Subtypes of Pervasive Developmental Disorder: Clinical Characteristics

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

doi:10.1076/chin.5.1.1.7075

Cited by 73 publications

(57 citation statements)

References 46 publications

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“…Pomeroy (1998) suggested to define three PDD subtypes without mental retardation: (1) a classical autistic disorder without mental retardation, (2) an autistic-like disorder with speech and language deviation, but less evidence of motor abnormalities or rigid behavior, and (3) an autistic-like disorder in which speech is well preserved, but severe social difficulties and rigid behaviors predominate. Others have argued that it might be more useful to assess children in terms of their IQ or current language level (Beglinger & Smith, 2001;Fein et al, 1999;Manjiviona & Prior, 1999;Rutter & Schopler, 1992). Several authors argued that a dimensional view of the autistic spectrum is more appropriate than a categorical approach (Leekam, Libby, Wing, Gould, & Gillberg, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…The validity of a distinction between various autism spectrum disorders or pervasive developmental disorders (PDD) 1 has been questioned (Beglinger & Smith, 2001;Buitelaar, Van der Gaag, Klin, & Volkmar, 1999;Fein et al, 1999;Mahoney et al, 1998;Pomeroy, 1998;Prior et al, 1998;Schopler, 1996;Volkmar et al, 1994). The Diagnostic and Statistical Manual of Mental Disorders, 4th edition, Text Revision [DSM-IV-TR] (American Psychological Association [APA], 2000) includes several subtypes of PDD.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Executive Functioning in Children with an Autism Spectrum Disorder: Can We Differentiate Within the Spectrum?

Verté

Geurts

Roeyers

et al. 2006

J Autism Dev Disord

127

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Executive Functioning in Children with an Autism Spectrum Disorder: Can We Differentiate Within the Spectrum?

Verté

Geurts

Roeyers

et al. 2006

J Autism Dev Disord

127

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“…In the Fein et al (1999) and Stevens et al (2000) studies mentioned above, almost all the lower-functioning group at preschool stayed in the lower-functioning school-age group, whereas the higher-functioning preschool group had divergent outcomes, with some going into the lowerfunctioning school age group and the remainder forming the small, high-functioning school age group. When examining specific preschool predictors of group membership at school age, cognitive and developmental variables (receptive vocabulary standard scores, nonverbal IQ, Vineland Socialization and Communication) strongly differentiated the groups, while degree of autistic symptomatology in any domain failed to differentiate the groups.…”

Section: Predictors Of Outcome: Child Characteristicsmentioning

confidence: 99%

“…In their sample of 51 children who were originally diagnosed with an ASD (at a mean age=45 months), 17% lost their diagnosis of an ASD over time (at a mean age of 154 months). Fein et al (1999) and Stevens et al (2000) studied a large group of preschool children with ASD and 95 of them were followed to school age (7 or 9 years old). At preschool, cluster analysis indicated that the children could best be classified into lowand high-functioning groups based on cognitive scores (with a nonverbal IQ of 65 the best dividing line and the two groups about equal in size).…”

Section: Evidence For Recoverymentioning

confidence: 99%

Can Children with Autism Recover? If So, How?

et al. 2008

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Although Autism Spectrum Disorders (ASD) are generally assumed to be lifelong, we review evidence that between 3% and 25% of children reportedly lose their ASD diagnosis and enter the normal range of cognitive, adaptive and social skills. Predictors of recovery include relatively high intelligence, receptive language, verbal and motor imitation, and motor development, but not overall symptom severity. Earlier age of diagnosis and treatment, and a diagnosis of Pervasive Developmental Disorder-Not Otherwise Specified are also favorable signs. The presence of seizures, mental retardation and genetic syndromes are unfavorable signs, whereas head growth does not predict outcome. Controlled studies that report the most recovery came about after the use of behavioral techniques. Residual vulnerabilities affect higher-order communication and attention. Tics, depression and phobias are frequent residual co-morbidities after recovery. Possible mechanisms of recovery include: normalizing input by forcing attention outward or enriching the environment; promoting the reinforcement value of social stimuli; preventing interfering behaviors; mass practice of weak skills; reducing stress and stabilizing arousal. Improving nutrition and sleep quality is non-specifically beneficial.

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“…Although an individual must show impairment in all three autistic 'domains' to receive a diagnosis of autism, there is considerable phenotypic heterogeneity in this population. This variability has led to the claim that the diagnostic classification of autism incorporates a number of subtypes (Fein et al, 1999;TagerFlusberg & Joseph, 2003).…”

mentioning

confidence: 99%

Further defining the language impairment of autism: Is there a specific language impairment subtype?

Whitehouse

Barry

Bishop

2008

Journal of Communication Disorders

153

138

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Some children with autism demonstrate poor nonword repetition-a deficit considered to be a psycholinguistic marker of specific language impairment (SLI). The present study examined whether there is an SLI subtype among children with autism. We compared the language abilities of children with SLI (n = 34, M age = 11;10 S.D. = 2;3), and children with autism with (Apoor, n = 18, M age = 10;11 S.D. = 3;1) and without (Aapp, n = 16, M age = 10;8 S.D. = 2;7) structural language difficulties. Participants were administered battery of standardized language and memory tests. Although there were some similarities in the language profile of the SLI and Apoor groups, the two groups differed on the tests of oromotor ability and verbal short-term memory and showed a different pattern of errors on the nonword repetition task. These findings providing evidence against the idea of an SLI subtype in autism. Further analyses suggested that the nonword repetition deficits experienced by some children with autism may arise when there is substantial impairment in multiple autistic domains.Learning outcomes: Readers will be introduced to (a) the current state of behavioral, cognitive and genetic research that has investigated the relation between SLI and autism, and (b) three hypotheses of why there exists similarity in the language characteristics of children with SLI and autism. Readers will then be taken through a detailed comparison of the language and memory abilities of group of children with each diagnosis. A theoretical model that seeks to explain the relation between these two disorders will be discussed. #

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Subtypes of Pervasive Developmental Disorder: Clinical Characteristics

Cited by 73 publications

References 46 publications

Executive Functioning in Children with an Autism Spectrum Disorder: Can We Differentiate Within the Spectrum?

Executive Functioning in Children with an Autism Spectrum Disorder: Can We Differentiate Within the Spectrum?

Can Children with Autism Recover? If So, How?

Further defining the language impairment of autism: Is there a specific language impairment subtype?

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