Search

Adults and adolescents form negative first impressions of ASD adults and children. We examined the first impression ratings of primary school children (6-9 years) of their ASD peers. 146 school children rated either silent videos, speech or transcribe speech from 14 actors (7 ASD, 7 TD). The ASD actors were rated more negatively than the typically developing actors on all three stimulus types. Children with ASD are likely to be judged more negatively than their peers at the very start of their formal education. Contrary to previous research, for primary school children, the content of the speech was judged as negatively as the delivery of the speech.

Government policy in the UK emphasises that people with intellectual disabilities should have the opportunity to make choices and exert control over their own lives as much as possible. The ability of a person to resist activities and offers is therefore important, particularly for people with severe and profound intellectual disabilities, who are likely to have language impairments and need to communicate their choices non-verbally. Video and ethnographic data were collected from two services for people with severe and profound intellectual disabilities. Examples of resistance by people with severe and profound intellectual disabilities and responses to that resistance by support workers, were collected and examined using conversation analysis and ethnographic description. A range of non-verbal resistance behaviours are described, and the difficulty for support workers in identifying resistance when behaviour is ambiguous is discussed. The importance of understanding these behaviours as examples of decision-making is stressed.

Background Autism spectrum traits are increasingly being reported in individuals who identify as transgender, and the presence of such traits have implications for clinical support. To-date little is known about autism traits in individuals who identify as nonbinary. Aims To empirically contribute to current research by examining autistic traits in a self-identifying transgender and nonbinary gender group. Method One hundred and seventy-seven participants responded to a survey consisting of the Autism Spectrum Quotient (AQ), the Empathy Quotient (EQ), the Systematising Quotient (SQ) and the Reading the Mind in the Eyes Task (RME). Comparisons were made between cisgender, transgender and nonbinary groups. Results Individuals with autism spectrum disorder (ASD) or meeting the AQ cut-off score for ASD were over-represented in both the transgender and nonbinary groups. The key variables differentiating the transgender and nonbinary groups from the cisgender group were systematising and empathy. Levels of autistic traits and cases of ASD were higher in individuals assigned female at birth than those assigned male at birth. Conclusions A proportion of individuals seeking help and advice about gender identity will also present autistic traits and in some cases undiagnosed autism. Lower levels of empathy, diminished theory of mind ability and literalness may impede the delivery of effective support. Clinicians treating transgender and nonbinary individuals, should also consider whether clients, especially those assigned female at birth, have an undiagnosed ASD.

There is some evidence that disordered self-processing in autism spectrum disorders is linked to the social impairments characteristic of the condition. To investigate whether bodily self-consciousness is altered in autism spectrum disorders as a result of multisensory processing differences, we tested responses to the full body illusion and measured peripersonal space in 22 adults with autism spectrum disorders and 29 neurotypical adults. In the full body illusion set-up, participants wore a head-mounted display showing a view of their ‘virtual body’ being stroked synchronously or asynchronously with respect to felt stroking on their back. After stroking, we measured the drift in perceived self-location and self-identification with the virtual body. To assess the peripersonal space boundary we employed an audiotactile reaction time task. The results showed that participants with autism spectrum disorders are markedly less susceptible to the full body illusion, not demonstrating the illusory self-identification and self-location drift. Strength of self-identification was negatively correlated with severity of autistic traits and contributed positively to empathy scores. The results also demonstrated a significantly smaller peripersonal space, with a sharper (steeper) boundary, in autism spectrum disorders participants. These results suggest that bodily self-consciousness is altered in participants with autism spectrum disorders due to differences in multisensory integration, and this may be linked to deficits in social functioning.

Background Coloured overlay and extra-large letter spacing may improve reading speed and accuracy in individuals with dyslexia; however, research has yet to identify which types of reading errors are diminished. Aim To determine the impact of extra-large letter spacing and colour overlay on reading and assess the impact of both interventions on reading errors. Sample Thirty-two dyslexic children were matched on age, verbal and non-verbal IQ with 27 children with no diagnosis of dyslexia. The average age of each group was 13 years. Method Participants read four texts with either standard or extra-large letter spacing with or without a coloured overlay. Results Extra-large letter spacing significantly improved reading speed more substantially for the dyslexia group. In addition, extra-large letters significantly reduced the number of missed word errors made by the dyslexia group. In contrast, coloured overlays did not significantly impact reading speed or the reduction of errors. Conclusion Increasing letter spacing is an effective way for teachers to improve reading skills in students with dyslexia.

