Showing papers on "Asperger syndrome published in 2007"
TL;DR: This report addresses background information, including definition, history, epidemiology, diagnostic criteria, early signs, neuropathologic aspects, and etiologic possibilities in autism spectrum disorders, and provides an algorithm to help the pediatrician develop a strategy for early identification of children with autism Spectrum disorders.
Abstract: Autism spectrum disorders are not rare; many primary care pediatricians care for several children with autism spectrum disorders. Pediatricians play an important role in early recognition of autism spectrum disorders, because they usually are the first point of contact for parents. Parents are now much more aware of the early signs of autism spectrum disorders because of frequent coverage in the media; if their child demonstrates any of the published signs, they will most likely raise their concerns to their child's pediatrician. It is important that pediatricians be able to recognize the signs and symptoms of autism spectrum disorders and have a strategy for assessing them systematically. Pediatricians also must be aware of local resources that can assist in making a definitive diagnosis of, and in managing, autism spectrum disorders. The pediatrician must be familiar with developmental, educational, and community resources as well as medical subspecialty clinics. This clinical report is 1 of 2 documents that replace the original American Academy of Pediatrics policy statement and technical report published in 2001. This report addresses background information, including definition, history, epidemiology, diagnostic criteria, early signs, neuropathologic aspects, and etiologic possibilities in autism spectrum disorders. In addition, this report provides an algorithm to help the pediatrician develop a strategy for early identification of children with autism spectrum disorders. The accompanying clinical report addresses the management of children with autism spectrum disorders and follows this report on page 1162 [available at www.pediatrics.org/cgi/content/full/120/5/1162]. Both clinical reports are complemented by the toolkit titled "Autism: Caring for Children With Autism Spectrum Disorders: A Resource Toolkit for Clinicians," which contains screening and surveillance tools, practical forms, tables, and parent handouts to assist the pediatrician in the identification, evaluation, and management of autism spectrum disorders in children.
1,731 citations
TL;DR: It is reported that a mutation of a single copy of SHANK3 on chromosome 22q13 can result in language and/or social communication disorders.
Abstract: SHANK3 (also known as ProSAP2) regulates the structural organization of dendritic spines and is a binding partner of neuroligins; genes encoding neuroligins are mutated in autism and Asperger syndrome. Here, we report that a mutation of a single copy of SHANK3 on chromosome 22q13 can result in language and/or social communication disorders. These mutations concern only a small number of individuals, but they shed light on one gene dosage-sensitive synaptic pathway that is involved in autism spectrum disorders.
1,410 citations
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01 Apr 2007TL;DR: The quantity and quality of research into autism and related conditions have increased dramatically in recent years as mentioned in this paper, and there has been significant advances in the molecular genetics of autism and understanding of the underlying neurobiological processes.
Abstract: The quantity and quality of research into autism and related conditions have increased dramatically in recent years. Consequently we selectively review key accomplishments and highlight directions for future research. More consistent approaches to diagnosis and more rigorous assessment methods have significantly advanced research, although the boundaries of the 'broader phenotype' remain to be defined and the validity of Asperger's disorder as a discrete syndrome remains controversial. Recent epidemiological studies have shown that Autism Spectrum Disorders are common, but there continues to be debate about the causes of the increase in the frequency with which autism is diagnosed. Psychological research has helped to develop new developmental models for the disorder and there have also been significant advances in the molecular genetics of autism and understanding of the underlying neurobiological processes. Areas important for future research include the study of autism as it first develops, i.e., in infants and very young children, and of specific processes (psychological and neurobiological) which underlie the disorder. Significant challenges lie ahead in evaluating the growing number of treatments for autism and in integrating the results of research into treatment and educational settings.
1,029 citations
TL;DR: Important issues, such as management of associated medical problems, pharmacologic and nonpharmacologic intervention for challenging behaviors or coexisting mental health conditions, and use of complementary and alternative medical treatments, are also addressed.
