiliative drive. We suggest potential areas for behavioral intervention targeting improved social adjustment in individuals with WS. Copyright © 2014 Elsevier Ltd. All rights reserved.

Mathematical difficulties in nonverbal learning disability or co-morbid dyscalculia and dyslexia.

PubMed

Mammarella, Irene C; Bomba, Monica; Caviola, Sara; Broggi, Fiorenza; Neri, Francesca; Lucangeli, Daniela; Nacinovich, Renata

2013-01-01

The main goal of the present study was to shed further light on the weaknesses of children with different profiles of mathematical difficulties, testing children with nonverbal learning disability (NLD), co-morbid dyscalculia and dyslexia (D&D), or typical development (TD). Sixteen children with NLD, 15 with D&D, and 16 with TD completed tasks derived from Butterworth (2003 ) and divided into: a capacity subscale (i.e., a number-dots comparison task, a number comparison task, and a dots comparison task); and an achievement subscale (i.e., mental calculations and arithmetical fact retrieval). Children with NLD were impaired in the dots comparison task, children with D&D in the mental calculation and arithmetical facts.

Low ionospheric reactions on tropical depressions prior hurricanes

NASA Astrophysics Data System (ADS)

Nina, Aleksandra; Radovanović, Milan; Milovanović, Boško; Kovačević, Andjelka; Bajčetić, Jovan; Popović, Luka Č.

2017-10-01

We study the reactions of the low ionosphere during tropical depressions (TDs) which have been detected before the hurricane appearances in the Atlantic Ocean. We explore 41 TD events using very low frequency (VLF) radio signals emitted by NAA transmitter located in the USA and recorded by VLF receiver located in Belgrade (Serbia). We found VLF signal deviations (caused ionospheric turbulence) in the case of 36 out of 41 TD events (88%). Additionally, we explore 27 TDs which have not been developed in hurricanes and found similar low ionospheric reactions. However, in the sample of 41 TDs which are followed by hurricanes the typical low ionosphere perturbations seem to be more frequent than other TDs.

Movement within foot and ankle joint in children with spastic cerebral palsy: a 3-dimensional ultrasound analysis of medial gastrocnemius length with correction for effects of foot deformation

PubMed Central

2013-01-01

Background In spastic cerebral palsy (SCP), a limited range of motion of the foot (ROM), limits gait and other activities. Assessment of this limitation of ROM and knowledge of active mechanisms is of crucial importance for clinical treatment. Methods For a comparison between spastic cerebral palsy (SCP) children and typically developing children (TD), medial gastrocnemius muscle-tendon complex length was assessed using 3-D ultrasound imaging techniques, while exerting externally standardized moments via a hand-held dynamometer. Exemplary X-ray imaging of ankle and foot was used to confirm possible TD-SCP differences in foot deformation. Results SCP and TD did not differ in normalized level of excitation (EMG) of muscles studied. For given moments exerted in SCP, foot plate angles were all more towards plantar flexion than in TD. However, foot plate angle proved to be an invalid estimator of talocrural joint angle, since at equal foot plate angles, GM muscle-tendon complex was shorter in SCP (corresponding to an equivalent of 1 cm). A substantial difference remained even after normalizing for individual differences in tibia length. X-ray imaging of ankle and foot of one SCP child and two typically developed adults, confirmed that in SCP that of total footplate angle changes (0-4 Nm: 15°), the contribution of foot deformation to changes in foot plate angle (8) were as big as the contribution of dorsal flexion at the talocrural joint (7°). In typically developed individuals there were relatively smaller contributions (10 -11%) by foot deformation to changes in foot plate angle, indicating that the contribution of talocrural angle changes was most important. Using a new estimate for position at the talocrural joint (the difference between GM muscle–tendon complex length and tibia length, GM relative length) removed this effect, thus allowing more fair comparison of SCP and TD data. On the basis of analysis of foot plate angle and GM relative length as a function of externally applied moments, it is concluded that foot plate angle measurements underestimate angular changes at the talocrural joint when moving in dorsal flexion direction and overestimate them when moving in plantar flexion direction, with concomitant effects on triceps surae lengths. Conclusions In SCP children diagnosed with decreased dorsal ROM of the ankle joint, the commonly used measure (i.e. range of foot plate angle), is not a good estimate of rotation at the talocrural joint. since a sizable part of the movement of the foot (or foot plate) derives from internal deformation of the foot. PMID:24364826

Absence of age-related prefrontal NAA change in adults with autism spectrum disorders.

PubMed

Aoki, Y; Abe, O; Yahata, N; Kuwabara, H; Natsubori, T; Iwashiro, N; Takano, Y; Inoue, H; Kawakubo, Y; Gonoi, W; Sasaki, H; Murakami, M; Katsura, M; Nippashi, Y; Takao, H; Kunimatsu, A; Matsuzaki, H; Tsuchiya, K J; Kato, N; Kasai, K; Yamasue, H

2012-10-23

Atypical trajectory of brain growth in autism spectrum disorders (ASDs) has been recognized as a potential etiology of an atypical course of behavioral development. Numerous neuroimaging studies have focused on childhood to investigate atypical age-related change of brain structure and function, because it is a period of neuron and synapse maturation. Recent studies, however, have shown that the atypical age-related structural change of autistic brain expands beyond childhood and constitutes neural underpinnings for lifelong difficulty to behavioral adaptation. Thus, we examined effects of aging on neurochemical aspects of brain maturation using 3-T proton magnetic resonance spectroscopy ((1)H-MRS) with single voxel in the medial prefrontal cortex (PFC) in 24 adult men with non-medicated high-functioning ASDs and 25 age-, IQ- and parental-socioeconomic-background-matched men with typical development (TD). Multivariate analyses of covariance demonstrated significantly high N-acetylaspartate (NAA) level in the ASD subjects compared with the TD subjects (F=4.83, P=0.033). The low NAA level showed a significant positive correlation with advanced age in the TD group (r=-0.618, P=0.001), but was not evident among the ASD individuals (r=0.258, P=0.223). Fisher's r-to-z transformation showed a significant difference in the correlations between the ASD and TD groups (Z=-3.23, P=0.001), which indicated that the age-NAA relationship was significantly specific to people with TD. The current (1)H-MRS study provided new evidence that atypical age-related change of neurochemical aspects of brain maturation in ASD individuals expands beyond childhood and persists during adulthood.

Theory of mind in children with autism spectrum disorder: do siblings matter?

PubMed

Matthews, Nicole L; Goldberg, Wendy A; Lukowski, Angela F

2013-10-01

Research indicates a positive relation between the sibling constellation and theory of mind (ToM) development in typically developing (TD) children. Less is known about this association in children with autism spectrum disorder (ASD). The current study examined the association among the presence and number of siblings, birth order, and false belief (FB) understanding in children with ASD and a TD comparison group. Two FB tasks (change of contents and change of location) and the Peabody Picture Vocabulary Test were administered to 57 children with ASD and 28 TD children during a home visit. One parent of each child reported on demographics and the sibling constellation. Separate hierarchical regressions controlled for age, receptive language ability, and scores on the Social Communication Questionnaire. In children with ASD, no association was observed between presence or number of siblings and ToM. However, the presence of older (but not younger) siblings was found to be positively associated with ToM. Children with ASD who had at least one older sibling performed similarly to the TD group, whereas children with ASD who had no older siblings performed significantly worse than the TD group. These findings indicate an advantage for FB performance in children with ASD who have an older sibling. They may bear on decisions to include older siblings or peers in intervention programs and may also contribute to a more complete understanding of the origins of individual differences in ToM ability in children with ASD. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.

Oral Articulatory Control in Childhood Apraxia of Speech

PubMed Central

Moss, Aviva; Lu, Ying

2015-01-01

Purpose The purpose of this research was to examine spatial and temporal aspects of articulatory control in children with childhood apraxia of speech (CAS), children with speech delay characterized by an articulation/phonological impairment (SD), and controls with typical development (TD) during speech tasks that increased in word length. Method The participants included 33 children (11 CAS, 11 SD, and 11 TD) between 3 and 7 years of age. A motion capture system was used to track jaw, lower lip, and upper lip movement during a naming task. Movement duration, velocity, displacement, and variability were measured from accurate word productions. Results Movement variability was significantly higher in the children with CAS compared with participants in the SD and TD groups. Differences in temporal control were seen between both groups of children with speech impairment and the controls with TD during accurate word productions. As word length increased, movement duration and variability differed between the children with CAS and those with SD. Conclusions These findings provide evidence that movement variability distinguishes children with CAS from speakers with SD. Kinematic differences between the participants with CAS and those with SD suggest that these groups respond differently to linguistic challenges. PMID:25951237

Narrative Skill in Boys with Fragile X Syndrome with and without Autism Spectrum Disorder

PubMed Central

Estigarribia, Bruno; Martin, Gary E.; Roberts, Joanne E.; Spencer, Amy; Gucwa, Agnieszka; Sideris, John

2010-01-01

We examined recalled narratives of boys with fragile X syndrome with autism spectrum disorder (FXS-ASD; N=28) and without ASD (FXS-O; N=29), and compared them to those of boys with Down syndrome (DS; N=33) and typically developing boys (TD; N=39). Narratives were scored for mentions of macrostructural Story Grammar elements (Introduction, Relationship, Initiating Events, Internal Response, Attempts/Actions, and Ending). We found that narrative recall is predicted by short-term memory and nonverbal mental age levels in almost all groups (except TD), but not by expressive syntax or caregiver education. After adjusting for these covariates, there were no differences between the three groups with intellectual disability (ID). The FXS-ASD group, however, had significantly poorer performance than the TD group on the overall Story Grammar score, and both the FXS-O and FXS-ASD groups had lower Attempts/Actions scores than the TD group. We conclude that some form of narrative impairment may be associated with FXS, that this impairment may be shared by other forms of ID, and that the presence of ASD has a significantly detrimental effect on narrative recall. PMID:21516264

Autistic empathy toward autistic others

PubMed Central

Saito, Daisuke N.; Mano, Yoko; Jung, Minyoung; Fujii, Takeshi; Yanaka, Hisakazu T.; Munesue, Toshio; Ishitobi, Makoto; Sato, Makoto; Okazawa, Hidehiko

2015-01-01

Individuals with autism spectrum disorder (ASD) are thought to lack self-awareness and to experience difficulty empathizing with others. Although these deficits have been demonstrated in previous studies, most of the target stimuli were constructed for typically developing (TD) individuals. We employed judgment tasks capable of indexing self-relevant processing in individuals with and without ASD. Fourteen Japanese men and 1 Japanese women with high-functioning ASD (17–41 years of age) and 13 Japanese men and 2 TD Japanese women (22–40 years of age), all of whom were matched for age and full and verbal intelligence quotient scores with the ASD participants, were enrolled in this study. The results demonstrated that the ventromedial prefrontal cortex was significantly activated in individuals with ASD in response to autistic characters and in TD individuals in response to non-autistic characters. Although the frontal–posterior network between the ventromedial prefrontal cortex and superior temporal gyrus participated in the processing of non-autistic characters in TD individuals, an alternative network was involved when individuals with ASD processed autistic characters. This suggests an atypical form of empathy in individuals with ASD toward others with ASD. PMID:25332405

Autistic empathy toward autistic others.

PubMed

Komeda, Hidetsugu; Kosaka, Hirotaka; Saito, Daisuke N; Mano, Yoko; Jung, Minyoung; Fujii, Takeshi; Yanaka, Hisakazu T; Munesue, Toshio; Ishitobi, Makoto; Sato, Makoto; Okazawa, Hidehiko

2015-02-01

Individuals with autism spectrum disorder (ASD) are thought to lack self-awareness and to experience difficulty empathizing with others. Although these deficits have been demonstrated in previous studies, most of the target stimuli were constructed for typically developing (TD) individuals. We employed judgment tasks capable of indexing self-relevant processing in individuals with and without ASD. Fourteen Japanese men and 1 Japanese women with high-functioning ASD (17-41 years of age) and 13 Japanese men and 2 TD Japanese women (22-40 years of age), all of whom were matched for age and full and verbal intelligence quotient scores with the ASD participants, were enrolled in this study. The results demonstrated that the ventromedial prefrontal cortex was significantly activated in individuals with ASD in response to autistic characters and in TD individuals in response to non-autistic characters. Although the frontal-posterior network between the ventromedial prefrontal cortex and superior temporal gyrus participated in the processing of non-autistic characters in TD individuals, an alternative network was involved when individuals with ASD processed autistic characters. This suggests an atypical form of empathy in individuals with ASD toward others with ASD. © The Author (2014). Published by Oxford University Press.

