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Larsson A, Miniscalco C, Mark H, Jönsson R, Persson C. Persisting speech difficulties at 7-8 years of age - a longitudinal study of speech production in internationally adopted children with cleft lip and palate. LOGOP PHONIATR VOCO 2024; 49:1-10. [PMID: 35833222 DOI: 10.1080/14015439.2022.2083673] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2021] [Revised: 05/18/2022] [Accepted: 05/24/2022] [Indexed: 10/17/2022]
Abstract
AIM To longitudinally investigate speech production (consonant proficiency, consonant errors and perceived velopharyngeal competence) in 17 internationally adopted (IA) children with unilateral cleft lip and palate (UCLP) at three time points. METHOD Consonant proficiency (percent consonants correct, consonant inventory) and number and type of consonant errors were calculated based on blind phonetic transcriptions of words from the Swedish Test of Articulation and Nasality (SVANTE). Velopharyngeal competence was perceptually rated by three blinded experienced speech-language pathologists at the ages of 3, 5 and 7-8 years. RESULTS A significant positive development of speech production was found, although most children still scored very low for consonant proficiency at the age of 7-8 compared with normative values: the median for percent consonants correct was 79.7 and many children still had persisting cleft-related and developmental consonant errors. At the age of 7-8, almost half of the children were rated as having a competent velopharyngeal function and only three as having an incompetent velopharyngeal function. CONCLUSION Persisting speech difficulties at school age in IA children with UCLP were found in the present study, which is one of the very few longitudinal studies. Our results highlight the need for detailed follow-up of speech production in clinical settings. Speech disorders may have a severe impact on a child's intelligibility and participation with peers, and there is a need for more studies investigating the actual everyday effect of the difficulties found.
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Affiliation(s)
- AnnaKarin Larsson
- Institute of Neuroscience and Physiology, Speech and Language Pathology Unit, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Child Health Unit Gothenburg & Södra Bohuslän, Regionhälsan, Region Västra Götaland, Göteborg, Sweden
| | - Carmela Miniscalco
- Institute of Neuroscience and Physiology, Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Queen Silvia Children's Hospital, Department of Child Neuropsychiatry and Paediatric Speech and Language Pathology, Gothenburg, Sweden
| | - Hans Mark
- Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Department of Plastic Surgery, Sahlgrenska University Hospital, Gothenburg, Sweden
| | - Radoslava Jönsson
- Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Department of Otorhinolaryngology and Audiology, Sahlgrenska University Hospital, Gothenburg, Sweden
| | - Christina Persson
- Institute of Neuroscience and Physiology, Speech and Language Pathology Unit, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Department of Otorhinolaryngology, Region Västra Götaland, Sahlgrenska University Hospital, Gothenburg, Sweden
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Stübner C, Nielsen C, Jakobsson K, Gillberg C, Miniscalco C. Early-Life Exposure to Perfluoroalkyl Substances (PFAS) and Child Language and Communication Development: A Systematic Review. Int J Environ Res Public Health 2023; 20:7170. [PMID: 38131721 PMCID: PMC10742458 DOI: 10.3390/ijerph20247170] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Revised: 11/27/2023] [Accepted: 12/06/2023] [Indexed: 12/23/2023]
Abstract
Language development starts during the fetal period when the brain is sensitive to endocrine disruptions from environmental contaminants. This systematic review aims to systematically summarize the existing literature on early-life exposure to PFAS and children's language and communication development, which is an indicator of neurocognitive development. A structured literature search was conducted using three databases, PubMed, Scopus, and CINAHL, last updated in April 2023. The population was defined as children and young adults. PFAS exposure was assessed pre- or postnatally. The outcome was defined as a language and communication ability assessed with validated instruments, parental self-reports, or clinical language disorder diagnoses. In total, 15 studies were identified for subsequent analyses. Thirteen were performed in background-exposed populations and two in highly exposed populations. There were some indications of potential adverse effects; however, these were not consistent across child sex, age of assessment, or PFAS exposure levels. No systematic effect of early-life PFAS exposure on language and communication development was found. These inconclusive findings may partly be explained by the use of general test instruments with limited validity as to children's language and communication development. Further studies over a wider exposure range using specific language test instruments are needed.
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Affiliation(s)
- Charlotte Stübner
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, 413 90 Gothenburg, Sweden; (C.G.); (C.M.)
- Department of Pediatric Speech and Language Pathology, Queen Silvia Children’s Hospital, Sahlgrenska University Hospital, 416 50 Gothenburg, Sweden
| | - Christel Nielsen
- Department of Laboratory Medicine, Division of Occupational and Environmental Medicine, Lund University, 223 81 Lund, Sweden;
- Clinical Pharmacology, Pharmacy and Environmental Medicine, Department of Public Health, University of Southern Denmark, 5000 Odense, Denmark
| | - Kristina Jakobsson
- School of Public Health and Community Medicine, Sahlgrenska Academy, University of Gothenburg, 413 90 Gothenburg, Sweden;
- Occupational and Environmental Medicine, Sahlgrenska University Hospital, 413 90 Gothenburg, Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, 413 90 Gothenburg, Sweden; (C.G.); (C.M.)
- Department of Child and Adolescent Neuropsychiatry Unit, Queen Silvia Children’s Hospital, Sahlgrenska University Hospital, 416 50 Gothenburg, Sweden
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, 413 90 Gothenburg, Sweden; (C.G.); (C.M.)
- Department of Pediatric Speech and Language Pathology, Queen Silvia Children’s Hospital, Sahlgrenska University Hospital, 416 50 Gothenburg, Sweden
- Department of Child and Adolescent Neuropsychiatry Unit, Queen Silvia Children’s Hospital, Sahlgrenska University Hospital, 416 50 Gothenburg, Sweden
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Persson A, Flynn T, Miniscalco C, Lohmander A. Impact of auditory variables on consonant production in babbling and early speech in children with moderate hearing loss - a longitudinal study. Clin Linguist Phon 2022; 36:833-848. [PMID: 34324384 DOI: 10.1080/02699206.2021.1958260] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Revised: 06/09/2021] [Accepted: 07/16/2021] [Indexed: 06/13/2023]
Abstract
This longitudinal study aimed to investigate early consonant production and the impact of hearing aid (HA) use, and aided audibility in Swedish children with moderate hearing loss (CHL) who received amplification before 6 months of age. CHL (n = 11) and children with normal hearing (CNH) (n = 11) were followed-up at 10, 18, and 36 months of age. At 10 months of age, the CHL used significantly fewer oral stops (p < 0.01), dental/alveolar stops (p < 0.05) and had a significantly fewer number of different true consonants (p < 0.01). At 18 months, there were no significant differences between the groups regarding presence of oral stops, and dental/alveolar stops, but the significant difference in the number of different true consonants remained (p < 0.00). At 36 months of age, consonant proficiency did not differ between the groups. A higher number of hours of HA use was associated with the presence of consonant variables at 10 months. Aided audibility showed weak to moderate correlations with number of consonants produced and proficiency. This group of children presented with initial delays in their early consonant production but seemed to catch up as they aged. Consistency of HA use from initial fitting is an important factor that may decrease the possible delays in the development of early consonant production and proficiency in CHL by 36 months of age.
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Affiliation(s)
- Anna Persson
- Division of Speech and Language Pathology, Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden
- Department of Hearing Habilitation for Children and Youth, Karolinska University Hospital, Stockholm, Sweden
| | - Traci Flynn
- School of Humanities and Social Sciences, College of Human and Social Futures, University of Newcastle, Callaghan, Australia
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Child Neuropsychiatry, Queen Silvia Children's Hospital, Gothenburg, Sweden
| | - Anette Lohmander
- Division of Speech and Language Pathology, Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden
- Medical Unit Speech and Language Pathology, Karolinska University Hospital, Huddinge, Sweden
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Lieberman M, Sand A, Lohmander A, Miniscalco C. Asking parents about babbling at 10 months produced valid answers but did not predict language screening result two years later. Acta Paediatr 2022; 111:1914-1920. [PMID: 35837842 PMCID: PMC9541482 DOI: 10.1111/apa.16486] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/14/2022] [Revised: 07/01/2022] [Accepted: 07/12/2022] [Indexed: 11/30/2022]
Abstract
Aim We evaluated the concurrent and predictive validity of questions to parents of 10‐month‐old children about babbling. Methods Children with at least one native Swedish‐speaking parent were eligible for inclusion in this prospective longitudinal study. The parents were asked three questions about babbling at a routine healthcare visit. If parents reported a lack of canonical babbling (CB), children were assessed by a speech and language pathologist to evaluate the questions' concurrent validity. We then examined whether the babbling questions predicted which children would fail the routine language screening at 2.5/3 years. Results Fifteen of the 1126 children lacked CB according to the parent responses and the expert assessment confirmed 12 of these cases, providing a concurrent validity of 80%. The sensitivity to predict routine language screening was 8% (95% confidence interval 3–17), and the positive predictive value was 40% (95% confidence interval 20%–65%). However, only six of the children lacking CB at 10 months were among the 71 children who failed later language screening. Conclusion This study suggests that the babbling questions could be included in the 10‐month surveillance at the child health services as valid measures of babbling development, but they cannot predict language screening result at 2.5/3 years.
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Affiliation(s)
- Marion Lieberman
- Division of Speech and Language Pathology, Department CLINTEC, Karolinska Institutet, Stockholm, Sweden
| | - Anders Sand
- Division of Speech and Language Pathology, Department CLINTEC, Karolinska Institutet, Stockholm, Sweden
| | - Anette Lohmander
- Division of Speech and Language Pathology, Department CLINTEC, Karolinska Institutet, Stockholm, Sweden.,Medical Unit Speech & Language Pathology, Karolinska University Hospital, Stockholm, Sweden
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden.,Queen Silvia Children's Hospital, Department of Child Neuropsychiatry and Department of Speech and Language pathology, Gothenburg, Sweden
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Miniscalco C, Carlsson E. A longitudinal case study of six children with autism and specified language and non-verbal profiles. Clin Linguist Phon 2022; 36:398-416. [PMID: 33554685 DOI: 10.1080/02699206.2021.1874536] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2020] [Accepted: 01/06/2021] [Indexed: 06/12/2023]
Abstract
Language skills as well as general cognitive skills show a considerable variation in children with autism spectrum disorder (ASD). In previous studies, at least three profiles based on these skills have been suggested; autism with language and non-verbal cognitive skills within the average/normal range (ALN), autism with language disorder (ALD) without concurrent non-verbal cognitive disability, and autism with language disorder and cognitive disability, i.e. autism with a more general delay (AGD). The aim of the present longitudinal case study is to illustrate these three groups more thoroughly by presenting the developmental trajectories of children belonging to each profile. Six children were chosen based on their language and cognitive profiles from the first age 3-year assessment. They came from a larger group of children with ASD identified by autism screening at child health-care centres at age 2.5 years. These six children represent one boy and one girl from each of the three subgroups ALN, ALD and AGD, and were assessed a second time at age 5 and a third time at age 8 years, regarding expressive and receptive language skills, autistic severity and non-verbal cognitive skills. Although preliminary, our results indicate a rather stable developmental trajectory from age 3 to 8 years characterising children with autism based on language and non-verbal cognitive functioning. Thus, in order to help intervention planning and increase predictions of outcome, it seems important to specify both linguistic and cognitive level already at the first assessment in children with ASD.