Abstract: Pediatricians have an important role not only in early recognition and evaluation of autism spectrum disorders but also in chronic management of these disorders. The primary goals of treatment are to maximize the child's ultimate functional independence and quality of life by minimizing the core autism spectrum disorder features, facilitating development and learning, promoting socialization, reducing maladaptive behaviors, and educating and supporting families. To assist pediatricians in educating families and guiding them toward empirically supported interventions for their children, this report reviews the educational strategies and associated therapies that are the primary treatments for children with autism spectrum disorders. Optimization of health care is likely to have a positive effect on habilitative progress, functional outcome, and quality of life; therefore, important issues, such as management of associated medical problems, pharmacologic and nonpharmacologic intervention for challenging behaviors or coexisting mental health conditions, and use of complementary and alternative medical treatments, are also addressed.
1,010 citations
TL;DR: The empirical support for this approach is incomplete, but promising intervention strategies were identified and recommendations for the design of future treatment trials to guide clinical practice are offered.
Abstract: Social reciprocity deficits are a core feature of the autism spectrum disorders (ASD). This review summarizes the state of research in group-based social skills training programs for school-age children and adolescents with ASD. All published studies of group social skills interventions between 1985 and 2006 were reviewed, as well as dissertations examining group-based social skills intervention programs. To assess the state of the science, a template developed by an NIMH work group was applied to 14 identified studies. Based on this review, the empirical support for this approach is incomplete, but promising intervention strategies were identified. Recommendations for the design of future treatment trials to guide clinical practice are offered.
825 citations
TL;DR: Compared to adolescents, older sample members (31 and older) had fewer maladaptive behaviors and experienced more improvement in these behaviors over time, and there were significant improvements in mean levels of symptoms.
Abstract: This study examined change prospectively in autism symptoms and maladaptive behaviors during a 4.5 year period in 241 adolescents and adults with an autism spectrum disorder who were 10-52 years old (mean = 22.0) when the study began. Although many individuals' symptoms remained stable, a greater proportion of the sample experienced declines than increases in their level of autism symptoms and maladaptive behaviors, and there were significant improvements in mean levels of symptoms. Individuals with mental retardation had more autism symptoms and maladaptive behaviors than those without mental retardation, and they improved less over time. Compared to adolescents, older sample members (31 and older) had fewer maladaptive behaviors and experienced more improvement in these behaviors over time.
530 citations
TL;DR: Despite involvement in networks, children with autism experienced lower centrality, acceptance, companionship, and reciprocity; yet they did not report greater loneliness.
Abstract: Including children with autism in regular classrooms has become prevalent; yet some evidence suggests such placements could increase the risk of isolation and rejection. In this study, we used social network methods to explore the involvement of chil- dren with autism in typical classrooms. Participants were 398 children (196 boys) in regular 2nd through 5th grade classes, including 17 children (14 boys) with high functioning autism or Asperger's syndrome. Children reported on friendship qualities, peer accep- tance, loneliness, and classroom social networks. De- spite involvement in networks, children with autism experienced lower centrality, acceptance, companion- ship, and reciprocity; yet they did not report greater loneliness. Future research is needed to help children with autism move from the periphery to more effective engagement with peers.
516 citations
TL;DR: Results indicate that dyspraxia in autism cannot be entirely accounted for by impairments in basic motor skills, suggesting the presence of additional contributory factors.
