Subgroups of Children With Autism by Cluster Analysis: A Longitudinal Examination

Stevens, Michael C.; Fein, Deborah; Dunn, Michelle; Allen, Doris A.; Waterhouse, Lynn; Feinstein, Carl; Rapin, Isabelle

doi:10.1097/00004583-200003000-00017

Cited by 172 publications

(116 citation statements)

References 24 publications

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“…320 Important early predictors include JA skills, functional play skills, 321 cognitive abilities, and severity of ASD symptoms. [322][323][324][325][326][327][328][329][330][331][332][333][334] Recent studies have revealed that although most children diagnosed with AD retain their diagnosis at 9 years of age, 208 many, especially those with PDD-NOS, improve, and a minority have optimal outcomes; that is, they have normal intelligence and function reasonably well in mainstream classrooms without an aid but still exhibit residual clinical signs of social awkwardness, restrictive interests, or mild, infrequent stereotypies. Some may show signs of ADHD, languagebased learning disabilities, or other learning challenges.…”

Section: Prognosismentioning

confidence: 99%

Identification and Evaluation of Children With Autism Spectrum Disorders

Johnson

Myers²

2007

Pediatrics

1,626

1,038

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Autism spectrum disorders are not rare; many primary care pediatricians care for several children with autism spectrum disorders. Pediatricians play an important role in early recognition of autism spectrum disorders, because they usually are the first point of contact for parents. Parents are now much more aware of the early signs of autism spectrum disorders because of frequent coverage in the media; if their child demonstrates any of the published signs, they will most likely raise their concerns to their child's pediatrician. It is important that pediatricians be able to recognize the signs and symptoms of autism spectrum disorders and have a strategy for assessing them systematically. Pediatricians also must be aware of local resources that can assist in making a definitive diagnosis of, and in managing, autism spectrum disorders. The pediatrician must be familiar with developmental, educational, and community resources as well as medical subspecialty clinics. This clinical report is 1 of 2 documents that replace the original American Academy of Pediatrics policy statement and technical report published in 2001. This report addresses background information, including definition, history, epidemiology, diagnostic criteria, early signs, neuropathologic aspects, and etiologic possibilities in autism spectrum disorders. In addition, this report provides an algorithm to help the pediatrician develop a strategy for early identification of children with autism spectrum disorders. The accompanying clinical report addresses the management of children with autism spectrum disorders and follows this report on page 1162 [available at www.pediatrics.org/cgi/content/full/120/5/1162]. Both clinical reports are complemented by the toolkit titled “Autism: Caring for Children With Autism Spectrum Disorders: A Resource Toolkit for Clinicians,” which contains screening and surveillance tools, practical forms, tables, and parent handouts to assist the pediatrician in the identification, evaluation, and management of autism spectrum disorders in children.

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Section: Prognosismentioning

confidence: 99%

Identification and Evaluation of Children With Autism Spectrum Disorders

Johnson

Myers²

2007

Pediatrics

1,626

1,038

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“…First, the heterogeneity of ASD must remain a critical focus, as individuals with different levels of ability and symptomatology present with distinct behavioural patterns and thus can be viewed as subgroups across the spectrum (Kjelgaard and Tager-Flusberg 2001;Stevens et al 2000). Our papers include evaluation of lower-functioning, minimally verbal participants (Hartley and Allen; Gomez), siblings at high-risk for ASD (Talbott and TagerFlusberg), children with emerging (Hobson, Hobson, Cheung, and Caló) and developing (Veneziano and Plumet) verbal skills with various comparison groups (typically developing children or children with developmental disabilities).…”

mentioning

confidence: 99%

Communication and Symbolic Research in Autism Spectrum Disorder: Linking Method and Theory

