scholarly journals Children with borderline intellectual functioning and autism spectrum disorder: developmental trajectories from 4 to 11 years of age

2017 ◽  
Vol Volume 13 ◽  
pp. 2519-2526 ◽  
Author(s):  
Martina Barnevik Olsson ◽  
Anette Holm ◽  
Joakim Westerlund ◽  
Asa Lundholm Hedvall ◽  
Christopher Gillberg ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Trajectories ◽  
Intellectual Functioning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Borderline Intellectual Functioning

Autism severity, co-occurring psychopathology, and intellectual functioning predict supportive school services for youth with autism spectrum disorder

Autism ◽  
2019 ◽  
Vol 23 (7) ◽  
pp. 1805-1816 ◽  
Author(s):  
Tamara E Rosen ◽  
Christine J Spaulding ◽  
Jacquelyn A Gates ◽  
Matthew D Lerner
Keyword(s):  
Autism Spectrum Disorder ◽  
Internalizing Symptoms ◽  
Psychiatric Symptoms ◽  
Skills Training ◽  
Autism Diagnostic Observation Schedule ◽  
Intellectual Functioning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Sources ◽  
School Services

Supportive school services are a primary service modality for youth with autism spectrum disorder. Autism spectrum disorder, as well as co-occurring psychiatric symptoms and low intellectual abilities, interfere with academic achievement and therefore influence decisions about school services. Therefore, we examined the association of parent, teacher, and clinician ratings of autism spectrum disorder and co-occurring psychiatric symptom severity and intellectual functioning with school services. In total, 283 youth with autism spectrum disorder were assessed with clinical evaluation via the Autism Diagnostic Observation Schedule and parent and teacher versions of the CASI-4R ( Child and Adolescent Symptom Inventory). Full Scale Intelligence Quotient scores were obtained from case records. Clinical and teacher evaluations of autism spectrum disorder severity predicted services and were more strongly associated with school services than parent ratings. Teacher ratings were only associated with common school services (e.g. speech/language therapy, occupational therapy, and/or social skills training) frequency at medium and high levels of clinician-rated autism spectrum disorder severity. Higher IQ and parent-rated externalizing symptoms predicted lower likelihood of receiving school services, whereas internalizing symptoms were not predictive of school services. Autism spectrum disorder symptoms may overshadow externalizing and internalizing symptoms when considering school service supports. Results highlight the importance of evaluating autism spectrum disorder severity via multiple sources, especially in cases of unclear symptom presentation, when examining correlates of school services for youth with autism spectrum disorder.

scholarly journals Patterns of developmental trajectories in toddlers with autism spectrum disorder.

2012 ◽  
Vol 80 (3) ◽  
pp. 477-489 ◽  
Author(s):  
Catherine Lord ◽  
Rhiannon Luyster ◽  
Whitney Guthrie ◽  
Andrew Pickles
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Trajectories ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Spatial and Temporal Gene Function Studies in Rodents: Towards Gene-Based Therapies for Autism Spectrum Disorder

Genes ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 28
Author(s):  
Iris W. Riemersma ◽  
Robbert Havekes ◽  
Martien J. H. Kas
Keyword(s):  
Autism Spectrum Disorder ◽  
Gene Function ◽  
Current Knowledge ◽  
Developmental Trajectories ◽  
Autism Spectrum ◽  
Synaptic Function ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Restricted Interests ◽  
Highly Correlated

Autism spectrum disorder (ASD) is a complex neurodevelopmental condition that is characterized by differences in social interaction, repetitive behaviors, restricted interests, and sensory differences beginning early in life. Especially sensory symptoms are highly correlated with the severity of other behavioral differences. ASD is a highly heterogeneous condition on multiple levels, including clinical presentation, genetics, and developmental trajectories. Over a thousand genes have been implicated in ASD. This has facilitated the generation of more than two hundred genetic mouse models that are contributing to understanding the biological underpinnings of ASD. Since the first symptoms already arise during early life, it is especially important to identify both spatial and temporal gene functions in relation to the ASD phenotype. To further decompose the heterogeneity, ASD-related genes can be divided into different subgroups based on common functions, such as genes involved in synaptic function. Furthermore, finding common biological processes that are modulated by this subgroup of genes is essential for possible patient stratification and the development of personalized early treatments. Here, we review the current knowledge on behavioral rodent models of synaptic dysfunction by focusing on behavioral phenotypes, spatial and temporal gene function, and molecular targets that could lead to new targeted gene-based therapy.

