free ebooks ==> www.ebook777.com www.ebook777.com free ebooks ==> www.ebook777.com Autism and Child Psychopathology Series Series Editor Johnny L Matson Baton Rouge, Louisiana, USA More information about this series at http://www.springer.com/series/8665 free ebooks ==> www.ebook777.com Johnny L Matson Editor Comorbid Conditions Among Children with Autism Spectrum Disorders 1 3 www.ebook777.com free ebooks ==> www.ebook777.com Editor Johnny L Matson Department of Psychology Louisiana State University Baton Rouge Louisiana USA ISSN 2192-922X ISSN 2192-9238 (electonic) Autism and Child Psychopathology Series ISBN 978-3-319-19182-9 ISBN 978-3-319-19183-6 (eBook) DOI 10.1007/978-3-319-19183-6 Library of Congress Control Number: 2015949644 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2016 This work is subject to copyright All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically recitation, the rights of translation, reprinting, reuse of illustrations, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com) free ebooks ==> www.ebook777.com Contents Part I Overview The History of Comorbidity in Autism 1 Spectrum Disorders (ASD)��������������������������������� Micah O Mazurek 2 Scope and Prevalence of the Problem��������������� 27 John F Strang Part II Assessment 3 Methods and Procedures for Measuring Comorbid Disorders: Psychological������������������������������������������������������� 45 Amanda M Pearl and Susan D Mayes 4 Methods and Procedures for Measuring Comorbid Disorders: Medical�������� 65 Paige Cervantes and Jina Jang 5 Methods and Procedures for Measuring Comorbid Disorders: Motor Movement and Activity��������������������������� 91 Ting Liu, Casey M Breslin and Sayed ElGarhy Part III Psychological Disorders 6 Challenging Behavior����������������������������������������� 137 Wendy Machalicek, Tracy Raulston, Christen Knowles, Traci Ruppert, Amarie Carnett and Fahad Alresheed v www.ebook777.com free ebooks ==> www.ebook777.com vi 7 Psychopathology�������������������������������������������������� 171 Vincent Pandolfi and Caroline I Magyar 8 Feeding Disorders��������������������������������������������� 187 Jill C Fodstad, Sandra McCourt, Lisa R Minor and Noha F Minshawi 9 Sleep Disorders�������������������������������������������������� 217 Karen McKenzie, Halina Rzepecka and Iain McClure 10 Epilepsy�������������������������������������������������������������� 235 Colin Reilly and Christopher Gillberg 11 Gastrointestinal Disorders�������������������������������� 257 Geraldine Leader and Arlene Mannion 12 Intellectual Disability���������������������������������������� 283 Nienke Peters-Scheffer, Robert Didden and Russell Lang Part IV Motor Movement and Activity 13 Developmental Coordination Disorder����������� 303 John Cairney and Sara King-Dowling Appendix������������������������������������������������������������������ 323 Index������������������������������������������������������������������������� 325 Contents free ebooks ==> www.ebook777.com About the Editor Johnny L Matson PhD is a professor and distinguished research master in the Department of Psychology at the Louisiana State University, Baton Rouge, LA, USA He has also previously held a professorship in psychiatry and clinical psychology at the University of Pittsburgh He is the author of more than 800 publications including 41 books He also serves as founding editor-in-chief of three journals: Research in Developmental Disabilities (Elsevier), Research in Autism Spectrum Disorders (Elsevier), and Review Journal of Autism and Developmental Disorders (Springer) vii www.ebook777.com free ebooks ==> www.ebook777.com Contributors Fahad Alresheed Department of Special Education and Clinical Sciences, University of Oregon, Eugene, OR, USA Casey M Breslin Temple University, Philadelphia, PA, USA John Cairney Department of Psychiatry and Behavioral Neuroscience Family Medicine, Kinesiology and CanChild, Center for Childhood Disability Research, McMaster University, Hamilton, ON, Canada Amarie Carnett Victoria University of Wellington, Wellington, New Zealand Paige Cervantes Department of Psychology, Louisiana State University, Baton Rouge, LA, USA Robert Didden Behavioural Science Institute, Radboud University, Nijmegen, HE, The Netherlands Sayed ElGarhy Fayoum University, Al Fayoum, Faiyum Governorate, Egypt Jill C Fodstad Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA Christopher Gillberg Research Department, National Center for Young People with Epilepsy, Lingfield, Surrey, UK Jina Jang Department of Psychology, Louisiana State University, Baton Rouge, LA, USA Sara King-Dowling Department of Kinesiology, McMaster University, Hamilton, ON, Canada ix free ebooks ==> www.ebook777.com x Contributors Christen Knowles Department of Special Education and Clinical Sciences, University of Oregon, Eugene, OR, USA Russell Lang College of Education, Texas State University, San Marcos, TX, USA Geraldine Leader Irish Centre for Autism and Neurodevelopmental Research, School of Psychology, National University of Ireland, Galway, Galway, Ireland Ting Liu Department of Health and Human Performance, Texas State University, San Marcos, TX, USA Wendy Machalicek Department of Special Education and Clinical Sciences, University of Oregon, Eugene, OR, USA Caroline I Magyar Department of Pediatrics, University of Rochester Medical Center, Rochester, NY, USA Arlene Mannion Irish Centre for Autism