FN Thomson Reuters Web of Scienceā„¢
VR 1.0
PT J
AU Scott, FJ
   Baron-Cohen, S
   Bolton, P
   Brayne, C
AF Scott, FJ
   Baron-Cohen, S
   Bolton, P
   Brayne, C
TI The CAST (Childhood Asperger Syndrome Test) - Preliminary development of
   a UK screen for mainstream primary-school-age children
SO AUTISM
LA English
DT Article
DE Asperger syndrome; autism spectrum; epidemiology; screening
ID AUTISM; DISORDERS
AB The article describes a pilot and follow-up study of the preliminary development of a new tool to screen for Asperger syndrome (AS) and related social and communication conditions (the Childhood Asperger Syndrome Test, CAST) in children aged 4-11 years, in a non-clinical setting. In the pilot study, parents of 13 children with AS and of 3 7 typically developing children completed the CAST. There were significant differences between the AS and typical sample means. The pilot was used to establish preliminary cut-off scores for the CAST. In the main study, parents of 115 0 primary-school-age children were sent the CAST, and 174 took part in the full data analysis. Results suggest that compared with other tools currently available, the CAST may be useful for identifying children at risk for AS and related conditions, in a mainstream non-clinical sample. Further research is ongoing.
C1 Univ Cambridge, Dept Psychiat, Austism Res Ctr, Cambridge CB2 1TN, England.
RP Scott, FJ (reprint author), Univ Cambridge, Dept Psychiat, Austism Res Ctr, 18B Trumpington Rd, Cambridge CB2 1TN, England.
RI Bolton, Patrick/E-8501-2010
OI Bolton, Patrick/0000-0002-5270-6262
CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th
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NR 25
TC 138
Z9 141
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD MAR
PY 2002
VL 6
IS 1
BP 9
EP 31
DI 10.1177/1362361302006001003
PG 23
WC Psychology, Developmental
SC Psychology
GA 525VJ
UT WOS:000174094500002
PM 11918111
ER

PT J
AU Salt, J
   Shemilt, J
   Sellars, V
   Boyd, S
   Coulson, T
   McCool, S
AF Salt, J
   Shemilt, J
   Sellars, V
   Boyd, S
   Coulson, T
   McCool, S
TI The Scottish Centre for Autism preschool treatment programme. II: The
   results of a controlled treatment outcome study
SO AUTISM
LA English
DT Article
DE autism; early intervention; evaluation; outcome; treatment
ID YOUNG-CHILDREN; EARLY INTERVENTION; BEHAVIORAL TREATMENT; JOINT
   ATTENTION; DISORDERS; MODEL
AB This article evaluates the effectiveness of a developmentally based early intervention programme. Two groups of children were compared, a treatment group and a no-treatment control group. Standardized assessments were administered before and after the intervention period by an independent clinician. Pre-treatment comparisons revealed that the control group had a significantly higher pre-treatment IQ; but the two groups were comparable for age, mental age, socioeconomic status and number of hours of non-experimental therapy. Results demonstrated that children in the treatment group improved significantly more than those in the control group on measures of joint attention, social interaction, imitation, daily living skills, motor skills and an adaptive behaviour composite. A measure of requesting behaviour fell short of statistical significance. The total stress index reduced for treatment group parents and increased for the control group parents (but not significantly). The results of the study are considered to support the efficacy of this treatment approach.
C1 Scottish Ctr Autism, Yorkhill NHS Trust, Dept Child & Family Psychiat, Glasgow G3 8SJ, Lanark, Scotland.
RP Salt, J (reprint author), Scottish Ctr Autism, Yorkhill NHS Trust, Dept Child & Family Psychiat, Glasgow G3 8SJ, Lanark, Scotland.
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NR 36
TC 28
Z9 28
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD MAR
PY 2002
VL 6
IS 1
BP 33
EP 46
DI 10.1177/1362361302006001004
PG 14
WC Psychology, Developmental
SC Psychology
GA 525VJ
UT WOS:000174094500003
PM 11918108
ER

PT J
AU Chandler, S
   Christie, P
   Newson, E
   Prevezer, W
AF Chandler, S
   Christie, P
   Newson, E
   Prevezer, W
TI Developing a diagnostic and intervention package for 2-to 3-year-olds
   with autism - Outcomes of the frameworks for communication approach
SO AUTISM
LA English
DT Article
DE autism; early intervention; language; pragmatics; social communication
AB The aim of the research was to develop and evaluate a model of good practice which would make an explicit link between diagnosis and intervention, and so give parents a very clear rationale for the autism-specific yet individualized programme that they were carrying out. It employed an action research design, which essentially is responsive to participants, thus developing a user-friendly model. of service. The programme was based on the developmental perspective that the pragmatics of language are the precursors of speech itself and enable both communication and relationship between child and parents. Since these are impaired in autism they should therefore be prioritized in early intervention. Ten children aged 1: 10 to 2:9 at assessment, and with a diagnosis of autism, underwent an intervention based on home visits, modelling, workshops and written information, with parents as 'therapists' in naturally occurring situations. Within 18 months all children made substantial progress in social interaction and expressive communication, including gestural and verbal communication.
C1 Early Years Diagnost Ctr, Nottingham NG15 9AH, England.
RP Christie, P (reprint author), Early Years Diagnost Ctr, 272 Longdale Lane, Nottingham NG15 9AH, England.
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NR 27
TC 9
Z9 9
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD MAR
PY 2002
VL 6
IS 1
BP 47
EP 69
DI 10.1177/1362361302006001005
PG 23
WC Psychology, Developmental
SC Psychology
GA 525VJ
UT WOS:000174094500004
PM 11918109
ER

PT J
AU Williams, C
   Wright, B
   Callaghan, G
   Coughlan, B
AF Williams, C
   Wright, B
   Callaghan, G
   Coughlan, B
TI Do children with autism learn to read more readily by computer assisted
   instruction or traditional book methods? A pilot study
SO AUTISM
LA English
DT Article
DE autism; children; computer assisted learning
ID PERVASIVE DEVELOPMENTAL DISORDERS; OVERSELECTIVITY; COMMUNICATION;
   STUDENTS
AB The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. All of the children spent more time on task in the computer condition than in the book condition. By the end of the study after computer assisted learning, five of the eight children could reliably identify at least three words. It was found that children with autism spent more time on reading material when they accessed it through a computer and were less resistant to its use.
C1 York NHS Trust, York, N Yorkshire, England.
RP Williams, C (reprint author), Lime Trees Child & Family Unit, 31 Shipton Rd, York YO30 5RF, N Yorkshire, England.
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NR 39
TC 42
Z9 43
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD MAR
PY 2002
VL 6
IS 1
BP 71
EP 91
DI 10.1177/1362361302006001006
PG 21
WC Psychology, Developmental
SC Psychology
GA 525VJ
UT WOS:000174094500005
PM 11918110
ER

PT J
AU Celani, G
AF Celani, G
TI Human beings, animals and inanimate objects - What do people with autism
   like?
SO AUTISM
LA English
DT Article
DE autism; categorization abilities; Down's syndrome; interpersonal
   relationships; sorting by preference
ID CHILDREN; CATEGORIZATION; PREFERENCES
AB An experimental strategy based on the 'sorting by preference' approach was used to obtain information about the nature of the autistic syndrome. Twelve participants with autism (mean age 11:9 years), 12 with Down's syndrome (mean age 11: 5 years) and 12 typically developing children (mean age 6:2 years) were matched on gender (M:F 9:3) and on verbal mental age. In a forced choice procedure they had to choose between: human beings or inanimate objects (relatedness condition); animals or inanimate objects (animate condition),drawings of a child handling a thing or of the same child in contact with another person (interpersonal relationship condition); pleasant or unpleasant situations without living beings (control condition). The performances of the groups differed only on the relatedness condition and on the interpersonal relationship condition. The results are discussed in the context of the social difficulties experienced by individuals with autism.
C1 Univ Bologna, I-40126 Bologna, Italy.
RP Celani, G (reprint author), Dept Psychol, Viale Berti Pichat 5, I-40127 Bologna, Italy.
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NR 20
TC 20
Z9 20
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD MAR
PY 2002
VL 6
IS 1
BP 93
EP 102
DI 10.1177/1362361302006001007
PG 10
WC Psychology, Developmental
SC Psychology
GA 525VJ
UT WOS:000174094500006
PM 11918112
ER

PT J
AU Latif, A
   Heinz, P
   Cook, R
AF Latif, A
   Heinz, P
   Cook, R
TI Iron deficiency in autism and Asperger syndrome
SO AUTISM
LA English
DT Article
DE Asperger syndrome; autistic spectrum disorder; iron deficiency; iron
   deficiency anaemia
ID ANEMIC INFANTS; CHILDREN; SUPPLEMENTATION; CHILDHOOD; THERAPY; BRAIN
AB This research considers the prevalence of iron deficiency in children with autism and Asperger syndrome and examines whether this will influence guidelines and treatment. Retrospective analysis of the full blood count and, as far as available, serum ferritin measurements of 9 6 children (5 2 with autism and 44 with Asperger syndrome) was undertaken. Six of the autistic group were shown to have iron deficiency anaemia and, of the 23 autistic children who had serum ferritin measured, 12 were iron deficient. Only two of the Asperger group had iron deficiency anaemia and, of the 22 children who had their serum ferritin measured, only three were iron deficient. Iron deficiency, with or without anaemia, can impair cognition and affect and is associated with developmental slowing in infants and mood changes and poor concentration in children. This study showed a very high prevalence of iron deficiency in children with autism, which could potentially compromise further their communication and behavioural impairments.
C1 Royal Glamorgan Hosp, Children Ctr, Llantrisant CF72 8XR, Mid Glamorgan, Wales.
   Univ Glamorgan, Pontypridd CF37 1DL, M Glam, Wales.
RP Latif, A (reprint author), Royal Glamorgan Hosp, Children Ctr, Llantrisant CF72 8XR, Mid Glamorgan, Wales.
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NR 47
TC 30
Z9 30
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD MAR
PY 2002
VL 6
IS 1
BP 103
EP 114
DI 10.1177/1362361302006001008
PG 12
WC Psychology, Developmental
SC Psychology
GA 525VJ
UT WOS:000174094500007
PM 11918106
ER