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Affiliation(s)
- Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
- Child Neuropsychiatry, Queen Silvia Children's Hospital, Gothenburg, Sweden
| | - Emilia Carlsson
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
- Speech and Language Pathology Unit, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
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6
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Ottosson S, Schachinger Lorentzon U, Kadesjö B, Gillberg C, Miniscalco C. Neurodevelopmental problems and quality of life in 6-year-olds with a history of developmental language disorder. Acta Paediatr 2022; 111:115-122. [PMID: 34516681 DOI: 10.1111/apa.16104] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/05/2021] [Revised: 08/18/2021] [Accepted: 09/10/2021] [Indexed: 12/01/2022]
Abstract
AIM To explore family-reported neurodevelopmental functioning and quality of life in 6-year-olds who had screened positive for developmental language disorder at age 2.5 years. METHODS Parents of 85 6-year-old children completed questionnaires about child neurodevelopmental difficulties and quality of life. The children were interviewed regarding quality of life, and their language was assessed by speech and language pathologists. Test results at 6 years identified three subgroups: children with developmental language disorder (n = 68) or speech sound disorder (n = 6) and children with no current language disorder (n = 11). RESULTS Out of the 68 children with developmental language disorder, 33 (48%) had significant parent-rated problems with language, executive functions 17 (25%), perception 15 (22%) and/or motor skills 15 (22%). Four (67%) of the children with speech sound disorder had significant problems with language. Significant problems were reported with language in five (45%) and with perception in four (36%) children with no current language disorder. The parents reported no impaired quality of life, whereas the children themselves reported impairment mainly with school functioning. CONCLUSIONS Overlap between language difficulties and other neurodevelopmental problems was higher in 6-year-olds who had screened positive for developmental language disorder about 3 years earlier, than in the general population. The parent and child reports of quality of life were not consistent.
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Affiliation(s)
- Simon Ottosson
- Department of Pediatrics Angered Hospital Gothenburg Angered Sweden
| | - Ulrika Schachinger Lorentzon
- Gillberg Neuropsychiatry Centre Institute of Neuroscience and Physiology Sahlgrenska Academy University of Gothenburg Gothenburg Sweden
- Department of Pediatric Speech and Language Pathology Queen Silvia Children’s Hospital Gothenburg Gothenburg Sweden
| | - Björn Kadesjö
- Gillberg Neuropsychiatry Centre Institute of Neuroscience and Physiology Sahlgrenska Academy University of Gothenburg Gothenburg Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre Institute of Neuroscience and Physiology Sahlgrenska Academy University of Gothenburg Gothenburg Sweden
- Department of Child Neuropsychiatry Queen Silvia Children’s Hospital Gothenburg Gothenburg Sweden
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre Institute of Neuroscience and Physiology Sahlgrenska Academy University of Gothenburg Gothenburg Sweden
- Department of Pediatric Speech and Language Pathology Queen Silvia Children’s Hospital Gothenburg Gothenburg Sweden
- Department of Child Neuropsychiatry Queen Silvia Children’s Hospital Gothenburg Gothenburg Sweden
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Nyman A, Strömbergsson S, Lindström K, Lohmander A, Miniscalco C. Speech and Language in 5-year-olds with Different Neurological Disabilities and the Association between Early and Later Consonant Production. Dev Neurorehabil 2021; 24:408-417. [PMID: 33849395 DOI: 10.1080/17518423.2021.1899327] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The primary aim was to describe speech and language abilities in a clinical group of verbal 5-year-old children diagnosed with neurological disability (ND) in infancy, and the secondary aim was to trace precursors to consonant production at age 5 years (T2) in data from 12 to 22 months (T1). The participants (n = 11, with Down syndrome (DS), cerebral palsy, and chromosomal deletion syndromes) were tested with a battery of speech and language tests. Consonant production at T2 was compared to data on consonant use at T1. At T2, two participants had age appropriate speech and language and another three had age-appropriate speech, but low results on language tests. The remaining six participants had severe speech and language difficulties. Participants with DS had significantly lower results on consonant production measures. An association between consonant production at T1 and T2 for participants with DS indicates that number of different true consonants might be a predictive measure when evaluating young children with DS.
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Affiliation(s)
- Anna Nyman
- Division of Speech and Language Pathology, Department of Clinical Sciences, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden.,Habilitation and Health, Region Stockholm, Stockholm, Sweden
| | - Sofia Strömbergsson
- Division of Speech and Language Pathology, Department of Clinical Sciences, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden
| | - Katarina Lindström
- Department of Child Neurology, Astrid Lindgren Children's Hospital, Karolinska University Hospital, Stockholm, Sweden.,Division of Paediatrics, Department of Clinical Sciences, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden
| | - Anette Lohmander
- Division of Speech and Language Pathology, Department of Clinical Sciences, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden.,Medical Unit Speech-Language Pathology, Karolinska University Hospital, Stockholm, Sweden
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.,Child Neuropsychiatry, Queen Silvia's Children and Youth Hospital,Sahlgrenska University Hospital
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Larsson A, Persson C, Klintö K, Miniscalco C. Internationally adopted children with and without a cleft lip and palate showed no differences in language ability at school-age. Acta Paediatr 2021; 110:273-279. [PMID: 32277717 DOI: 10.1111/apa.15301] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/18/2020] [Revised: 04/01/2020] [Accepted: 04/02/2020] [Indexed: 11/30/2022]
Abstract
AIM The aim of this study was to investigate language ability in internationally adopted children aged 7-8 years with and without a unilateral cleft lip and palate. METHODS We compared 27 internationally adopted children with a unilateral cleft lip and palate, adopted from China, with a group of 29 children without a cleft lip and palate, adopted from different countries. Participants were recruited from two cleft lip and palate teams in Sweden and through adoption organisations. Assessments were performed using standardised tests of speech and of receptive and expressive language ability. In addition, a parental questionnaire in which speech, language and communication aspects were rated was used. RESULTS There were no significant differences in language ability between the groups. The only difference was related to speech ability, where the internationally adopted children with unilateral cleft lip and palate scored significantly lower. However, a high proportion of children in both groups scored low on measures of expressive language compared with test norms. CONCLUSION The results suggested that having a cleft lip and palate did not increase the risk of language difficulties. Instead, being internationally adopted may be associated with a risk of delayed language development lasting for several years post-adoption.
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Affiliation(s)
- AnnaKarin Larsson
- Institute of Neuroscience and Physiology, Speech and Language Pathology Unit Sahlgrenska Academy University of Gothenburg Gothenburg Sweden
- Child Health Unit Göteborg & Södra Bohuslän Regionhälsan Region Västra Götaland Sweden
| | - Christina Persson
- Institute of Neuroscience and Physiology, Speech and Language Pathology Unit Sahlgrenska Academy University of Gothenburg Gothenburg Sweden
- Division of Speech and Language Pathology Sahlgrenska University Hospital Gothenburg Sweden
| | - Kristina Klintö
- Division of Speech and Language Pathology Department of Otorhinolaryngology Skåne University Hospital Malmö Sweden
- Department of Clinical Sciences Malmö Lund University Lund Sweden
| | - Carmela Miniscalco
- Institute of Neuroscience and Physiology Gillberg Neuropsychiatry Centre Sahlgrenska Academy University of Gothenburg Gothenburg Sweden
- Department of Paediatric Speech and Language Pathology Queen Silvia Children’s Hospital Gothenburg Sweden
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9
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Westman Andersson G, Gillberg N, Miniscalco C. Parents of Children Diagnosed with Autism Spectrum Disorder: What Do They Expect and Experience from Preschools? Neuropsychiatr Dis Treat 2021; 17:3025-3037. [PMID: 34611403 PMCID: PMC8487270 DOI: 10.2147/ndt.s324291] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/10/2021] [Accepted: 09/01/2021] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND In Sweden, children diagnosed with autism spectrum disorders (ASD) as well as other children in need of special support, according to the law should be provided stimulation and support for their development in their preschools. Parents of children diagnosed with ASD have been shown to struggle to ensure the right to support for their child from society, including in preschool. This study reports parent expectations and experiences when having a child diagnosed with ASD in preschool. METHODS A questionnaire with 12 open-ended and 9 multiple-choice questions was completed by parents of 26 children (3 girls, 23 boys, mean age 4:3 years). The children had been diagnosed with ASD within the last year. The data were analyzed using a qualitative inductive approach with a content analysis of the open-ended questions. FINDINGS AND CONCLUSIONS This study shows that parents expect competence and knowledge about ASD among preschool staff, including the principal. They need continuous dialogue between parents and the preschool staff and expect individualized support for their child. Concerns about their child in preschool frequently occurred.
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Affiliation(s)
- Gunilla Westman Andersson
- Department of Education and Special Education, Faculty of Education, University of Gothenburg, Gothenburg, Sweden.,Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Nanna Gillberg
- Department of Business Administration, School of Business, Economics and Law at the University of Gothenburg, Gothenburg, Sweden
| | - Carmela Miniscalco
- Neuropsychiatric Department and Pediatric Speech and Language Pathology Department, Queen Silvia Children's Hospital & Gillberg Neuropsychiatry Centre, University of Gothenburg, Gothenburg, Sweden
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Stübner C, Flynn T, Gillberg C, Fernell E, Miniscalco C. Schoolchildren with unilateral or mild to moderate bilateral sensorineural hearing loss should be screened for neurodevelopmental problems. Acta Paediatr 2020; 109:1430-1438. [PMID: 31769539 DOI: 10.1111/apa.15088] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/12/2019] [Revised: 11/07/2019] [Accepted: 11/08/2019] [Indexed: 11/29/2022]
Abstract
AIM The aim was to assess the rate and overlap of language and other neurodevelopmental problems in children aged 9-12 years with unilateral or mild to moderate bilateral sensorineural hearing loss. METHODS Caregivers of 24 of the 58 eligible children, born 2004-2007, registered at the regional audiology department in Gothenburg, Sweden, with these types of hearing loss completed the Five-to-Fifteen questionnaire, a comprehensive screening instrument for neurodevelopmental problems. Of these 24 children, 21 were assessed with the Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4). Children with scores indicating definite problem on the Five-to-Fifteen questionnaire and their parents were invited to a clinical neuropaediatric assessment. RESULTS Of the 24 children, 13 (54%) screened positive for definite neurodevelopmental problems. Clinical assessments confirmed the presence of at least one neurodevelopmental disorder in eight of these 24, corresponding to 33%. Seven (33%) of the 21 children participating in the CELF-4 had scores indicating a language disorder, of whom four children had a neurodevelopmental disorder according to the neuropaediatric assessment. CONCLUSION The results support that schoolchildren with unilateral or mild to moderate bilateral sensorineural hearing loss should undergo neurodevelopmental screening to identify possible coexisting neurodevelopmental problems or disorders.
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Affiliation(s)
- Charlotte Stübner
- Department of Paediatric Speech and Language Pathology Queen Silvia Children’s Hospital Gothenburg Sweden
| | - Traci Flynn
- Speech Pathology Faculty of Education and Arts School of Humanities and Social Sciences University of Newcastle Newcastle NSW Australia
- Previously at Division of Speech and Language Pathology Department of Clinical Science, Intervention and Technology Karolinska Institutet Stockholm Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre Institute of Neuroscience and Physiology University of Gothenburg Gothenburg Sweden
- Department of Child Neuropsychiatry Queen Silvia Children´s Hospital Sahlgrenska University Hospital Gothenburg Sweden
| | - Elisabeth Fernell
- Gillberg Neuropsychiatry Centre Institute of Neuroscience and Physiology University of Gothenburg Gothenburg Sweden
- Department of Child Neuropsychiatry Queen Silvia Children´s Hospital Sahlgrenska University Hospital Gothenburg Sweden
| | - Carmela Miniscalco
- Department of Paediatric Speech and Language Pathology Queen Silvia Children’s Hospital Gothenburg Sweden
- Gillberg Neuropsychiatry Centre Institute of Neuroscience and Physiology University of Gothenburg Gothenburg Sweden
- Department of Child Neuropsychiatry Queen Silvia Children´s Hospital Sahlgrenska University Hospital Gothenburg Sweden
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11
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Carlsson E, Åsberg Johnels J, Gillberg C, Miniscalco C. Narrative Skills in Primary School Children with Autism in Relation to Language and Nonverbal Temporal Sequencing. J Psycholinguist Res 2020; 49:475-489. [PMID: 32285245 PMCID: PMC7253523 DOI: 10.1007/s10936-020-09703-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Recent research has suggested that temporal sequencing of narrative events might be a domain-general ability that underlies oral narrative capacities. The current study investigated this issue in a group of children with known pragmatic and narrative difficulties, namely Autism Spectrum Disorder (ASD). We hypothesized (1) that children with ASD (n = 45) would retell narratives of poorer quality than both chronological age-matched (CAM) children and younger children matched on sentence-level language skills (LM), and (2) that nonverbal temporal sequencing skills would uniquely predict individual differences in oral narrative performance in children with ASD. The results show that children with ASD performed poorer on all measures of oral narrative quality compared with the CAM group, and on eight of ten measures compared with the LM group. Thus, our first hypothesis was confirmed, suggesting that narrative difficulties in ASD cannot be fully explained by impaired language. The second hypothesis was only partly confirmed: nonverbal temporal sequencing explained significant or marginally significant variance in some, but not all, aspects of oral narrative performance of children with ASD. These results are discussed from theoretical and clinical/educational perspectives, in relation to the heterogeneity of language skills in ASD and to domain-general features of narrative processing.
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Affiliation(s)
- Emilia Carlsson
- Speech and Language Pathology Unit, Institute of Neuroscience and Physiology, University of Gothenburg, Box 452, 405 30, Gothenburg, Sweden.
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden.
| | - Jakob Åsberg Johnels
- Speech and Language Pathology Unit, Institute of Neuroscience and Physiology, University of Gothenburg, Box 452, 405 30, Gothenburg, Sweden
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
- Department of Child Neuropsychiatry, Queen Silvia Children's Hospital, Sahlgrenska University Hospital, Gothenburg, Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
- Department of Child Neuropsychiatry, Queen Silvia Children's Hospital, Sahlgrenska University Hospital, Gothenburg, Sweden
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
- Department of Child Neuropsychiatry, Queen Silvia Children's Hospital, Sahlgrenska University Hospital, Gothenburg, Sweden
- Department of Paediatric Speech and Language Pathology, Queen Silvia Children's Hospital, Gothenburg, Sweden
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12
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Larsson A, Miniscalco C, Mark H, Schölin JS, Jönsson R, Persson C. Internationally Adopted Children With Unilateral Cleft Lip and Palate-Consonant Proficiency and Perceived Velopharyngeal Competence at the Age of 5. Cleft Palate Craniofac J 2020; 57:849-859. [PMID: 31950849 DOI: 10.1177/1055665619897233] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
OBJECTIVE To compare consonant proficiency, consonant errors, and the perceived velopharyngeal (VP) competence in internationally adopted (IA) children with unilateral cleft lip and palate (UCLP) and nonadopted (NA) children with the same cleft-palate type at age 5. DESIGN Case-control study based on phonetic transcriptions of standardized speech recordings of 5-year-olds at a tertiary hospital. PARTICIPANTS Twenty-five IA children were compared to 20 NA children. All consecutive patients at a cleft lip and palate center participated. MAIN OUTCOME MEASURE(S) Consonant proficiency was measured using percentage consonants correct, percentage consonants correct-adjusted for age, percentage correct place, percentage correct manner, and consonant inventory. Cleft speech characteristics (CSCs), developmental speech characteristics (DSCs), and the perceived VP competence were also measured. RESULTS The IA children had significantly lower values for all consonant proficiency variables (p < .05) and a smaller consonant inventory (p = .001) compared to the NA children. The IA children had a higher frequency of CSCs (IA = 84%, NA = 50%, p < .05) and DSCs (IA = 92%, NA = 65%, p = .057), and twice as many IA children as NA children had perceived VP incompetence (IA = 52%, NA = 25%, p = .17). CONCLUSIONS Severe speech disorder was more common in IA children than in NA children at age 5. Most importantly, the speech disorders seem to be not only cleft-related. More detailed speech assessments with a broader focus are needed for IA children with UCLP. Longitudinal studies are recommended to further investigate the impact of speech difficulties in IA children's daily lives.
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Affiliation(s)
- AnnaKarin Larsson
- Institute of Neuroscience and Physiology, Speech and Language Pathology Unit, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.,Child Health Unit Göteborg & Södra Bohuslän, Regionhälsan, Region Västra Götaland, Gothenburg, Sweden
| | - Carmela Miniscalco
- Institute of Neuroscience and Physiology, Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.,Department of Paediatric Speech and Language Pathology, Queen Silvia Children's Hospital, Gothenburg, Sweden
| | - Hans Mark
- Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.,Department of Plastic Surgery, Sahlgrenska University Hospital, Gothenburg, Sweden
| | - Johnna Sahlsten Schölin
- Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.,Department of Plastic Surgery, Sahlgrenska University Hospital, Gothenburg, Sweden
| | - Radi Jönsson
- Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.,Department of Otorhinolaryngology and Audiology, Sahlgrenska University Hospital, Gothenburg, Sweden
| | - Christina Persson
- Institute of Neuroscience and Physiology, Speech and Language Pathology Unit, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.,Division of Speech and Language Pathology, Sahlgrenska University Hospital, Gothenburg, Sweden
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13
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Thompson L, Gillberg C, Landberg S, Kantzer AK, Miniscalco C, Barnevik Olsson M, Eriksson MA, Fernell E. Autism With and Without Regression: A Two-Year Prospective Longitudinal Study in Two Population-Derived Swedish Cohorts. J Autism Dev Disord 2019; 49:2281-2290. [PMID: 30734177 PMCID: PMC6546868 DOI: 10.1007/s10803-018-03871-4] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
Two community-based cohorts of children with autism spectrum disorder, examined using similar assessment protocols, were pooled (n = 301) and subdivided according to history of regression. Those with regression (n = 62), 20.5% of the combined cohort, were contrasted with those without regression (n = 241) at first assessment (age range 19–60 months) and at 2-year follow-up on a range of measures. The regression group was significantly more functionally impaired, with regard to intellectual function (p < .001), language development (p < .001), and to severity of autism (p < .01) at both T1 and T2. Only 14 (23.3%) had a clearly identified underlying etiology [24 (18.6%) in the non-regressive group]. There were no significant differences between those who had regressed ‘from normal’ and those who had regressed ‘from low’ functioning.
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Affiliation(s)
- Lucy Thompson
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden. .,Institute of Health and Wellbeing, University of Glasgow, Glasgow, Scotland, UK.
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden.,Institute of Health and Wellbeing, University of Glasgow, Glasgow, Scotland, UK
| | - Sara Landberg
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Anne-Katrin Kantzer
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Martina Barnevik Olsson
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden.,PRIMA Child and Adult Psychiatry, Stockholm, Sweden
| | - Mats A Eriksson
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden.,Department of Women's and Children's Health, Karolinska Institutet, Stockholm, Sweden
| | - Elisabeth Fernell
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
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14
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Nilsson G, Westerlund J, Fernell E, Billstedt E, Miniscalco C, Arvidsson T, Olsson I, Gillberg C. Neurodevelopmental problems should be considered in children with febrile seizures. Acta Paediatr 2019; 108:1507-1514. [PMID: 30614569 DOI: 10.1111/apa.14716] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/23/2018] [Revised: 12/03/2018] [Accepted: 01/03/2019] [Indexed: 01/08/2023]
Abstract
AIM Clinical developmental phenotyping of four- to five-year-old children with febrile seizures (FSs). METHODS Children with FS (n = 157, corresponding to 3.7% of the targeted general population of four-five-year-olds) had been identified at child healthcare centres in Gothenburg. Parents of 73 children (41 boys, 32 girls) accepted participation in the present study. The assessments included a neuropaediatric assessment, Movement ABC, Wechsler Preschool and Primary Scale of Intelligence-III and parent questionnaires (Five-to-Fifteen (FTF) and Strengths and Difficulties Questionnaire (SDQ)). Hospital records were reviewed, when applicable. RESULTS One-third of the children had at least one DSM-5 neurodevelopmental disorder diagnosis or marked developmental problems within areas of attention, activity regulation, behaviour, speech and language, general cognition or motor functioning. No differences were found between children with single vs recurrent or simple vs complex FS. CONCLUSION Febrile seizure are relatively often associated with Early Symptomatic Syndromes Eliciting Neurodevelopmental Clinical Examinations (ESSENCEs). We found no indications that ESSENCE might be caused by FS per se. However, the results suggest that child healthcare professionals should consider the possibility of ESSENCE in children with a history of FS.
