Linguistic processing in high-functioning adults with autism or Asperger's syndrome. Is global coherence impaired?

2000 ◽  
Vol 30 (5) ◽  
pp. 1169-1187 ◽  
Author(s):  
THERESE JOLLIFFE ◽  
SIMON BARON-COHEN
Keyword(s):  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Autism Spectrum ◽  
Central Coherence ◽  
Future Research ◽  
Linguistic Processing ◽  
Adults With Autism ◽  
Global Coherence ◽  
Use Context ◽  
Global Inference

Background. Linguistic processing was explored in normally intelligent adults with either autism or Asperger's syndrome, to test if global coherence was impaired. Global coherence is the ability to establish causal connections and interrelate local chunks into higher-order chunks so that most linguistic elements are linked together thematically. Since individuals with autism are hypothesized to have weak central coherence then one would predict that the clinical groups would have difficulty integrating information globally so as to derive full meaning.Methods. Two experiments were designed to test global coherence. Experiment 1 investigated whether individuals on the autism spectrum condition could arrange sentences coherently. Experiment 2 investigated whether they were less able to use context to make a global inference. Results. The clinical groups were less able to arrange sentences coherently and use context to make a global inference.Conclusions. The results suggest that individuals on the autism spectrum have impaired global coherence. Arranging sentences and making global inferences correlated highly, suggesting that central coherence may be a unitary force in these different tasks. Of the two clinical groups, the autism group had the greater deficit. The effect that such a deficit would have on one's daily life is discussed, along with possible explanations for the clinical groups' greater difficulty, and suggestions for future research.

Prompt Dependency Beyond Childhood: Adults With Asperger's Syndrome and Intimate Relationships

2014 ◽  
Vol 5 ◽  
Author(s):  
Bronwyn Wilson ◽  
Wendi Beamish ◽  
Stephen Hay ◽  
Tony Attwood
Keyword(s):  
Intimate Relationships ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Autism Spectrum ◽  
Research Strategy ◽  
Future Research ◽  
Grounded Theory Research ◽  
Community Environments ◽  
Theory Research ◽  
Depth Interviews

Many children on the autism spectrum are dependent on prompts provided by adults for staying on-task, completing activities and transitioning between activities in the home, school and community environments (Bryan & Gast, 2000; Milley & Machalicek, 2012). Yet, prompt dependency beyond childhood has received little attention. This study explored the possibility that prompt dependency also applies to adults diagnosed with Asperger's syndrome (AS) when interacting with their neurotypical partner. In-depth interviews with nine couples (ages ranging from 29 to 69) were used to explore intimate relationships between partners in order to determine whether prompt dependency was evident. A grounded theory research strategy was applied to analyse interview data. Data analysed through constant comparison coding supported the hypothesis that adults with AS in the sample showed prompt dependency in their interactions with their partners. Limitations and implications for future research are discussed.

Innocent Machines

2020 ◽  
pp. 83-107
Author(s):  
Elizabeth Fein
Keyword(s):  
Mental Illness ◽  
Moral Agency ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
The United States ◽  
Autism Spectrum ◽  
Autism Spectrum Conditions ◽  
High Tech ◽  
Brain Science ◽  
Social Lives

Drawing on school-based ethnography in classrooms serving students with Asperger’s syndrome and related autism spectrum conditions in a district on the East Coast of the United States, this chapter analyzes how the meanings of these conditions are defined, negotiated, and deployed in consequential ways in contexts of everyday practice. The chapter begins by tracing schisms between “developmental disability” and “mental illness.” Through what Ian Hacking calls a “looping effect of human kinds,” students diagnosed with Asperger’s syndrome and related developmental disabilities come to exemplify a form of “brainhood,” a cerebral identity associated with replicable, quantified, and high-tech brain science. This schema is contrasted with local understandings of students classified with emotional or behavioral disturbance as changeable, morally culpable, and interpersonally engaged—thus exemplifying theories of mental illness as rooted in fluid brain chemistry and family dysfunction. The association of students with Asperger’s syndrome with a brain science seen as value-producing, mechanistic, and estranged from sociality wins them both a protected space and scarce material resources; however, this vision of Asperger’s students as “innocent machines” cannot effectively conceptualize the moral agency of their robustly social lives.