Abstract: Impaired performance of skilled gestures, referred to as dyspraxia, is consistently reported in children with autism; however, its neurological basis is not well understood. Basic motor skill deficits are also observed in children with autism and it is unclear whether dyspraxia observed in children with autism can be accounted for by problems with motor skills. Forty-seven high-functioning children with an autism spectrum disorder (ASD), autism, or Asperger syndrome (43 males, four females; mean age 10y 7m [SD 1y 10m], mean Full-scale IQ (FSIQ) 99.4 [SD 15.9]), and 47 typically developing (TD) controls (41 males, six females; mean age 10y 6m [SD 1y 5m], mean FSIQ 113.8 [SD 12.3], age range 8–4y) completed: (1) the Physical and Neurological Assessment of Subtle Signs, an examination of basic motor skills standardized for children, and (2) a praxis examination that included gestures to command, to imitation, and with tool-use. Hierarchical regression was used to examine the association between basic motor skill performance (i.e. times to complete repetitive limb movements) and praxis performance (total praxis errors). After controlling for age and IQ, basic motor skill was a significant predictor of performance on praxis examination. Nevertheless, the ASD group continued to show significantly poorer praxis than controls after accounting for basic motor skill. Furthermore, praxis performance was a strong predictor of the defining features of autism, measured using the Autism Diagnostic Observation Schedule, and this correlation remained significant after accounting for basic motor skill. Results indicate that dyspraxia in autism cannot be entirely accounted for by impairments in basic motor skills, suggesting the presence of additional contributory factors. Furthermore, praxis in children with autism is strongly correlated with the social, communicative, and behavioral impairments that define the disorder, suggesting that dyspraxia may be a core feature of autism or a marker of the neurological abnormalities underlying the disorder.
413 citations
TL;DR: Parents of children with PDDs seem to display a higher burden, probably for a combination of environmental and genetic factors, and those of HFA or AS people have higher stress within this group of parents.
Abstract: Little is known about the Quality of Life (QOL) in parents of children with developmental diseases as compared to other severe neurological or psychiatric disorders. Aims of the present study were: to evaluate QOL in parents of children affected by Pervasive Development Disorder (PDDs), Cerebral Palsy (CP) or Mental Retardation (MR) as compared to a control group (CG); to evaluate QOL of parents of patients with different types of PDDs, namely Autistic Disorder (AD), High Function Autism/Asperger Syndromes (HFA/AS) and Pervasive Developmental Disorder Not Otherwise Specified (PPD-NOS); and to compare the level of impairment in QOL of mothers and fathers within PDDs, CP, MR groups and between AD, HFA/AS, PDD-NOS sub-groups. The sample consisted of 212 parents (115 mothers and 97 fathers) of 135 children or adolescents affected by PDDs, MR or CP. An additional sample of 77 parents (42 mothers and 35 fathers) of 48 healthy children was also included and used as a control group. QOL was assessed by the WHOQOL-BREF questionnaire. Compared with parents of healthy children, parents in the PDDs group reported impairment in physical activity (p = 0.0001) and social relationships (p = 0.0001) and worse overall perception of their QOL (p = 0.0001) and health (p = 0.005). Scores in the physical (p = 0.0001), psychological (p = 0.0001) and social relationships domains (p = 0.0001) and in the physical (p = 0.0001) and social relationships (p = 0.0001) domains were lower compared to the MR group CP group respectively. Little differences were observed between MR, CP and control groups. The level of impairment of physical (p = 0.001) and psychological (p = 0.03) well-being were higher in mothers than in fathers in the PDDs and CP groups respectively; in the other groups, and across all the other domains of QQL impairment was similar. There were no statistically significant differences in the scores between the AD, HFA/AS and PDD-NOS sub-groups, but parents in the HFA/AS sub-group seemed to display a lower QOL compared to the AD sub-group. Parents of children with PDDs seem to display a higher burden, probably for a combination of environmental and genetic factors. Within this group of parents also those of HFA or AS people have higher stress. These finding must be taken into account in policy making to provide better and more specific supports and interventions for this group of diseases.
398 citations
TL;DR: It is concluded that individuals with ASC have broad impairments in both self-referential cognition and empathy, which highlight a specific dysfunction in ASC within cortical midlines structures of the brain such as the medial prefrontal cortex.