and Neurodevelopmental Research, National University of Ireland, Galway, Galway, Ireland Susan D Mayes Department of Psychiatry, Penn State College of Medicine, Hershey, PA, USA Micah O Mazurek University of Missouri-Columbia, Columbia, MO, USA Iain McClure NHS Lothian, Musselburgh, UK Sandra McCourt Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA Karen McKenzie Northumbria University, Newcastle upon Tyne, UK Lisa R Minor Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA Noha F Minshawi Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA Vincent Pandolfi Psychology Department, Rochester Institute of Technology, Rochester, NY, USA Amanda M Pearl Department of Psychiatry, Penn State College of Medicine, Hershey, PA, USA www.ebook777.com free ebooks ==> www.ebook777.com Contributors xi Nienke Peters-Scheffer Behavioural Science Institute, Radboud University, Nijmegen, HE, The Netherlands Tracy Raulston Department of Special Education and Clinical Sciences, University of Oregon, Eugene, OR, USA Colin Reilly Research Department, National Center for Young People with Epilepsy, Lingfield, Surrey, UK Traci Ruppert Department of Special Education and Clinical Sciences, University of Oregon, Eugene, OR, USA Halina Rzepecka NHS Tayside, Dundee, UK John F Strang Center for Autism Spectrum Disorders, Children’s National Medical Center, Washington, D.C., USA free ebooks ==> www.ebook777.com 13 Developmental Coordination Disorder 311 DCD and Attention Deficit Hyperactivity Disorder ADHD is among the most prevalent psychiatric or developmental disorders of childhood The disorder is characterized by inattention, impulsivity, and hyperactivity (Treuting and Hinshaw 2001) According to the DSM-V, these core symptoms must be persistent, developmentally inappropriate, and maladaptive (American Psychiatric Association 2013) Similar to DCD, the expression of ADHD is not uniform across cases Unlike DCD, however, subtypes have been identified and accepted— either inattention or hyperactivity-impulsivity may predominate, and the DSM-IV lists three subtypes of the disorder namely: ADHD-Predominantly Inattentive type, ADHD-Predominantly Hyperactive-Impulsive type, and ADHD-Combined type, in which both symptoms are prominent (American Psychiatric Association 2000) Rates of comorbidity between ADHD/ADD and DCD have been estimated to be as high as 50 % (Kadesjo and Gillberg 1999) This figure, however, should be qualified, because estimates are significantly influenced by the method of clinical investigation Simply put, studies reporting the highest rates of comorbidity tend to come from clinical samples of children already identified as having, or being at risk for, ADHD/ADD, who are subsequently tested for DCD (Piek et al 1999; Pitcher et al 2003) Studies that use a general population screening approach tend to show much lower levels of comorbidity (Missiuna et al 2011) It is tempting therefore to conclude that clinical referral bias may be one reason why the rates of comorbidity are so high in some studies In addition to sampling, however, the challenges of disentangling these disorders arise from the nature of the symptoms present in both A child who is impulsive will surely at times appear clumsy, especially while playing with other children A child who has problems with inhibitory control will find it difficult to concentrate on a task like printing, especially when distractions are present A child with DCD, conversely, may act out due to frustration at being unable to participate, or in an attempt to distract attention from problems doing motor-based activities, thereby appearing to be inattentive, disruptive, or hyperactive It is only under carefully controlled conditions, and with experienced clinical (or highly-trained research) professionals, that one can start to disentangle problems of inattention or motivation from problems better characterized as motor coordination deficits One wonders how much of the referral bias previously described is due to the fact that children with DCD may be more likely to be referred to clinics for what are perceived to be problems with inattention or impulsivity Research on the miss-classification of ADHD/ADD in children with DCD, though certainly difficult to do, is required DCD and Autism Spectrum Disorders In this section, we review clinical and research articles concerning the relationship between DCD and ASD One of the most notable changes in diagnostic criteria from DSM-IV to DSM-V concern elimination of pervasive developmental delay www.ebook777.com free ebooks ==> www.ebook777.com 312 J Cairney and S King-Dowling (PDD) as an exclusion criterion In the DSM-IV, a child with PDD, which includes such disorders as autism disorder or Asperger’s syndrome, would not have received a diagnosis of DCD As we observed with ADHD/ADD, some level of motor dysfunction or atypical presentation of motor behavior is an inherent part of the diagnostic criteria for ASD It stands to reason, therefore, given that atypical presentation of movement is bound up in the diagnostic criteria, one would expect a level of motoric dysfunction in this population that might render a separate diagnosis unnecessary Yet, there is good reason for the removal of PDD as an exclusion for the diagnosis of DCD Diagnostic Criteria for ASD ASD is characterized by impairments in social communication and interaction, as well as restricted, repetitive patters of