scholarly journals Do Biological Sex and Early Developmental Milestones Predict the Age of First Concerns and Eventual Diagnosis in Autism Spectrum Disorder?

2020 ◽  
Author(s):  
Clare Harrop ◽  
Erin Libsack ◽  
Raphael Bernier ◽  
Mirella Dapretto ◽  
Allison Jack ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developmental Milestones ◽  
Biological Sex ◽  
Early Developmental

Early Developmental Regression in Autism Spectrum Disorder: Evidence from an International Multiplex Sample

2010 ◽  
Vol 41 (3) ◽  
pp. 332-340 ◽  
Author(s):  
Jeremy R. Parr ◽  
◽  
Ann Le Couteur ◽  
Gillian Baird ◽  
Michael Rutter ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developmental Regression ◽  
Early Developmental

scholarly journals Relationships of Children with Autism Spectrum Disorders and their Fathers

2014 ◽  
Author(s):  
Terry Keller ◽  
Julie Ramisch ◽  
Marsha Carolan
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Phenomenological Study ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Emotional Understanding ◽  
Emotional Needs ◽  
Developmental Milestones ◽  
Spectrum Disorders

This phenomenological study investigated the relationships between 7 fathers and their sons with autism spectrum disorder (ASD). Seven major themes emerged: Shared Activities, Developmental Sensitivity, Emotional Understanding, Fighting the Label, Fatherhood Expectations, Parent Responsibility, and Fatherhood Isolation. Fathers were sensitive to their sons’ emotional needs and developmental milestones. Clinicians can help fathers to develop appropriate relationships with their children that involve shared activities. Clinicians can also assist fathers in coping with isolation and expectations regarding fatherhood, developing desired fatherhood roles, and finding appropriate shared activities with their children.

About permanent diagnostics in child psychiatry

2021 ◽  
Vol LIII (1) ◽  
pp. 48-51
Author(s):  
Vladimir E. Pashkovskiy
Keyword(s):  
Autism Spectrum Disorder ◽  
Child Psychiatry ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Diagnostic Process ◽  
Childhood And Adolescence ◽  
Early Stages ◽  
Early Developmental

The article analyzes the problem of diagnosis in child psychiatry. It is shown that errors in it are largely associated with the features of development at the early stages of ontogenesis. The need to take into account in the diagnostic process the theoretical positions of P.P. Blonsky, L.S. Vygotsky, D.B. Elkonin about crises in childhood and adolescence and V.V. Kovalev about the levels of neuropsychic response are discussed. The article shows that early developmental arrhythmia affects the diagnosis of such a pathology as autism spectrum disorder. It is emphasized that the typical childhood clinical diffuseness of the disorder is underestimated. It is argued that the heterochrony of development in childhood strongly requires a transition from noso-centered to risk-centered diagnostics.

scholarly journals Early Developmental Signs in Children with Autism Spectrum Disorder: Results from the Japan Environment and Children’s Study

Children ◽  
2022 ◽  
Vol 9 (1) ◽  
pp. 90
Author(s):  
Hideki Shimomura ◽  
Hideki Hasunuma ◽  
Sachi Tokunaga ◽  
Yohei Taniguchi ◽  
Naoko Taniguchi ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Identification ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Fine Motor ◽  
Number Of Children ◽  
Children With Asd ◽  
Ages And Stages Questionnaires ◽  
Early Developmental

