Evaluation of Asperger Syndrome in Youth Presenting to a Gender Dysphoria Clinic

Purpose: There is evolving evidence that children and adolescents with gender dysphoria have higher-than-expected rates of autism spectrum disorder (ASD), yet clinical data on ASD among youth with gender dysphoria remain limited, particularly in North America. This report aims to fill this gap. Methods: We conducted a retrospective review of patient chart data from 39 consecutive youth ages 8 to 20 years (mean age 15.8 years, natal male: n?=?22, natal female: n?=?17) presenting for evaluation at a multidisciplinary gender clinic in a large U.S. pediatric hospital from 2007 to 2011 to evaluate the prevalence of ASD in this patient population. Results: Overall, 23.1% of patients (9/39) presenting with gender dysphoria had possible, likely, or very likely Asperger syndrome as measured by the Asperger Syndrome Diagnostic Scale (ASDS). Conclusion: These findings are consistent with growing evidence supporting increased prevalence of ASD in gender dysphoric children. To guide provision of optimal clinical care and therapeutic intervention, routine assessment of ASD is recommended in youth presenting for gender dysphoria.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/140161/1/lgbt.2015.0070.pd

Exposure to Low-Level Aggression in School: Associations with Aggressive Behavior, Future Expectations, and Perceived Safety

Examined associations with witnessing and being victimized by low-level aggressive acts (e.g., pushing, gossip) and three indicators of psychosocial functioning in a sample of 771 elementary school students from one urban and one suburban school district. Results indicated that exposure to low-level aggression appears to relate to psychosocial functioning in ways similar to more severe forms of aggression. Students who were exposed to higher levels of both witnessing and victimization by low-level aggression reported the highest levels of engagement in aggression, the lowest levels of positive expectations for the future, and the lowest levels of perceived safety. Findings are discussed in the context of research on exposure to aggression in general, with suggestions offered for future studies. Implications of the findings for school-based intervention programs are raised

Body Size Stigmatization in Preschool Children: The Role of Control Attributions

Objective: The current study assessed preschool-age children\u27s control attributions for weight and the relationship of these attributions to attitudes and behavioral intentions toward children of different body sizes. Methods: Forty-two children (mean age = 5.2 years) were interviewed about the adjectives they attributed to figures of different sizes, their preference for size in playmates, and their beliefs about children\u27s ability to control their own weight. Results: Adjective ratings for obese figures were the most negative, with no differences found for thin and average figures; the heaviest figure was also chosen less often than other figures to be a playmate. Internal attributions of control for weight were related to less positive adjective ratings for the heavier figure but not to children\u27s friendship selections. Conclusion: Results suggest that the relationship between body size stigmatization and control attributions are consistent with attribution theory for young children. Practical implications of these results and possible interventions are discussed

The Narrow Range of Acceptable Body Types of Preschoolers and Their Mothers

Similarities and differences in perceptions of ideal, aversive, and acceptable body shapes were investigated for both preschool children and their mothers. Also, the relationship of these attitudes to mothers\u27 ideas about feeding their children was examined. Figure array ratings were obtained from 42 preschool children and 28 of their mothers for current, ideal, aversive, and acceptable body shapes. Mothers also completed the Child Feeding Questionnaire Restriction and Pressure to eat subscales. Children had a less restricted view of acceptable body shapes than did their mothers. Mothers who found fewer body shapes acceptable for their child reported using more restrictive feeding practices with their children. Although there is evidence that attitudes favoring a thin body shape begin in preschool, the children in the current study were not as restricted in this as were their mothers. The results highlight the challenges of conveying healthy ideas to children about weight while avoiding unrealistic ideals of thinness

Do Preschool Children Understand What It Means to Diet, and Do They Do It?

Objective: The current study determined what preschool children understand about dieting and the extent to which they report engaging in dieting behaviors. Method: Forty-two children (mean age = 5.2 years) were interviewed about their understanding of the word diet and about food restraint behaviors. Children\u27s height and weight were recorded. Results: Only 17% of the children provided an accurate definition of the word diet (i.e., an answer having to do with the foods a person eats). None of the children mentioned weight loss in their definition. Children reported occasional use of restraint behaviors. Girls and heavier children reported more use of restraint. Discussion: Children did not have a clear understanding of the word diet. Thus, the use of the word diet should be avoided when assessing eating behaviors in preschool children. Individual differences in reported dieting behaviors were in the expected directions, suggesting validity in these reports and early emerging social pressures to diet