Difficulties in the Understanding of False Belief: Specific to Autism and other Pervasive Developmental Disorders?

1998 ◽  
Vol 82 (1) ◽  
pp. 51-57
Author(s):  
Peter Muris ◽  
Pim Steerneman ◽  
Harald Merckelbach
Keyword(s):  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
False Belief ◽  
Autistic Children ◽  
False Belief Task ◽  
Normal Children ◽  
Not Otherwise Specified ◽  
Atypical Autism ◽  
Better Than

The present study examined the performance on a false belief task of atypical autistic children, i.e., children with a pervasive developmental disorder not otherwise specified ( n = 50), socially immature children (n = 50), and normal children ( n = 50). Children were shown a chocolate box and its unexpected content, i.e., a pencil, and then required to indicate what a friend would say about the content of the box. Results can be summarized: (1) over-all, 3-year-old children performed less well than children of 6 years. (2) Responses of 3-year-old atypical autistic and socially immature children did not differ significantly from those of normal children of the same age. (3) At age 6, normal children performed better than atypical autistic and socially immature children. (4) In general, no differences in performance between atypical autistic and socially immature children were found, and (5) their performance was linked to intelligence. The results support prior findings that atypical autistic children find it difficult to understand false beliefs; however, this difficulty does not seem to be specific for (atypical) autism, but might be a common feature of social immaturity in general.

CSF Monoamines in Autistic Syndromes and Other Pervasive Developmental Disorders of Early Childhood

1987 ◽  
Vol 151 (1) ◽  
pp. 89-94 ◽  
Author(s):  
C. Gillberg ◽  
L Svennerholm
Keyword(s):  
Neurodevelopmental Disorders ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Homovanillic Acid ◽  
Monoamine Metabolites ◽  
Autistic Children ◽  
Nerve Fibres ◽  
Normal Children ◽  
The Brain ◽  
Childhood Psychoses

Spinal fluid concentrations of the three major monoamine metabolites were examined in 25 infantile autistic children and 12 children with other childhood psychoses, and were contrasted with results obtained in normal children and in groups of children with neurological and neurodevelopmental disorders. Autistic children showed absolute and relative increases of the dopamine metabolite homovanillic acid. The group with other childhood psychoses also showed an increase in HVA level; in this group there were also indications of high levels of serotonin and norepinephrine metabolites. The results are discussed in the context of a pathogenetic model for autism involving hyperfunction of dopaminergic nerve fibres in the brain stem-mesolimbic system.

scholarly journals Evidence based case report: Pyridoxine supplementation in children with pervasive developmental disorders

2014 ◽  
Vol 54 (3) ◽  
pp. 186
Author(s):  
Sekarpramita Darmaputri ◽  
Tjhin Wiguna
Keyword(s):  
Serotonin Receptors ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Social Withdrawal ◽  
Neurodevelopmental Disorder ◽  
Psychotropic Medications ◽  
The Other ◽  
Evidence Based ◽  
Atypical Autism

Pervasive developmental disorders (PDD)is defined as a neurodevelopmental disorder,c haract erized by social withdrawal,communication deficits, and repetitivebehaviors. PDD include autistic disorder, Rett'ssyndrome, childhood disintegrative disorder, Asperger' ssyndrome, and pervasive developmental disorder nototherwise specified or atypical autism.1 Update ofepidemiological studies published between 1966 and2006 show reports of estimated prevalence for autismhas varied between 3 .31 and 86 children per 10,000, 2and predominantly occurs in males than females(male:female ratio = 4: 1) .3There is a hypothesis that behavioral problemsin children with pervasive developmental disorderare highly associated with the neurotransmitterimbalances. Therefore, psychotropic medications (eg.atypical antipsychotics, selective serotonin reuptakeinhibitors, and psychostimulants), which work ondopamine and serotonin receptors, are the FDAapprovedmedications for PDD.4 On the other hands,the use of novel, unconventional, and/or off- labeltreatments associated with the n eurotransmitterspathway for children with POD is increasing andmore common.

scholarly journals Pervasive Developmental Disorders in Iraqi Children

2019 ◽  
pp. 1-8
Author(s):  
Aamir Jalal Al Mosawi ◽  
Keyword(s):  
Mental Retardation ◽  
Asperger Syndrome ◽  
Pervasive Developmental Disorder ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Self Care ◽  
Psychiatry Clinic ◽  
Atypical Autism ◽  
Bowel Control

