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Gunilla Westman Andersson,1,2 Nanna Gillberg,3 Carmela Miniscalco4 1Department of Education and Special Education, Faculty of Education, University of Gothenburg, Gothenburg, Sweden; 2Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden; 3Department of Business Administration, School of Business, Economics and Law at the University of Gothenburg, Gothenburg, Sweden; 4Neuropsychiatric Department and Pediatric Speech and Language Pathology Department, Queen Silvia Children’s Hospital & Gillberg Neuropsychiatry Centre, University of Gothenburg, Gothenburg, SwedenCorrespondence: Gunilla Westman AnderssonDepartment of Education and Special Education, Box 300, Gothenburg, 40530, SwedenTel +46 31 342 5970Email gunilla.andersson@gu.seBackground: 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.Keywords: autism spectrum disorder, children, parents, preschool

Ulrika Schachinger-Lorentzon,1 Björn Kadesjö,2 Christopher Gillberg,2 Carmela Miniscalco1,21Department of Pediatric Speech and Language Pathology, Queen Silvia Children’s Hospital, Gothenburg, Sweden; 2Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, SwedenPurpose: 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.Keywords: comorbidity, language disorder, neurodevelopmental, parental questionnaire, preschool children

Gunilla Westman Andersson, Carmela Miniscalco, Nanna Gillberg Gillberg Neuropsychiatry Centre, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden 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 (