Sensori-motor and Daily Living Skills of Preschool Children with Autism Spectrum Disorders

School of Physical and Occupational Therapy, McGill University, Montreal, Quebec, Canada.
Journal of Autism and Developmental Disorders (Impact Factor: 3.34). 02/2009; 39(2):231-41. DOI: 10.1007/s10803-008-0617-z
Source: PubMed


Sensori-motor development and performance of daily living skills (DLS) remain little explored in children with autism spectrum disorders (ASD). The objective of this study was to determine the impact of sensori-motor skills on the performance of DLS in preschool children with ASD. Thirty-five children, 3-4 years of age, were recruited and assessed with a battery of diagnostic and clinical tests. Children showed atypical sensory responses, very poor motor and DLS. Sensory avoiding, an excessive reaction to sensory stimuli, and fine motor skills were highly correlated with DLS, even when cognitive performance was taken into account. Sensori-motor deficits have an impact on the autonomy of children with ASD and interventions should aim at improving and supporting the development of sensori-motor skills.

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Available from: Eric Fombonne, Aug 27, 2015
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    • "Concluding, according to the literature the autism subtypes AD and PDD-NOS differ on several HoNOSCA items. Children with PDD-NOS display less severe problems with 'disruptive, aggressive and antisocial behavior', 'overactivity, attention or concentration', 'non-accidental self-injury', 'scholastic or language skills', 'hallucinations, delusions and abnormal perceptions', 'non-organic somatic symptoms', 'self-care and independence', 'peer relationships' and 'problems with family life and relationships' (Buitelaar, et al., 1999) (Chawarska, et al., 2009) (Kim, et al., 2014) (Lee, Opal, & Ousley, 2006) (Fodstad, et al., 2009) (Hofvander, et al., 2009) (Horovitz, et al., 2011) (Jasmin, et al., 2009) (Snow & Lecavalier, 2011) (Pearson, et al., 2006) (Sevin, et al., 1995) (Matson, Hess, & Boisjoli, 2010) (Matson, Fodstadd, & Dempsey, 2009) (Medeiros, et al, 2012) (Nadeau, et al., 2014). Several studies found that 'emotional and related symptoms' occur more often in PDD- NOS than in AD (Pearson, et al., 2006) (Snow & Lecavalier, 2011) (Weisbrot, et al., 2005). "
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    ABSTRACT: The objective of this study was to identify differences between and determine predictors for Autistic Disorder (AD) and Pervasive developmental disorder not otherwise specified (PDD-NOS). The motivation behind this is that the criteria for PDD-NOS stated in the Diagnostic and Statistical Manual of Mental Disorders - fourth edition (DSM-4) are ambiguous and need clarification in order to formulate more precise and validated criteria. Differences and predictors were derived from the Health of the Nation Outcome Scales for Children and Adolescents (HoNOSCA), a questionnaire which is conducted as part of Routine Outcome Monitoring in mental health institutions. Participants originated from a pool of individuals who were assessed at the child- and adolescent psychiatric department of the University Medical Centre Utrecht (The Netherlands). Seventy-two children and adolescents with AD (mean age 9.5 years, SD= 4.2) and 75 with PDD-NOS (mean age 9.6 years, SD= 4.2) were included and analyzed with on 15 items of the HoNOSCA. Independent sample T-test showed that the AD subgroup displayed significantly more problems on the items ‘overactivity, attention or concentration’, ‘scholastic or language skills’ and ‘self-care and independence’ whereas the PDD-NOS subgroup displayed significantly more problems regarding ‘emotional and related symptoms’. Binary logistic regression revealed that more problems on ‘overactivity, attention or concentration’, ‘self-care and independence’ and ‘disruptive, antisocial or aggressive behavior’ are predictive for AD rather than PDD-NOS with respectively OR of 2.06 (95%C.I. 1.34-3.18), 1.75 (95%C.I. 1.30-2.36) and 1.32 (95%C.I. 1.00-1.75). More ‘emotional and related symptoms’ predicted PDD-NOS rather than AD with an OR 1.79 (95%C.I. 1.28-2.49). The HoNOSCA could serve as a rapid and cost-effective instrument to help identify cases of AD and PDD-NOS. Emotional and related symptoms may be useful to formulate new and more precise criteria for PDD-NOS.
