scholarly journals Violations of Personal Space in Young People with Autism Spectrum Disorders and Williams Syndrome: Insights from the Social Responsiveness Scale

2015 ◽  
Vol 45 (12) ◽  
pp. 4101-4108 ◽  
Author(s):  
Emma Lough ◽  
Mary Hanley ◽  
Jacqui Rodgers ◽  
Mikle South ◽  
Hannah Kirk ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Young People ◽  
Williams Syndrome ◽  
Personal Space ◽  
Autism Spectrum ◽  
Social Responsiveness Scale ◽  
Social Responsiveness ◽  
The Social ◽  
Spectrum Disorders

scholarly journals Autism and Williams syndrome: Dissimilar socio-cognitive profiles with similar patterns of abnormal gene expression in the blood

Autism ◽  
2020 ◽  
pp. 136236132096507
Author(s):  
Amy Niego ◽  
Antonio Benítez-Burraco
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Williams Syndrome ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Cognitive Domain ◽  
Cognitive Profiles ◽  
The Social ◽  
Spectrum Disorders ◽  
And Function

Autism spectrum disorders and Williams syndrome exhibit quite opposite features in the social domain, but also share some common underlying behavioral and cognitive deficits. It is not clear, however, which genes account for the attested differences (and similarities) in the socio-cognitive domain. In this article, we adopted a comparative molecular approach and looked for genes that might be differentially (or similarly) regulated in the blood of subjects with these two conditions. We found a significant overlap between differentially expressed genes compared to neurotypical controls, with most of them exhibiting a similar trend in both conditions, but with genes being more dysregulated in Williams syndrome than in autism spectrum disorders. These genes are involved in aspects of brain development and function (particularly dendritogenesis) and are expressed in brain areas (particularly the cerebellum, the thalamus, and the striatum) of relevance for the autism spectrum disorder and the Williams syndrome etiopathogenesis. Lay abstract Autism spectrum disorders and Williams syndrome are complex cognitive conditions exhibiting quite opposite features in the social domain: whereas people with autism spectrum disorders are mostly hyposocial, subjects with Williams syndrome are usually reported as hypersocial. At the same time, autism spectrum disorders and Williams syndrome share some common underlying behavioral and cognitive deficits. It is not clear, however, which genes account for the attested differences (and similarities) in the socio-cognitive domain. In this article, we adopted a comparative molecular approach and looked for genes that might be differentially (or similarly) regulated in the blood of people with these conditions. We found a significant overlap between genes dysregulated in the blood of patients compared to neurotypical controls, with most of them being upregulated or, in some cases, downregulated. Still, genes with similar expression trends can exhibit quantitative differences between conditions, with most of them being more dysregulated in Williams syndrome than in autism spectrum disorders. Differentially expressed genes are involved in aspects of brain development and function (particularly dendritogenesis) and are expressed in brain areas (particularly the cerebellum, the thalamus, and the striatum) of relevance for the autism spectrum disorder and the Williams syndrome etiopathogenesis. Overall, these genes emerge as promising candidates for the similarities and differences between the autism spectrum disorder and the Williams syndrome socio-cognitive profiles.

Autism Spectrum Disorders: A Research Review for School Counselors

2013 ◽  
Vol 16 (4) ◽  
pp. 2156759X1501604
Author(s):  
Richard W. Auger
Keyword(s):  
Autism Spectrum Disorders ◽  
School Counselors ◽  
Autism Spectrum ◽  
Research Literature ◽  
Research Review ◽  
Social Deficits ◽  
Increased Risk ◽  
The Social ◽  
Students With Autism ◽  
Spectrum Disorders

The number of students with autism spectrum disorders (ASD) has risen significantly in recent years (CDC, 2012), and students with ASD present unique challenges to schools and school counselors. This article presents a synthesis of recent research literature related to ASD for the purpose of providing school counselors with assistance in understanding and addressing the needs of students with ASD. Specific areas of focus include the prevalence, developmental course, and defining characteristics of ASD, and research on the effectiveness of interventions for students with ASD. Students with ASD are at increased risk for a range of problems, including social deficits and limitations, anxiety, aggression, peer victimization, and underachievement (Ashburner, Ziviani, & Rodger, 2010). Interventions to address the social deficits of students with ASD have shown promise but also have been found to lack results that are generalizable and that persist over time (Schreiber, 2011). This article provides specific recommendations for school counselors.