Biomechanics of Submaximal Recumbent Cycling in Adolescents With and Without Cerebral Palsy

PubMed Central

Johnston, Therese E; Barr, Ann E; Lee, Samuel CK

2011-01-01

Background and Purpose The purpose of this study was to compare the biomechanics of recumbent cycling between adolescents with cerebral palsy (CP) classified at Gross Motor Function Classification System (GMFCS) levels III and IV and adolescents with typical development (TD). Subjects Twenty subjects, ages (X̄±SD) 15.2±1.6 years (10 with TD, 10 with CP), participated. Methods Lower-extremity kinematics and muscle activity were measured at 30 and 60 rpm while subjects pedaled on a recumbent cycle. Energy expenditure and perceived exertion were measured during a 5-minute test, and efficiency was calculated. Noncircular data were analyzed with analyses of variance. Circular data were analyzed using circular t tests. Results Differences were found between groups for joint kinematics for all motions. Subjects with CP displayed earlier onsets and later offsets of muscle activity, increased co-contraction of agonist and antagonist muscles, and decreased efficiency compared with subjects with TD. There were no differences in perceived exertion. Discussion and Conclusion Differences in cycling biomechanics between children with CP and children with TD may be due to decreased strength and motor control in the children with CP. PMID:17405804

Core vocabulary in the narratives of bilingual children with and without language impairment.

PubMed

Shivabasappa, Prarthana; Peña, Elizabeth D; Bedore, Lisa M

2017-09-22

Children with primary language impairment (PLI) demonstrate deficits in morphosyntax and vocabulary. We studied how these deficits may manifest in the core vocabulary use of bilingual children with PLI. Thirty bilingual children with and without PLI who were matched pairwise (experimental group) narrated two Spanish and two English stories in kindergarten and first grade. Core vocabulary was derived from the 30 most frequently used words in the stories of 65 and 37 typically developing (TD) first graders (normative group) for Spanish and English, respectively. The number of words each child in the experimental group produced out of the 30 identified core vocabulary words and frequency of each of the core words produced each year were analysed. Children with PLI produced fewer core vocabulary words compared to their TD peers after controlling for total words produced. This difference was more pronounced in first grade. They produced core vocabulary words less frequently in kindergarten than their TD peers. Both groups produced core vocabulary words more frequently in English than Spanish. Bilingual children with PLI demonstrate a less productive core vocabulary use compared to their TD peers in both their languages illustrating the nature of their grammatical and lexical-semantic deficits.

Social functioning and autonomic nervous system sensitivity across vocal and musical emotion in Williams syndrome and autism spectrum disorder.

PubMed

Järvinen, Anna; Ng, Rowena; Crivelli, Davide; Neumann, Dirk; Arnold, Andrew J; Woo-VonHoogenstyn, Nicholas; Lai, Philip; Trauner, Doris; Bellugi, Ursula

2016-01-01

Both Williams syndrome (WS) and autism spectrum disorders (ASD) are associated with unusual auditory phenotypes with respect to processing vocal and musical stimuli, which may be shaped by the atypical social profiles that characterize the syndromes. Autonomic nervous system (ANS) reactivity to vocal and musical emotional stimuli was examined in 12 children with WS, 17 children with ASD, and 20 typically developing (TD) children, and related to their level of social functioning. The results of this small-scale study showed that after controlling for between-group differences in cognitive ability, all groups showed similar emotion identification performance across conditions. Additionally, in ASD, lower autonomic reactivity to human voice, and in TD, to musical emotion, was related to more normal social functioning. Compared to TD, both clinical groups showed increased arousal to vocalizations. A further result highlighted uniquely increased arousal to music in WS, contrasted with a decrease in arousal in ASD and TD. The ASD and WS groups exhibited arousal patterns suggestive of diminished habituation to the auditory stimuli. The results are discussed in the context of the clinical presentation of WS and ASD. © 2015 Wiley Periodicals, Inc.

Emotion Perception in Music in High-Functioning Adolescents with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Quintin, Eve-Marie; Bhatara, Anjali; Poissant, Helene; Fombonne, Eric; Levitin, Daniel J.

2011-01-01

Individuals with Autism Spectrum Disorders (ASD) succeed at a range of musical tasks. The ability to recognize musical emotion as belonging to one of four categories (happy, sad, scared or peaceful) was assessed in high-functioning adolescents with ASD (N = 26) and adolescents with typical development (TD, N = 26) with comparable performance IQ,…

Ambiguous Pronoun Use in Narratives of Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Novogrodsky, Rama; Edelson, Lisa R.

2016-01-01

This study explored pronoun production and general syntactic abilities in story retelling and story generation among children with autism spectrum disorders (ASD). Twenty-four children diagnosed with ASD, ages 6;1-14;3 and 17 typically-developing (TD) children ages 5;11-14;4 participated in the study. The linguistic measures for general syntax…

Factors Associated with Depressive Symptoms in Parents of Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Meltzer, Lisa J.

2011-01-01

Parents of children with autism spectrum disorders (ASDs) have higher rates of depressive symptoms than parents of typically developing (TD) children or parents of children with other developmental disorders. The purpose of this study was to examine child and parent sleep as factors associated with depressive symptoms in parents of children with…

Gesture and Motor Skill in Relation to Language in Children with Language Impairment

ERIC Educational Resources Information Center

Iverson, Jana M.; Braddock, Barbara A.

2011-01-01

Purpose: To examine gesture and motor abilities in relation to language in children with language impairment (LI). Method: Eleven children with LI (aged 2;7 to 6;1 [years;months]) and 16 typically developing (TD) children of similar chronological ages completed 2 picture narration tasks, and their language (rate of verbal utterances, mean length…

Older Children and Adolescents with High-Functioning Autism Spectrum Disorders Can Comprehend Verbal Irony in Computer-Mediated Communication

ERIC Educational Resources Information Center

Glenwright, Melanie; Agbayewa, Abiola S.

2012-01-01

We compared the comprehension of verbal irony presented in computer-mediated conversations for older children and adolescents with high-functioning autism spectrum disorders (HFASD) and typically developing (TD) controls. We also determined whether participants' interpretations of irony were affected by the relationship between characters in the…

Brain Hyper-Connectivity and Operation-Specific Deficits during Arithmetic Problem Solving in Children with Developmental Dyscalculia

ERIC Educational Resources Information Center

Rosenberg-Lee, Miriam; Ashkenazi, Sarit; Chen, Tianwen; Young, Christina B.; Geary, David C.; Menon, Vinod

2015-01-01

Developmental dyscalculia (DD) is marked by specific deficits in processing numerical and mathematical information despite normal intelligence (IQ) and reading ability. We examined how brain circuits used by young children with DD to solve simple addition and subtraction problems differ from those used by typically developing (TD) children who…

Attention to Social Stimuli and Facial Identity Recognition Skills in Autism Spectrum Disorder

ERIC Educational Resources Information Center

Wilson, C. E.; Brock, J.; Palermo, R.

2010-01-01

Background: Previous research suggests that individuals with autism spectrum disorder (ASD) have a reduced preference for viewing social stimuli in the environment and impaired facial identity recognition. Methods: Here, we directly tested a link between these two phenomena in 13 ASD children and 13 age-matched typically developing (TD) controls.…

Facial Emotion Recognition in Children with High Functioning Autism and Children with Social Phobia

ERIC Educational Resources Information Center

Wong, Nina; Beidel, Deborah C.; Sarver, Dustin E.; Sims, Valerie

2012-01-01

Recognizing facial affect is essential for effective social functioning. This study examines emotion recognition abilities in children aged 7-13 years with High Functioning Autism (HFA = 19), Social Phobia (SP = 17), or typical development (TD = 21). Findings indicate that all children identified certain emotions more quickly (e.g., happy [less…

Maladaptive Behavior in Autism Spectrum Disorder: The Role of Emotion Experience and Emotion Regulation

ERIC Educational Resources Information Center

Samson, Andrea C.; Hardan, Antonio Y.; Lee, Ihno A.; Phillips, Jennifer M.; Gross, James J.

2015-01-01

Maladaptive behavior is common in Autism Spectrum Disorder (ASD). However, the factors that give rise to maladaptive behavior in this context are not well understood. The present study examined the role of emotion experience and emotion regulation in maladaptive behavior in individuals with ASD and typically developing (TD) participants.…

The Quality of Life of Children with Severe Developmental Disabilities

ERIC Educational Resources Information Center

Ncube, B. L.; Perry, A.; Weiss, J. A.

2018-01-01

Background: Research examining the quality of life (QoL) of children with severe developmental disabilities (SDD) is limited. The present study examines parent perceptions of child QoL in children with SDD compared with typically developing (TD) children and then examines predictors of QoL for the SDD group. Method: Parents of 246 children with…

Past Tense Productivity in Dutch Children with and without SLI: The Role of Morphophonology and Frequency

ERIC Educational Resources Information Center

Rispens, Judith E.; De Bree, Elise H.

2014-01-01

This study focuses on morphophonology and frequency in past tense production. It was assessed whether Dutch five- and seven-year-old typically developing (TD) children and eight-year-old children with specific language impairment (SLI) produce the correct allomorph in regular, irregular, and novel past tense formation. Type frequency of the…

Exploring the Utility of Narrative Analysis in Diagnostic Decision Making: Picture-Bound Reference, Elaboration, and Fetal Alcohol Spectrum Disorders

ERIC Educational Resources Information Center

Thorne, John C.; Coggins, Truman E.; Olson, Heather Carmichael; Astley, Susan J.

2007-01-01

Purpose: To evaluate classification accuracy and clinical feasibility of a narrative analysis tool for identifying children with a fetal alcohol spectrum disorder (FASD). Method: Picture-elicited narratives generated by 16 age-matched pairs of school-aged children (FASD vs. typical development [TD]) were coded for semantic elaboration and…

The Relationship between Phonological Short-Term Memory, Receptive Vocabulary, and Fast Mapping in Children with Specific Language Impairment

ERIC Educational Resources Information Center

Jackson, Emily; Leitao, Suze; Claessen, Mary

2016-01-01

Background: Children with specific language impairment (SLI) often experience word-learning difficulties, which are suggested to originate in the early stage of word learning: fast mapping. Some previous research indicates significantly poorer fast mapping capabilities in children with SLI compared with typically developing (TD) counterparts, with…

The Handwriting Performance of Children with NF1

ERIC Educational Resources Information Center

Gilboa, Yafit; Josman, Naomi; Fattal-Valevski, Aviva; Toledano-Alhadef, Hagit; Rosenblum, Sara

2010-01-01

The objective of this study was to analyze the process and product of handwriting among children with Neurofibromatosis Type 1 (NF1) in comparison to those of Typically Developing (TD) children. Children with NF1 are at risk for some cognitive deficits, a wide range of deficits in perceptual skills and, motor and visual-motor integration skills…

Just Another Social Scene: Evidence for Decreased Attention to Negative Social Scenes in High-Functioning Autism

ERIC Educational Resources Information Center

Santos, Andreia; Chaminade, Thierry; Da Fonseca, David; Silva, Catarina; Rosset, Delphine; Deruelle, Christine

2012-01-01

The adaptive threat-detection advantage takes the form of a preferential orienting of attention to threatening scenes. In this study, we compared attention to social scenes in 15 high-functioning individuals with autism (ASD) and matched typically developing (TD) individuals. Eye-tracking was recorded while participants were presented with pairs…

Eye-Tracking, Autonomic, and Electrophysiological Correlates of Emotional Face Processing in Adolescents with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Wagner, Jennifer B.; Hirsch, Suzanna B.; Vogel-Farley, Vanessa K.; Redcay, Elizabeth; Nelson, Charles A.

2013-01-01

Individuals with autism spectrum disorder (ASD) often have difficulty with social-emotional cues. This study examined the neural, behavioral, and autonomic correlates of emotional face processing in adolescents with ASD and typical development (TD) using eye-tracking and event-related potentials (ERPs) across two different paradigms. Scanning of…

Profiles of Everyday Executive Functioning in Young Children with Down Syndrome

ERIC Educational Resources Information Center

Daunhauer, Lisa A.; Fidler, Deborah J.; Hahn, Laura; Will, Elizabeth; Lee, Nancy Raitano; Hepburn, Susan

2014-01-01

We investigated executive functioning (EF) in children with Down syndrome (DS; n = 25) and typically developing (TD) children matched for mental age (MA; n = 23) using the Behavior Rating Inventory of Executive Function-Preschool. We sought to (1) compare children with DS to a developmentally matched control group, and (2) to characterize the EF…

Children with a History of SLI Show Reduced Sensitivity to Audiovisual Temporal Asynchrony: An ERP Study

ERIC Educational Resources Information Center

Kaganovich, Natalya; Schumaker, Jennifer; Leonard, Laurence B.; Gustafson, Dana; Macias, Danielle

2014-01-01

Purpose: The authors examined whether school-age children with a history of specific language impairment (H-SLI), their peers with typical development (TD), and adults differ in sensitivity to audiovisual temporal asynchrony and whether such difference stems from the sensory encoding of audiovisual information. Method: Fifteen H-SLI children, 15…

Different Neural Patterns Are Associated with Trials Preceding Inhibitory Errors in Children with and without Attention-Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Spinelli, Simona; Joel, Suresh; Nelson, Tess E.; Vasa, Roma A.; Pekar, James J.; Mostofsky, Stewart H.

2011-01-01

Objective: Attention-deficit/hyperactivity disorder (ADHD) is associated with difficulty inhibiting impulsive, hyperactive, and off-task behavior. However, no studies have examined whether a distinct pattern of brain activity precedes inhibitory errors in typically developing (TD) children and children with ADHD. In healthy adults, increased…

Production of Syllable Stress in Speakers with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Paul, Rhea; Bianchi, Nancy; Augustyn, Amy; Klin, Ami; Volkmar, Fred R.

2008-01-01

This paper reports a study of the ability to reproduce stress in a nonsense syllable imitation task by adolescent speakers with autism spectrum disorders (ASD), as compared to typically developing (TD) age-mates. Results are reported for both raters' judgments of the subjects' stress production, as well as acoustic measures of pitch range and…

Past Tense Production in Children with and without Specific Language Impairment across Germanic Languages: A Meta-Analysis

ERIC Educational Resources Information Center

Krok, Windi C.; Leonard, Laurence B.

2015-01-01

Purpose: This study examined the extent to which children with specific language impairment (SLI) across Germanic languages differ from their typically developing (TD) peers in the use of past tense morphology. Method: A systematic literature search identified empirical studies examining regular and/or irregular past tense production by English…

Specific Patterns of Emotion Recognition from Faces in Children with ASD: Results of a Cross-Modal Matching Paradigm

ERIC Educational Resources Information Center

Golan, Ofer; Gordon, Ilanit; Fichman, Keren; Keinan, Giora

2018-01-01

Children with ASD show emotion recognition difficulties, as part of their social communication deficits. We examined facial emotion recognition (FER) in intellectually disabled children with ASD and in younger typically developing (TD) controls, matched on mental age. Our emotion-matching paradigm employed three different modalities: facial, vocal…

Rhythmic Bimanual Coordination Is Impaired in Young Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Isenhower, Robert W.; Marsh, Kerry L.; Richardson, Michael J.; Helt, Molly; Schmidt, R. C.; Fein, Deborah

2012-01-01

Impairments in motor coordination are a common behavioral manifestation of autism spectrum disorder (ASD). We, therefore, used a drumming methodology to examine rhythmic bimanual coordination in children diagnosed with ASD (M = 47.3 months) and age-matched typically developing (TD) children (M = 42.6 months). Both groups were instructed to drum on…

Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction

ERIC Educational Resources Information Center

Ozaydin, Latife

2015-01-01

The aim of this study is to assess the effects that teaching visually impaired (VI) preschool children play skills has on their abilities to initialize and respond to social interactions with their typically developing (TD) peers in a reverse mainstreaming preschool class. The subjects of the study were three female VI students regularly attending…

Past Tense Production by English Second Language Learners with and without Language Impairment

ERIC Educational Resources Information Center

Blom, Elma; Paradis, Johanne

2013-01-01

Purpose: This study investigated whether past tense use could differentiate children with language impairment (LI) from their typically developing (TD) peers when English is children's second language (L2) and whether L2 children's past tense profiles followed the predictions of Bybee's (2007) usage-based network model. Method: A group of L2…

Pragmatics Abilities in Narrative Production: A Cross-Disorder Comparison

ERIC Educational Resources Information Center

Norbury, Courtenay Frazier; Gemmell, Tracey; Paul, Rhea

2014-01-01

We aimed to disentangle contributions of socio-pragmatic and structural language deficits to narrative competence by comparing the narratives of children with autism spectrum disorder (ASD; n=25), non-autistic children with language impairments (LI; n=23), and children with typical development (TD; n=27). Groups were matched for age (6½ to 15…

Dual Cognitive and Biological Correlates of Anxiety in Autism Spectrum Disorders

ERIC Educational Resources Information Center

Hollocks, Matthew J.; Pickles, Andrew; Howlin, Patricia; Simonoff, Emily

2016-01-01

Young people with autism spectrum disorder (ASD) have a high prevalence (~40 %) of anxiety disorders compared to their non-ASD peers. It is unclear whether cognitive and biological processes associated with anxiety in ASD are analogous to anxiety in typically developing (TD) populations. In this study 55 boys with ASD (34 with a co-occurring…

ADHD Preschoolers with and without ODD: Do They Act Differently Depending on Degree of Task Engagement/Reward?

ERIC Educational Resources Information Center

Gopin, Chaya B.; Berwid, Olga; Marks, David J.; Mlodnicka, Agnieska; Halperin, Jeffrey M.

2013-01-01

Objective: To examine the impact of reinforcement on reaction time (RT) and RT variability (RT standard deviation [RTSD]) in preschoolers with ADHD with and without oppositional defiant disorder (ODD), and a typically developing (TD) comparison group. Method: Participants were administered a computerized task consisting of two conditions: simple…

Differential Fairness Decisions and Brain Responses after Expressed Emotions of Others in Boys with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Klapwijk, Eduard T.; Aghajani, Moji; Lelieveld, Gert-Jan; van Lang, Natasja D. J.; Popma, Arne; van der Wee, Nic J. A.; Colins, Olivier F.; Vermeiren, Robert R. J. M.

2017-01-01

Little is known about how emotions expressed by others influence social decisions and associated brain responses in autism spectrum disorders (ASD). We investigated the neural mechanisms underlying fairness decisions in response to explicitly expressed emotions of others in boys with ASD and typically developing (TD) boys. Participants with ASD…

Self-Presentation and the Role of Perspective Taking and Social Motivation in Autism Spectrum Disorder

ERIC Educational Resources Information Center

Scheeren, Anke M.; Banerjee, Robin; Koot, Hans M.; Begeer, Sander

2016-01-01

We compared self-presentation abilities of 132 children and adolescents with autism spectrum disorders (ASD) to those of 41 typically developing (TD) peers, and examined the potential link with their social motivation and perspective taking. Participants introduced themselves to an interviewer in a baseline condition (without incentive) and a…

Pronoun Comprehension in Individuals with Down Syndrome: The Role of Age

ERIC Educational Resources Information Center

Sanoudaki, Eirini; Varlokosta, Spyridoula

2015-01-01

Background: A number of studies have suggested that language in individuals with Down syndrome (DS) may not be simply delayed compared with language in typically developing (TD) children, but deviant. The deviance has been detected in the comprehension of pronouns, and it has triggered proposals for the existence of a specific syntactic deficit in…

Semantic Deficits in Spanish-English Bilingual Children with Language Impairment

ERIC Educational Resources Information Center

Sheng, Li; Pena, Elizabeth D.; Bedore, Lisa M.; Fiestas, Christine E.

2012-01-01

Purpose: To examine the nature and extent of semantic deficits in bilingual children with language impairment (LI). Method: Thirty-seven Spanish-English bilingual children with LI (ranging from age 7;0 [years;months] to 9;10) and 37 typically developing (TD) age-matched peers generated 3 associations to 12 pairs of translation equivalents in…

Impact of Short-Term Training in Social Cognition in Preschoolers with Externalizing Behavior

ERIC Educational Resources Information Center

Houssa, Marine; Jacobs, Emilie; Nader-Grosbois, Nathalie

2017-01-01

In two experimental and exploratory studies, we wanted to test the differentiated effects on preschoolers with externalizing behavior (EB) of two short-term social information processing (SIP) and Theory of Mind (ToM) training sessions, in comparison with typically developing (TD) preschoolers or with preschoolers with EB whom didn't receive…

Using Pupillometry to Investigate Sentence Comprehension in Children with and without Specific Language Impairment

ERIC Educational Resources Information Center

Lum, Jarrad A. G.; Youssef, George J.; Clark, Gillian M.

2017-01-01

Purpose: In this study pupillometry was used to investigate the allocation of attentional resources associated with sentence comprehension in children with and without specific language impairment (SLI). Method: Eighteen children with SLI (age: M = 6.4 years) and 18 typically developing (TD) children (age: M = 6.3 years) participated in the study.…

The Art of Common Ground: Emergence of a Complex Pragmatic Language Skill in Adolescents with Autism Spectrum Disorders

ERIC Educational Resources Information Center

de Marchena, Ashley; Eigsti, Inge-Marie

2016-01-01

Deficits in pragmatic language are central to autism spectrum disorder (ASD). Here we investigate common ground, a pragmatic language skill in which speakers adjust the contents of their speech based on their interlocutor's perceived knowledge, in adolescents with ASD and typical development (TD), using an experimental narrative paradigm.…

Adaptive Behavior Ratings Correlate with Symptomatology and IQ among Individuals with High-Functioning Autism Spectrum Disorders

ERIC Educational Resources Information Center

Kenworthy, Lauren; Case, Laura; Harms, Madeline B.; Martin, Alex; Wallace, Gregory L.

2010-01-01

Caregiver report on the Adaptive Behavior Assessment System-II (ABAS) for 40 high-functioning individuals with Autism Spectrum Disorders (ASD) and 30 typically developing (TD) individuals matched for age, IQ, and sex ratio revealed global adaptive behavior deficits in ASD, with social skills impairments particularly prominent. Within the ASD…

Nutritional Status of Children with Autism Spectrum Disorders (ASDs): A Case-Control Study

ERIC Educational Resources Information Center

Marí-Bauset, Salvador; Llopis-González, Agustín; Zazpe-García, Itziar; Marí-Sanchis, Amelia; Morales-Suárez-Varela, María

2015-01-01

Children with autism spectrum disorder (ASD) have problems of food selectivity, implying risks of nutritional deficiencies. The aim was to compare intakes of macro and micronutrients and body mass index in ASD and typically developing (TD) children. In a case--control study, 3-day food diaries and anthropometric measurements were completed for ASD…

Linking Anxiety and Insistence on Sameness in Autistic Children: The Role of Sensory Hypersensitivity

ERIC Educational Resources Information Center

Black, Karen R.; Stevenson, Ryan A.; Segers, Magali; Ncube, Busiswe L.; Sun, Sol Z.; Philipp-Muller, Aviva; Bebko, James M.; Barense, Morgan D.; Ferber, Susanne

2017-01-01

Sensory hypersensitivity and insistence on sameness (I/S) are common, co-occurring features of autism, yet the relationship between them is poorly understood. This study assessed the impact of sensory hypersensitivity on the clinical symptoms of specific phobia, separation anxiety, social anxiety and I/S for autistic and typically developing (TD)…

Motor Coordination and Health-Related Physical Fitness of Children with Developmental Coordination Disorder: A Three-Year Follow-up Study

