AAP Developmental and Behavioral Pediatrics

2010 ◽  
Author(s):  

Developed by leading experts in developmental and behavioral pediatrics, the all-new AAP Developmental and Behavioral Pediatrics gives one place to turn for expert recommendations to deliver, coordinate, and/or monitor quality developmental/behavioral care within the medical home. The one resource with all the essentials for pediatric primary care providers. Evaluation and care initiation: Interviewing and counseling, Surveillance and screening, Psychoeducational testing, Neurodevelopmental assessment and medical evaluation. Development and disorders: Motor and cognitive development, Speech and language development and disorders, Social and emotional development, Autism spectrum disorders, Learning disabilities. Management solutions: Psychological interventions, Behavioral interventions, Psychopharmacologic management, Complementary and alternative medicine approaches. Contents: Introduction - Child Development: The Basic Science of Pediatrics, Nature, Nurture and Their Interactions in Child Development and Behavior, Interviewing and Counseling Children and Families, Basics of Child Behavior and Primary Care Management of Common Behavioral Problems, Early Intervention, Developmental and Behavioral Surveillance and Screening Within the Medical Home, Neurodevelopmental Assessment and Medical Evaluation, Developmental and Behavioral Diagnoses: The Spectrum and Continuum of Developmental Disabilities and Behavioral Disorders, Motor Development, Cognitive Development, Speech and Language Development and Disorders, Social and Emotional Development, Autism Spectrum Disorders, Psychoeducational Testing, Learning Disabilities, Attention-Deficit/Hyperactivity Disorder, Disruptive Behavior Disorders, Anxiety and Mood Disorders, Evidence-based Psychological and Behavioral Interventions, Principles of Psychopharmacologic Management, Complementary and Alternative Medicine in Developmental and Behavioral Pediatrics, Sensory Impairments: Hearing and Vision, Social and Community Services, Transition to Adult Medical Care, Billing and Coding for Developmental and Behavioral Problems in Outpatient Primary Care.

Author(s):  
O. Petrusenko ◽  
I. Bodnar

In connection with the increasing the number of children with autism spectrum disorders (ASD) who enrolls in educational institutions of Ukraine, the issue of individualization of physical education (PE) of children with ASD in the school process becomes important. There is little data on the quality of life of schoolchildren with autism spectrum disorders. It does not allow to draw individual trajectories of physical education of such children, to help them to improve their adaptability. Most of studies have been performed on males. Objective: to analyze the level of cognitive, physical, emotional, social functioning and functioning in school of girls of primary school age with autism spectrum disorders and compare them with typically developed peers. It was found that there were no differences between the rates of girls with ASD and girls with typical development in walking and running, feeling of pain and low energy levels, the frequency of school absences due to doctor visits and the frequency of forgetting things. However, the level of development of cognitive, social and emotional functioning of girls with ASD is significantly lower than the indicators with typical development by all criteria. To overcome the problems with cognitive, social and emotional functioning of girls with ASD, it is recommended to select appropriate means of PE. In oder to improve the cognitive processes (attention, memory) of girls with ASD, we recommend to increase the amount of means that promote the development of coordination in PE classes; to improve physical functioning - exercises for developing muscle strength and endurance. The game activity with normal girls will help to improve the social well-being of girls with ASD. We should use oriental martial arts and oriental gymnastics to improve the psycho-emotional state of girls with ASD.


2021 ◽  
Vol 27 (3) ◽  
pp. 3939-3946
Author(s):  
Sevginar Ibryamova ◽  
◽  
Veselin Petkov ◽  
Tsveteslava Ignatova-Ivanova ◽  
Georgi Kolev ◽  
...  

Autism is a complex disorder without a specific diagnosis, so the disease is defined by its specific characteristics described in the literature as cognitive defects, social, communication and behavioral problems, repetitive behaviors, unusual sensitivity to stimuli such as noise, restricted interests, and self stimulation. There are many models in the literature explaining the biology of autism, which are based on genetics, immunity, various environmental factors and diet. There is a lot of literature data that people with Autism Spectrum Disorders (ASD) often have gastrointestinal problems that also affect their behavior. ASD suffer developmental disabilities from an early age, which can be both physical and psychological. Often people suffer these problems even throughout their lives. This review aims to provide basic information on definitions, historical data, diagnostic methods, behavioral etiology, gastrointestinal and social problems in adults and children with ASD.


