High-functioning Autism Disorder Research Articles

Effect of Sensory-Motor Integration Trainings on Executive Functions and Social Interactions of Children with High Functioning Autism Disorder

Background: Autism spectrum disorder (ASD) is a neurodevelopmental disorder that appears in the early years of childhood. Objectives: This study aimed to examine the impact of sensory-motor trainings on the executive functions and social interactions of children with high-functioning autism. Methods: The current research was of semi-experimental type and pre-test-posttest research design with control and experimental groups. The sample consisted of N = 50 boys aged 7 to 12 years with high-functioning autism in Shiraz. A selective sampling approach was used to randomly allocate 50 high-functioning autistic students into experimental and control groups. Initially, a pretest was administered using the Coolidge Personality and Neuropsychological Inventory for Children and the Gilliam Autism Rating Scale. Subsequently, the experimental group engaged in 24 sessions of sensory-motor integration trainings three times a week over 8 weeks, while the control group continued with their regular daily activities. Data analysis was performed using covariance analysis. Results: The findings indicated that therapeutic intervention through sensory-motor integration trainings led to significant enhancements in the executive functions and social interactions of children in the experimental group (P ≤ 0.05). Conversely, no improvements were observed in the control group. Conclusions: The results of this study suggest that sensory-motor trainings programs can effectively enhance the executive functions and social interactions of children with high-functioning autism.

Effect of training program on sexual knowledge and social skills of adolescents with high-functioning autism in puberty

PurposeAutism spectrum disorder (ASD) refers to a group of complex neurodevelopmental disorders characterized by repetitive and characteristic patterns of behavior and difficulties with social communication and interaction. Puberty is an important period for teenagers with ASD. The purpose of this study was to investigate the effect of educational program on increasing social skills (SS) and sexual knowledge (SK) in adolescent boys with high-functioning autism (HFA) disorder.Design/methodology/approachThis study was conducted using a single-subject design. Participants were three boys diagnosed with HFA disorder, selected using purposive sampling. The social skills improvement system scale and the sexual knowledge questionnaire were used to measure SS and SK. The training program consisted of 49 sessions.FindingsResults showed that, given the comparison of scores before and after the intervention, the training program was effective in improving SS and SK.Originality/valueWith regard to the importance of puberty, training programs for parents and adolescents play an effective role in increasing SS and SK of adolescents with HFA disorder.

Omparing Certain Time Representation Features In High-functioning Autistic Children with Normal Children’s Narrative Discourse

Background and Aims: Autism is a neurodevelopmental disorder, affecting the individual’s cognitive and language skills. Since human social life is highly dependent on cognitive and linguistic abilities, these abilities are essential factors in human growth and development. The production and perception of narrative discourse at a language level require the utilization of cognitive and linguistic abilities. Considering the fact that the timeline and the way it is expressed is one of the main components of narrative formation, the topic of time can be challenging in the narrative discourse for children with autism. Therefore, the aim of the present study was to investigate and assess the representation of some features of time, such as perfective and imperfective aspects and grounding, including foreground and background in the narrative discourse of children with high-functioning autism. Methods: In the current research, the representation of grounding in narrative discourse aspects of Persian-speaking children with high-functioning autism disorder (HFAD) and normal children were studied, compliant with classifications by Hickman et al. To this end, 20 male children with high-functioning autism disorder (chronological age: 7-11) and 20 normal male children (chronological age: 7-11) participated in this study. Narratives were elicited based on “Horse” and “Cat” picture stories provided by Hickman. Pursuant to studying and describing the collected data, they were thereafter analyzed via the Mann-Whitney U Test. Results: The findings pointed out that there was a significant difference between HFAD and normal children in the representation of perfective aspect and grounding (P=0.05). Children with HFAD had a weaker representation compared to normal children. Similarly, the children with HFAD had a more anemic performance in representing perfective aspect and foreground as the core data in producing narrative, whereas children with HFAD produced more marginal data and background compared to normal children. Conclusion Consistent with the findings, it appears that poor performance by children with HFAD in comparison with normal children in the representation of certain features of time, such as aspect and grounding in narrative discourse can be related to their cognitive and linguistic weaknesses.