ERIC Educational Resources Information Center

Li, Yao-Chuen; Wu, Sheng K.; Cairney, John; Hsieh, Chiu-Yun

2011-01-01

Health-related physical fitness is an important risk factor of cardiovascular disease. While previous studies have identified children with developmental coordination disorder (DCD) to be less physically fit than typically developing (TD) peers, there is limited longitudinal research in this area. This study was undertaken to evaluate concomitant…

An Investigation of Sleep Characteristics, EEG Abnormalities and Epilepsy in Developmentally Regressed and Non-Regressed Children with Autism

ERIC Educational Resources Information Center

Giannotti, Flavia; Cortesi, Flavia; Cerquiglini, Antonella; Miraglia, Daniela; Vagnoni, Cristina; Sebastiani, Teresa; Bernabei, Paola

2008-01-01

This study investigated sleep of children with autism and developmental regression and the possible relationship with epilepsy and epileptiform abnormalities. Participants were 104 children with autism (70 non-regressed, 34 regressed) and 162 typically developing children (TD). Results suggested that the regressed group had higher incidence of…

Accurate or Assumed: Visual Learning in Children with ASD

ERIC Educational Resources Information Center

Trembath, David; Vivanti, Giacomo; Iacono, Teresa; Dissanayake, Cheryl

2015-01-01

Children with autism spectrum disorder (ASD) are often described as visual learners. We tested this assumption in an experiment in which 25 children with ASD, 19 children with global developmental delay (GDD), and 17 typically developing (TD) children were presented a series of videos via an eye tracker in which an actor instructed them to…

Effect of Memory Support and Elicited Production on Fast Mapping of New Words by Adolescents with Down Syndrome

ERIC Educational Resources Information Center

Chapman, Robin S.; Sindberg, Heidi; Bridge, Cynthia; Gigstead, Katherine; Hesketh, Linda

2006-01-01

Purpose: The purpose of this study was to determine whether memory support and elicited production differentially benefited fast mapping of new vocabulary (comprehension, production accuracy, and speed) in adolescents with Down syndrome (DS) compared with typically developing (TD) children matched for syntax comprehension. The study also examined…

Hemispheric Processing of Idioms and Irony in Adults with and without Pervasive Developmental Disorder

ERIC Educational Resources Information Center

Saban-Bezalel, Ronit; Mashal, Nira

2015-01-01

Previous studies on individuals with pervasive developmental disorders (PDD) have pointed to difficulties in comprehension of figurative language. Using the divided visual field paradigm, the present study examined hemispheric processing of idioms and irony in 23 adults with PDD and in 24 typically developing (TD) adults. The results show that…

Trust and Deception in Children with Autism Spectrum Disorders: A Social Learning Perspective

ERIC Educational Resources Information Center

Yang, Yiying; Tian, Yuan; Fang, Jing; Lu, Haoyang; Wei, Kunlin; Yi, Li

2017-01-01

Previous research has demonstrated abnormal trust and deception behaviors in children with Autism Spectrum Disorders (ASD), and we aimed to examine whether these abnormalities were primarily due to their specific deficits in social learning. We tested 42 high-functioning children with ASD and 38 age- and ability-matched typically developing (TD)…

Effect of Task Constraint on Reaching Performance in Children with Spastic Diplegic Cerebral Palsy

ERIC Educational Resources Information Center

Ju, Yun-Huei; You, Jia-Yuan; Cherng, Rong-Ju

2010-01-01

The purposes of the study were to examine the effect of task constraint on the reaching performance in children with spastic cerebral palsy (CP) and to examine the correlations between the reaching performance and postural control. Eight children with CP and 16 typically developing (TD) children participated in the study. They performed a…

Are Children with Autism Spectrum Disorder Initially Attuned to Object Function Rather than Shape for Word Learning?

ERIC Educational Resources Information Center

Field, Charlotte; Allen, Melissa L.; Lewis, Charlie

2016-01-01

We investigate the function bias--generalising words to objects with the same function--in typically developing (TD) children, children with autism spectrum disorder (ASD) and children with other developmental disorders. Across four trials, a novel object was named and its function was described and demonstrated. Children then selected the other…

Children with SLI Can Exhibit Reduced Attention to a Talker's Mouth

ERIC Educational Resources Information Center

Pons, Ferran; Sanz-Torrent, Monica; Ferinu, Laura; Birulés, Joan; Andreu, Llorenç

2018-01-01

It has been demonstrated that children with specific language impairment (SLI) show difficulties not only with auditory but also with audiovisual speech perception. The goal of this study was to assess whether children with SLI might show reduced attention to the talker's mouth compared to their typically developing (TD) peers. An additional aim…

Numerical Magnitude Representation in Children with Mathematical Difficulties with or without Reading Difficulties

ERIC Educational Resources Information Center

Tobia, Valentina; Fasola, Anna; Lupieri, Alice; Marzocchi, Gian Marco

2016-01-01

This study aimed to explore the spatial numerical association of response codes (SNARC), the flanker, and the numerical distance effects in children with mathematical difficulties. From a sample of 720 third, fourth, and fifth graders, 60 children were selected and divided into the following three groups: typically developing children (TD; n =…

Altered Dynamics of the fMRI Response to Faces in Individuals with Autism

ERIC Educational Resources Information Center

Kleinhans, Natalia M.; Richards, Todd; Greenson, Jessica; Dawson, Geraldine; Aylward, Elizabeth

2016-01-01

Abnormal fMRI habituation in autism spectrum disorders (ASDs) has been proposed as a critical component in social impairment. This study investigated habituation to fearful faces and houses in ASD and whether fMRI measures of brain activity discriminate between ASD and typically developing (TD) controls. Two identical fMRI runs presenting masked…

Alerting, Orienting, and Executive Attention in Children with ADHD

ERIC Educational Resources Information Center

Mullane, Jennifer C.; Corkum, Penny V.; Klein, Raymond M.; McLaughlin, Elizabeth N.; Lawrence, Michael A.

2011-01-01

Objective: This study evaluated the alerting, orienting, and executive attention abilities of children with ADHD and their typically developing (TD) peers using a modified version of the adult attention network test (ANT-I). Method: A total of 25 children with ADHD, Combined Type (ADHD-C, mean age = 9.20 years), 20 children with ADHD,…

Visual, Motor, and Visual-Motor Integration Difficulties in Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Oliver, Kimberly

2013-01-01

Autism spectrum disorders (ASDs) affect 1 in every 88 U.S. children. ASDs have been described as neurological and developmental disorders impacting visual, motor, and visual-motor integration (VMI) abilities that affect academic achievement (CDC, 2010). Forty-five participants (22 ASD and 23 Typically Developing [TD]) 8 to 14 years old completed…

Brief Report: Reduced Prioritization of Facial Threat in Adults with Autism

ERIC Educational Resources Information Center

Sasson, Noah J.; Shasteen, Jonathon R.; Pinkham, Amy E.

2016-01-01

Typically-developing (TD) adults detect angry faces more efficiently within a crowd than non-threatening faces. Prior studies of this social threat superiority effect (TSE) in ASD using tasks consisting of schematic faces and homogeneous crowds have produced mixed results. Here, we employ a more ecologically-valid test of the social TSE and find…

Brief Report: Plasma Leptin Levels Are Elevated in Autism: Association with Early Onset Phenotype?

ERIC Educational Resources Information Center

Ashwood, Paul; Kwong, Christina; Hansen, Robin; Hertz-Picciotto, Irva; Croen, Lisa; Krakowiak, Paula; Walker, Wynn; Pessah, Isaac N.; Van de Water, Judy

2008-01-01

There is evidence of both immune dysregulation and autoimmune phenomena in children with autism spectrum disorders (ASD). We examined the hormone/cytokine leptin in 70 children diagnosed with autism (including 37 with regression) compared with 99 age-matched controls including 50 typically developing (TD) controls, 26 siblings without autism, and…

Looking around houses: attention to a model when drawing complex shapes in Williams syndrome and typical development.

PubMed

Hudson, Kerry D; Farran, Emily K

2013-09-01

Drawings by individuals with Williams syndrome (WS) typically lack cohesion. The popular hypothesis is that this is a result of excessive focus on local-level detail at the expense of global configuration. In this study, we explored a novel hypothesis that inadequate attention might underpin drawing in WS. WS and typically developing (TD) non-verbal ability matched groups copied and traced a house figure comprised of geometric shapes. The house was presented on a computer screen for 5-s periods and participants pressed a key to re-view the model. Frequency of key-presses indexed the looks to the model. The order that elements were replicated was recorded to assess hierarchisation of elements. If a lack of attention to the model explained poor drawing performance, we expected participants with WS to look less frequently to the model than TD children when copying. If a local-processing preference underpins drawing in WS, more local than global elements would be produced. Results supported the first, but not second hypothesis. The WS group looked to the model infrequently, but global, not local, parts were drawn first, scaffolding local-level details. Both groups adopted a similar order of drawing and tracing of parts, suggesting typical, although delayed strategy-use in the WS group. Additionally both groups drew larger elements of the model before smaller elements, suggested a size-bias when drawing. Copyright © 2013 Elsevier Ltd. All rights reserved.

Developmental trajectories of pitch-related music skills in children with Williams syndrome.

PubMed

Martínez-Castilla, Pastora; Rodríguez, Manuel; Campos, Ruth

2016-01-01

The study of music cognition in Williams syndrome (WS) has resulted in theoretical debates regarding cognitive modularity and development. However, no research has previously investigated the development of music skills in this population. In this study, we used the cross-sectional developmental trajectories approach to assess the development of pitch-related music skills in children with WS compared with typically developing (TD) peers. Thus, we evaluated the role of change over time on pitch-related music skills and the developmental relationships between music skills and different cognitive areas. In the TD children, the pitch-related music skills improved with chronological age and cognitive development. In the children with WS, developmental relationships were only found between several pitch-related music skills and specific cognitive processes. We also found non-systematic relationships between chronological age and the pitch-related music skills, stabilization in the level reached in music when cognitive development was considered, and uneven associations between cognitive and music skills. In addition, the TD and WS groups differed in their patterns of pitch-related music skill development. These results suggest that the development of pitch-related music skills in children with WS is atypical. Our findings stand in contrast with the views that claim innate modularity for music in WS; rather, they are consistent with neuroconstructivist accounts. Copyright © 2016 Elsevier Ltd. All rights reserved.

The relation between receptive grammar and procedural, declarative, and working memory in specific language impairment.

PubMed

Conti-Ramsden, Gina; Ullman, Michael T; Lum, Jarrad A G

2015-01-01

What memory systems underlie grammar in children, and do these differ between typically developing (TD) children and children with specific language impairment (SLI)? Whilst there is substantial evidence linking certain memory deficits to the language problems in children with SLI, few studies have investigated multiple memory systems simultaneously, examining not only possible memory deficits but also memory abilities that may play a compensatory role. This study examined the extent to which procedural, declarative, and working memory abilities predict receptive grammar in 45 primary school aged children with SLI (30 males, 15 females) and 46 TD children (30 males, 16 females), both on average 9;10 years of age. Regression analyses probed measures of all three memory systems simultaneously as potential predictors of receptive grammar. The model was significant, explaining 51.6% of the variance. There was a significant main effect of learning in procedural memory and a significant group × procedural learning interaction. Further investigation of the interaction revealed that procedural learning predicted grammar in TD but not in children with SLI. Indeed, procedural learning was the only predictor of grammar in TD. In contrast, only learning in declarative memory significantly predicted grammar in SLI. Thus, different memory systems are associated with receptive grammar abilities in children with SLI and their TD peers. This study is, to our knowledge, the first to demonstrate a significant group by memory system interaction in predicting grammar in children with SLI and their TD peers. In line with Ullman's Declarative/Procedural model of language and procedural deficit hypothesis of SLI, variability in understanding sentences of varying grammatical complexity appears to be associated with variability in procedural memory abilities in TD children, but with declarative memory, as an apparent compensatory mechanism, in children with SLI.

Nutritional status and feeding problems in pediatric attention deficit-hyperactivity disorder.

