Relevant bibliographies by topics / Autistic children Victoria Language

Academic literature on the topic 'Autistic children Victoria Language'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Autistic children Victoria Language"

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Matson, Johnny L., Jay A. Sevin, Diane Fridley, and Steven R. Love. "INCREASING SPONTANEOUS LANGUAGE IN THREE AUTISTIC CHILDREN." Journal of Applied Behavior Analysis 23, no. 2 (June 1990): 227–33. http://dx.doi.org/10.1901/jaba.1990.23-227.

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Shirataki, Sadaaki. "Language and behavior in autistic disordered children." Japan Journal of Logopedics and Phoniatrics 30, no. 3 (1989): 247–54. http://dx.doi.org/10.5112/jjlp.30.247.

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Badi’ah, Atik, Ni Ketut Mendri, Heru Santoso Wahito Nugroho, and Wawuri Handayani. "The Effect of Parenting on The Language Development of Autistic Children." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 509–15. http://dx.doi.org/10.14421/icse.v3.554.

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Autistic children have abilities and characteristics that are different from each other, so different ways of interacting with themselves and the environment and making autistic children as unique individuals (Ginanjar, 2007). The development of autistic children both physically, emotionally, intellectually, and psychosocially has a problem that results in the inhibition of children reaching a level of language development that is appropriate to their age. Parenting in children with autism includes autistic child parents providing emotional, social, informational and practical support. Attention and love from parents and family will encourage autistic children to develop better. An autistic child will feel that he is loved and wanted if more and more people in the family environment who love and care for him. Based on the results of a preliminary study conducted by the author by interviewing 8 autistic schools in the provinces of DIY and Ponorogo, East Java, to 16 parents who have autistic children, the majority of parents (93%) think that by entering autistic children into an outside school ordinary (SLB) autism in accordance with its limitations means their efforts can be said to be enough. Not all parents realize that having children with special needs in accompanying language development can maximize language development. Knowing the effect of parenting on the language development of children with autism This type of quantitative research uses Quasi experiment with the design "Pre test Post test with Control Group Design". Observation was carried out twice. The first observation is to determine the development of an autistic child before being given parenting and the second observation after being given parenting. Sampling was done by purposive sampling with the criteria of parents and autistic children aged 6-12 years in the autistic schools of the provinces of Yogyakarta and Ponorogo, East Java. Examination data were analyzed analytically with the help of SPSS for Windows version 16.0 using paired t-test and Wilcoxon, with a significant level of p <0.05. The experimental group pre-test and post-test with a value of p (sig) 0,000 <0.05 then Ha is accepted and Ho is rejected, meaning there is a difference between pre-test and post-test in the experimental group. In the control group pre-test and post-test with p value (sig) 0.002 <0.05 then Ha is accepted and Ho is rejected, meaning there is a difference between pre-test and post-test in the control group. There is a parenting effect on the language development of autistic children in autistic schools with p (sig) <0.05 means that Ha is accepted and Ho is rejected.
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Tuchman, Roberto F., Isabelle Rapin, and Shlomo Shinnar. "Autistic and Dysphasic Children. I: Clinical Characteristics." Pediatrics 88, no. 6 (December 1, 1991): 1211–18. http://dx.doi.org/10.1542/peds.88.6.1211.

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Autism and dysphasia are behaviorally defined disorders of higher cerebral function which in preschool children share the common core symptom of impairment of language. In this study we describe the clinical characteristics of 314 autistic and 237 dysphasic nonautistic children evaluated by one child neurologist. There was no significant difference between autistic and dysphasic children in gestational age, birth weight, or prevalence of associated medical disorders, all of which were infrequent, although a positive history of resuscitation or ventilatory support was more common in dysphasic than autistic children (P = .03). As a group autistic children are more likely than dysphasic children to have language subtypes affecting central processing and formulation, a family history of psychiatric disorders and autism, and a history of regression of language and behavior. After excluding 12 girls with autistic symptoms who met the clinical criteria for Rett syndrome, we found that there was no significant difference in the number of autistic and dysphasic children with an abnormal sensorimotor examination. Girls with autism were more likely than boys to have severe mental deficiency (38% of autistic girls vs 23% of boys) (P = .012) and a motor deficit (27% vs 11%) (P = .0009).
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JamaliNesari, Shahram, and Elahe Kamari. "An Investigation of Language Impairment in Persian-Speaking Autistic Children." International Journal of Applied Linguistics and English Literature 6, no. 3 (March 1, 2017): 180. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.180.

