Nonverbal Communication Skills in Young Children with Autism

Chiang, Che Ming; Soong, Wei Tsuen; Lin, Tzu Ling; Rogers, Sally J.

doi:10.1007/s10803-008-0586-2

Cited by 89 publications

(54 citation statements)

References 25 publications

(38 reference statements)

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“…Because the stabilization of the postsynaptic density protein Shank3, a gene that has been linked to ASD1112, is induced by zinc1314, zinc deficiency around synapses may contribute to abnormal synaptic physiology in these mice. Alternatively, because zinc is involved in a number of critical changes during brain development15, zinc deficiency in the brain might cause structural changes in the brain that in some cases might lead to autism phenotypes1016. In fact, the plasma zinc/serum copper ratio and hair zinc levels were reported to be decreased in ASD children1718, which suggest that infantile zinc deficiency may be a risk factor for ASD.…”

mentioning

confidence: 99%

Autism phenotypes in ZnT3 null mice: Involvement of zinc dyshomeostasis, MMP-9 activation and BDNF upregulation

Yoo

Kim

Yoon

et al. 2016

Sci Rep

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To investigate the role of synaptic zinc in the ASD pathogenesis, we examined zinc transporter 3 (ZnT3) null mice. At 4–5 weeks of age, male but not female ZnT3 null mice exhibited autistic-like behaviors. Cortical volume and neurite density were significantly greater in male ZnT3 null mice than in WT mice. In male ZnT3 null mice, consistent with enhanced neurotrophic stimuli, the level of BDNF as well as activity of MMP-9 was increased. Consistent with known roles for MMPs in BDNF upregulation, 2.5-week treatment with minocycline, an MMP inhibitor, significantly attenuated BDNF levels as well as megalencephaly and autistic-like behaviors. Although the ZnT3 null state removed synaptic zinc, it rather increased free zinc in the cytosol of brain cells, which appeared to increase MMP-9 activity and BDNF levels. The present results suggest that zinc dyshomeostasis during the critical period of brain development may be a possible contributing mechanism for ASD.

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confidence: 99%

Autism phenotypes in ZnT3 null mice: Involvement of zinc dyshomeostasis, MMP-9 activation and BDNF upregulation

Yoo

Kim

Yoon

et al. 2016

Sci Rep

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“…Development of presymbolic communication has been described for individuals with different types of disabilities and disorders including hearing impairment (Zaidman-Zait & Dromi, 2007), brain lesions (Bates, Vicari, & Trauner, 1999), autism (Luyster, Qiu, Lopez, & Lord, 2007; Chian, Soong, Lin, & Rogers, 2008; Wetherby, et al, 2004), Down syndrome (Abbeduto, Warren, & Conners, 2007; Fidler, Philofsky, Hepburn, & Rogers, 2005), Williams syndrome (Singer-Harris, Bellugi, Bates, Jones, & Riossen, 1997), Angelman syndrome (Didden et al, 2009) and fragile X syndrome (Flenthrope & Brady, 2010). For example, children with Down syndrome typically have a profile of relative strength in gesture use across communicative functions (Abbeduto et al, 2007; Brady et al, 2008) whereas children with autism frequently have an uneven profile characterized by infrequent commenting gestures (Anderson et al, 2007; Kasari, Freeman, & Paparella, 2006)…”

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confidence: 99%

Development of the Communication Complexity Scale

Brady

Fleming

Thiemann-Bourque

et al. 2012

Am J Speech Lang Pathol

104

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Accurate description of an individual's communication status is critical in both research and practice. Describing the communication status of individuals with severe intellectual and developmental disabilities is difficult because these individuals often communicate with presymbolic means that may not be readily recognized. Our goal was to design a communication scale and summary score for interpretation that could be applied across populations of children and adults with limited (often presymbolic) communication forms. Methods The Communication Complexity Scale (CCS) was developed by a team of researchers and tested with 178 participants with varying levels of presymbolic and early symbolic communication skills. Correlations between standardized and informant measures were completed, and expert opinions were obtained regarding the CCS. Results CCS scores were within expected ranges for the populations studied and inter-rater reliability was high. Comparison across other measures indicated significant correlations with standardized tests of language. Scores on informant report measures tended to place children at higher levels of communication. Expert opinions generally favored the development of the CCS. Clinical implications The scale appears to be useful for describing a given individual's level of presymbolic or early symbolic communication. Further research is needed to determine if it is sensitive to developmental growth in communication.

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“…There is little motivation in autistic children to look at people's facial expression, because it does not provide them with information about the emotional states, motives, or intentions of others [28]. They are unable to shift attention/eye gaze from a person to object, to point to initiate joint attention, or to use the eye direction of other people as a guide [29]. When they use pointing, it is for the sake of regulating other persons' behavior by indicating that they want something (protoimperative), rather than for the purpose of sharing interest with others (protodeclarative) [30].…”

Section: Clinical Picture and Rationalementioning

confidence: 99%

Joint Attention Impairment in Autism: Clinical Picture, Rationale and Functional MRI Findings

Saleh¹,

Adel²

2017

Autism - Paradigms, Recent Research and Clinical Applications

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Joint attention is a keystone in social cognitive development and a skill acquired early in life. It is the triadic coordination of attention between two people and an object or event in which they are commonly interested. Language development follows in its tracks and is dependent on this early acquired skill. Its deviation from typical development is considered one of the earliest signs of autism. Consequently, its remediation has gained intensive focus in therapy. In this review, the development of joint attention skill in initiating (IJA) and responding (RJA), and its atypical development in autism and related spectrum disorders would be discussed. This would include existing problems in pointing, sharing attention with the participant, and facial recognition; and the rationale behind these deviations as covert attention. Related fMRI findings would also be reviewed, outlining the integration between the posterior involuntary parietal and superior temporal cortices (RJA) and the anterior volitional prefrontal and orbital frontal areas (IJA) in typical development, and the long-distance underconnectivity and local overconnectivity in autism. Several cortical regions are implicated in autism, revealing the heterogeneity of the findings, but general conclusions could be drawn.

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Nonverbal Communication Skills in Young Children with Autism

Abstract: Early social-communicative difficulties in autism involve early triadic communications involving joint attention and possibly dyadic turn-taking skills, which has implications for both early screening and early intervention.

Cited by 89 publications

References 25 publications

Autism phenotypes in ZnT3 null mice: Involvement of zinc dyshomeostasis, MMP-9 activation and BDNF upregulation

Autism phenotypes in ZnT3 null mice: Involvement of zinc dyshomeostasis, MMP-9 activation and BDNF upregulation

Development of the Communication Complexity Scale

Joint Attention Impairment in Autism: Clinical Picture, Rationale and Functional MRI Findings

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