behavior, interests or activities (American Psychiatric Association 2013) The motor components of the ASD diagnosis are focused on stereotypies, such as hand flapping or body rocking (Goldman et al 2009) These repetitive motor movements are a criterion for ASD diagnosis Gross and fine motor delays, as well as problems with the execution of motor skills and tasks—although recognized as a common feature—are not an essential or defining characteristic (Green et al 2002) The removal of the PDD exclusion opens the door to more research into comorbidities and intervention strategies that target aspects of both disorders Motor Coordination Problems in ASD Early research by Kanner (1943) and Asperger (1944) documented general sensorymotor deficits in children with what is now known as ASD Since then, research has consistently found that the majority of children with ASD, present with fine motor and gross motor problems, irrespective of the motor assessment conducted (e.g., M-ABC-2, BOT-2, etc.) (Dewey et al 2007; Ghaziuddin and Butler 1998; Green et al 2002, 2009; Miyahara 1997) These findings tend to hold true across the entire autism spectrum and across a wide range of child ages, and are independent of gender (Berkeley and Zittel 2010; Fournier et al 2010; Kopp et al 2010; Lloyd et al 2013; Miyahara 2013; Staples and Reid 2009; Whyatt and Craig 2011) In addition, evidence suggests that these deficits remain even when intellectual/cognitive development and receptive vocabulary are taken into account (Green et al 2009; Staples and Reid 2009; Whyatt and Craig 2011) Further, longitudinal work indicates that these motor deficits widen over time in children with ASD (Landa and Garrett-Mayer 2006; Lloyd et al 2013; Van Waelvelde et al 2010), meaning that these children tend to fall further and further behind norms for their chronological age as they get older free ebooks ==> www.ebook777.com 13 Developmental Coordination Disorder 313 Much like DCD, our concern with motor development in children with ASD lies in the important role that fundamental motor skill plays in overall development Fundamental motor skills, such as running, jumping, hopping, balance, ball skills and others, are the necessary building blocks for long-term engagement in physical active play, exercise, and participation in sport Since most of childhood is spent in play that requires competencies in both fine and gross motor skills, our concern is that when such competencies are absent, the child’s overall development, especially in relation to peer interactions and in the execution of motor tasks associated with formal learning (e.g., printing), is further impaired This is especially the case for children at the less severe end of the ASD spectrum The development of fundamental motor skills is complex and involves a complex interaction between the task itself (e.g., walking), the inherent capabilities of the child with respect to characteristics, such as temperament and biological (genetic) endowment, and the environment (Chambers and Sugden 2006) With regard to the last component, in particular, it is commonly held that fundamental motor skills are generally learned as part of normal growth and development through interaction with others (e.g., imitation, exploration, direct instruction, unstructured play) (Clark 2005) As the play and social engagement necessary for building these movement patterns are constrained in children with ASD, it is plausible that the interaction between delayed motor skills and limited social interactions negatively impact each other and lead to greater and greater deficits over time (Bhat et al 2011; Lloyd et al 2013) Preliminary work has supported this hypothesis, finding that weaker motor skills are associated with greater social communicative deficits and poorer future outcomes (MacDonald et al 2013, 2014; Piek and Dyck 2004; Sutera et al 2007) In addition, when visual–spatial organization and motor coordination abilities are both impaired, ASD symptoms seem to be the most severe (Piek and Dyck 2004) Whether impairments in one area cause worsening of problems in another, however, has not been established Longitudinal research would help to establish precedence, and may provide evidence on whether improvements in motor skills can positively impact social development and other ASD symptoms over time ASD and DCD: Comorbid or Separate Disorders Not only does the existing ASD literature find consistent deficits in motor abilities but these are also severe enough that many of the children with ASD also meet the criteria for a diagnosis of motor impairment (Green et al 2002) Such a diagnosis, it should be remembered, requires coordination deficits in excess of those to be expected given a child’s cognitive functioning In fact, when comparing children with ASD against children with DCD, the children with ASD tend to have the weakest motor skills and show the least improvements over time (Dewey et al 2007; Green et al 2002; Van Waelvelde et al 2010; Wisdom et al 2007) The pervasiveness of these motor coordination deficits in children with ASD has led to an argument www.ebook777.com free ebooks ==> www.ebook777.com 314 J Cairney and S King-Dowling that motor coordination problems be considered as a cardinal feature of the ASD diagnosis (Fournier et al 2010) The nature of motor involvement in ASD, however, remains the subject of debate This in fact is not limited to discussions of