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Abnormalities of language and other forms of communication are among the significant characteristics of autistic children. The goal of the present research is to investigate and compare linguistic properties of Persian-speaking autistic children with their normal counterparts. To this aim, 10 autistic children with age 3-6 years were compared with 10 typically developing children matched on non-verbal IQ and gender. In a 30 minutes free-play session, the speech of each child was recorded and then was analyzed for the phonetic, phonological and morpho-syntactic properties. The findings of the present research showed that there was a statistically significant difference between autistic and normal children in consonant deletion, consonant substitution, the use of stress on inappropriate syllable, atypical intonation, incorrect use of grammatical tense, incorrect use of preposition, inappropriate use of plural nouns and the use of complex sentences (p<0/05), While their differences were not statistically significant in sound epenthesis, metathesis, subject-verb agreement, having difficulty with making the verbs negative, and using demonstratives (p>0/05). The results of this research showed that autistic children in compare to normal ones have more problems in phonetic, phonological, morphological and syntactic features of speech. Therefore, appropriate treatment programs are required to tackle these problems.
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Millichap, J. Gordon. "Prognosis of Language-Delayed and Autistic Preschool Children." Pediatric Neurology Briefs 17, no. 1 (January 1, 2003): 6. http://dx.doi.org/10.15844/pedneurbriefs-17-1-7.

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Mostek, Jan. "Cognitive Development and Language Acquisition in Autistic Children." Science Insights 41, no. 6 (November 30, 2022): 719–24. http://dx.doi.org/10.15354/si.22.re091.

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Autism spectrum disorder (ASD) is typically perceived as a social communication and behavioral disability. However, it is a neurodevelopmental or brain-based condition with widespread consequences on cognitive and social-emotional development caused by genetic events that begin before birth. Cognitive functions of a higher level or those requiring integrative processing are disproportionately hampered in ASD. Normal children can learn any existing language based on their environment; however autistic youngsters find it difficult. The exploration of autistic children’s cognitive and language features has been greatly influenced by theoretical models and research approaches.
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Shepherd, Terry R., and Beth Arthur. "Experience Language: an Autistic Case Example." Academic Therapy 21, no. 5 (May 1986): 605–13. http://dx.doi.org/10.1177/105345128602100516.

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Purnama, Surya Wijaya, and Utami Dewi. "Repeated Communication and Echolalia in Autism (A Case Study)." Jurnal Basicedu 6, no. 2 (March 11, 2022): 3123–29. http://dx.doi.org/10.31004/basicedu.v6i2.2569.

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This study aims to examine the communication phenomenon of autistic children who are influenced by echolalia. One of the difficulties faced by autistic children in communicating, especially for children who experience severe barriers, is in mastering language and speech. This study uses a qualitative approach, in which the researcher describes the existing reality. The main informants in this study were a teacher at the Center for Emotional Focus Therapy and a teacher at the Behavior Therapy Center. The results showed that learning to communicate nonverbally with autistic children was more dominant by instilling language concepts through visual media by means of the teacher asking questions and the children answering things with their abilities. The teacher helps by showing visual pictures and asking autistic children to imitate them. As for verbal autistic children, both teachers emphasize adding or expanding vocabulary. The difficulty of autistic children in communicating is caused by having language disorders (verbal and nonverbal), even though language is the main communication medium. They often have difficulty communicating their desires both verbally (oral/speaking) and nonverbally (gestures/gestures and writing). Most of them can speak, using short sentences with simple vocabulary but their vocabulary is limited.
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Pereverzeva, D. S., U. A. Mamokhina, E. Yu Davydova, A. A. Lopukhina, V. G. Arutiunian, and A. V. Khaustov. "Receptive Language in Primary-School-Aged Children with Autism Spectrum Disorder." Клиническая и специальная психология 10, no. 4 (2021): 137–61. http://dx.doi.org/10.17759/cpse.2021100407.

