scholarly journals Developmental changes within the genetic architecture of social communication behaviour: A multivariate study of genetic variance in unrelated individuals

2017 ◽  
Author(s):  
Beate St Pourcain ◽  
Lindon J Eaves ◽  
Susan M Ring ◽  
Simon E Fisher ◽  
Sarah Medland ◽  
...  
Keyword(s):  
Social Communication ◽  
Genetic Architecture ◽  
Structural Equation Models ◽  
Cholesky Decomposition ◽  
Autism Spectrum ◽  
Developmental Changes ◽  
Relationship Matrix ◽  
Childhood And Adolescence ◽  
Communication Difficulties ◽  
Latent Factor Models

AbstractBackgroundRecent analyses of trait-disorder overlap suggest that psychiatric dimensions may relate to distinct sets of genes that exert their maximum influence during different periods of development. This includes analyses of social-communciation difficulties that share, depending on their developmental stage, stronger genetic links with either Autism Spectrum Disorder or schizophrenia. Here we developed a multivariate analysis framework in unrelated individuals to model directly the developmental profile of genetic influences contributing to complex traits, such as social-communication difficulties, during a ∼10-year period spanning childhood and adolescence.MethodsLongitudinally assessed quantitative social-communication problems (N≤ 5,551) were studied in participants from a UK birth cohort (ALSPAC, 8 to 17 years). Using standardised measures, genetic architectures were investigated with novel multivariate genetic-relationship-matrix structural equation models (GSEM) incorporating whole-genome genotyping information. Analogous to twin research, GSEM included Cholesky decomposition, common pathway and independent pathway models.ResultsA 2-factor Cholesky decomposition model described the data best. One genetic factor was common to SCDC measures across development, the other accounted for independent variation at 11 years and later, consistent with distinct developmental profiles in trait-disorder overlap. Importantly, genetic factors operating at 8 years explained only ∼50% of the genetic variation at 17 years.ConclusionUsing latent factor models, we identified developmental changes in the genetic architecture of social-communication difficulties that enhance the understanding of ASD and schizophrenia-related dimensions. More generally, GSEM present a framework for modelling shared genetic aetiologies between phenotypes and can provide prior information with respect to patterns and continuity of trait-disorder overlap.

Social Communication Intervention for an Adult with Asperger Syndrome: Experiences, Perspectives, and Challenges

2014 ◽  
Vol 21 (1) ◽  
pp. 29-37
Author(s):  
Siva priya Santhanam
Keyword(s):  
Asperger Syndrome ◽  
Social Communication ◽  
Autism Spectrum ◽  
Childhood And Adolescence ◽  
Work Settings ◽  
Social Abilities ◽  
Old Adult ◽  
Social Communication Intervention ◽  
Highly Able ◽  
Organizational Needs

Adults on the autism spectrum, despite having received intervention throughout their childhood and adolescence, continue to experience challenges with everyday social interactions, forming and maintaining relationships, and social abilities needed in work settings. This article presents a case example of a 22-year-old adult with Asperger syndrome, and highlights the issues in providing intervention for highly able young adults on the autism spectrum. A unique feature of this report is the inclusion of the client's own insights into his experiences, perspectives, and challenges with the intervention. The approaches used to address his social communication and organizational needs are outlined, and clinical implications discussed.

scholarly journals A role-play assessment tool and drama-based social skills intervention for adults with autism or related social communication difficulties

Dramatherapy ◽  
2019 ◽  
Vol 40 (1) ◽  
pp. 41-60
Author(s):  
Céliane Trudel ◽  
Aparna Nadig
Keyword(s):  
Social Skills ◽  
Social Communication ◽  
Assessment Tool ◽  
Role Play ◽  
Autism Spectrum ◽  
Social Skills Intervention ◽  
Post Intervention ◽  
Adults With Autism ◽  
Play Assessment ◽  
Communication Difficulties

This study adds to a small literature on social skills measures and interventions for adults with autism spectrum disorder (ASD) or related social communication difficulties (SCD) without intellectual disability (ID). In study 1, a new multimodal assessment tool, the role-play assessment of social skills (R-PASS), was used to measure real-time application of social skills. The scores of adults with ASD/SCD were marginally lower than those of neurotypical adults, with a large effect size, suggesting that the measure can identify differences between the two groups. Therefore, the R-PASS shows potential as an objective tool to assess dynamic and naturalistic social skills. In Study 2, a pre–post single-group design study, we measured the effectiveness of a drama-based social skills intervention for seven participants who self-identified as having ASD/SCD. The R-PASS was used by external raters blind to diagnosis and intervention status to compare the performance of intervention participants to that of neurotypical adults. R-PASS scores suggested substantial improvement of social skills in the majority of participants post-intervention. Furthermore, relatives’ and participants’ perception of their social communication and self-regulation skills improved from pre- to post-intervention. These results suggest that the intervention may have helped the participants improve their social skills.

