1. Datta AK, Mandal S, Bhattacharya S. {{Autism and mental retardation with convulsion in tuberous sclerosis: a case report}}. {Cases J};2009;2:7061.
A 6-year-old male child born of a non-consanguineous marriage admitted in the pediatrics emergency ward with the history of recurrent attacks of convulsion since 4 month of age. He was also suffering from frequent vomiting. Examination revealed that the child had characteristics features of angiofibromas on the face with butterfly distribution, hyperpigmented patches on forehead, hypopigmented macules on trunk, prominent subependymal and cortical tubers. The child was diagnosed as tuberous sclerosis. Association of autistic behaviors and severe degree of mental retardation are noteworthy in this child indicating the need of counseling as early as possible along with behavioral and educational strategies for mental retardation from early age with other symptomatic management.
2. Iizuka C, Yamashita Y, Nagamitsu S, Yamashita T, Araki Y, Ohya T, Hara M, Shibuya I, Kakuma T, Matsuishi T. {{Comparison of the strengths and difficulties questionnaire (SDQ) scores between children with high-functioning autism spectrum disorder (HFASD) and attention-deficit/hyperactivity disorder (AD/HD)}}. {Brain Dev};2009 (Oct 12)
The aim of this research was to compare the Strengths and Difficulties Questionnaire (SDQ) scores and subscale scores in children with high-functioning autism spectrum disorder (HFASD) and attention-deficit/hyperactivity disorder (AD/HD), and also to clarify the differences between parent- and teacher-assessed SDQ scores/subscores in HFASD and AD/HD children. These patients’ total difficulties scores were significantly high compared to the community sample. In the parent rating, HFASD children had significantly higher scores in the subscales of emotional symptoms and peer problems. In the teacher rating, AD/HD children showed significantly higher scores in the subscales of hyperactivity/inattention and conduct problems, whereas peer problems were significantly higher in HFASD. The teacher rating showed significantly greater difficulties than the parent rating on the subscale of prosocial behavior in both the AD/HD and HFASD groups. These results suggest that each subscale may reflect behavioral, emotional, and social characteristics of HFASD and AD/HD.
3. Ozonoff S, Young GS, Steinfeld MB, Hill MM, Cook I, Hutman T, Macari S, Rogers SJ, Sigman M. {{How early do parent concerns predict later autism diagnosis?}} {J Dev Behav Pediatr};2009 (Oct);30(5):367-375.
OBJECTIVE: To study the relationship between parent concerns about development in the first year and a half of life and later autism diagnostic outcomes. METHOD: Parent concerns about development were collected for infants at high and low risk for autism, using a prospective, longitudinal design. Parents were asked about developmental concerns at study intake and when their infant was 6, 12, and 18 months. Infants were then followed up until 36 months, when diagnostic status was determined. RESULTS: By the time their child was 12 months, parents who have an older child with autism reported significantly more concerns in autism spectrum disorders-related areas than parents of children with typical outcomes. These concerns were significantly related to independent measures of developmental status and autism symptoms and helped predict which infants would later be diagnosed with autism or autism spectrum disorders. At 6 months, however, the concerns of parents who have an older child with autism do not predict outcome well. CONCLUSION: Explicitly probing for parent concerns about development is useful for identifying children in need of closer monitoring and surveillance, as recommended by the American Academy of Pediatrics.
4. Romero-Munguia MA. {{[Non-verbal learning disorder versus autism spectrum disorder: the role of procedural learning.]}}. {Rev Neurol};2009 (Oct 16-31);49(8):448.Trastorno de aprendizaje no verbal frente a trastorno del espectro autista: el papel del aprendizaje procesal.
