Attentional Skills During the First 6 Months of Age in Autism Spectrum Disorder

Maestro, Sandra; Muratori, Filippo; Cavallaro, Maria Cristina; Pei, Francesca; Stern, Daniel N.; Golse, Bernard; Palacio-Espasa, Francisco

doi:10.1097/00004583-200210000-00014

Cited by 258 publications

(186 citation statements)

References 29 publications

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“…In addressing Aim 1, this study corroborates and extends the profile of communicative skills observed in older toddlers with ASD [e.g., Lord, 1995;Lord, Risi, & DiLavore, 2006;Mundy et al, 1987;Sigman & Ungerer, 1984;Stone, Ousley, Yoder, Hogan, & Hepburn, 1997;Wetherby, Prizant, & Hutchinson, 1998;Wetherby et al, 2004], and reported in the largely retrospective studies of children in the second year of life [Baranek, 1999;Klin et al, 1992;Maestro et al, 2002;Osterling et al, 2002;Volkmar et al, 1985;Wetherby et al, 2007]. That is, children who meet diagnostic criteria for ASD late in their second year of life show below average levels of performance in the abilities to respond to others' speech, to use gestures and manage affect, gaze and reciprocity; to express communicative functions; and to employ symbolic play schemes.…”

Section: Discussionsupporting

confidence: 80%

“…Most studies of symptoms of ASD in children under the age of two are based on parental retrospective reports [Klin, Volkmar, & Sparrow, 1992;Volkmar, Stier, & Cohen, 1985], and retrospective analyses of videotaped materials [Baranek, 1999;Maestro et al, 2002;Osterling, Dawson, & Munson, 2002], with only a few studies relying on direct observations [e.g., Charman et al, 1997;Lord et al, 2000;Watt et al, 2006;Wetherby et al, 2007]. These studies converge on several findings.…”

Section: Introductionmentioning

confidence: 99%

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Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

et al. 2008

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Thirty-seven children 15-25 months of age received clinical diagnoses of autism spectrum disorder (ASD) and were reevaluated two years later. All subjects were judged to have retained a diagnosis of ASD at the follow-up evaluation. Communication scores for the group as a whole during the first visit were significantly lower than nonverbal IQ. However, by the second visit, verbal and nonverbal scores were no longer significantly different. The group was divided into two subgroups, based on expressive language (EL) outcome at the second visit. The two groups were similar in the second year of life in terms of expressive communication skills and autistic symptoms, except for a trend toward more stereotypic and repetitive behavior in the worse outcome group. By the second visit, however, the groups differed significantly on all standard measures of expression and reception, as well as on autistic symptomotology and nonverbal IQ. When assessed during their second year, children who ended up in the better outcome group showed higher average nonverbal cognitive level, receptive language (RL) scores, number of sounds and words produced, use of symbolic play schemes, and response to joint attention bids. Regression analysis revealed that the variables for which significant differences between the two outcome groups in their second year of life were found provided significant prediction of EL outcome at age four. Stepwise regression identified RL and presence of stereotypic and repetitive at the first visit as significantly associated with EL outcome. Implications of these findings for early identification and intervention are discussed.

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Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

et al. 2008

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“…Early onset for neuropathology in autism While the clinical syndrome is typically diagnosed by the age of 3 years, 3 retrospective studies of autistic children have demonstrated that abnormalities in social interaction 229 and blood biochemistry 230,231 can be detected in the first days or months of life. The early emergence of symptoms suggests that the underlying disturbance in brain development occurs during embryogenesis.…”

Section: Mouse Models Of Environmental Contributions To Autism Etiologymentioning

confidence: 99%

Advances in behavioral genetics: mouse models of autism

2007

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Autism is a neurodevelopmental syndrome with markedly high heritability. The diagnostic indicators of autism are core behavioral symptoms, rather than definitive neuropathological markers. Etiology is thought to involve complex, multigenic interactions and possible environmental contributions. In this review, we focus on genetic pathways with multiple members represented in autism candidate gene lists. Many of these pathways can also be impinged upon by environmental risk factors associated with the disorder. The mouse model system provides a method to experimentally manipulate candidate genes for autism susceptibility, and to use environmental challenges to drive aberrant gene expression and cell pathology early in development. Mouse models for fragile X syndrome, Rett syndrome and other disorders associated with autistic-like behavior have elucidated neuropathology that might underlie the autism phenotype, including abnormalities in synaptic plasticity. Mouse models have also been used to investigate the effects of alterations in signaling pathways on neuronal migration, neurotransmission and brain anatomy, relevant to findings in autistic populations. Advances have included the evaluation of mouse models with behavioral assays designed to reflect disease symptoms, including impaired social interaction, communication deficits and repetitive behaviors, and the symptom onset during the neonatal period. Research focusing on the effect of gene-by-gene interactions or genetic susceptibility to detrimental environmental challenges may further understanding of the complex etiology for autism.

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“…This observation is believed to be related to a deficit in social motivation, reflecting an absent rewarding value of social sharing (Vismara & Lyons, 2007), and is likely to persist throughout development (Koegel, Koegel, & Carter, 1998). It could explain why children with ASD are experiencing problems with the development of joint attention skills (Dawson, Meltzoff, Osterling, Rinaldi, & Brown, 1998;Klin, Jones, Schultz, & Volkmar, 2003;Maestro et al, 2002). Their lacking motivation not only makes it less interesting for them to engage in the sharing of experiences, but in addition, the lack of social orienting leads to less opportunities to learn about social skills.…”

mentioning

confidence: 99%

Exploring the Nature of Joint Attention Impairments in Young Children with Autism Spectrum Disorder: Associated Social and Cognitive Skills

Schietecatte

Roeyers

Warreyn

2011

J Autism Dev Disord

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Exploring the nature of joint attention impairments in young children with autism spectrum disorder: associated social and cognitive skills. AbstractIt is generally accepted that joint attention skills are impaired in children with autism spectrum disorder (ASD). In this study, social preference, attention disengagement and intention understanding, assumed to be associated with the development of joint attention, are explored in relation to joint attention skills in children with ASD at the age of 36 months.Response to joint attention was related to intention understanding, whereas the number of joint attention initiations was associated with attention disengagement, and somewhat less stronger with social preference. The level on which children initiated joint attention was related to social preference. Possible interpretations of these findings are discussed.

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Attentional Skills During the First 6 Months of Age in Autism Spectrum Disorder

Cited by 258 publications

References 29 publications

Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

Advances in behavioral genetics: mouse models of autism

Exploring the Nature of Joint Attention Impairments in Young Children with Autism Spectrum Disorder: Associated Social and Cognitive Skills

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