Effectiveness of Drama Therapy on Social Skills of Autistic Children

Objective: Autism spectrum disorder severely damages children’s social skills, cognitive functions, and emotional self-regulation. This study aimed to determine the effectiveness of drama therapy on the social skills of children with high-functioning autism. Methods: The research design was experimental with a pre-test, post-test and a control group. The statistical population included 120 children with high-functioning autism in special education centers in Isfahan City, Iran. For this purpose, 40 children with high-functioning autism disorder were randomly selected by purposive sampling method and using Morgan’s table. Then, they were assigned to the experimental and control groups. The experimental group received a drama therapy program, and the control group was placed on a waiting list. The children’s instructors completed the Matson social skills questionnaire at pre-test, post-test, and follow-up three months later. Results: Analysis of the results using repeated measures analysis of variance showed that the drama therapy was effective on the participants’ social skills in the experimental group (P<0.05). Conclusion: Drama therapy will improve their social skills and performance in this field. Therefore, this study’s findings might be helpful as practical strategies for practitioners in the field of autism.

A Literature Review on Single Subject Research about Social skill Interventions for Students with High-Functioning Autism Disorder and Asperger Disorder

A Literature Review on Single Subject Research about Social skill Interventions for Students with High-Functioning Autism Disorder and Asperger Disorder

The Effect of Low-Error and Full-Error Learning on Bimanual Coordination In Patients with High-Functioning Autism Disorder

Introduction: In many sports movements, and even regular movements, the simultaneous use of both hands results in the successful implementation of motor skills. Considering many problems faced by the patient with autism in learning skills, and their impact on social behaviors, the purpose of this study was to investigate the effect of low-error and full-error learning on bimanual coordination in patients with high-functioning autism disorder. Materials and Methods: This was a semi-experimental research with pretest-posttest design, and control group. 24 children with high-functioning autism disorder, resulted from with the help of pretest Autism Spectrum Screening Questionnaire (SSRQ) were selected using convenience sampling method, and were homogeneously divided into three groups of low-error learning, full-error learning, and control. The dual coordination pretest was done with the help of the bimanual coordination instrument of the Omide Farda Institute (Tehran, Iran). Then, the training groups did practicing bimanual coordination skills on the same machine in six sessions of 30 minutes. At the end of the sixth session, the posttest of bimanual coordination skills was performed in all groups. Two days later, a retention test was taken from the training groups. The results were analyzed using one way and repeated measures analysis of variance. Results: There were no significant differences between the groups in pretest (P = 0.643). While in posttest, a significant difference was observed between the practice and control group (P = 0.001). Moreover, there was a significant difference between low-error and full-error learning groups (P = 0.001). The retention test, which was performed after two days of rest, revealed a decrease in performance of full-error group. Conclusion: According to the results, it is concluded that these individuals are able to improve their bimanual coordination skills, and low-error learning is not only useful in learning, but also has more sustainability than full-error learning. Therefore, it is recommended to use a low-error learning method to teach bimanual coordination skills in patients with high-functioning autism disorder.

Impact of Individual Differences Intervention (Floortime) Based on Parents’ Expressed Emotion on Children’s Social Skills With High-Functioning Autism Disorder

Impact of Individual Differences Intervention (Floortime) Based on Parents’ Expressed Emotion on Children’s Social Skills With High-Functioning Autism Disorder

High functioning autism disorder: marital relationships and sexual offending

ABSTRACT Objective To describe the implications of social inability as a factor that can contribute to sexual abuse in the marriage relationship of people with high-functioning autism spectrum disorder (ASD). Case description A 30-year-old male sought medical attention complaining of being “very nervous” and have difficulties in family relationships. He was diagnosed with high-functioning ASD based on the DSM-5. Married for over 4 years with a woman diagnosed with histrionic personality disorder (HPD), he asked for her to accompany him in the sessions and help him describe difficulties they had during sexual intercourse. His wife reported feeling raped in all of her sexual relations with the patient, especially when he could not understand that she did not want sex. Comments The case study leads us to believe that the social and communicative disability is a complicating factor that can contributes to the occurrence of sexual abuse in marital relationships with individuals with ASD. Social skills training, psychotherapy, and traditional medical therapies should be considered to minimize the risk of occurrence of cases of sexual abuse by individuals with high-functioning ASD against the spouses themselves.