PT J
AU Weiss, MJ
AF Weiss, MJ
TI Hardiness and social support as predictors of stress in mothers of
   typical children, children with autism, and children with mental
   retardation
SO AUTISM
LA English
DT Article
DE autism; parental stress; social support
ID FAMILY STRESS; HANDICAPPED-CHILDREN; LIFE STRESS; PROFILES; PARENTS;
   EVENTS
AB This study assessed the effects of social support and hardiness on the level of stress in mothers of typical children and children with developmental disabilities. one hundred and twenty mothers participated (40 mothers of children with autism, 40 mothers of children with mental retardation, and 40 mothers of typically developing children). Results indicated significant group differences in ratings of depression, anxiety, somatic complaints and burnout. Regression analyses were conducted to determine the best predictors of the dependent measures. Both hardiness and social support were predictive of successful adaptation. The relationships among hardiness, support and coping are discussed.
C1 Rutgers State Univ, Douglass Dev Disabil Ctr, New Brunswick, NJ 08901 USA.
RP Weiss, MJ (reprint author), Rutgers State Univ, Douglass Dev Disabil Ctr, 25 Gibbons Circle, New Brunswick, NJ 08901 USA.
CR AFFLECK G, 1993, COGNITIVE COPING FAM
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NR 65
TC 129
Z9 131
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD MAR
PY 2002
VL 6
IS 1
BP 115
EP 130
DI 10.1177/1362361302006001009
PG 16
WC Psychology, Developmental
SC Psychology
GA 525VJ
UT WOS:000174094500008
PM 11918107
ER

PT J
AU Stone, WL
   Yoder, PJ
AF Stone, WL
   Yoder, PJ
TI Predicting spoken language level in children with autism spectrum
   disorders
SO AUTISM
LA English
DT Article
DE autism spectrum; motor imitation; speech and language therapy; spoken
   language
ID YOUNG-CHILDREN; NONVERBAL-COMMUNICATION; PRESCHOOL-CHILDREN; JOINT
   ATTENTION; 2ND YEAR; PLAY; IMITATION; BEHAVIOR; VALUES; SKILLS
AB Thirty-five children who received an autism spectrum diagnosis at the age of 2 years (24 with autism, 11 with PDD-NOS) were re-evaluated 2 years later to examine factors related to the development of spoken language. Child variables (play level, motor imitation ability and joint attention) and environmental variables (socioeconomic status and hours of speech/language therapy between ages 2 and 3) were used to predict an aggregate measure of language outcome at age 4, After controlling for age 2 language skills, the only significant predictors were motor imitation and number of hours of speech/language therapy. Implications of these results for understanding the early developmental course of autism spectrum disorders and the effects of intervention are discussed.
C1 Vanderbilt Univ, Vanderbilt Child Dev Ctr, Nashville, TN 37232 USA.
RP Stone, WL (reprint author), Vanderbilt Univ, Vanderbilt Child Dev Ctr, 426 Med Ctr S,2100 Pierce Ave, Nashville, TN 37232 USA.
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NR 68
TC 103
Z9 104
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD DEC
PY 2001
VL 5
IS 4
BP 341
EP 361
DI 10.1177/1362361301005004002
PG 21
WC Psychology, Developmental
SC Psychology
GA 503WA
UT WOS:000172823500002
PM 11777253
ER

PT J
AU Salt, J
   Sellars, V
   Shemilt, J
   Boyd, S
   Coulson, T
   McCool, S
AF Salt, J
   Sellars, V
   Shemilt, J
   Boyd, S
   Coulson, T
   McCool, S
TI The Scottish centre for autism preschool treatment programme. I: A
   developmental approach to early intervention
SO AUTISM
LA English
DT Article
DE autism; early intervention; parent training; treatment
ID JOINT ATTENTION; CHILDREN
AB Early intervention is an area of intense current interest for parents and professionals. This article describes a mainstream National Health Service (NHS) approach to early intervention, developed at the Scottish Centre for Autism. The aims of treatment are to improve the child's early social communication and social interaction skills, leading to the potential development of play and flexibility of behaviour This is achieved by 1:1 intensive treatment by trained therapists, and a schedule of parent training. The treatment protocol incorporates a child led approach; the use of imitation as a therapeutic strategy; using language contingent on activities; and the introduction of flexibility into play and social exchanges.
C1 Scottish Ctr Autism, Yorkhill NHS Trust, Dept Child & Family Psychiat, Glasgow G3 8SJ, Lanark, Scotland.
RP Salt, J (reprint author), Scottish Ctr Autism, Yorkhill NHS Trust, Dept Child & Family Psychiat, Glasgow G3 8SJ, Lanark, Scotland.
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   *INT ASS AUT EUR, 2000, DESCR AUT
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NR 19
TC 4
Z9 4
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD DEC
PY 2001
VL 5
IS 4
BP 362
EP 373
DI 10.1177/1362361301005004003
PG 12
WC Psychology, Developmental
SC Psychology
GA 503WA
UT WOS:000172823500003
PM 11777254
ER

PT J
AU Zercher, C
   Hunt, P
   Schuler, A
   Webster, J
AF Zercher, C
   Hunt, P
   Schuler, A
   Webster, J
TI Increasing joint attention, play and language through peer supported
   play
SO AUTISM
LA English
DT Article
DE integration; play; play groups; twins
ID AUTISTIC-CHILDREN; PRETEND PLAY
AB The purpose of the present study was to examine the effects of participation in an integrated play group on the joint atten- tion, symbolic play and language behavior of two young boys with autism. Two 6-year-old twin brothers participated in this study, along with three typically developing girls, ages 5, 9 and 11. A multiple base-line design was used with three phases: no intervention, intervention with adult coaching, and intervention without adult coaching. After being trained, the three typically developing children implemented the integrated play group techniques in 30 minute weekly play group sessions for over 16 weeks. Results indicate that participation in the integrated play group produced dramatic increases in shared attention to objects, symbolic play acts, and verbal utterances on the part of the participants with autism. These increases were maintained when adult support was withdrawn. Implications of these findings for inclusion of children with autism are discussed.
C1 San Francisco State Univ, San Francisco, CA 94132 USA.
RP Zercher, C (reprint author), SRI Int, Mailstop 135104,333 Ravenswood Ave, Menlo Pk, CA 94025 USA.
CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th
   AUWARTER M, 1986, CHILDRENS WORLDS CHI
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   Kazdin A. E., 1982, SINGLE CASE RES DESI
   LEWIS V, 1988, BRIT J DEV PSYCHOL, V6, P325
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   MUNDY P, 1995, DEV PSYCHOPATHOL, V7, P63
   ODOM SL, 1993, INTEGRATING YOUNG CH
   Piaget J, 1962, PLAY DREAMS IMITATIO
   RICKS DM, 1975, J AUTISM CHILD SCHIZ, V5, P191, DOI 10.1007/BF01538152
   SHCULER AL, 2000, TRANSACTIONAL FDN LA
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   Vygotsky L. S., 1962, THOUGHT LANGUAGE
   Werner H., 1963, SYMBOL FORMATION ORG
   Wolfberg P. J., 1999, PLAY IMAGINATION CHI
   WOLFBERG PJ, 1993, CHILD LANGUAGE TEACH, V15, P41
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   WOLFBERG PJ, 1993, J AUTISM DEV DISORD, V23, P467, DOI 10.1007/BF01046051
NR 24
TC 31
Z9 33
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD DEC
PY 2001
VL 5
IS 4
BP 374
EP 398
DI 10.1177/1362361301005004004
PG 25
WC Psychology, Developmental
SC Psychology
GA 503WA
UT WOS:000172823500004
PM 11777255
ER

PT J
AU Magiati, I
   Howlin, P
AF Magiati, I
   Howlin, P
TI Monitoring the progress of preschool children with autism enrolled in
   early intervention programmes - Problems in cognitive assessment
SO AUTISM
LA English
DT Article
DE cognitive assessment; early intervention; progress
ID BEHAVIORAL TREATMENT; YOUNG-CHILDREN; STABILITY; LANGUAGE; AGE;
   INTELLIGENCE; SCORES
AB This report examines how conclusions about the progress of preschool children enrolled in early intervention programmes may be influenced by the use of different cognitive assessment tools. As part of a longitudinal treatment outcome study, 24 children with autism aged between 27 and 58 months were each tested on the Bayley, Merrill-Palmer and Vineland scales. Their performance on each of these tests was compared. Results showed that, while scores on the different tests were highly correlated, actual test scores varied considerably, With the Bayley Lending to produce the lowest IQ scores and the Merrill-Palmer the highest. These findings have important implications, as it is evident that judgements about the effects of therapy may be significantly influenced by the selection of the tests for pre- and post-treatment assessments. Possible ways of collecting, recording and reporting test data, so as to avoid spurious conclusions about treatment effects, are discussed.
C1 St George Hosp, Sch Med, Dept Psychol, London SW17 0RE, England.
RP Magiati, I (reprint author), St George Hosp, Sch Med, Dept Psychol, Cranmer Terrace, London SW17 0RE, England.
RI Howlin, Patricia/A-7622-2011
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NR 24
TC 37
Z9 39
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD DEC
PY 2001
VL 5
IS 4
BP 399
EP 406
DI 10.1177/1362361301005004005
PG 8
WC Psychology, Developmental
SC Psychology
GA 503WA
UT WOS:000172823500005
PM 11777256
ER