Abstract: Background Individuals with autism spectrum conditions (ASC) have profound impairments in the interpersonal social domain, but it is unclear if individuals with ASC also have impairments in the intrapersonal self-referential domain We aimed to evaluate across several well validated measures in both domains, whether both self-referential cognition and empathy are impaired in ASC and whether these two domains are related to each other Methodology/Principal Findings Thirty adults aged 19-45, with Asperger Syndrome or high-functioning autism and 30 age, sex, and IQ matched controls participated in the self-reference effect (SRE) paradigm In the SRE paradigm, participants judged adjectives in relation to the self, a similar close other, a dissimilar non-close other, or for linguistic content Recognition memory was later tested After the SRE paradigm, several other complimentary self-referential cognitive measures were taken Alexithymia and private self-consciousness were measured via self-report Self-focused attention was measured on the Self-Focus Sentence Completion task Empathy was measured with 3 self-report instruments and 1 performance measure of mentalizing (Eyes test) Self-reported autistic traits were also measured with the Autism Spectrum Quotient (AQ) Although individuals with ASC showed a significant SRE in memory, this bias was decreased compared to controls Individuals with ASC also showed reduced memory for the self and a similar close other and also had concurrent impairments on measures of alexithymia, self-focused attention, and on all 4 empathy measures Individual differences in self-referential cognition predicted mentalizing ability and self-reported autistic traits More alexithymia and less self memory was predictive of larger mentalizing impairments and AQ scores regardless of diagnosis In ASC, more self-focused attention is associated with better mentalizing ability and lower AQ scores, while in controls, more self-focused attention is associated with decreased mentalizing ability and higher AQ scores Increasing private self-consciousness also predicted better mentalizing ability, but only for individuals with ASC Conclusions/Significance We conclude that individuals with ASC have broad impairments in both self-referential cognition and empathy These two domains are also intrinsically linked and support predictions made by simulation theory Our results also highlight a specific dysfunction in ASC within cortical midlines structures of the brain such as the medial prefrontal cortex
391 citations
TL;DR: In this paper, the authors used fMRI to investigate "social brain" activity during perception of fearful faces and found that people with highfunctioning autism or Asperger Syndrome (HFA/AS) showed differential activation of social brain areas during a face-processing task.
TL;DR: In this paper, the authors consider three theories of autism: The Theory of Mind Deficit, Executive Dysfunction and the Weak Central Coherence accounts, along with studies relevant to their emergence, their expansion, their limitations and their possible integration.
TL;DR: Attention, graphomotor, and speed weaknesses were likely to coexist, the majority of children with autism and ADHD had weaknesses in all three areas, and these scores contributed significantly to the prediction of academic achievement.
Abstract: Learning, attention, graphomotor, and processing speed scores were analyzed in 149 typical control children and 886 clinical children with normal intelligence. Nonsignificant differences were found between control children and children with anxiety, depression, and oppositional-defiant disorder. Control children performed better than children with ADHD and autism in all areas. Children with ADHD and autism did not differ, except that children with ADHD had greater learning problems. Attention, graphomotor, and speed weaknesses were likely to coexist, the majority of children with autism and ADHD had weaknesses in all three areas, and these scores contributed significantly to the prediction of academic achievement.
TL;DR: The data show that while the AS group scored lower on the measures of cognitive empathy and theory of mind, they were no different from controls on one affective empathy scale of the IRI (empathic concern), and scored higher than controls on the other (personal distress).
Abstract: A deficit in empathy has consistently been cited as a central characteristic of Asperger syndrome (AS), but previous research on adults has predominantly focused on cognitive empathy, effectively ignoring the role of affective empathy. We administered the Interpersonal Reactivity Index (IRI), a multi-dimensional measure of empathy, and the Strange Stories test to 21 adults with AS and 21 matched controls. Our data show that while the AS group scored lower on the measures of cognitive empathy and theory of mind, they were no different from controls on one affective empathy scale of the IRI (empathic concern), and scored higher than controls on the other (personal distress). Therefore, we propose that the issue of empathy in AS should be revisited.
TL;DR: In this paper, the authors investigated the possible relationship between social functioning and a broader autism phenotype and found that individuals with a stronger autism phenotype report significantly more loneliness (r =.52, p < 0.01) and fewer and shorter duration friendships.
TL;DR: A revised version of the ‘Reading the Mind in the Voice’ (RMV) task has good reliability and validity, is harder, and more in distinguishing the Asperger Syndrome or High Functioning Autism group from controls and females performed worse than males in the AS/HFA group.