PubMed

Sha'ari, Norsuhaila; Manaf, Zahara Abdul; Ahmad, Mahadir; Rahman, Fairuz Nazri Abd

2017-04-01

Children with attention deficit-hyperactivity disorder (ADHD) may be at risk of nutrient deficiency due to the inability to sit through meals. This comparative cross-sectional study was therefore carried out to determine the nutritional status and feeding problems of ADHD children aged 4-12 years. Sociodemographic data, anthropometric measurements and 3 day dietary intake record were collected from 54 ADHD children and 54 typical development (TD) children. The Behavioral Pediatrics Feeding Assessment Scale was used to assess feeding problems. Mean subject age was 8.6 ± 2.1 years. On anthropometric assessment, 11.1% of the ADHD children had wasting, while 1.9% had severe wasting. In contrast, none of the TD children had wasting. Approximately 5.6% of the ADHD children had stunting, as compared with 3.7% of the TD children, while none of the TD children had severe stunting compared with 3.7% of the ADHD children. More than half of the ADHD children had mid-upper arm circumference (MUAC) below the 5th percentile, indicating undernutrition, compared with only 35.2% of TD children. More than one-third of the ADHD children had feeding problems compared with 9.3% of TD children. There was a significant negative relationship between the ADHD children's feeding problems and bodyweight (r = -0338, P = 0.012), body mass index (r = -0322, P = 0.017) and MUAC (r = -0384, P = 0.004). Almost half of the ADHD children had suboptimal nutrition compared with 11.1% of the TD children. It is imperative to screen ADHD children for nutritional status and feeding problems to prevent negative health impacts later on. © 2016 Japan Pediatric Society.

Evolution of neuroleptic-induced extrapyramidal syndromes under long-term neuroleptic treatment.

PubMed

Modestin, Jiri; Wehrli, Marianne Vogt; Stephan, Patrik Lukas; Agarwalla, Puspa

2008-03-01

The long-term evolution of neuroleptic-induced extrapyramidal syndromes (EPS) of Parkinsonism, akathisia and tardive dyskinesia (TD) is still a controversial issue worth exploring. A total of 200 inpatients on regular typical neuroleptics (NL) and/or clozapine were assessed in 1995 with regard to the prevalence of EPS. Altogether, 83 patients could be reassessed in 2003/04 (63 had died) using the same methods. Strict definitions of EPS were used. The complete account of NL therapy the patients were prescribed between 1995 and 2003/04 (including atypical NL other than clozapine) was considered. The prevalences found in 1995 and 2003/04 were 17% and 29% for Parkinsonism, 14% and 14% for akathisia, and 24% and 13% for TD. There were considerable intra-individual fluctuations in EPS occurrence even when the overall prevalence rate remained the same. In intra-individual comparisons of EPS ratings on both assessments, there was a tendency for worsening of Parkinsonism to be associated with a current (2003/04) therapy with typical NL; worsening of akathisia was associated with a current therapy with atypical NL other than clozapine, amelioration of akathisia with a current therapy with clozapine; and, basically, there were no significant associations found between the changes in TD ratings and the long-term therapy with typical NL, clozapine, and other atypical NL, considering cumulative doses of all these drugs. In a multivariate analysis, there was a tendency for the long-term evolution of TD to depend on illness duration as the only variable. There are intra-individual fluctuations in all EPS over longer time periods. The choice of current NL therapy has an impact on Parkinsonism and akathisia. The long-term evolution of TD appears independent of NL prescriptions.

Proposed Project Selection Method for Human Support Research and Technology Development (HSR&TD)

NASA Technical Reports Server (NTRS)

Jones, Harry

2005-01-01

The purpose of HSR&TD is to deliver human support technologies to the Exploration Systems Mission Directorate (ESMD) that will be selected for future missions. This requires identifying promising candidate technologies and advancing them in technology readiness until they are acceptable. HSR&TD must select an may of technology development projects, guide them, and either terminate or continue them, so as to maximize the resulting number of usable advanced human support technologies. This paper proposes an effective project scoring methodology to support managing the HSR&TD project portfolio. Researchers strongly disagree as to what are the best technology project selection methods, or even if there are any proven ones. Technology development is risky and outstanding achievements are rare and unpredictable. There is no simple formula for success. Organizations that are satisfied with their project selection approach typically use a mix of financial, strategic, and scoring methods in an open, established, explicit, formal process. This approach helps to build consensus and develop management insight. It encourages better project proposals by clarifying the desired project attributes. We propose a project scoring technique based on a method previously used in a federal laboratory and supported by recent research. Projects are ranked by their perceived relevance, risk, and return - a new 3 R's. Relevance is the degree to which the project objective supports the HSR&TD goal of developing usable advanced human support technologies. Risk is the estimated probability that the project will achieve its specific objective. Return is the reduction in mission life cycle cost obtained if the project is successful. If the project objective technology performs a new function with no current cost, its return is the estimated cash value of performing the new function. The proposed project selection scoring method includes definitions of the criteria, a project evaluation questionnaire, and a scoring formula.

Visual tasks and postural sway in children with and without autism spectrum disorders.

PubMed

Chang, Chih-Hui; Wade, Michael G; Stoffregen, Thomas A; Hsu, Chin-Yu; Pan, Chien-Yu

2010-01-01

We investigated the influences of two different suprapostural visual tasks, visual searching and visual inspection, on the postural sway of children with and without autism spectrum disorder (ASD). Sixteen ASD children (age=8.75±1.34 years; height=130.34±11.03 cm) were recruited from a local support group. Individuals with an intellectual disability as a co-occurring condition and those with severe behavior problems that required formal intervention were excluded. Twenty-two sex- and age-matched typically developing (TD) children (age=8.93±1.39 years; height=133.47±8.21 cm) were recruited from a local public elementary school. Postural sway was recorded using a magnetic tracking system (Flock of Birds, Ascension Technologies, Inc., Burlington, VT). Results indicated that the ASD children exhibited greater sway than the TD children. Despite this difference, both TD and ASD children showed reduced sway during the search task, relative to sway during the inspection task. These findings replicate those of Stoffregen et al. (2000), Stoffregen, Giveans, et al. (2009), Stoffregen, Villard, et al. (2009) and Prado et al. (2007) and extend them to TD children as well as ASD children. Both TD and ASD children were able to functionally modulate postural sway to facilitate the performance of a task that required higher perceptual effort. Copyright © 2010 Elsevier Ltd. All rights reserved.

Vocal Interaction between Children with Down syndrome and their Parents

PubMed Central

Thiemann-Bourque, Kathy S.; Warren, Steven F.; Brady, Nancy; Gilkerson, Jill; Richards, Jeffrey A.

2014-01-01

Purpose The purpose of this study was to describe differences in parent input and child vocal behaviors of children with Down syndrome (DS) compared to typically developing (TD) children. The goals were to describe the language learning environments at distinctly different ages in early childhood. Method Nine children with DS and 9 age-matched TD children participated; four children in each group were ages 9–11 months and five were between 25–54 months. Measures were derived from automated vocal analysis. A digital language processer measured the richness of the child’s language environment, including number of adult words, conversational turns, and child vocalizations. Results Analyses indicated no significant differences in words spoken by parents of younger vs. older children with DS, and significantly more words spoken by parents of TD children than parents of children with DS. Differences between the DS and TD groups were observed in rates of all vocal behaviors; with no differences noted between the younger vs. older children with DS, and the younger TD children did not vocalize significantly more than the younger DS children. Conclusions Parents of children with DS continue to provide consistent levels of input across the early language learning years; however, child vocal behaviors remain low after the age of 24 months suggesting the need for additional and alternative intervention approaches. PMID:24686777

I Think We're Alone Now: Solitary Social Behaviors in Adolescents with Autism Spectrum Disorder.

PubMed

Zane, Emily; Neumeyer, Kayla; Mertens, Julia; Chugg, Amanda; Grossman, Ruth B

2017-10-10

Research into emotional responsiveness in Autism Spectrum Disorder (ASD) has yielded mixed findings. Some studies report uniform, flat and emotionless expressions in ASD; others describe highly variable expressions that are as or even more intense than those of typically developing (TD) individuals. Variability in findings is likely due to differences in study design: some studies have examined posed (i.e., not spontaneous expressions) and others have examined spontaneous expressions in social contexts, during which individuals with ASD-by nature of the disorder-are likely to behave differently than their TD peers. To determine whether (and how) spontaneous facial expressions and other emotional responses are different from TD individuals, we video-recorded the spontaneous responses of children and adolescents with and without ASD (between the ages of 10 and 17 years) as they watched emotionally evocative videos in a non-social context. Researchers coded facial expressions for intensity, and noted the presence of laughter and other responsive vocalizations. Adolescents with ASD displayed more intense, frequent and varied spontaneous facial expressions than their TD peers. They also produced significantly more emotional vocalizations, including laughter. Individuals with ASD may display their emotions more frequently and more intensely than TD individuals when they are unencumbered by social pressure. Differences in the interpretation of the social setting and/or understanding of emotional display rules may also contribute to differences in emotional behaviors between groups.

Don’t speak too fast! Processing of fast rate speech in children with specific language impairment

PubMed Central

Bedoin, Nathalie; Krifi-Papoz, Sonia; Herbillon, Vania; Caillot-Bascoul, Aurélia; Gonzalez-Monge, Sibylle; Boulenger, Véronique

2018-01-01

Background Perception of speech rhythm requires the auditory system to track temporal envelope fluctuations, which carry syllabic and stress information. Reduced sensitivity to rhythmic acoustic cues has been evidenced in children with Specific Language Impairment (SLI), impeding syllabic parsing and speech decoding. Our study investigated whether these children experience specific difficulties processing fast rate speech as compared with typically developing (TD) children. Method Sixteen French children with SLI (8–13 years old) with mainly expressive phonological disorders and with preserved comprehension and 16 age-matched TD children performed a judgment task on sentences produced 1) at normal rate, 2) at fast rate or 3) time-compressed. Sensitivity index (d′) to semantically incongruent sentence-final words was measured. Results Overall children with SLI perform significantly worse than TD children. Importantly, as revealed by the significant Group × Speech Rate interaction, children with SLI find it more challenging than TD children to process both naturally or artificially accelerated speech. The two groups do not significantly differ in normal rate speech processing. Conclusion In agreement with rhythm-processing deficits in atypical language development, our results suggest that children with SLI face difficulties adjusting to rapid speech rate. These findings are interpreted in light of temporal sampling and prosodic phrasing frameworks and of oscillatory mechanisms underlying speech perception. PMID:29373610

Children with autism respond differently to spontaneous, elicited and deferred imitation.

PubMed

Heimann, M; Nordqvist, E; Strid, K; Connant Almrot, J; Tjus, T

2016-05-01

Imitation, a key vehicle for both cognitive and social development, is often regarded as more difficult for children with autism spectrum disorders (ASD) than for children with Down syndrome (DS) or typically developing (TD) children. The current study investigates similarities and differences in observed elicited, spontaneous and deferred imitation using both actions with objects and gestures as imitation tasks in these groups. Imitation among 19 children with autism was compared with 20 children with DS and 23 TD children matched for mental and language age. Elicited imitation resulted in significantly lower scores for the ASD group compared with the other two groups, an effect mainly carried by a low level of gesture imitation among ASD children. We observed no differences among the groups for spontaneous imitation. However, children with ASD or DS displayed less deferred imitation than the TD group. Proneness to imitate also differed among groups: only 10 (53%) of the children with autism responded in the elicited imitation condition compared with all children with DS and almost all TD children (87%). These findings add to our understanding of the kind of imitation difficulties children with ASD might have. They also point to the necessity of not equating various imitation measures because these may capture different processes and be differently motivating for children with autism. © 2016 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Specificity of Dyspraxia in Children with Autism

PubMed Central

MacNeil, Lindsey K.; Mostofsky, Stewart H.