ASD and DCD, as we have seen It stems from a long-standing debate about the nature of the associations among neurodevelopmental problems In the early 1980s the notion of generalized atypical brain development made a resurgence in the clinical neurological and psychiatric literatures, largely on the basis of research conducted in Northern Europe on the high rate of co-occurrence of problems related to sensory, motor, and behavioral problems in children The concept of “DAMP” (deficits in attention, motor control, and perception), alluded to earlier, was introduced to describe the high rate of comorbidity between DCD, ADHD, and ASD symptoms (Gillberg and Kadesjo 2003) Bonnie Kaplan and her colleagues similarly used the concept of “atypical brain development” as an overarching explanation for the myriad of neurological deficits seen in children with ADHD and DCD (Kaplan et al 1998) Arguments continue to be made along these lines, all hinging on overlapping symptoms (Wisdom et al 2007) A pervasive brain dysfunction hypothesis is most useful from a research perspective if it directs inquiry into specific mechanisms or interventions It is unclear to us that a direct link between the concept of “atypical brain development” and more recent research in developmental neurosciences can be made Nevertheless, it is true that convergent lines of research into the function of the cerebellum and its relationship to other areas of the brain associated with cognitive abilities (executive functioning) (Diamond 2000), as well as the growing body of research that links the cerebellum to a number of developmental disorders including autism (Mostofsky et al 2009), learning disabilities, such as dyslexia (Nicolson et al 2001), and ADHD/ADD (Visser 2003), suggests investigation of cerebellar dysfunction may aid our understanding of the etiology of these neurodevelopmental disorders—particularly in terms of elucidating common underlying pathways At a purely clinical or descriptive level, however, a compelling case can be made for rejecting this paradigm in favor of keeping distinct diagnostic categories, such as ASD and DCD, intact (Cairney et al 2010a) Specifically, keeping existing clinical diagnoses, even if there is a common mechanism linking them together, is useful because, at least in theory, it facilities comprehensive evaluation of the child difficulties or challenges (and strengths), which in turn provides a roadmap for targeted interventions to address each cluster of symptoms At the present time, it would seem prudent to maintain discrete diagnostic categories for both the purpose of classification and treatment, while continuing to search for common pathways that ultimately lead to more effective treatments and/or prevention strategies (Cairney et al 2010a) Regardless of etiology or clinical utility, what we know is this—children with comorbid DCD, whether it is with ADHD/ADD or ASD, have worse outcomes than children who not have comorbid motor coordination problems (Gillberg and Kadesjo 2003; Missiuna et al 2014) free ebooks ==> www.ebook777.com 13 Developmental Coordination Disorder 315 Implications for Intervention Easily the single most important question for parents of children with DCD, and for clinicians involved in identification of the disorder, is what can be done for children with this condition? Historically, the literature has identified two sets of interventions, for which there is at least some empirical evidence regarding efficacy The first are referred to as “bottom-up” approaches These interventions are designed to target the fundamental abilities that govern motor control and movement skill The theory being, if we can identify (and understand) the underlying mechanisms that produce motor coordination problems, we can intervene effectively Examples in this area include the work of Ayres and her sensory-motor integration approach (Ayres 1972; Ayres et al 1979), Laszlo’s kinaesthetic training (Laszlo and Bairstow 1985; Laszlo et al 1988), and Lord and Hulme’s perceptual motor intervention (Lord and Hulme 1987a, b) Although theoretically appealing, evidence for efficacy is wanting: replication of the results of these studies has produced at best equivocal findings, and several meta-analyses and systematic reviews suggest that existing bottom-up approaches produce, at best, minimal improvement (Hillier 2007; Polatajko and Cantin 2005; Wilson and Lipsey 2007) The other approach, so-called “top-down” interventions, are rooted in the principles of dynamics systems theory (Thelen 1995) and motor learning (Mandich et al 2001) The emphasis is on the acquisition of particular motor skills, and the role of the therapist is to instruct, encourage, and model Two approaches, Neuromotor Task Training (NTT) (Niemeijer, Smits-Engelsman and Schoemaker 2007) and Cognitive Orientation to daily Occupational Performance (CO-OP) (Levac et al 2009), are among the preferred interventions for children with DCD An important difference between the two concerns the level of participation of the child In NTT, learning is more directed, whereas, in CO-OP, the child is more actively involved, both in selecting tasks and setting goals (Schoemaker and Smits-Engelsman 2005) CO-OP also uses a cognitive strategy approach, with focus and attention directed toward specific components of the target motor skill with which the child is having the most difficulty (Missiuna et al 2015) Evidence