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Comprehensive data on the developmental history and
current behaviours of a large sample
of high-functioning individuals with diagnoses of autism, Asperger's
syndrome, or other
related disorder were collected via parent interviews. This provided the
basis for a taxonomic
analysis to search for subgroups. Most participants also completed theory
of mind tasks.
Three clusters or subgroups were obtained; these differed on theory of
and on verbal abilities. Although subgroups were identified which bore
some relationship to
clinical differentiation of autistic, Asperger syndrome, and Pervasive
Disorder Not Otherwise Specified (PDD-NOS) cases, the nature of the differences
them appeared strongly related to ability variables. Examination of the
kinds of behaviours
that differentiated the groups suggested that a spectrum of autistic disorders
children differ primarily in term of degrees of social and cognitive impairments
Within the context of a longitudinal study investigating
outcome for children following traumatic brain injury,
this paper reports on the utility of neuropsychological
testing in predicting academic outcome in children 2 years
following traumatic brain injury (TBI). Twenty-nine school-age
children who were admitted to hospital after TBI were assessed
with a battery of neuropsychological and academic measures
at 3 and 24 months postinjury. The neuropsychological battery
included measures of memory, learning, and speed of information
processing. Academic outcome was assessed in terms of post-TBI
change in school placement. According to logistic regression
analysis, change in placement from regular to special education
at 2 years post-TBI was predicted by injury severity and
by neuropsychological performance at 3 months post-TBI.
Findings suggest that neuropsychological testing is useful
in identifying children with special educational needs
subsequent to TBI. (JINS, 1997, 3, 608–616.)
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