2012-01-01

Objective To explore the specificity of impaired praxis and postural knowledge to autism by examining three samples of children, including those with autism spectrum disorder (ASD), attention-deficit hyperactivity disorder (ADHD), and typically developing (TD) children. Method Twenty-four children with ASD, 24 children with ADHD, and 24 TD children, ages 8–13, completed measures assessing basic motor control (the Physical and Neurological Exam for Subtle Signs; PANESS), praxis (performance of skilled gestures to command, with imitation, and tool use) and the ability to recognize correct hand postures necessary to perform these skilled gestures (the Postural Knowledge Test; PKT). Results Children with ASD performed significantly worse than TD children on all three assessments. In contrast, children with ADHD performed significantly worse than TD controls on PANESS but not on the praxis examination or PKT. Furthermore, children with ASD performed significantly worse than children with ADHD on both the praxis examination and PKT, but not on the PANESS. Conclusions Whereas both children with ADHD and children with ASD show impairments in basic motor control, impairments in performance and recognition of skilled motor gestures, consistent with dyspraxia, appear to be specific to autism. The findings suggest that impaired formation of perceptual-motor action models necessary to development of skilled gestures and other goal directed behavior is specific to autism; whereas, impaired basic motor control may be a more generalized finding. PMID:22288405

Gender and nurturance in families of children with neurodevelopmental conditions.

PubMed

Shapiro, Danielle N; Dixon-Thomas, Pamela; Warschausky, Seth

2014-05-01

This study tested the hypothesis that gender differences in parent-reported nurturance of children would be attenuated in families of children with neurodevelopmental conditions (NDCs). In this cross-sectional study, participants included 49 (29 male) children diagnosed with an NDC and 60 (30 male) typically developing (TD) children. Children in the NDC group had a diagnosis of cerebral palsy (CP; n = 41) or spina bifida (SB; n = 8). Parental nurturance was measured using the nurturance subscale of the Parenting Dimensions Inventory (PDI; Power, 1991). Data were analyzed using a 2 × 2 (gender × diagnosis) analysis of covariance (ANCOVA) with child age as the covariate. As a simple main effect, parents reported more nurturing behavior toward TD girls than TD boys. However, girls with an NDC received less nurturance, thereby eliminating the gender difference in parental nurturance in the NDC sample. This pattern was reflected in the larger ANCOVA as a 2-way interaction between diagnosis and gender. Group differences in other PDI subscales were not statistically significant. This pattern of results suggests that the parents of girls with NDCs may be less nurturing toward them, thereby attenuating gender differences observed in families with TD children. Findings highlight the need for more research on the gendered dynamics in families with a child with an NDC to develop systemic models of family functioning and targeted parenting interventions for this group. (c) 2014 APA, all rights reserved.

Influence of Autism Traits and Executive Functioning on Quality of Life in Children with an Autism Spectrum Disorder

ERIC Educational Resources Information Center

de Vries, Marieke; Geurts, Hilde

2015-01-01

Children with Autism Spectrum Disorders (ASDs) often experience a low Quality of Life (QoL). We studied if IQ, early language development, current autism traits, and daily Executive Functions (EFs) are related to QoL in children (aged 8-12 years) with ASD (N = 120) and typically developing (TD) children (N = 76). Children with ASD showed a lower…

[Tardive dyskinesia induced by classical antipsychotic drugs: a Tunisian sample of schizophrenics].

PubMed

Sejil, I; Oumaya, A; Bouguerra, C; Mehdi, F; Bellaaj, R; Gallali, S

2013-05-01

The term tardive dyskinesia (TD) is used to describe abnormal movement, primarily associated with typical antipsychotic drugs, which are used to treat psychotic states such as schizophrenia. TD is characterised by repetitive involuntary purposeless muscle contractions that force parts of the body into abnormal, and sometimes painful, movements or postures. These movements are involuntary and are difficult or impossible to control. TD usually begins with the face, mouth, lips and tongue, and includes grimacing, lip-smacking, tongue movements and rapid blinking. It may also involve the rest of the body and produce involuntary gestures, tics and writhing movements. TD is severe physically and socially disabling. Schizophrenia is thought to be the psychiatric diagnosis the most frequently associated with TD. The purpose of this article is to study the characteristics of TD in a Tunisian sample of 157 schizophrenics. A variety of demographic and clinical information was obtained by a questionnaire. Diagnoses of schizophrenia and TD were determined by using DSM-VI-R criteria. TD was assessed using the Abnormal Involuntary Movements Scale (AIMS). The average age in this sample was 37 ± 6 years. The intermediate duration of evolution of the disease was 8 ± 3 years with a medium full number of hospitalizations of 4 ± 3. We found 58% of the paranoid sub-type. The intermediate duration of exposure to classical neuroleptics was 7 ± 3 years. The average of daily neuroleptic amount was 572.9 ± 145.3 equivalent milligrams of chlorpromazine. Extended release antipsychotics were used in 64.3% of cases, with fluphenazine deaconate in 90% and haloperidol deaconate in 10%. Anticholinergics were used by 74.5% of patients, with use of biperidene in 96% of cases. Therapeutic observance was good in 89.2% of patients. The prevalence of TD was an estimated 35%. The average of AIMS score was 17 ± 9, with a minimal score of 3 and a maximal one of 34. The distribution of patients according to severity found a prevalence of 52.7% of subjects with moderate TD, 38.2% with light TD and 9.1% with severe TD. The distribution of patients according to type, according to DSM-IV criteria, found 78.4% of cases with choreiform TD, 17.5% of cases with athetosic TD and 4.1% of cases with rhythmic TD. The intermediate duration of evolution of TD was estimated at 18 ± 6 months with a minimal duration of 3 months and a maximum of 72 months. The distribution of subjects according to duration of evolution of TD found that approximately three quarter of patients presented with TD that had evolved since one duration, lower or equal to one year. The average age of patients at the moment of installation of TD was estimated at 36 ± 6 years with 22 years as a minimal and 46 years as a maximal age. Among them, 81.8% of patients were aged over 30 at the time of the installation of TD. The majority of patients with schizophrenia in Tunisia are still treated with typical antipsychotic drugs, and that's why the prevalence of TD remains relatively high. Copyright © 2012 L’Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

Facial emotion recognition in Williams syndrome and Down syndrome: A matching and developmental study.

PubMed

Martínez-Castilla, Pastora; Burt, Michael; Borgatti, Renato; Gagliardi, Chiara

2015-01-01

In this study both the matching and developmental trajectories approaches were used to clarify questions that remain open in the literature on facial emotion recognition in Williams syndrome (WS) and Down syndrome (DS). The matching approach showed that individuals with WS or DS exhibit neither proficiency for the expression of happiness nor specific impairments for negative emotions. Instead, they present the same pattern of emotion recognition as typically developing (TD) individuals. Thus, the better performance on the recognition of positive compared to negative emotions usually reported in WS and DS is not specific of these populations but seems to represent a typical pattern. Prior studies based on the matching approach suggested that the development of facial emotion recognition is delayed in WS and atypical in DS. Nevertheless, and even though performance levels were lower in DS than in WS, the developmental trajectories approach used in this study evidenced that not only individuals with DS but also those with WS present atypical development in facial emotion recognition. Unlike in the TD participants, where developmental changes were observed along with age, in the WS and DS groups, the development of facial emotion recognition was static. Both individuals with WS and those with DS reached an early maximum developmental level due to cognitive constraints.

The Impact of Inattention, Hyperactivity/Impulsivity Symptoms, and Executive Functions on Learning Behaviors of Children with ADHD

PubMed Central

Colomer, Carla; Berenguer, Carmen; Roselló, Belén; Baixauli, Inmaculada; Miranda, Ana

2017-01-01

Children diagnosed with attention deficit/hyperactivity disorder (ADHD) are at risk of experiencing lower academic achievement compared to their peers without ADHD. However, we have a limited understanding of the mechanisms underlying this association. Both the symptoms of the disorder and the executive functions can negatively influence learning behaviors, including motivation, attitude toward learning, or persistence, key aspects of the learning process. The first objective of this study was to compare different components of learning behaviors in children diagnosed with ADHD and typically developing (TD) children. The second objective was to analyze the relationships among learning behaviors, executive functioning, and symptoms of hyperactivity/impulsivity in both groups. Participants were 35 children diagnosed with ADHD and 37 with TD (7–11 years old), matched on age and IQ. The teachers filled out the Behavior Rating Inventory of Executive Function (BRIEF) and the Learning Behaviors Scale, which evaluates Competence/motivation, Attitude toward learning, Attention/persistence, and Strategy/flexibility. In addition, parents and teachers filled out the DSM-5 diagnostic criteria for ADHD. ANOVAs showed significant differences between children with ADHD and TD children on all the learning behaviors. Moreover, in both the ADHD and TD groups, the behavioral regulation index of the BRIEF predicted the search for strategies, and the metacognition index was a good predictor of motivation. However, attitude toward learning was predicted by metacognition only in the group with ADHD. Therefore, the executive functions had greater power than the typical symptoms of inattention and hyperactivity/impulsivity in predicting learning behaviors of children with ADHD. The findings are in line with other studies that support the influence of the executive functions on performance, highlighting the importance of including their development as a top priority from early ages in the school setting in order to strengthen learning behaviors. PMID:28446885

Speech perception and phonological short-term memory capacity in language impairment: preliminary evidence from adolescents with specific language impairment (SLI) and autism spectrum disorders (ASD).

PubMed

Loucas, Tom; Riches, Nick Greatorex; Charman, Tony; Pickles, Andrew; Simonoff, Emily; Chandler, Susie; Baird, Gillian

2010-01-01

The cognitive bases of language impairment in specific language impairment (SLI) and autism spectrum disorders (ASD) were investigated in a novel non-word comparison task which manipulated phonological short-term memory (PSTM) and speech perception, both implicated in poor non-word repetition. This study aimed to investigate the contributions of PSTM and speech perception in non-word processing and whether individuals with SLI and ASD plus language impairment (ALI) show similar or different patterns of deficit in these cognitive processes. Three groups of adolescents (aged 14-17 years), 14 with SLI, 16 with ALI, and 17 age and non-verbal IQ matched typically developing (TD) controls, made speeded discriminations between non-word pairs. Stimuli varied in PSTM load (two- or four-syllables) and speech perception load (mismatches on a word-initial or word-medial segment). Reaction times showed effects of both non-word length and mismatch position and these factors interacted: four-syllable and word-initial mismatch stimuli resulted in the slowest decisions. Individuals with language impairment showed the same pattern of performance as those with typical development in the reaction time data. A marginal interaction between group and item length was driven by the SLI and ALI groups being less accurate with long items than short ones, a difference not found in the TD group. Non-word discrimination suggests that there are similarities and differences between adolescents with SLI and ALI and their TD peers. Reaction times appear to be affected by increasing PSTM and speech perception loads in a similar way. However, there was some, albeit weaker, evidence that adolescents with SLI and ALI are less accurate than TD individuals, with both showing an effect of PSTM load. This may indicate, at some level, the processing substrate supporting both PSTM and speech perception is intact in adolescents with SLI and ALI, but also in both there may be impaired access to PSTM resources.

Object-based attention benefits reveal selective abnormalities of visual integration in autism.

PubMed

Falter, Christine M; Grant, Kate C Plaisted; Davis, Greg

2010-06-01

A pervasive integration deficit could provide a powerful and elegant account of cognitive processing in autism spectrum disorders (ASD). However, in the case of visual Gestalt grouping, typically assessed by tasks that require participants explicitly to introspect on their own grouping perception, clear evidence for such a deficit remains elusive. To resolve this issue, we adopt an index of Gestalt grouping from the object-based attention literature that does not require participants to assess their own grouping perception. Children with ASD and mental- and chronological-age matched typically developing children (TD) performed speeded orientation discriminations of two diagonal lines. The lines were superimposed on circles that were either grouped together or segmented on the basis of color, proximity or these two dimensions in competition. The magnitude of performance benefits evident for grouped circles, relative to ungrouped circles, provided an index of grouping under various conditions. Children with ASD showed comparable grouping by proximity to the TD group, but reduced grouping by similarity. ASD seems characterized by a selective bias away from grouping by similarity combined with typical levels of grouping by proximity, rather than by a pervasive integration deficit.

Receptive Language Skills in Slovak-Speaking Children With Intellectual Disability: Understanding Words, Sentences, and Stories.