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The objective of the present study is to investigate the relationship between the receptive language, and the index of non-verbal intelligence and the level of severity of autistic disorders in primary-school-aged children with Autism spectrum disorder. One of the main areas influenced by autistic disorders is communication. Therefore, the study of the language abilities of such children and factors that affect them provides a better approach to the therapy and education. The sample included 50 children aged 7–11 years diagnosed with autism spectrum disorders. Children were tested using the KORABLIK method (basic linguistic skills), the Kaufman Assessment Battery for Children (KABC-II) or the Wechsler Intelligence Scale for Children ― Third Edition (WISC-III) (non-verbal intelligence), the Autism Diagnosis Observation Schedule ― Second Edition (ADOS-II) (autistic traits). The results support the hypothesis of the relationship between receptive language skills, the index of non-verbal intelligence, and symptoms of autism. The severity of autistic traits is negatively associated with some phonological and lexical levels of the receptive speech, as well as with understanding of discourse. The non-verbal intelligence index is positively associated with speech comprehension at all levels. A specific feature of receptive language in children with Autism spectrum disorder aged 7–11 years is the uneven development, which is associated with the severity of autistic traits and is not associated with the intelligence level.
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Dissertations / Theses on the topic "Autistic children Victoria Language"

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Faust, Wendy. "Parent-child reminiscing : relationships between parent elaborations, emotion talk and memory contributions of children with Autism Spectrum Disorder : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Science in Psychology /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1139.

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Mackintosh, Emily. "Mind your language : the impact of maternal mental state language on theory of mind in children with autistic spectrum disorder and typically developing children /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16865.pdf.

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Tam, Siu-ling, and 譚小玲. "Language behaviour in Hong Kong children with autistic disorder." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45151994.

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Fung, Chi-yuen Eddie. "The effectiveness of computer assisted instruction and teacher assisted instruction for teaching English words to mentally handicapped children with Autism." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22329997.

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Manookin, Michael B. "A Formal Semantic Analysis of Autistic Language: The Quantification Hypothesis." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd470.pdf.

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Welburn, Barbara. "Language development among autistic children in integrated and special education settings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ63997.pdf.

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Lam, Yan Grace. "The relationship of pragmatic language deficits and cognitive impairments in high-functioning autism." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B43895700.

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Hille, Katrina J. "Investigating the effects on parallel play between siblings: Teaching children with autism to emit social phrases to their typically developing sibling." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc28370/.

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The focus of this study was three fold. First, modeling and feedback were investigated as a training package for social interactions between siblings. Second, the effects of social phrases taught to the sibling with autism were investigated. Third, the magnitude of these social phrases was measured by timing duration of parallel play. The experimental design is an A-B-A1-A2 design conducted in a clinic, with a probe for generalization in the home environment. This intervention was replicated across an additional sibling dyad to indicate its effectiveness. This study ascertained that the sibling with autism was a viable participant in learning new social skills that could function as a behavioral cusp and increase sibling interactions.
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Seah, Ping P. "Increasing eye contact and appropriate verbalizations of young children with autistic characteristics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/916.

