A Case Study: Unique Challenges of an Adolescent Female With Autism Spectrum Disorder

2020 ◽  
Vol 5 (1) ◽  
pp. 314-325
Author(s):  
Kimberly F. Frazier ◽  
Jessica Collier ◽  
Rachel Glade
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Social Performance ◽  
Management Strategies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Management ◽  
Adolescent Female ◽  
Social Thinking

Background The aim of this study was to determine the clinical efficacy of combining self-management strategies and a social thinking approach to address the social performance and executive function of an adolescent female with autism spectrum disorder. Method This research examined the effects of a social knowledge training program, “Think Social,” as well as strategies to improve higher order cognitive abilities. Results and Conclusion Although quantitative improvement was not found, several qualitative gains in behavior were noted for the participants of this study, suggesting a benefit from using structured environmental cues of self-management strategies, as well as improved social understanding through social cognitive training.

A Model for Addressing Crisis Behavior in Youth With Autism Spectrum Disorder Within a Functional and Contextual Framework

2020 ◽  
pp. 386-407
Author(s):  
Bryan H. King ◽  
Agnieszka Rynkiewicz ◽  
Małgorzata Janas-Kozik ◽  
Marta Tyszkiewicz-Nwafor
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Management ◽  
Management Strategies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavior Intervention Plan ◽  
Intervention Plan ◽  
Contextual Framework ◽  
Multiple Issues ◽  
Crisis Behavior

This chapter provides a model that extends the current resources available for crisis behavior assessment and intervention for youth with autism spectrum disorder (ASD) and co-occurring psychiatric conditions who are in crisis stabilization settings. Visual diagrams and intervention materials incorporated into this chapter illustrate the use of both preventative and responsive behavior management strategies that can be implemented in a time of crisis to stabilize and treat the psychiatric patient with ASD. The chapter begins with a review of a contextual method for evaluating and understanding the function of the presenting crisis behavior by considering the multiple issues that can underlie the crisis presentation. Working from this contextual model, the chapter then provides a blueprint for implementing intervention strategies to address crisis behaviors. This includes a table illustrating key elements to consider when developing a behavior intervention plan for dissemination and generalization.

Development of Lying and Cognitive Abilities

2018 ◽  
pp. 398-407
Author(s):  
Victoria Talwar
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Development ◽  
Theory Of Mind ◽  
Executive Functioning ◽  
Cognitive Functions ◽  
Cognitive Abilities ◽  
Autism Spectrum ◽  
Spectrum Disorder

The emergence and development of children’s lie-telling is closely associated with their developing cognitive abilities. Telling a lie involves complicated cognitive functions including theory-of-mind understanding and executive functioning abilities. Recent research has found that lie-telling emerges in the preschool years and children’s abilities to maintain their lies improves with age. The current chapter reviews existing literature on the development of children’s lie-telling behavior and its relation to various aspects of children’s cognitive development. It covers the work of Lewis, Stanger, and Sullivan (1989), including the well-known guessing-game experiment, where the child is left alone with temptation and the instruction not to peek. Much of Talwar, Lee, et al.’s research into three-to-seven-year-old children’s lie-telling behavior is covered; and the interaction between these studies and Theory of Mind is emphasized; this is illuminated in the account of research using child subjects with Autism Spectrum Disorder.

Social performance–based interventions promote gains in social knowledge in the absence of explicit training for youth with autism spectrum disorder

2019 ◽  
Vol 83 (3) ◽  
pp. 301-325 ◽  
Author(s):  
Bianca M. Marro ◽  
Erin Kang ◽  
Kathryn M. Hauschild ◽  
Karys M. Normansell ◽  
Tamara M. Abu-Ramadan ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Engagement ◽  
Social Performance ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Knowledge ◽  
Community Based ◽  
Social Skills Interventions ◽  
Explicit Training

Youth with autism spectrum disorder (ASD) experience deficits in social knowledge. It has long been theorized that these youth must learn these skills explicitly, and social skills interventions (SSIs) have followed suit. Recently, performance-based SSIs have emerged, which promote in vivo opportunities for social engagement without explicit instruction. Effects of performance-based SSIs on social knowledge have not been examined. This study employs two discrete samples (one lab-based, one community-based) of youth with ASD to examine the effects of performance-based interventions on social knowledge. Results largely support the efficacy and effectiveness of improving social knowledge by performance-based interventions without explicit teaching. This indicates that youth with ASD may be able to learn these aspects of social cognition implicitly, rather than exclusively explicitly. The results of the current study also suggest that SSI content, dosage, and intensity may relate to these outcomes, which are important considerations in clinical practice and future studies.

scholarly journals The Neurobiology of Autism Spectrum Disorder As It Relates to Twice Exceptionality

2021 ◽  
Author(s):  
Rachel Sharkey ◽  
Thomas Nickl-Jockschat
Keyword(s):  
Autism Spectrum Disorder ◽  
Neurodevelopmental Disorders ◽  
Cognitive Abilities ◽  
Inflection Point ◽  
Autism Spectrum ◽  
Neural Mechanisms ◽  
Spectrum Disorder ◽  
Specific Interest ◽  
Twice Exceptional ◽  
Multiple Conditions

There is a long-standing association between exceptional cognitive abilities, of various sorts, and neuropsychiatric illness, but it has historically largely been investigated in an exploratory and non-systematic way. One group in which this association has been investigated with more rigor is in subjects who have been identified as twice exceptional; an educational term describing subjects who are both gifted and diagnosed with a neuropsychiatric disability. This term covers multiple conditions, but is of specific interest in particular in the study of autism spectrum disorder. Recent findings have led to the development of a hypothesis that a certain degree of the neurobiology associated with autism might even be advantageous for individuals and could lead to high giftedness, while becoming disadvantageous, once a certain threshold is surpassed. In this model, the same neurobiological mechanisms confer an increasing advantage up to a certain threshold, but become pathological past that point. Twice-exceptional individuals would be exactly at the inflection point, being highly gifted, but also symptomatic at the same time. Here, we review how existing neuroimaging literature on autism spectrum disorder can inform research on twice exceptionality specifically. We propose to study key neural networks with a robust implication in ASD to identify the neurobiology underlying twice-exceptionality. A better understanding of the neural mechanisms of twice exceptionality should help to better understand resilience and vulnerability to neurodevelopmental disorders and tofurther support affected individuals.

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