Ramelteon Monotherapy for Insomnia and Impulsive Behavior in High-Functioning Autistic Disorder

Asano, Mizuki MD; Ishitobi, Makoto MD, PhD; Kosaka, Hirotaka MD, PhD; Hiratani, Michio MD, PhD; Wada, Yuji MD, PhD Author Information

An investigation of the security of caregiver attachment during middle childhood in children with high-functioning autistic disorder

Previous research has investigated caregiver attachment relationships in children with autism during early childhood, with few differences found from matched control groups. However, little is known of this relationship during middle childhood (ages 8-12 years). In this study, the aim was to establish whether there are differences in the security of attachment in children with high-functioning autism compared to typically developing children. A secondary aim was to establish whether caregivers' perceptions of their child's attachment to them accorded with the children's own reports. Twenty-one children with high-functioning autism and 17 typically developing children were administered the Kerns Security Scale and the Inventory of Parent and Peer Attachment-Revised, and caregivers completed the same questionnaires from the viewpoint of their child. There were no differences between the groups in the children's and parents' reports of attachment security. Parents' and children's reports were moderately correlated on the Kerns Security Scale but were not correlated on the Inventory of Parent and Peer Attachment-Revised. The results indicate that levels of attachment security in children with high-functioning autism are not different from those in typically developing children.

Magnetic resonance spectroscopy study of the glutamatergic system in adolescent males with high-functioning autistic disorder: a pilot study at 4T

The pilot study aimed at examining the neural glutamatergic activity in autism. Seven adolescent males (mean age: 14 ± 1.8; age range: 12-17 years) with intact intellectual capacity (mean IQ: 108 ± 14.26; IQ range: 85-127) suffering from autistic disorder and an equal number of age- and sex-matched healthy controls underwent a two-dimensional magnetic resonance spectroscopy scan at 4T. Results indicated significantly high glutamate (Glu) levels in the anterior cingulate cortex of autistic disorder versus control subjects (paired t test p = 0.01) and a trend for lower Glu in the right medial temporal lobe, which was not statistically different between the groups (paired t test p = 0.06). These preliminary findings support the glutamatergic dysregulation hypothesis in autism and need to be replicated in a larger sample.

Les groupes d’entraînement aux habiletés sociales

The biggest challenge for individuals with Asperger's Syndrome (AS) or High Functioning Autism disorder (HFAd) is to know how to communicate and interact with others in a social setting. Individuals AS and HFA do not know or use the basis skills that come naturally to other people. Those social skills being the basis for almost all relationships, personal as well as business, individuals AS and HFA therefore need specific treatment to help them. Professionals try to find resources to guide them and social skills training groups can provide this help.

High-Functioning Autism and Asperger’s Disorder: Utility and Meaning for Families

We used framework analysis to investigate the utility of pervasive developmental disorder diagnoses, interviewing young people (aged 9-16 years) with high-functioning autistic disorder (AD) and Asperger's disorder (AsD), and their parents. Twenty two participants from ten families described both gains and costs resulting from diagnosis. Perceived advantages of AD and AsD diagnosis were increased understanding and practical support, and parental empowerment. Disadvantages included the effects of stigma and concerns about validity. Participants tended to consider AsD and AD as interchangeable terms. Findings suggest that the utility of AD and AsD depends upon both their validity and how these diagnoses are received in their cultural, economic and legislative context. Improvement of post-diagnostic services will improve the utility of AD and AsD.