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Social skills have been widely regarded by researchers and educators to be crucial to successful school performances as well as an individual's overall social functioning. The need to be competent in social skills increases for children with autism or autistic characteristics. A teaching strategy was modelled and taught to increase appropriate verbal and nonverbal responses of the participants through sociodramatic play with the researcher and trained peers. Hats and toys belonging to various occupations were used as training material. The two dependent variables measured were the number of appropriate verbalizations and total length of eye contact time given by each participant within each 2 minute session of role-play activities. The individual studies in this research were based on a single-subject A-B-C-D-E-A experimental research design with a follow-up period. A was the baseline, and B, C, D and E were the intervention conditions. The participants were three boys aged between 5 to 7 years old who met the DSM-IV diagnostic criteria for autism. Their IQ scores ranged from 110 to 117 and are considered by child psychologists and therapists to be high functioning autistic children with deficits in social communication and interaction skills.
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Pérez, Pereira Miguel. "The language in blind children and the question about autistic-Iike features." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100350.

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Hobson et al. (Brown, Hobson. Lee y Stevenson, 1997; Hobson, Brown, Minter y Lee, 1997)ha ve updated the issue of the similarities between autism and congenital blindness. In the pre­ sent paper the empirical evidence in favor of the existence of autistic-lik features in the lan­ guage of blind children is reviewed. and new data from the author's research, are offered. The following topics are examined: (a) The use of personal pronouns, (b) the use of imitations and formulaic speech, (e) the egocentric use of speech, and (d) the capacity for iniciating conver­ sations and for conversational contingency. The analysis puts into question the similarity bet­ ween blind children and autistic children, and seems to disconfirm Hobson 's theory.
Hobson et al. (Brown, Hobson. Lee y Stevenson, 1997; Hobson, Brown, Minter y Lee, 1997) han investigado la similitud entre el autismo y la ceguera congénita. En este artículo se revisa la evidencia empírica a favor de la existencia de rasgos autistas en el lenguaje de los niños ciegos de nacimiento, a la vez que se aportan nuevos datos de investigaciones del autor. Se centra el interés en (a) el uso de los pronombres personales, (b) el uso de imitaciones y habla formuláica, (c) el uso egocéntrico del lenguaje, y (d) la capacidad de iniciar conversaciones y de contingencia conversacional. El análisis pone en cuestión la supuesta similitud entre los niños ciegos y los autistas, además parece refutar la teoría de Hobson.
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Books on the topic "Autistic children Victoria Language"

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Un enfant troublant: Deux discours sur le langage d'un enfant que l'on a dit autiste. Paris: Editions L'Harmattan, 1995.

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Miyazaki, Nobuo. Jihei shōjō o motsu seishin chitaiji no shūdannai kōdō ni oyobosu gengo suijun yōin no kaiseki to sono shidō. [Yokosuka-shi: Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo?], 1990.

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J, Krantz Patricia, ed. Teaching conversation to children with autism : scripts and script fading. Bethesda, MD: Woodbine House, 2005.

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Bolzoni, Lucia. Communication difficile: Le cas de l'autisme : une étude comparative des déficits pragmatiques chez des enfants français et allemands atteints d'autisme ou du Syndrome d'Asperger. Frankfurt am Main: P. Lang, 2008.

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Mowlds, William. Equivalence classes in children with autistic spectrum disorder and language limitations. [s.l: The author], 2004.

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Jumpstarting communication skills in children with autism: A parents guide to applied verbal behavior. Behesda, Md: Woodbine House, 2011.

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Reeve, Christine E. Kai gets dressed: Functional vocabulary for children. East Moline, IL: LinguiSystems, 2005.

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Smereka, Tomasz. Język a myślenie: Terapia osób z zaburzeniami mowy. Wrocław: Wydawn. Uniwersytetu Wrocławskiego, 2000.

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Out of silence: An autistic boy's journey into language and communication. New York: Penguin Books, 1995.

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Martin, Russell. Out of silence: A journey into language. New York: H. Holt, 1994.

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Book chapters on the topic "Autistic children Victoria Language"

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Rickson, Daphne. "“ELIJAH”—“Speaking His Language”." In Music Therapy with Autistic Children in Aotearoa, New Zealand, 171–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05233-0_12.

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Konstantareas, M. M. "Manual Language: Its Relevance to Communication Acquisition in Autistic Children." In Themes in Motor Development, 159–79. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4462-6_9.