Abstract: This study reports a revised version of the 'Reading the Mind in the Voice' (RMV) task. The original task (Rutherford et al., (2002), Journal of Autism and Developmental Disorders, 32, 189-194) suffered from ceiling effects and limited sensitivity. To improve that, the task was shortened and two more foils were added to each of the remaining items. About 50 adults with Asperger Syndrome (AS) or High Functioning Autism (HFA) and 22 matched controls took the revised task. Results show the revised task has good reliability and validity, is harder, and more sensitive in distinguishing the AS/HFA group from controls. Verbal IQ was positively correlated with performance, and females performed worse than males in the AS/HFA group. Results are discussed with regard to multi modal empathizing deficits in autism spectrum conditions (ASC).
01 Jan 2007
TL;DR: How social robots will make an impact on the ways in which the authors diagnose, treat, and understand autism is discussed.
Abstract: Autism is a pervasive developmental disorder that is characterized by social and communicative impairments. Social robots recognize and respond to human social cues with appropriate behaviors. Social robots, and the technology used in their construction, can be unique tools in the study of autism. Based on three years of integration and immersion with a clinical research group, this paper discusses how social robots will make an impact on the ways in which we diagnose, treat, and understand autism.
TL;DR: The potential for eye‐tracking techniques to reveal the strategies adopted by individuals with high‐functioning autism when processing social information is discussed.
Abstract: For many decades, eye-tracking has been used to investigate gaze behaviour in the normal population Recent studies have extended its use to individuals with disorders on the autism spectrum Such studies typically focus on the processing of socially salient stimuli In this review, we discuss the potential for this technique to reveal the strategies adopted by individuals with high-functioning autism when processing social information Studies suggest that eye-tracking techniques have the potential to offer insight into the downstream difficulties in everyday social interaction which such individuals experience
TL;DR: Significant pre- to post-treatment gains were found on measures of both social competence and problem behaviors associated with AS/HFA, and parent-reported improvement suggests that social skills learned in group sessions generalize to settings outside the treatment group.
Abstract: The effectiveness of a social skills training group for adolescents with Asperger syndrome and high-functioning autism (AS/HFA) was evaluated Parents of six groups of adolescents (n = 46, 61% male, mean age 146) completed questionnaires immediately before and after the 12-week group Parents and adolescents were surveyed regarding their experience with the group Significant pre- to post-treatment gains were found on measures of both social competence and problem behaviors associated with AS/HFA Effect sizes ranged from 34 to 72 Adolescents reported more perceived skill improvements than did parents Parent-reported improvement suggests that social skills learned in group sessions generalize to settings outside the treatment group Larger, controlled studies of social skills training groups would be valuable
TL;DR: Children in both early and middle childhood were currently using a higher number of behavioral/educational/alternative treatments than were those in the adolescent group, and children with Asperger's syndrome had tried significantly more drug treatments than had those with autism or PDD-NOS.
TL;DR: The shared structural deviations in the medial temporal lobe might be attributed to an unspecific delay in brain development and might be associated with memory deficits, while the structural abnormalities in the inferior parietal lobe may correspond to attentional deficits observed in both ASD and ADHD.