Delayed video self-recognition in children with high Vo functioning autism and Asperger’s disorder

Two studies are reported which investigate delayed video self-recognition (DSR) in children with autistic disorder and Asperger's disorder relative to one another and to their typically developing peers. A secondary aim was to establish whether DSR ability is dependent on metarepresentational ability. Children's verbal and affective responses to their image were also measured. Three groups of male children between 5 and 9 years, comprising 15 with high-functioning autistic disorder (HFA), 12 with Asperger's disorder (AspD), and 15 typically developing (TD) children, participated in Study 1. Study 2 included two groups of younger children (18 HFA; 18 TD) aged 4 to 7 years. Participant groups in each study were equally able to recognize themselves using delayed video feedback, and responded to their marked image with positive affect. This was so even amongst children with HFA who were impaired in their performance on false belief tasks, casting doubt on a metarepresentational basis of DSR.

Determining differences in social cognition between high-functioning autistic disorder and other pervasive developmental disorders using new advanced “mind-reading” tasks

Deficits in understanding the mental state of others (“mind-reading”) have been well documented in individuals with pervasive developmental disorders (PDD). However, it is unclear whether this deficit in social cognition differs between the subgroups of PDD defined by the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. In this study, PDD was divided into high-functioning autistic disorder (HFA) ( n = 17) and other PDD ( n = 11) consisting of Asperger's disorder ( n = 8) and PDD-NOS ( n = 3), and differences in mind-reading ability was examined between the two clinical groups and controls ( n = 50) using a new advanced naturalistic task consisting of short scenes from a TV drama showing communication in social situations. The task was divided into visual and auditory tasks to investigate which modality was more valuable for individuals with PDD to understand the mental state of others. The results suggest that social cognition differs significantly between individuals with HFA and those with other PDD, with no difference being found between those with other PDD and controls. Neither the auditory or visual modality was found to be dominant in subjects with PDD in the mind-reading task. Taken together, complex mind-reading tasks appear to be effective for distinguishing individuals with HFA from those with other PDD.

Computerized version of the Wisconsin card sorting test in children with high-functioning autistic disorder or attention-deficit/hyperactivity disorder

To determine executive dysfunctions in children with autistic disorder or attention-deficit/hyperactivity disorder (ADHD), we investigated high-functioning autistic (full scale IQ score ≧70), ADHD, and control children using the computerized version of the Wisconsin Card Sorting Test. Data were obtained from 17 autistic children (16 boys and 1 girl, mean age±SD: 12.5±4.3), 22 ADHD children (20 boys and 2 girls, mean age±SD 11.3±2.6), and 25 control children (13 boys and 12 girls, mean age±SD: 12.7±3.1). Performances, indicated by mean number of categories achieved (5.4 in autistic, 6.5 in ADHD, and 8.8 in control group), total errors (38.2, 38.4, and 25.6, respectively), perseverative errors (11.4, 13.5, and 5.7), nonperseverative errors (27.1, 25.0, and 19.9), and Nelson type perseverative errors (8.9, 8.4, and 2.3), were significantly poorer in both autistic and ADHD groups than control group ( P<0.01). Comparing the autistic group to the ADHD group, there were no significant differences in age, gender, scores of full-scale intelligent quotient (IQ), verbal or performance IQ, number of categories achieved or errors. The ADHD group, however, showed more frequent Milner type perseverative errors than the autistic group ( P<0.05). The present study suggests that some kinds of executive function are more impaired in children with ADHD than in those with high-functioning autism, and that Milner type perseverative errors is useful parameter to differentiate the executive dysfunctions between autistic and ADHD children.

Behaviors of children with high‐functioning autism when paired with typically developing versus delayed peers: a preliminary study

AbstractChildren with high‐functioning autistic disorder (HAD) in a comprehensive behavioral treatment program (n = 9, age = 5–7 years) alternated between pairings with a typically developing peer and pairings with a peer who had both autism and developmental delay. All pairings took place in a free play setting. The children with HAD displayed much more interactive play and speech (as well as much less self‐stimulation) with typically developing peers than with delayed peers. They received frequent cues and consequences for interaction from typically developing peers, but not in sessions with delayed peers. These results suggest that placement with typically developing peers is critical for children with HAD in behavioral treatment. Copyright © 2002 John Wiley &amp; Sons, Ltd.

