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Increasing Access to Early Diagnosis and Assessment of Autism via Objective and Cost-Effective Eye-Tracking-Based Tools

This presentation will focus on studies validating social visual engagement, the moment-by-moment way children look at and learn about their social surroundings, as a quantitative biomarker for autism. Leveraging this science, we have now developed and validated an eye-tracking-based tool for the diagnosis and assessment of autism in 16-30-month-old toddlers. In two multisite, prospective, double-blind clinical trials involving >1,600 toddlers, including three independent cohorts and three replications, this tool showed accuracy of a quantitative diagnostic classifier and of three quantitative indices of severity: social disability proxying the total score of the ADOS-2, and verbal and nonverbal age equivalents proxying the verbal and nonverbal scales of the Mullen. This tool was cleared by the FDA in July 2023 and has been in clinical use in the United States since August 2023. Results of the trials appeared in simultaneous publications in JAMA and JAMA Network Open in September 2023.

$25

Disinhibited Eating Behaviors and Intervention in Youth with Overweight and Obesity

Virtual

This lecture will discuss childhood obesity and when to address concerns. It will also cover the relevance of behavioral phenotyping in overweight or obese children and adolescents, and those who are at risk for complicated weight gain. Next, the talk will discuss the body of research on pediatric “loss of control” eating and interventional approaches. The lecture will conclude with a hypothesis-generating proposal for more precise phenotyping and intervention.

Learning Objectives
Assess whether intervention is required and what type of approach may be effective for preventing obesity and eating disorders
Incorporate research of behavioral phenotypes when working with children in larger bodies
Differentiate the types of behaviors that predict eating disorders and increased weight gain

$27.18

The Challenge of Evaluating Developmental Dyslexia When 50% of Third Graders Can’t Read: Brain Imaging, Clinical, and Academic Data From a Study of Children in Brazil

Virtual

In this presentation, we will examine a host of brain imaging, behavioral, clinical, and academic data of Brazilian children with developmental dyslexia (DD). The overarching goal will be to analyze the characteristics of children with DD relative to their peers from the perspective of brain function and structure as well as academic and cognitive performance. The presentation will be based on data from eight years of a no-cost outpatient evaluation service that was part of a study of developmental dyslexia at the Brain Institute of Rio Grande do Sul, Brazil. We will also address the challenge of diagnosing developmental dyslexia in an academic setting where third graders who can’t fluently decode simple words are not an exception, they are practically the norm. We will discuss fMRI and MRI results from children with DD and from a longitudinal study that began in third grade and followed children until sixth grade. In addition to underscoring how the imaging and behavioral findings corroborate the existing literature on neurocognitive mechanisms of DD, we will incorporate a discussion of DD and its interaction with other traits, such as difficulties in math, differences in non-linguistic working memory spans, and automated measures of storytelling skills (graph theory).

Learning Objectives
Analyze the neurocognitive, behavioral, and academic characteristics of children with DD.
Integrate the discussion of DD with difficulties in math and with evaluations of executive function and academic performance.
Address the challenge of diagnosis in an environment where third graders who can’t fluently decode words are not an exception.

$27.18