PubMed

Polišenská, Kamila; Kapalková, Svetlana; Novotková, Monika

2018-06-05

The study aims to describe receptive language skills in children with intellectual disability (ID) and to contribute to the debate on deviant versus delayed language development. This is the 1st study of receptive skills in children with ID who speak a Slavic language, providing insight into how language development is affected by disability and also language typology. Twenty-eight Slovak-speaking children participated in the study (14 children with ID and 14 typically developing [TD] children matched on nonverbal reasoning abilities). The children were assessed by receptive language tasks targeting words, sentences, and stories, and the groups were compared quantitatively and qualitatively. The groups showed similar language profiles, with a better understanding of words, followed by sentences, with the poorest comprehension for stories. Nouns were comprehended better than verbs; sentence constructions also showed a qualitatively similar picture, although some dissimilarities emerged. Verb comprehension was strongly related to sentence comprehension in both groups and related to story comprehension in the TD group only. The findings appear to support the view that receptive language skills follow the same developmental route in children with ID as seen in younger TD children, suggesting that language development is a robust process and does not seem to be differentially affected by ID even when delayed.

Gesture and speech during shared book reading with preschoolers with specific language impairment.

PubMed

Lavelli, Manuela; Barachetti, Chiara; Florit, Elena

2015-11-01

This study examined (a) the relationship between gesture and speech produced by children with specific language impairment (SLI) and typically developing (TD) children, and their mothers, during shared book-reading, and (b) the potential effectiveness of gestures accompanying maternal speech on the conversational responsiveness of children. Fifteen preschoolers with expressive SLI were compared with fifteen age-matched and fifteen language-matched TD children. Child and maternal utterances were coded for modality, gesture type, gesture-speech informational relationship, and communicative function. Relative to TD peers, children with SLI used more bimodal utterances and gestures adding unique information to co-occurring speech. Some differences were mirrored in maternal communication. Sequential analysis revealed that only in the SLI group maternal reading accompanied by gestures was significantly followed by child's initiatives, and when maternal non-informative repairs were accompanied by gestures, they were more likely to elicit adequate answers from children. These findings support the 'gesture advantage' hypothesis in children with SLI, and have implications for educational and clinical practice.

Social impairment of children with autism spectrum disorder affects parental quality of life in different ways.

PubMed

Wang, Ying; Xiao, Lu; Chen, Run-Sen; Chen, Chen; Xun, Guang-Lei; Lu, Xiao-Zi; Shen, Yi-Dong; Wu, Ren-Rong; Xia, Kun; Zhao, Jing-Ping; Ou, Jian-Jun

2018-05-25

This study evaluated the life quality of Chinese parents of preschool children with autism spectrum disorder (ASD) and their association with child social impairment and childcare burden. The participants included 406 families of children with ASD and 513 families with typically developing (TD) children. The findings indicated that parents in the ASD group had a lower quality of life than parents in the TD group, whereas only mother of children with ASD experienced a greater childcare burden than mother with TD children. Lower parental quality of life were associated with higher social impairment of children. To further clarify the correlativity of child social impairment, parental quality of life and childcare burden, the mediation analyses were conducted. The results showed that childcare burden mediated the influence of child social impairment on maternal quality of life, while it has no mediating effect on fathers. It implies that social impairment of children affects parental quality of life in different ways. Copyright © 2018. Published by Elsevier B.V.

Pragmatics abilities in narrative production: a cross-disorder comparison.

PubMed

Norbury, Courtenay Frazier; Gemmell, Tracey; Paul, Rhea

2014-05-01

We aimed to disentangle contributions of socio-pragmatic and structural language deficits to narrative competence by comparing the narratives of children with autism spectrum disorder (ASD; n = 25), non-autistic children with language impairments (LI; n = 23), and children with typical development (TD; n = 27). Groups were matched for age (6½ to 15 years; mean: 10;6) and non-verbal ability; ASD and TD groups were matched on standardized language scores. Despite distinct clinical presentation, children with ASD and LI produced similarly simple narratives that lacked semantic richness and omitted important story elements, when compared to TD peers. Pragmatic errors were common across groups. Within the LI group, pragmatic errors were negatively correlated with story macrostructure scores and with an index of semantic-pragmatic relevance. For the group with ASD, pragmatic errors consisted of comments that, though extraneous, did not detract from the gist of the narrative. These findings underline the importance of both language and socio-pragmatic skill for producing coherent, appropriate narratives.

Attention and Working Memory in Adolescents with Autism Spectrum Disorder: A Functional MRI Study.

PubMed

Rahko, Jukka S; Vuontela, Virve A; Carlson, Synnöve; Nikkinen, Juha; Hurtig, Tuula M; Kuusikko-Gauffin, Sanna; Mattila, Marja-Leena; Jussila, Katja K; Remes, Jukka J; Jansson-Verkasalo, Eira M; Aronen, Eeva T; Pauls, David L; Ebeling, Hanna E; Tervonen, Osmo; Moilanen, Irma K; Kiviniemi, Vesa J

2016-06-01

The present study examined attention and memory load-dependent differences in the brain activation and deactivation patterns between adolescents with autism spectrum disorders (ASDs) and typically developing (TD) controls using functional magnetic resonance imaging. Attentional (0-back) and working memory (WM; 2-back) processing and load differences (0 vs. 2-back) were analysed. WM-related areas activated and default mode network deactivated normally in ASDs as a function of task load. ASDs performed the attentional 0-back task similarly to TD controls but showed increased deactivation in cerebellum and right temporal cortical areas and weaker activation in other cerebellar areas. Increasing task load resulted in multiple responses in ASDs compared to TD and in inadequate modulation of brain activity in right insula, primary somatosensory, motor and auditory cortices. The changes during attentional task may reflect compensatory mechanisms enabling normal behavioral performance. The inadequate memory load-dependent modulation of activity suggests diminished compensatory potential in ASD.

Approximate Entropy Values Demonstrate Impaired Neuromotor Control of Spontaneous Leg Activity in Infants with Myelomeningocele

PubMed Central

Smith, Beth A.; Teulier, Caroline; Sansom, Jennifer; Stergiou, Nicholas; Ulrich, Beverly D.

2012-01-01

Purpose One obstacle to providing early intervention to infants with myelomeningocele (MMC) is the challenge of quantifying impaired neuromotor control of movements early in life. Methods We used the nonlinear analysis tool Approximate Entropy (ApEn) to analyze periodicity and complexity of supine spontaneous lower extremity movements of infants with MMC and typical development (TD) at 1, 3, 6 and 9 months of age. Results Movements of infants with MMC were more regular and repeatable (lower ApEn values) than movements of infants with TD indicating less adaptive and flexible movement patterns. For both groups ApEn values decreased with age, and the movements of infants with MMC were less complex than movements of infants with TD. Further, for infants with MMC, lesion level and age of walking onset correlated negatively with ApEn values. Conclusions Our study begins to demonstrate the feasibility of ApEn to identify impaired neuromotor control in infants with MMC. PMID:21829116

Self-perception, self-regulation and metacognition in adolescents with intellectual disability.

PubMed

Nader-Grosbois, Nathalie

2014-06-01

This study compares self-perception of competences in 28 typically developing children (TD) aged 7-9 years and 32 adolescents with intellectual disability (ID) aged 11-16 years in special school, matched for mental age (MA). The links between self-perception, self-regulation in problem-solving and metacognition are investigated. Overall self-perception and self-perception of competences by domain do not differ significantly between the two groups. Self-perception of competences in specific domains, self-regulation and metacognition vary depending on MA and verbal comprehension in the two groups. ID adolescents attribute more importance to social acceptance than TD children. In both groups, positive links are identified between self-perception and importance attributed to domains. Performance, self-regulation and metacognition are lower in ID adolescents than in TD children. Positive links are obtained between self-perception of competences in specific domains and certain self-regulatory and metacognitive strategies, although these links differ in the two groups. Copyright © 2014 Elsevier Ltd. All rights reserved.

Reduced intrasubject variability with reinforcement in boys, but not girls, with ADHD: Associations with prefrontal anatomy

PubMed Central

Rosch, Keri S.; Dirlikov, Benjamin; Mostofsky, Stewart H.

2015-01-01

This study examined the impact of motivational contingencies (reinforcement and punishment) on Go/No-Go (GNG) task performance in girls and boys with ADHD relative to typically developing (TD) children and associations with prefrontal anatomy. Children ages 8–12 with ADHD (n=107, 36 girls) and TD controls (n=95, 34 girls) completed a standard and a motivational GNG task and associations with prefrontal cortex (PFC) surface area were examined. Intrasubject variability (ISV) was lower during the motivational compared to the standard GNG among TD girls and boys, and boys with ADHD, but not among girls with ADHD. A greater reduction in ISV was associated with greater PFC surface area among children with ADHD. This novel demonstration of improvement in ISV with motivational contingencies for boys, but not girls, with ADHD and associations with PFC anatomy informs our understanding of sex differences and motivational factors contributing to ISV in children with ADHD. PMID:26141238

Theory of mind, severity of autistic symptoms and parental correlates in children and adolescents with Asperger syndrome.

PubMed

Nagar Shimoni, Hagit; Weizman, Abraham; Yoran, Roni Hegesh; Raviv, Amiram

2012-05-15

This study addresses the theory of mind (ToM) ability of Asperger's syndrome/high-functioning autism (AS/HFA) children and their parents and the severity of the autistic symptoms. Fifty-three families, each consisting of a mother, father and a child, participated in this study (N=159). The 53 children in the sample included 25 children diagnosed with AS/HFA and 28 typically developing (TD) children. The Social Attribution Task (SAT) and tests assessing autistic symptoms were used. AS/HFA children had lower scores than TD children on three of the SAT indices (Person, ToM Affective, and Salience). Fathers of AS/HFA children did not have lower scores than fathers of TD children on the SAT task, whereas mothers of AS/HFA children had lower scores on the Person index, a pattern similar to seen in their children, suggesting a possible genetic contribution of mothers to ToM deficit in AS/HFA children. Copyright © 2012 Elsevier Ltd. All rights reserved.

Patterns and Predictors of Language Development from 4 to 7 Years in Verbal Children With and Without Autism Spectrum Disorder.

PubMed

Brignell, Amanda; Williams, Katrina; Jachno, Kim; Prior, Margot; Reilly, Sheena; Morgan, Angela T

2018-04-28

This study used a prospective community-based sample to describe patterns and predictors of language development from 4 to 7 years in verbal children (IQ ≥ 70) with autism spectrum disorder (ASD; n = 26-27). Children with typical language (TD; n = 858-861) and language impairment (LI; n = 119) were used for comparison. Children with ASD and LI had similar mean language scores that were lower on average than children with TD. Similar proportions across all groups had declining, increasing and stable patterns. Language progressed at a similar rate for all groups, with progress influenced by IQ and language ability at 4 years rather than social communication skills or diagnosis of ASD. These findings inform advice for parents about language prognosis in ASD.

Cerebellar contributions to biological motion perception in autism and typical development.

PubMed

Jack, Allison; Keifer, Cara M; Pelphrey, Kevin A

2017-04-01

Growing evidence suggests that posterior cerebellar lobe contributes to social perception in healthy adults. However, they know little about how this process varies across age and with development. Using cross-sectional fMRI data, they examined cerebellar response to biological (BIO) versus scrambled (SCRAM) motion within typically developing (TD) and autism spectrum disorder (ASD) samples (age 4-30 years old), characterizing cerebellar response and BIO > SCRAM-selective effective connectivity, as well as associations with age and social ability. TD individuals recruited regions throughout cerebellar posterior lobe during BIO > SCRAM, especially bilateral lobule VI, and demonstrated connectivity with right posterior superior temporal sulcus (RpSTS) in left VI, Crus I/II, and VIIIb. ASD individuals showed BIO > SCRAM activity in left VI and left Crus I/II, and bilateral connectivity with RpSTS in Crus I/II and VIIIb/IX. No between-group differences emerged in well-matched subsamples. Among TD individuals, older age predicted greater BIO > SCRAM response in left VIIb and left VIIIa/b, but reduced connectivity between RpSTS and widespread regions of the right cerebellum. In ASD, older age predicted greater response in left Crus I and bilateral Crus II, but decreased effective connectivity with RpSTS in bilateral Crus I/II. In ASD, increased BIO > SCRAM signal in left VI/Crus I and right Crus II, VIIb, and dentate predicted lower social symptomaticity; increased effective connectivity with RpSTS in right Crus I/II and bilateral VI and I-V predicted greater symptomaticity. These data suggest that posterior cerebellum contributes to the neurodevelopment of social perception in both basic and clinical populations. Hum Brain Mapp 38:1914-1932, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Engagement in family activities: a quantitative, comparative study of children with profound intellectual and multiple disabilities and children with typical development.