for the efficacy and effectiveness of these interventions is considerably more compelling than that for “bottomup” approaches (Sugden 2007) Available evidence would suggest, then, that targeting function, rather than underlying deficits, is the better approach for intervention at the present time (Sugden 2007) However, there is no evidence from either approach that the core problems or symptoms of DCD can be completely corrected Moreover, these interventions are typically provided one-on-one, and may continue for long periods of time Therefore, it has been noted that, given the large number of children with DCD in the population, the demand for these interventions will far exceed the capacity of the health system to provide them (Deloitte 2010; Dunford et al 2004; Missiuna et al 2015) As a result, Missiuna and her colleagues have argued for a population health approach to problem of early identification and management of children with DCD Termed Partnering for Change (P4C), the model incorporates www.ebook777.com free ebooks ==> www.ebook777.com 316 J Cairney and S King-Dowling occupational therapists directly into school support services to consult and advise teachers on management strategies, not to provide one-on-one therapy Through a response-to-intervention approach (Shores and Bender 2007), teachers systematically try environmental and behavioral modifications to accommodate the motor challenges of the child Only when successive attempts fail a child is referred to specialized services The OT guides and consults continuously throughout the process A somewhat radical proposition is embedded into this model—the focus is not on correction of motor problems at the child level, but in providing adequate environmental modifications to support the child’s needs In other words, the environment and the task (e.g., writing), as well as the child, are all the foci of the intervention Evaluation of the approach is ongoing but initial results in terms of feasibility and acceptability of the program in schools are promising (Missiuna et al 2015) There is limited research on the efficacy of these interventions in children with comorbid neurodevelopmental disorders, such as ASD, and this will need to be a major focus of clinical research moving forward With specific regard to ASD, current behavioral interventions seek to improve functioning in multiple domains, including motor functioning Interventions for children with specific deficits in this area may therefore consist of an increased emphasis on motor skills within an existing framework It has also been argued, however, that increased attention to fundamental motor skills among children with ASD generally may help create a context for building and developing social skills though physical play (MacDonald et al 2013) It may also give them the appropriate foundation for increasing and maintaining physical activity participation There is a small but growing literature supporting this view For example, a recent study by Bremer et al (2014) used a waitlist control study to examine the impact of fundamental motor skill intervention on 4–year-old children with ASD The intervention itself focused on teaching specific motor skills (e.g., running, kicking, throwing) through single-step skill acquisition strategies, active games, activity stations, and free play in a group setting Results demonstrated significant group improvements in motor skill proficiency, as well as individual improvements in social skills and behavior, indicating that a group motor skill program can be an effective intervention strategy for young children with ASD Conclusion DCD is a prevalent, neurodevelopmental condition affecting large numbers of children in the general population While it has for some time been recognized that DCD tends to occur alongside other neurodevelopmental and psychiatric disorders, especially ADHD/ADD and learning disorders, attention to the problem of concurrent motor coordination difficulties in children with ASD is relatively recent The removal of pervasive developmental delay as an exclusion criterion for DCD in the DSM-V has opened the door not only to clinical diagnosis but also to further free ebooks ==> www.ebook777.com 13 Developmental Coordination Disorder 317 scientific investigation It is axiomatic in pediatrics that children with delays in multiple areas will be at greater risk for negative outcomes related to social, physical, and emotional well-being Attending to the motor skill deficits in children with ASD holds great promise for improving both participation and overall quality of life Research on the most appropriate and effective approaches for intervention in this population, however, are needed, as is further research on the health trajectories of children with comorbid ASD and DCD References American Psychiatric Association (2000) Diagnostic and statistical manual of mental disorders, text revision (DSM-IV-TR) Washington, DC: American Psychiatric Association American Psychiatric Association (2013) Diagnostic and statistical manual of mental disorders (5th ed.), Arlington: American Psychiatric Publishing Asperger, H (1944) Autistic psychopathy in childhood Translated and annotated by U Frith (Ed.) in Autism and Asperger syndrome (1991) Cambridge: Cambridge University Press Ayres, A J (1972) Sensory integration and learning disorders Los Angeles: Western Psychological Services Ayres, A