PT J
AU Gabriels, RL
   Hill, DE
   Pierce, RA
   Rogers, SJ
   Wehner, B
AF Gabriels, RL
   Hill, DE
   Pierce, RA
   Rogers, SJ
   Wehner, B
TI Predictors of treatment outcome in young children with autism - A
   retrospective study
SO AUTISM
LA English
DT Article
DE autism; children; outcome; treatment
ID RECEPTIVE LANGUAGE DISORDER; EARLY ADULT LIFE; FOLLOW-UP; BEHAVIORAL
   TREATMENT; FAMILY STRESS; EARLY INTERVENTION; DOWN-SYNDROME; CONTINUITY;
   MOTHERS; PARENTS
AB This study examined predictors of developmental outcomes in 17 children diagnosed with autism or PDD-NOS, who received generic treatment over a mean period of 37 months. Pre-treatment evaluations occurred at a mean age of 31 months with follow-up evaluations at a mean age of 69 months. Significantly different developmental trajectories were observed among the participants at follow-up, separating the participants into two distinct groups (high and low outcome). However, groups did not differ significantly in treatment intensity or other outcome prediction measures. Pre-treatment developmental intelligence levels between the two groups approached significance. The results raise questions regarding the effect of treatment intensity and type, family stress factors, and intelligence ability in very early childhood on, outcome.
C1 Univ Colorado, Hlth Sci Ctr, Denver, CO 80262 USA.
   Univ New Mexico, Albuquerque, NM 87131 USA.
RP Gabriels, RL (reprint author), Univ Colorado, Hlth Sci Ctr, 4200 E 9th Ave,C221, Denver, CO 80262 USA.
CR Albanese A. L., 1995, TEACHING CHILDREN AU, P95
   American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th
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NR 46
TC 47
Z9 47
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD DEC
PY 2001
VL 5
IS 4
BP 407
EP 429
DI 10.1177/1362361301005004006
PG 23
WC Psychology, Developmental
SC Psychology
GA 503WA
UT WOS:000172823500006
PM 11777257
ER

PT J
AU Boyd, RD
   Corley, MJ
AF Boyd, RD
   Corley, MJ
TI Outcome survey of early intensive behavioral intervention for young
   children with autism in a community setting
SO AUTISM
LA English
DT Article
DE autism; behavioral treatment; early intervention
ID RECOVERY; DISORDER; PROJECT; LOVAAS
AB This article presents findings from an outcome survey of the effects of early intensive behavioral intervention (EIBI) for young children with autism in a community setting. Results from both indi- vidual case reviews and parent questionnaires are presented, with the data failing to support any instances of 'recovery' while still yielding a high degree of parental satisfaction with the treatment. Moreover, a follow-up inquiry into the type of services each child was receiving in his or her post-EIBI setting documents continued dependence on extensive educational and related developmental services, suggesting that the promise of future treatment sparing did not materialize. Limitations of the survey in evaluating community-based EIBI services are discussed a-long with the need for further research designed to document the effectiveness of services provided to young children with ASD in the community.
C1 Golden Gate Reg Ctr, San Francisco, CA USA.
RP Boyd, RD (reprint author), 120 Howard St, San Francisco, CA 94105 USA.
CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th
   Bailey A, 1996, J CHILD PSYCHOL PSYC, V37, P89, DOI 10.1111/j.1469-7610.1996.tb01381.x
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NR 27
TC 28
Z9 29
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD DEC
PY 2001
VL 5
IS 4
BP 430
EP 441
DI 10.1177/1362361301005004007
PG 12
WC Psychology, Developmental
SC Psychology
GA 503WA
UT WOS:000172823500007
PM 11777258
ER

PT J
AU Park, RJ
   Bolton, PF
AF Park, RJ
   Bolton, PF
TI Pervasive developmental disorder and obstetric complications in children
   and adolescents with tuberous sclerosis
SO AUTISM
LA English
DT Article
DE cognitive development; obstetric complications; pervasive developmental
   disorder; tuberous sclerosis
ID CARDIAC TUMORS; AUTISM; IDENTIFICATION; POPULATION; PREGNANCY;
   DIAGNOSIS; BEHAVIOR; FETAL; GENE; 9Q34
AB Children with autism have an increased risk for obstetric complications but it is not known whether these are of primary aetiological significance. It is also unclear whether obstetric complications play a secondary role in shaping phenotypic expression in individuals at genetic risk for autism. We investigated this question by studying the role of obstetric complications in determining phenotypic manifestations in tuberous sclerosis, a single gene disorder frequently associated with autism spectrum disorders. Obstetric histories of 43 children with non-familial TS and 40 unaffected siblings were obtained using a structured parent interview. ADI-R, ADOS-G and IQ evaluations were undertaken. Children with TS experienced more obstetric complications than their unaffected siblings, but these were related to mild rather than severe adversities. No differences in obstetric complications were found in children with and without autism spectrum disorders and there was no positive correlation between obstetric adversities and severity of autism spectrum disorders or intellectual impairments.
C1 Univ Cambridge, Dept Psychiat, Dev Psychiat Sect, Autism & Related Condit Res Ctr, Cambridge CB3 9JE, England.
RP Park, RJ (reprint author), Univ Cambridge, Dept Psychiat, Dev Psychiat Sect, Autism & Related Condit Res Ctr, 18B Trumpington Rd, Cambridge CB3 9JE, England.
RI Bolton, Patrick/E-8501-2010
OI Bolton, Patrick/0000-0002-5270-6262
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NR 34
TC 5
Z9 5
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD SEP
PY 2001
VL 5
IS 3
BP 237
EP 248
DI 10.1177/1362361301005003002
PG 12
WC Psychology, Developmental
SC Psychology
GA 486GM
UT WOS:000171810100001
PM 11708584
ER

PT J
AU Adrien, JL
   Roux, S
   Couturier, G
   Malvy, J
   Guerin, P
   Debuly, S
   Lelord, G
   Barthelemy, C
AF Adrien, JL
   Roux, S
   Couturier, G
   Malvy, J
   Guerin, P
   Debuly, S
   Lelord, G
   Barthelemy, C
TI Towards a new functional assessment of autistic dysfunction in children
   with developmental disorders - The Behaviour Function Inventory
SO AUTISM
LA English
DT Article
DE autism; behaviour; function; scale
ID AUDITORY-EVOKED-POTENTIALS; SUMMARIZED EVALUATION; SPECTRUM DISORDERS;
   INFANTILE-AUTISM; RELIABILITY; IMITATION; ABILITIES; BRAIN; VALIDITY;
   SCALE
AB In order to assess particular disorders of psychological development and functioning in children with developmental disorders, we have developed a new tool, the Behaviour Function Inventory (BFI), based on 11 neurophysiological functions, disorders of which are considered to contribute to the core autistic syndrome. This article reports the reliability and validity study of this new scale. Factorial analysis computed on the 55 initial items identified six main dimensions which we characterized and labelled: interaction dysfunction, praxis dysfunction, auditory dysfunction, attention dysfunction, islet of ability and emotional dysfunction. Relationships between these six new variables and diagnostic subgroups, and chronological and developmental age, are discussed. The BFI offers precise information of the functional symptomatology of autism, showing clear evidence of some disordered areas of functioning. This new approach may provide valuable information in clinical research, especially for psychopathology and physiopathology studies.
C1 Inserm U316, Tours, France.
RP Adrien, JL (reprint author), Univ Tours, CHU Bretonneau, Serv Explorat Fonctionnelles & Neurophysiol Pedop, 2 Bd Tonnelle, F-37044 Tours, France.
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NR 53
TC 11
Z9 11
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD SEP
PY 2001
VL 5
IS 3
BP 249
EP 264
DI 10.1177/1362361301005003003
PG 16
WC Psychology, Developmental
SC Psychology
GA 486GM
UT WOS:000171810100002
PM 11708585
ER