scholarly journals Developmental Trajectories of Feeding Problems in Children with Autism Spectrum Disorder

2019 ◽  
Vol 44 (8) ◽  
pp. 988-998 ◽  
Author(s):  
Sarah Peverill ◽  
Isabel M Smith ◽  
Eric Duku ◽  
Peter Szatmari ◽  
Pat Mirenda ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Developmental Trajectories ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Age ◽  
Feeding Problems ◽  
Children With Asd ◽  
Group 2 ◽  
Over Time

Abstract Objective Although feeding problems are a common concern in children with autism spectrum disorder (ASD), few longitudinal studies have examined their persistence over time. The purpose of this study was to examine the developmental progression of feeding problems across four time points in preschoolers with ASD. Methods Group-based trajectory analyses revealed four distinct trajectories of feeding problems in our sample (N = 396). Results The majority of children showed levels of feeding problems that were low from the outset and stable (Group 1; 26.3%) or moderate and declining over time (Group 2; 38.9%). A third group (26.5%) showed high levels of feeding problems as preschoolers that declined to the average range by school age. Few participants (8.3%) showed evidence of severe chronic feeding problems. Feeding problems were more highly correlated with general behavior problems than with autism symptom severity. Conclusions Overall, our findings demonstrated that in our sample of children with ASD, most feeding problems remitted over time, but a small subgroup showed chronic feeding problems into school age. It is important to consider and assess feeding problems in ASD against the backdrop of typical development, as many children with ASD may show improvement with age.

scholarly journals Adoptees’ responses to separation from, and reunion with, their adoptive parent at age 4 years is associated with long-term persistence of autism symptoms following early severe institutional deprivation

2019 ◽  
Vol 32 (2) ◽  
pp. 631-640 ◽  
Author(s):  
Edmund Sonuga-Barke ◽  
Mark Kennedy ◽  
Dennis Golm ◽  
Nicky Knights ◽  
Hanna Kovshoff ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Impairment ◽  
Social Engagement ◽  
Developmental Trajectories ◽  
Autism Spectrum ◽  
Adoptive Parents ◽  
Developmental Trajectory ◽  
Spectrum Disorder ◽  
Adoptive Parent ◽  
Autism Symptoms

AbstractInstitutionally deprived young children often display distinctive patterns of attachment, classified as insecure/other (INS/OTH), with their adoptive parents. The associations between INS/OTH and developmental trajectories of mental health and neurodevelopmental symptoms were examined. Age 4 attachment status was determined for 97 Romanian adoptees exposed to up to 24 months of deprivation in Romanian orphanages and 49 nondeprived UK adoptees. Autism, inattention/overactivity and disinhibited-social-engagement symptoms, emotional problems, and IQ were measured at 4, 6, 11, and 15 years and in young adulthood. Romanian adoptees with over 6 months deprivation (Rom>6) were more often classified as INS/OTH than UK and Romanian adoptees with less than 6 months deprivation combined. INS/OTH was associated with cognitive impairment at age 4 years. The interaction between deprivation, attachment status, and age for autism spectrum disorder assessment was significant, with greater symptom persistence in Rom>6 INS/OTH(+) than other groups. This effect was reduced when IQ at age 4 was controlled for. Age 4 INS/OTH in Rom>6 was associated with worse autism spectrum disorder outcomes up to two decades later. Its association with cognitive impairment at age 4 is consistent with INS/OTH being an early marker of this negative developmental trajectory, rather than its cause.

Developmental trajectories of adaptive behavior in autism spectrum disorder: a high‐risk sibling cohort

2018 ◽  
Vol 60 (6) ◽  
pp. 697-706 ◽  
Author(s):  
Lori‐Ann R. Sacrey ◽  
Lonnie Zwaigenbaum ◽  
Susan Bryson ◽  
Jessica Brian ◽  
Isabel M. Smith ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
High Risk ◽  
Adaptive Behavior ◽  
Developmental Trajectories ◽  
Autism Spectrum ◽  
Spectrum Disorder
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