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Swisher, Linda, and M. J. Demetras. "The Expressive Language Characteristics of Autistic Children Compared with Mentally Retarded or Specific Language-Impaired Children." In Communication Problems in Autism, 147–62. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4757-4806-2_9.

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Rickson, Daphne. "“SOPHIA”—The Development of Verbal Language Through Musical Play." In Music Therapy with Autistic Children in Aotearoa, New Zealand, 187–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05233-0_13.

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Liu, Miao, and Yingjie Wang. "Analysis of Design Elements for the Treatment of Language Disorders in Autistic Children." In Lecture Notes in Computer Science, 118–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78095-1_11.

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"3 Acquired Language Disorders and Epilepsy: From Landau-Kleffher Syndrome to Autistic Regression." In Neurogenic Language Disorders in Children, 25–35. BRILL, 2004. http://dx.doi.org/10.1163/9780080473574_004.

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"Language and communication – problems and strategies." In Meeting the needs of children with autistic spectrum disorders, 19–27. David Fulton Publishers, 2012. http://dx.doi.org/10.4324/9780203435137-6.

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Ikuta, Shigeru, Ryoichi Ishitobi, Fumio Nemoto, Chiho Urushihata, Kyoko Yamaguchi, and Haruka Nakui. "Handmade Content and School Activities for Autistic Children with Expressive Language Disabilities." In Advances in Early Childhood and K-12 Education, 85–115. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0816-8.ch006.

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Original teaching materials with dot codes, which can be linked to multimedia such as audio, movies, Web pages, html files, and PowerPoint files were created for use with autistic children with intellectual and expressive language disabilities. A maximum of four audio recordings can be linked to one dot code icon. One of the authors (S. I.) also created “Post-it” icons, on which dot codes were printed, and shared these with teachers of children with Autism Spectrum Disorders (ASD). As part of this project, many activities using dot code materials were successfully conducted at special needs and general schools. Basic information on the creation of these materials and their use in schools are presented in this paper.
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Ikuta, Shigeru, Ryoichi Ishitobi, Fumio Nemoto, Chiho Urushihata, Kyoko Yamaguchi, and Haruka Nakui. "Handmade Content and School Activities for Autistic Children with Expressive Language Disabilities." In Accessibility and Diversity in Education, 464–93. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1213-5.ch024.

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Original teaching materials with dot codes, which can be linked to multimedia such as audio, movies, Web pages, html files, and PowerPoint files were created for use with autistic children with intellectual and expressive language disabilities. A maximum of four audio recordings can be linked to one dot code icon. One of the authors (S. I.) also created “Post-it” icons, on which dot codes were printed, and shared these with teachers of children with Autism Spectrum Disorders (ASD). As part of this project, many activities using dot code materials were successfully conducted at special needs and general schools. Basic information on the creation of these materials and their use in schools are presented in this paper.
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Hasson, Natalie. "Dynamic Assessment of Learners of a Spoken Language." In The Handbook of Language Assessment Across Modalities, 87–99. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190885052.003.0008.

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Dynamic assessment (DA), or the assessment of learning potential, is becoming recognized as an alternative method that has wide application within the assessment of language. In moving away from comparison to normative data, the assessment enables a wider range of children to be assessed, including all of those for whom the norms do not apply, such as children with autistic spectrum conditions, attention deficit hyperactivity disorder (ADHD), hearing loss, and bi- or multilingual children. In addition to differentiating language difficulties due to lack of experience with the target language from developmental language disorders (DLD), the DA procedure contributes a considerable amount of qualitative information about the learning skills of the test-taker. This chapter reviews the multiple models and methods of DA and the work that has been done to develop tools to assess language skills in first language learners.
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Conference papers on the topic "Autistic children Victoria Language"

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Khosravizadeh, Pharvaneh, Sara Mahabadi, and Naghmeh Taghva. "Common areas of speech problems in Persian speaking autistic children." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31274.

