scholarly journals Commentary: From noise to insight? Reaction time variability in ADHD and autism spectrum disorders - a commentary on Karalunas et al. (2014)

2014 ◽  
Vol 55 (6) ◽  
pp. 711-713 ◽  
Author(s):  
Jonna Kuntsi
Keyword(s):  
Autism Spectrum Disorders ◽  
Reaction Time ◽  
Autism Spectrum ◽  
Time Variability ◽  
Reaction Time Variability ◽  
Spectrum Disorders

The Specificity and Independent Contribution of Inhibition, Working Memory, and Reaction Time Variability in Relation to Symptoms of ADHD and ASD

2015 ◽  
Vol 24 (9) ◽  
pp. 1266-1275 ◽  
Author(s):  
Erik Truedsson ◽  
Gunilla Bohlin ◽  
Cecilia Wåhlstedt
Keyword(s):  
Working Memory ◽  
Reaction Time ◽  
Autism Spectrum ◽  
Time Variability ◽  
Adhd Symptoms ◽  
Regression Analyses ◽  
Reaction Time Variability ◽  
Community Based ◽  
Neuropsychological Functions ◽  
Specific Association

Objective: The aim of the present study was to investigate the specificity of inhibition, working memory (WM), and reaction time variability (RTV) in relation to symptoms of ADHD and autism spectrum disorder (ASD). Method: A community-based sample of schoolchildren aged 7 to 9 years ( N = 200) completed tasks designed to measure inhibition, WM, and RTV. Results: All neuropsychological functions were related to symptoms of both ADHD and ASD. The results from regression analyses showed that inhibition and RTV were related specifically to ADHD symptoms when controlling for symptoms of ASD. Regarding WM, no specific association with either symptom domain was evident after controlling for the other. Furthermore, independent contributions of inhibition and RTV were found in relation to ADHD symptoms after controlling for ASD symptoms. Conclusion: The present study underscores the relevance of controlling for ADHD symptoms when examining ASD symptoms in relation to neuropsychological functions.

Implicit learning in individuals with autism spectrum disorders: a meta-analysis

2014 ◽  
Vol 45 (5) ◽  
pp. 897-910 ◽  
Author(s):  
F. Foti ◽  
F. De Crescenzo ◽  
G. Vivanti ◽  
D. Menghini ◽  
S. Vicari
Keyword(s):  
Autism Spectrum Disorders ◽  
Reaction Time ◽  
Implicit Learning ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Contextual Cueing ◽  
Serial Reaction Time ◽  
Pursuit Rotor ◽  
Serial Reaction ◽  
Spectrum Disorders

Background.Individuals with autism spectrum disorders (ASDs) are characterized by social communication difficulties and behavioural rigidity. Difficulties in learning from others are one of the most devastating features of this group of conditions. Nevertheless, the nature of learning difficulties in ASDs is still unclear. Given the relevance of implicit learning for social and communicative functioning, a link has been hypothesized between ASDs and implicit learning deficit. However, studies that have employed formal testing of implicit learning in ASDs provided mixed results.Method.We undertook a systematic search of studies that examined implicit learning in ASDs using serial reaction time (SRT), alternating serial reaction time (ASRT), pursuit rotor (PR), and contextual cueing (CC) tasks, and synthesized the data using meta-analysis. A total of 11 studies were identified, representing data from 407 individuals with ASDs and typically developing comparison participants.Results.The results indicate that individuals with ASDs do not differ in any task considered [SRT and ASRT task: standardized mean difference (SMD) −0.18, 95% confidence interval (CI) −0.71 to 0.36; PR task: SMD −0.34, 95% CI −1.04 to 0.36; CC task: SMD 0.27, 95% CI −0.07 to 0.60].Conclusions.Based on our synthesis of the existing literature, we conclude that individuals with ASDs can learn implicitly, supporting the hypothesis that implicit learning deficits do not represent a core feature in ASDs.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

Aging and Autism

2012 ◽  
Vol 17 (2) ◽  
pp. 69-75 ◽  
Author(s):  
Pamela A. Smith
Keyword(s):  
Health Care ◽  
Autism Spectrum Disorders ◽  
Patient Group ◽  
Older Patients ◽  
Geriatric Patients ◽  
Recent Literature ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Need For Support ◽  
Spectrum Disorders

In this article, I will review the available recent literature about the aging population with autism, a patient group that researchers know little about and a group that is experiencing a growing need for support from communication disorders professionals. Speech-language pathologists working with geriatric patients should become familiar with this issue, as the numbers of older patients with autism spectrum disorders is likely to increase. Our profession and our health care system must prepare to meet the challenge these patients and residents will present as they age.

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