1. Clifford S, Dissanayake C. {{Dyadic and Triadic Behaviours in Infancy as Precursors to Later Social Responsiveness in Young Children with Autistic Disorder}}. {J Autism Dev Disord};2009 (May 28)
The relationship between dyadic (eye contact and affect) and triadic (joint attention) behaviours in infancy, and social responsiveness at pre-school age, was investigated in 36 children with Autistic Disorder. Measures of eye contact and affect, and joint attention, including requesting behaviours, were obtained retrospectively via parental interviews and home videos from 0- to- 24-months of age. Concurrent measures (3-5 years) included social responsiveness to another’s distress and need for help. Early dyadic behaviours observed in home videos, but not as reported by parents, were associated with later social responsiveness. Many triadic behaviours (from both parent-reports and home video) were also associated with social responsiveness at follow-up. The results are consistent with the view that early dyadic and triadic behaviours, particularly sharing attention, are important for the development of later social responsiveness.
2. James SJ, Melnyk S, Jernigan S, Hubanks A, Rose S, Gaylor DW. {{Abnormal Transmethylation/transsulfuration Metabolism and DNA Hypomethylation Among Parents of Children with Autism}}. {J Autism Dev Disord};2008 (Nov);38(10):1976.
3. Laushey KM, Heflin LJ, Shippen M, Alberto PA, Fredrick L. {{Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism}}. {J Autism Dev Disord};2009 (May 27)
Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention.
4. Pinborough-Zimmerman J, Bilder D, Satterfield R, Hossain S, McMahon W. {{The Impact of Surveillance Method and Record Source on Autism Prevalence: Collaboration with Utah Maternal and Child Health Programs}}. {Matern Child Health J};2009 (May 28)
With the increasing number of Utah children identified with autism spectrum disorders (ASDs), information on the prevalence and characteristics of these children could help Maternal Child Health (MCH) programs develop population building activities focused on prevention, screening, and education. The purpose of this study is to describe Utah’s autism registry developed in collaboration with state MCH programs and assess the impact of different record-based surveillance methods on state ASD prevalence rates. The study was conducted using 212 ASD cases identified from a population of 26,217 eight year olds living in one of the three most populous counties in Utah (Davis, Salt Lake, and Utah) in 2002. ASD prevalence was determined using two records based approaches (administrative diagnoses versus abstraction and clinician review) by source of record ascertainment (education, health, and combined). ASD prevalence ranged from 7.5 per 1000 (95% CI 6.4-8.5) to 3.2 per 1000 (95% CI 2.5-3.9) varying significantly (P < .05) based on method and record source. The ratio of male-to-female ranged from 4.7:1 to 6.4:1. No significant differences were found between the two case ascertainment methods on 18 of the 23 case characteristics including median household income, parental education, and mean age of diagnosis. Broad support is needed from both education and health sources as well as collaboration with MCH programs to address the growing health concerns, monitoring, and treatment needs of children and their families impacted by autism spectrum disorders.
5. Starling J, Dossetor D. {{Pervasive developmental disorders and psychosis}}. {Curr Psychiatry Rep};2009 (Jun);11(3):190-196.
Pervasive developmental disorders (PDDs) and infantile schizophrenia were initially thought to be the same condition, but distinct differences were described in later research. However, attempts to identify psychosis in individuals with PDDs continue to be challenging and controversial. The two disorders share many similar features, including perceptual abnormalities, thought disorder, catatonia, and deficiencies in reality testing. Progress has been made in describing features of PDDs that can be confused with psychosis and in surveying the prevalence of psychotic symptoms in populations with intellectual disability, although there are fewer data on PDD populations. Further research is needed on the longitudinal course of PDDs and the relationships with adult disorders such as psychosis and mood disorders. This research would not only improve the diagnosis and treatment of these complex disorders but would help to unravel the complex brain pathways involved in the perception of the external world that is central to psychosis and PDDs.
