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The author present, for pediatristist of primary care of health, a alarm factors, in the psychic evolution of children will can develop a child psychoses. The author in two groups has classified them: major signs and minors signs, he was giving a characteristics and patterns for to be valuated.
Developmentally delayed children are recognized by deficits in language, motor skills, and social interaction. The importance of this topic is demonstrated by the fact that many studies have focused on increasing different aspects of this population's language. New training elements for this population were used here (e.g., the visual cue method was used in home settings). Caregivers were trained as therapists to teach children spontaneous speech by targeting two behaviors. The visual cue method was effective for increasing spontaneous speech in developmentally delayed children in the home. This finding is significant in that home training with caregivers promoted generalization of language by programming common stimuli. Implication of these data for future research is discussed.
Five hyperlexic boys (4-5 to 10-1 years), who had been diagnosed with infantile autism or pervasive developmental delay in early childhood, were evaluated. Measures of intelligence, single-word recognition and comprehension, and picture naming were administered to determine the precocity or deficiency of reading recognition and comprehension, the underlying mechanisms of oral reading, and possible parallels with the acquired dyslexia subtypes. The results indicated that hyperlexia may be operationalized as unexpected reading precocity as compared to IQ; however, reading comprehension was not unexpectedly deficient. The phonological route to reading appeared to be preferred to the lexical route, and the overall pattern of performance most closely paralleled that of the surface dyslexic subtype.
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Although it is well known that informants often disagree about the degree of psychopathology in children, this issue has not been systematically evaluated in children with autism. The objective of this paper is to estimate the extent of agreement between parents and teachers on the assessment of autistic symptoms and adaptive behavior skills. We assessed 83 children, 4-6 years of age, with a diagnosis of pervasive developmental disorder (PDD), using the Autism Behavior Checklist (ABC) and the Vineland Adaptive Behavior Scales (VABS). Parents and teachers rated each child on each measure. While there was good agreement between informants on the VABS, teachers tended to rate the PDD children higher than parents. In contrast, there was virtually no agreement on the ABC. High levels of stress experienced by parents appeared to be associated with parents reporting more autistic behaviors and less adaptive skills than teachers. As with other child psychiatric disorders, caution must be exercised in combining information from several informants.
The Symbolic Play Test was given to 31 socially impaired and 29 sociable children retarded in language comprehension, with the same range of age (5 to 12 years) and intelligence (profoundly retarded to normal). Play test age and spontaneous pretend play were at a similar level in the sociable children, but, in the socially impaired, spontaneous pretend play was lower than the play test age would predict. In some of the latter it was absent, and in the others it was narrow and repetitive in form. For subgroups of socially impaired and sociable children with similar play ages, there was no significant difference in language comprehension age. The discrepancy, in socially impaired children, between levels on tests and spontaneous use of skills was discussed.
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An estimate of the prevalence of autism in tuberous sclerosis (TSC) was made by interviewing the parents of 21 children between ages 3 and 11 ascertained during a previous population study of the condition in the West of Scotland. Five of the children (24%) were rated autistic and a further four (19%), all of whom were girls, had socially impaired behavior categorized as pervasive developmental disorder, without fulfilling all the DSM-III-R criteria for autism. One further boy had disruptive attention-seeking behavior that had excluded him from his normal school. The estimated prevalence from this study of autism in TSC is 1 in 4 children in general, and 1 in 2 of those with mental retardation. Tuberous sclerosis could be a significant cause of autism and pervasive developmental disorders, particularly in girls.
A total of 48 children with severe pervasive developmental disturbance were observed in their communicative behaviors across modalities of language, gesture, play, and drawing. As predicted, levels of symbolization in gesture, play, and drawing were significantly intercorrelated and most strongly correlated with the criterion variable of expressive language. Children who were echolalic showed levels of symbolization intermediate between those of mute children and those with nonecholalic language. The correlation between the expressive language measure and a standardized measure of receptive language for 22 testable children also was significant. The results are discussed in the context of earlier studies of symbol production in verbal samples of disturbed and nonhandicapped children.
The authors describe a child whose language and behavior regressed at 22 months and in whom pervasive developmental disorder was later diagnosed. At 6 years, he displayed a profound receptive-expressive aphasia accompanied by behavioral disturbances characterized by hyperactivity, impaired social interactions, tantrums, gestural stereotypies, and echolalia. A single-photon emission computed tomography scan and steady-state auditory evoked potentials suggested bitemporal and left frontal pathophysiology. The overall profile resembled Landau-Kleffner syndrome, but no electroencephalographic disturbance was evident. Corticosteroid treatment resulted in amelioration of language abilities and behavior. These findings suggest that the factors underlying language regression in pervasive developmental disorder can, in special circumstances, be amenable to pharmacological treatment.
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The concept of reality systems is introduced in context of cognitive-developmental systems theory. Examination of the parallels between the reality systems of normal infants and those of children with pervasive developmental disorders supports the view that the latter are stalled at an early stage of development. Evaluation of pervasively disordered children with closed-system and system-forming disorders indicates the aberrant manner in which such children orient toward and engage objects and events, a manner that precludes flexible adaptation to people or surroundings. Attention is given the role of interruption as it triggers a compensatory reaction to maintain systems and the contribution of such reactions in developing the intentional behavior so lacking in children with pervasive developmental disorders. Finally, the author discusses theory-driven strategies to correct deficits in the body schema, coping with surroundings, social development, and communication and representation.