A Comparison of Children Born Preterm and Full-Term on the Autism Spectrum in a Prospective Community Sample

Introduction: Previous research suggests children diagnosed with autism spectrum disorder (ASD or “autism”) born extremely and very preterm face substantially delayed development than their peers born full-term. Further, children born preterm are proposed to show a unique behavioral phenotype, which may overlap with characteristics of autism, making it difficult to disentangle their clinical presentation. To clarify the presentation of autism in children born preterm, this study examined differences in key indicators of child development (expressive language, receptive language, fine motor, and visual reception) and characteristics of autism (social affect and repetitive, restricted behaviors).Materials and Methods: One fifty-eight children (136 full-term, twenty-two preterm) diagnosed with autism, aged 22–34 months, were identified prospectively using the Social Attention and Communication Surveillance tools during community-based, developmental surveillance checks in the second year of life. Those identified at “high likelihood” of an autism diagnosis were administered the Mullen Scales of Early Learning and the Autism Diagnostic Observation Schedule.Results: The children born preterm and full-term did not differ significantly in their fine motor, visual reception, expressive language, or receptive language skills. No significant differences in social affect and repetitive and restrictive behavior traits were found.Discussion: The findings of this study differs from previous research where children diagnosed with autism born very or extremely preterm were developmentally delayed and had greater autistic traits than their term-born peers. These null findings may relate to the large proportion of children born moderate to late preterm in this sample. This study was unique in its use of a community-based, prospectively identified sample of children diagnosed with autism at an early age. It may be that children in these groups differ from clinic- and hospital-based samples, that potential differences emerge later in development, or that within the autism spectrum, children born preterm and full-term develop similarly. It was concluded that within the current sample, at 2 years of age, children diagnosed with autism born preterm are similar to their peers born full-term. Thus, when clinicians identify characteristics of autism in children born preterm, it is important to refer the child for a diagnostic assessment for autism.

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Mullen Scales of Early Learning Adaptation for Assessment of Indian Children and Application to Tuberculous Meningitis

Journal of Tropical Pediatrics ◽

10.1093/tropej/fmaa034 ◽

2020 ◽

Author(s):

Smita Nimkar ◽

Suvarna Joshi ◽

Aarti Kinikar ◽

Chhaya Valvi ◽

D Bella Devaleenal ◽

...

Keyword(s):

Tuberculous Meningitis ◽

Expressive Language ◽

Early Learning ◽

Receptive Language ◽

Cultural Bias ◽

Fine Motor ◽

Indian Children ◽

Language And Culture ◽

Culturally Adapted ◽

Visual Reception

Abstract Introduction Tuberculous meningitis (TBM) results in significant morbidity and mortality among children worldwide. Associated neurocognitive complications are common but not well characterized. The Mullen Scales of Early Learning (MSEL), a well-established measure for assessment of neurodevelopment, has not yet been adapted for use in India. This study’s goal was to adapt the MSEL for local language and culture to assess neurocognition among children in India, and apply the adapted measure for assessment of children with TBM. Methods Administration of MSEL domains was culturally adapted. Robust translation procedures for instructions took place for three local languages: Marathi, Hindi and Tamil. Multilingual staff compared instructions against the original version for accuracy. The MSEL stimuli and instructions were reviewed by psychologists and pediatricians in India to identify items concerning for cultural bias. Results MSEL stimuli unfamiliar to children in this setting were identified and modified within Visual Reception, Fine-Motor, Receptive Language and Expressive Language Scales. Item category was maintained for adaptations of items visually or linguistically different from those observed in daily life. Adjusted items were administered to six typically developing children to determine modification utility. Two children diagnosed with confirmed TBM (ages 11 and 29 months) were evaluated with the adapted MSEL before receiving study medications. Skills were below age-expectation across visual reception, fine motor and expressive language domains. Conclusions This is the first study to assess children with TBM using the MSEL adapted for use in India. Future studies in larger groups of Indian children are warranted to validate the adapted measure.

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Beyond Stunting: Mechanisms Linking Length to Early Child Development Among Infants in Rural India (P10-003-19)

Current Developments in Nutrition ◽

10.1093/cdn/nzz034.p10-003-19 ◽

2019 ◽

Vol 3 (Supplement_1) ◽

Author(s):

Maureen Black ◽

Doris Yimgang ◽

Kristen Hurley ◽

Kimberly Harding ◽

Silvia Fernandez-Rao ◽

...

