Background Neurodevelopmental disorders are a heterogeneous group of conditions that manifest as delays or deviations in the acquisition of expected developmental milestones and behavioral changes.Autism spectrum diso...Background Neurodevelopmental disorders are a heterogeneous group of conditions that manifest as delays or deviations in the acquisition of expected developmental milestones and behavioral changes.Autism spectrum disorder(ASD)is a neurodevelopmental disorder characterized by deficits in communication and social interaction and by repetitive and restricted patterns of behavior,interests and activities.The aim of this review is to discuss the clinical features of the differential diagnoses of ASD that are prevalent among preschoolers,focusing on their similarities and disparities.Data sources The international medical literature search was conducted using PubMed and was revised regarding the subject using single and/or combined keywords as follows:differential diagnosis,preschoolers,diagnostic challenge,attention deficit hyperactivity disorder,intellectual disability,high abilities/giftedness,childhood apraxia of speech,social communication disorder,Landau–Kleffner syndrome,stereotyped movement disorder and excessive screen time.Results We describe conditions commonly found in clinical practice,taking ASD as a reference.We addressed converging and divergent aspects of behavior,cognition,communication,language,speech,socialization,and stereotypes for the diagnosis of ASD and other disorders identified as potential differential or comorbid diagnoses.Conclusions The ranking and characterization of symptoms appear to be essential for better understanding the underlying common ground between children with developmental disorders and children with ASD,thus properly diagnosing and directing social,professional,or medication interventions.This detailed discussion adds to the literature since,although ASD differential diagnoses are frequently mentioned and discussed in textbooks and journal articles,they rarely occupy a prominent place as we aimed herein.展开更多
Objective： To observe the clinical efficacy of needling thirteen ghost acupoints for children with autism spectrum disorder. Methods： A total of 90 cases with autism spectrum disorder （ASD） aged between 2 and 6 ye...Objective： To observe the clinical efficacy of needling thirteen ghost acupoints for children with autism spectrum disorder. Methods： A total of 90 cases with autism spectrum disorder （ASD） aged between 2 and 6 years were randomly allocated into 2 groups by random number table. The control group （n=45） received routine rehabilitative training, and the treatment group （n=45） received acupuncture at thirteen ghost acupoints plus routine rehabilitative training. The Beijing Gesell developmental （Gesell） scale and autism behavior checklist （ABC） were used to assess the intellectual, language and behavior development before and 3 months after the treatment. Results： After the treatment, the total effective rate in the treatment group was 82.2%, versus 55.6% in the control group, showing a statistical significance （P〈0.05）. As for the scores of social, emotional and language in Gesell scale, there were significant intra-group differences in the treatment group （all P〈0.05）, and all the five subscales in the Gesell scale in the treatment group were significantly better than those in the control group （all P〈0.05）. As for the scores of ABC, there were significant intra-group differences in the treatment group （P〈0.05）, and the scores in the treatment group were significantly better than those in the control group （all P〈0.05）. Conclusion： Rehabilitation training plus acupuncture at thirteen ghost acupoints can significantly improve the intellectual, language and abnormal behavior in autism spectrum disorder children.展开更多
基金Partial financial support was received from FAEPA(fundação de apoio ao ensino,pesquisa e assistência,grant no.490/2021)HCFMRP-USP,Brazil.
文摘Background Neurodevelopmental disorders are a heterogeneous group of conditions that manifest as delays or deviations in the acquisition of expected developmental milestones and behavioral changes.Autism spectrum disorder(ASD)is a neurodevelopmental disorder characterized by deficits in communication and social interaction and by repetitive and restricted patterns of behavior,interests and activities.The aim of this review is to discuss the clinical features of the differential diagnoses of ASD that are prevalent among preschoolers,focusing on their similarities and disparities.Data sources The international medical literature search was conducted using PubMed and was revised regarding the subject using single and/or combined keywords as follows:differential diagnosis,preschoolers,diagnostic challenge,attention deficit hyperactivity disorder,intellectual disability,high abilities/giftedness,childhood apraxia of speech,social communication disorder,Landau–Kleffner syndrome,stereotyped movement disorder and excessive screen time.Results We describe conditions commonly found in clinical practice,taking ASD as a reference.We addressed converging and divergent aspects of behavior,cognition,communication,language,speech,socialization,and stereotypes for the diagnosis of ASD and other disorders identified as potential differential or comorbid diagnoses.Conclusions The ranking and characterization of symptoms appear to be essential for better understanding the underlying common ground between children with developmental disorders and children with ASD,thus properly diagnosing and directing social,professional,or medication interventions.This detailed discussion adds to the literature since,although ASD differential diagnoses are frequently mentioned and discussed in textbooks and journal articles,they rarely occupy a prominent place as we aimed herein.
基金supported by Medical Science and Technology Key Project of Foshan Science and Technology Bureau, No.20151021020043~~
文摘Objective： To observe the clinical efficacy of needling thirteen ghost acupoints for children with autism spectrum disorder. Methods： A total of 90 cases with autism spectrum disorder （ASD） aged between 2 and 6 years were randomly allocated into 2 groups by random number table. The control group （n=45） received routine rehabilitative training, and the treatment group （n=45） received acupuncture at thirteen ghost acupoints plus routine rehabilitative training. The Beijing Gesell developmental （Gesell） scale and autism behavior checklist （ABC） were used to assess the intellectual, language and behavior development before and 3 months after the treatment. Results： After the treatment, the total effective rate in the treatment group was 82.2%, versus 55.6% in the control group, showing a statistical significance （P〈0.05）. As for the scores of social, emotional and language in Gesell scale, there were significant intra-group differences in the treatment group （all P〈0.05）, and all the five subscales in the Gesell scale in the treatment group were significantly better than those in the control group （all P〈0.05）. As for the scores of ABC, there were significant intra-group differences in the treatment group （P〈0.05）, and the scores in the treatment group were significantly better than those in the control group （all P〈0.05）. Conclusion： Rehabilitation training plus acupuncture at thirteen ghost acupoints can significantly improve the intellectual, language and abnormal behavior in autism spectrum disorder children.
