FEAT DAILY NEWSLETTER
Sacramento, California http://www.feat.org
January 14, 2002
News Morgue Search www.feat.org/search/news.asp
·
The Children’s Communication Checklist In A Clinical
Setting
·
Relaxation Training On The Disruptive Behavior Of An
Autistic Boy
·
Autistic Kids Receiving Parent-Managed Intensive
Interventions
·
Enhanced Discrimination In Autism
·
Can Checklist Sort Autism from Developmental Delays in
Toddlers?
·
Parents’ Perspectives on the MMR Immunisation
·
Mind Blindness And The Brain In Autism.
·
The Genetics Of Autism.
·
Pervasive Developmental Disorder And Parental
Adaptation
Parent and teacher report of pragmatic aspects of
communication: use of the children’s communication checklist in a clinical
setting.
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ui
ds=11769267&dopt=Abstract <- - address ends here. Bishop DV, Baird G.
Department of Experimental Psychology, University of
Oxford, UK.
The Children’s Communication Checklist (CCC) was developed
to provide an objective assessment of pragmatic aspects of children’s
communication difficulties. We aimed to (1) see whether the checklist provided
valid and reliable information when completed by parents, and (2) consider its usefulness
in a clinical context.
Checklists were completed by parents and a professional
who knew the child well for all 5 to 17-year-old referrals to a tertiary
developmental paediatrics centre over a 31-month period. Children who were not
yet speaking in sentences were excluded. From a sample of 151 children (81% male;
mean age 8.7 years) with pervasive or specific developmental disorders, valid
checklists were completed by 119 parents and 93 professionals.
Reliability, as measured by internal consistency, was 0.7
or higher for most scales. Correlations between ratings for parents and
professionals were in the range of 0.30 to 0.58 for individual pragmatic
scales, with a correlation of 0.46 (n=82) for the pragmatic composite.
For both parents and professionals, the pragmatic
composite was lowest for children with a diagnosis of autism; intermediate for
those with a diagnosis of Asperger syndrome, pervasive developmental disorder
not otherwise specified or attention-deficit-hyperactivity disorder (ADHD); and
highest for those with a diagnosis of specific learning disability. The strongest
relation between the pragmatic composite and diagnosis was seen when ratings
from parents and professionals were combined. Differences between diagnostic
groups were not explicable in terms of age or verbal IQ.
PMID: 11769267 [PubMed - in process]
* * *
Relaxation Training On The Disruptive Behavior Of An
Autistic Boy The effects of progressive relaxation training on the disruptive
behavior of a boy with autism.
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ui
ds=11768670&dopt=Abstract <- - address ends here. Mullins JL, Christian L. University of Kansas, USA.
This study examined the effects of progressive relaxation
training on the disruptive behaviors of a boy with autism. Moreover, his overt
relaxed behaviors before and after relaxation training were measured using the Behavioral
Relaxation Scale (Poppen, 1988, Poppen, 1998).
After the participant received training in progressive
relaxation procedures a multielement design with three conditions was utilized
to determine the effects of the procedures on the duration of the boy’s disruptive
behaviors during leisure activity sessions.
The conditions were: (a) relaxation prior to a leisure
activity session; (b) cued relaxation; and (c) no relaxation prior to the
session, which represented a baseline condition. Results indicated that the participant
acquired progressive relaxation skills, displayed more relaxed behaviors after
performing the procedures, and showed a decrease in the duration of his
disruptive behaviors upon completing progressive relaxation training prior to a
leisure activity session. Implications for future research are discussed.
PMID: 11768670 [PubMed - in process]
* * *
Autistic Kids Receiving Parent-Managed Intensive
Interventions Progress and outcomes for children with autism receiving
parent-managed intensive interventions.
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ui
ds=11768669&dopt=Abstract <- - address ends here. Bibby P, Eikeseth S, Martin NT, Mudford OC,
Reeves D.
Autism & Developmental Disorders Education Research,
London, England, United
Kingdom. PeterJBibby@compuserve.com
Parent-managed behavioral interventions for young children
with autism are under-researched. We analyzed data from 66 children served by
25 different early intervention consultants. After a mean of 31.6 months of intervention
IQ scores had not changed (N = 22). Vineland adaptive behavior scores had
increased significantly by 8.9 points (N = 21). No children aged > 72 months
attained normal functioning, i.e., IQ > 85 and unassisted mainstream school
placement (N = 42).