Keyword(s):

Child Development ◽

Maternal Education ◽

Expressive Language ◽

Receptive Language ◽

Rural India ◽

Fine Motor ◽

Early Child Development ◽

Blood Draw ◽

Early Child ◽

Visual Reception

Abstract Objectives In low and middle-income countries, early child development (ECD) is associated with stunting, but the association with length-for-age z-scores (LAZ) is understudied. The objective is to examine whether the association with ECD among infants extends beyond stunting to LAZ and whether it is altered by nurturance or inflammation. Methods Sample: 513 infants (mean age 8.6 months, SD 2.2), 20% stunted (LAZ < -2) participated in a randomized controlled trial of micronutrient powder (MNP) in rural India. Following baseline, infants were re-evaluated at 6- and 12-months. LAZ was calculated from measured length, inflammation (C-reactive protein, CRP) from blood draw; nurturance from home observation (HOME Inventory), and ECD from Mullens Early Learning Scale (visual reception, fine/gross motor and receptive/expressive language). Linear mixed effects models were conducted, accounting for repeated measures and clustering, adjusted for child age, anemia, maternal education, household assets, and intervention. LAZ interactions with CRP and HOME scores were tested. Results LAZ was significantly positively associated with all ECD domains over time. HOME was positively associated with visual reception and expressive language (Table 1). HOME interactions were marginal for fine motor (P = 0.058) and significant for receptive language (P = 0.015). For HOME scores < -1 SD, LAZ was positively related to fine motor and receptive language, for HOME scores >1 SD, LAZ was not related to ECD (Figure 1). CRP was not related to ECD and CRP interaction was not significant. Conclusions The positive association between LAZ and ECD illustrates vulnerability prior to the threshold of stunting. Maternal nurturance is positively associated with multiple domains of infants’ ECD and attenuates relations between LAZ and receptive language and fine motor. Inflammation (measured by CRP) is not associated with ECD. Linear growth within normal and nurturant caregiving are needed to promote ECD. Funding Sources Mathile Institute for the Advancement of Human Nutrition, Nutrition International, Sackler Institute for Nutrition Science of the New York Academy of Sciences.

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Speech Abilities in a Heterogeneous Group of Children With Autism

Journal of Speech Language and Hearing Research ◽

10.1044/2021_jslhr-20-00651 ◽

2021 ◽

pp. 1-15

Author(s):

Kate Broome ◽

Patricia McCabe ◽

Kimberley Docking ◽

Maree Doble ◽

Bronwyn Carrigg

Keyword(s):

Expressive Language ◽

Children With Autism ◽

Spontaneous Speech ◽

Receptive Language ◽

Autism Spectrum ◽

Speech Development ◽

Limited Information ◽

Number Of Children ◽

Children With Asd ◽

Speech Data

Purpose This study aimed to provide detailed descriptive information about the speech of a heterogeneous cohort of children with autism spectrum disorder (ASD) and to explore whether subgroups exist based on this detailed speech data. High rates of delayed and disordered speech in both low-verbal and high-functioning children with ASD have been reported. There is limited information regarding the speech abilities of young children across a range of functional levels. Method Participants were 23 children aged 2;0–6;11 (years;months) with a diagnosis of ASD. Comprehensive speech and language assessments were administered. Independent and relational speech analyses were conducted from single-word naming tasks and spontaneous speech samples. Hierarchical clustering based on language, nonverbal communication, and spontaneous speech descriptive data was completed. Results Independent and relational speech analyses are reported. These variables are used in the cluster analyses, which identified three distinct subgroups: (a) children with high language and high speech ability ( n = 10), (b) children with low expressive language and low speech ability but higher receptive language and use of gestures ( n = 3), and (c) children with low language and low speech development ( n = 10). Conclusions This is the first study to provide detailed descriptive speech data of a heterogeneous cohort of children with ASD and use this information to statistically explore potential subgroups. Clustering suggests a small number of children present with low levels of speech and expressive language in the presence of better receptive language and gestures. This communication profile warrants further exploration. Replicating these findings with a larger cohort of children is needed. Supplemental Material https://doi.org/10.23641/asha.16906978