Abstract: Background: Although autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder(ADHD) are two distinct neurodevelopmental diseases, they share behavioural, neuropsychological andneurobiological characteristics. For the identification of endophenotypes across diagnostic categories,further investigations of phenotypic overlap between ADHD and autism at the behavioural, neurocog-nitive, and brain levels are needed. Methods: We examined regional grey matter differences andsimilarities in children and adolescents with ASD and ADHD in comparison to healthy controls usingstructural magnetic resonance imaging (MRI) and voxel-based morphometry. Results: With regardto clinical criteria, the clinical groups did not differ with respect to ADHD symptoms; however, onlypatients with ASD showed deficits in social communication and interaction, according to parentalrating. Structural abnormalities across both clinical groups compared to controls became evident asgrey matter reductions in the left medial temporal lobe and as higher grey matter volumes in the leftinferior parietal cortex. In addition, autism-specific brain abnormalities were found as increased greymatter volume in the right supramarginal gyrus. Conclusions: While the shared structural deviationsin the medial temporal lobe might be attributed to an unspecific delay in brain development and mightbe associated with memory deficits, the structural abnormalities in the inferior parietal lobe may cor-respond to attentional deficits observed in both ASD and ADHD. By contrast, the autism-specific greymatter abnormalities near the right temporo-parietal junction may be associated with impaired ‘theoryof mind’ abilities. These findings shed some light on both similarities and differences in the neurocog-nitive profiles of ADHD and ASD patients. Keywords: ADD/ADHD, autistic disorder, structural MRI,VBM. Abbreviations: ASD: autism spectrum disorder; ADHD: attention deficit/hyperactivity disorder;VBM: voxel-based morphometry; MRI: magnetic resonance imaging.Autism spectrum disorder (ASD) and attentiondeficit/hyperactivity disorder (ADHD) are two of themost frequent neurodevelopmental disorders. Whilethe main symptoms of ASD are repetitive, stereo-typed behaviour and impairments in social interac-tion and communication (American PsychiatricAssociation, 1994), ADHD is characterised by asymptom triad of inattention, hyperactivity andimpulsivity (American Psychiatric Association,1994). Despite clear clinical boundaries betweenboth syndromes, inattention and hyperactivity arealso common among children with autism (Sturm,Fernell, & Gillberg, 2004). Nevertheless, a diagnosisof ADHD is precluded, under both DSM-IV and ICD-10 criteria, if symptoms are better accounted for byautism or pervasive developmental disorder (Amer-ican Psychiatric Association, 1994; World HealthOrganization, 1993). However, there are a number ofbehavioural, cognitive, and neurobiological deficitspresent in both disorders that suggest at least somedegree of phenotypic overlap between ADHD andASD. First, children and adolescents with ASD showsome ADHD typical behaviour, such as attentiondeficits, impulsivity or hyperactivity (Goldstein S Schatz, Weimer, & Trauner,2002). Furthermore, in both disorders ADHDsymptomatology responds well to stimulant medi-cation (Handen, Johnson, & Lubetsky, 2000). Viceversa, patients with ADHD also show problems insocial interaction and communication, albeit to asmaller degree than patients with ASD (Clark, Fee-han, Tinline, & Vostanis, 1999; Geurts et al., 2004a;Hattori et al., 2006). Secondly, on the neuropsy-chological level, executive functions, such as flex-ibility, planning, inhibition, theory of mind (ToM)abilities and working memory, have been describedto be impaired in both disorders (Buitelaar, van derWees, Swaab-Barneveld, & van der Gaag, 1999;Geurts, Verte, Oosterlaan, Roeyers, & Sergeant,2004b; Happe´, Booth, Charlton, & Hughes, 2006;Sergeant, Geurts, & Oosterlaan, 2002). Thirdly, both
TL;DR: Evaluation of a cognitive behavioural intervention for anger management with children diagnosed with Asperger syndrome indicated some generalization of strategies learned in the clinic setting to both home and school settings.
Abstract: The purpose of the study described was to evaluate the effectiveness of a cognitive behavioural intervention for anger management with children diagnosed with Asperger syndrome. Forty-five children and their parents were randomly assigned to either intervention or wait-list control conditions. Children in the intervention participated in six 2-h weekly sessions while parents participated in a larger parent group. Parent reports indicated a significant decrease in episodes of anger following intervention and a significant increase in their own confidence in managing anger in their child. Qualitative information gathered from parents and teachers indicated some generalization of strategies learned in the clinic setting to both home and school settings. Limitations of the study and suggestions for future research are also discussed.
TL;DR: There is an evidence of atypical social and communication development in some siblings of children with an ASD during infancy and the limited research on adulthood suggests that lack of closeness in the sibling relationship and social and emotional difficulties may continue.