Training Teachers to Manage Students with Asperger's Syndrome in an Inclusive Classroom Setting

2008 ◽  
Vol 25 (2) ◽  
pp. 34-48 ◽  
Author(s):  
Sharon Hinton ◽  
Kate Sofronoff ◽  
Jeanie Sheffield
Keyword(s):  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Controlled Trial ◽  
Management Strategies ◽  
Future Research ◽  
Inclusive Classroom ◽  
Classroom Setting ◽  
Teacher Competence ◽  
Problem Behaviours

AbstractThis controlled trial of a teacher training intervention aimed to increase teacher competence in managing the problem behaviours associated with Asperger's syndrome, as manifested in a classroom setting. All teacher-participants currently managed a student with Asperger's syndrome in an inclusive classroom setting. Measures were taken on two occasions: pre-workshop and 6-week follow-up. Variables of interest were number of problem behaviours, success of teacher strategies used to manage problem behaviours and teacher self-efficacy in managing behaviours. Qualitative data assessing both the utility of the workshop and effectiveness of the individual management strategies was also gathered. At 6-week follow up, teachers reported increased confidence in their ability to manage the student with Asperger's syndrome, fewer problem behaviours displayed by the student and increased success in using strategies to manage the student in the classroom. The utility of both the workshop itself and individual management strategies were also endorsed by all teacher-participants. Suggestions for future research and limitation of the study are also discussed.

scholarly journals Intelligence Quotient Levels and Sub Tests Comparison in Autistic Children

2016 ◽  
Vol 5 (1) ◽  
pp. 9-13 ◽  
Author(s):  
Vijay Kumar Sah ◽  
Hem Sagar Rimal ◽  
Archana Rimal
Keyword(s):  
Intelligence Quotient ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Statistical Significance ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Autistic Children ◽  
Intelligence Scale ◽  
Medical College ◽  
Social Reciprocity

Background Autism spectrum disorders (ASD) are disorders of neurodevelopmental origin characterized by social reciprocity deficits, communication deficits, and unusual restricted and repetitive behaviors. In some of these people, measured IQ (Intelligence Quotient) can be normal or even superior or low.Material and Methods This is a Retrospective study in autistic children. We have analyzed with autistic disorder, 47 patients had savant skills and 1 patients of MR (Mental Retardation) had savant skills. China- Wechsler Young Children Scale of Intelligence (C-WYCSI) and China-Wechsler Intelligence Scale for Children(C-WISC) were used for calculating IQ levels in different age groups.Results Asperger’s syndrome (AS) children had higher verbal IQ (VIQ) and full scale IQ (FSIQ) compared to autism and high functional autism (HFA) children with statistical difference. Autism children had lower VIQ, performance IQ and FSIQ compared to HFA and AS children with statistical significance. AS children had higher values in C-WISC and CWYCSI compared to autism children.Conclusion Children with Asperger’s syndrome have higher full IQ and Sub test IQ compared with autism and HFA children.Journal of Nobel Medical College Volume 5, Number 1, Issue 8, January-July 2016, 9-13 

scholarly journals Emotional Cognitive Assessment and Enhancement for Mentally Disabled People

2019 ◽  
Vol 15 (04) ◽  
pp. 88
Author(s):  
Samir Abou El-Seoud ◽  
Samaa A. Ahmed
Keyword(s):  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Autism Spectrum ◽  
Human Beings ◽  
Mentally Disabled ◽  
The Social ◽  
Social Abilities ◽  
Mind Set ◽  
Develop Program ◽  
The Way

<p class="0BodyText">Autism spectrum syndrome well known as autism. Autism was delivered within the 1920s century especially in 1944. Autism is described as a development disease that influences the social abilities, nonverbal communication or what's called body language. Human beings with Autism and Asperger’s syndrome tends to have high IQ however very low EQ[1]. In addition, person who suffers autism has a tendency to have a specific habitual, aggressive reaction while converting this habitual. The Proposed concept is to develop an algorithm/method for growing emotional intelligence. The goal of the proposed concept is to assist human beings with Autism and Asperger’s syndrome that tends to have under common EI to approach normality [2]. The program will use the high IQ of the person to increase his/her EQ. To achieve this it is intended to develop program that refuse any miss behavior, or inappropriate mind-set. The advanced application acts like human, who will no longer accept to be treated in a particular manner. To enhance ones EI, people with autism ought to be taught on:</p><p class="0BodyText"> • A way to cope with people in a manner they would accept. </p><p class="0BodyText"> • The way to apprehend his/her emotion and accept it.</p><p class="0BodyText"> • The way to express their feelings. </p><p class="0BodyText"><br /> The goal of the evolved program is to help autism users be given human beings and be selves ordinary. The program ought to teach person how to make buddies in the real existence.</p>

Differential effects on white-matter systems in high-functioning autism and Asperger's syndrome

2009 ◽  
Vol 39 (11) ◽  
pp. 1885-1893 ◽  
Author(s):  
G. M. McAlonan ◽  
C. Cheung ◽  
V. Cheung ◽  
N. Wong ◽  
J. Suckling ◽  
...  
Keyword(s):  
White Matter ◽  
Basal Ganglia ◽  
Left Hemisphere ◽  
Asperger's Syndrome ◽  
Right Hemisphere ◽  
Asperger’S Syndrome ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
High Functioning ◽  
History Of