Autism ◽  
2019 ◽  
Vol 23 (7) ◽  
pp. 1630-1644 ◽  
Author(s):  
Joanne Tarver ◽  
Melanie Palmer ◽  
Sophie Webb ◽  
Stephen Scott ◽  
Vicky Slonims ◽  
...  

There is growing interest in the development of behavioral parent interventions targeting emotional and behavioral problems in children with autism spectrum disorders. Such interventions have potential to improve a number of child and parental well-being outcomes beyond disruptive child behavior. This systematic review and meta-analysis assesses evidence for the efficacy of behavioral parent interventions for disruptive and hyperactive child behavior in autism spectrum disorders, as well as parenting efficacy and stress. A total of 11 articles from nine randomized controlled trials were included. Sufficient data were available to calculate standardized mean difference and show favorable effects of behavioral parent interventions on parent-reported measures of child disruptive behavior (standardized mean difference = 0.67), hyperactivity (standardized mean difference = 0.31) and parent stress (standardized mean difference = 0.37); effects on parent efficacy are less clear (standardized mean difference = 0.39, p = 0.17). There were insufficient data to explore intervention effects on internalizing behavior in autism spectrum disorders, parenting behaviors, or observational and teacher-reported outcomes, providing important avenues for future research. This review adds to growing evidence of the efficacy of behavioral parent interventions for child behavior and parental well-being in autism spectrum disorders (Prospero: CRD42016033979).


2017 ◽  
Vol 135 (2) ◽  
pp. 192-201 ◽  
Author(s):  
Larissa Lyra ◽  
Luiz Eduardo Rizzo ◽  
Camila Sá Sunahara ◽  
Daniela Vianna Pachito ◽  
Carolina de Oliveira Cruz Latorraca ◽  
...  

ABSTRACT CONTEXT AND OBJECTIVE: Autism spectrum disorders (ASDs) include autistic disorder, Asperger’s disorder and pervasive developmental disorder. The manifestations of ASDs can have an important impact on learning and social functioning that may persist during adulthood. The aim here was to summarize the evidence from Cochrane systematic reviews on interventions for ASDs. DESIGN AND SETTING: Review of systematic reviews, conducted within the Discipline of Evidence-Based Medicine, Escola Paulista de Medicina, Universidade Federal de São Paulo. METHODS: We included and summarized the results from Cochrane systematic reviews on interventions for ASDs. RESULTS: Seventeen reviews were included. These found weak evidence of benefits from acupuncture, gluten and casein-free diets, early intensive behavioral interventions, music therapy, parent-mediated early interventions, social skill groups, Theory of Mind cognitive model, aripiprazole, risperidone, tricyclic antidepressants and selective serotonin reuptake inhibitors (SSRI); this last only for adults. No benefits were found for sound therapies, chelating agents, hyperbaric oxygen therapy, omega-3, secretin, vitamin B6/magnesium and SSRI for children. CONCLUSION: Acupuncture, gluten and casein-free diets, early intensive behavioral interventions, music therapy, parent-mediated early interventions, social skill groups and the Theory of Mind cognitive model seem to have benefits for patients with autism spectrum disorders (very low to low-quality evidence). Aripiprazole, risperidone, tricyclic antidepressants and SSRI (this last only for adults) also showed some benefits, although associated with higher risk of adverse events. Experimental studies to confirm a link between probable therapies and the disease, and then high-quality long-term clinical trials, are needed.


2012 ◽  
Vol 43 (4) ◽  
pp. 964-972 ◽  
Author(s):  
Paul S. Carbone ◽  
Nancy A. Murphy ◽  
Chuck Norlin ◽  
Virgina Azor ◽  
Xiaoming Sheng ◽  
...  

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