Abstract: In this article, we review the literature on siblings of individuals with autism spectrum disorders (ASD) from a lifespan developmental perspective, from infancy through adulthood, focusing on the sibling relationship and sibling well-being. We situate this review within the larger body of research on siblings of individuals with developmental disabilities (DD) across the lifespan. We then consider the genetic aspects of ASDs and their implications for siblings. We conclude that there is an evidence of atypical social and communication development in some siblings of children with an ASD during infancy. During childhood and adolescence, siblings describe both positive and negative aspects of their sibling relationship and there is some evidence that siblings of children with an ASD may be at heightened risk for social and behavioral adjustment problems. The limited research on adulthood suggests that lack of closeness in the sibling relationship and social and emotional difficulties may continue. We encourage more attention focused on developmental issues, specifically with respect to samples in narrower age groups and in longitudinal research. Finally, we note the variability in sibling outcomes, and suggest further examination of potential moderating and mediating factors, including genetic predispositions.
TL;DR: Previous research on VSM is expanded by measuring social interactions with same-aged peers in a natural setting rather than with adults in a controlled clinical setting, and implications for practice and future research are discussed.
Abstract: . An emerging body of research demonstrates the effectiveness of video self-modeling (VSM) in addressing social, communication, and behavioral functioning of children with autism spectrum disorders. The primary purpose of this study was to examine the benefits of a VSM intervention in increasing the social engagement of young children with autism spectrum disorders. The study expands previous research on VSM by measuring social interactions with same-aged peers in a natural setting rather than with adults in a controlled clinical setting. Intervention and maintenance effects were measured in addition to the social validity of the VSM procedure. The results of the VSM intervention are provided, and implications for practice and future research are discussed. ********** Autism is a complex neurological disorder that leads to significant impairment in three broad areas of functioning: social interactions; communication; and restricted, repetitive behavior (American Psychiatric Association, 2000). The significant deficits in functioning can be taxing for school psychologists and other school personnel, who often are presented with limited time, resources, and training. Compounding matters, the number of students identified with autism and its related disorders (i.e., Asperger Syndrome and pervasive developmental disorder--not otherwise specified [PDD-NOS]) in educational settings has been steadily increasing over the last decade (Shattuck, 2006). The complexity of autism spectrum disorder (ASD), combined with the apparent increase in students receiving services for ASD, has intensified the need for school psychologists and other school personnel to develop and deliver quality, evidenced-based early intervention programming for young children with ASD. The purpose of the present study was to examine the effects of a video self-modeling intervention on the social engagement of preschool aged children with ASD. The Need for Early Social Programming The importance of early intervention services for young children with ASD has been well documented in the literature (National Research Council, 2001). Reviews of early intervention research for young children with ASD have demonstrated that substantial gains in social, communication, and behavioral functioning can be achieved through early intervention services (National Research Council, 2001). The National Research Council recommended that young children with ASD be given ample opportunities to interact with typically developing peers in natural environments to foster the development of social skills. Social skills are pivotal components to successful social, emotional, communication, and cognitive development. Social skills deficits are a fundamental feature of ASD and are well documented in the literature (Rogers, 2000). Individuals with ASD exhibit significant deficits in the ability to initiate and maintain effective social interactions, often leading to social withdrawal (Hauck, Fein, Waterhouse, & Feinstein, 1995). Though social skills deficits are a central feature of ASD, few young children receive adequate social skills programming (Hume, Bellini, & Pratt, 2005). Hume et al. found that fewer than 16% of young children with ASD receive social programming as part of their early intervention services. According to Rubin and Burgess (2001), the development of social-cognitive skills is heavily dependent upon peer interactions. The high degree of social withdrawal experienced by many young children with ASD may preclude them from developing effective social skills, such as initiating and reciprocating interactions, and having the ability to take another person's perspective. Perhaps most detrimental to children with ASD, severe deficits in social functioning can significantly affect social interactions and interfere with the ability to establish lasting and meaningful friendships, leading to rejection and isolation, which, in turn, may contribute to the emergence of anxiety and depression (Bellini, 2004; Tantam, 2000). …
TL;DR: Changes in the characteristics of 140 adolescents and young adults with an autism spectrum disorder would predict subsequent change in maternal well-being and in the quality of the mother-child relationship during the study period.