Autism spectrum disorder (ASD) is a developmental disability in early childhood. Early identification and intervention in children with ASD are essential for children and their families. This study aimed to identify the earliest signs of ASD. Using a large cohort including data from 104,062 fetal records in the Japan Environment and Children’s Study, we examined the Ages and Stages Questionnaires® (ASQ-3TM) scores of children with and without ASD. The ASQ-3 comprises five domains: communication, gross motor, fine motor, problem solving, and personal-social. The ASQ-3 scores were obtained at ages 6 months, 1 year, and 3 years. There were 64,501 children with available ASQ-3 data. The number of children diagnosed with ASD was 188 (0.29%) at 3 years of age. The highest relative risk (RR) for any domain below the monitoring score at 6 months was in the communication (RR 1.90, 95% CI 1.29–2.78, p = 0.0041), followed by fine motor (RR 1.50, 95% CI 1.28–1.76, p < 0.0001) domain. A low ASQ-3 score in the communication domain at 6 months was related to an ASD diagnosis at 3 years of age. The ASQ-3 score at 6 months can contribute to the early identification of and intervention for ASD.

scholarly journals Linking social motivation with social skill: The role of emotion dysregulation in autism spectrum disorder

2019 ◽  
Vol 31 (3) ◽  
pp. 931-943 ◽  
Author(s):  
Emily Neuhaus ◽  
Sara J. Webb ◽  
Raphael A. Bernier
Keyword(s):  
Autism Spectrum Disorder ◽  
Children And Adolescents ◽  
Social Skill ◽  
Emotion Dysregulation ◽  
Social Motivation ◽  
Autism Spectrum ◽  
Attention Problems ◽  
Spectrum Disorder ◽  
Biological Sex ◽  
Adolescents With Asd

AbstractAutism spectrum disorder (ASD) is associated with pervasive social deficits as well as marked emotion dysregulation across the life span. Decreased social motivation accounts in part for social difficulties, but factors moderating its influence are not fully understood. In this paper, we (a) characterize social and emotional functioning among children and adolescents with ASD, (b) explore contributions of socialmotivationand emotion dysregulation to socialskill, and (c) consider biological sex and intellectual functioning as moderators of these associations. In a sample of 2,079 children and adolescents with ASD from the Simons Simplex Collection, we document direct effects of social motivation, internalizing symptoms, aggression, attention problems, irritability, and self-injurious behavior on children's social skills. Furthermore, dysregulation in several domains moderated the association between social motivation and social skill, suggesting a blunting effect on social motivation in the context of emotional difficulties. Moreover, when considering only individuals with intellectual skills in the average range or higher, biological sex further moderated these associations. Findings add to our understanding of social–emotional processes in ASD, suggest emotion dysregulation as a target of intervention in the service of social skill improvements, and build on efforts to understand sources of individual difference that contribute to heterogeneity among individuals with ASD.

scholarly journals Autism spectrum disorder research funding may be biased in favor of studying ASD in males in the United States

2021 ◽  
Author(s):  
Luke Ong ◽  
Joseph Yeejoo Ong
Keyword(s):  
United States ◽  
Autism Spectrum Disorder ◽  
The United States ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Biological Sex ◽  
Minor Portion ◽  
Males And Females ◽  
A Minor ◽  
The Relationship

Autism spectrum disorder (ASD) is a prevalent developmental disorder that presents differently between males and females. Males are diagnosed with ASD at a higher rate than females and tend to present with more severe behavioral characteristics. Consequently, there may be funding and research discrepancies based on biological sex in ASD research where females with ASD may be less represented than their male counterparts. To assess whether such a funding and research disparity exists within the United States research system, we searched the United States National Institutes of Health grant reporting database (RePORTER) for grants and projects that studied the relationship between biological sex and ASD research in humans spanning the last 10 years (2009-2019). We document a discrepancy in the number of studies and the amount of federal funding dedicated to studies of ASD in males versus females in the United States. While funding of most of ASD research (85%) is dedicated to research in both sexes, only a minor portion (0.4%) is dedicated to ASD research in females (compare to 14% dedicated to ASD research in males). Similarly, the number of funded studies dedicated to ASD research in males (8 of 43) predominates over the number of studies dedicated to ASD research in females (1 of 43) (research in both sexes, 34 of 43). As a result, research dedicated to females with ASD is underrepresented relative to their male counterparts. We suggest that the imbalance between ASD research and funding of males and females may result in gender disparities in our understanding of ASD.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

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