PT J
AU Perry, DW
   Marston, GM
   Hinder, SAJ
   Munden, AC
   Roy, A
AF Perry, DW
   Marston, GM
   Hinder, SAJ
   Munden, AC
   Roy, A
TI The phenomenology of depressive illness in people with a learning
   disability and autism
SO AUTISM
LA English
DT Article
DE aggression; autism; behavioural disorder; depression; self-injurious
   behaviour
ID MENTAL-RETARDATION; INTELLECTUAL DISABILITY; FLUOXETINE TREATMENT;
   SELF-INJURY; ADULTS; DISORDER; AGGRESSION; SEROTONIN; CHILDREN; EFFICACY
AB People with autism may develop new behaviours in adolescence or early adult life, in addition to those associated with the primary disorder. Some of these behaviours have been postulated to be symptoms of depressive disorder. This article notes the methodological problems of investigating depression in people with autism. The authors also attempt to clarify the symptoms that may be significant in diagnosing depression in this group, by using treatment response methods.
C1 Gulson Rd Hosp, Coventry CV1 2HR, W Midlands, England.
   Newtown Hosp, Newtown, Worcs, England.
RP Perry, DW (reprint author), Gulson Rd Hosp, River House,Gulson Rd, Coventry CV1 2HR, W Midlands, England.
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NR 27
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PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD SEP
PY 2001
VL 5
IS 3
BP 265
EP 275
DI 10.1177/1362361301005003004
PG 11
WC Psychology, Developmental
SC Psychology
GA 486GM
UT WOS:000171810100003
PM 11708586
ER

PT J
AU Gillott, A
   Furniss, F
   Walter, A
AF Gillott, A
   Furniss, F
   Walter, A
TI Anxiety in high-functioning children with autism
SO AUTISM
LA English
DT Article
DE anxiety; autism; social worries; specific language impairment
AB High-functioning children with autism were compared with two control groups on measures of anxiety and social worries. Comparison control groups consisted of children with specific language impairment (SLI) and normally developing children. Each group consisted of 15 children between the ages of 8 and 12 years and were matched for age and gender. Children with autism were found to be most anxious on both measures. High anxiety subscale scores for the autism group were separation anxiety and obsessive-compulsive disorder. These findings are discussed within the context of theories of autism and anxiety in the general population of children. Suggestions for future research-are made.
C1 Highbury Hosp, Dept Learning Disabil, Nottingham NG6 9DR, England.
   Univ Leicester, Leicester LE1 7RH, Leics, England.
   Derbyshire Childrens Hosp, Derby, England.
RP Gillott, A (reprint author), Highbury Hosp, Dept Learning Disabil, Nottingham NG6 9DR, England.
CR American Psychiatric Association (APA), 1994, DIAGN STAT MAN MENT, V4th
   Attwood T., 1997, ASPERGERS SYNDROME G
   BARONCOHEN S, 1989, BRIT J CLIN PSYCHOL, V28, P193
   BARONCOHEN S, 1985, COGNITION, V21, P385
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   Schopler E, 1994, BEHAV ISSUES AUTISM
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   Spence S. H., 1995, SOCIAL SKILLS TRAINI
   Spence S. H., 1997, CHILD PSYCHOL PORTFO
   Spence SH, 1997, J ABNORM PSYCHOL, V106, P280, DOI 10.1037//0021-843X.106.2.280
   SPENCE SH, 1994, M ASS ADV BEH THER S
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   TANTAM D, 1991, AUTISM ASPERGERS SYN
   THOMAS G, 1998, ASPERGER SYNDROME PR
NR 25
TC 204
Z9 204
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD SEP
PY 2001
VL 5
IS 3
BP 277
EP 286
DI 10.1177/1362361301005003005
PG 10
WC Psychology, Developmental
SC Psychology
GA 486GM
UT WOS:000171810100004
PM 11708587
ER

PT J
AU Bernabei, P
   Camaioni, L
AF Bernabei, P
   Camaioni, L
TI Developmental profile and regression in a child with autism - A single
   case study
SO AUTISM
LA English
DT Article
DE autism; cognitive development; communicative development; early
   diagnosis; home video; regression
ID INFANTILE-AUTISM; YOUNG-CHILDREN; SPEECH LOSS; FOLLOW-UP; AGE;
   SENSORIMOTOR; INFANCY; COMMUNICATION; ONSET
AB The developmental profile of a child with autism during the first 3 years of life is presented. Clinical material obtained from different sources is discussed: home videos from birth to 3 years, and cognitive and communicative evaluations at 24, 34 and 38 months. The videos show how the child appeared to make progress up to 12 months, but from 12 to 18 months some abilities that had been previously acquired were lost, and a decrease in social interaction, communication and language was observed. From 18 to 38 months communicative and linguistic abilities remained unchanged, but social interactive behaviours continued to decrease. The particular profile identified is discussed as one of the possible pathways through which autism may develop.
C1 Univ Roma La Sapienza, Dept Childhood Neurol & Psychiat Sci, I-00147 Rome, Italy.
RP Bernabei, P (reprint author), Univ Roma La Sapienza, Dept Childhood Neurol & Psychiat Sci, Via Giulio Adamoli 28, I-00147 Rome, Italy.
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   BERNABEI P, 1999, PSICHIATRIA INFANZIA, V66, P135
   Bernabei P., 1998, AUTISM, V2, P243, DOI 10.1177/1362361398023003
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   Volkmar F. R., 1997, HDB AUTISM PERVASIVE, P47
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NR 26
TC 7
Z9 8
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD SEP
PY 2001
VL 5
IS 3
BP 287
EP 297
DI 10.1177/1362361301005003006
PG 11
WC Psychology, Developmental
SC Psychology
GA 486GM
UT WOS:000171810100005
PM 11708588
ER

PT J
AU Silver, M
   Oakes, P
AF Silver, M
   Oakes, P
TI Evaluation of a new computer intervention to teach people with autism or
   Asperger syndrome to recognize and predict emotions in others
SO AUTISM
LA English
DT Article
DE Asperger syndrome; autism; computer; emotion; intervention
ID PERVASIVE DEVELOPMENTAL DISORDERS; NORMAL-CHILDREN; MIND; ABILITY;
   EXPRESSIONS; BELIEF; SKILLS
AB This randomized controlled trial looked at the effect of a new computer program designed to teach people with autistic spectrum disorders to better recognize and predict emotional responses in others. Two groups of 11 children (age 12-18) with autism or Asperger syndrome at two special schools participated: one group used the computer program for 10 half-hour sessions over 2 weeks. Within-program data showed a significant reduction in errors made from first to last use. Students were assessed pre- and post-intervention using facial expression photographs, cartoons depicting emotion-laden situations, and non-literal stories. Scores were not related to age or verbal ability. The experimental group made gains relative to the control group on all three measures. Gains correlated significantly with the number of times the computer program was used and results suggest positive effects. Further research could assess whether these gains generalized into real life or improved performance on theory of mind measures.
C1 St Jamess Univ Hosp, Child & Family Unit, Leeds LS9 7TF, W Yorkshire, England.
   Univ Hull, Kingston Upon Hull HU6 7RX, N Humberside, England.
RP Silver, M (reprint author), St Jamess Univ Hosp, Child & Family Unit, Beckett St, Leeds LS9 7TF, W Yorkshire, England.
CR Attwood T., 2000, AUTISM, V4, P85, DOI DOI 10.1177/1362361300004001006
   BARONCOHEN S, 1985, COGNITION, V21, P37, DOI 10.1016/0010-0277(85)90022-8
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   BERNARD-OPITZ V, 1990, Annals Academy of Medicine Singapore, V19, P611
   Boone R., 1996, FOCUS AUTISM OTHER D, V11, P69
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   Celani G, 1999, J AUTISM DEV DISORD, V29, P57, DOI 10.1023/A:1025970600181
   CHEN SHA, 1993, MENT RETARD, V31, P368
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   Dunn L M., 1982, BRIT PICTURE VOCABUL
   ECKMAN P, 1975, UNMASKING FACE
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   Hadwin J, 1997, J AUTISM DEV DISORD, V27, P519, DOI 10.1023/A:1025826009731
   Hadwin J, 1996, DEV PSYCHOPATHOL, V8, P345
   HADWIN J, 1991, BRIT J DEV PSYCHOL, V9, P215
   Happe F. G. E., 1994, J AUTISM DEV DISORD, V24, P1
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   Harris P., 1989, COGNITION EMOTION, V3, P379, DOI DOI 10.1080/02699938908412713
   Harris P. L., 1989, CHILDREN EMOTION
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   TANGUAY P E, 1990, Brain Dysfunction, V3, P197
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NR 43
TC 92
Z9 92
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD SEP
PY 2001
VL 5
IS 3
BP 299
EP 316
DI 10.1177/1362361301005003007
PG 18
WC Psychology, Developmental
SC Psychology
GA 486GM
UT WOS:000171810100006
PM 11708589
ER

