scholarly journals Sleep and Daytime Functioning: A Short-term Longitudinal Study of Three Preschool-age Comparison Groups

2012 ◽  
Vol 117 (4) ◽  
pp. 275-290 ◽  
Author(s):  
Thomas Anders ◽  
Ana-Maria Iosif ◽  
A. J Schwichtenberg ◽  
Karen Tang ◽  
Beth Goodlin-Jones
Keyword(s):  
Daytime Sleepiness ◽  
Sleep Problems ◽  
Children With Autism ◽  
Parent Report ◽  
Preschool Age ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Short Term ◽  
Comparison Groups ◽  
And Behaviors

Abstract This study examined sleep, sleepiness, and daytime performance in 68 children with autism, 57 children with intellectual disability (ID), and 69 typically developing preschool children. Children in the autism and ID groups had poorer daytime performance and behaviors than the typically developing children. Children in the ID group also were significantly sleepier than children in both the autism and typically developing groups. These significant differences persisted over 6 months. Actigraph-defined sleep behaviors and problems did not relate to daytime sleepiness or daytime performance and behaviors for the children with autism or the typically developing group. For the ID group, longer night awakenings and lower sleep efficiency predicted more daytime sleepiness. For each group, parent-report sleep problems were associated with more daytime sleepiness and more behavior problems.

Sleep Problems in Children With Autism and in Typically Developing Children

2006 ◽  
Vol 21 (3) ◽  
pp. 146-152 ◽  
Author(s):  
Charles D. Hoffman ◽  
Dwight P. Sweeney ◽  
James E. Gilliam ◽  
Muriel C. Lopez-Wagner
Keyword(s):  
Sleep Problems ◽  
Children With Autism ◽  
Typically Developing ◽  
Typically Developing Children

Sleep Problems of Parents of Typically Developing Children and Parents of Children With Autism

2008 ◽  
Vol 169 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Muriel C. Lopez-Wagner ◽  
Charles D. Hoffman ◽  
Dwight P. Sweeney ◽  
Danelle Hodge ◽  
James E. Gilliam
Keyword(s):  
Sleep Problems ◽  
Children With Autism ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children And Parents

scholarly journals Sleep problems among Taiwanese children with autism, their siblings and typically developing children

2012 ◽  
Vol 6 (2) ◽  
pp. 665-672 ◽  
Author(s):  
Miao-Chun Chou ◽  
Wen-Jiun Chou ◽  
Huey-Ling Chiang ◽  
Yu-Yu Wu ◽  
Ju-Chin Lee ◽  
...  
Keyword(s):  
Sleep Problems ◽  
Children With Autism ◽  
Typically Developing ◽  
Typically Developing Children

scholarly journals Identifying the signature of prospective motor control in children with autism

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Andrea Cavallo ◽  
Luca Romeo ◽  
Caterina Ansuini ◽  
Francesca Battaglia ◽  
Lino Nobili ◽  
...  
Keyword(s):  
Motor Control ◽  
Hand Movement ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Movement Kinematics ◽  
Typically Developing Children ◽  
Phenotypic Marker ◽  
Quantitative Evidence ◽  
Movement Data

AbstractFailure to develop prospective motor control has been proposed to be a core phenotypic marker of autism spectrum disorders (ASD). However, whether genuine differences in prospective motor control permit discriminating between ASD and non-ASD profiles over and above individual differences in motor output remains unclear. Here, we combined high precision measures of hand movement kinematics and rigorous machine learning analyses to determine the true power of prospective movement data to differentiate children with autism and typically developing children. Our results show that while movement is unique to each individual, variations in the kinematic patterning of sequential grasping movements genuinely differentiate children with autism from typically developing children. These findings provide quantitative evidence for a prospective motor control impairment in autism and indicate the potential to draw inferences about autism on the basis of movement kinematics.

scholarly journals Sleep problems among children with Fetal Alcohol Spectrum Disorders (FASD)- an explorative study

2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Katarzyna Anna Dylag ◽  
Bożena Bando ◽  
Zbigniew Baran ◽  
Paulina Dumnicka ◽  
Katarzyna Kowalska ◽  
...  
Keyword(s):  
Sleep Disorders ◽  
Reference Data ◽  
Fetal Alcohol Spectrum Disorders ◽  
Sleep Problems ◽  
Typically Developing ◽  
Fetal Alcohol ◽  
Typically Developing Children ◽  
Laboratory Reference ◽  
Spectrum Disorders ◽  
Fetal Alcohol Spectrum

Abstract Background Fetal alcohol spectrum disorders (FASD) is a group of conditions resulting from prenatal alcohol exposure (PAE). Patients with FASD experience a variety of neuropsychological symptoms resulting from central nervous system impairment. Little is known about sleep disorders associated with PAE. The objective of this study was to investigate sleep problems related to FASD. Methods Forty patients (median age 8 years (6; 11)) diagnosed with FASD and forty typically developing children (median age 10 years (8; 13)) were recruited for the 1st phase of the study. In the 1st phase, the screening of sleep problems was performed with Child Sleep Habit Questionnaire (CSHQ) filled in by a caregiver. Those of the FASD group who scored above 41 points were qualified to the 2nd phase of the study and had an in-lab attended polysomnography (PSG) performed. The measurements consisted of electroencephalogram, electrooculograms, chin and tibial electromyogram, electrocardiogram, ventilatory monitoring, breathing effort, pulse oximetry, snoring and body position. Their results were compared to PSG laboratory reference data. Results The number of participants with sleep disturbances was markedly higher in the FASD group as compared to typically developing children (55% vs. 20%). The age-adjusted odds ratio for a positive result in CSHQ was 4.31 (95% CI: 1.54–12.11; p = 0.005) for FASD patients as compared to the control group. Significant differences between the FASD as compared to the typically developing children were observed in the following subscales: sleep onset delay, night wakings, parasomnias, sleep disordered breathing, and daytime sleepiness. Children from the FASD group who underwent PSG experienced more arousals during the sleep as compared with the PSG laboratory reference data. The respiratory indices in FASD group appear higher than previously published data from typically developing children. Conclusion The results support the clinical observation that sleep disorders appear to be an important health problem in individuals with FASD. In particular distorted sleep architecture and apneic/hypopneic events need further attention.