scholarly journals State and Trait Anxiety of Adolescents with Autism Spectrum Disorders

2021 ◽  
Vol 18 (3) ◽  
pp. 257-265
Author(s):  
So Yoon Kim ◽  
Young Ah Kim ◽  
Da-Yea Song ◽  
Guiyoung Bong ◽  
Jong-myeong Kim ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Trait Anxiety ◽  
Child Behavior Checklist ◽  
Autism Spectrum ◽  
Cognitive Test ◽  
Social Responsiveness ◽  
Sensory Sensitivity ◽  
Adolescents With Autism ◽  
State And Trait Anxiety ◽  
Spectrum Disorders

Objective This study examined how state and trait anxiety of adolescents with autism spectrum disorders (ASD) are associated with their demographic characteristics, repetitive and restricted behaviors (RRBs), and internalizing and externalizing problem behaviors.Methods A total of 96 participants with ASD (mean age=14.30 years; 91 males) completed a battery of tests including the State/Trait Anxiety Inventory (STAI), the Autism Diagnostic Interview-Revised, the Social Responsiveness Scale (SRS), and a cognitive test measuring intelligence quotient (IQ). Participants’ parents completed the Child Behavior Checklist (CBCL). Pearson’s correlations among age, IQ, two subscales of the STAI (i.e., STAIS and STAIT, measuring self-reported state and trait anxiety, respectively), and the Anxiety subscale of CBCL (i.e., CBCL-Anxiety, measuring parent-reported trait anxiety) were computed. Subsequently, Pearson’s correlations were computed among the three anxiety measures, RRBs, and problem behaviors, while controlling for participants’ age and IQ.Results The STAIS and CBCL-Anxiety were both significantly correlated with higher age, sensory sensitivity, depressive symptoms, somatic complaints, and aggressive behaviors. All three anxiety variables were significantly and positively correlated with total SRS RRB scores. Additionally, the STAIS and STAIT were significantly associated with more severe Compulsion/Adherence behaviors, and the CBCL-Anxiety was also significantly associated with more severe Rule-breaking Behaviors.Conclusion Self-reported state anxiety showed association patterns similar to those of parent-reported trait anxiety. Future studies investigating the precise operationalization of different anxiety instruments are needed to accurately measure the anxiety of adolescents with ASD.

scholarly journals Modifying and validating the social responsiveness scale edition 2 for use with deaf children and young people

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0243162
Author(s):  
Barry Wright ◽  
Helen Phillips ◽  
Ann Le Couteur ◽  
Jennifer Sweetman ◽  
Rachel Hodkinson ◽  
...  
Keyword(s):  
Sign Language ◽  
Intraclass Correlation ◽  
Autism Spectrum ◽  
Social Responsiveness Scale ◽  
Deaf Children ◽  
Social Responsiveness ◽  
Deaf People ◽  
Delphi Consensus ◽  
The Social ◽  
Test Retest Reliability

A Delphi consensus methodology was used to adapt a screening tool, the Social Responsiveness Scale– 2 (SRS-2), for use with deaf children including those whose preferred communication method is sign language. Using this approach; 27 international experts (The Delphi International Expert Panel), on the topic of autism spectrum disorder (ASD) in deaf people, contributed to the review of item content. A criterion for agreement was set at 80% of experts on each item (with 75% acceptable in the final fourth round). The agreed modifications are discussed. The modified SRS-2 research adaptation for deaf people (referred to here as the “SRS-2 Deaf adaptation”) was then translated into British Sign Language using a robust translation methodology and validated in England in a sample of 198 deaf children, 76 with Autism Spectrum Disorders (ASD) and 122 without ASD. The SRS-2 Deaf adaptation was compared blind to a NICE (National Institute for Health and Care Excellence) guideline standard clinical assessment. The area under the Receiver Operating (ROC) curve was 0.811 (95% CI: 0.753, 0.869), with an optimal cut-off value of 73, which gave a sensitivity of 82% and a specificity of 67%. The Cronbach Alpha coefficient was 0.968 suggesting high internal consistency. The Intraclass Correlation Coefficient was 0.897, supporting test-retest reliability. This performance is equivalent to similar instruments used for screening ASD in the hearing population.

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