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Background: Responding to one's own name (RtN) has been reported as atypical in children with developmental disorders, yet comparative studies on RtN across syndromes are rare. Aims: We aim to (a) overview the literature on RtN in different developmental disorders during the first 24 months of life, and (b) report comparative data on RtN across syndromes. Methods and procedures: In Part 1, a literature search, focusing on RtN in children during the first 24 months of life with developmental disorders, identified 23 relevant studies. In Part 2, RtN was assessed utilizing retrospective video analysis for infants later diagnosed with ASD, RTT, or FXS, and typically developing peers. Outcomes and results: Given a variety of methodologies and instruments applied to assess RtN, 21/23 studies identified RtN as atypical in infants with a developmental disorder. We observed four different developmental trajectories of RtN in ASD, RTT, PSV, and FXS from 9 to 24 months of age. Between-group differences became more distinctive with age. Conclusions and implications: RtN may be a potential parameter of interest in a comprehensive early detection model characterising age-specific neurofunctional biomarkers associated with specific disorders, and contribute to early identification.

PURPOSE OF REVIEW: Substantial research exists focusing on the various aspects and domains of early human development. However, there is a clear blind spot in early postnatal development when dealing with neurodevelopmental disorders, especially those that manifest themselves clinically only in late infancy or even in childhood. RECENT FINDINGS: This early developmental period may represent an important timeframe to study these disorders but has historically received far less research attention. We believe that only a comprehensive interdisciplinary approach will enable us to detect and delineate specific parameters for specific neurodevelopmental disorders at a very early age to improve early detection/diagnosis, enable prospective studies and eventually facilitate randomised trials of early intervention. In this article, we propose a dynamic framework for characterising neurofunctional biomarkers associated with specific disorders in the development of infants and children. We have named this automated detection 'Fingerprint Model', suggesting one possible approach to accurately and early identify neurodevelopmental disorders.

The extent to which early motor patterns represent antecedents to later communicative functions, and the emergence of gesture and/or sign as potential communicative acts in neurodevelopmental disorders (NDDs), are research questions that have received recent attention. It is important to keep in mind that different NDDs have different neurological underpinnings, with correspondingly different implications for their conceptualization, detection, and treatment.

© 2017, The Author(s). Purpose of Review: Substantial research exists focusing on the various aspects and domains of early human development. However, there is a clear blind spot in early postnatal development when dealing with neurodevelopmental disorders, especially those that manifest themselves clinically only in late infancy or even in childhood. Recent Findings: This early developmental period may represent an important timeframe to study these disorders but has historically received far less research attention. We believe that only a comprehensive interdisciplinary approach will enable us to detect and delineate specific parameters for specific neurodevelopmental disorders at a very early age to improve early detection/diagnosis, enable prospective studies and eventually facilitate randomised trials of early intervention. Summary: In this article, we propose a dynamic framework for characterising neurofunctional biomarkers associated with specific disorders in the development of infants and children. We have named this automated detection ‘Fingerprint Model’, suggesting one possible approach to accurately and early identify neurodevelopmental disorders.

Contains fulltext : 157515.pdf (publisher's version ) (Closed access), Aggressive behavior is common in individuals with intellectual and developmental disabilities (IDDs), and it is most often targeted for intervention. Psychological, contextual, and biological risk factors may contribute to the risk of aggressive behavior. Risk factors are gender (males), level of IDD (lower levels of IDD), autism spectrum disorder (ASD), communication deficits, emotion regulation problems, impulsivity, and mental health problems. Next to this, several genetic syndrome groups (e.g., Prader–Willi, fragile X) are associated with aggressive behavior. This chapter provides a selective review of the evidence based on four major treatment approaches: anger management treatment (AMT), behavioral interventions, psychotropic medications, and mindfulness-based procedures. Studies have shown that relaxation coupled with stress inoculation and a focus on adaptive responses are effective components of AMT. There is evidence that behavioral interventions—especially extinction, differential reinforcement, and functional communication training—are effective in reducing aggression. Prior to behavioral intervention, the function(s) of the aggressive behavior should be determined using functional assessment. On the basis of the scientific evidence, it is difficult either to recommend or to refute the use of psychotropic medications for the management of aggression in people with IDD. Good-quality evidence is available only for risperidone among children with IDD and/or ASD. Before initiating medication, a case formulation should be documented including assessment and rationale for the use of medication. Finally, mindfulness-based procedures have been shown to be effective in reducing aggressive behavior of individuals with IDD in studies by one research group. These results, however, need to be replicated before conclusions may be drawn on whether mindfulness is evidence-based practice for aggressive behavior in individuals with IDD.

