| 1. |
- Arvidsson, Thomas, et al.
(författare)
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Autism in 3-6-Year-Old Children in a Suburb of Goteborg, Sweden
- 1997
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Ingår i: Autism. - : SAGE Publications. - 1362-3613 .- 1461-7005. ; 1:2, s. 163-173
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Tidskriftsartikel (refereegranskat)abstract
- 1941 ofthe 3-6-year-old children living in a community outside Gbteborg on the Swedish west coast were screened with a view to identifying all individuals with severe degrees of autistic behaviour. All children in the population were known to well baby clinic staff, and any child suspected of suffering from autism was referred to a specialized clinical research team. The nurses and doctors working in the well baby clinics were well informed about autism. Clinical and ADI-R diagnoses of autism were established after thorough clinical assessments of each suspected case. All children were seen at least twice, and all were over the age of 3 years at the time of diagnosis. The general population prevalence for autism was 3 I in I o,ooo children (9; percent confidence interval 7/ g;). Classic Kanner autism was found in I o in Io,ooo children (9; percent confidence interval-4/24). These rates appear to reflect higher rates than previously reported. Some reasons for the possibly higher prevalence are discussed.
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| 2. |
- Gillberg, Christopher, 1950, et al.
(författare)
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Auditory Integration Training in Children with Autism : Brief Report of an Open Pilot Study
- 1997
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Ingår i: Autism. - : SAGE Publications. - 1362-3613 .- 1461-7005. ; 1:1, s. 97-100
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Tidskriftsartikel (refereegranskat)abstract
- Nine children aged 3-I 6 years with an autistic disorder were given auditory integration training for half-hour sessions during 10 days according to guidelines suggested by Guy Berard. No significant change in overall autistic symptom level could be documented 9 months later. However a small but non-significant reduction of 'sensory problems' as rated by the Autism Behaviour Checklist was noted.
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| 3. |
- Nydén, Agneta, et al.
(författare)
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Attention and executive functions in children with Asperger syndrome, attention disorders and reading/writing disorder
- 1999
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Ingår i: Autism. - : SAGE Publications. - 1362-3613 .- 1461-7005. ; 3:3, s. 213-228
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Tidskriftsartikel (refereegranskat)abstract
- Executive function/attention deficits were examined in children with Asperger syndrome, attention disorder and reading/ writing disorder and in a group of normal children. Neuropsychological tests as well as cognitive tasks measuring different components in the processing of information were used. The measures were divided into Mirsky’s four components of attention, namely ‘sustain’,‘focus-execute’,‘shift’ and ‘encode’. All abnormal groups differed markedly from the normal group on measures of executive function/attention. The group diagnosed as having attention disorder showed the most consistent difficulties. However, no specific marker of ‘executive function deficits’ that could represent the three different disorders was found.
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| 4. |
- Tjus, Tomas, 1954, et al.
(författare)
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Gains in Literacy through the Use of a Spcially Developed Multimedia Computer Strategy Positive Findings from 13 Children with Autism
- 1998
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Ingår i: Autism. - : SAGE Publications. - 1362-3613 .- 1461-7005. ; 2:2, s. 139-156
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigates the use of a specially developed multimedia program for enhancing language and reading development in children with autism. Thirteen children with autism(mean chronological age 9:8 years, mental age 7:3 years and language age 5:2 years) participated in the study. All the children used the program as a supplement to their ordinary reading and language training. A quasi-experimental design that included measures of reading and phonological awareness during baseline, treatment, and follow-up phases was used throughout. Highly significant gains were observed for both reading and phonological awareness during the treatment phase. A significant effect was also observed for phonology at follow-up, but not for reading. A response time index also revealed that reading became more rapid following intervention. It is concluded that the intervention improved reading and language development and that children with autism with various cognitive abilities might benefit from a strategy that combines a motivating multimedia program with focused and positive interactions with the teacher.
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