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    • "), most of the studies in this metaanalysis measured the receptive and expressive language skills of their participants with ASD while exploring research questions related to: (a) diet (Bent, Bertoglio, Ashwood, Bostrom, & Hendren, 2011; Johnson, Handen, Zimmer, Sacco, & Turner, 2011), (b) training and intervention outcomes (Cardon, 2012; Carson, Moosa, Theurer, & Oram Cardy, 2012; Dawson et al., 2010; Dykstra, Boyd, Watson, Crais, & Baranek, 2012), (c) social development (Johnson, Gillis, & Romanczyk, 2012; Kjellmer, Hedvall, Fernell, Gillberg, & Norrelgen, 2012; Losh, Martin, Klusek, Hogan-Brown, & Sideris, 2012), (d) other aspects of language development (Cleland, Gibbon, Peppé , O'Hare, & Rutherford, 2010; Haebig, McDuffie, & Ellis Weismer, 2013a, 2013b; Manolitsi & Botting, 2011; Park, Yelland, Taffe, & Gray, 2012; Schoen, Paul, & Chawarska, 2011), and (e) a variety of other topics (Adamson, Bakeman, Deckner, & Romski, 2009; Baranek et al., 2013; Bryce & Jahromi, 2013; Burns, King, & Spencer, 2013; Chlebowski, Green, Barton, & Fein, 2010; Davis et al., 2012; Diehl & Paul, 2012; Diehl, Watson, Bennetto, McDonough, & Gunlogson, 2009; Duerden et al., 2012; Hogan-Brown, Losh, Martin, & Mueffelmann, 2013; Jahromi, Bryce, & Swanson, 2013; Jasmin et al., 2009; Keen & Pennell, 2010; Kelley, Naigles, & Fein, 2010; Knaus et al., 2009, 2010; Knaus, Tager-Flusberg, & Foundas, 2012; Krstovska-Guerrero & Jones, 2013; Kuhl et al., 2013; Lane, Paynter, & Sharman, 2013; LeBarton & Iverson, 2013; Lopata et al., 2010; Mayo, Chlebowski, Fein, & Eigsti, 2013; Mayo & Eigsti, 2012; McCleery et al., 2010; McDuffie, Kover, Hagerman, & Abbeduto, 2013; McGregor et al., 2012; McGregor, Rost, Arenas, Farris-Trimble, & Stiles, 2013; Murdock, Ganz, & Crittendon, 2013; Naigles, Kelty, Jaffery, & Fein, 2011; Ozonoff et al., 2011; Petersen, Marinova-Todd, & Mirenda, 2012; Pexman et al., 2011; Pierce et al., 2011; Ray- Subramanian, Huai, & Ellis Weismer, 2011; Ricketts, Jones, Happé , & Charman, 2013; Rozga et al., 2011; Russo, Nicol, Trommer, Zecker, & Kraus, 2009; Schertz, Odom, Baggett, & Sideris, 2013; Shumway et al., 2012; Sullivan, Sharda, Greenson, Dawson, & Singh, 2013; Swanson & Siller, 2013; Thomeer et al., 2012; Veness et al., 2012; Verhoeven et al., 2012; Volden, Coolican, Garon, White, & Bryson, 2009; Watson, Roberts, Baranek, Mandulak, & Dalton, 2012; Yoder & Lieberman, 2010; Zachor & Ben Itzchak, 2010). "
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    ABSTRACT: Clinical anecdotes suggest that children with autism spectrum disorder (ASD) often show an atypical language profile in which expressive language exceeds receptive language competency. However, the few studies to directly explore this language profile have yielded inconsistent findings. This meta-analysis examined 74 studies that reported the receptive and expressive language performances of children and youth with ASD. Four potential predictors (age, language domain, source of language data, method of ASD diagnosis) were separately analyzed for their contribution to the relative receptive and expressive language impairment in ASD. Contrary to popular belief, the current meta-analyses found no evidence that an expressive advantage is common in ASD. Overall, children and youth with ASD showed equally impaired receptive and expressive language skills, both falling roughly 1.5 SD below peers with typical development. No discrepancies were found in receptive and expressive language across developmental stages, cognitive abilities, vocabulary, global language skills, caregiver report measures, clinician-administered measures, mixed method measures, or method of ASD diagnosis. Although some individual children with ASD may have an expressive-better-than-receptive language profile, this profile is not common enough to be a useful marker of ASD.
    Research in Autism Spectrum Disorders 01/2015; 9(1):202-222. DOI:10.1016/j.rasd.2014.10.008 · 2.96 Impact Factor
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    • "Globally, occupational therapy practitioners form one of the professional groups involved in providing services to children and adolescents with ASD (Provost et al., 2007), and they have begun to do so in Malaysia as well (Amar, 2008). However, we have very little evidence to guide best practice approaches with this group (Jasmin et al., 2009; Wallen and Imms, 2006). Concern has also been expressed that the interventions we do use have not been well documented for evidence-based practice, and that we risk losing our occupational focus if we do not mindfully attend to this, in addition to other approaches (Rodger et al., 2010). "
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    ABSTRACT: Introduction Occupational therapy is one of the health care professions that provides assessments and interventions for children and adolescents with autism spectrum disorder. However, to date, there is no information available regarding occupational therapy practices in Malaysia for this population. The purpose of this study is to describe the occupational therapy services for children and adolescents with autism spectrum disorder in Malaysia, including the perceived training needs of practitioners.
    01/2015; 78(1):33-41. DOI:10.1177/0308022614561237
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