Background: Pervasive developmental disorders include five chronic disorders marked by early impairment in socialization, communication and behavior. Little is known about the types of pervasive developmental disorders in Iraq. This is a retrospective clinical study aiming at determining the types of pervasive developmental disorders in Iraqi children observed at the pediatric psychiatry clinic in a tertiary pediatric referral center. Patients and methods: During nine months period (November 18th, 2018 to July 18th, 2019), fifty one patients with a diagnosis of pervasive developmental disorders (30 males and 21 females) were observed at the psychiatry clinic at the Children Teaching Hospital of Baghdad Medical City. Their ages ranged from two and half years to twelve years. Results: Thirty two (17 males and 15 females) patients had autism without significant mental retardation as indicated by adequate urine and bowel control and self care skills particularly spoon feeding. Thirteen patients were considered to have atypical autism or Pervasive developmental disorder not otherwise specified (10 boys and 3 girls), in eleven of them, the disorder was considered atypical because of the lack of adequate urine and bowel control and self care skills particularly appropriate spoon feeding indicating significant degree of mental retardation. In one patient, his condition was considered a typical because of the presence of an acceptable eye contact and response appropriately to name in most instances. Three patients had Asperger syndrome including two girls and one boy. Two boys had childhood disintegrative disorder (Heller syndrome), one of them have changes on brain MRI suggestive of cerebral vasculitis. One girl had Rett syndrome and her case and early treatment was published. Conclusion: In this series, typical autism without significant mental retardation accounted for 63%. Atypical autism (Pervasive developmental disorder not otherwise) was the second most common type of Pervasive developmental disorders accounting for about 25%. Asperger syndrome accounted for only 6% of the cases in this series

Educational Activity Suggestion System of Children With Pervasive Developmental Disorder for Guiding Education and Training Staff Activities

2022 ◽  
pp. 448-471
Author(s):  
Duygu Çelik Ertuğrul ◽  
Atilla Elçi
Keyword(s):  
Pervasive Developmental Disorder ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Developmental Disorder ◽  
Intelligent System ◽  
Education And Training ◽  
Educational Activity ◽  
Developmental Progress ◽  
The Individual ◽  
And Training

Individuals with pervasive developmental disorders should be supported with special education programs that are planned according to the type and degree of the disorder, age, characteristics, and needs of the individual. Search over internet resources may provide suitable educational material and methods (and associated activity/game). However, syntactic search in today's static-based internet is insufficient to offer desired relevant results. An intelligent system able to identify the needed educational methods and material with the help of semantic web-based agents will not only contribute to the development of individuals with disorders, and support education specialists in this process, but also be extremely useful for the families of these individuals in assisting and monitoring their child's developmental progress. In this chapter, an agent-based educational activity suggestion system of children with pervasive developmental disorder for guiding education and training staff activities is proposed.

MEDIUS: A Serious Game for Autistic Children Based on Decision System

2018 ◽  
Vol 49 (4) ◽  
pp. 423-440 ◽  
Author(s):  
Kinane Daouadji Amina ◽  
Bendella Fatima
Keyword(s):  
Decision Support ◽  
Applied Behavior Analysis ◽  
Autistic Child ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Serious Game ◽  
Picture Exchange Communication System ◽  
Autistic Children ◽  
The World ◽  
The Individual

Background and Aim. This work aims to realize a serious game called “Medius” based on criteria of decision support to present a new mean of communication between the tutor and the autistic child in the form of a playful serious game, and in a purely educational frame. Two methods of communication and learning are involved in Medius: Picture Exchange Communication System “PECS” and Applied Behavior Analysis “ABA” to guarantee an effective apprenticeship for autistic children without taking into account their types of autism. This game is retroactive and will be adapted according to the individual levels of each player. Result. Thanks to the obtained information we were able to know the preferences, the habits and the characters of the autistic children involved in the experiment. Conclusion. This work is very useful for a targeted apprenticeship and personalized to each player ( autistic child) and also represents a mean of communication between the tutor and the autistic child seen the difficulty of the exchanges of the information and the communication which reign in the world of the children affected by the pervasive developmental disorders “PDD”.

Terapia cu ajutorul calului ca metodă sportivă în afecțiunile psihomotorii: Un studiu controlat pretest-posttest

2017 ◽  
Vol 8 (1-2) ◽  
pp. 87-116
Author(s):  
Anca Nicoleta Bîlbă
Keyword(s):  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Alternative Therapy ◽  
Assessment System ◽  
Control Group ◽  
Psychomotor Disorders ◽  
Icd 10 ◽  
Adaptive Behavior Assessment System ◽  
Group A ◽  
Atypical Autism

Pervasive developmental disorders are a series of illnesses characterized by delays in the development of some basic functions, such as the ability to communicate and socialize, but also through a small number of interests or activities, and according to ICD-10 (1996), in this category can include childhood autism, where deficiencies at these levels are identified, being identified until the age of three years or atypical autism - common in people with mental retardation or with responsive language disorders. A form of alternative therapy focused on these dimensions is horse-therapy therapy, a rapidly expanding approach in recent years, both with the aim of empirical substantiation and implementation of its different application centers to alleviate psychomotor deficiencies and emotional. This study aims to analyze the results obtained from horse-assisted therapy on psychomotor disorders in children with autistic spectrum disorders, epilepsy, ADHD or cerebral palsy. A group of 64 children aged between 2 and 14 years, biological age, participated in the study. 41 children were part of the study group, 23 constituting the control group. A controlled research model with pretest-posttest measurements was used. The effect of horse therapy on adaptive skills was evaluated. The ABAS II Adaptive Behavior Assessment System was used to measure these skills. The results indicate that hypothyroid therapy is effective in increasing the adaptability of children with psychomotor disorders.