Background: Transitional object use is psychologically beneficial for young children, but research suggests that maintaining transitional object use into middle childhood may be associated with negative behaviour. Little is known about the continuation of transitional object use into adolescence, and few studies have been conducted with non-Western populations. Aim: To examine differences in attachment and attitudes to help seeking in adolescents who did and did not use a transitional object. Method: 723 adolescents from Taiwan (mean age 14 years) were asked about their current and past use of transitional objects. Measures of attachment were obtained using the Revised Adult Attachment Scale, and attitudes towards help was measured using the Attitudes Toward Seeking Professional Psychological Help scale. Results: In total, 37% of the sample continued transitional object use in adolescence. Current use of a transitional object differentiated the sample on the measures of attachment and help seeking. Transitional object users were less likely to have secure attachments and less likely to express positive attitudes towards seeking help. Conclusion: Transitional object use is prevalent in Taiwanese adolescents, and we suggest that continued use of a transitional object acts as an indicator of potential withdrawal from support offered in schools.

It may be thought that gaining a place at university confers self‐belief on students with dyslexia; after all, they have succeeded in their academic studies. Our research explored self‐efficacy beliefs in university students with and without dyslexia. An Academic Self‐Efficacy Scale and a Sources of Academic Self‐Efficacy Scale were completed by 44 university students. These scores were compared between dyslexic and non‐dyslexic students. Interviews were conducted with eight participants to gain a fuller understanding of how their self‐efficacy beliefs develop. Undergraduate students with dyslexia scored lower than students without dyslexia on four out of the five measures of academic self‐efficacy. The dyslexic students reported role models, teachers and school performance as factors influencing their motivation toward academic work. The research suggests that university students with dyslexia still need interventions to help boost their self‐efficacy profiles, despite the level of success they have achieved in gaining a place at university. [ABSTRACT FROM AUTHOR]

Background Zorzi et al. (2012, Proc. Natl. Acad. Sci. U.S.A., 109, 11455) found evidence that extra-large letter spacing aids children with dyslexia, but the evidence for the coloured overlays is contradictory (e.g., Henderson et al., 2013, J. Res. Special Educ. Needs, 13, 57; Wilkins, 2002, Ophthalmic Physiol. Opt., 22, 448), and possible combined advantages have not been identified. Aims To investigate whether extra-large letter spacing or coloured overlays can alleviate reading problems in dyslexic adults. Sample The participants were 24 dyslexic and 24 non-dyslexic university students, matched for age and fluid intelligence. Methods The reading speed and the errors made by a dyslexic and a control group were measured in four conditions: with and without coloured overlays and with normally and largely spaced texts. Results Large letter spacing improves the reading speed in general, as well as improves the reading accuracy in dyslexic readers. Conclusions The results support the positive effect of letter spacing on reading performance.

Following recent evidence for a link between interoception, emotion and empathy, we investigated relationships between these factors in autism spectrum disorder (ASD). 26 adults with ASD and 26 healthy participants completed tasks measuring interoception, alexithymia and empathy. ASD participants with alexithymia demonstrated lower cognitive and affective empathy than ASD participants without alexithymia. ASD participants showed reduced interoceptive sensitivity (IS), and also reduced interoceptive awareness (IA). IA was correlated with empathy and alexithymia, but IS was related to neither. Alexithymia fulfilled a mediating role between IA and empathy. Our findings are suggestive of an alexithymic subgroup in ASD, with distinct interoceptive processing abilities, and have implications for diagnosis and interventions.

Research investigating expressivity in children with autism spectrum disorder has reported flat affect or bizarre facial expressivity within this population; however, the impact expressivity may have on first impression formation has received little research input. We examined how videos of children with autism spectrum disorder were rated for expressivity by adults blind to the condition. We further investigated the friendship ratings given by 44 typically developing children to the same videos. These ratings were compared to friendship ratings given to video clips of typically developing children. Results demonstrated that adult raters, blind to the diagnosis of the children in the videos, rated children with autism spectrum disorder as being less expressive than typically developing children. These autism spectrum disorder children were also rated lower than typically developing children on all aspects of our friendship measures by the 44 child raters. