scholarly journals Potocki-Lupski Syndrome Dup17p11.2 in a Girl with Hypotonia and Early Behavioural Disturbances

PRILOZI ◽  
2021 ◽  
Vol 42 (2) ◽  
pp. 91-94
Author(s):  
Orhideja Stomnaroska ◽  
Lidija Neskovska

Abstract Potocki-Lupski syndrome (PTLS) is a contiguous gene syndrome caused by duplication of chromosome 17p11.2. PTLS is characterized by hypotonia, failure to thrive, congenital anomalies (particularly of the cardiovascular system), intellectual disability, and behavioural disturbances. The patient was a full-term baby girl, 2,750 grams at birth, delivered via an uncomplicated vaginal delivery with pronounced hypotonia at birth. Nevertheless, there was failure to thrive (weight 7.6 kg; 2.8 SD). Micrognathia, epicanthal skin folds, and megalocornea were noticeable. There was a harsh continuous systolic murmur, and the ultrasound of the heart revealed a persistent arteriosus duct which was surgically closed. At the age of 18 months, the girl could not sit without support, and she could not utter simple words. The girl is often moody, angry, and aggressive. She is hyperactive and unable to establish contacts with family members. A 17p12-p11.2 microduplication was identified via MLPA. Muscle hypotonia, congenital heart malformation, failure to thrive, developmental delay, behavioural disturbances (or autism spectrum disorder), and intellectual disability are early signs of PTLS. The presence of PTLS was proven by an MLPA analysis.

Author(s):  
Sylvie Couderc ◽  
Florence Cousson‐Gélie ◽  
Eric Pernon ◽  
Bertrand Porro ◽  
Stéphanie Miot ◽  
...  

2016 ◽  
Vol 121 (6) ◽  
pp. 501-519 ◽  
Author(s):  
Aubrey Hui Shyuan Ng ◽  
Kim Schulze ◽  
Eric Rudrud ◽  
Justin B. Leaf

Abstract This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.


Sign in / Sign up

Export Citation Format

Share Document