scholarly journals Preserved Perspective Taking in Free Indirect Discourse in Autism Spectrum Disorder

2021 ◽  
Vol 12 ◽  
Author(s):  
Juliane T. Zimmermann ◽  
Sara Meuser ◽  
Stefan Hinterwimmer ◽  
Kai Vogeley
Keyword(s):  
Autism Spectrum Disorder ◽  
Perspective Taking ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Grammatical Function ◽  
Narrative Texts ◽  
Implicit Processing ◽  
Free Indirect Discourse ◽  
Indirect Discourse ◽  
High Level

Perspective taking has been proposed to be impaired in persons with autism spectrum disorder (ASD), especially when implicit processing is required. In narrative texts, language perception and interpretation is fundamentally guided by taking the perspective of a narrator. We studied perspective taking in the linguistic domain of so-called Free Indirect Discourse (FID), during which certain text segments have to be interpreted as the thoughts or utterances of a protagonist without explicitly being marked as thought or speech representations of that protagonist (as in direct or indirect discourse). Crucially, the correct interpretation of text segments as FID depends on the ability to detect which of the protagonists “stands out” against the others and is therefore identifiable as implicit thinker or speaker. This so-called “prominence” status of a protagonist is based on linguistic properties (e.g., grammatical function, referential expression), in other words, the perspective is “hidden” and has to be inferred from the text material. In order to test whether this implicit perspective taking ability that is required for the interpretation of FID is preserved in persons with ASD, we presented short texts with three sentences to adults with and without ASD. In the last sentence, the perspective was switched either to the more or the less prominent of two protagonists. Participants were asked to rate the texts regarding their naturalness. Both diagnostic groups rated sentences with FID anchored to the less prominent protagonist as less natural than sentences with FID anchored to the more prominent protagonist. Our results that the high-level perspective taking ability in written language that is required for the interpretation of FID is well preserved in persons with ASD supports the conclusion that language skills are highly elaborated in ASD so that even the challenging attribution of utterances to protagonists is possible if they are only implicitly given. We discuss the implications in the context of claims of impaired perspective taking in ASD as well as with regard to the underlying processing of FID.

scholarly journals Mealtime Behaviors and Food Preferences of Students with Autism Spectrum Disorder

Foods ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 49
Author(s):  
Hae Jin Park ◽  
Su Jin Choi ◽  
Yuri Kim ◽  
Mi Sook Cho ◽  
Yu-Ri Kim ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Nutrition Education ◽  
Neurodevelopmental Disorder ◽  
Food Preferences ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Online Questionnaire ◽  
Mealtime Behavior ◽  
High Level

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by a lack of social communication and restrictive, repetitive behaviors or interests. This study aimed to examine the mealtime behaviors and food preferences of students with ASD. An online questionnaire on mealtime behavior and food preferences of ASD students was conducted by caregivers including parents, and the average age of ASD students was 14.1 ± 6.1. The analysis of mealtime behavior resulted in classification into three clusters: cluster 1, the “low-level problematic mealtime behavior group”; cluster 2, the “mid-level problematic mealtime behavior group”; and cluster 3, the “high-level problematic mealtime behavior group”. Cluster 1 included older students than other clusters and their own specific dietary rituals. Meanwhile, cluster 3 included younger students than other clusters, high-level problematic mealtime behavior, and a low preference for food. In particular, there were significant differences in age and food preference for each subdivided ASD group according to their eating behaviors. Therefore, the content and method of nutrition education for ASD students’ needs a detailed approach according to the characteristics of each group.

scholarly journals Parental evaluation of a revised autism spectrum disorder diagnostic process for children under 36 months of age

2021 ◽  
Author(s):  
Jean-François Lemay ◽  
Shauna Langenberger ◽  
Scott McLeod
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Intervention ◽  
Parent Education ◽  
Positive Impact ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Diagnostic Process ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
High Level