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C-46 Assessing Global Delays in Corpus Callosum Agenesis: Infants and Toddlers

Archives of Clinical Neuropsychology ◽

10.1093/arclin/acz034.208 ◽

2019 ◽

Vol 34 (6) ◽

pp. 1075-1075

Author(s):

G Andrews ◽

K Eddy ◽

A Gibson

Keyword(s):

Corpus Callosum ◽

Expressive Language ◽

Receptive Language ◽

Effect Sizes ◽

Fine Motor ◽

Infants And Toddlers ◽

Fine Motor Skill ◽

Early Intervention Services ◽

Corpus Callosum Agenesis ◽

The Average Range

Abstract Objective Corpus callosum agenesis (ACC) is a congenital birth defect in which the corpus callosum fails to fully form (Badaruddin, et al., 2007). The partial or complete absence of a corpus callosum affects specific functioning (Brown, Jeeves, Dietrich, & Burnison, 1999) resulting in behavioral, social, and cognitive difficulties (Badaruddin, et al., 2007). We evaluated the development of infants and toddlers with ACC in cognition, language, and motor functioning. Methods Boys (n = 6) and girls (n = 4) ages 3 to 41 months were assessed utilizing the Bayley Scales of Infant and Toddler Development-Third Edition, a test designed to assess the developmental functioning in 5 domains: motor, social-emotional, adaptive behavior, cognitive, and language (Bayley, 2006). Volunteers were assessed during ACC conferences. Results Cognitive, language and motor index scores were significantly correlated but not age. Moderate to large effect sizes (Cohens d) were found. Girls had lower Cognitive Index scores and were below average; boys mean score was within the average range. Large effect sizes for receptive and expressive language. Boys scored within the low average range; girls below average for receptive language. For expressive language, girls fell in the borderline range, boys were low average. Gross motor was very low compared to age norms. Girls showed deficits in fine motor skill development; boys within the average range. Conclusions Global developmental deficits and gender differences occurred for infants and toddlers with ACC. Girls show more delays than boys. Outcomes suggest that delays can be measured well before entering school and supports early intervention services.

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Preliminary Efficacy of Adapted Responsive Teaching for Infants at Risk of Autism Spectrum Disorder in a Community Sample

Autism Research and Treatment ◽

10.1155/2015/386951 ◽

2015 ◽

Vol 2015 ◽

pp. 1-16 ◽

Cited By ~ 41

Author(s):

Grace T. Baranek ◽

Linda R. Watson ◽

Lauren Turner-Brown ◽

Samuel H. Field ◽

Elizabeth R. Crais ◽

...

Keyword(s):

At Risk ◽

Growth Models ◽

Controlled Trial ◽

Community Sample ◽

Treatment Phase ◽

Receptive Language ◽

Autism Spectrum ◽

Community Services ◽

Responsive Teaching ◽

Active Treatment Phase

This study examined the (a) feasibility of enrolling 12-month-olds at risk of ASD from a community sample into a randomized controlled trial, (b) subsequent utilization of community services, and (c) potential of a novel parent-mediated intervention to improve outcomes. The First Year Inventory was used to screen and recruit 12-month-old infants at risk of ASD to compare the effects of 6–9 months of Adapted Responsive Teaching (ART) versus referral to early intervention and monitoring (REIM). Eighteen families were followed for ~20 months. Assessments were conducted before randomization, after treatment, and at 6-month follow-up. Utilization of community services was highest for the REIM group. ART significantly outperformed REIM on parent-reported and observed measures of child receptive language with good linear model fit. Multiphase growth models had better fit for more variables, showing the greatest effects in the active treatment phase, where ART outperformed REIM on parental interactive style (less directive), child sensory responsiveness (less hyporesponsive), and adaptive behavior (increased communication and socialization). This study demonstrates the promise of a parent-mediated intervention for improving developmental outcomes for infants at risk of ASD in a community sample and highlights the utility of earlier identification for access to community services earlier than standard practice.