Contains fulltext : 157515.pdf (publisher's version ) (Closed access), This chapter provides an overview of technology-aided intervention programs directed at helping persons with intellectual and multiple disabilities: (a) develop some basic control of environmental stimulation, (b) improve their assisted ambulation, (c) exercise stimulus choice opportunities, (d) manage environmental stimulation and call for caregiver's attention, (e) manage environmental stimulation and curb inappropriate behavior or posture, (f) exercise request opportunities, and (g) manage occupational engagement and vocationally relevant activities. For each of the aforementioned areas, the technology and intervention programs available are illustrated through detailed summaries of a few relevant studies published in scientific journals. The final part of the chapter provides general considerations about the studies (technological resources and intervention strategies) reviewed and their implications for daily programs and also suggests several issues for new research in the area.

Contains fulltext : 157518.pdf (publisher's version ) (Closed access), Communication disorders are common among people with intellectual disabilities. Consequently, enhancing the communication skills of such individuals is a major intervention priority. This chapter reviews the nature and prevalence of the speech, language, and communication problems associated with intellectual disability, including consideration of (a) fluency/articulation problems, (b) receptive language deficits, and (c) expressive disorders. Assessment approaches include the use of (a) general measures of adaptive behavior functioning, (b) communication-specific measures, and (c) non-standardized assessments of prelinguistic communication. The strengths and limitations of each of these approaches are outlined. A range of treatment approaches have been studied to address the myriad of communication problems associated with intellectual disabilities. The treatment approaches reviewed in this chapter include (a) imitation training, (b) stimulus-stimulus pairing, (c) fluency training, (d) the cues-pause-point procedure, (e) milieu therapy, (f) functional communication training, and (g) augmentative and alternative communication. The indications for, and efficacy of, each of these approaches are reviewed. Based on this research review, a four-step process is described to facilitate the translation of research into effective clinical practice. The process consists of (a) constructing a clinical question, (b) locating relevant studies, (c) appraising the evidence, and (d) applying the evidence. Effective translation of research to clinical practice is an important part of communication assessment and intervention processes for persons with intellectual disabilities.

Contains fulltext : 138656.pdf (publisher's version ) (Closed access), iPads (R) have been successfully used as speech-generating devices (SGD) for children with ASD and limited speech, but little research has investigated the use of iPads to enhance academic skills, such as picture/word matching. In the present study, a student with ASD received intervention to teach picture and word matching using an iPad-based SGD as the response mode. A multiple baseline across matching tasks design was used to evaluate the effects of a graduated guidance prompting procedure and differential reinforcement on correct matching across four matching tasks (i.e., picture to picture, word to picture, picture to word, and word to word). With intervention, the student showed increased correct matching across all four combinations, suggesting that picture and word matching with an iPad-based SGD can be successfully taught using graduated guidance and differential reinforcement. This approach might have relevance for teaching a range of academic/literacy skills to students with ASD who present with limited or no speech.

This study compared early markers of social reciprocity in children with typical Rett syndrome (RTT) and in those with the preserved speech variant (PSV) of RTT. Retrospective video analysis of 10 toddlers with typical RTT and five with PSV investigated participants' orientation to their name being called between the ages of 5 and 24 months, prior to their diagnosis. From analysis of the recordings two distinct profiles were apparent. Although response rate was higher in girls with typical RTT than PSV at 5 to 8 months this noticeably reversed from 9 to 12 months onwards. By two years of age there was a markedly higher rate and range of responses from girls with PSV. This study contributes to the delineation of different profiles for the variants of RTT.

