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Primary Childhood Aphasia and Childhood Autism: Clinical, Biological, and Conceptual Observations

Primary Childhood Aphasia and Childhood Autism: Clinical, Biological, and Conceptual... Congenital, developmental, and idiopathic acquired aphasia form a spectrum of primary childhood aphasias characterized by profound disturbances in expressive language, relatively much better language comprehension; by the capacity for inner language, imaginative play, gesture, mime, and warm social relations; and by a variety of associated behavioral and cognitive difficulties (dependency, immaturity, hyperactivity, encoding and decoding problems). The presence of paroxysmal electroencephalographic abnormalities suggests cortical dysfunction. In contrast to this spectrum, the childhood autism syndrome appears earlier in life (during a prelinguistic developmental phase) and is characterized by an impoverishment of inner language; paucity of mime, gesture, and imitation; and much greater disturbance in social attachment and regulation of anxiety. Midbrain and brainstem dysfunctions involving catecholamine pathways may underlie some aspects of this syndrome. Because of complex, reciprocal effects between various neurological systems in the central nervous system, there may be mixed aphasic‐autistic syndromes and familial clustering of both types of disorders. Intensive language training starting in the preschool years and possibly introduction of systematic sign language may be useful for both groups and especially valuable for aphasic children with more intact language competence. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of the American Academy of Child Psychiatry Wolters Kluwer Health

Primary Childhood Aphasia and Childhood Autism: Clinical, Biological, and Conceptual Observations

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0002-7138

Abstract

Congenital, developmental, and idiopathic acquired aphasia form a spectrum of primary childhood aphasias characterized by profound disturbances in expressive language, relatively much better language comprehension; by the capacity for inner language, imaginative play, gesture, mime, and warm social relations; and by a variety of associated behavioral and cognitive difficulties (dependency, immaturity, hyperactivity, encoding and decoding problems). The presence of paroxysmal electroencephalographic abnormalities suggests cortical dysfunction. In contrast to this spectrum, the childhood autism syndrome appears earlier in life (during a prelinguistic developmental phase) and is characterized by an impoverishment of inner language; paucity of mime, gesture, and imitation; and much greater disturbance in social attachment and regulation of anxiety. Midbrain and brainstem dysfunctions involving catecholamine pathways may underlie some aspects of this syndrome. Because of complex, reciprocal effects between various neurological systems in the central nervous system, there may be mixed aphasic‐autistic syndromes and familial clustering of both types of disorders. Intensive language training starting in the preschool years and possibly introduction of systematic sign language may be useful for both groups and especially valuable for aphasic children with more intact language competence.

Journal

Journal of the American Academy of Child Psychiatry – Wolters Kluwer Health

Published: Jan 1, 2012

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