No differences in MR-based volumetry between 2- and 7-year-old children with autism spectrum disorder and developmental delay

2009 ◽  
Vol 31 (10) ◽  
pp. 725-730 ◽  
Author(s):  
Mijke Zeegers ◽  
Hilleke Hulshoff Pol ◽  
Sarah Durston ◽  
Hilde Nederveen ◽  
Hugo Schnack ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Delay ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Rickets treatment improves more than bone health in toddler with autism spectrum disorder: A brief report

2019 ◽  
Vol 7 ◽  
pp. 2050313X1987002 ◽  
Author(s):  
Leah D Stalnaker ◽  
Priya Prasher ◽  
Susan Flesher
Keyword(s):  
Autism Spectrum Disorder ◽  
Vitamin D ◽  
Case Report ◽  
Effective Treatment ◽  
Vitamin D Deficiency ◽  
Developmental Delay ◽  
Bone Health ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

Children with autism spectrum disorder have been found to have lower levels of vitamin D than their peers. Our case report supports the hypothesis that vitamin D may be an effective treatment for developmental delay in autism. In addition, we review the literature surrounding vitamin D deficiency as a potential cause of autism spectrum disorder and the role that vitamin D may play in treatment.

scholarly journals Rate of Communicative Gestures and Developmental Outcomes in Toddlers With and Without Autism Spectrum Disorder During a Home Observation

2021 ◽  
Vol 30 (2) ◽  
pp. 649-662
Author(s):  
Abigail D. Delehanty ◽  
Amy M. Wetherby
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Delay ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typical Development ◽  
Autism Symptoms ◽  
Communicative Acts ◽  
Home Based

Purpose Most toddlers with autism spectrum disorder and other developmental delays receive early intervention at home and may not participate in a clinic-based communication evaluation. However, there is limited research that has prospectively examined communication in very young children with and without autism in a home-based setting. This study used granular observational coding to document the communicative acts performed by toddlers with autism, developmental delay, and typical development in the home environment. Method Children were selected from the archival database of the FIRST WORDS Project ( N = 211). At approximately 20 months of age, each child participated in everyday activities with a caregiver during an hour-long, video-recorded, naturalistic home observation. Inventories of unique gestures, rates per minute, and proportions of types of communicative acts and communicative functions were coded and compared using a one-way analysis of variance. Concurrent and prospective relationships between rate of communication and measures of social communication, language development, and autism symptoms were examined. Results A total of 40,738 communicative acts were coded. Children with autism, developmental delay, and typical development used eight, nine, and 12 unique gestures on average, respectively. Children with autism used deictic gestures, vocalizations, and communicative acts for behavior regulation at significantly lower rates than the other groups. Statistically significant correlations were observed between rate of communication and several outcome measures. Conclusion Observation of social communication in the natural environment may improve early identification of children with autism and communication delays, complement clinic-based assessments, and provide useful information about a child's social communication profile and the family's preferred activities and intervention priorities. Supplemental Material https://doi.org/10.23641/asha.14204522

scholarly journals Auditory event-related potentials and associations with sensory patterns in children with autism spectrum disorder, developmental delay, and typical development

Autism ◽  
2019 ◽  
Vol 24 (5) ◽  
pp. 1093-1110
Author(s):  
Franc CL Donkers ◽  
Mike Carlson ◽  
Sarah E Schipul ◽  
Aysenil Belger ◽  
Grace T Baranek
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Delay ◽  
Event Related Potentials ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Response ◽  
Typical Development ◽  
Response Patterns ◽  
Related Potentials

Atypical sensory response patterns are common in children with autism and developmental delay. Expanding on previous work, this observational electroencephalogram study assessed auditory event-related potentials and their associations with clinically evaluated sensory response patterns in children with autism spectrum disorder ( n = 28), developmental delay ( n = 17), and typical development ( n = 39). Attention-orienting P3a responses were attenuated in autism spectrum disorder relative to both developmental delay and typical development, but early sensory N2 responses were attenuated in both autism spectrum disorder and developmental delay relative to typical development. Attenuated event-related potentials involving N2 or P3a components, or a P1 × N2 interaction, were related to more severe hyporesponsive or sensory-seeking response patterns across children with autism spectrum disorder and developmental delay. Thus, although attentional disruptions may be unique to autism spectrum disorder, sensory disruptions appear across developmental delay and are associated with atypical sensory behaviors.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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