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Affiliation(s)
- Gill Nilsson
- Gillberg Neuropsychiatry Centre Sahlgrenska Academy Institute of Neuroscience and Physiology Gothenburg and Sahlgrenska University Hospital University of Gothenburg Gothenburg Sweden
| | - Joakim Westerlund
- Gillberg Neuropsychiatry Centre Sahlgrenska Academy Institute of Neuroscience and Physiology Gothenburg and Sahlgrenska University Hospital University of Gothenburg Gothenburg Sweden
- Institute of Psychology Stockholm University Stockholm Sweden
| | - Elisabeth Fernell
- Gillberg Neuropsychiatry Centre Sahlgrenska Academy Institute of Neuroscience and Physiology Gothenburg and Sahlgrenska University Hospital University of Gothenburg Gothenburg Sweden
| | - Eva Billstedt
- Gillberg Neuropsychiatry Centre Sahlgrenska Academy Institute of Neuroscience and Physiology Gothenburg and Sahlgrenska University Hospital University of Gothenburg Gothenburg Sweden
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre Sahlgrenska Academy Institute of Neuroscience and Physiology Gothenburg and Sahlgrenska University Hospital University of Gothenburg Gothenburg Sweden
| | | | - Ingrid Olsson
- Department of Paediatrics Institute of Clinical Sciences Sahlgrenska Academy University of Gothenburg and Sahlgrenska University Hospital Gothenburg Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre Sahlgrenska Academy Institute of Neuroscience and Physiology Gothenburg and Sahlgrenska University Hospital University of Gothenburg Gothenburg Sweden
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15
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Frost-Karlsson M, Galazka MA, Gillberg C, Gillberg C, Miniscalco C, Billstedt E, Hadjikhani N, Åsberg Johnels J. Social scene perception in autism spectrum disorder: An eye-tracking and pupillometric study. J Clin Exp Neuropsychol 2019; 41:1024-1032. [DOI: 10.1080/13803395.2019.1646214] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Affiliation(s)
- Morgan Frost-Karlsson
- Gillberg Neuropsychiatry Centre, Sahlgrenska academy, University of Gothenburg, Gothenburg, Sweden
- Center for Social and Affective Neuroscience, Linköping University, Linköping, Sweden
| | | | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre, Sahlgrenska academy, University of Gothenburg, Gothenburg, Sweden
| | - Carina Gillberg
- Gillberg Neuropsychiatry Centre, Sahlgrenska academy, University of Gothenburg, Gothenburg, Sweden
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Sahlgrenska academy, University of Gothenburg, Gothenburg, Sweden
| | - Eva Billstedt
- Gillberg Neuropsychiatry Centre, Sahlgrenska academy, University of Gothenburg, Gothenburg, Sweden
| | - Nouchine Hadjikhani
- Gillberg Neuropsychiatry Centre, Sahlgrenska academy, University of Gothenburg, Gothenburg, Sweden
- Harvard Medical School/MGH/MIT, Athinoula A. Martinos Center for Biomedical Imaging, Boston, MA, USA
| | - Jakob Åsberg Johnels
- Gillberg Neuropsychiatry Centre, Sahlgrenska academy, University of Gothenburg, Gothenburg, Sweden
- Section for Speech and Language Pathology, Sahlgrenska academy University of Gothenburg, Gothenburg, Sweden
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16
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Persson A, Miniscalco C, Lohmander A, Flynn T. Validation of the Swedish version of the LittlEARS® Auditory Questionnaire in children with normal hearing – a longitudinal study. Int J Audiol 2019; 58:635-642. [DOI: 10.1080/14992027.2019.1621397] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Anna Persson
- Division of Speech and Language Pathology, Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden
- Department of Hearing Habilitation for Children and Youth, Karolinska University Hospital, Stockholm, Sweden
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Anette Lohmander
- Division of Speech and Language Pathology, Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden
- Functional Area Speech and Language Pathology, Karolinska University Hospital, Huddinge, Sweden
| | - Traci Flynn
- Division of Speech and Language Pathology, Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden
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17
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Åsberg Johnels J, Carlsson E, Norbury C, Gillberg C, Miniscalco C. Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study. Autism 2018; 23:1449-1459. [DOI: 10.1177/1362361318811153] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study explores current reading profiles and concurrent and early predictors of reading in children with autism spectrum disorder. Before the age of 3 years, the study cohort underwent a neurodevelopmental assessment following identification in a population-based autism screening. At age 8 years, reading, language and cognition were assessed. Approximately half of the sample ( n = 25) were ‘poor readers’ at age 8 years, meaning that they scored below the normal range on tests of single word reading and reading comprehension. And 18 were ‘skilled readers’ performing above cut-offs. The final subgroup ( n = 10) presented with a ‘hyperlexic/poor comprehenders’ profile of normal word reading, but poor reading comprehension. The ‘poor readers’ scored low on all assessments, as well as showing more severe autistic behaviours than ‘skilled readers’. Group differences between ‘skilled readers’ and ‘hyperlexics/poor comprehenders’ were more subtle: these subgroups did not differ on autistic severity, phonological processing or non-verbal intelligence quotient, but the ‘hyperlexics/poor comprehenders’ scored significantly lower on tests of oral language. When data from age 3 were considered, no differences were seen between the subgroups in social skills, autistic severity or intelligence quotient. Importantly, however, it was possible to identify oral language weaknesses in those that 5 years later presented as ‘poor readers’ or ‘hyperlexics’.
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Affiliation(s)
| | - Emilia Carlsson
- Institute of Neuroscience and Physiology, University of Gothenburg, Sweden
| | | | | | - Carmela Miniscalco
- Institute of Neuroscience and Physiology, University of Gothenburg, Sweden
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18
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Miniscalco C, Fernell E, Thompson L, Sandberg E, Kadesjö B, Gillberg C. Development problems were common five years after positive screening for language disorders and, or, autism at 2.5 years of age. Acta Paediatr 2018; 107:1739-1749. [PMID: 29637606 DOI: 10.1111/apa.14358] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/07/2017] [Revised: 02/21/2018] [Accepted: 04/04/2018] [Indexed: 12/31/2022]
Abstract
AIM This study identified whether children who had screened positive for either developmental language disorder (DLD) or autism spectrum disorder (ASD) at the age of 2.5 years had neurodevelopmental assessments five years later. METHODS Our study cohort were 288 children born from 1 July 2008 to 20 June 2009 who screened positive for DLD and, or, ASD at 2.5 years. Of these, 237 children were referred to, and assessed, at the Paediatric Speech and Language Pathology clinic (n = 176) or the Child Neuropsychiatry Clinic (n = 61) at the Queen Silvia Children's Hospital, Gothenburg, Sweden. Clinical registers covering all relevant outpatient clinics were reviewed five years later with regard to established diagnoses. RESULTS When the 237 were followed up five years later, 96 (40%) had established neurodevelopmental disorders or problems, often beyond DLD and ASD. Co-existing problems were common in this cohort and multidisciplinary assessments were indicated. The other 60% did not appear in subsequent clinic records. It is likely that this 40% was a minimum rate and that more children will be referred for developmental problems later. CONCLUSION Five years after they had been screened positive for DLD and, or autism at 2.5 years, 40% of our cohort had remaining or other developmental problems.
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Affiliation(s)
- Carmela Miniscalco
- Gillberg Neuropsychiatry Centre; Institute of Neuroscience and Physiology; University of Gothenburg; Gothenburg Sweden
- Department of Paediatric Speech and Language Pathology; Queen Silvia Children's Hospital; Gothenburg Sweden
| | - Elisabeth Fernell
- Gillberg Neuropsychiatry Centre; Institute of Neuroscience and Physiology; University of Gothenburg; Gothenburg Sweden
| | - Lucy Thompson
- Gillberg Neuropsychiatry Centre; Institute of Neuroscience and Physiology; University of Gothenburg; Gothenburg Sweden
| | - Eva Sandberg
- Department of Paediatric Speech and Language Pathology; Queen Silvia Children's Hospital; Gothenburg Sweden
| | - Björn Kadesjö
- Gillberg Neuropsychiatry Centre; Institute of Neuroscience and Physiology; University of Gothenburg; Gothenburg Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre; Institute of Neuroscience and Physiology; University of Gothenburg; Gothenburg Sweden
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19
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Carlsson E, Miniscalco C, Gillberg C, Åsberg Johnels J. Assessing False-Belief Understanding in Children with Autism Using a Computer Application: A Pilot Study. J Psycholinguist Res 2018; 47:1085-1099. [PMID: 29582220 PMCID: PMC6153757 DOI: 10.1007/s10936-018-9579-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
We have developed a False-Belief (FB) understanding task for use on a computer tablet, trying to assess FB understanding in a less social way. It is based on classical FB protocols, and additionally includes a manipulation of language in an attempt to explore the facilitating effect of linguistic support during FB processing. Specifically, the FB task was presented in three auditory conditions: narrative, silent, and interference. The task was assumed to shed new light on the FB difficulties often observed in Autism Spectrum Disorder (ASD). Sixty-eight children with ASD (M = 7.5 years) and an age matched comparison group with 98 typically developing (TD) children were assessed with the FB task. The children with ASD did not perform above chance level in any condition, and significant differences in success rates were found between the groups in two conditions (silent and narrative), with TD children performing better. We discuss implications, limitations, and further developments.
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Affiliation(s)
- Emilia Carlsson
- Institute of Neuroscience and Physiology, Speech and Language Pathology Unit, University of Gothenburg, Box 452, 405 30 Gothenburg, Sweden
- Institute of Neuroscience and Physiology, Gillberg Neuropsychiatry Centre, University of Gothenburg, Kungsgatan 12, 411 19 Gothenburg, Sweden
| | - Carmela Miniscalco
- Institute of Neuroscience and Physiology, Gillberg Neuropsychiatry Centre, University of Gothenburg, Kungsgatan 12, 411 19 Gothenburg, Sweden
| | - Christopher Gillberg
- Institute of Neuroscience and Physiology, Gillberg Neuropsychiatry Centre, University of Gothenburg, Kungsgatan 12, 411 19 Gothenburg, Sweden
| | - Jakob Åsberg Johnels
- Institute of Neuroscience and Physiology, Speech and Language Pathology Unit, University of Gothenburg, Box 452, 405 30 Gothenburg, Sweden
- Institute of Neuroscience and Physiology, Gillberg Neuropsychiatry Centre, University of Gothenburg, Kungsgatan 12, 411 19 Gothenburg, Sweden
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20
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Kantzer AK, Fernell E, Westerlund J, Hagberg B, Gillberg C, Miniscalco C. Young children who screen positive for autism: Stability, change and "comorbidity" over two years. Res Dev Disabil 2018; 72:297-307. [PMID: 27818061 DOI: 10.1016/j.ridd.2016.10.004] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2015] [Revised: 10/10/2016] [Accepted: 10/10/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Autism spectrum disorder (ASD) is a developmental disorder with a wide variety of clinical phenotypes and co-occurrences with other neurodevelopmental conditions. Symptoms may change over time. AIMS The aim of the present study was to prospectively follow 96 children, initially assessed for suspected ASD at an average age of 2.9 years. METHODS AND PROCEDURES All children had been identified with autistic symptoms in a general population child health screening program, and had been referred to the Child Neuropsychiatry Clinic in Gothenburg, Sweden for further assessment by a multi-professional team at Time 1 (T1). This assessment included a broad neurodevelopmental examination, structured interviews, a cognitive test and evaluations of the child́s adaptive and global functioning. Two years later, at Time 2 (T2), the children and their parents were invited for a follow-up assessment by the same team using the same methods. OUTCOMES AND RESULTS Of the 96 children, 76 had met and 20 had not met full criteria for ASD at T1. Of the same 96 children, 79 met full ASD criteria at T2. The vast majority of children with ASD also had other neurodevelopmental symptoms or diagnoses. Hyperactivity was observed in 42% of children with ASD at T2, and Intellectual Developmental Disorder in 30%. Borderline Intellectual Functioning was found in 25%, and severe speech and language disorder in 20%. The children who did not meet criteria for ASD at T2 had symptoms of or met criteria for other neurodevelopmental/neuropsychiatric disorders in combination with marked autistic traits. Changes in developmental profiles between T1 and T2 were common in this group of young children with ASD. The main effect of Cognitive level at T1 explained more than twice as much of the variance in Vineland scores as did the ASD subtype; children with IDD had significantly lower scores than children in the BIF and AIF group. Co-existence with other conditions was the rule. CONCLUSIONS AND IMPLICATIONS Reassessments covering the whole range of these conditions are necessary for an optimized intervention-adapted to the individual child's needs.