Abstract Background The Alberta Children’s Hospital-Autism Spectrum Disorder Diagnostic Clinic (ACH-ASDC) was restructured due to long wait times and unsustainable clinic workflow. Major changes included the initiation of pre- and post-ASD parent education sessions and distinct ASD screening appointments before the ASD diagnostic appointment. Methods We conducted a parental program evaluation in summer 2018 of the ACH-ASDC. We used a cross-sectional survey to evaluate key outcomes including parental satisfaction, and the percentage of families obtaining access to government supports and early intervention programs. Results For the 101 eligible patients diagnosed with ASD under 36 months of age 70 (69.3%) parents agreed to participate. The mean diagnostic age of the children diagnosed with ASD was 30.6 months (SD=4.1 months). There were no statistically significant age differences between biological sexes. Ninety-three per cent of parents felt that ASD educational sessions were useful, and 92% of parents were satisfied to very satisfied with the overall ASD diagnostic process. Ninety per cent of parents had access to at least one of the key resources available for ASD early intervention in our province following diagnosis. Parents reported a positive impact on intervention provided to their child in the areas of communication, social interaction, and behaviour. Conclusion Parents of children diagnosed with ASD expressed a high level of satisfaction with the restructured ACH-ASDC process. Implementing parent education sessions was well received and met parents’ needs. Parents were able to access intervention services following diagnosis and reported positive impacts for their child. Re-envisioning program approaches to incorporate novel strategies to support families should be encouraged.

Exploring Visual Perspective Taking and body awareness in children with Autism Spectrum Disorder

2018 ◽  
Vol 23 (4) ◽  
pp. 254-265 ◽  
Author(s):  
Luigi Russo ◽  
Francesco Craig ◽  
Marta Ruggiero ◽  
Claudio Mancuso ◽  
Rita Galluzzi ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Perspective Taking ◽  
Children With Autism ◽  
Body Awareness ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Visual Perspective ◽  
Visual Perspective Taking

scholarly journals Atypical cortical connectivity in autism spectrum disorder (ASD) as measured by magnetoencephalography (MEG)

2019 ◽  
Author(s):  
Robert A. Seymour ◽  
Paul Sowman ◽  
Klaus Kessler
Keyword(s):  
Autism Spectrum Disorder ◽  
Sensory Processing ◽  
Perspective Taking ◽  
Predictive Coding ◽  
Gamma Oscillations ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alpha Oscillations ◽  
Oscillatory Power ◽  
Phase Amplitude

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition, characterised by impairments in social interaction and communication, the presence of repetitive behaviours, and multisensory hyper- and hypo-sensitives. This thesis utilised magnetoencephalography, in combination with robust analysis techniques, to investigate the neural basis of ASD. Based on previous research, it was hypothesised that cortical activity in ASD would be associated with disruptions to oscillatory synchronisation during sensory processing, as well as during high-level perspective-taking. More specifically, a novel framework was introduced, based on local gamma-band dysregulation, global hypoconnectivity and deficient predictive-coding. To test this framework, data were collected from adolescents diagnosed with ASD and age-matched controls.Using a visual grating stimulus, it was found that in primary visual cortex, ASD participants had reduced coupling between the phase of alpha oscillations and the amplitude of gamma oscillations (i.e. phase amplitude coupling), suggesting dysregulated visual gamma in ASD. These findings were based on a robust analysis pipeline outlined in Chapter 2. Next, directed connectivity in the visual system was quantified using Granger causality. Compared with controls, ASD participants showed reductions in feedback connectivity, mediated by alpha oscillations, but no differences in inter-regional feedforward connectivity, mediated by gamma oscillations. In the auditory domain, it was found that ASD participants had reduced steady-state responses at 40Hz, in terms of oscillatory power and inter-trial coherence, again suggesting dysregulated gamma. Investigating predictive-coding theories of ASD using an auditory oddball paradigm, it was found that evoked responses to the omission of an expected tone were reduced for ASD participants. Finally, we found reductions in theta-band oscillatory power and connectivity for ASD participants, during embodied perspective-taking. Overall, these findings fit the proposed framework, and demonstrate that cortical activity in ASD is characterised by disruptions to oscillatory synchronisation, at the local and global scales, during both sensory processing and higher-level perspective-taking.Keywords: Autism Spectrum Disorder; Magnetoencephalography; Oscillations; Phase Amplitude Coupling; Connectivity.