Abstract: We investigated how change in the characteristics of 140 adolescents and young adults with an autism spectrum disorder (ASD) would predict subsequent change in maternal well-being and in t...
TL;DR: Results showed that the participants with autism were as able as controls to name point-light displays of non-human objects and human actions, but were significantly poorer at labeling emotional displays, suggesting that they are specifically impaired in attending to emotional states.
Abstract: This study aimed to explore the perception of different components of biological movement in individuals with autism and Asperger syndrome. The ability to recognize a person's actions, subjective states, emotions, and objects conveyed by moving point-light displays was assessed in 19 participants with autism and 19 comparable typical control participants. Results showed that the participants with autism were as able as controls to name point-light displays of non-human objects and human actions. In contrast, they were significantly poorer at labeling emotional displays, suggesting that they are specifically impaired in attending to emotional states. Most studies have highlighted an emotional deficit in facial expression perception; our results extend this hypothesized deficit to the perception and interpretation of whole-body biological movements.
TL;DR: These results implicate caudate nucleus in autism, as an enlargement of this structure was disproportional to an increase in total brain volume in two independent samples of medication-naive subjects with autism.
TL;DR: In this article, the authors report on a survey of special interests in 96 children and adolescents with higher functioning ASD, which included listing of up to three special interests for each child, and the rating of level of interference of a given interest upon children's activities when by themselves and when in contact with family members, peers, and other adults.
Abstract: Circumscribed interests are a fascinating and an understudied phenomenon insome individuals withautism spectrum disorders (ASD). Research in this area is likely to contribute to our understanding of ASDs and to advancing developmental knowledge on learning processes used to adapt to the demands of everyday social life. This study reports on a survey of special interests in 96 children and adolescents with higher functioning ASD. The survey included listing of up to three special interests for each child, and the rating of level of interference of a given interest upon children’s activities when by themselves and when in contact with family members, peers, and other adults. This information was collected for both preschool and elementary school years. Special interests were classified into eight categories in terms of their nature (rather than topic), which included the ways through which the interest was manifest and pursued. Results indicated that circumscribed interests (a) are the norm rather than the exception in this population (75% and 88% of the sample for the younger and the older age periods, respectively), (b) most frequently involve verbal learning and memorization of facts (65% and 81% for the younger and the older age periods, respectively), (c) often involve an element of interest in letters and numbers in the preschool years (35% of the sample), (d) greatly interfere with activities pursued by oneself or with others, and (e) level of interference is predictive of lower social and communicative adaptive behavior later in life. Given the ubiquity of circumscribed interests in this population, their verbal nature, and the passion that children with ASD invest in these pursuits, we suggest the need for studies that will trace the longitudinal course of learning profiles from early childhood and possible interventions that may address these areas.
TL;DR: In this article, the authors explored the current research literature on adult outcomes of individuals with Asperger syndrome (AS), focusing on the characteristics associated with adulthood AS, in the context of AS diagnosis.
Abstract: This article explores the current research literature on adult outcomes of individuals With Asperger syndrome (AS). Specific areas addressed are the characteristics associated With adulthood AS, in...
TL;DR: This project was undertaken to identify child characteristics associated with educational placement and service use in high-functioning children with autism spectrum disorders and results indicate that lower-cognitive ability and communication skill were associated with placement in special education.
Abstract: This project was undertaken to identify child characteristics associated with educational placement and service use in high-functioning children with autism spectrum disorders. The sample of 101 (nine females) had a mean age of 12 ± 3 years (mean IQ = 101.77 ± 19.50). Results indicate that lower-cognitive ability and communication skill were associated with placement in special education. Based on parent-report, most students stayed in the same placement (regular or special education) in which they began first grade and the majority of students received special services in their schools (most often speech/language intervention). Findings highlight the emphasis placed on certain child characteristics (e.g., cognitive ability), with far less emphasis on other areas (e.g., degree of social deficit), in educational placement and service provision.