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Affiliation(s)
- Anne-Katrin Kantzer
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Sweden; Department of Child and Adolescent Psychiatry, NU Hospital Organization, Uddevalla, Sweden.
| | - Elisabeth Fernell
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Sweden
| | - Joakim Westerlund
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Sweden; Institute of Psychology, Stockholm University, Stockholm, Sweden
| | - Bibbi Hagberg
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Sweden; Child Neuropsychiatry Clinic, University of Gothenburg, Gothenburg, Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Sweden
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Sweden; Division of Speech and Language Pathology, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
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Schachinger-Lorentzon U, Kadesjö B, Gillberg C, Miniscalco C. Children screening positive for language delay at 2.5 years: language disorder and developmental profiles. Neuropsychiatr Dis Treat 2018; 14:3267-3277. [PMID: 30568449 PMCID: PMC6276636 DOI: 10.2147/ndt.s179055] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/01/2023] Open
Abstract
PURPOSE To characterize language disorder and developmental profiles in children who screened positive for language delay but negative for autism at 2.5 years of age. PATIENTS AND METHODS The first 100 children who screened positive for language delay - but negative for autism - in 2016 were assessed in detail by speech language pathologists. Parents completed a newly developed questionnaire covering eight domains - Motor, Executive functions, Perception, Memory, Language, Learning, Social skills and Child's behaviour - with impairment scored for each domain. RESULTS ICD-10 language disorder diagnoses were made in 87/100 children (29 girls, 58 boys). Of 52 children with mixed receptive-expressive language disorder, 32% had problems in other developmental areas according to the "global rating" in the impairment questions of the questionnaire. Of the 35 with expressive language disorder, 21% had problems in other areas according to the impairment questions. Thirteen children had isolated language delay with no other diagnoses according to the speech and language pathologists' assessment; however, 23% of them had problems according to the parental rating on the impairment questions. CONCLUSION Most children screening positive for language delay but negative for autism at age 2.5 years were diagnosed with ICD-10 language disorder diagnoses. Parents in about one in four cases reported impairing problems within other developmental areas. Possible explanations for the findings are discussed.
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Affiliation(s)
| | - Björn Kadesjö
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Carmela Miniscalco
- Department of Pediatric Speech and Language Pathology, Queen Silvia Children's Hospital, Gothenburg, Sweden, .,Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
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22
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Westman Andersson G, Miniscalco C, Gillberg N. A 6-year follow-up of children assessed for suspected autism spectrum disorder: parents' experiences of society's support. Neuropsychiatr Dis Treat 2017; 13:1783-1796. [PMID: 28744128 PMCID: PMC5511026 DOI: 10.2147/ndt.s134165] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
BACKGROUND Early support and interventions are suggested to be important for children with autism spectrum disorder (ASD) and other developmental problems and their families. Parents are described to have a burdensome life situation where the child's problems have a great impact on the family's well-being. AIM To obtain increased knowledge of parents' experiences of support and interventions 6 years after their child was assessed for ASD. METHODS AND PROCEDURES A semi-structured questionnaire was sent to all parents (n=101) whose preschool children (<4 years of age) had been assessed for ASD about 6 years prior in Gothenburg, Sweden. The open-ended questions were analyzed thematically using a hermeneutic phenomenological approach. OUTCOMES AND RESULTS Parents of 56 children answered 30 questions about their experiences concerning support from society after the neuropsychiatric assessment. From the eight open-ended questions, three themes were identified: parental responsibility, resources and competence among actors in society, and inequality. The parents experienced that they had to take responsibility for meeting the needs of and securing support for their child. They found that the support given was unequal, uncoordinated, and with great variations between both geographical areas and professionals. Parents' own resources were described as impacting the possibility to secure adequate interventions, resulting in unequal treatment of families depending on socioeconomic status. Several parents also expressed experiencing a lack of individualization of services and interventions. All children had received some kind of action from society, but not to the degree they had wished for when the children got their ASD diagnosis. CONCLUSION AND IMPLICATIONS The essence of parents' comments was the experience of authorities and societal actors trying to push the responsibility onto someone else. The study indicates a need for continuous longitudinal support for children identified with neurodevelopmental problems before the age of 3 years. This requires collaboration and coordination between different societal bodies.
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Affiliation(s)
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Nanna Gillberg
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
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Spjut Jansson B, Miniscalco C, Westerlund J, Kantzer AK, Fernell E, Gillberg C. Children who screen positive for autism at 2.5 years and receive early intervention: a prospective naturalistic 2-year outcome study. Neuropsychiatr Dis Treat 2016; 12:2255-63. [PMID: 27621636 PMCID: PMC5012621 DOI: 10.2147/ndt.s108899] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND Previous research has stressed the importance of early identification and intervention for children with autism spectrum disorders. METHODS Children who had screened positive for autism at the age of 2.5 years in a general population screening and then received a diagnosis of autism spectrum disorder were enrolled in an intervention program provided by Swedish habilitation services. The following interventions were available: a comprehensive intervention based on Applied Behavior Analysis - Intensive Learning (IL) - in two settings, which included home- and preschool-based (IL Regular) and only home-based (IL Modified) and eclectic interventions. RESULTS There was considerable variability in terms of outcome, but intervention group status was not associated with any of the chosen outcome variables. CONCLUSION The main finding was that the type of intervention was not critical for outcome of adaptive or global functioning. The variability in outcome demonstrates the need for continuous assessments and evaluation of the child's function and behavior throughout the intervention period.
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Affiliation(s)
- Birgitta Spjut Jansson
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, Institute of Neuroscience and Physiology, University of Gothenburg
- Unit of Child and Adolescent Habilitation
- Department of Psychology, University of Gothenburg
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, Institute of Neuroscience and Physiology, University of Gothenburg
- Division of Speech and Language Pathology, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg
| | - Joakim Westerlund
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, Institute of Neuroscience and Physiology, University of Gothenburg
- Department of Psychology, University of Stockholm, Stockholm
| | - Anne-Katrin Kantzer
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, Institute of Neuroscience and Physiology, University of Gothenburg
- Department of Child and Adolescent Psychiatry, NU Hospital Organization, Trollhättan, Sweden
| | - Elisabeth Fernell
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, Institute of Neuroscience and Physiology, University of Gothenburg
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, Institute of Neuroscience and Physiology, University of Gothenburg
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Carlsson E, Miniscalco C, Kadesjö B, Laakso K. Negotiating knowledge: parents' experience of the neuropsychiatric diagnostic process for children with autism. Int J Lang Commun Disord 2016; 51:328-338. [PMID: 26833425 DOI: 10.1111/1460-6984.12210] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2014] [Accepted: 08/20/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND Parents often recognize problems in their child's development earlier than health professionals do and there is new emphasis on the importance of involving parents in the diagnostic process. In Gothenburg, Sweden, over 100 children were identified as having an autism spectrum disorder (ASD) in 2009-11 through a general population language and autism screening of 2.5 year olds at the city's child healthcare centres. AIMS To increase understanding of parents' lived experience of the neuropsychiatric diagnostic process, i.e. the period from the initial screening at age 2.5 years to the 2-year follow-up of the ASD diagnosis. METHODS & PROCEDURES A qualitative design, a phenomenological hermeneutic method, was used. Interviews were conducted with parents of 11 children who were diagnosed with ASD 2 years prior. The parents were interviewed about their experiences of the neuropsychiatric diagnostic process, i.e. the time before the screening, the time during the neuropsychiatric multidisciplinary evaluation and the time after diagnosis. The interviews lasted for 45-130 min, and an interview guide with set questions was used. Most of the interviews were conducted at the parents' homes. OUTCOMES & RESULTS The essence that emerged from the data was negotiating knowledge, and the three themes capturing the parents' experiences of going through the process of having their child diagnosed with ASD were seeking knowledge, trusting and challenging experts, and empowered but alone. CONCLUSIONS & IMPLICATIONS The parents expected intervention to start directly after diagnosis but felt they had to fight to obtain the resources their child needed. After the process, they described that they felt empowered but still alone, i.e. although they received useful and important information about their child, they were left to manage the situation by themselves. As for clinical implications, the study points to the necessity of developing routines to support the parents during and after the diagnostic process. Recommended measures include developing a checklist outlining relevant contacts and agencies, establishing a coordinator responsible for each child, dividing the summary meeting at the clinic into two parts, making more than one visit to the preschool, and providing a parental training programme.
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Affiliation(s)
- Emilia Carlsson
- Division of Speech and Language Pathology, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Carmela Miniscalco
- Division of Speech and Language Pathology, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Björn Kadesjö
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Katja Laakso
- Division of Speech and Language Pathology, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
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Engman ML, Sundin M, Miniscalco C, Westerlund J, Lewensohn-Fuchs I, Gillberg C, Fernell E. Prenatal acquired cytomegalovirus infection should be considered in children with autism. Acta Paediatr 2015; 104:792-5. [PMID: 25900322 DOI: 10.1111/apa.13032] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/14/2014] [Revised: 03/10/2015] [Accepted: 04/17/2015] [Indexed: 01/02/2023]
Abstract
AIM The aim of the study was to evaluate the prevalence of congenital cytomegalovirus infection (CMV) in a representative sample of children with autism spectrum disorder. METHODS In a representative group of 115 preschool children with autism spectrum disorder, of whom 33 also had intellectual disability, the dried blood spots from the newborn metabolic screening were analysed for CMV DNA using TaqMan polymerase chain reaction. RESULTS One of the 33 children with autism spectrum disorder and intellectual disability - 3% of that group - had congenital CMV infection. The corresponding prevalence in newborn infants in Sweden is 0.2%. None of the 82 children without intellectual disability had congenital CMV. CONCLUSION The finding lends some further support for congenital CMV being one of the many aetiologies underlying autism spectrum disorder with intellectual disability. The rate of 3% of congenital CMV in children with autism spectrum disorder with intellectual disability has implications for the medical work-up. The finding of congenital CMV also indicates the need for repeated hearing assessments in the child. There is a need for similar studies with much larger samples.
