Waiting-for-Instruction Behavior as Depressive Symptom in Mentally Retarded Autistic Children and Adolescents and Its Treatment

  • Yokoyama Hiroyuki
    Devision of Clinical Nursing, Yamagata University School of Nursing Department of Pediatrics, Tohoku University School of Medicine
  • Hirose Mieko
    Department of Pediatrics, Tohoku University School of Medicine
  • Nara Chieko
    Department of Pediatrics, Tohoku University School of Medicine
  • Wakusawa Keisuke
    Department of Pediatrics, Tohoku University School of Medicine
  • Kubota Yuki
    Department of Pediatrics, Tohoku University School of Medicine
  • Haginoya Kazuhiro
    Takuto Rehabilitation Center for Children
  • Tsuchiya Shigeru
    東北大学大学院医学系研究科発生・発達医学講座小児病態学分野
  • Iinuma Kazuie
    Ishinomaki Red Cross Hospital

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Other Title
  • 知的障害を伴う自閉症児 (者) の抑うつ症状としての「指示待ち」と治療的介入

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Abstract

  We have seen 9 moderately to severely mentally-retarded autistic children and adolescents who waited for small-step instructions to perform previously acquired daily life activities (called “waiting-for-instruction” behavior). None of these patients were capable of expressing their depressive mood. All cases were considered to meet the criteria for major depressive episode described in DSM-IV. The “waiting-for-instruction” behavior was suggested to be a diagnostic key for depressive state in mentally retarded children and adolescents. GAF scales for depressive symptoms including the “waiting-for-instruction” behavior improved in 7 of these 9 cases with fluvoxamine. Risperidone and valproate sodium were useful for these symptoms in patients who were not responsive to fluvoxamine. Therefore, there is a possibility that they met the criteria for bipolar II disorder in DSM-IV.

Journal

  • NO TO HATTATSU

    NO TO HATTATSU 41 (6), 431-435, 2009

    The Japanese Society of Child Neurology

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