Differences and similarities in behavioural characteristics between children diagnosed with APD and children with SLI, dyslexia, ADHD or autism: a systematic review
Ellen de WitPim van DijkSandra HanekampMargot Visser BochaneBert SteenbergenCees P. van der SchansMargreet Luinge
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Background: Children with auditory processing disorders (APD) seem to have difficulties in auditory functioning, and with cognitive, language and reading tasks. However, it is not clear whether the behavioural characteristic of children with APD are distinctive from the behavioural characteristics of children with another developmental disorder, like specific language impairment (SLI), dyslexia, attention deficit hyperactivity disorder (ADHD), or autism spectrum disorder (ASD). Aim: The aim of this study was to determine which characteristics overlap between children with APD versus SLI, dyslexia, ADHD, or ASD.Keywords:
Specific Language Impairment
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Clinical heterogeneity is a well-established characteristic of autism spectrum disorder (ASD). While the comorbidity of ASD and ADHD is well known in clinical practice, relatively little research has examined the neuropsychological profile of children with ASD + ADHD. Our study showed significant differences in the neuropsychological characteristics of children with ASD + ADHD compared to those with ASD only. Children with ASD + ADHD showed higher symptoms of anxiety, worse working memory, and less empathy, as measured by the “Reading the Mind in the Eyes.” This suggests that having ADHD brings further challenges to individuals with ASD and may negatively impact their management and outcome. Our findings may have implications for clinical assessment as well as for intervention.
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Abstract We investigate two aspects of the autism triad, communication and social difficulties, in relatives of specific language impairment (SLI) probands (with and without additional autistic symptomatology) as compared to relatives of autism spectrum disorder (ASD) and Down’s syndrome (DS) probands. Findings involving 726 first degree relatives of 85 SLI, 99 ASD and 36 DS probands revealed a higher rate of communication difficulties in relatives of both subgroups of SLI probands compared to ASD and DS relatives. Similar levels of social deficits were found in relatives of SLI + ASD and ASD probands. There was a higher than would be expected rate (4.3 %) of ASD, particularly in siblings of SLI + ASD probands. Communication and social deficits appear to breed true in SLI and ASD.
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Autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) are the most commonly diagnosed neurodevelopmental disorders. Although the comorbidity was excluded in DSM-IV (APA, 2000), DSM‑5 (APA, 2013) does not preclude the concurrent diagnosis of ASD and ADHD (ASD+ADHD). This study aimed to understand distinctions in executive deficits among these conditions. We used analysis of reaction time (RT) and event-related potentials (ERP) during performance on oddball task with illusory figures. Participants were children (N = 18 per group) with ASD, ADHD, ASD+ADHD, and neurotypical controls (CNT). Analysis revealed that ASD and ASD+ADHD groups committed more errors and had higher omission error rates. Post‑error RT in ASD and ASD+ADHD manifested as a post-error response speeding rather than normative RT slowing. The ASD and ASD+ADHD demonstrated an attenuated error-related negativity (ERN) as compared to ADHD and controls. The frontal N100 was enhanced to both target and nontarget figures in ASD and ASD+ADHD groups. Frontal ERPs had prolonged latencies in the ADHD as compared to other groups. The study confirmed the utility of using ERP to elucidate differences between ASD and ADHD and their impact in dual diagnosis. This information helps define the extent of overlap among these conditions both in terms of symptom expression and underlying neuropathology.
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Language deficits represent one of the most relevant factors that determine the clinical phenotype of children with autism spectrum disorder (ASD). The main aim of the research was to study the grammatical comprehension of children with ASD. A sample of 70 well-diagnosed children (60 boys and 10 girls; aged 4.9-8 years) were prospectively recruited. The results showed that language comprehension is the most impaired language domain in ASD. These findings have important clinical implications, since the persistence of grammatical receptive deficits may have a negative impact on social, adaptive and learning achievements. As for the grammatical profiles, persistent difficulties were found during the school-age years in morphological and syntactic decoding in children with relatively preserved cognitive and expressive language skills. These data and the lack of a statistically significant correlation between the severity of ASD symptoms and language skills are in line with the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition) perspective that considers the socio-communication disorder as a nuclear feature of ASD and the language disorder as a specifier of the diagnosis and not as a secondary symptom anymore. The presence of receptive difficulties in school-age ASD children with relatively preserved non-verbal cognitive abilities provides important hints to establish rehabilitative treatments.
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The primary goal of this investigation was to illuminate variables of the specific language impairment (SLI) and autism spectrum disorders (ASD) neuropsychological endophenotypes and to clarify the nature of overlap between SLI and ASD. Group differences in cognitive functioning, epidemiological factors including proband comorbidity and health problems, and familial data in 39 SLI children and 89 ASD children who presented for clinical evaluation at Henry Ford Health System in Detroit were examined by retrospective chart review. Cognitive data revealed that ASD probands performed more poorly on tests of perceptual-motor functioning and had higher rates of pragmatic language deficits than SLI probands. In addition, ASD probands had higher rates of pragmatic speech problems than SLI probands. Proband comorbidity and health problem group differences were noted in several areas. SLI probands had higher rates of learning disorders, asthma, and stomach/digestion problems than the ASD probands. ASD probands had higher rates of mental retardation (MR) than the SLI probands. Familial group differences were noted in parental education levels and family history of psychopathology. SLI parents were less likely to have obtained a high school diploma or GED than ASD parents. SLI probands had higher rates of first-degree maternal relatives with learning disorders than ASD probands. ASD probands had higher rates of first-degree maternal relatives with ASD and thought disorders than SLI
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