Progress for 60 children across 12 months was found for
mental age (5.4 months), adaptive behavior (9.7 months), and language (5.1
months). The interventions did not reproduce results from clinic-based
professionally directed programs. The effectiveness of the parent-managed
intervention model as it has developed and the adequacy of professional
services in that model are discussed.
PMID: 11768669 [PubMed - in process]
* * *
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ui
ds=11765744&dopt=Abstract <- - address ends here. O’Riordan M, Plaisted K.
Department of Experimental Psychology, University of
Cambridge, UK.
Children with autism are superior to typically developing
children at visual search tasks (O’Riordan, Plaisted, Driver, &
Baron-Cohen, in press;
Plaisted, O’Riordan, & Baron-Cohen, 1998b). This study
investigates the reasons for this phenomenon. The performance of children with
autism and of typically developing children was compared on a series of visual
search tasks to investigate two related problems. The first issue was whether
the critical determinant of search rate in children is the discriminability of the
display items, as it is in normal adults.
The second question investigated was whether the superior
performance of individuals with autism on visual search tasks is due to an
enhanced ability to discriminate between display items. The results
demonstrated that discriminability is the rate-determining factor for children
with and without autism, replicating earlier findings with normal adults, and
that children with autism have an enhanced ability to discriminate between display
items. Thus, it seems that an enhanced ability to discriminate between display
items underlies superior visual search in autism.
PMID: 11765744 [PubMed - in process]
* * *
Can Checklist Sort Autism from Developmental Delays in
Toddlers? Can the checklist for autism
in toddlers differentiate young children with autism from those with
developmental delays?
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ui
ds=11765292&dopt=Abstract <- - address ends here. Scambler D, Rogers SJ, Wehner EA.
JFK Partners, University of Colorado Health Sciences
Center, Denver 80262,
OBJECTIVE: The Checklist for Autism in Toddlers (CHAT) has
been demonstrated to be sensitive to the presence of autism in otherwise
normally developing 18-month-old children. However, its ability to
differentiate autism from other significant developmental delays is unknown.
This study examined this question.
METHOD: The CHAT was applied to a group of 44 children
aged 2 and 3 years, rigorously diagnosed with autism or with other
developmental problems.
RESULTS: By the original CHAT authors’ criteria, the
sensitivity and specificity of the CHAT were 65% and 100%, respectively. Slightly
altering the criteria resulted in a sensitivity of 85% in the current group of children
with developmental disabilities while maintaining specificity of 100%.
CONCLUSIONS: The current study is the first to demonstrate
that the CHAT successfully discriminates 2-year-old children with autism from
those with other developmental disorders. In addition, the increased
sensitivity of the Denver Criteria in children with developmental disabilities
may improve its usefulness as a screening tool for community-based early-diagnostic
teams and general practitioners.
PMID: 11765292 [PubMed - in process]
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* * *
Parents’ Perspectives on the MMR Immunisation
A focus group study.
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ui
ds=11761204&dopt=Abstract <- - address ends here. Evans M, Stoddart H, Condon L, Freeman E,
Grizzell M, Mullen R.
Division of Primary Health Care, University of Bristol.
BACKGROUND: The uptake of the combined measles, mumps and
rubella immunisation (MMR) in Britain has fallen since 1998, when a link was hypothesised
with the development of bowel disorders and childhood autism. Despite reassurances about the safety of
MMR, uptake levels remain lower than optimal. We need to understand what
influences parents’ decisions on whether to accept MMR or not so that health
professionals can provide a service responsive to their needs. AIM: To
investigate what influences parents’ decisions on whether to accept or refuse
the primary MMR immunisation and the impact of the recent controversy over its
safety.
DESIGN: Qualitative study using focus group
discussions.
SETTING: Forty-eight parents, whose youngest child was
between 14
months and three years old, attended groups at community
halls in six localities in Avon and Gloucestershire. METHODS: Purposive
sampling strategy was used to include parents from a variety of socioeconomic
backgrounds. Three groups comprised
parents who had accepted MMR and three groups comprised parents who had refused
MMR. Data analysis used modified grounded theory techniques incorporating the
constant comparative method.