J., Robbins, J., & McAtee, S (1979) Sensory integration and the child (Vol. 12) Los Angeles: Western Psychological Services http://i0.u-mama.ru/fd0/479/02e/Sensory_Integration1.doc Berkeley, S L., & Zittel, L L (2010, April 22) Locomotor and object control skills of children diagnosed with autism http://journals.humankinetics.com.libaccess.lib.mcmaster.ca/apaq back-issues/apaqvolume18issue4october/locomotorandobjectcontrolskillsofchildrendiagnosedwithautism Accessed 30 Mar 2015 Bhat, A N., Landa, R J., & Galloway, J C C (2011) Current perspectives on motor functioning in infants, children, and adults with autism spectrum disorders Physical Therapy, 91(7), 1116–1129 http://doi.org/10.2522/ptj.20100294 Blank, R., Smits-Engelsman, B., Polatajko, H., & Wilson, P (2012) European academy for childhood disability (EACD): Recommendations on the definition, diagnosis and intervention of developmental coordination disorder (long version)* Developmental Medicine & Child Neurology, 54(1), 54–93 Bremer, E., Balogh, R., & Lloyd, M (2014) Effectiveness of a fundamental motor skill intervention for 4-year-old children with autism spectrum disorder: A pilot study Autism, 1362361314557548 http://doi.org/10.1177/1362361314557548 British Medical Journal (1962) Clumsy children BMJ, 2(5320), 1665–1666 http://doi org/10.1136/bmj.2.5320.1665 Bruininks, R H., & Bruininks, B D (2005) Bruininks-oseretsky test of motor proficiency, (BOT-2) Minneapolis: Pearson Assessment Cairney, J (2010a) Diagnostic criteria and case ascertainment of DCD in epidemiological studies: Does DSM help? http://pediatrics.aappublications.org/content/123/4/e693.short/ reply#pediatrics_el_49177 Accessed 29 March 2015 Cairney, J., Hay, J A., Faught, B E., & Hawes, R (2005) Developmental coordination disorder and overweight and obesity in children aged 9–14 y International Journal of Obesity (2005), 29(4), 369–372 http://doi.org/10.1038/sj.ijo.0802893 Cairney, J., Hay, J A., Faught, B E., Flouris, A., & Klentrou, P (2007) Developmental coordination disorder and cardiorespiratory fitness in children Pediatric Exercise Science, 19(1), 20–28 Cairney, J., Veldhuizen, S., & Szatmari, P (2010b) Motor coordination and emotional-behavioral problems in children Current Opinion in Psychiatry, 23(4), 324–329 www.ebook777.com free ebooks ==> www.ebook777.com 318 J Cairney and S King-Dowling Cairney, J., Rigoli, D., & Piek, J (2013) Developmental coordination disorder and internalizing problems in children: The environmental stress hypothesis elaborated Developmental Review, 33(3), 224–238 http://doi.org/10.1016/j.dr.2013.07.002 Cantell, M H., Smyth, M M., & Ahonen, T P (2003) Two distinct pathways for developmental coordination disorder: Persistence and resolution Human Movement Science, 22(4), 413–431 Cermak, S (1985) Developmental dyspraxia In E A Roy (Ed.), Advances in psychology (Vol. 23, pp. 225–248) Oxford: North-Holland http://www.sciencedirect.com/science/article/ pii/S0166411508611437 Chambers, M., & Sugden, D (2006) Early years movement skills: Description, diagnosis and intervention London: Wiley Clark, J E (2005) From the beginning: A developmental perspective on movement and mobility Quest, 57(1), 37–45 http://doi.org/10.1080/00336297.2005.10491841 Crawford, S G., Wilson, B N., & Dewey, D (2001) Identifying developmental coordination disorder Physical & Occupational Therapy in Pediatrics, 20(2–3), 29–50 http://doi.org/10.1080/ J006v20n02_03 Deloitte (2010) Review of school health support services: Final report Ministry of Health and Long Term Care from http://www.peopleforeducation.ca/document/review-of-school-healthsupport-services/ Accessed 31 March, 2015 Dewey, D., Kaplan, B J., Crawford, S G., & Wilson, B N (2002) Developmental coordination disorder: Associated problems in attention, learning, and psychosocial adjustment Human Movement Science, 21(5), 905–918 Dewey, D., Cantell, M., & Crawford, S G (2007) Motor and gestural performance in children with autism spectrum disorders, developmental coordination disorder, and/or attention deficit hyperactivity disorder Journal of the International Neuropsychological Society: JINS, 13(2), 246–256 http://doi.org/10.1017/S1355617707070270 Diamond, A (2000) Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex Child 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APAQ, 31(2), 95–105 http://doi.org/10.1123/apaq.2013-0068 www.ebook777.com free ebooks ==> www.ebook777.com 320 J Cairney and S King-Dowling Mandich, A D., Polatajko, H J., Macnab, J J., & Miller, L T (2001) Treatment of children with developmental coordination disorder Physical & Occupational Therapy in Pediatrics, 20(2–3), 51–68 http://doi.org/10.1080/J006v20n02_04 Martin, N C., Piek, J P., & Hay, D (2006) DCD and ADHD: A genetic study of their shared aetiology Human Movement Science, 25(1), 110–124 http://doi.org/10.1016/j.humov.2005.10.006 McCarron, L T (1997) MAND: McCarron Assessment of Neuromuscular Development, Fine and Gross Motor Abilities Dallas: McCarron-Dial Systems, Incorporated Missiuna, C., Moll, S., King, G., Stewart, D., & Macdonald, K (2008) Life experiences of young adults who have coordination difficulties Canadian Journal of Occupational Therapy, 75(3), 157–166 http://doi.org/10.1177/000841740807500307 Missiuna, C., Cairney, J., Pollock, N., Russell, D., 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speech problems in children New York: W W Norton & Co Pearsall-Jones, J G., Piek, J