scholarly journals Associations among autistic traits, cognitive and affective empathy, and personality in adults with autism spectrum disorder and no intellectual disability or language delay

2021 ◽  
Author(s):  
Yukihiko Shirayama ◽  
Kazuki Matsumoto ◽  
Sayo Hamatani ◽  
Katsumasa Muneoka ◽  
Akihiro Okada ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Perspective Taking ◽  
Autistic Traits ◽  
Cognitive Empathy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Language Delay ◽  
Affective Empathy ◽  
Online Simulation

Abstract Background: Reported empathy deficits in autism spectrum disorder (ASD) could be attributable to other ASD-related features. Method: We evaluated 28 adults with ASD and no intellectual disability or language delay and 24 age-matched healthy control subjects using the Autism-Spectrum Quotient (AQ), Questionnaire of Cognitive and Affective Empathy (QCAE), Interpersonal Reactivity Index (IRI), and NEO Personality Inventory-Revised (NEO-PI-R). Results: Compared to the controls, ASD participants showed lower scores for perspective taking, online simulation, cognitive empathy, and peripheral responsivity on the QCAE, and lower scores for perspective taking and empathic concern on the IRI. Within the ASD group, the AQ scores showed significant relationships with perspective taking, online simulation and cognitive empathy on the QCAE, and perspective taking on the IRI. Only within the ASD group, significant correlations were revealed between personal distress on the IRI with emotional contagion, proximal responsivity, and affective empathy on the QCAE. The ASD group also showed higher scores for neuroticism and lower scores for extraversion on the NEO-PI-R compared to the controls. However, there were no relationships between AQ scores and NEO factors within the ASD group. There were significant correlations of online simulation and affective empathy on the QCAE with extraversion on the NEO-PI-R only within the ASD group. Multiple regression analysis demonstrated that perspective taking score on the QCAE and extraversion score on the NEO-PI-R were good predictor variables to autistic traits on the AQ. Conclusions: These findings help our understanding of ASD adults with no intellectual disability or language delay.

Difficulties in spontaneously performing level 2 perspective-taking skills in children with autism spectrum disorder

2019 ◽  
Vol 5 (4) ◽  
pp. 243-254
Author(s):  
Hiroshi Asaoka ◽  
Tomoya Takahashi ◽  
Jiafei Chen ◽  
Aya Fujiwara ◽  
Masataka Watanabe ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Perspective Taking ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Content Type ◽  
Children With Asd ◽  
Explicit Condition ◽  
Level 2 ◽  
Implicit Condition

Purpose The purpose of this paper is to investigate why children with autism spectrum disorder (ASD) tend to respond to tasks from their own perspective. The authors investigated the effects of explicitness of viewpoint on performance of spontaneous level 2 perspective-taking skills in six- to eight-year-old children with ASD. Design/methodology/approach The authors conducted visual perspective-taking tasks with explicit and implicit instructions about the viewpoint to be used. Participants operated a toy car on a map while listening to the experimenter’s instructions. In the implicit condition, when the experimenter said “Turn right/left” at each intersection, the participants moved the car accordingly. Subsequently, in the explicit condition, the experimenter said “Look from the driver’s viewpoint and turn right/left” at each intersection. Findings In the implicit condition, the authors did not observe a clear developmental change in performance between six- and eight-year-old children in the ASD group. In contrast, performance in the ASD group improved under the explicit condition relative to that under the implicit condition. Originality/value The results suggest six- to eight-year-old children with ASD tend not to spontaneously use level 2 perspective-taking skills. Therefore, viewpoints should be explicitly instructed to children with ASD. In addition, it is also important to implement training to encourage spontaneous transitions from self-perspective to other-perspective under the implicit condition.

