Greater Disruption to Control of Voluntary Saccades in Autistic Disorder than Asperger’s Disorder: Evidence for Greater Cerebellar Involvement in Autism?

2010 ◽  
Vol 10 (1) ◽  
pp. 70-80 ◽  
Author(s):  
Chloe Stanley-Cary ◽  
Nicole Rinehart ◽  
Bruce Tonge ◽  
Owen White ◽  
Joanne Fielding
Keyword(s):  
Autistic Disorder ◽  
Asperger’S Disorder ◽  
Asperger's Disorder ◽  
Cerebellar Involvement ◽  
Voluntary Saccades

Impaired sustained attention, focused attention, and vigilance in youths with autistic disorder and Asperger's disorder

2014 ◽  
Vol 8 (7) ◽  
pp. 881-889 ◽  
Author(s):  
Yi-Ling Chien ◽  
Susan Shur-Fen Gau ◽  
Yen-Nan Chiu ◽  
Wen-Che Tsai ◽  
Chi-Yung Shang ◽  
...  
Keyword(s):  
Sustained Attention ◽  
Autistic Disorder ◽  
Asperger’S Disorder ◽  
Asperger's Disorder ◽  
Focused Attention

To be or not to be: Will Asperger's disorder remain separate from autistic disorder

2010 ◽  
Author(s):  
I. Kamp-Becker ◽  
J. Smidt ◽  
M. Ghahreman ◽  
M. Heinzel-Gutenbrunner ◽  
K. Becker ◽  
...  
Keyword(s):  
Autistic Disorder ◽  
Asperger’S Disorder ◽  
Asperger's Disorder

scholarly journals Creating A Positive Elementary Environment For Asperger Children

2007 ◽  
Vol 4 (10) ◽  
Author(s):  
Mary Lee Batesko
Keyword(s):  
Social Interaction ◽  
Language Acquisition ◽  
Autistic Disorder ◽  
Social Communication ◽  
Asperger’S Disorder ◽  
Asperger's Disorder ◽  
Significant Impairment ◽  
Patterns Of Behavior ◽  
Clinically Significant

The essential features of Asperger’s Disorder are severe and sustained impairment in social interaction and development of restricted repetitive patterns of behavior, interests, and activities.  This disturbance must cause clinically significant impairment in social, occupational, or other important areas o functioning.  In contrast to Autistic Disorder, there are no clinically significant delays or deviance in language acquisition (e.g., single non-echoed words are communicatively by age 2 years, and spontaneous communicative phrases are used by age 3 years), although more subtle aspects of social communication (e.g., typical give-and-take in conversation may be affected.” (p. 80).

scholarly journals Inconsistencies in Autism-Specific Emotion Interventions: Cause for Concern

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Monica Calderia ◽  
Alan Edmunds
Keyword(s):  
Autistic Disorder ◽  
Intervention Studies ◽  
Asperger’S Disorder ◽  
Asperger's Disorder ◽  
Educational Interventions ◽  
Learning Potential ◽  
Social Emotional ◽  
Post Intervention ◽  
Emotional Skills ◽  
Specific Emotion

Precise educational interventions are the sine qua non of services for students with exceptionalities. Applying interventions riddled with inconsistencies, there-fore, interferes with the growth and learning potential of students who need these interventions. This research synthesis documents the inconsistencies revealed during a critical analysis of the procedures and outcomes of emotion intervention studies for individuals with Autistic Disorder and Asperger’s Disorder. The au-thors examined all peer-reviewed emotion intervention studies published in English between 1985 and 2010 in the PsycInfo, ERIC, and Medline databases (N = 24). It is noteworthy that while 96% of studies reported improvements in emo-tion abilities post-intervention, these improvements were notably limited in the majority of cases and many studies demonstrated methodological inconsistencies. Specific suggestions are made for mitigating such inconsistencies in order to pro-vide individuals with Autistic Disorder and Asperger’s Disorder the best opportunity to master and successfully implement social/emotional skills.

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