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Adapting the Mullen Scales of Early Learning for a Standardized Measure of Development in Children With Rett Syndrome

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-55.6.419 ◽

2017 ◽

Vol 55 (6) ◽

pp. 419-431 ◽

Cited By ~ 5

Author(s):

Tessa Clarkson ◽

Jocelyn LeBlanc ◽

Geneva DeGregorio ◽

Vanessa Vogel-Farley ◽

Katherine Barnes ◽

...

Keyword(s):

Rett Syndrome ◽

Individual Performance ◽

Early Learning ◽

Receptive Language ◽

Fine Motor ◽

Vineland Adaptive Behavior Scales ◽

Severe Impairment ◽

Standardized Measure ◽

Developmental Domains ◽

Visual Reception

Abstract Rett Syndrome (RTT) is characterized by severe impairment in fine motor (FM) and expressive language (EL) function, making accurate evaluations of development difficult with standardized assessm ents. In this study, the administration and scoring of the Mullen Scales of Early Learning (MSEL) were adapted to eliminate the confounding effects of FM and EL impairments in assessing development. Forty-seven girls with RTT were assessed with the Adapted-MSEL (MSEL-A), a subset (n = 30) was also assessed using the Vineland Adaptive Behavior Scales-Second Edition (Vineland-II) and a further subset (n = 17) was assessed using an eye-tracking version of the MSEL (MSEL-ET). Participants performed better on the visual reception (VR) and receptive language (RL) domains compared to the FM and EL domains on the MSEL-A. Individual performance on each domain was independent of other domains. Corresponding MSEL-A and Vineland-II domains were significantly correlated. The MSEL-ET was as accurate as the MSEL-A in assessing VR and RL, yet took a 44% less time. Results suggested that the MSEL-A and the MSEL-ET could be viable measures for accurately assessing developmental domains in children with RTT.

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Differences in Neurocognitive Abilities in Premature and Full-term Infants at 5 Months of Age

KnE Life Sciences ◽

10.18502/kls.v4i8.3303 ◽

2018 ◽

Author(s):

S Kiselev ◽

O Lvova ◽

E Suleymanova

Keyword(s):

Premature Infants ◽

Receptive Language ◽

Full Term ◽

Fine Motor ◽

Term Infants ◽

Neurocognitive Development ◽

Neurocognitive Functions ◽

Toddler Development ◽

The Impact ◽

Bayley Scales

It is known that prematurity is a risk for neurodevelopmental disorders. Most of the studies were dedicated to those children who have reached the preschool and primary school age. However, the impact of prematurity on neurocognitive functions in the early stages of development is not investigated thoroughly. The aim of thisresearch was to reveal the differences in neurocognitive development in premature (24 babies) and gender-matched healthy mature full-term infants (31 participants) at 5 months of age. The gestational age of preterm children was between 29 and 35 weeks. The Bayley Scales of Infant and Toddler Development (3rd Edition) were used to evaluate the neurocognitive abilities in children. The one-way ANOVA has revealedthat premature infants at 5 months of corrected age performed significantly (p ≤ 0.05) more poorly than the full-term infants on cognitive scale, receptive language, gross and fine motor. No significant differences (p ≤.05) were found between preterm and full-term children on expressive language. In view of the obtained results, itcan be assumed that the prematurity has specific (not global) negative effect on neurocognitive development at 5 months of age. Keywords: premature infants, neurocognitive development, Bayley Scales of Infant and Toddler Development (3rd Edition)

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Language profiles in young children with autism spectrum disorder: A community sample using multiple assessment instruments

Autism ◽

10.1177/1362361317726245 ◽

2017 ◽

Vol 23 (1) ◽

pp. 141-153 ◽

Cited By ~ 3

Author(s):

Rose Nevill ◽

Darren Hedley ◽

Mirko Uljarević ◽

Ensu Sahin ◽

Johanna Zadek ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Young Children ◽

Expressive Language ◽

Children With Autism ◽

Receptive Language ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Young Children With Autism ◽