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Affiliation(s)
- Mona-Lisa Engman
- Division of Pediatrics; Department of Clinical Science; Intervention and Technology; Karolinska Institutet; Stockholm Sweden
- Division of Pediatrics, Emergency and General Pediatrics Section; Astrid Lindgren Children's Hospital; Karolinska University Hospital; Stockholm Sweden
| | - Mikael Sundin
- Division of Pediatrics; Department of Clinical Science; Intervention and Technology; Karolinska Institutet; Stockholm Sweden
- Division of Pediatrics, Hematology, Immunology and SCT Section; Astrid Lindgren Children's Hospital; Karolinska University Hospital; Stockholm Sweden
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre; Department of Neuroscience and Physiology; Gothenburg University; Gothenburg Sweden
| | - Joakim Westerlund
- Gillberg Neuropsychiatry Centre; Department of Neuroscience and Physiology; Gothenburg University; Gothenburg Sweden
- Department of Psychology; Stockholm University; Stockholm Sweden
| | - Ilona Lewensohn-Fuchs
- Department of Clinical Microbiology; Karolinska University Laboratory; Karolinska University Hospital; Stockholm Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre; Department of Neuroscience and Physiology; Gothenburg University; Gothenburg Sweden
| | - Elisabeth Fernell
- Gillberg Neuropsychiatry Centre; Department of Neuroscience and Physiology; Gothenburg University; Gothenburg Sweden
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Fernell E, Bejerot S, Westerlund J, Miniscalco C, Simila H, Eyles D, Gillberg C, Humble MB. Autism spectrum disorder and low vitamin D at birth: a sibling control study. Mol Autism 2015; 6:3. [PMID: 25874075 PMCID: PMC4396835 DOI: 10.1186/2040-2392-6-3] [Citation(s) in RCA: 104] [Impact Index Per Article: 11.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2014] [Accepted: 01/02/2015] [Indexed: 01/08/2023] Open
Abstract
BACKGROUND Insufficient vitamin D activity has attracted increasing interest as a possible underlying risk factor in disorders of the central nervous system, including autism. METHODS In this study, 25-hydroxyvitamin D (25(OH)D) was analysed in 58 Sweden-born sibling pairs, in which one child had autism spectrum disorder (ASD) and the other did not. The study group consisted of two representative samples; 47 Gothenburg sibling pairs with mixed ethnicities and 11 Stockholm sibling pairs with Somali background. 25(OH)D levels were analysed in the stored dried blood spots taken in the neonatal period for metabolic screening. RESULTS The collapsed group of children with ASD had significantly lower vitamin D levels (M = 24.0 nM, SD = 19.6) as compared with their siblings (M = 31.9 nM, SD = 27.7), according to a paired samples t-test (P = 0.013). The difference was - most likely - not only accounted for by a difference in season of birth between ASD and non-ASD siblings since the mean 25(OH)D levels differed with similar effect size between the sibling pairs born during winter and summer, respectively. All children with African/Middle East background, both the children with ASD and their non-ASD siblings, had vitamin D deficiency. CONCLUSIONS The findings suggest that low prenatal vitamin D may act as a risk factor for ASD, however, there is a need for replication with larger samples. Future research should study whether or not adequate supplementation of vitamin D to pregnant women might lower the risk for ASD in the offspring.
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Affiliation(s)
- Elisabeth Fernell
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Kungsgatan 12, 411 19 Gothenburg, SE Sweden ; Research and Development Centre, Skaraborg's Hospital, Skövde, Sweden
| | - Susanne Bejerot
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden ; Department of Psychiatry, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | - Joakim Westerlund
- Department of Psychology, University of Stockholm, Stockholm, Sweden
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Kungsgatan 12, 411 19 Gothenburg, SE Sweden
| | - Henry Simila
- Queensland, Brain Institute, University of Queensland, Brisbane, Australia
| | - Darryl Eyles
- Queensland, Brain Institute, University of Queensland, Brisbane, Australia ; Queensland Centre for Mental Health Research, University of Queensland, Brisbane, Australia
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Kungsgatan 12, 411 19 Gothenburg, SE Sweden
| | - Mats B Humble
- Department of Psychiatry, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
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Asberg Johnels J, Gillberg C, Falck-Ytter T, Miniscalco C. Face-viewing patterns in young children with autism spectrum disorders: speaking up for the role of language comprehension. J Speech Lang Hear Res 2014; 57:2246-52. [PMID: 25029247 DOI: 10.1044/2014_jslhr-l-13-0268] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2013] [Accepted: 06/17/2014] [Indexed: 05/14/2023]
Abstract
PURPOSE The aim was to examine whether viewing patterns toward the mouth, eyes, and nonmouth-noneyes areas differed between young children with autism spectrum disorder (ASD) and typically developing (TD) children when viewing a person speaking. The role of language comprehension in such viewing patterns was also examined. METHOD Eleven children with ASD (approximately 4.5 years old) and 29 TD toddlers (approximately 2.5 years old) participated. The groups were matched on language comprehension raw scores from the Reynell Developmental Language Scales III. All children viewed short films of a woman speaking while their eye movements were recorded with eye-tracking equipment. RESULTS Children with ASD spent proportionally less time viewing the mouth and more time viewing the nonmouth-noneyes areas. Time viewing the eyes did not differ between groups. Increased mouth viewing was associated with lower language comprehension in the group with ASD. CONCLUSION Variability in language comprehension is an important factor to monitor when interpreting face-viewing patterns in young children with ASD, particularly with regard to mouth viewing. The results may help explain divergent findings in this field of research.
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Andersson GW, Miniscalco C, Gillberg C. Preschoolers assessed for autism: parent and teacher experiences of the diagnostic process. Res Dev Disabil 2014; 35:3392-3402. [PMID: 25194515 DOI: 10.1016/j.ridd.2014.08.027] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2014] [Revised: 08/15/2014] [Accepted: 08/20/2014] [Indexed: 06/03/2023]
Abstract
Many parents of young children with autism spectrum disorder (ASD) have often been recommended to "wait and see" when they have first expressed concerns. This comparative, descriptive, partly longitudinal questionnaire study aimed to evaluate parent/preschool teacher experiences as regards time of first concern about the child and about the diagnostic process at a specialized Child Neuropsychiatry Clinic. Participants were parents and teachers of 34 preschool children with suspected ASD (26 boys, 8 girls, mean age 37 months) drawn from a general population cohort. Most of the parents, and the teachers, had their first concern about the child's development before the child's second birthday. Generally, they were satisfied with the diagnostic process and did not regret their participation in it.
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Affiliation(s)
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Sweden
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Nordberg A, Miniscalco C, Lohmander A. Consonant production and overall speech characteristics in school-aged children with cerebral palsy and speech impairment. Int J Speech Lang Pathol 2014; 16:386-395. [PMID: 24910255 DOI: 10.3109/17549507.2014.917440] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
The aim of the present study was to investigate the speech characteristics of school-aged children with cerebral palsy (CP) and speech impairment at various cognitive levels. Nineteen children with a mean age of 11;2 years (9;2-12;9 years) with spastic, dyskinetic, and ataxic CP and speech impairment participated. Phonetic transcription of oral consonants, ratings of hypernasality, and severity of overall dysarthria, together with free field descriptions of respiration, voice quality, and prosody, were performed independently by two speech-language pathologists. The non-verbal cognitive level was also studied. More than half of the children had large problems with the articulation of consonants, and the children with ataxic CP were most affected. The majority was rated as having dysarthria, mostly mild, but hypernasality was rare. Gross motor problems were not significantly associated with the articulation of consonants or the severity of dysarthria, whereas non-verbal cognitive level was. This underlines the importance of taking non-verbal cognitive level into account, when designing individual speech treatment programs for this group of children. Finally, a careful examination of the articulation of consonants is recommended in order to study speech production thoroughly in children with CP.
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Affiliation(s)
- Ann Nordberg
- Institute of Neuroscience and Physiology, Department of Clinical Neuroscience and Rehabilitation, Division of Speech and Language Pathology, University of Gothenburg , Gothenburg , Sweden
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Cederlund M, Miniscalco C, Gillberg C. Pre-schoolchildren with autism spectrum disorders are rarely macrocephalic: a population study. Res Dev Disabil 2014; 35:992-998. [PMID: 24629539 DOI: 10.1016/j.ridd.2014.02.006] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2013] [Revised: 02/05/2014] [Accepted: 02/14/2014] [Indexed: 06/03/2023]
Abstract
Numerous clinical studies over the past decades have concluded that there is an association between autism spectrum disorders (ASD) and large head size. Lately, some studies have reported conflicting results. The present study was conducted with a view to assess the presence of macrocephaly in a community-representative group of pre-school children with ASD. The prevalence of ASD in this general population was 0.8%. Thirty-three children (5 girls, 28 boys) recruited after general population screening for ASD, and diagnosed with ASD (two-thirds not globally delayed) were assessed as regards growth parameters; height, weight, and head circumference (HC), at birth and at comprehensive medical-psychiatric diagnostic examinations at a mean age of 3 years. Macrocephaly in the present study was defined as HC above the 97th percentile, and ≥ 2 SD above recorded length/height. Only one of the 33 children (3%) had macrocephaly which is similar to the general population prevalence. Another 9% had a big but proportional head. None of the children were microcephalic. In this community-based study we found no evidence to support a strong link between a large head size and ASD. Conclusions must be guarded because of the relatively small number of ASD cases included.
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Affiliation(s)
- Mats Cederlund
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Sweden
| | - Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Sweden.
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Miniscalco C, Rudling M, Råstam M, Gillberg C, Johnels JÅ. Imitation (rather than core language) predicts pragmatic development in young children with ASD: a preliminary longitudinal study using CDI parental reports. Int J Lang Commun Disord 2014; 49:369-375. [PMID: 24684579 DOI: 10.1111/1460-6984.12085] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
BACKGROUND Research in the last decades has clearly pointed to the important role of language and communicative level when trying to understand developmental trajectories in children with autism spectrum disorders (ASD). AIMS The purpose of this longitudinal study was to investigate whether (1) core language skills, measured as expressive vocabulary and grammar, and/or (2) pre-linguistic social-communicative skills, including gestures and imitation abilities, drive pragmatic language development in young children with ASD. METHODS & PROCEDURES We examined correlates and longitudinal predictors of pragmatic growth in a sample of 34 children with Autism spectrum disorder (ASD), whose parents were given parts of two MacArthur Communicative Developmental Inventories (CDI: Words & Gestures and CDI: Words & Sentences) for completion at two time points (at time 1 the mean child age was 41 months, and at time 2 it was 54 months). A novel feature in this study is that the relevant parts from both CDI forms were included at both time points, allowing us to examine whether pre-linguistic social-communication skills (e.g. imitation and gesturing) and/or core language skills (i.e. grammar and vocabulary) predict pragmatic language growth. OUTCOMES & RESULTS The results show that basically all pre-linguistic, linguistic and pragmatic skills were associated concurrently. When controlling for possible confounders and for the autoregressive effect, imitation skills predicted pragmatic growth over time, whereas core language did not. This could only have been shown by the use of both CDI forms. CONCLUSIONS & IMPLICATIONS This preliminary study may be of both conceptual and methodological importance for research in the field of language and communication development in ASD. Imitation may play a pivotal role in the development of subsequent conversational pragmatic abilities in young children with ASD. Future research should be directed at unravelling the mechanisms underlying this association.