scholarly journals Early Achievements for Education Settings: An Embedded Teacher-Implemented Social Communication Intervention for Preschoolers With Autism Spectrum Disorder

2020 ◽  
Vol 5 (3) ◽  
pp. 582-601 ◽  
Author(s):  
Anne-Michelle Engelstad ◽  
Calliope Holingue ◽  
Rebecca J. Landa
Keyword(s):  
Autism Spectrum Disorder ◽  
Teacher Collaboration ◽  
Social Communication ◽  
Implementation Fidelity ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Controlled Clinical Trial ◽  
Usual Condition ◽  
High Level ◽  
Business As Usual

Purpose Early Achievements for Education Settings (EA-ES) is a teacher-implemented naturalistic developmental behavioral intervention for preschoolers with autism spectrum disorder (ASD) targeting core social communication impairments. The purpose of this pilot randomized controlled clinical trial (RCT) was to examine promise of efficacy of this iteratively developed intervention when implemented in authentic education settings. We examined (1a) whether a high level of implementation fidelity was attained by EA-ES trained teachers and (1b) whether their fidelity attainment differed from that of untrained teachers; and (2) whether the EA-ES intervention showed promise of improving child social, communication, and cognitive outcomes as determined by within- and between-group comparisons of children in EA-ES classrooms and children in classrooms randomized to the business as usual condition. Method Participants included six preschool teachers and 43 eligible preschoolers with ASD. Classrooms were randomized to EA-ES or business as usual. Analyses of intervention effects using baseline and postintervention data were conducted on teachers' fidelity of EA-ES implementation and children's performance on a proximal measure of social and communication behavior and on a distal standardized measure of verbal and nonverbal functioning. Results Teachers trained to implement EA-ES attained a high level of implementation fidelity, with significantly greater gains compared to untrained teachers. Children receiving EA-ES showed significantly greater gain from baseline to postintervention in frequency of produced initiation of joint attention and nonverbal cognitive functioning compared to children in business-as-usual classrooms. A trend toward significance for Group × Time effects was detected for frequency of spontaneous verbalizations produced, favoring the EA-ES group. Conclusions EA-ES shows promise of feasibility for teacher implementation in group contexts and for improving social communication and cognitive skills in preschoolers with ASD. Implications of results for future research and speech-language pathologist–teacher collaboration to increase language intervention dosage are discussed.

scholarly journals Neuropsychological assessment in autism spectrum disorder and related conditions

2017 ◽  
Vol 19 (4) ◽  
pp. 373-379
Keyword(s):  
Autism Spectrum Disorder ◽  
Neuropsychological Assessment ◽  
Behavioral Problems ◽  
Neuropsychological Testing ◽  
Cognitive Remediation ◽  
Well Being ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Salutogenic Model ◽  
High Level

Neuropsychological assessment provides a profound analysis of cognitive functioning in people with autism spectrum disorder (ASD). Individuals on the autistic spectrum often show a high level of anxiety and are frequently affected by comorbidities that influence their quality of life. Yet, they also have cognitive strengths that should be identified in order to develop effective support strategies. This article presents an overview of five cognitive areas that are essential for neuropsychological evaluation (ie, intelligence, attention, executive function, social cognition, and praxis) and explores the underlying causes of behavioral problems in persons with ASD. Furthermore, it stresses the importance of meticulous neuropsychological testing with regard to cognitive remediation, a method that can help to enhance single cognitive processes in a targeted manner. Objective test results might also contribute to an improved sens of coherence. In line with the salutogenic model, this may be fundamental for human health and well-being.

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