Autism spectrum disorder, social communication difficulties, and developmental comorbidities in Sturge–Weber syndrome

2018 ◽  
Vol 88 ◽  
pp. 1-4 ◽  
Author(s):  
Samuel Gittins ◽  
Dora Steel ◽  
Andreas Brunklaus ◽  
Imogen Newsom-Davis ◽  
Christina Hawkins ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Communication Difficulties ◽  
Weber Syndrome ◽  
Sturge Weber Syndrome

scholarly journals Increased eye contact during parent-child versus clinician-child interactions in young children with autism

2019 ◽  
Author(s):  
Eliana L. Ajodan ◽  
Elysha Clark-Whitney ◽  
Benjamin Silver ◽  
Melanie R. Silverman ◽  
Audrey Southerland ◽  
...  
Keyword(s):  
Young Children ◽  
Social Communication ◽  
Eye Contact ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Face To Face ◽  
Children With Asd ◽  
Communication Difficulties ◽  
Social Gaze ◽  
Interactive Play

Accumulating evidence suggests that when parents are actively involved in therapy, children with Autism Spectrum Disorder (ASD) have better outcomes, yet it is unknown whether children with ASD significantly alter their social behaviour with their parent versus a clinician. During a semi-naturalistic, face-to-face interaction, young children (N = 27, ages 18-60 months) with ASD demonstrated greater duration and frequency of eye contact with their parent compared to a clinician. Children also made more eye contact during snack versus interactive play with both their parent and the clinician, which is consistent with our prior work. The findings suggest that despite social communication difficulties associated with ASD, children with ASD demonstrated increased social gaze with their parent.

scholarly journals Domains of the autism phenotype, cognitive control, and rumination as transdiagnostic predictors of DSM-5 suicide risk

PLoS ONE ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. e0245562
Author(s):  
Darren Hedley ◽  
Mirko Uljarević ◽  
Ru Ying Cai ◽  
Simon M. Bury ◽  
Mark A. Stokes ◽  
...  
Keyword(s):  
Suicidal Ideation ◽  
Cognitive Control ◽  
Social Communication ◽  
Suicide Risk ◽  
Longitudinal Research ◽  
Autism Spectrum ◽  
Self Report ◽  
Insistence On Sameness ◽  
Cross Sectional ◽  
Communication Difficulties

Suicide is a global health problem affecting both normative and clinical populations. Theoretical models that examine mechanisms underlying suicide risk across heterogeneous samples are needed. The present study explored core characteristics associated with autism spectrum disorder (ASD), a sub-population at high risk of suicide, as well as two dimensional cognitive constructs, as potential transdiagnostic predictors of suicidal ideation in a clinically diverse sample. Participants (n = 1851, 62% female) aged 18 to 89 years completed online questionnaires assessing: social communication difficulties; insistence on sameness; cognitive control; and rumination. Forty-three percent of participants reported the presence of at least one neurodevelopmental or neuropsychiatric disorder. One third of the sample reported some suicidal ideation (SI), and 40 percent met the threshold for concern for depression. All hypothesized constructs were associated with SI and depression and, with the exception of rumination, contributed significantly to SI. Participants reporting SI returned significantly higher social communication difficulties and insistence on sameness, and lower levels of cognitive control than those reporting no-SI. The study was limited by the use of a cross-sectional sample assessed with self-report measures. All diagnoses were self-reported and the study was additionally limited by the use of a single item indicator of suicidal ideation. These findings support a role for constructs associated with the ASD phenotype and associated broad cognitive domains as potential risk factors underlying suicidal ideation in a large clinically diverse sample. Our findings suggest directions for future longitudinal research studies, along with specific targets for suicide prevention and clinical practice.

scholarly journals Variability in the common genetic architecture of social-communication spectrum phenotypes during childhood and adolescence

2014 ◽  
Vol 5 (1) ◽  
pp. 18 ◽  
Author(s):  
Beate St Pourcain ◽  
David H Skuse ◽  
William P Mandy ◽  
Kai Wang ◽  
Hakon Hakonarson ◽  
...  
Keyword(s):  
Social Communication ◽  
Genetic Architecture ◽  
Childhood And Adolescence ◽  
The Common

Assessment of School-Aged Children with Autism Spectrum Disorder

2015 ◽  
Vol 25 (1) ◽  
pp. 104-115 ◽  
Author(s):  
Jessica M. Paynter
Keyword(s):  
Autism Spectrum Disorder ◽  
School Children ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Comorbid Conditions ◽  
School Aged Children ◽  
Communication Difficulties ◽  
Valid Assessment

An increasing number of school children are diagnosed with Autism Spectrum Disorder (ASD). These children may be referred for assessments for a variety of reasons, including to assess for intellectual impairments, eligibility for support, or to monitor progress. Characteristics of ASD, such as social communication difficulties, as well as common comorbid conditions and behaviours, may make such assessments more challenging than for assessments with children without ASD. The present article overviews characteristics of ASD, challenges with assessment, and strategies to choose, prepare for, and complete a standardised assessment to provide information to assist psychologists and other professionals to complete a valid assessment of a child with ASD. Resources and recommendations for further reading are provided.

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