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Affiliation(s)
- Carmela Miniscalco
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Sweden; Division of Speech and Language Pathology, Institute of Neuroscience and Physiology, University of Gothenburg, Sweden
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Johnels JÅ, Miniscalco C. Excellent Word-Reading Ability in the Context of an Autism Spectrum Disorder: A Case Study of a Swedish-Speaking 7-Year-Old Boy. J Cogn Educ Psych 2014. [DOI: 10.1891/1945-8959.13.1.88] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
This case study seeks to extend our knowledge of the phenotype associated with excellent word reading in autism spectrum disorder by a detailed examination of psycholinguistic, neuropsychological/cognitive, and classroom/academic functioning of a Swedish-speaking 7-year-old boy (called “Jonas”). On age-referenced word reading-decoding assessment, Jonas scored among the top 7%. Reading comprehension status varied as a function of information source. Jonas’s phonological processing and phonological memory performance was found to be normal to strong. In contrast, he scored poorly on tests of oral semantic, syntactical, and narrative language. On the WISC-III, Jonas performed highly uneven across subtests from impaired to above average levels. On the Kaufman factors, Jonas had a peak in perceptual organization (IQ score 119), thus reflecting very strong visual attention skills, which together with normal to strong phonological abilities might underlie his excellent word reading. Finally, both his parents and teacher reported on other classroom-learning skills and difficulties.
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Kantzer AK, Fernell E, Gillberg C, Miniscalco C. Autism in community pre-schoolers: developmental profiles. Res Dev Disabil 2013; 34:2900-2908. [PMID: 23816626 DOI: 10.1016/j.ridd.2013.06.016] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2013] [Revised: 06/13/2013] [Accepted: 06/13/2013] [Indexed: 06/02/2023]
Abstract
Autism is often a complex developmental disorder. The aim of the present study was to describe the developmental characteristics of 129 1-4-year-old children (102 boys, 27 girls) referred for clinical assessment (mean age 2.9 years) due to suspicion of autism spectrum disorder (ASD) after community screening at Child Health Care centers. All children were clinically assessed at the Child Neuropsychiatry Clinic (CNC) in Gothenburg by a research team (neurodevelopmental examination, structured interviews and general cognitive and language examinations). Of the 129 children, 100 met diagnostic criteria for ASD (69 with autistic disorder, and 31 with atypical autism/pervasive developmental disorder-not otherwise specified). The remaining 29 children had a variety of developmental disorders, most often attention-deficit/hyperactivity disorder (ADHD), language disorder, borderline intellectual functioning, and intellectual developmental disorder (IDD) with (n=25) or without (n=4) autistic traits (AT). IDD was found in 36% of the 100 children with ASD, and in 4% of the 25 children with AT. Of the children with ASD, 56% had language disorder with no or just a few words at the initial assessment at the CNC, many of whom in combination with IDD. Hyperactivity was found in 37% of those with ASD and in 40% of those with AT. Epilepsy was found in 6% of the total group and in 7% of those with a diagnosis of ASD. Of the latter group 11% had a history of regression, while none of the AT cases had a similar background. When results were compared with a non-screened preschool ASD group of 208 children, referred for ASD intervention at a mean age of 3.4 years, very similar developmental profiles were seen. In conclusion, early community ASD screening appears to systematically identify those children who are in need of intervention and follow-up.
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Affiliation(s)
- Anne-Katrin Kantzer
- Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Sweden.
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Johnels JÅ, Hagberg B, Gillberg C, Miniscalco C. Narrative retelling in children with neurodevelopmental disorders: Is there a role for nonverbal temporal-sequencing skills? Scand J Psychol 2013; 54:376-85. [DOI: 10.1111/sjop.12067] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2012] [Accepted: 05/03/2013] [Indexed: 12/01/2022]
Affiliation(s)
| | - Bibbi Hagberg
- Gillberg Neuropsychiatry Centre; Institute of Neuroscience and Physiology; University of Gothenburg; Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre; Institute of Neuroscience and Physiology; University of Gothenburg; Sweden
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Nordberg A, Miniscalco C, Lohmander A, Himmelmann K. Speech problems affect more than one in two children with cerebral palsy: Swedish population-based study. Acta Paediatr 2013. [PMID: 23186066 DOI: 10.1111/apa.12076] [Citation(s) in RCA: 90] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
AIM To describe speech ability in a population-based study of children with cerebral palsy (CP), in relation to CP subtype, motor function, cognitive level and neuroimaging findings. METHODS A retrospective chart review of 129 children (66 girls, 63 boys) with CP, born in 1999-2002, was carried out. Speech ability and background information, such as type of CP, motor function, cognitive level and neuroimaging data, were collected and analysed. RESULTS Speech disorders were found in 21% of the children and were present in all types of CP. Forty-one per cent of the children with speech disorders also had mental retardation, and 42% were able to walk independently. A further 32% of the children were nonverbal, and maldevelopment and basal ganglia lesions were most common in this group. The remaining 47% had no speech disorders, and this group was most likely to display white matter lesions of immaturity. CONCLUSION More than half of the children in this CP cohort had a speech disorder (21%) or were nonverbal (32%). Speech ability was related to the type of CP, gross motor function, the presence of mental retardation and the localization of brain maldevelopment and lesions. Neuroimaging results differed between the three speech ability groups.
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Affiliation(s)
- A Nordberg
- Division of Speech and Language Pathology; Department of Clinical Neuroscience and Rehabilitation; Sahlgrenska Academy; University of Gothenburg; Gothenburg; Sweden
| | - C Miniscalco
- Division of Speech and Language Pathology; Department of Clinical Neuroscience and Rehabilitation; Sahlgrenska Academy; University of Gothenburg; Gothenburg; Sweden
| | - A Lohmander
- Division of Speech and Language Pathology; Department of Clinical Science, Intervention and Technology; Karolinska Institutet; Stockholm; Sweden
| | - K Himmelmann
- Department of Pediatrics; Institute of Clinical Sciences; Sahlgrenska Academy; University of Gothenburg; Gothenburg; Sweden
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Andersson GW, Gillberg C, Miniscalco C. Pre-school children with suspected autism spectrum disorders: do girls and boys have the same profiles? Res Dev Disabil 2013; 34:413-422. [PMID: 23023300 DOI: 10.1016/j.ridd.2012.08.025] [Citation(s) in RCA: 61] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2012] [Revised: 08/30/2012] [Accepted: 08/30/2012] [Indexed: 06/01/2023]
Abstract
The male to female ratio is raised in autism spectrum disorders (ASD). Previous studies have suggested that girls with ASD have more problems with communication than boys, but boys show more repetitive behaviours than girls. In this study, 20 girls, 1.8-3.9 years of age were matched for chronological and developmental age with 20 boys with suspected ASD. All the children were recruited after population screening and referral by Child Health Care Services to a specialised neuropsychiatry clinic, where they underwent comprehensive neuropsychiatric assessments. Comparisons were made with regard to diagnosis, developmental profiles and global disability. No significant gender differences were found. There were strong correlations between results obtained in different developmental areas. The results suggest that either (1) previous studies finding clear gender differences may have overrated discrepancies between girls and boys in ASD, or that (2) there may be girls, who will not be identified in the early years with our current screening instruments. More research with a much larger population representative study samples is required.
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Palle N, Berntsson A, Miniscalco C, Persson C. The effectiveness of phonological intervention in preschool children: a single-subject design study. LOGOP PHONIATR VOCO 2012. [PMID: 23190080 DOI: 10.3109/14015439.2012.742561] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
The purpose was to investigate an intervention model for treating preschool children with phonological processes. Six children, three girls and three boys, between 4y 1m and 5y 7m, with similar developmental phonological disorder (PD) received an individually adjusted intervention including articulatory, phonological, and meta-phonological approaches. A single-subject multiple-baseline design with /f/ and /s/ as target phonemes and velar plosives and /r/ as control phonemes was used. An improved production of the treated phonemes was found in five of the children, while one girl established /f/ but not /s/. The control phonemes remained unchanged for all children. Six to 18 therapy sessions were needed to reach the intervention goal. The study highlights the importance of considering heterogeneity in children with PD.
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Affiliation(s)
- Nanna Palle
- Queen Silvia Children's Hospital, Department of Pediatric Speech and Language Pathology , Gothenburg , Sweden
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Eriksson M, Westerlund M, Miniscalco C. Problems and limitations in studies on screening for language delay. Res Dev Disabil 2010; 31:943-950. [PMID: 20483561 DOI: 10.1016/j.ridd.2010.04.019] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/16/2010] [Accepted: 04/22/2010] [Indexed: 05/29/2023]
Abstract
This study discusses six common methodological limitations in screening for language delay (LD) as illustrated in 11 recent studies. The limitations are (1) whether the studies define a target population, (2) whether the recruitment procedure is unbiased, (3) attrition, (4) verification bias, (5) small sample size and (6) inconsistencies in choice of "gold standard". It is suggested that failures to specify a target population, high attrition (both at screening and in succeeding validation), small sample sizes and verification bias in validations are often caused by a misguided focus on screen positives (SPs). Other limitations are results of conflicting methodological goals. We identified three such conflicts. One consists of a dilemma between unbiased recruitment and attrition, another between the comprehensiveness of the applied gold standard and sample size in validation and the third between the specificity of the gold standard and the risk of not identifying co-morbid conditions.
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Affiliation(s)
- Mårten Eriksson
- Department of Social Work and Psychology, Faculty of Health and Occupational Studies, University of Gävle, Gävle, Sweden.
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Miniscalco C, Dahlgren Sandberg A. Basic reading skills in Swedish children with late developing language and with or without autism spectrum disorder or ADHD. Res Dev Disabil 2010; 31:1054-1061. [PMID: 20451347 DOI: 10.1016/j.ridd.2010.04.004] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2010] [Accepted: 04/08/2010] [Indexed: 05/29/2023]
Abstract
Reading skills at age 7-8 years were examined in a community-representative sample of 21 screened and clinically examined children with language delay (LD) followed prospectively from 2.5 years of age. The present study aimed to (1) determine whether these children with a history of LD had deficits in basic reading skills, i.e. decoding and comprehension, compared to the age norms of standardized tests, (2) analyze if there was a relationship between reading outcome and neuropsychiatric diagnosis by comparing three subgroups of children, LD pure, LD+ASD (autism spectrum disorder) and LD+ADHD, and, (3) determine what language measures at age 6 years were associated with the 7-8-year reading outcome. Both decoding and comprehension of single word reading were significantly below the norm for the whole LD group, where children with LD+ASD scored lowest, and children with LD highest. However, the differences between the three groups did not reach significance. Two reader groups were identified according to the results of word decoding and comprehension, respectively, resulting in the same 7 children. ANOVA revealed that the only differences on the 6-year language tests between the two groups were found on color naming and word memory. This study has shown that children with LD and subsequently identified neurodevelopmental problems such as ASD and ADHD experience continued deficits, demonstrated also in reading skills and that the picture of the reading problems seemed to resemble those of typically developing children.