Inquiry into the Incidence of Hyperlexia in a Statewide Population of Children with Pervasive Developmental Disorder

1985 ◽  
Vol 57 (1) ◽  
pp. 236-238 ◽  
Author(s):  
Larry Burd ◽  
Jacob Kerbeshian ◽  
Wayne Fisher
Keyword(s):  
Word Recognition ◽  
North Dakota ◽  
Pervasive Developmental Disorder ◽  
Cognitive Abilities ◽  
Prevalence Rate ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Reading Skills ◽  
Developmental Disorder ◽  
School Aged Children

Hyperlexia is a condition occurring in a group of children who traditionally have been described as having word-recognition reading skills which far exceed their other language and cognitive abilities. The incidence of this particular skill in a group of children with pervasive developmental disorders had not previously been documented. In the state of North Dakota 68 children who meet DSM-III criteria for pervasive developmental disorders (including autism) have been identified. Four of these children show hyperlexia. This computes to a prevalence rate of 6.6% of school-aged children with pervasive developmental disorders.

Theory of mind and emotion-recognition functioning in autistic spectrum disorders and in psychiatric control and normal children

1999 ◽  
Vol 11 (1) ◽  
pp. 39-58 ◽  
Author(s):  
JAN K. BUITELAAR ◽  
MARLEEN VAN DER WEES ◽  
HANNA SWAAB–BARNEVELD ◽  
RUTGER JAN VAN DER GAAG
Keyword(s):  
Theory Of Mind ◽  
Emotion Recognition ◽  
Developmental Disorder ◽  
Second Order ◽  
Emotional Expressions ◽  
Normal Children ◽  
Verbal Iq ◽  
Context Recognition ◽  
Not Otherwise Specified ◽  
Spectrum Disorders

The hypothesis was tested that weak theory of mind (ToM) and/or emotion recognition (ER) abilities are specific to subjects with autism. Differences in ToM and ER performance were examined between autistic (n = 20), pervasive developmental disorder—not otherwise specified (PDD-NOS) (n = 20), psychiatric control (n = 20), and normal children (n = 20). The clinical groups were matched person-to-person on age and verbal IQ. We used tasks for the matching and the context recognition of emotional expressions, and a set of first- and second-order ToM tasks. Autistic and PDD-NOS children could not be significantly differentiated from each other, nor could they be differentiated from the psychiatric controls with a diagnosis of ADHD (n = 9). The psychiatric controls with conduct disorder or dysthymia performed about as well as normal children. The variance in second-order ToM performance contributed most to differences between diagnostic groups.

scholarly journals Association of maternal developmental disorder traits with child maltreatment

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
T Fujiwara
Keyword(s):  
Child Maltreatment ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Adult Adhd ◽  
Developmental Disorder ◽  
Rating Scale ◽  
Self Report ◽  
Linear Regression Models ◽  
Maternal Characteristics ◽  
Child Mistreatment

Abstract Objective Maternal mental disorders are known risk factors for child mistreatment. However, little is known about the involvement of maternal developmental disorder traits. The aim of this study was to examine maternal traits related to Pervasive Developmental Disorder (PDD) and Attention Deficit Hyperactivity Disorder (ADHD), and their possible association with child maltreatment. Methods Maternal PDD and ADHD were assessed through a self-administered questionnaire (N = 846) during mid-pregnancy using the Pervasive Developmental Disorders Autism Society Japan Rating Scale (PARS) and Adult ADHD Self-Report Scale (ASRS). The mothers completed another questionnaire on child mistreatment when the offspring was approximately 18 months of age. The associations between maternal PDD and ADHD traits and child maltreatment score were analyzed using linear regression models adjusted for covariates. Results Mothers who exhibited stronger PDD traits showed significantly higher child maltreatment score, even after adjustment for maternal characteristics at baseline and ADHD traits. At the same time, ADHD traits were significantly associated with child maltreatment after adjustment of covariates, although the association became non-significant after adjustment of PDD traits. Conclusions Mothers who showed PDD and ADHD traits during pregnancy were more likely to maltreat their children. It is essential to educate mothers with such traits with appropriate, easy-to-follow childcare instructions, preferably in simple language combined with pictorial aids. Key messages Maternal developmental disorder traits are risk factor of child maltreatment. Specific parenting training intervention for mothers with developmental disorders are needed.

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