Autism and Pervasive Developmental Disorders (Cambridge Child and Adolescent Psychiatry)

Half-title......Page 3
Title......Page 5
Copyright......Page 6
Contents......Page 7
Contributors......Page 8
Preface to the second edition......Page 11
Development of diagnostic concepts......Page 15
Kanner’s description of autism......Page 16
Early studies and false leads for research......Page 17
Childhood disintegrative disorder......Page 18
Asperger’s disorder......Page 19
Pervasive developmental disorder not otherwise specified: atypical autism......Page 21
Definitions of autism subsequent to Kanner......Page 22
DSM-III......Page 23
DSM-III-R......Page 24
DSM-IV......Page 25
Dimensional approaches to diagnosis......Page 26
Differential diagnosis of autism and related conditions......Page 29
Summary......Page 34
Childhood autism (F84.0)......Page 35
F84.12 Atypicality in both age of onset and symptomatology......Page 37
DSM-IV Criteria for autistic disorder (299.0)......Page 38
REFERENCES......Page 39
Introduction......Page 47
The selection of studies......Page 48
Survey descriptions......Page 52
Characteristics of autistic samples......Page 54
Prevalence estimations for autistic disorder......Page 55
Associated medical conditions......Page 56
Unspecified PDDs: PDD-NOS......Page 57
Asperger’s syndrome and childhood disintegrative disorder......Page 59
Prevalence for combined PDDs......Page 61
Time trends......Page 64
1 Referral statistics......Page 65
2 Comparison of cross-sectional epidemiological surveys......Page 67
3 Repeat surveys in defined geographical areas......Page 68
4 Successive birth cohorts......Page 69
5 Incidence studies......Page 70
Autism, race, and immigrant status......Page 72
Cluster reports......Page 74
Conclusion......Page 75
REFERENCES......Page 76
Introduction......Page 83
Sensorimotor and perceptual development......Page 84
Motor development......Page 87
Attention......Page 88
General intellectual function......Page 89
Academic functioning......Page 92
Idiot savant or splinter abilities......Page 94
Short-term, rote, and recognition memory......Page 97
Free versus cued recall......Page 98
Working memory......Page 99
Social development and behavior......Page 100
Emotion and face perception......Page 105
Language......Page 108
Theory of mind......Page 112
Executive function......Page 116
Central coherence......Page 120
Conclusion......Page 123
REFERENCES......Page 124
Introduction......Page 143
The first year of life......Page 146
The toddler years......Page 147
Preschool development......Page 149
Later language development......Page 153
Assessing communication......Page 157
Intervention for communication......Page 160
Acknowledgments......Page 162
REFERENCES......Page 163
Introduction......Page 171
Variable expressivity and pleiotropy......Page 175
Conclusion......Page 178
Etiological and genetic heterogeneity in ASD......Page 179
Multilocus models......Page 180
Candidate genes and association studies......Page 182
Genome-wide scans......Page 183
Conclusion......Page 186
REFERENCES......Page 187
Introduction......Page 193
Neurological dysfunction......Page 194
Pre- and perinatal conditions......Page 196
EEG abnormalities and seizure disorders in autism......Page 199
Neuroanatomical findings......Page 201
Cerebellum and MRI studies......Page 203
Other brain abnormalities in MRI studies......Page 204
Functional abnormalities in the brain (fMRI, PET, and SPECT studies)......Page 206
Serotonin......Page 209
Adrenergic function and stress......Page 213
Event-related potentials......Page 214
Other medical conditions......Page 216
REFERENCES......Page 219
Drugs affecting dopamine function......Page 235
Psychostimulants......Page 236
Risperidone......Page 237
Olanzapine......Page 239
Ziprasidone......Page 240
Drugs affecting serotonin function......Page 241
Clomipramine......Page 242
Fluvoxamine......Page 243
Paroxetine......Page 244
Sertraline......Page 245
Citalopram......Page 246
Mirtazapine......Page 247
Venlafaxine......Page 248
Beta-adrenergic blockers......Page 249
Lofexidine......Page 250
Amantadine......Page 251
Divalproex sodium......Page 252
Dimethylglycine......Page 253
Levetiracetam......Page 254
Naltrexone......Page 255
Secretin......Page 256
Conclusion......Page 257
REFERENCES......Page 259
8 Behavioral and educational approaches to the pervasive developmental disorders......Page 269
Behavioral assessment......Page 270
Language......Page 271
Social skills......Page 272
Decreasing maladaptive behavior......Page 273
Early intervention......Page 274
Facilitated communication......Page 275
Auditory integration training......Page 276
Conclusion......Page 277
Accounts of adults with autism spectrum disorders (ASD)......Page 283
The first descriptive studies......Page 284
Autobiographical writings......Page 286
Early follow-up reports......Page 287
Later follow-up studies......Page 288
Follow-up studies of high-functioning people with autism and Asperger’s syndrome......Page 291
What can studies of outcome in adult life tell us?......Page 295
Factors related to outcome......Page 298
Are there differences in outcome between individuals with autism and Asperger’s syndrome?......Page 301
How great is the risk of deterioration in adulthood?......Page 302
Autism and schizophrenia......Page 304
Affective disorders......Page 305
Case studies of psychiatric disorder among individuals with autistic spectrum disorders......Page 306
Are higher-functioning individuals at greater risk of psychiatric disturbance?......Page 307
Suicide and other causes of death......Page 309
Is there a link between autism and criminality?......Page 310
Estimates of offending by people with autism or Asperger’s syndrome......Page 312
How far can early interventions affect outcome in adult life?......Page 313
REFERENCES......Page 314
Introduction......Page 321
QUESTION 1: TO WHAT EXTENT ARE HUMAN SOCIAL BEHAVIORS INNATELY DETERMINED?......Page 323
1 Hormones in brain–body circuits that regulate social attachment......Page 327
2 Prefrontal cortex mirror neurons that guide motor imitative learning......Page 329
3 Neurochemical circuits and brain loci that determine the ability to experience and express one’s own emotions, and understand and empathically…......Page 330
4 Neocortical and subcortical tissues that become specialized to distinguish faces, facial expressions, and social gaze......Page 332
5 Possible brain systems that support forms of complex social cognition......Page 334
6 Cortical and subcortical tissues that understand and produce syntactic language......Page 337
QUESTION 3: WHAT CAN THESE SIX GROUPS OF BRAIN ADAPTATIONS FOR SOCIAL BEHAVIOR TELL US ABOUT THE DIAGNOSTIC PHENOTYPE OF AUTISM?......Page 338
CONCLUSION: SIX SOCIAL ENDOPHENOTYPES SHOULD BE INCLUDED IN AUTISM DIAGNOSTIC CRITERIA......Page 342
REFERENCES......Page 343
Index......Page 351