PubMed

Axelsson, A K; Granlund, M; Wilder, J

2013-07-01

Participation is known to be of great importance for children's development and emotional well-being as well as for their families. In the International Classification of Functioning, Disability and Health - Children and Youth version participation is defined as a person's 'involvement in a life situation'. Engagement is closely related to involvement and can be seen as expressions of involvement or degree of involvement within a situation. This study focuses on children's engagement in family activities; one group of families with a child with profound intellectual and multiple disabilities (PIMD) and one group of families with children with typical development (TD) were compared. A descriptive study using questionnaires. Analyses were mainly performed by using Mann-Whitney U-test and Spearman's rank correlation test. Engagement in family activities differed in the two groups of children. The children with PIMD had a lower level of engagement in most family activities even though the activities that engaged the children to a higher or lesser extent were the same in both groups. Child engagement was found to correlate with family characteristics mostly in the children with TD and in the children with PIMD only negative correlations occurred. In the children with PIMD child engagement correlated with cognition in a high number of listed family activities and the children had a low engagement in routines in spite of these being frequently occurring activities. Level of engagement in family activities in the group of children with PIMD was lower compared with that in the group of children with TD. Families with a child with PIMD spend much time and effort to adapt family living patterns to the child's functioning. © 2013 John Wiley & Sons Ltd.

Reduced change blindness suggests enhanced attention to detail in individuals with autism.

PubMed

Smith, Hayley; Milne, Elizabeth

2009-03-01

The phenomenon of change blindness illustrates that a limited number of items within the visual scene are attended to at any one time. It has been suggested that individuals with autism focus attention on less contextually relevant aspects of the visual scene, show superior perceptual discrimination and notice details which are often ignored by typical observers. In this study we investigated change blindness in autism by asking participants to detect continuity errors deliberately introduced into a short film. Whether the continuity errors involved central/marginal or social/non-social aspects of the visual scene was varied. Thirty adolescent participants, 15 with autistic spectrum disorder (ASD) and 15 typically developing (TD) controls participated. The participants with ASD detected significantly more errors than the TD participants. Both groups identified more errors involving central rather than marginal aspects of the scene, although this effect was larger in the TD participants. There was no difference in the number of social or non-social errors detected by either group of participants. In line with previous data suggesting an abnormally broad attentional spotlight and enhanced perceptual function in individuals with ASD, the results of this study suggest enhanced awareness of the visual scene in ASD. The results of this study could reflect superior top-down control of visual search in autism, enhanced perceptual function, or inefficient filtering of visual information in ASD.

Learning trajectories for speech motor performance in children with specific language impairment.

PubMed

Richtsmeier, Peter T; Goffman, Lisa

2015-01-01

Children with specific language impairment (SLI) often perform below expected levels, including on tests of motor skill and in learning tasks, particularly procedural learning. In this experiment we examined the possibility that children with SLI might also have a motor learning deficit. Twelve children with SLI and thirteen children with typical development (TD) produced complex nonwords in an imitation task. Productions were collected across three blocks, with the first and second blocks on the same day and the third block one week later. Children's lip movements while producing the nonwords were recorded using an Optotrak camera system. Movements were then analyzed for production duration and stability. Movement analyses indicated that both groups of children produced shorter productions in later blocks (corroborated by an acoustic analysis), and the rate of change was comparable for the TD and SLI groups. A nonsignificant trend for more stable productions was also observed in both groups. SLI is regularly accompanied by a motor deficit, and this study does not dispute that. However, children with SLI learned to make more efficient productions at a rate similar to their peers with TD, revealing some modification of the motor deficit associated with SLI. The reader will learn about deficits commonly associated with specific language impairment (SLI) that often occur alongside the hallmark language deficit. The authors present an experiment showing that children with SLI improved speech motor performance at a similar rate compared to typically developing children. The implication is that speech motor learning is not impaired in children with SLI. Copyright © 2015 Elsevier Inc. All rights reserved.

Autonomic arousal in anxious and typically developing youth during a stressor involving error feedback.

PubMed

Rozenman, Michelle; Sturm, Alexandra; McCracken, James T; Piacentini, John

2017-12-01

Anxiety has been proposed to influence psychophysiological reactivity in children and adolescents. However, the extant empirical literature has not always found physiological reactivity to be associated with anxiety in youth. Further, most investigations have not examined psychophysiological reactivity in real time over the course of acute stress. To test the impact of anxiety disorder status on autonomic arousal in youth, we compared youth with primary anxiety disorders (N = 24) to typically developing (TD) youth (N = 22) on heart rate (HR), heart rate variability (HRV), and respiratory sinus arrhythmia (RSA) during an acute stressor in which youth received error-related feedback. We also conducted exploratory analyses on youth performance during the task. Youth ages 9-17 participated in the arithmetic portion of the Trier Social Stress Test for Children (Buske-Kirschbaum et al., Psychosom 59:419-426, 1997), during which time they received consecutive, standardized feedback that they made calculation errors. Results indicated that, compared to their TD counterparts, the anxious group demonstrated elevated HR and suppressed HRV during initial provision of error feedback and during the recovery period. No group differences were found for RSA. Additionally, overall TD youth made a greater proportion of errors than anxious youth. Clinically, these findings may provide preliminary support for anxious youth exhibiting physiological reactivity in response to receipt of error-related feedback, and may have implications for understanding biological processes during stress. This work underscores the need for further study of when and how anxiety may influence autonomic reactivity over the course of stress.

Language and affective facial expression in children with perinatal stroke.

PubMed

Lai, Philip T; Reilly, Judy S

2015-08-01

Children with perinatal stroke (PS) provide a unique opportunity to understand developing brain-behavior relations. Previous research has noted distinctive differences in behavioral sequelae between children with PS and adults with acquired stroke: children fare better, presumably due to the plasticity of the developing brain for adaptive reorganization. Whereas we are beginning to understand language development, we know little about another communicative domain, emotional expression. The current study investigates the use and integration of language and facial expression during an interview. As anticipated, the language performance of the five and six year old PS group is comparable to their typically developing (TD) peers, however, their affective profiles are distinctive: those with right hemisphere injury are less expressive with respect to affective language and affective facial expression than either those with left hemisphere injury or TD group. The two distinctive profiles for language and emotional expression in these children suggest gradients of neuroplasticity in the developing brain. Copyright © 2015 Elsevier Inc. All rights reserved.

Presence of Contagious Yawning in Children with Autism Spectrum Disorder

PubMed Central

Kikuchi, Yukiko; Akechi, Hironori; Tojo, Yoshikuni; Osanai, Hiroo; Hasegawa, Toshikazu

2013-01-01

Most previous studies suggest diminished susceptibility to contagious yawning in children with autism spectrum disorder (ASD). However, it could be driven by their atypical attention to the face. To test this hypothesis, children with ASD and typically developing (TD) children were shown yawning and control movies. To ensure participants' attention to the face, an eye tracker controlled the onset of the yawning and control stimuli. Results demonstrated that both TD children and children with ASD yawned more frequently when they watched the yawning stimuli than the control stimuli. It is suggested therefore that the absence of contagious yawning in children with ASD, as reported in previous studies, might relate to their weaker tendency to spontaneously attend to others' faces. PMID:23970970

ERP correlates of recognition memory in Autism Spectrum Disorder.

PubMed

Massand, Esha; Bowler, Dermot M; Mottron, Laurent; Hosein, Anthony; Jemel, Boutheina

2013-09-01

Recognition memory in autism spectrum disorder (ASD) tends to be undiminished compared to that of typically developing (TD) individuals (Bowler et al. 2007), but it is still unknown whether memory in ASD relies on qualitatively similar or different neurophysiology. We sought to explore the neural activity underlying recognition by employing the old/new word repetition event-related potential effect. Behavioural recognition performance was comparable across both groups, and demonstrated superior recognition for low frequency over high frequency words. However, the ASD group showed a parietal rather than anterior onset (300-500 ms), and diminished right frontal old/new effects (800-1500 ms) relative to TD individuals. This study shows that undiminished recognition performance results from a pattern of differing functional neurophysiology in ASD.

Autistic Symptoms in Children and Adolescents with Gender Dysphoria.

PubMed

van der Miesen, Anna I R; de Vries, Annelou L C; Steensma, Thomas D; Hartman, Catharina A

2018-05-01

Studies have shown an increase of symptoms of autism spectrum disorder (ASD) in gender dysphoria (GD). Various hypotheses try to explain this possible co-occurrence (e.g., a role of resistance to change, stereotyped behaviors or prenatal testosterone exposure). This study examined ASD symptoms with the Children's Social Behavior Questionnaire (CSBQ) in 490 children with GD compared to 2507 typically developing (TD) and 196 children with ASD. CSBQ total scores of the GD sample were in between scores from the TD and ASD sample. The GD sample showed elevated levels of autistic symptomatology on all subdomains, not only on stereotyped and resistance to change. Further, no gender differences and interaction effects were found on the total CSBQ, making a sole role for prenatal testosterone unlikely.

Sociomoral Reasoning, Empathy, and Meeting Developmental Tasks During the Transition to Adulthood in Autism Spectrum Disorder.

PubMed

Senland, Amie K; Higgins-D'Alessandro, Ann

2016-09-01

This mixed methods study investigated sociomoral reasoning, empathy, and challenging and supportive factors during the transition to adulthood in emerging adults (18-27-years-old) with autism spectrum disorder (ASD) to better understand how these variables facilitated positive developmental outcomes. Same-aged ASD (n = 22) and typically developing (TD) (n = 22) groups completed quantitative and qualitative measures assessing these constructs. Compared to the TD group, the ASD group had significantly lower sociomoral reasoning and perspective-taking, significantly higher personal distress, but similar empathic concern. Inductive content analysis showed those with ASD and better developmental outcomes more often discussed the value of informal social support and utilized perspective-taking during challenging sociomoral situations.

Hemispheric Processing of Idioms and Irony in Adults With and Without Pervasive Developmental Disorder.

PubMed

Saban-Bezalel, Ronit; Mashal, Nira

2015-11-01

Previous studies on individuals with pervasive developmental disorders (PDD) have pointed to difficulties in comprehension of figurative language. Using the divided visual field paradigm, the present study examined hemispheric processing of idioms and irony in 23 adults with PDD and in 24 typically developing (TD) adults. The results show that adults with PDD were relatively unimpaired in understanding figurative language. While the TD group demonstrated a right hemisphere advantage in processing the non-salient meanings of idioms as well as the ironic endings of paragraphs, the PDD group processed these stimuli bilaterally. Our findings suggest that brain lateralization is atypical in adults with PDD. Successful performance along with bilateral brain activation suggests that the PDD group uses a compensation mechanism.

Accurate or assumed: visual learning in children with ASD.

PubMed

Trembath, David; Vivanti, Giacomo; Iacono, Teresa; Dissanayake, Cheryl

2015-10-01

Children with autism spectrum disorder (ASD) are often described as visual learners. We tested this assumption in an experiment in which 25 children with ASD, 19 children with global developmental delay (GDD), and 17 typically developing (TD) children were presented a series of videos via an eye tracker in which an actor instructed them to manipulate objects in speech-only and speech + pictures conditions. We found no group differences in visual attention to the stimuli. The GDD and TD groups performed better when pictures were available, whereas the ASD group did not. Performance of children with ASD and GDD was positively correlated with visual attention and receptive language. We found no evidence of a prominent visual learning style in the ASD group.

Annoying Danish Relatives: Comprehension and Production of Relative Clauses by Danish Children with and without SLI

ERIC Educational Resources Information Center

Jensen De Lopez, Kristine; Olsen, Lone Sundahl; Chondrogianni, Vasiliki

2014-01-01

This study examines the comprehension and production of subject and object relative clauses (SRCs, ORCs) by children with Specific Language Impairment (SLI) and their typically developing (TD) peers. The purpose is to investigate whether relative clauses are problematic for Danish children with SLI and to compare errors with those produced by TD…