Contains fulltext : 133424.pdf (publisher's version ) (Open Access), Intervention studies evaluating pivotal response treatment (PRT) were systematically identified and analyzed. Forty-three studies were summarized in terms of (a) participant characteristics, (b) dependent variables, (c) intervention procedures, (d) intervention outcomes, and (e) certainty of evidence. The majority of the reviewed studies (56.4 %) had serious methodological limitations. However, the reviewed studies that provided conclusive or preponderant evidence (43.6 %) indicated that PRT results in increases in self-initiations and collateral improvements in communication and language, play skills, affect and reductions in maladaptive behavior for a number of children. Furthermore, the reviewed studies suggested that the majority of caregivers and staff members were able to implement PRT techniques, but evidence for collateral improvements in caregivers' and staff members' behaviors remains sparse. Implications for future research are discussed.

Contains fulltext : 128483.pdf (publisher's version ) (Closed access), We measured generalization, maintenance and parent reports of child happiness in the context of a behavioral intervention to teach toy-play skills to three young children with autism. Lag schedules of reinforcement were implemented for two participants whose play did not initially generalize. The play skills intervention was conducted within the participants' early childhood classroom and the utility of teaching play as a means to reduce stereotypy within this setting was also evaluated. A multiple baseline design across participants demonstrated that play taught via behavioral intervention may be maintained after programmed reinforcement is discontinued, generalize across settings and toys (i.e., response and stimulus generalization), and occasion a decrease in stereotypy. Further, the occurrence of play in the absence of socially mediated reinforcement suggested that play taught via behavioral interventions may come to be automatically reinforced. Finally, parent responses on rating scales suggested that two of the participants were happier, in a better mood, and were more interested in appropriate toy-play following behavioral intervention.

Item does not contain fulltext, We used the paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessment procedures to identify high and low preferred topographies of attention for two children with autism spectrum disorders (ASD). Both preference assessment formats identified the same high and low preferred forms of attention. A reinforcer assessment implemented during discrete trial training demonstrated increased correct responding and reduced challenging behavior when the high preferred form of attention was the contingent reinforcer for both participants. These results replicate previous research demonstrating that children with ASD may have preferences for specific forms of social interaction and that highly preferred forms of attention may function as more potent reinforcers than less preferred forms. This study extends previous research by demonstrating correspondence between the MSWO and PS formats when applied to attention. Implications for practitioners and directions for future research are discussed.

Contains fulltext : 127221pos.pdf (publisher's version ) (Closed access), The priorities of parents of children with intellectual disability should be considered when selecting educational goals. To this end, 77 parents of children with Angelman syndrome (AS) completed a questionnaire that involved rating their child's abilities and prioritizing educational goals across a range of adaptive and maladaptive domains. A factor analysis was used to determine if parents prioritized the training of skills in which their child showed a major, moderate or minor deficit. Results suggest that skills related to communication, recreation, self-care, motor and academic domains are high priorities. Further, parents of children under the age of 18 indicated that communication skills were a high priority, whereas parents of adults also prioritized daytime activity skills (e.g., swimming and cycling). Training for communication, recreational and ingestion skills was prioritized when children showed emerging skills; training for motor skills was prioritized when children were highly dependent; and training for self-care skills was prioritized when children were more independent in the self-care domain. In terms of behavioral problems, sleep and eating problems were prioritized.

Item does not contain fulltext, We investigated the early socio-communicative development of individuals with fragile X syndrome (FXS) by undertaking a retrospective analysis of family videos. Videos were analyzed to identify existing communicative forms and functions. Analyses were undertaken on seven children who were later diagnosed with FXS. The children were filmed when they were 9-12 months old and before being diagnosed. Fourteen different communicative forms and six different communicative functions were observed. All participants were observed to express the functions of 'Attention to self' and 'Answering', but none indicated 'Requesting action', 'Requesting information', 'Choice making', or 'Imitating'. Results suggest that children with FXS may have a limited range of communicative forms and functions when they are from 9 to 12 months of age. However, further research is necessary to gain a specific developmental profile of socio-communicative forms and functions in FXS.