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Prevalence and Genetic Epidemiology of Developmental Disabilities
Published in Merlin G. Butler, F. John Meaney, Genetics of Developmental Disabilities, 2019
Coleen A. Boyle, Kim Van Naarden Braun, Marshalyn Yeargin-Allsopp
There has been much current debate about the prevalence of autism (also referred to as classic autism or autistic disorder) and ASDs, and whether the prevalence has increased over time. The first epidemiologic studies examining the prevalence of autism did not appear in the scientific literature until the late 1960s and early 1970s (51–54). Since these earlier investigations, there have been an increasing number of population-based prevalence studies (55–84). However, these vary in terms of their methods, case definitions, and population size; hence, comparisons of temporal trends in rates of autism are difficult (Table 2).
Autism Spectrum Disorder
Published in Ivanka V. Asenova, Brain Lateralization and Developmental Disorders, 2018
According to Diagnostic and Statistical Manual-Fourth Edition (DSM-IV), autism spectrum disorders include autism (Kanner syndrome, classic autism, autistic disorder), Asperger disorder/syndrome (defined in the International Classification of Diseases, Tenth Edition [ICD-10] [119] and DSM-IV [31] as autism without language and intellectual deficits) and pervasive developmental disorder-not otherwise specified (PDD-NOS). The DSM-IV has been under revision for several years, and the new edition, the DSM-fifth edition (DSM-V), implemented in 2013, contained significant changes in the criteria and categories of autism spectrum disorders. One of the most significant changes was the removal of the separate diagnostic labels of autistic disorder, Asperger’s disorder and PDD-NOS, and the implementation of one umbrella term “Autism Spectrum Disorder (ASD)”. Further distinctions will be made according to severity levels (Level 1, Level 2 or Level 3) based on the amount of support needed. With regard to the changes of the previous diagnostic criteria, they include no emphasis on language delay and age of onset [85].
Psychiatric Illness and Sleep in Children and Adolescents
Published in Mark A. Richardson, Norman R. Friedman, Clinician’s Guide to Pediatric Sleep Disorders, 2016
The term autism spectrum disorder (ASD) refers to a group of developmental disorders of brain function with a broad range of behavioral consequences and severity. The DSM refers to this spectrum as pervasive developmental disorder (6). The main symptoms of ASD are impaired social interaction, deficits in reciprocal, nonverbal, and verbal communication, stereotyped behaviors, and a narrow range of interests (20). Other features include impaired imagination, lack of cognitive flexibility, rigidity, preservation, and often disabling anxiety. Onset occurs during the first years of life with an average prevalence estimate of 1 per 1000 (21). Approximately 75% of individuals with “classic autism,” as defined by the label autistic disorder in the DSM have intellectual deficits. Asperger’s disorder, another form of ASD, by definition does not have intellectual deficits or significant language delays.
Early academic skills in Chinese children with autism spectrum disorders
Published in Speech, Language and Hearing, 2018
A total of 162 Mandarin speaking children from China were included in this study; of that number 142 were males, and 20 were females (i.e., ASD males = 103, ASD females = 9). There were 57 children diagnosed as HFA, 55 children diagnosed as LFA, 24 children diagnosed as TD and 26 children diagnosed with ID non-autism. The participants categorized as LFA were previously labeled as either Classic Autism or LFA.
Self-reported impediments at home, school, and community: autistic adults’ first-person accounts of their life trajectories and derived pathways
Published in International Journal of Developmental Disabilities, 2022
Santoshi Halder, Susanne Marie Bruyere
Few researchers have looked into the functionality of some of the noticeable special abilities in autistic people (Vital et al.2009), although such accounts are sparse in literature. There are theories, such as Empathizing-Systemizing (E-S) Theory (Baron-Cohen 1995) attempts to derive and expose the strengths of people on the spectrum, along with the underlying justifications associated with such strength-based claims. Baron-Cohen (2009) proposed the E-S Theory, which classifies individuals with ASD based on their abilities in empathic (E) and systematic thinking (S). ‘Systemizing’ is defined as the drive to analyze or construct any system or identify the rules that govern the system (Baron-Cohen 2009). Other researchers agree with Baron-Cohen’s (2009) assertion that this deep attention to detail or systematizing comes naturally to many on the spectrum (Jolliffe and Baron-Cohen 2001, Mottron et al.2003, O'Riordan and Plaisted 2001). Baron-Cohen (2009) posits a positive outcome of systematizing among people on the spectrum, despite the commonly noted atypical characteristics (i.e. repeated stereotypical behavior) reported as negative in connection with the autistic population. Baron-Cohen (2009) put forth a list of systemizing in people with autism and posited the importance of and possibilities for the positive outcomes of such systematizing. The systemization in classic autism as reported by Baron-Cohen (2009) provides significant insight into the strengths of the so-called ‘restricted or stereotypical’ patterns of autism. Other positive outcomes of intense systemizing in autistic people may be the intense, spontaneous ability to focus on a task, to concentrate for long periods and have a high tolerance, and the preference for repetitive or monotonous tasks, among other outcomes (de Schipper et al.2016, Pring 2005). Furthermore, the superiority of autistic people characterized by enhanced perceptual processing has been accounted by Enhanced Perceptual Functioning Theory (EPF)(Mottron and Burack 2001, Mottron et al.2003), which posits relative peaks of ability in the visual and auditory modalities of autistic people. The enhanced detection of patterns, including similarity within and among patterns, as accounted by the Enhanced perceptual hypothesis and as supported by others (Dakin and Frith 2005, Samson et al.2006), may be a basis of higher-level cognitive processes in autistic people.