Reduced growth during early infancy in very low birth weight children with autism spectrum disorder

2016 ◽  
Vol 98 ◽  
pp. 23-27 ◽  
Author(s):  
Kana Ikejiri ◽  
Mariko Hosozawa ◽  
Satomi Mitomo ◽  
Kyoko Tanaka ◽  
Toshiaki Shimizu
Keyword(s):  
Autism Spectrum Disorder ◽  
Birth Weight ◽  
Low Birth Weight ◽  
Very Low Birth Weight ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Early Infancy ◽  
Spectrum Disorder ◽  
Low Birth Weight Children

scholarly journals Primitive Reflexes in Very Low Birth Weight Infants Later Diagnosed with Autism Spectrum Disorder

2019 ◽  
Author(s):  
Yukiyo Nagai ◽  
Kayo Nomura ◽  
Osamu Uemura
Keyword(s):  
Autism Spectrum Disorder ◽  
Birth Weight ◽  
Low Birth Weight ◽  
Very Low Birth Weight ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Low Birth Weight Infants ◽  
Primitive Reflexes ◽  
Study Results

Abstract Background: As early screening and diagnosis is very important in treatment of Autism Spectrum Disorder, we investigated the relationship between primitive reflexes and Autism Spectrum Disorder (ASD). Methods: Of 88 very low birth weight infants born from April 2010 to March 2012, subjects comprised 38 examined for 18 primitive reflexes between age 38 and 45 wks corrected age and followed-up over 6 yrs. ASD was diagnosed using Diagnostic and Statistical Manual of Mental Disorders fifth edition (DSM-5) and Autism Diagnostic Observation Schedule Second Edition (ADOS-2). We compared the number of abnormal primitive reflexes between two groups (11 children with and 19 without ASD) after excluding eight children with cerebral palsy in this case-control study. Results: The number of abnormal primitive reflexes differed significantly between groups, with hypoactive reflexes markedly higher in the ASD group (p=0.001). Conclusion: The result suggests primitive reflexes can be one of the key elements to identify ASD in low birth weight infants. Abnormal primitive reflexes of low birth weight infants with ASD in very early infancy may inform future research of the pathogenesis of ASD.

scholarly journals Infant’s Behaviour Checklist for low birth weight infants and later neurodevelopmental outcome

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Hideki Kihara ◽  
Hisako Nakano ◽  
Tomohiko Nakamura ◽  
Hirotaka Gima
Keyword(s):  
Birth Weight ◽  
Low Birth Weight ◽  
Very Low Birth Weight ◽  
Neurodevelopmental Outcome ◽  
Autism Spectrum ◽  
Early Infancy ◽  
Low Birth Weight Infants ◽  
Neurodevelopmental Outcomes ◽  
Spontaneous Movements ◽  
Behavioural Characteristics

AbstractAssessment of the characteristics of spontaneous movements and behaviour in early infancy helps in estimating developmental outcomes. We introduced the Infant Behaviour Checklist (IBC) and examined the relationship between the behavioural characteristics of low-birth-weight infants and neurodevelopmental outcomes at 6 years of age. The behavioural characteristics during the neonatal (36–43 weeks, adjusted) and early infancy periods (49–60 weeks, adjusted) were assessed in very-low-birth-weight infants. The IBC includes 44 common behaviours. We assessed the appearance of individual behavioural characteristics at each period according to the neurodevelopmental outcome. Of the 143 infants assessed during the neonatal period, 89 had typical development (TD), 30 had intellectual disability (ID), and 24 had autism spectrum disorder (ASD). In 78 infants assessed during early infancy, 40, 21, and 17 had TD, ID, and ASD, respectively. The frequency of appearance of three behaviour-related items was significantly lower in the ID group than in the TD group. The frequency of appearance of three posture- and behaviour-related items was significantly lower, while that of two posture-related items was significantly higher, in the ASD group than in the TD group. Behavioural assessment using the IBC may provide promising clues when considering early intervention for low-birth-weight infants.

scholarly journals Autism Spectrum Disorder Is Associated with Ventricular Enlargement in a Low Birth Weight Population

2013 ◽  
Vol 163 (1) ◽  
pp. 73-78 ◽  
Author(s):  
Tammy Z. Movsas ◽  
Jennifer A. Pinto-Martin ◽  
Agnes H. Whitaker ◽  
Judith F. Feldman ◽  
John M. Lorenz ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Birth Weight ◽  
Low Birth Weight ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Ventricular Enlargement

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.

Sign in / Sign up

Export Citation Format

Share Document