RESULTS: All parents felt that the decision about MMR was
difficult and stressful, and experienced unwelcome pressure from health
professionals to comply. Parents were not convinced by Department of Health
reassurances that MMR was the safest and best option for their children and
many had accepted MMR unwillingly. Four key factors influenced parents’
decisions:
(a) beliefs about the
risks and benefits of MMR compared with contracting the diseases,
(b) information from
the media and other sources about the safety of
(c) confidence and
trust in the advice of health professionals and attitudes towards compliance
with this advice, and
(d) views on the
importance of individual choice within Government policy on immunisation.
CONCLUSIONS: Parents wanted up-to-date information about
the risks and benefits of MMR to be available in advance of their immunisation appointment.
Many parents did not have confidence in the recommendations of health
professionals because they were aware that GPs needed to reach immunisation
targets. Most parents would, however, welcome more open discussion about
immunisation with health professionals.
PMID: 11761204 [PubMed - in process]
* * *
Mind Blindness And The Brain In Autism.
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ui
ds=11754830&dopt=Abstract <- - address ends here. Frith U.
UCL Institute of Cognitive Neuroscience, 17 Queen Square,
WC1N 3AR, London,
United Kingdom
Experimental evidence shows that the inability to
attribute mental states, such as desires and beliefs, to self and others
(mentalizing) explains the social and communication impairments of individuals
with autism.
Brain imaging studies in normal volunteers highlight a
circumscribed network that is active during mentalizing and links medial
prefrontal regions with posterior superior temporal sulcus and temporal poles.
The brain abnormality that results in mentalizing failure in autism may involve
weak connections between components of this system.
PMID: 11754830 [PubMed - in process]
* * *
The Genetics Of Autism.
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ui
ds=11753107&dopt=Abstract <- - address ends here. Spence MA.
University of California, Irvine, Medical Center,
Department of Pediatrics, Orange, California, USA.
Autism is a significant childhood disorder. Studies are
underway to define more clearly the disorder and its various manifestations and
to correlate this information with an etiology.
Genes are known to play an important role in autism, and a
vigorous search is underway to define those genes.
The Human Genome Project provides the basis that allows us
to move beyond single gene disorders and to contemplate progress for complex disorders,
such as autism.
Genome screens of affected siblings and detailed molecular
analyses of chromosome abnormalities identified in autistic subjects has led in
the past year to the identification of several candidate genes. However, the
problem of determining which are the real genes remains.
This is complicated because the presentation of the
disorder is so variable, and milder manifestations in relatives are not yet
understood. But the fact that we can now name possible genes for this disorder
reflects how quickly our understanding is progressing.
PMID: 11753107 [PubMed - in process]
* * *
Pervasive Developmental Disorder And Parental Adaptation Previewing
and reviewing atypical development with parents in child psychiatric
consultation.
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_ui
ds=11751642&dopt=Abstract <- - address ends here. Schuntermann P.
Department of Psychiatry, Harvard Medical School, Children’s
Hospital, and Beth Israel Deaconess Medical Center, Boston, Mass., and the
Developmental Consultation Service of Harvard Vanguard Medical Associates,
Somerville, Mass.
Parenting young children with pervasive developmental
disorder engenders unique sustained stresses, which have been termed “burden of
care.” One specific source of stress for parents is the children’s uneven developmental
progress, in which delays and accelerations of adaptive functioning may exist
side by side.
This paper proposes a clinical method that may be
incorporated into periodic child psychiatric consultations with parents of
young children who have high-functioning autism or Asperger’s disorder. Using a
semistructured technique, the clinician reviews with the parents the details of
the child’s recent developmental course and attempts to identify emergent
skills that may serve to preview upcoming developmental issues and gains. This
method is aimed at enhancing parental abilities to track and anticipate
developmental progress and the resultant shifts in the parent-child
relationship, in order to reduce one source of sustained parental stress. Case
illustrations of children ages 2-8 years old are discussed in light of recent
literature on adaptive issues in families of individuals with a chronic medical
or psychiatric condition and, specifically, families of children with pervasive
developmental disorder.
PMID: 11751642 [PubMed - in process]
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