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Affiliation(s)
- Carmela Miniscalco
- Division of Speech and Language Pathology, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Box 452, SE 405 30, Göteborg, Sweden.
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Asberg J, Carlsson M, Oderstam AM, Miniscalco C. Reading comprehension among typically developing Swedish-speaking 10-12-year-olds: examining subgroups differentiated in terms of language and decoding skills. LOGOP PHONIATR VOCO 2010; 35:189-93. [PMID: 20726739 DOI: 10.3109/14015439.2010.491518] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Based on data from 156 typically developing 10-12-year-olds from Sweden, reading comprehension skills were studied in three subgroups: those classified with specific poor word decoding skills (n = 10), those with specific poor language comprehension (n = 12), and those with mixed difficulties in word decoding and language comprehension (n = 11). The mixed poor group achieved significantly lower scores than both specific groups in reading comprehension, and was the only group displaying poor reading comprehension test results relative to the performance of the full sample. Results are indicative of the necessity of a combined effect of poor word decoding and language in reading comprehension difficulties for this group. Implications and limitations are discussed.
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Affiliation(s)
- Jakob Asberg
- University of Gothenburg, Department of Psychology, Box 500, Göteborg 40530, Sweden.
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Hagberg BS, Miniscalco C, Gillberg C. Clinic attenders with autism or attention-deficit/hyperactivity disorder: cognitive profile at school age and its relationship to preschool indicators of language delay. Res Dev Disabil 2010; 31:1-8. [PMID: 19713073 DOI: 10.1016/j.ridd.2009.07.012] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2009] [Revised: 07/21/2009] [Accepted: 07/22/2009] [Indexed: 05/28/2023]
Abstract
Many studies have shown that children with autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD) have had early indicators of language delay. The aim of the present study was to examine the cognitive profile of school age children referred to a specialist clinic for ASD, ADHD, or both, and relate this profile specifically to the age at which these children were first flagged up (or not) as suspected from language delay during the preschool years. Forty clinic children with ASD, ADHD, or the combination of the two (without clinical suspicion of learning disability) were assessed cognitively and as regards language development and language function at a mean age of 7.3 years. They were contrasted with a group of 21 children from the community who had been flagged at 2.5 years as suspected of language delay, and who had been followed up neuropsyhiatrically/neuropsychologically and in respect of language at a mean age of 7.9 years. Mean WISC-III full scale IQ was lower than population norms (in spite of the exclusion in both samples of cases with obvious learning disability) and similar across diagnostic groups (ASD and ADHD), and across settings (clinic and community). WISC-III Kaufman factor profiles separated the diagnostic groups as regards Perceptual Organisation. Early concern about language delay was a strong predictor of lower IQ and of distinguishing between "pure" cases of ASD and ADHD. School age clinic children who present with ASD and ADHD have a similar cognitive and early language development profile as do those children from the community, followed prospectively, who present with a suspicion of early preschool language delay and are shown at school age to suffer from ASD or ADHD. Concern about early language delay in the preschool age should prompt assessments (psychiatric and cognitively) for ASD and ADHD in a multidisciplinary setting much more often than is currently the case. In many cases early language delay, even in the absence of clear learning disability should be taken as a signal that - regardless of specific diagnosis - intellectual functioning might be in the low average range.
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Affiliation(s)
- Bibbi S Hagberg
- Department of Child and Adolescent Psychiatry, Sahlgrenska Academy, Göteborg University, Göteborg, Sweden.
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Miniscalco C, Gillberg C. Non-word repetition in young school-age children with language impairment and/or neuropsychiatric disorder. Res Dev Disabil 2009; 30:1145-1154. [PMID: 19375275 DOI: 10.1016/j.ridd.2009.03.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2009] [Accepted: 03/01/2009] [Indexed: 05/27/2023]
Abstract
We wanted to test the hypothesis that neuropsychiatric disorder (NPD) with language impairment (LI) is a more severe variant of NPD than NPD without LI, and that this variant can be easily picked up by a non-word repetition (NWR) task. We therefore tested 56 (mean 7.6, range 6.1-9.5 years) children divided into three subgroups: one with LI only (n=8), one with NPD only (n=16) and one with a combination of LI and NPD (n=32). We used a Swedish NWR test, a real word repetition test, the Verbal Comprehension and Freedom from Distractibility factor of the WISC-III. All three subgroups had difficulties with NWR and real word repetition compared to the norm, but the within-subgroup variations were considerable. The subgroup with NPD only performed best on both NWR and real word repetitions, but remarkably poorly given that they had never been noted for having language problems. NPD with LI consistently had the lowest scores. Of the three subgroups, only NPD with LI scored lower than the normal range on Verbal Comprehension and Freedom from Distractibility. Significant correlations were found between NWR on the one hand, and Freedom from Distractibility and Verbal Comprehension, on the other, indicating that poor results on a NWR test is probably not a "clean" measure of speech and language impairment, but also taps into other neuropsychological constructs, including executive dysfunction. In conclusion, the study confirmed the hypothesis that NPD with LI constitutes a more severe variant of NPD, and that this variant can easily be picked up by a quick and easy NWR screening test.
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Affiliation(s)
- Carmela Miniscalco
- Institute of Neuroscience and Physiology, Division of Speech and Language Pathology, Sahlgrenska Academy at Göteborg University, Sweden.
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Miniscalco C, Hagberg B, Kadesjö B, Westerlund M, Gillberg C. Narrative skills, cognitive profiles and neuropsychiatric disorders in 7-8-year-old children with late developing language. Int J Lang Commun Disord 2007; 42:665-81. [PMID: 17852517 DOI: 10.1080/13682820601084428] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
BACKGROUND A community-representative sample of screened and clinically examined children with language delay at 2.5 years of age was followed up at school age when their language development was again examined and the occurrence of neuropsychiatric/neurodevelopmental disorder (attention deficit/hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD)) was documented. AIMS (1) To determine whether these 7-8-year-old children with a history of language delay have deficits in narrative skills compared with the age norms of standardized tests; and (2) to analyse if there is a relationship between narrative outcome, cognitive profile, and neuropsychiatric diagnosis. METHODS & PROCEDURES Twenty-one children recruited from a community sample and with a history of language delay underwent an in-depth multidisciplinary examination at 7-8 years of age. Their narrative and cognitive skills were examined using the Bus Story Test, the Narrative Memory Subtest from the Developmental Neuropsychological Assessment (NEPSY), and The Wechsler Intelligence Scale for Children III (WISC-III). OUTCOMES & RESULTS The three measures of the Bus Story Test (information, sentence length, and subordinate clauses) were below age norms for all 21 children, of whom 13 also had a neuropsychiatric diagnosis, i.e. ADHD and/or ASD. Half of the children with language delay had problems on Bus Story Test Information and on the Narrative Memory subtest independently of co-occurrence of neuropsychiatric disorder. The only difference across the children with language delay pure and those who had language delay plus ADHD or language delay plus ASD was on Freedom from Distractibility, where children with ADHD and ASD scored low. In addition, children with ASD had a much lower overall cognitive level (FSIQ) and poorer results on Processing Speed. CONCLUSIONS Swedish children with late developing language at 2.5 years of age have persisting difficulties with oral narrative skills at age 7-8 years. However, almost none of the children with language delay had problems when responding to story-related questions--irrespective of whether or not they had an additional diagnosis of ADHD or ASD. Thus, asking story-related questions may be a good intervention strategy when working with these children. Because narrative difficulties are a reflection of linguistic, cognitive and/or pragmatic/social difficulties, it is important for clinicians of different specialties to work in close collaboration in order to establish a reliable measure that can be used in clinical assessment. Poor results on the WISC-III Kaufman Freedom from Distractibility factor had a strong relationship with a neuropsychiatric diagnosis (not just ADHD), whereas poor results on Bus Story Test Information or NEPSY Narrative Memory (measured as Free Recall) did not. Narrative problems were present among the language delay children even in the presence of adequate speech and verbal comprehension. Thus, narrative assessment may be a useful tool for identifying children with more persistent subtle language and pragmatic problems who are at risk for academic failure.
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Affiliation(s)
- Carmela Miniscalco
- Department of Logopedics and Phoniatrics, Sahlgrenska Academy at Göteborg University, Gothenburg, Sweden.
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Miniscalco C, Nygren G, Hagberg B, Kadesjö B, Gillberg C. Neuropsychiatric and neurodevelopmental outcome of children at age 6 and 7 years who screened positive for language problems at 30 months. Dev Med Child Neurol 2006; 48:361-6. [PMID: 16608544 DOI: 10.1017/s0012162206000788] [Citation(s) in RCA: 80] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/25/2005] [Indexed: 11/07/2022]
Abstract
We present a prospective study at school age of neuropsychiatric and neurodevelopmental outcome of language delay suspected at child health screening around 30 months of age. In a community sample, 25 children (21 males, 4 females) screening positive and 80 children (38 males, 42 females) screening negative for speech and language problems at age 30 months were examined in detail for language disorders at age 6 years. The screen-positive children were then followed for another year and underwent in-depth neuropsychiatric examination by assessors blind to the results of previous testing. Detailed follow-up results at age 7 years were available for 21 children. Thirteen of these 21 children (62%) had a major neuropsychiatric diagnosis (autism, atypical autism, Asperger's syndrome, attention-deficit-hyperactivity disorder [ADHD]), or combinations of these. Two further children (10%) had borderline IQ with no other major diagnosis. We conclude that children in the general population who screen positive for speech and language problems before age 3 years appear to be at very high risk of autism spectrum disorders or ADHD, or both, at 7 years of age. Remaining language problems at age 6 years strongly predict the presence of neuropsychiatric or neurodevelopmental disorders at age 7 years.
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Affiliation(s)
- Carmela Miniscalco
- Department of Logopedics and Phoniatrics, Sahlgrenska Academy at Göteborg University, Göteborg, Sweden.
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Abstract
UNLABELLED This study concerns language outcome in 6-y-old children who participated in a longitudinal community-based study of 105 children screened for language delay (LD) at 2(1/2) y of age. The purpose was to investigate (1) whether results from the 2(1/2)-y screening were persistent at 6 y of age, and (2) what language domains at age 6 were difficult for (a) children with LD at age 2(1/2) y and (b) children with normal language (LN) at the same age. Significant differences between LD and LN at age 2(1/2) y were persistent at age 6. The vulnerability that was identified at 2(1/2) y of age, such as problems with going from single-word utterances to multi-word utterances, seems to persist as delayed development at different language levels and across language domains. CONCLUSION This study has shown that children who failed the 2(1/2)-y screening are at high risk of having persistent language problems at age 6 y.
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Affiliation(s)
- Carmela Miniscalco
- Central Unit for Child Health Care, Department of Women's and Children's Health, Uppsala University Children's Hospital, Uppsala, Sweden.
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