PT J
AU Field, T
   Field, T
   Sanders, C
   Nadel, J
AF Field, T
   Field, T
   Sanders, C
   Nadel, J
TI Children with autism display more social behaviors after repeated
   imitation sessions
SO AUTISM
LA English
DT Article
DE autism; imitation; social behaviour; stiff face paradigm
ID TO-FACE INTERACTION
AB Based on earlier studies, an adult's imitations of the behaviors of children with autism lead to increased social behavior in the children. The present study explored the effects of repeated sessions of imitation. Twenty children were recruited from a school for children with autism to attend three sessions during which an adult either imitated all of the children's behaviors or simply played with the child. During the second session the children in the imitation group spent a greater proportion of time showing distal social behaviors toward the adult including: (1) looking; (2) vocalizing; (3) smiling; and (4) engaging in reciprocal play. During the third session, the children in the imitation group spent a greater proportion of time showing proximal social behaviors toward the adult including: (1) being close to the adult; (2) sitting next to the adult; and (3) touching the adult. These data suggest the potential usefulness of adult imitative behavior as an early intervention.
C1 Univ Miami, Sch Med, Dept Pediat, Touch Res Inst, Miami, FL 33101 USA.
   Inst Psychobiol, CNRS, Paris, France.
RP Field, T (reprint author), Univ Miami, Sch Med, Dept Pediat, Touch Res Inst, POB 016820, Miami, FL 33101 USA.
EM tfield@mednet-med.miami.edu
CR American Psychiatric Association (APA), 1994, DIAGN STAT MAN MENT, V4th
   BARANEK GT, 1999, POST S SRCD APR
   COHEN J, 1968, PSYCHOL BULL, V70, P213, DOI 10.1037/h0026256
   DAWSON G, 1984, J ABNORM CHILD PSYCH, V12, P209, DOI 10.1007/BF00910664
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   ESCALONA A, 2000, J AUTISM DEV DISORDE
   FIELD TM, 1977, CHILD DEV, V48, P763, DOI 10.1111/j.1467-8624.1977.tb01232.x
   KERVELLA C, 1999, ENFANCE, V2, P191
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   Nadel J., 2000, AUTISM, V4, P133, DOI DOI 10.1177/1362361300004002003
   NADEL J, 2000, UNPUB CHILDREN AUTIS
   TRONICK E, 1978, J AM ACAD CHILD PSY, V17, P1, DOI 10.1016/S0002-7138(09)62273-1
NR 13
TC 45
Z9 45
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD SEP
PY 2001
VL 5
IS 3
BP 317
EP 323
DI 10.1177/1362361301005003008
PG 7
WC Psychology, Developmental
SC Psychology
GA 486GM
UT WOS:000171810100007
PM 11708590
ER

PT J
AU Werth, A
   Perkins, M
   Boucher, J
AF Werth, A
   Perkins, M
   Boucher, J
TI 'Here's the weavery looming up': Verbal humour in a woman with
   high-functioning autism
SO AUTISM
LA English
DT Article
DE Asperger syndrome; autism; creativity; verbal humour; word play
AB A case study of Grace, a 29-year-old woman with high-functioning autism, is presented. Grace is unusual for a person with autism in that she produces a great deal of humorous and creative word play. She is also unusual in that she writes and then audio-records letters' to her family, and produces copious cartoon-like drawings which she annotates, with the result that multiple examples of her humour are available in permanent form. We present examples of Graces use of puns, jokes, neologisms, portmanteau words, irreverent humour, irony, sarcasm and word play based on her obsessional interests. The examples are used to illustrate the forms and content of Grace's humour, and are discussed in relation to current theories of autism and of normal humour.
C1 Univ Sheffield, Dept Human Commun Sci, Sheffield S10 2TN, S Yorkshire, England.
   Community Hlth S London NHS Trust, London, England.
   Univ Warwick, Coventry CV4 7AL, W Midlands, England.
RP Perkins, M (reprint author), Univ Sheffield, Dept Human Commun Sci, Sheffield S10 2TN, S Yorkshire, England.
CR ASPERGER H, 1992, AUTISM ASPERGER SYND, P37
   Attardo Salvatore, 1994, LINGUISTIC THEORIES
   Baron-Cohen Simon, 1995, MINDBLINDNESS ESSAY
   Crystal David, 1998, LANGUAGE PLAY
   Dowker A, 1996, PSYCHOL MED, V26, P913
   Everard M. P., 1976, INT S AUT ST GALL SW
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NR 23
TC 13
Z9 13
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD JUN
PY 2001
VL 5
IS 2
BP 111
EP 125
DI 10.1177/1362361301005002002
PG 15
WC Psychology, Developmental
SC Psychology
GA 486GH
UT WOS:000171809700001
PM 11706860
ER

PT J
AU Shah, K
AF Shah, K
TI What do medical students know about autism?
SO AUTISM
LA English
DT Article
DE autism; early diagnosis; medical training
ID ASPERGER-SYNDROME; EPIDEMIOLOGY; INTERVENTION
AB Although recent research indicates the importance of early recognition and intervention for children with autism, it is clear that many families remain very dissatisfied with the diagnostic process. In order to improve this situation, it is essential that primary care practitioners, such as GPs, are fully aware of the core symptoms of autism.
   The present study reports on autism awareness amongst 250 medical students at different stages of their training. Differences between first-year and fourth-year students were compared with respect to their knowledge of various aspects of autism, including diagnosis, cause, symptomatology, treatment and outcome. Fourth-year students were significantly more likely to respond correctly to questions related to diagnostic criteria and core symptoms. However no significant differences were found between first-year and fourth-year students for other aspects, such as possible causes, IQ profiles, prognosis and treatment. These findings suggest that more emphasis needs to be placed on teaching medical students about autism if diagnosis and access to intervention are to be improved.
C1 Care Of Professor P Howlon, Univ London St Georges Hosp, Sch Med, Dept Psychol, London SW17 0RE, England.
RP Shah, K (reprint author), Care Of Professor P Howlon, Univ London St Georges Hosp, Sch Med, Dept Psychol, London SW17 0RE, England.
CR Bailey A, 1996, J CHILD PSYCHOL PSYC, V37, P89, DOI 10.1111/j.1469-7610.1996.tb01381.x
   BOLTON P, 1999, PSYCHOL MED, V28, P385
   EHLERS S, 1993, J CHILD PSYCHOL PSYC, V34, P1327, DOI 10.1111/j.1469-7610.1993.tb02094.x
   Fombonne E, 1999, PSYCHOL MED, V29, P769, DOI 10.1017/S0033291799008508
   Howlin P, 1999, DEV MED CHILD NEUROL, V41, P834, DOI 10.1017/S0012162299001656
   Howlin P, 1997, AUTISM, V1, P135, DOI DOI 10.1177/1362361397012003
   Lord C, 1995, J CHILD PSYCHOL PSYC, V36, P1365, DOI 10.1111/j.1469-7610.1995.tb01669.x
   *NAT AUT SOC, 1997, MAN PEOPL HAV AUT SP
   Ozonoff S, 1998, J AUTISM DEV DISORD, V28, P25, DOI 10.1023/A:1026006818310
   Rogers SJ, 1996, J AUTISM DEV DISORD, V26, P243, DOI 10.1007/BF02172020
   WHO, 1993, ICD 10 CLASS MENT BE
   WING L, 1976, PSYCHOL MED, V6, P89
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NR 13
TC 21
Z9 22
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD JUN
PY 2001
VL 5
IS 2
BP 127
EP 133
DI 10.1177/1362361301005002003
PG 7
WC Psychology, Developmental
SC Psychology
GA 486GH
UT WOS:000171809700002
PM 11706861
ER

PT J
AU Grant, CM
   Grayson, A
   Boucher, J
AF Grant, CM
   Grayson, A
   Boucher, J
TI Using tests of false belief with children with autism: how valid and
   reliable are they?
SO AUTISM
LA English
DT Article
DE autism; false belief; reliability; theory of mind; validity
ID TEST-RETEST RELIABILITY; MENTAL-RETARDATION; MIND ABILITIES;
   INDIVIDUALS; TASKS; KNOWLEDGE
AB Twenty-two children with autism were given four tests of false belief understanding: the Sally-Anne task, two variants of the deceptive box task, and the three boxes task. The overall consistency of the children's performance was high, 77 percent of the participants either passing or failing all of the tasks. The convergent validity (across-task consistency) of the deceptive box and the three boxes paradigms was high, and the convergent validity of the three boxes and Sally-Anne tasks was also acceptable. However, a weaker level of convergent validity was found for the deceptive box and Sally-Anne tasks, suggesting that these paradigms test slightly different aspects of cognition. The reliability (within-child consistency) of the children's performances across two versions of the deceptive box task was high. These findings are discussed in terms of their practical implications for practitioners and researchers.
C1 Univ Sheffield, Sheffield S10 2TN, S Yorkshire, England.
   Open Univ, Milton Keynes MK7 6AA, Bucks, England.
   Univ Warwick, Coventry CV4 7AL, W Midlands, England.
RP Grant, CM (reprint author), Queens Med Ctr, South Block,Floor E, Nottingham NG7 2UG, England.
CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th
   BARONCOHEN S, 1985, COGNITION, V21, P37, DOI 10.1016/0010-0277(85)90022-8
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   Vygotsky Lev Semyonovitch, 1978, MIND SOC DEV HIGHER
   WIMMER H, 1983, COGNITION, V13, P103, DOI 10.1016/0010-0277(83)90004-5
   Yirmiya N, 1998, PSYCHOL BULL, V124, P283, DOI 10.1037/0033-2909.124.3.283
   Yirmiya N, 1996, J CHILD PSYCHOL PSYC, V37, P1003, DOI 10.1111/j.1469-7610.1996.tb01497.x
   Zelazo PD, 1996, J CHILD PSYCHOL PSYC, V37, P479, DOI 10.1111/j.1469-7610.1996.tb01429.x
NR 23
TC 5
Z9 6
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD JUN
PY 2001
VL 5
IS 2
BP 135
EP 145
DI 10.1177/1362361301005002004
PG 11
WC Psychology, Developmental
SC Psychology
GA 486GH
UT WOS:000171809700003
PM 11706862
ER

