Kaplan + Sadock's Synopsis of Psychiatry, 11e

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Chapter 31: Child Psychiatry

Kefalianos E, Onslow M, Block S, Menzies R, Reilly S. Early stuttering, tempera- ment and anxiety: Two hypotheses. J Fluency Disord. 2012; 37:151–163. Koyama E, Beitchman JH, Johnson CJ. Expressive language disorder. In: Sadock BJ, SadockVA, Ruiz P, eds. Kaplan & Sadock’s ComprehensiveTextbook of Psy- chiatry. 9 th ed. Vol. II. Philadelphia: Lippincott Williams &Wilkins; 2009:3509. Koyama E, Beitchman JH, Johnson CJ. Mixed receptive-expressive language dis- order. In: Sadock BJ, Sadock VA, eds. Kaplan & Sadock’s Comprehensive Text- book of Psychiatry. 9 th ed. Vol. II. Philadelphia: Lippincott Williams &Wilkins; 2009:3516. Koyama E, Johnson CJ, Beitchman JH, Phonological disorder. In: Sadock BJ, Sadock VA, Ruiz P, eds. Kaplan & Sadock’s Comprehensive Textbook of Psy- chiatry. 9 th ed. Vol. II Philadelphia: Lippincott Williams &Wilkins; 2009:3522. Kroll R, Beitchman JH. Stuttering. In: Sadock BJ, Sadock VA, Ruiz P, eds. Kaplan & Sadock’s Comprehensive Textbook of Psychiatry. 9 th ed. Vol. II. Philadelphia: Lippincott Williams & Wilkins; 2009:3528 Latterman C, Euler HA, Neumann K. A randomized control trial to investigate the impact of the Lidcombe Program on early stuttering in German-speaking preschoolers. J Fluency Disord. 2008;33:52–65. Law J, Garrett Z, Nye C. Speech and language interventions for children with primary speech and language delay or disorder Cochrane Database Syst Rev. 2003:CD00410. Leevers HJ, Roesler CP, Flax J, Benasich AA. The Carter Neurocognitive Assess- ment for children with severely compromised expressive language and motor skills. J Child Psychol Psychiatry. 2005;46:287. Marshall AJ. Parent-Child Interaction Therapy (PCIT) in school-aged children with specific language impairment. Int J Lang Commun Disord. 2011;46:397–410. McLaughlin MR. Speech and language delay in children. Am Fam Physician. 2011;83:1183–1188. McPartland JC, Reichow B, Volkmar FR. Sensitivity and specificity of the pro- posed DMS-5 diagnostic criteria for autism spectrum disorder. J AmAcad Child Adolesc Psychiatry. 2012;51:368–383. Millard SK, Nicholas A, Cook FM. Is parent-child interaction therapy effective in reducing stuttering? J Speech Hearing Res. 2008;51:636–650. Nass RD, Trauner D. Social and affective impairments are important recovery after acquired stroke in children. CNS Spectrums. 2004;9(6):420. Norbury CF. Practitioner Review: Social (pragmatic) communication disorder conceptualization, evidence and clinical implications. J Child Psychol and Psy- chiatry. , 2014;55(3)204–216. Onslow M, O’Brien S. Management of childhood stuttering. J Paediatr Child Health. 2013;49:E112–E115. Packman A, Onslow M. Searching for the cause of stuttering. Lancet. 2002; 360:655–656. Petursdottir AI, Carr JE. A review of the recommendations for sequencing receptive and expressive language instruction. J Applied Behavior Analysis. 2011;44:859–876. Ramus F, Marshall DR, Rosen S, van der Lely HK. Phonological deficits in spe- cific language impairment and developmental dyslexia: Towards a multidimen- sional model. Brain. 2012;136:630–645. Reilly S, Wake M, Ukoumunne OC, Bavin E, Prior M, Cini E, Conway L, Eadie P, Bretherton L. Predicting language outcomes at 4 years of age: Findings from Early Language in Victoria study. Pediatrics. 2010;126:e1530–e1537. Reisinger LM, Cornish KM, Fombonne E. Diagnostic differentiation of autism spectrum disorders and pragmatic language impairment. J Autism Dev Disord. 2011;41:1694–1704. Rvachew S, Grawburg M. Correlates of phonological awareness in preschoolers with speech sound disorders. J Speech Lang Hear Res. 2006;49:74–87. Ripley K,Yuill N. Patterns of language impairment and behavior in boys excluded from school. Br J Educ Psychol. 2005;75:37. Smith BL, Smith TD, Taylor L, Hobby M. Relationship between intelligence and vocabulary. Percept Mot Skills. 2005;100:101. Snowling MJ, Hulme C. Interventions for children’s language and literacy difficul- ties. Int J Commun Dis. 2012;47:27–34. Somerville MJ, Mervis CB, Young EJ, Seo EJ, Del Campo M, Bamforth S, Peregrine E, Loo W, Lilley M, Perez-Jurado LA, Morris CA, Scherer SW, Osborne LR. Severe expressive-language delay related to duplication of the Williams-Beuren locus. N Engl J Med. 2005;353:1655. Trajkovski N, Andrews C, Onslow M, O’Brian S, Packman A, Menzies R. A phase II trial of theWestmead Program: Syllable-timed speech treatment for preschool children who stutter. Int J Speech Lang Pathol. 2011;13:500–509. Verhoeven L, van Balkom H, eds. Classification of Developmental Language Disor- ders. Theoretical Issues and Clinical Implications. Mahwah, NJ: Erlbaum; 2004. Wake M, Levickis P, Tobin S, Zens N, Law J, Gold L, Ukoumunne OC, Goldfield S, Le Ha ND, Skeat J, Reilly S. Improving outcomes of preschool language delay in the community: Protocol for the Language for Learning randomized controlled trial. BMC Pediatrics. 2012;12:96–107. Wake M, Tobin S, Girolametto L, Ukomunne OC, Gold L, Levickis P, Sheehan J, Goldfeld S, Reilly S. Outcomes of population based language promotion for slow to talk toddlers at ages 2 and 3 years: Let’s Learn Language cluster ran- domised clinical trial. BMJ. 2011;343–355. Yaruss JS, Coleman Ce, Quesal RW. Stuttering in school-age children: A com- prehensive approach to treatment. Lang Speech Hear Serv Sch. 2012;43:536– 548.

