Ability of toddlers to recognise TV images. Clinical utility of this milestone is not established.
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Editor—Lloyd and Brodie propose that the ability of an 18 month old child to recognise television images may be a useful milestone in the assessment of development.1 Their data derive from the examination of two conditions only: Down's syndrome and normality. To extend the concept to include learning disabilities in general, language disorders, and autism is not necessarily valid.
The authors found that their milestone had a high degree of specificity (96%): very few normal children were unable to recognise television images. The sensitivity of the milestone—its ability to detect Down's syndrome—was 81%. One fifth of children with Down's syndrome were not detected. We do not know how sensitive the milestone is to learning disability generally, language disorders, or autism. We cannot assume that the findings with the group of children with Down's syndrome can be generalised. Therefore, the clinical utility of this developmental milestone has not yet been established.Keywords:
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Sixteen autistic, 16 normal and 16 Down syndrome children (aged 3-6 years) were observed with their mother and a female stranger in a laboratory playroom. Proximity and sociable behaviours were recorded continuously during three observation sessions. The autistic children showed behaviours indicating that they were clearly attached to their mothers: like the normal and Down syndrome children, they showed all behaviours preferentially to the mother and directed proximity behaviours almost exclusively to her. These attachments were functionally similar to those of the comparison children. The deficits identified in the autistic group were restricted to a set of behaviours which have to do with social interaction such as Show, Give and Mutual Play. Descriptions of the aloof, unattached autistic child were not confirmed.
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Children with autism (mean age = 6 years) were videotaped first interacting with a parent and then with an unfamiliar researcher who imitated the child’s behaviours. The researcher showed more imitative and playful behaviours than the parents. In turn, the children showed more imitative behaviour when playing with the imitative researcher than with their parents.
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