scholarly journals Passive sentence reversal errors in autism: Replicating Ambridge, Bidgood, and Thomas (2020)

2020 ◽  
Author(s):  
Samuel David Jones ◽  
Madeline Dooley ◽  
Ben Ambridge
Keyword(s):  
High Functioning Autism ◽  
Children With Autism ◽  
Thematic Role ◽  
Role Assignment ◽  
High Functioning ◽  
Main Effect ◽  
Age Appropriate ◽  
Constituent Order ◽  
Passive Sentence ◽  
Reversal Errors

Ambridge, Bidgood, and Thomas (2020) conducted an elicitation-production task in which children with and without (high-functioning) autism described animations following priming with passive sentences. The authors report that children with autism were more likely than IQ-matched children without autism to commit reversal errors, for instance describing a scene in which the character Wendy surprised the character Bob by saying Wendy was surprised by Bob. We set out to test whether this effect replicated in a new sample of children with and without (high-functioning) autism (N = 26), and present a cumulative analysis in which data from the original study and the replication were pooled (N = 56). The main effect reported by Ambridge et al. (2020) replicated: While children with and without autism produced a similar number of passive responses in general, the responses of children with autism were significantly more likely to include reversal errors. Despite age- appropriate knowledge of constituent order in passive syntax, thematic role assignment is impaired among some children with high-functioning autism.

scholarly journals Preserved Imitation of Known Gestures in Children with High-Functioning Autism

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Joana C. Carmo ◽  
Raffaella I. Rumiati ◽  
Roma Siugzdaite ◽  
Paolo Brambilla
Keyword(s):  
High Functioning Autism ◽  
Children With Autism ◽  
Typically Developing ◽  
Typically Developing Children ◽  
High Functioning ◽  
Action Imitation ◽  
Dual Route ◽  
Dual Route Model ◽  
Transitive Gestures ◽  
Better Than

It has been suggested that children with autism are particularly deficient at imitating novel gestures or gestures without goals. In the present study, we asked high-functioning autistic children and age-matched typically developing children to imitate several types of gestures that could be either already known or novel to them. Known gestures either conveyed a communicative meaning (i.e., intransitive) or involved the use of objects (i.e., transitive). We observed a significant interaction between gesture type and group of participants, with children with autism performing known gestures better than novel gestures. However, imitation of intransitive and transitive gestures did not differ across groups. These findings are discussed in light of a dual-route model for action imitation.

scholarly journals The Impact of Augmented Reality on the Social Skills of Children with High Functioning Autism

2021 ◽  
Vol 2 (2) ◽  
pp. 150-154
Author(s):  
Morteza Bakhtiarvand
Keyword(s):  
Social Skills ◽  
Augmented Reality ◽  
High Performance ◽  
Intervention Program ◽  
High Functioning Autism ◽  
Children With Autism ◽  
Control Group ◽  
High Functioning ◽  
The Social ◽  
The Impact

The present study determined the effectiveness of augmented reality on the social skills of children with high Functioning autism. The present study was a quasi-experimental study with a posttest test with a control group. The statistical population of the present study included all children with autism with high performance in Andimeshk in 2019. Participants included 20 children with high-functioning autism who were selected by available sampling method and randomly selected in the experimental and control groups. They were evaluated using the Bellini social profile, and then augmented reality was performed on the experimental group in 10 45-minute sessions, while not on the control group. The findings were analyzed using covariance analysis and showed that the augmented reality intervention program had an effect on the social skills of children with high-functioning autism. Based on these results, augmented reality intervention program can be considered as a priority for rehabilitation of children with autism with high performance.

scholarly journals Autism and fetal androgens: Commentary on Levy et al. (Lancet 2009; 374: 1627-38)

2021 ◽  
Author(s):  
Martin Voracek
Keyword(s):  
Asperger Syndrome ◽  
High Functioning Autism ◽  
Neurodevelopmental Disorder ◽  
Children With Autism ◽  
In Utero ◽  
Sex Hormone ◽  
Mothers And Fathers ◽  
High Functioning ◽  
General Populations

Children with autism or high-functioning autism (Asperger syndrome), as well as their unaffected first-degree relatives (siblings, mothers, and fathers), have conspicuously lower (hypermasculinised) 2D:4D than healthy general populations controls. This finding has been independently replicated in by now some ten further reports. All in all, this points to a role of altered sex-hormone profiles, already arising in utero, in the pathways leading to the neurodevelopmental disorder autism.

Attention and written expression in school-age, high-functioning children with autism spectrum disorders

Autism ◽  
2016 ◽  
Vol 22 (3) ◽  
pp. 245-258 ◽  
Author(s):  
Matthew C Zajic ◽  
Nancy McIntyre ◽  
Lindsay Swain-Lerro ◽  
Stephanie Novotny ◽  
Tasha Oswald ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
High Functioning Autism ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typical Development ◽  
Adhd Symptoms ◽  
Writing Difficulties ◽  
High Functioning ◽  
Hyperactivity Disorder

High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties.