PT J
AU Blackshaw, AJ
   Kinderman, P
   Hare, DJ
   Hatton, C
AF Blackshaw, AJ
   Kinderman, P
   Hare, DJ
   Hatton, C
TI Theory of mind, causal attribution and paranoia in Asperger syndrome
SO AUTISM
LA English
DT Article
DE Asperger syndrome; causal attributions; paranoia; theory of mind
ID SITUATIONAL ATTRIBUTIONS; PERSECUTORY DELUSIONS; SELF-CONSCIOUSNESS;
   DEPRESSION; MEMORY; SCHIZOPHRENIA; DISCREPANCIES; AUTISM; PEOPLE; MODEL
AB Theory of mind (ToM) deficits are central to autistic spectrum disorders, including Asperger syndrome. Research in psychotic disorders has developed a cognitive model of paranoid delusions involving abnormal causal attributions for negative events. Possible aetiologies of these include deficits in social reasoning, specifically ToM. The present study investigated this attributional model of paranoia in Asperger syndrome. Participants diagnosed with Asperger syndrome scored significantly higher on a measure of paranoia and lower on a measure of ToM, compared with the control group. They did not differ in self-concept and causal attributions, contrary to the attributional model of paranoia. A regression analysis highlighted private self-consciousness as the only predictor of paranoia. The theoretical and clinical implications of these findings are discussed.
C1 Univ Liverpool, Dept Clin Psychol, Liverpool L69 3GB, Merseyside, England.
   Univ Manchester, Manchester M13 9PL, Lancs, England.
   Univ Lancaster, Lancaster LA1 4YW, England.
RP Kinderman, P (reprint author), Univ Liverpool, Dept Clin Psychol, Whelan Bldg,Quadrangle,Brownlow Hill, Liverpool L69 3GB, Merseyside, England.
RI Hatton, Chris/C-1924-2013
OI Hatton, Chris/0000-0001-8781-8486
CR American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th
   Asperger H, 1944, ARCH PSYCHIAT NERVEN, V117, P76, DOI 10.1007/BF01837709
   BARONCOHEN S, 1985, COGNITION, V21, P37, DOI 10.1016/0010-0277(85)90022-8
   Bennetto L, 1996, CHILD DEV, V67, P1816, DOI 10.1111/j.1467-8624.1996.tb01830.x
   BENTALL RP, 1998, OUTCOME INNOVATION P
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   Bowler DM, 1997, NEUROPSYCHOLOGIA, V35, P65, DOI 10.1016/S0028-3932(96)00054-1
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   HIGGINS ET, 1986, J PERS SOC PSYCHOL, V4, P1
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   KINDERMAN P, 1997, BEHAV COGN PSYCHOTH, V25, P269
   Kinderman P, 1996, J ABNORM PSYCHOL, V105, P106, DOI 10.1037/0021-843X.105.1.106
   Klin A., 2000, ASPERGER SYNDROME
   LEZAK MD, 1995, NEUROPSYCHOLOGICAL A
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   REHM LP, 1988, BEHAV ASSESSMENT PRA
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   Stroop JR, 1935, J EXP PSYCHOL, V18, P643, DOI 10.1037/0096-3445.121.1.15
   TANTAM D, 1989, AUTISM ASPERGER SYND
   WELLS A, 1997, COGNITIVE THERAPY AN
   Wing L., 1996, AUTISTIC SPECTRUM GU
   WING L, 1981, PSYCHOL MED, V11, P115
   Young J. E., 1990, COGNITIVE THERAPY PE
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NR 33
TC 50
Z9 51
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD JUN
PY 2001
VL 5
IS 2
BP 147
EP 163
DI 10.1177/1362361301005002005
PG 17
WC Psychology, Developmental
SC Psychology
GA 486GH
UT WOS:000171809700004
PM 11706863
ER

PT J
AU Shu, BC
   Lung, FW
   Tien, AY
   Chen, BC
AF Shu, BC
   Lung, FW
   Tien, AY
   Chen, BC
TI Executive function deficits in non-retarded autistic children
SO AUTISM
LA English
DT Article
DE autism; executive function; Wisconsin Card Sorting Test (WCST)
ID CARD SORTING TEST; FRONTAL-LOBE DAMAGE; DEVELOPMENTAL NORMS;
   INFANTILE-AUTISM; TEST-PERFORMANCE; INDIVIDUALS; PARENTS; MIND; MEN
AB The purpose of this study was to examine differences between Taiwanese children with autism and their typically developing peers on the Wisconsin Card Sorting Test (WCST). Twenty-six children with autism of normal IQ were included, and matched for chronological age with 52 controls. The WCST scores of the typically developing children were significantly higher for categories completed and percent conceptual level than in the autism group. Scores on perseverative responses, perseverative errors, the number of trials to complete the first category and non-perseverative errors were significantly higher in the autism group. The implications of these findings are discussed.
C1 Natl Cheng Kung Univ, Coll Med, Sch Nursing, Tainan 70101, Taiwan.
   Mil Kaohsiung Gen Hosp, Kaohsiung, Taiwan.
   Johns Hopkins Univ, Baltimore, MD 21218 USA.
   W Virginia Univ, Morgantown, WV 26506 USA.
RP Shu, BC (reprint author), Natl Cheng Kung Univ, Coll Med, Sch Nursing, 1 Univ Rd, Tainan 70101, Taiwan.
CR ANDERSON SW, 1991, J CLIN EXP NEUROPSYC, V13, P909, DOI 10.1080/01688639108405107
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   Dawson G, 1989, AUTISM NATURE DIAGNO
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   Hobson R. P., 1989, AUTISM NATURE DIAGNO
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   HUGHES C, 1993, DEV PSYCHOL, V29, P498, DOI 10.1037/0012-1649.29.3.498
   LANDA R, 1992, PSYCHOL MED, V22, P245
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   OZONOFF S, IN PRESS LEARNING CO
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   Rutter M., 1978, AUTISM REAPPRAISAL C
   Shallice T, 1991, FRONTAL LOBE FUNCTIO
   Shu BC, 2000, CLIN NEUROPSYCHOL, V14, P275, DOI 10.1076/1385-4046(200008)14:3;1-P;FT275
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   WING L, 1979, J AUTISM DEV DISORD, V9, P157
NR 35
TC 28
Z9 30
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD JUN
PY 2001
VL 5
IS 2
BP 165
EP 174
DI 10.1177/1362361301005002006
PG 10
WC Psychology, Developmental
SC Psychology
GA 486GH
UT WOS:000171809700005
PM 11706864
ER

PT J
AU Tjus, T
   Heimann, M
   Nelson, KE
AF Tjus, T
   Heimann, M
   Nelson, KE
TI Interaction patterns between children and their teachers when using a
   specific multimedia and communication strategy - Observations from
   children with autism and mixed intellectual disabilities
SO AUTISM
LA English
DT Article
DE autism; communication; intellectual disabilities; interaction;
   multimedia
ID SKILLS; MICROCOMPUTER
AB This study reports on observed interaction patterns between 20 children with autism and mixed intellectual disabilities (mean chronological age = 11:4 years; language age = 4:7 years) and their nine teachers working with a specially developed multimedia program aiming to increase literacy skills. An increase in verbal expression was found over time for the total group. Children with autism also showed increased enjoyment and willingness to seek help from their teachers. Teachers for both diagnostic groups reduced their instructions on how to handle the computer during the program but the decrease was greater in the teachers for children with autism. When the total group of children was subdivided according to language age (high versus low), it appears that those with a low language age showed an increase in verbal expressiveness from start to end of training. Those with a high language age showed increased enjoyment. It is concluded that more detailed studies of the interaction patterns between teachers and children are needed, and these should be related to children's language level as well as to diagnostic group.
C1 Univ Gothenburg, Dept Psychol, SE-40530 Gothenburg, Sweden.
   Penn State Univ, University Pk, PA 16802 USA.
RP Tjus, T (reprint author), Univ Gothenburg, Dept Psychol, Box 500, SE-40530 Gothenburg, Sweden.
CR American Psychiatric Association, 1987, DIAGN STAT MAN MENT
   BERNARD-OPITZ V, 1990, Annals Academy of Medicine Singapore, V19, P611
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   Heimann M., 1993, SCANDINAVIAN J LOGOP, V18, P3
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   Nelson K. E., 1997, COMMUNICATION LANGUA, P295
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   Nelson K.E., 1998, AUTISM, V2, P139, DOI 10.1177/1362361398022003
   NELSON KE, 1993, PSYCHOL PERSPECTIVES, P123
   PRINZ PM, 1985, AM ANN DEAF, V130, P444
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   Reynell J., 1977, REYNELL DEV LANGUAGE
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   Snow C. E., 1995, HDB CHILD LANGUAGE, P180
   WING L, 1989, DIAGNOSIS AND TREATMENT OF AUTISM, P5
NR 22
TC 15
Z9 18
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD JUN
PY 2001
VL 5
IS 2
BP 175
EP 187
DI 10.1177/1362361301005002007
PG 13
WC Psychology, Developmental
SC Psychology
GA 486GH
UT WOS:000171809700006
PM 11706865
ER

