Autism and pervasive developmental disorders

Abstract

Objective: To review the current knowledge on neurobiological aspects of autism and pervasive developmental disorders, as well as to provide pediatricians with up to date information on diagnosis and treatment of autism. Sources of data: Review of MEDLINE and Internet. Summary of the findings: Autism is the 3rd developmental disorder, with an incidence of 40 to 130/100,000 individuals. Diagnosis is based on clinical findings, following DSM IV criteria. Neuroimaging, investigation of fetal neurological status, and genetic investigation contribute towards a better understanding of the neurobiology of autism. Conclusion: Pediatricians are the first health professional to come in contact with patients with autism. Thus, they should be able to diagnose and to coordinate the multidisciplinary treatment of these patients.

Social behavior, neuroimmune markers and glutamic acid decarboxylase levels in a rat model of valproic acid-induced autism

“…Autism is characterized by impaired social interaction, language/communication, range of interests and activities, and repetitive behaviors (Gadia et al, 2004;Rapin and Tuchman, 2008). Autism spectrum disorder (ASD) prevalence in the US and Canada is 1 in 68 individuals (CDC MMWR, 2014;Ouellette-Kuntz et al, 2012) and it represents a public health issue and a large burden for education, social service and economy.…”

What Audiologists Need to Know about Autism Spectrum Disorders

“…Early identification will lead to earlier interventions and a better potential outcome for that child. 4 Whether prepared or not, audiologists will be in the forefront of identifying children with an ASD regardless of their experience with this population. Audiologists need to be aware of the symptoms of a developmental disorder and should make appropriate referrals when necessary.…”

“…The earlier a child is diagnosed and interventions are in place, the better the potential outcome. 4 Audiologists are in the forefront of identification of children with ASD and in directing families to timely and appropriate follow-up.…”

Generalização de mandos aprendidos pelo PECS (Picture Exchange Communication System) em crianças com transtorno do espectro autista

“…Nos casos em que os indivíduos desenvolvem a fala, ela pode ser imatura, ecolálica, apresentar prosódia anormal ou reversão de pronomes (Bosa & Schmidt, 2003;Gadia, Tuchman, & Rotta, 2004;Martins, 2001;Sundberg & Partington, 1998). Devido à alta prevalência de casos que não se comunicam por meio da linguagem oral, as intervenções com foco na aquisição de uma comunicação funcional, com o uso da chamada Comunicação Suplementar e/ou Alternativa (CSA), podem ser um meio para promover a comunicação de crianças com TEA (Ganz & Simpson, 2004;Lampreia, 2004;Llaneza et al, 2010;Martins, 2001).…”