Imitation assessment and its utility to the diagnosis of autism: evidence from consecutive clinical preschool referrals for suspected autism

The present study sought to examine imitation difficulties as a risk factor for autism. Imitation aptitude was examined in 86 preschoolers suspected of autism (1.9-4.5 years) using the Preschool Imitation and Praxis Scale (PIPS). Differences between imitation, language, motor age-equivalents and nonverbal mental age were used to predict the diagnosis of autism. Multidisciplinary team diagnoses and ADOS-G classifications were used to differentiate children with autism spectrum disorders and non-spectrum developmental disorders. Two factors were found to be significantly associated with autism using simple logistic regression analyses: procedural imitation delay and receptive language delay. In a multivariable setting, only procedural imitation delay remained a significant predictor of autism. Results are new to the literature and require replications

Exploring the Driving Behavior of Youth with an Autism Spectrum Disorder: A Driver Instructor Questionnaire

Youth with an autism spectrum disorder (ASD) depend to a great extent on friends and family for their transportation needs. Although little research exists, Cox et al. (2012) surveyed parents/caregivers of youth with ASD (previously) attempting to learn to drive. This study serves as an extension by surveying driver instructors. Several questions queried advice for teaching youth with ASD how to drive, and for improving the current driving education to better fit the needs of youth with ASD. Furthermore, respondents were asked to indicate whether specific characteristics, often associated with ASD, have an impact on driving ability. A total of 52 driver instructors reported potential problems when teaching youth with ASD to drive. Advice for teaching youth with ASD to drive mainly focused on a need for structure, clarity, visual demonstration, practice, repetition and an individualized approach. Results however also showed that the relation between ASD and driving performance might not always be negative but can be positive. Practical implications are provided

The relationship of undernutrition/psychosocial factors and developmental outcomes of children in extreme poverty in Ethiopia

Background: Extreme poverty is severe deprivation of basic needs and services. Children living in extreme poverty may lack adequate parental care and face increased developmental and health risks. However, there is a paucity of literature on the combined influences of undernutrition and psychosocial factors ( such as limited play materials, playground, playtime, interactions of children with their peers and mother-child interaction) on children's developmental outcomes. The main objective of this study was, therefore, to ascertain the association of developmental outcomes and psychosocial factors after controlling nutritional indices. Methods: A community-based cross-sectional study design was used to compare the developmental outcomes of extremely poor children (N = 819: 420 girls and 399 boys) younger than 5 years versus age-matched reference children (N = 819: 414 girls and 405 boys) in South-West Ethiopia. Using Denver II-Jimma, development in personalsocial, language, fine and gross motor skills were assessed, and social-emotional skills were evaluated using the Ages and Stages Questionnaires: Social-Emotional (ASQ: SE). Nutritional status was derived from the anthropometric method. Independent samples t-test was used to detect mean differences in developmental outcomes between extremely poor and reference children. Multiple linear regression analysis was employed to identify nutritional and psychosocial factors associated with the developmental scores of children in extreme poverty. Results: Children in extreme poverty performed worse in all the developmental domains than the reference children. Among the 819 extremely poor children, 325 (39.7%) were stunted, 135 (16.5%) were underweight and 27 (3.3%) were wasted. The results also disclosed that stunting and underweightness were negatively associated with all the developmental skills. After taking into account the effects of stunting and being underweight on the developmental scores, it was observed that limited play activities, limited child-to-child interactions and motherchild relationships were negatively related mainly to gross motor and language performances of children in extreme poverty. Conclusion: Undernutrition and psychosocial factors were negatively related to the developmental outcomes, independently, of children living in extreme poverty. Intervention, for these children, should integrate home-based play-assisted developmental stimulation and nutritional rehabilitation

Do imitation problems reflect a core characteristic in autism? Evidence from a literature review

A

Kritische kanttekeningen bij het gebruik van psychomotorische ontwikkelingstests in Vlaanderen

status: publishe

Psychomotorische ontwikkelingstests

status: publishe

Hoe leren typisch en atypisch ontwikkelende kinderen?

status: publishe