PT J
AU McGregor, E
   Campbell, E
AF McGregor, E
   Campbell, E
TI The attitudes of teachers in Scotland to the integration of children
   with autism into mainstream schools
SO AUTISM
LA English
DT Article
DE autism; integration; teachers' attitudes
ID SOCIAL-INTERACTION; STUDENTS; STRATEGIES; PEERS
AB Around 4600 school-age children in Scotland fall within the spectrum of autistic disorders, of whom 780 have been identified in schools. This study sought the views of 23 specialist and 49 mainstream teachers, 22 with experience of autism, 27 without. They were questioned about the advantages and disadvantages of integration into mainstream for autistic children, their own ability to cope and predictors of success. Questionnaires were issued to special units and to mainstream primary and secondary schools. A minority of mainstream respondents believed children with autism should be integrated where possible. Mainstream teachers with experience of autism showed more confidence to deal with the children than those without experience. Many expressed concerns about effects on mainstream pupils but most were willing to undertake more training. Specialist teachers were more positive, although they acknowledged possible disadvantages for both groups of children and stressed that the success of integration depends on the individual child.
C1 Univ Dundee, Dundee DD1 4HN, Scotland.
   Univ Abertay, Dundee, Scotland.
RP McGregor, E (reprint author), Children Scotland, 5 Shandwick Pl, Edinburgh EH2 4RG, Midlothian, Scotland.
CR BARBER C, 1996, BRIT J SPECIAL ED, V23, P19, DOI 10.1111/j.1467-8578.1996.tb00938.x
   BURACK J, 1997, HDB AUTISM DEV DISOR
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   Hall J., 1996, WHOSE CHOICE CONTENT
   Helps S, 1999, AUTISM, V3, P287, DOI 10.1177/1362361399003003006
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   JORDAN R, 1997, 46 RES INT UN SCOTT
   Kamps DM, 1995, BEHAV DISORDERS, V21, P89
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   Schwartz IS, 1998, TOP EARLY CHILD SPEC, V18, P132
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   STAINBACK S, 1992, CONTROVERSIAL ISSUES
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NR 22
TC 14
Z9 14
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD JUN
PY 2001
VL 5
IS 2
BP 189
EP 207
PG 19
WC Psychology, Developmental
SC Psychology
GA 486GH
UT WOS:000171809700007
PM 11706866
ER

PT J
AU Weiskop, S
   Matthews, J
   Richdale, A
AF Weiskop, S
   Matthews, J
   Richdale, A
TI Treatment of sleep problems in a 5-year-old boy with autism using
   behavioural principles
SO AUTISM
LA English
DT Article
DE autism; behavioural; intervention; parent training; sleep problems
ID YOUNG-CHILDREN; DISABILITIES; DISTURBANCE; EXTINCTION; BEDTIME; INFANTS;
   WAKING
AB This article presents a case study which is part of a larger project on sleep problems in children with autism. The successful treatment of sleep problems (night settling, night waking, and co-sleeping) in a boy of 5 years 4 months with autism is described. The intervention was based on behavioural principles and involved the parents attending an individually-run parent training programme. The programme consisted of an interview, three weekly training sessions and a review session. The parents learned how to use a bedtime routine, reinforcement, effective instructions, partner support strategies and extinction procedures. Once the techniques were implemented, the child learned how to settle himself to bed and how to sleep alone for the entire night. For this child, the results of the sleep programme were clinically significant as measured by a scale of goal achievement, and were maintained at a 3 month and a 12 month follow-up.
C1 RMIT Univ, Dept Psychol & Disabil Studies, Bundoora, Vic 3083, Australia.
RP Richdale, A (reprint author), RMIT Univ, Dept Psychol & Disabil Studies, POB 71, Bundoora, Vic 3083, Australia.
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   MILAN MA, 1981, CHILD BEHAV THERAPY, V3, P13
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   Sanders MR, 1993, BEHAV FAMILY INTERVE
   SHREIBMAN L, 1984, PROGRAMMING EFFECTIV, P295
   Sparrow S, 1984, VINELAND ADAPTIVE BE
   Wiggs L, 1996, J INTELL DISABIL RES, V40, P518, DOI 10.1046/j.1365-2788.1996.799799.x
   WILLIAMS CR, 1958, J SOC PSYCHOL, V59, P269
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NR 37
TC 21
Z9 21
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD JUN
PY 2001
VL 5
IS 2
BP 209
EP 221
DI 10.1177/1362361301005002009
PG 13
WC Psychology, Developmental
SC Psychology
GA 486GH
UT WOS:000171809700008
PM 11706867
ER

PT J
AU Wheelwright, S
   Baron-Cohen, S
AF Wheelwright, S
   Baron-Cohen, S
TI The link between autism and skills such as engineering, maths, physics
   and computing - A reply to Jarrold and Routh, Autism, 1998, 2 (3): 281-9
SO AUTISM
LA English
DT Article
DE domain specificity; folk physics; folk psychology; genetics; parental
   occupation; phenotype
AB In the first edition of this journal, we published a paper reporting that fathers and grandfathers of children with autism were over-represented in the field of engineering (Baron-Cohen et al., 1997). This result was interpreted as providing supporting evidence for the folk-psychology/folk-physics theory of autism. After carrying out further analyses on the same data, Jarrold and Routh (1998) found that fathers of children with autism were also over-represented in accountancy and science. They suggested that these results could either provide additional support for the folk-psychology/folk-physics theory or be accounted for by an over-representation of professionals amongst the fathers of children with autism. Here we present evidence that engineers are still over-represented among fathers of children with autism, even taking into account the professional bias.
C1 Univ Cambridge, Dept Expt Psychol, Autism Res Ctr, Cambridge CB2 3EB, England.
RP Wheelwright, S (reprint author), Univ Cambridge, Dept Expt Psychol, Autism Res Ctr, Downing St, Cambridge CB2 3EB, England.
CR Baron-Cohen S, 1999, NEUROCASE, V5, P475, DOI 10.1080/13554799908402743
   BARONCOHEN S, IN PRESS J DEV LEARN
   Baron-Cohen S, 2000, DEV PSYCHOPATHOL, V12, P489, DOI 10.1017/S0954579400003126
   Baron-Cohen S., 1998, AUTISM, V2, P296, DOI 10.1177/1362361398023008
   BARONCOHEN S, 1997, CHILDRENS THEORIES
   Baron-Cohen Simon, 2000, UNDERSTANDING OTHER
   Baron-Cohen Simon, 1997, AUTISM, V1, P101, DOI 10.1177/1362361397011010
   FOLSTEIN SE, 1988, J AUTISM DEV DISORD, V18, P3, DOI 10.1007/BF02211815
   Happe F, 1999, TRENDS COGN SCI, V3, P216, DOI 10.1016/S1364-6613(99)01318-2
   JARROLD C, 1997, AUTISM, V1, P101
NR 10
TC 17
Z9 18
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD JUN
PY 2001
VL 5
IS 2
BP 223
EP 227
DI 10.1177/1362361301005002010
PG 5
WC Psychology, Developmental
SC Psychology
GA 486GH
UT WOS:000171809700009
PM 11706868
ER

PT J
AU Jarbrink, K
   Knapp, M
AF Jarbrink, K
   Knapp, M
TI The economic impact of autism in Britain
SO AUTISM
LA English
DT Article
DE autistic disorder; cost of illness; early intervention; education;
   health services
ID RECEPTIVE LANGUAGE DISORDER; EARLY ADULT LIFE; FOLLOW-UP; EARLY
   INTERVENTION; CHILDREN; OUTCOMES; PREVALENCE; PATTERNS; DRUGS
AB Little is known about the economic impact of autism. This study estimated the economic consequences of autism in the United Kingdom, based on published evidence and on the reanalysis of data holdings at the Centre for the Economics of Mental Health (CEMH). With an assumed prevalence of 5 per 10,000, the annual societal cost for the UK was estimated to exceed pound1 billion. The lifetime cost for a person with autism exceeded pound2.4 million. The main costs were for living support and day activities. Family costs account for only 2.3 percent of the total cost, but a lack of relevant information limited our ability to estimate these costs. Minor improvements in life outcome for people with autism could substantially reduce costs over the lifetime.
C1 Inst Psychiat, Ctr Econ Mental Hlth, London SE5 8AF, England.
   Univ London London Sch Econ & Polit Sci, London WC2A 2AE, England.
RP Knapp, M (reprint author), Inst Psychiat, Ctr Econ Mental Hlth, De Crespigny Pk,Denmark Hill, London SE5 8AF, England.
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NR 52
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PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD MAR
PY 2001
VL 5
IS 1
BP 7
EP 22
DI 10.1177/1362361301005001002
PG 16
WC Psychology, Developmental
SC Psychology
GA 486GG
UT WOS:000171809600001
PM 11708392
ER

PT J
AU Koning, C
   Magill-Evans, J
AF Koning, C
   Magill-Evans, J
TI Social and language skills in adolescent boys with Asperger syndrome
SO AUTISM
LA English
DT Article
DE Asperger syndrome; language skills; social skills
ID AUTISM; PERCEPTION; CHILDREN
AB Twenty-one adolescent boys with Asperger syndrome and 21 boys matched on age and an estimate of IQ were assessed using standardized measures of social perception (Child and Adolescent Social Perception Measure, CASP), social skills (parent, teacher, and student forms of the Social Skills Rating System, SSRS), number of close friends and frequency of contact (Child Behavior Checklist) and expressive and receptive language (Clinical Evaluation of Language Fundamentals-Revised). There were significant differences between groups on CASP scores, SSRS scores, number of friends, frequency of contact and social competence. There was also a significant difference on receptive language. The clinically and statistically significant differences between the groups on the measures of social skills help us understand the nature of the social deficits in Asperger syndrome and suggest the need to focus on specific deficits. These findings are discussed in relation to diagnostic criteria and intervention.
C1 Univ Alberta, Dept Occupat Therapy, Edmonton, AB T6G 2G4, Canada.
   Glenrose Rehabil Hosp, Edmonton, AB, Canada.
RP Magill-Evans, J (reprint author), Univ Alberta, Dept Occupat Therapy, Room 2-64 Corbett Hall, Edmonton, AB T6G 2G4, Canada.
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NR 32
TC 89
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PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD MAR
PY 2001
VL 5
IS 1
BP 23
EP 36
DI 10.1177/1362361301005001003
PG 14
WC Psychology, Developmental
SC Psychology
GA 486GG
UT WOS:000171809600002
PM 11708387
ER

