Autism, Neural Basis of
R.T. Schultz, International Encyclopedia of the Social & Behavioral Sciences
2001, Pages 983–987 skrev:Autism is recognized as a genetic disorder with a profound impact on the development of the central nervous system. Affected individuals display a variety of behavioral and neuropsychological deficits.
Modern conceptualizations continue to highlight the social–emotional impairments in autism as the core deficit. European and American diagnostic criteria for autism require a triad of deficits that include developmental problems with communication, reciprocal social interaction and the presence of repetitive, rigid and odd behaviors. Of these three, the profound deficit in social functioning is the unique feature that distinguishes autism from other neuropsychiatric disorders.
Some individuals, however, have normal or even superior intellectual development, and thus general intellectual impairment is not a necessary component. General intellectual impairment, therefore, can be a barrier to specifying the neural basis of the disorder. Moreover, those with high IQs are not necessarily less impaired with regard to the defining triad of symptoms.
Autistic Disorder: Psychological
F. Happé ,International Encyclopedia of the Social & Behavioral Sciences
2001, Pages 987–991 skrev:The task for psychological theories became to explain the concurrence of imagination, communication, and socialization impairments. Perhaps the most influential of these attempts has been the ‘theory of mind’ deficit account; the hypothesis that people with autism are unable to represent the mental states (e.g., beliefs, desires) of themselves and others, and to understand and predict behavior in terms of these states.
A person with autism may transmit a message accurately, verbatim, but fail to recognize who does and does not already possess the information.
To date, a delay in theory of mind development appears to be a universal feature of autism. A minority, especially those with Asperger's syndrome, do develop some understanding of other minds in adolescence, perhaps using their general intelligence to puzzle out what others' think and feel.
Följande källor styrker att AS är biologiskt betingat och påverkar hjärnans funktion, huvudsakligen medför AS kommunikationssvårigheter. Bristerna uppkommer vid förståelse för hur andra tänker och även känner, vilket medför att AS inte förstår alltid vad den andra behöver få för svar; särskilt är det nödvändigt inom terapi är rätt information kommuniceras och inget relevant utelämnas. Terapi syftar till att upptäcka avvikelser från normen baserat på vad som kommuniceras. Att kommunicera med en AS kan vara ytterst svårt för en terpeut eftersom det saknas underlag att för att värdera fakta; typiska regler och principer i kommunikations hänseende kan inte tillämpas för behandling av AS.
Vad gäller IQ tester
Differences in verbal and nonverbal IQ test scores in children with autism spectrum disorder, Sabrina N.Grondhuisa,Luc Lecavalier L. Eugene, Arnold, Benjamin L. Handend Lawrence Scahille Christopher J.McDouglef Michael G.Amang ,Research in Autism Spectrum Disorders
Volume 49, May 2018, Pages 47-55 skrev:Highlights
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Intelligence tests are an important part of diagnostic assessments for children with suspected ASD.
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IQ tests appear to be equivalent and interchangeable in typically developing children, but may not be in children with ASD.
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This study compared a verbal measure of intelligence and a nonverbal measure of intelligence.
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In children with ASD these IQ tests often elicit different results that may influence clinical interpretation.
Intelligence tests are a fundamental component of diagnostic assessments for children with suspected autism spectrum disorder (ASD). There are many assessments available, but scores across tests may not be comparable in children with ASD.
Most intelligence tests (e.g., Wechsler Intelligence Scales for Children, 5th edition [WISC-V]; Wechsler, 2014; Stanford-Binet Intelligence Scales, 5th edition [SB5]; Roid, 2003) include assessment of multiple domains (e.g., quantitative, working memory, processing speed) in order to evaluate several aspects of intelligence. Scores in these different areas are combined to produce composite indices of intellectual ability.
Intelligence tests are designed to be interchangeable because the tests strive to measure general cognitive abilities, albeit not always using identical approaches. This reciprocal element is for ease of comparison and to prevent retest effects from overexposure to a single instrument. While results on different IQ tests may be interchangeable in typically developing children, they may not be equivalent in children with ASD. For example, Nader, Courchesne, Dawson, & Soulières (2016) compared the WISC-IV (Wechsler, 2003) with Raven’s Progressive Matrices (Raven et al., 1998) and found no difference in performance for typical children. However, in children with ASD, scores on Raven’s Progressive Matrices were significantly higher than on the WISC-IV full scale.
Att AS enklare kan identifieras genom IQ tester och anpassas för att förstå hur en AS fungerar kan vara värdefullt vid behandling av AS. Notera att senaste källan är från maj 2018.