P., Rigoli, D., Martin, N C., & Levy, F (2009) an investigation into etiological pathways of DCD and ADHD using a monozygotic twin design Twin Research and Human Genetics, 12(04), 381–391 http://doi.org/10.1375/twin.12.4.381 Piek, J P., & Dyck, M J (2004) Sensory-motor deficits in children with developmental coordination disorder, attention deficit hyperactivity disorder and autistic disorder Human Movement Science, 23(3–4), 475–488 http://doi.org/10.1016/j.humov.2004.08.019 Piek, J P., Pitcher, T M., & Hay, D A (1999) Motor coordination and kinaesthesis in boys with attention deficit–hyperactivity disorder Developmental Medicine & Child Neurology, 41(3), 159–165 http://doi.org/10.1111/j.1469-8749.1999.tb00575.x Pitcher, T M., Piek, J P., & Hay, D A (2003) Fine and gross motor ability in males with ADHD Developmental Medicine & Child Neurology, 45(8), 525–535 Polatajko, H J., & Cantin, N (2005) Developmental Coordination Disorder (Dyspraxia): An Overview of the State of the Art Seminars in Pediatric Neurology, 12(4), 250–258 http://doi org/10.1016/j.spen.2005.12.007 free ebooks ==> www.ebook777.com 13 Developmental Coordination Disorder 321 Polatajko, H., Fox, M., & Missiuna, C (1995) An International Consensus on Children with Developmental Coordination Disorder Canadian Journal of Occupational Therapy, 62(1), 3–6 http://doi.org/10.1177/000841749506200101 Rivilis, I., Hay, J., Cairney, J., Klentrou, P., Liu, J., & Faught, B E (2011) Physical activity and fitness in children with developmental coordination disorder: A systematic review Research in Developmental Disabilities, 32(3), 894–910 http://doi.org/10.1016/j.ridd.2011.01.017 Schoemaker, M M., & Smits-Engelsman, B C M (2005) Neuromotor task training: a new approach to treat children with DCD In D A Sugden, M Chambers (Eds.), Children with Developmental Coordination Disorder (pp 212–227) London: Whurr Shores, C., & 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brain-injured child Oxford: Grune & Stratton Sugden, D (2006) Leeds consensus statement: Developmental coordination disorder as a specific learning difficulty Leeds: DCD-UK/Dyscovery Centre Sugden, D (2007) Current approaches to intervention in children with developmental coordination disorder Developmental Medicine and Child Neurology, 49(6), 467–471 http://doi org/10.1111/j.1469-8749.2007.00467.x Sutera, S., Pandey, J., Esser, E L., Rosenthal, M A., Wilson, L B., Barton, M., et al (2007) Predictors of optimal outcome in toddlers diagnosed with autism spectrum disorders Journal of Autism and Developmental Disorders, 37(1), 98–107 http://doi.org/10.1007/s10803-0060340-6 Tan, S K., Parker, H., & Larkin, D (2010, April 22) Concurrent Validity of Motor Tests Used to Identify Children With Motor Impairment http://journals.humankinetics.com/apaq-backissues/apaqvolume18issue2april/concurrentvalidityofmotortestsusedtoidentifychildrenwithmotorimpairment Accessed 30 Mar 2015 Thelen, E (1995) Motor development: A new synthesis American Psychologist, 50(2), 79–95 http://doi.org/10.1037/0003-066X.50.2.79 Treuting, J J., & Hinshaw, S P (2001) Depression and self-esteem in boys with attention-deficit/ hyperactivity disorder: Associations with comorbid aggression and explanatory attributional mechanisms Journal of Abnormal Child Psychology, 29(1), 23–39 http://doi.org/10.1023 /A:1005247412221 Van Waelvelde, H., Oostra, A., Dewitte, G., Van Den Broeck, C., & Jongmans, M J (2010) Stability of motor problems in young children with or at risk of autism spectrum disorders, ADHD, and or developmental coordination disorder Developmental Medicine & Child Neurology, 52(8), e174–e178 http://doi.org/10.1111/j.1469-8749.2009.03606.x Veldhuizen, S., & Cairney, J (2015) Methodological issues in field-based DCD research: Case identification and study design In J Cairney (Ed.), Developmental coordination disorder and its consequences (pp. 192–212) Toronto: University of Toronto Press Visscher, 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performance deficits in developmental coordination disorder: A meta-analysis of recent research Developmental Medicine & Child Neurology, 55(3), 217–228 http://doi.org/10.1111/ j.1469-8749.2012.04436.x Wisdom, S N., Dyck, M J., Piek, J P., Hay, D., & Hallmayer, J (2007) Can autism, language and coordination disorders be differentiated based on ability profiles? European Child & Adolescent Psychiatry, 16(3), 178–186 http://doi.org/10.1007/s00787-006-0586-8 Zhu, Y.-C., Wu, S K., & Cairney, J (2011) Obesity and motor coordination ability in Taiwanese children with and without developmental coordination disorder Research in Developmental Disabilities, 32(2), 801–807 http://doi.org/10.1016/j.ridd.2010.10.020 Zwicker, J G., Missiuna, C., Harris, S R., & Boyd, L A (2012) Developmental coordination disorder: A review and update European Journal of Paediatric Neurology, 16(6), 573–581 http://doi.org/10.1016/j.ejpn.2012.05.005 free ebooks ==> www.ebook777.com Appendix This book presents the similarities and intersections between autism spectrum disorders (ASD) and comorbid conditions in children It describes the prevalence and magnitude of comorbid conditions occurring in conjunction with ASD that complicate diagnosis and can potentially lead to inappropriate treatment and negative outcomes It addresses the strengths and limitations of age-appropriate assessment measures as well as activity and motor skill measurement methods