PT J
AU Carrington, S
   Graham, L
AF Carrington, S
   Graham, L
TI Perceptions of school by two teenage boys with Asperger syndrome and
   their mothers: a qualitative study
SO AUTISM
LA English
DT Article
DE Asperger syndrome; inclusion
ID DIAGNOSIS
AB This qualitative study aimed to develop an understanding of the challenges faced by teenage boys with Asperger syndrome and their mothers. A case study approach was used to collect data from two 13-year-old boys who have Asperger syndrome and their mothers in Queensland, Australia. Data were collected through the use of semistructured interviews. The words of the boys and their mothers provide a valuable insight into the personal experiences and feelings of the participants. An inductive approach to data analysis identified four themes: (1) developmental differences; (2) problems associated with the general characteristics of Asperger syndrome (i.e. communication and social difficulties, restricted range of interests, a need for routine); (3) stress; and (4) 'masquerading'. The first three themes relate strongly to the current literature, but the emergence of masquerading is of particular interest in developing a fuller understanding of (he experiences of individuals with Asperger syndrome at school.
C1 Queensland Univ Technol, Sch Learning & Dev, Brisbane, Qld, Australia.
RP Carrington, S (reprint author), Queensland Univ Technol, Sch Learning & Dev, Brisbane, Qld, Australia.
RI Graham, Lorraine/B-2145-2010; Carrington, Suzanne/I-9756-2012
OI Graham, Lorraine/0000-0002-6810-9569; 
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NR 21
TC 29
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PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD MAR
PY 2001
VL 5
IS 1
BP 37
EP 48
DI 10.1177/1362361301005001004
PG 12
WC Psychology, Developmental
SC Psychology
GA 486GG
UT WOS:000171809600003
PM 11708388
ER

PT J
AU Shields, J
AF Shields, J
TI The NAS EarlyBird Programme - Partnership with parents in early
   intervention
SO AUTISM
LA English
DT Article
DE autistic spectrum disorder; early intervention; efficacy study; parent
   programme; video
ID CHILDREN; AUTISM
AB Early intervention bridges the gap between early diagnosis and appropriate educational placement. The National Autistic Society has developed an autism-specific three-month parent package, the NAS EarlyBird Programme, that emphasizes partnership With parents. Six families participate in each three-month programme, which combines weekly group training sessions for parents with individualized home visits. During the programme parents learn to understand autism, to build social communication, and to analyse and use structure, so as to prevent inappropriate behaviours. The use of video and the group dynamic amongst families are important components of the programme. An efficacy study evaluated the pilot programme and further monitoring is in Progress. Training courses in the licensed use of the NAS EarlyBird Programme are now available for teams of professionals with prior experience of autism. Strengths and weaknesses of the programme are discussed. This short-term, affordable package, with supporting evidence of efficacy, offers a model of early intervention that is very popular with parents.
C1 Natl Atlantic Soc, London, England.
RP Shields, J (reprint author), NAS, Early Bird Ctr, 3 Victoria Crescent W, Barnsley S75 2AE, S Yorkshire, England.
CR BRISTOL MM, 1987, J AUTISM DEV DISORD, V17, P469, DOI 10.1007/BF01486964
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   Guralnick MJ., 1997, EFFECTIVENESS EARLY
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   SHIELDS J, 1999, NAS EARLYBIRD PROGRA
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NR 15
TC 32
Z9 32
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD MAR
PY 2001
VL 5
IS 1
BP 49
EP 56
DI 10.1177/1362361301005001005
PG 8
WC Psychology, Developmental
SC Psychology
GA 486GG
UT WOS:000171809600004
PM 11708389
ER

PT J
AU Gillberg, C
   Gillberg, C
   Rastam, M
   Wentz, E
AF Gillberg, C
   Gillberg, C
   Rastam, M
   Wentz, E
TI The Asperger Syndrome (and high-functioning autism) - Diagnostic
   Interview (ASDI): a preliminary study of a new structured clinical
   interview
SO AUTISM
LA English
DT Article
DE Asperger syndrome; autism; interview; reliability; validity
ID DISORDERS; VERSION
AB The development of the Asperger Syndrome (and high-functioning autism) Diagnostic Interview (ASDI) is described. Preliminary data from a clinical study suggest that inter-rater reliability and test-retest stability may be excellent, with kappas exceeding 0.90 in both instances. The validity appears to be relatively good. No attempt was made in the present study to validate the instrument as regards the distinction between Asperger syndrome and high-functioning autism.
C1 Univ Gothenburg, Dept Child & Adolescent Psychiat, Annedals Clin, SE-41345 Gothenburg, Sweden.
RP Gillberg, C (reprint author), Univ Gothenburg, Dept Child & Adolescent Psychiat, Annedals Clin, SE-41345 Gothenburg, Sweden.
EM christopher.gillberg@pediat.gu.se
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   WING L, 1981, PSYCHOL MED, V11, P115
NR 19
TC 113
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PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD MAR
PY 2001
VL 5
IS 1
BP 57
EP 66
DI 10.1177/1362361301005001006
PG 10
WC Psychology, Developmental
SC Psychology
GA 486GG
UT WOS:000171809600005
PM 11708390
ER

PT J
AU Rinehart, NJ
   Bradshaw, JL
   Moss, SA
   Brereton, AV
   Tonge, BJ
AF Rinehart, NJ
   Bradshaw, JL
   Moss, SA
   Brereton, AV
   Tonge, BJ
TI A deficit in shifting attention present in high-functioning autism but
   not Asperger's disorder
SO AUTISM
LA English
DT Article
DE Asperger's disorder; attention; executive dysfunction; high-functioning
   autism; visual-perceptual processing
ID CHILDHOOD AUTISM; CHILDREN; IMPAIRMENT; PRECEDENCE; ABILITIES
AB The aim of this study was to examine executive functioning, in particular, attentional set-shifting deficits in high-functioning autism (n = 12) and Asperger's disorder (n = 12). A large or global digit composed of smaller or local digits was presented during each trial. The participants indicated the presence of 1s or 2s by pressing the appropriate button. These targets could appear globally or locally. Relative to IQ, sex and age matched controls, reaction time to global targets in individuals with autism was retarded when the previous target appeared locally. This deficiency in shifting from local to global processing, however, was not observed in individuals with Asperger's disorder. The theoretical and neurobiological significance of this dissociation in executive functioning in these clinically related disorders was explored.
C1 Monash Univ, Dept Psychol, Neuropsychol Res Unit, Clayton, Vic 3168, Australia.
   Monash Med Ctr, Clayton, Vic 3168, Australia.
RP Rinehart, NJ (reprint author), Monash Univ, Dept Psychol, Neuropsychol Res Unit, Clayton, Vic 3168, Australia.
CR Achenbach T. M., 1991, MANUAL CHILD BEHAV C
   American Psychiatric Association, 1994, DIAGN STAT MAN MENT, V4th
   BERGER HJC, 1993, J AUTISM DEV DISORD, V23, P341, DOI 10.1007/BF01046224
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NR 33
TC 95
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PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD MAR
PY 2001
VL 5
IS 1
BP 67
EP 80
DI 10.1177/1362361301005001007
PG 14
WC Psychology, Developmental
SC Psychology
GA 486GG
UT WOS:000171809600006
PM 11708391
ER

PT J
AU Mayes, SD
   Calhoun, SL
AF Mayes, SD
   Calhoun, SL
TI Non-significance of early speech delay in children with autism and
   normal intelligence and implications for DSM-IV Asperger's disorder
SO AUTISM
LA English
DT Article
DE Asperger syndrome; Asperger's disorder; autism; DSM-IV; speech delay
ID SYMPTOMS
AB According to the DSM-IV, children with Asperger's disorder do not have significant cognitive or speech delays, whereas children with autistic disorder may or may not. In our study, children with normal intelligence who had clinical diagnoses of autism or Asperger syndrome were divided into two groups: those with and without a significant speech delay. The purpose was to determine if clinically meaningful differences existed between the two groups that would support absence of speech delay as a DSM-IV criterion for Asperger's disorder. No significant differences were found between the 23 children with a speech delay and the 24 children without a speech delay on any of the 71 variables analyzed, including autistic symptoms and expressive language. Results suggest that early speech delay may be irrelevant to later functioning in children who have normal intelligence and clinical diagnoses of autism or Asperger syndrome and that speech delay as a DSM-IV distinction between Asperger's disorder and autism may not be justified.
C1 Penn State Univ, Milton S Hershey Med Ctr, Coll Med, Dept Psychiat, Hershey, PA 17033 USA.
RP Mayes, SD (reprint author), Penn State Univ, Milton S Hershey Med Ctr, Coll Med, Dept Psychiat, POB 850, Hershey, PA 17033 USA.
EM SueDMayes@aol.com
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NR 43
TC 41
Z9 41
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD MAR
PY 2001
VL 5
IS 1
BP 81
EP 94
DI 10.1177/1362361301005001008
PG 14
WC Psychology, Developmental
SC Psychology
GA 486GG
UT WOS:000171809600007
PM 11708393
ER

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