Language Profiles ◽

Nonverbal Cognition

This study investigated language profiles in a community-based sample of 104 children aged 1–3 years who had been diagnosed with autism spectrum disorder using Diagnostic and Statistical Manual of Mental Disorders (5th ed.) diagnostic criteria. Language was assessed with the Mullen scales, Preschool Language Scale, fifth edition, and Vineland-II parent-report. The study aimed to determine whether the receptive-to-expressive language profile is independent from the assessment instrument used, and whether nonverbal cognition, early communicative behaviors, and autism spectrum disorder symptoms predict language scores. Receptive-to-expressive language profiles differed between assessment instruments and reporters, and Preschool Language Scale, fifth edition profiles were also dependent on developmental level. Nonverbal cognition and joint attention significantly predicted receptive language scores, and nonverbal cognition and frequency of vocalizations predicted expressive language scores. These findings support the administration of multiple direct assessment and parent-report instruments when evaluating language in young children with autism spectrum disorder, for both research and in clinical settings. Results also support that joint attention is a useful intervention target for improving receptive language skills in young children with autism spectrum disorder. Future research comparing language profiles of young children with autism spectrum disorder to children with non-autism spectrum disorder developmental delays and typical development will add to our knowledge of early language development in children with autism spectrum disorder.

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Effects of Functional Discrimination Training on Initial Receptive Language in Individuals With Autism Spectrum Disorder

Behavior Modification ◽

10.1177/0145445519841052 ◽

2019 ◽

Vol 44 (5) ◽

pp. 670-697

Author(s):

Sigmund Eldevik ◽

Hege Aarlie ◽

Kristine B. Titlestad ◽

Ellie Kazemi ◽

Greg Elsky

Keyword(s):

Autism Spectrum Disorder ◽

Expressive Language ◽

Receptive Language ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Rapid Acquisition ◽

Functional Discrimination ◽

History Of ◽

Alternating Treatment Design ◽

Treatment Design

The success of behavior-analytic procedures to teach language to individuals with autism spectrum disorder (ASD) has been well established in the literature. Nevertheless, some individuals may not learn any receptive or expressive language following extensive teaching efforts. We examined the effects of two reinforcement contingencies, functional and arbitrary, on increasing the level of auditory–visual conditional discriminations in children with ASD with a history of having difficulty learning discriminations. We evaluated the effects of the reinforcement contingencies by comparing the number of trials needed to establish discriminations in an adapted alternating treatment design. We found that five out of eight participants showed more rapid acquisition and demonstrated discrimination between more items in the functional reinforcement condition. The remaining three participants did not exhibit any discrimination in either condition within the allotted 500 trials/20 days. These findings suggest that using functional reinforcement procedures may be a helpful alternative for individuals who do not learn discriminations through traditional procedures.

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Novel Prefrontal Synthesis Intervention Improves Language in Children with Autism

Healthcare ◽

10.3390/healthcare8040566 ◽

2020 ◽

Vol 8 (4) ◽

pp. 566 ◽

Cited By ~ 1

Author(s):

Andrey Vyshedskiy ◽

Edward Khokhlovich ◽

Rita Dunn ◽

Alexander Faisman ◽

Jonah Elgart ◽

...

Keyword(s):

Propensity Score Analysis ◽

Expressive Language ◽

Test Group ◽

Receptive Language ◽

Autism Spectrum ◽

Controlled Study ◽

Control Group ◽

Group Participant ◽

Score Analysis ◽

Control Group Participant

Prefrontal synthesis (PFS) is defined as the ability to juxtapose mental visuospatial objects at will. Paralysis of PFS may be responsible for the lack of comprehension of spatial prepositions, semantically-reversible sentences, and recursive sentences observed in 30 to 40% of individuals with autism spectrum disorder (ASD). In this report we present data from a three-year-long clinical trial of 6454 ASD children age 2 to 12 years, which were administered a PFS-targeting intervention. Tablet-based verbal and nonverbal exercises emphasizing mental-juxtaposition-of-objects were organized into an application called Mental Imagery Therapy for Autism (MITA). The test group included participants who completed more than one thousand exercises and made no more than one error per exercise. The control group was selected from the rest of participants by a matching procedure. Each test group participant was matched to the control group participant by age, gender, expressive language, receptive language, sociability, cognitive awareness, and health score at first evaluation using propensity score analysis. The test group showed a 2.2-fold improvement in receptive language score vs. control group (p < 0.0001) and a 1.4-fold improvement in expressive language (p = 0.0144). No statistically significant change was detected in other subscales not targeted by the exercises. These findings show that language acquisition improves after training PFS and that a further investigation of the PFS-targeting intervention in a randomized controlled study is warranted.

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