Atypical Face Gaze in Autism

An eye-tracking study of face and object recognition was conducted to clarify the character of face gaze in autistic spectrum disorders. Experimental participants were a group of individuals diagnosed with Asperger's disorder or high-functioning autistic disorder according to their medical records and confirmed by the Autism Diagnostic Interview-Revised (ADI-R). Controls were selected on the basis of age, gender, and educational level to be comparable to the experimental group. In order to maintain attentional focus, stereoscopic images were presented in a virtual reality (VR) headset in which the eye-tracking system was installed. Preliminary analyses show impairment in face recognition, in contrast with equivalent and even superior performance in object recognition among participants with autism-related diagnoses, relative to controls. Experimental participants displayed less fixation on the central face than did control-group participants. The findings, within the limitations of the small number of subjects and technical difficulties encountered in utilizing the helmet-mounted display, suggest an impairment in face processing on the part of the individuals in the experimental group. This is consistent with the hypothesis of disruption in the first months of life, a period that may be critical to typical social and cognitive development, and has important implications for selection of appropriate targets of intervention.

Executive Functioning in High-functioning Children with Autism

Executive functioning was investigated in 34 children (24 boys and 10 girls) with developmental language disorder (DLD) and 21 children (18 boys and 3 girls) with high-functioning autistic disorder (HAD) matched on Full Scale IQ, Nonverbal IQ, age (mean age 9 year, 1 month), and SES. The DLD group had a Verbal IQ that was 10 points higher than the HAD group. These children were given the Wisconsin Card Sorting Test (WCST), the Mazes subtest from the WISC-R, the Underlining test, and the Rapid Automatized Naming test. In addition, these children were given the Vineland Scales of Adaptive Functioning and the Wing Diagnostic Symptom Checklist in order to assess severity of autistic symptomatology. Results indicated that the only significant difference between the two groups on the cognitive tasks was perseverative errors on the WCST; there was no significant difference on total number of categories achieved or total number of errors on the WCST or on the other executive function measures. There was also significant overlap in the scores between the two groups and the difference in perseverative errors was no longer significant when Verbal IQ was partialled out. Executive functioning was strongly related to all IQ variables in the DLD group and particularly related to Verbal IQ in the HAD group. Although there was a relationship in the HAD group between executive functioning and adaptive functioning, as well as between executive functioning and autistic symptomatology, these relationships were generally no longer significant in the HAD group after the variance due to Verbal IQ was accounted for. The results are interpreted to indicate that although impaired executive functioning is a commonly associated feature of autism, it is not universal in autism and is unlikely to cause autistic behaviors or deficits in adaptive function.

Executive Functioning in High‐functioning Children with Autism

Executive functioning was investigated in 34 children (24 boys and 10 girls) with developmental language disorder (DLD) and 21 children (18 boys and 3 girls) with high-functioning autistic disorder (HAD) matched on Full Scale IQ, Nonverbal IQ, age (mean age 9 year, 1 month), and SES. The DLD group had a Verbal IQ that was 10 points higher than the HAD group. These children were given the Wisconsin Card Sorting Test (WCST), the Mazes subtest from the WISC-R, the Underlining test, and the Rapid Automatized Naming test. In addition, these children were given the Vineland Scales of Adaptive Functioning and the Wing Diagnostic Symptom Checklist in order to assess severity of autistic symptomatology. Results indicated that the only significant difference between the two groups on the cognitive tasks was perseverative errors on the WCST; there was no significant difference on total number of categories achieved or total number of errors on the WCST or on the other executive function measures. There was also significant overlap in the scores between the two groups and the difference in perseverative errors was no longer significant when Verbal IQ was partialled out. Executive functioning was strongly related to all IQ variables in the DLD group and particularly related to Verbal IQ in the HAD group. Although there was a relationship in the HAD group between executive functioning and adaptive functioning, as well as between executive functioning and autistic symptomatology, these relationships were generally no longer significant in the HAD group after the variance due to Verbal IQ was accounted for. The results are interpreted to indicate that although impaired executive functioning is a commonly associated feature of autism, it is not universal in autism and is unlikely to cause autistic behaviors or deficits in adaptive function.