▲▲ 31.5 Autism Spectrum Disorder

Autism spectrum disorder, previously known as the pervasive developmental disorders, is a phenotypically heterogeneous group of neurodevelopmental syndromes, with polygenic heri- tability, characterized by a wide range of impairments in social communication and restricted and repetitive behaviors. Prior to the development of the Fifth Edition of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Dis- orders (DSM-5), autism spectrum disorder was conceptualized as five discrete disorders, including: autistic disorder, Asperger’s disorder, childhood disintegrative disorder, Rett syndrome, and pervasive developmental disorder not otherwise specified. Autis- tic disorder was characterized by impairments in three domains: social communication, restricted and repetitive behaviors, and aberrant language development and usage. A less extensive form of autism spectrum disorder, Asperger’s disorder, did not include language impairment as a diagnostic criterion. Recent clinical consensus has shifted the conceptualization of autism spectrum disorder toward a continuum model in which heterogeneity of symptoms is recognized as inherent in the disorder, and core diagnostic impairments are collapsed into two domains: deficits in social communication, and restricted and repetitive behaviors. Aberrant language development and usage is no longer consid- ered a core feature of autism spectrum disorder. This diagnostic change, is based, in part, on recent studies in siblings with diag- noses of autistic disorder, suggesting that symptom domains may be transmitted separately, and that aberrant language develop- ment and usage is not a defining feature, but an associated fea- ture in some individuals with autism spectrum disorder. Autism spectrum disorder is typically evident during the second year of life, and in severe cases, a lack of developmentally appropri- ate interest in social interactions may be noted even in the first year. Some studies suggest that a decline in social interaction may ensue between the first and second years of life. However, in milder cases, core impairments in autism spectrum disorder may not be identified for several more years. Although language impairment is not a core diagnostic criterion in autism spectrum disorder, clinicians and parents share concerns about a child who by 12 to 18 months has not developed any language, and delayed language accompanied by diminished social behavior are frequently the heralding symptoms in autism spectrum dis- order. In up to 25 percent of cases of autism spectrum disorder, some language develops and is subsequently lost. Autism spec- trum disorder in children with normal intellectual function and mild impairment in language function may not be identified until middle childhood when both academic and social demands are increased. Children with autism spectrum disorder often exhibit idiosyncratic intense interest in a narrow range of activities, resist change, and typically, do not respond to their social envi- ronment in accordance with their peers. According to the DSM-5, diagnostic criteria for autism spectrum disorder include deficits in social communication and restricted interests, which present in the early developmental period, however, when subtle, may not be identified until sev- eral years later. approximately one third of children meeting the