BackgroundWhether autism spectrum maps onto a spectrum of brain abnormalities and whether Asperger's syndrome (ASP) is distinct from high-functioning autism (HFA) are debated. White-matter maldevelopment is associated with autism and disconnectivity theories of autism are compelling. However, it is unknown whether children with ASP and HFA have distinct white-matter abnormalities.MethodVoxel-based morphometry mapped white-matter volumes across the whole brain in 91 children. Thirty-six had autism spectrum disorder. A history of delay in phrase speech defined half with HFA; those without delay formed the ASP group. The rest were typically developing children, balanced for age, IQ, gender, maternal language and ethnicity. White-matter volumes in HFA and ASP were compared and each contrasted with controls.ResultsWhite-matter volumes around the basal ganglia were higher in the HFA group than ASP and higher in both autism groups than controls. Compared with controls, children with HFA had less frontal and corpus callosal white matter in the left hemisphere; those with ASP had less frontal and corpus callosal white matter in the right hemisphere with more white matter in the left parietal lobe.ConclusionsHFA involved mainly left hemisphere white-matter systems; ASP affected predominantly right hemisphere white-matter systems. The impact of HFA on basal ganglia white matter was greater than ASP. This implies that aetiological factors and management options for autism spectrum disorders may be distinct. History of language acquisition is a potentially valuable marker to refine our search for causes and treatments in autism spectrum.

scholarly journals Work of Support Group for Adults with Asperger’s Syndrome in Russia

2020 ◽  
Vol 18 (2) ◽  
pp. 55-62
Author(s):  
A.S. Steinberg ◽  
A.L. Voskov
Keyword(s):  
Support Group ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Social Adaptation ◽  
Screening Tests ◽  
Autism Symptoms ◽  
High Functioning ◽  
Independent Life

Problems with Asperger's syndrome diagnostic in adults in Russia and obsolete practice of replacement of the diagnosis after age of 18 caused necessity of organization of specialized supports and efforts for social adaptation of such individuals. Experience of organization and leading the support group (that works since 2010) for adults with Asperger’s syndrome and high functioning autism is described: conditions, rules and recommendations for its organization. The discussed topics include autism awareness, social integration, personal relationships, autism symptoms and coping strategies, independent life. The participants report that the group is beneficial as a comfortable place for socialization, life experience exchange, development of self-acceptance, self-awareness and independent life skills. Involvement of psychologists in leading of some group meetings showed the necessity to extend their knowledge about autism spectrum disorders in adults. A review of screening tests and other aspects of self-diagnosis is given. Analysis of functioning of the support group for people with Asperger's syndrome and high-functioning autism confirmed large demand on this kind of help and its necessity for improving life quality.

Piloting an adaptive skills virtual reality intervention for adults with autism: findings from user-centered formative design and evaluation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthew M. Schmidt ◽  
Noah Glaser
Keyword(s):  
Virtual Reality ◽  
Target Population ◽  
Autism Spectrum ◽  
Ease Of Use ◽  
Adaptive Skills ◽  
Future Research ◽  
Skills Transfer ◽  
Adults With Autism ◽  
Content Type ◽  
Trade Offs

Purpose The purpose of this paper is to present evaluation findings from a proof-of-concept virtual reality adaptive skills intervention called Virtuoso, designed for adults with autism spectrum disorders. Design/methodology/approach A user-centric usage test was conducted to investigate the acceptability, feasibility, ease-of-use and relevance of Virtuoso to the unique needs of participants, as well as the nature of participants’ user experiences. Findings are presented from the perspectives of expert testers and participant testers with autism. Findings This paper offers findings that suggest Virtuoso is feasible and relevant to the unique needs of the target population, and that user experience was largely positive. Anecdotal evidence of skills transfer is also discussed. Research limitations/implications The research was conducted in limited settings and with a small number of participants. Multiple VR hardware systems were used, and some experienced instability. This could be accounted for in future research by deploying across multiple settings and with a larger number of participants. Some evidence of cybersickness was observed. Future research must carefully consider the trade-offs between VR-based training and cybersickness for this vulnerable population. Originality/value This paper reports on cutting-edge design and development in areas that are under-represented and poorly understood in the literature on virtual reality for individuals with autism.

Conclusion

2017 ◽  
pp. 320-324
Keyword(s):  
Quality Of Life ◽  
Young Adults ◽  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Future Research ◽  
Life Outcomes ◽  
Adults With Autism ◽  
Spectrum Disorders ◽  
Adults With Asd

Adolescents and young adults with autism spectrum disorders face a multitude of challenges and are experiencing poor life outcomes. This book has summarized the research on practices designed to mitigate these challenges and to improve their life outcomes. There are two recurrent and interconnected themes that have been present throughout the book. The first is that there is immense heterogeneity across individuals with ASD. The second is that the tools for improving outcomes for this population exist, but they may not have been systematically researched with this population. Given the current outcomes for this population, continued research all areas is essential for discovering approaches that will improve the outcomes and quality of life for young adults with ASD. This chapter summarizes the book and provides suggestions for future research.

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