scholarly journals Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders

2020 ◽  
Vol 5 ◽  
pp. 239694152094551
Author(s):  
Seçkin Arslan ◽  
Lucie Broc ◽  
Fabien Mathy
Keyword(s):  
Working Memory ◽  
Visual Memory ◽  
Language Disorder ◽  
Working Memory Capacity ◽  
Visual Stimuli ◽  
Memory Capacity ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Typically Developing Children ◽  
Short Term

Background and aims Children with developmental language disorder (DLD) often perform below their typically developing peers on verbal memory tasks. However, the picture is less clear on visual memory tasks. Research has generally shown that visual memory can be facilitated by verbal representations, but few studies have been conducted using visual materials that are not easy to verbalize. Therefore, we attempted to construct non-verbalizable stimuli to investigate the impact of working memory capacity. Method and results We manipulated verbalizability in visual span tasks and tested whether minimizing verbalizability could help reduce visual recall performance differences across children with and without developmental language disorder. Visuals that could be easily verbalized or not were selected based on a pretest with non-developmental language disorder young adults. We tested groups of children with developmental language disorder (N = 23) and their typically developing peers (N = 65) using these high and low verbalizable classes of visual stimuli. The memory span of the children with developmental language disorder varied across the different stimulus conditions, but critically, although their storage capacity for visual information was virtually unimpaired, the children with developmental language disorder still had difficulty in recalling verbalizable images with simple drawings. Also, recalling complex (galaxy) images with low verbalizability proved difficult in both groups of children. An item-based analysis on correctly recalled items showed that higher levels of verbalizability enhanced visual recall in the typically developing children to a greater extent than the children with developmental language disorder. Conclusions and clinical implication: We suggest that visual short-term memory in typically developing children might be mediated with verbal encoding to a larger extent than in children with developmental language disorder, thus leading to poorer performance on visual capacity tasks. Our findings cast doubts on the idea that short-term storage impairments are limited to the verbal domain, but they also challenge the idea that visual tasks are essentially visual. Therefore, our findings suggest to clinicians working with children experiencing developmental language difficulties that visual memory deficits may not necessarily be due to reduced non-verbal skills but may be due to the high amount of verbal cues in visual stimuli, from which they do not benefit in comparison to their peers.

scholarly journals A Comparison of Experiential Grammar in Narrative Discourse Between Typically Developing Children and Children with Autism

MANUSYA ◽  
2014 ◽  
Vol 17 (1) ◽  
pp. 1-21
Author(s):  
Jeamjai Jeeraumporn ◽  
Pattama Patpong
Keyword(s):  
Children With Autism ◽  
Narrative Discourse ◽  
Lower Percentage ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Serial Verb Constructions ◽  
Experiential Mode ◽  
Nominal Groups ◽  
Serial Verb ◽  
Verbal Processes

The objective of this study was to compare experiential grammar in the narrative discourse of thirty typically developing Thai children and thirty Thai children with autism in elementary grades 1 to 3. Data was compiled by asking subjects to tell a narrative discourse from a wordless storybook "A Boy, a Dog, and a Frog” (Mayer 1967). Data was analyzed based on the Systemic Functional Linguistics approach and focused on experiential mode of meaning concerned with the system of Transitivity. The results revealed that children with autism used fewer clause complexes and clause simplexes than typically developing children. For the system of Transitivity, it was found that children with autism used less modified nominal groups as the Participant especially in grade 2 and 3 and they used a smaller number and less variety of process types; used a lower percentage of mental, behavioral and verbal processes; and used a lower percentage of serial verb constructions. Children with autism, especially those in grades 2 and 3, used a smaller variety of circumstance types; and used a lower percentage of clauses with complex circumstances.

scholarly journals Recognition of Emotion from Facial Expressions with Direct or Averted Eye Gaze and Varying Expression Intensities in Children with Autism Disorder and Typically Developing Children

2014 ◽  
Vol 2014 ◽  
pp. 1-11 ◽  
Author(s):  
Dina Tell ◽  
Denise Davidson ◽  
Linda A. Camras
Keyword(s):  
Emotion Recognition ◽  
Facial Expressions ◽  
Eye Gaze ◽  
Children With Autism ◽  
Gaze Direction ◽  
Emotional Expressions ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Expression Intensity ◽  
Autism Disorder

Eye gaze direction and expression intensity effects on emotion recognition in children with autism disorder and typically developing children were investigated. Children with autism disorder and typically developing children identified happy and angry expressions equally well. Children with autism disorder, however, were less accurate in identifying fear expressions across intensities and eye gaze directions. Children with autism disorder rated expressions with direct eyes, and 50% expressions, as more intense than typically developing children. A trend was also found for sad expressions, as children with autism disorder were less accurate in recognizing sadness at 100% intensity with direct eyes than typically developing children. Although the present research showed that children with autism disorder are sensitive to eye gaze direction, impairments in the recognition of fear, and possibly sadness, exist. Furthermore, children with autism disorder and typically developing children perceive the intensity of emotional expressions differently.

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