GAIT DEVIATIONS IN CHILDREN WITH CLASSIC HIGH-FUNCTIONING AUTISM AND LOW-FUNCTIONING AUTISM

2016 ◽  
Vol 17 (03) ◽  
pp. 1750042 ◽  
Author(s):  
JOLANTA PAUK ◽  
NINA ZAWADZKA ◽  
AGNIESZKA WASILEWSKA ◽  
PAWEL GODLEWSKI
Keyword(s):  
Pressure Distribution ◽  
Plantar Pressure ◽  
High Functioning Autism ◽  
Children With Autism ◽  
Control Group ◽  
Autistic Children ◽  
High Functioning ◽  
Exercise Treatment ◽  
Plantar Pressure Distribution ◽  
Low Functioning

The most significant symptoms of autism are abnormal movement patterns that can lead to the decrease of life quality. The purpose of the study was to compare quantitatively the gait strategy of the typical subjects, children with classic high-functioning autism (HFA), and children with low-functioning autism (LFA). Secondly, the comparison and the evaluation of main changes of plantar pressure parameters between groups were presented. The evaluation was carried out on 18 children with HFA, 10 children with LFA, and 30 age-matched children as a control group. A six camera motion capture system, two force plates and a pedobarograph were used to measure gait kinematics, joint kinetics, and pressure distribution under foot during walking. The analysis shows significant differences between children with HFA, LFA, and typical children in velocity, cadence, and magnitude of plantar pressure distribution. The magnitude of plantar pressure was reduced in children with autism under all anatomical masks, which was caused by plano-valgus deformity. Differences were also observed in joint angles and moments during gait cycle. Some of the results can be a source of important information about gait patterns in autistic children. Any exercise treatment prescribed for autistic children should focus on changing the patterns of plantar pressure distribution, which would be similar to patterns of typical children. However, the exercise treatment cannot be generalized due to the high inter-subject variability in children with autism.

Children with Autism and Their Friends: A Multidimensional Study of Friendship in High-Functioning Autism Spectrum Disorder

2008 ◽  
Vol 36 (2) ◽  
pp. 135-150 ◽  
Author(s):  
Nirit Bauminger ◽  
Marjorie Solomon ◽  
Anat Aviezer ◽  
Kelly Heung ◽  
Lilach Gazit ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
High Functioning Autism ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
High Functioning

scholarly journals The Comparative Study of Pretend Plays Between 5 - 7 Years Old High-functioning Autistic Children and Their Normal Peers with Child-initiated Pretend Play Assessment

2021 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Navid Mirzakhany ◽  
Mansure Farzinfar ◽  
Minoo Dabiri Golchin
Keyword(s):  
High Functioning Autism ◽  
Pretend Play ◽  
Children With Autism ◽  
Autistic Children ◽  
Cross Sectional ◽  
High Functioning ◽  
Play Assessment ◽  
Average Percentage ◽  
Significant Difference ◽  
Typical Peers

Background: Autism is one of the prevalent disorders in childhood. Children with autism have difficulties in different life skills and their daily activities. Pretend plays are essential in improving these skills, but the patterns of playing are impaired in this group. Objectives: The present study was designed to compare pretend plays between high-functioning autistic children and typical peers. Methods: The research is the result of a cross-sectional study. Two groups of children with high-functioning autism and typical peers in the age range of 5 - 7 years were studied. Each group consisted of 87 participants who were selected by convenience sampling. Each participant was assessed by the Child-Initiated Pretend Play assessment (ChIPPA) test. The results were analyzed using descriptive statistics and an independent t-test. Results: Data analysis and comparison of scores between the two groups of children showed a significant difference in the mean scores. The average percentage score of the number of object substitutions (NOS) and the elaborate pretend play actions (PEPA) in children with autism were lower than typical peers (P < 0.001). In other words, children with autism were less able to organize play and pretend. But the number of imitated actions (NIA) scores in children with autism was higher than their counterparts (P < 0.001). That is, children with autism relied more on examiner-playing patterns. Conclusions: The significant difference in scores between children with autism and typical peers showed significantly lower pretend skills in children with autism. According to pretend play basics on academic skills, language, and having a flexible mind, and with the attention to the same problems in children with autism, pretend play can be in greater attention to be improved among these groups.

Social Communication and Structural Language of Girls With High-Functioning Autism Spectrum Disorder

2020 ◽  
Vol 51 (4) ◽  
pp. 1139-1155
Author(s):  
Jenny M. Burton ◽  
Nancy A. Creaghead ◽  
Noah Silbert ◽  
Allison Breit-Smith ◽  
Amie W. Duncan ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Adaptive Behavior ◽  
Social Communication ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Vineland Adaptive Behavior Scales ◽  
High Functioning ◽  
Expressive Communication ◽  
Vineland Adaptive Behavior ◽  
Structural Language

Purpose The purpose of this study was to characterize social communication and structural language of school-age girls with high-functioning autism spectrum disorder (HF-ASD) compared to a matched group of girls who are typically developing (TD). Method Participants were 37 girls between 7;5 and 15;2 (years;months)—18 HF-ASD and 19 TD. Children completed the Test of Pragmatic Language–Second Edition (TOPL-2) and Clinical Evaluation of Language Fundamentals–Fifth Edition. Parents completed the Children's Communication Checklist–2 United States Edition (CCC-2) and Receptive and Expressive Communication subdomains of the Vineland Adaptive Behavior Scales–Second Edition. Results In the area of social communication, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the TOPL-2 and the CCC-2. However, 28% and 33% earned average scores on the TOPL-2 and the CCC-2, respectively. In the area of structural language, no significant differences were found between groups on Clinical Evaluation of Language Fundamentals–Fifth Edition indexes. In contrast, girls with HF-ASD earned significantly lower scores and were more often classified as having an impairment on the Vineland Adaptive Behavior Scales–Second Edition. Sixty-one percent and 83% scored below average on the Receptive and Expressive Communication subdomains, respectively. Conclusions It has been argued that girls with HF-ASD, when compared to boys with HF-ASD, may have advantages for social communication and structural language that mask their impairments. However, when compared to girls who are TD, girls with HF-ASD demonstrated impaired social communication and structural language. Clinicians should include and carefully examine multiple sources of information when assessing girls with HF-ASD.

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