Specific comorbid disorders are examined through the review of core symptoms, prognostic and diagnostic issues, and treatment options for children on the ASD spectrum Featured topics include: • • • • • Challenging behaviors in children with ASD Conditions ranging from feeding and gastrointestinal disorders to epilepsy Developmental coordination disorder (DCD) Intellectual disability (ID) Methods and procedures for measuring comorbid psychological, medical, and motor disorders Comorbid Conditions Among Children with Autism Spectrum Disorders is a musthave resource for researchers, clinicians and professionals, and graduate students across such fields as clinical child, school, and developmental psychology, child and adolescent psychiatry, and social work as well as rehabilitation medicine/ therapy, behavioral therapy, pediatrics, and educational psychology © Springer International Publishing Switzerland 2016 Johnny L Matson (ed.), Comorbid Conditions Among Children with Autism Spectrum Disorders, Autism and Child Psychopathology Series, DOI 10.1007/978-3-319-19183-6 www.ebook777.com 323 free ebooks ==> www.ebook777.com Index A Anatomical development, 190 Anxiety disorders, 7, 13, 52, 143 anxiety-specific measures, 54 core features, 13 OCD, 53 social anxiety disorder, 53 specific phobias, 54 Attention-deficit/hyperactivity disorder (ADHD), 49–51 Autism spectrum disorder (ASD), 3, 6, 45, 48, 244 challenging behaviors, 78, 137 defining, 139, 140 development of, risk factors, 141 diagnostic characteristics of, 141, 142 early identification and treatment of, 138 ID, 142 prevalence of, 140, 141 children anxiety disorders, 52 clinical assessment, 56 depression, 54, 55 disruptive behavior disorders, 48, 49 general psychopathology, 47, 48 miscellaneous disorders, 55 psychological problems, 55 CP See Cerebral palsy (CP), 72 diagnosis of, ID, 78 assessment of, 80 causes of, 80 common symptoms, 78, 79 effect of, 79, 80 B Behavioural development, 241 Brain development, 67, 314 C Cerebral palsy (CP), 72 cause of, 74 classifications of, 73 comorbid, 74, 75 cranial ultrasound, 77 CT, 77 early signs and symptoms of, 73 functional assessment, 75, 76 laboratory tests, 77 medical and developmental evaluations, 75 MRI, 77 neuroimaging, 76 prevalence rates of, 73, 74 Challenging behavior, 15, 65 ASD See Challenging behavior, 137 Children, 4, 5, 8, ASD See ASD, 45 Comorbidity, 16, 266 diagnosis of, 6, psychiatric, 245 Core symptoms, 7, 311 ASD, 47, 48, 86, 188, 258, 287 adaptive behavior, 286 characterises, 284 communication and social skills, 285 repetitive and stereotypic behavior, 285 ID, 204 adaptive behavior, 286 characterises, 284 communication and social skills, 285 repetitive and stereotypic behavior, 285 of ADHD, 49 © Springer International Publishing Switzerland 2016 Johnny L Matson (ed.), Comorbid Conditions Among Children with Autism Spectrum Disorders, Autism and Child Psychopathology Series, DOI 10.1007/978-3-319-19183-6 325 free ebooks ==> www.ebook777.com 326 Index D Developmental coordination disorder (DSD), 246, 303, 304, 311–316 and ASD, 311 diagnostic criteria for, 306–308 impact of, 308, 309 prevalence and risk factors, 304, 305 Disruptive behaviors, 15, 16 E Epilepsy, 236, 237, 241, 243, 269 in ASD, 247, 248 outcome of, 248, 249 prevalence of, 11 Etiology, 4, 8, 188 biological, 80 nonorganic, of feeding dysfunction, 201, 203–207 organic, F Feeding, 187–189 behavioral, 200 disorders, 192 prevalence of, 197–199 dysfunction, 188 consequences of, 209 etiology of, 201–203 problems, 269, 270 skills problems, 195 G Gastrointestinal, 10 dysfunction, 261 problems, 11, 12, 259 symptoms of, 70, 258, 260, 271 Genetics of ASD, 273 of DCD, 305 Gross motor development, 102 I Identification, 315 Intellectual disabilities (ID), 6, 7, 9, 65, 140, 145, 238 ASD, 78 challenging behaviors, 142, 143 Intelligence Quotient (IQ), 6, 9, 10, 56, 81, 221, 243, 293 Intervention, 71, 72, 78, 86 antecedent, 149, 152 approach to, 145, 146 behavioral, 138, 148 M Medical conditions, 8, 10, 86, 187, 205, 284 identification of, 66 symptoms of in ASD, 85 Mood problems, 14, 15 Motor skills, 73, 75, 79, 83, 246 fundamental, 92 gross, 96, 106 type of, 115 Movement motor, 6, 53, 96 repetitive, 119 stereotyped, 240 N Neurodevelopmental disorders ASD and ADHD, 49 Neurological development, 190 O Obsessive compulsive disorder (OCD), 53 P Pervasive developmental disorders (PDD) prevalence of, 74 Prognosis, 81, 284, 288 Psychiatric conditions, 287 comorbid, 188 Psychopathology comorbid, 13, 264, 265 general, 47, 48 Q Quality of life, 4, 45, 66, 68, 86, 117, 247, 268, 269, 277 S Seizures, 10, 11, 235, 239, 241, 242 clinical, 242, 248 epileptic, 236 Sleep, 68, 229 apena, 197 disorders, 94 hygiene, 226, 227 problems, 12, 265, 266 Social development, 145 Symptom clusters, 16 www.ebook777.com ... children with autism spectrum disorders: A multidimensional approach Sleep, 29, 1563–1571 Mandell, D S (2008) Psychiatric hospitalization among children with autism spectrum disorders Journal of Autism. .. adolescents with autism spectrum disorders Research in Autism Spectrum Disorders, 6(4), 1345–1365 doi:10.1016/j.rasd.2012.04.006 Grzadzinski, R., Huerta, M., & Lord, C (2013) DSM-5 and autism spectrum disorders. .. siblings of children with autism Research in Autism Spectrum Disorders, 2(4), 583–600 Betancur, C (2011) Etiological heterogeneity in autism spectrum disorders: More than 100 genetic and genomic disorders