Allen

Lewis

2014

J Autism Dev Disord

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Socio-communicative difficulties remain a core diagnostic feature of Autism Spectrum Disorder (ASD), which can have a potentially severe impact on an individual's daily functioning and pose significant challenges for successfully navigating the unpredictable social world (American Psychiatric Association 2013; Klin et al. 2000). In order to communicate effectively, one must have knowledge of how symbols work, specifically that symbols refer to objects and events and can be used flexibly to represent them. The foundations of communication impairment in ASD relate to divergent pathways towards symbolic understanding, and also to differences in early interpersonal interactions. Here we present a series of 6 papers unified by a focus on symbolic and communication differences in children with ASD, a fundamental and necessary area of research required to inform our understanding and meet the needs of the growing population of individuals on the spectrum who vary in their communicative abilities.The first paper (Lopez) pulls together diverse areas of scholarship and shows the urgent need for compatible literatures to overlap with each other, to solve the problem of how 'representations' enter the cognitive system in the first place. She does the admirable job of comparing two approaches that address parallel questions, the neuroconstructivist perspective on development and recent upsurge of analyses of communication problems associated with autism. She makes a strong case that fruitful interaction between areas of scholarship should take place if the field is to move on. She describes areas of research that are not usually in the literature. For example, the studies of how children with ASD manipulate objects (which is part of the intersubjectivity literature) show that they do not seem to approach them in the same way-like picking a teapot up by the spout rather than the handle. This leads naturally to a consideration of how cultural practices impinge on symbol acquisition in both typically developing children and children with ASD. We include Lopez' article, in particular, because it highlights the need for research on the development of language and gesture in children with ASD to rise to Karmiloff-Smith's challenge (1998) that such work needs to be truly developmental in order to be informative or insightful. The contribution is as much a call to arms as it is an expression of how the two theoretical perspectives really fit together.Analysis of the emerging language skills of children with ASD who have small vocabularies is notoriously hard. The second paper (Hartley and Allen) reflects meticulous approaches to data collection with minimally verbal participants who have concomitant cognitive impairment. It compares the relative influences of the 'iconicity' of a picture in linking an object to its symbolic referent. This is interesting not only because pictures allow us to compare another symbolic system with the effect of words and spoken language, but also because systems like the Picture Exchange Communication S...

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“…4(a» with rostrum (the point B) can be fonnu lated as a minimum-cost problem: find the path that minimizes the cumulative cost of traveling from the starting point A to the desti nation B. As defined in [15], if W(x, y, z) is a cost function at any location (x, y, z) inside the CC then the minimum cumulative cost at the location IV T(x, y, z) l F(x, y, z) = 1 (2) where T (x, y, z) is the time at which the front evolving from the point A crosses the point (x, y, z) , and F(x, y, z) is the speed func tion.…”

Section: Centerline Extraction From the CCmentioning

confidence: 99%

“…According to the Centers for Disease Control and Prevention (CDC, 2006), about 1 in 110 American chil dren fall somewhere in the autistic spectrum. Although the cause of autism is still largely not clear, researchers have suggested that genetic, developmental, and environmental factors may be the cause or the predisposing effects towards developing autism [2]. Multi ple studies during the past decade have revealed that different brain structures are involved in the abnormal neuro-development associ ated with autism.…”

Section: Introductionmentioning

confidence: 99%

Autism diagnostics by centerline-based shape analysis of the Corpus Callosum

Elnakib

Gimel’farb

Switala

et al. 2011

2011 IEEE International Symposium on Biomedical Imaging: From Nano to Macro

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Autism severely impairs personal behavior and communication skills, so that improved diagnostic methods are called for. Neu ropathological studies have revealed abnormal anatomy of the Cor pus Callosum (CC) in autistic brains. We explore a possibility of distinguishing between autistic and normal (control) brains by quan titative CC shape analysis in the 3D maguetic resonance images (MRI). Our approach consists of the three steps: (i) segmenting the CC from a given 3D MRI using the learned CC shape and visual appearance; (il) extracting a centerline of the CC; and (iii) classify ing the subject as autistic or normal based on the estimated length of the centerline of the CC using a k-Nearest neighbor classifier. Experiments revealed significant differences (at the 95% confidence level) between the CC centerlines for 17 normal and 17 autistic subjects. Our initial classification suggests the proposed centerline based shape analysis of the CC is a promising supplement to the current autism diagnostics.

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Subgroups of Children With Autism by Cluster Analysis: A Longitudinal Examination

Cited by 172 publications

References 24 publications

Identification and Evaluation of Children With Autism Spectrum Disorders

Identification and Evaluation of Children With Autism Spectrum Disorders

Communication and Symbolic Research in Autism Spectrum Disorder: Linking Method and Theory

Autism diagnostics by centerline-based shape analysis of the Corpus Callosum

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