Journal of autism and childhood schizophrenia最新文献

A 12-year-old female total isolate rhesus monkey was pretested with age mates and subsequently housed for 20 weeks with an infant "therapist" monkey. Daily observations during that period revealed a 24-fold increase in the probability of social behavior. Self-directed behaviors also increased significantly. Disturbance behaviors (self-slapping, self-biting, bizarre limb movements, etc.) remained unchanged. Although problems obviously exist in cross-species generalization, and are here considered, these results emphasize the importance of early therapeutic intervention as well as the need for a more comprehensive approach to both social and disturbance behaviors if the treatment of adults is to be as successful as the treatment of immature isolate subjects.

This paper tests various hypotheses about deviance in the communication of mothers to their autistic children. The language of mothers of 13 autistic boys is compared to the language of mothers of 13 boys with developmental receptive dysphasia. The two groups of boys are of similar age, nonverbal intelligence, and language level. The language samples come from hour-long taped interactions between the mothers and their children in their homes. Aspects of maternal communication that are examined include: the amount of language used, the frequency usage of different types of utterances, the syntactic complexity of utterances, the grammaticality of utterances, the clarity of communication, and the tones of voice used. No differences were found between the two groups of mothers in level of language usage, pattern of functional interaction, or in overall clarity of communication. In conclusion, the findings of this study provide no support for the suggestion that autism is due wholly or in part to deviant patterns of mother-child communication.

A psychometric, observational, and interview study was undertaken with 47 boys, aged 4 1/2 to 10 years, with nonverbal IQs of 70+ and a severe developmental disorder of language comprehension. Separate discriminant function analyses, based on behavioral, language, or cognitive features, showed little overlap between clinically defined autistic and dysphasic subgroups. Moreover, the discrimination could be made as clearly on language or cognitive characteristics as on social or behavioral critera. Language abnormalities and behavioral features also intercorrelated within the autistic subgroup. It is concluded that autism and dysphasia differ in important ways and that a cognitive deficit is an essential part of the syndrome of autism.

Scientific and public interest in the effects of diet of behavior disorders has recently increased. This paper argues that (1) the experimental analysis of behavior offers an effective scientific methodology for assessing the effects of dietary substances on behavior problems, and that (2) such analysis permits behavioral consequences to be considered as an alternative treatment to dietary control. A case study of a 9-year-old retarded boy with autistic behaviors is presented. Suspected dietary substances were demonstrated to be effective influences on the child's behavior, whereas a simple behavior modification program improved his problem behaviors. Also discussed are issues and problems which arise in research on dietary effects on behavior and in selection of effective and ethical treatments.

Although elusive, generalization of behavior change in autistic children is essential to obtaining maximum treatment effects. Using behaviorally based treatment and teachers and parents as trainers, generalization effects between home and school were measured on four behaviors: following instructions, washing, wiping bottom, and sharing toys. The results indicate that both settings were effective in establishing generalization. Behaviors treated in one setting generalized to another when children were provided with an opportunity for daily practice. Treatment with practice in other settings is possible in contrast to providing treatment on the same behavior in both settings.

An analysis of attention to task, deviant classroom behavior, and academic productivity data was conducted on four schizophrenic male children to whom an antipsychotic medication was administered. Although the results indicated varying degrees of success as a function of this psychotropic treatment, the medication appeared to have little influence on classroom behavior for three of the children. It was concluded that empirical strategies must be developed for objectively assessing the influence of medications administered for the purpose of controlling the classroom behavior of disturbed children.

An attempt was made to teach a modified version of American Sign Language to mute 5-year-old boy who had been diagnosed autistic and who had a Merrill-Palmer IQ of 65. Previous attempts to teach imitative spoken language had failed, and baseline data indicated that the child's signing vocabulary was also nonexistent. Data were collected during 20 structured sessions involving presentation of stimuli, prompting and manual guidance when necessary, and reinforcement. Continuous use of signs as communication in class and at home was emphasized. The child had mastered 12 signs at the end of the study. Spontaneous signing frequency as recorded by parents and teachers during several 48 hour periods rose from 15 to 42 emitted signs over the 3 months of the study. The child made 6 months' developmental progress during this time, as measured by a sign-language adaptation of the Alpern-Boll Communication Scale. However, the child made no apparent progress in acquiring spoken language.

Cytogenetic examination of a 14-year-old severely retarded girl revealed a karyotype of 47 chromosomes with an extra bisatellited chromosome, a translocation between No. 22 and a chromosome in the D group. The girl had presented an early autistic syndrome beginning about 6 months of age during plastering for a congenital luxation of the hips and receding from the age of 5. In addition, she was hyperkinetic with various aggressive and auto-aggressive traits and had atypical minor epileptic fits. Data from child psychiatric examinations at 5 and 14 years are presented. The importance of giving parents information as early as possible about biological causes of mental retardation and mental illness is stressed.