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Barna, Iuliana. "Language And Communication Disorders Of Autistic Children. An Interdisciplinary Approach." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.200.

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Siddieqy, Nur R. A., Sujarwanto Sujarwanto, and Wiwik Widajati. "Application of Fading in Expressive Language E-Learning for Autistic Children." In Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211229.011.

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Zhang, Li. "Affect sensing in an affective interactive e-theatre for autistic children." In 2010 International Conference on Natural Language Processing and Knowledge Engineering (NLP-KE). IEEE, 2010. http://dx.doi.org/10.1109/nlpke.2010.5587813.

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Alhazbi, Saleh, Amr Aboeleneen, Naheel Kamal, Mohammad Khader, Adel Azzouza, Ayman Al-Kababji, Abdulahi Hassen, and Ahmad Zaza. "Faheem: A Tablet-Based Application to Improve Receptive Language for Arab Autistic Children." In 2018 International Conference on Computer and Applications (ICCA). IEEE, 2018. http://dx.doi.org/10.1109/comapp.2018.8460413.

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"Interactive Novelty Kit in Vernaular Language to Diagnose Functional Capabilities of Autistic Children." In CAASR 2nd International Conference on Innovative Engineering and Technologies, (CAASR-2nd ICIET`16) & CAASR International Conference on Civil and Structural Engineering, (CAASR-ICCSE`16). Canadian Arena of Applied Scientific Research Ltd, 2016. http://dx.doi.org/10.18797/caasr/2ndiciet/iccse/2016/05/05/18.

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Peng, Shixin, Jinge Bao, Yajing Zhang, and Qing Zhang. "A Review of Research on Language Intervention Methods for Autistic Children at Home and Abroad." In 2021 IEEE International Conference on Engineering, Technology & Education (TALE). IEEE, 2021. http://dx.doi.org/10.1109/tale52509.2021.9678718.

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Zhou, LuoXuan, BaoJun Chu, and SuYaLeMa Huo. "Study of Dynamic Image Design on the Improvement Effect of Language Comprehension Difficulties in Autistic Children." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0164.

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Ba'diah, Atik. "The Effect of Stimulating Surah Al-Ikhlas on the Language Development of Autistic Children in Bina Anggita Special School Yogyakarta." In Proceedings of the 5th International Conference on Health Sciences (ICHS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ichs-18.2019.6.

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Melo Neto, Fernando de Paiva, Artêmio José Araruna Dias, Marinna Karla da Cunha Lima Viana, Maurício Vasconcelos Valadares Neto, Paulo Francisco Lucena de Araújo Espínola, Bruna Nadiely Victor da Silva, Isabella Araújo Mota Fernandes, and Rafael de Souza Andrade. "16p microtriplication case report associated with autistic spectrum disorder." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.540.

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Context: The literature on interstitial microtriplications at the 16p11.2 locus is scarce and unclear. We bring a rare case of microtriplications in the 16p11.2 locus associated with Syndromic Autistic Spectrum Disorder (ASD) and Intellectual Disability (ID) to stimulate discussion about this rare and complex condition. Case report: A.M.C., female, 10 years old, with history of agitation and aggression. Referred to neuropediatrician at 6 years old for behavioral change, socialization difficulties, agitation, heteroaggressiveness, developmental delay and school difficulty. She is not literate, has motor stereotypes when agitated, preferably plays with younger children, has tactile (water), taste (food) and sound sensory dysfunction, a low frustration threshold, difficulty in accepting routine changes and BMI of 14. Genetic evaluation showed interstitial triplication of 610Kb in the short arm of chromosome 16, raising diagnostic hypotheses of ASD and ID. Conclusions: Changes in microduplication in this locus are predisposing genetic factors for neurodevelopmental delays, ASD and ID. Changes in the number of 16p11.2 copies are believed to promote BMI index body change and brain changes in a dose-dependent manner on the phenotype. Brain changes include areas associated with reward, language and cognition. We bring this case to bring attention and discussion about to this rare condition.
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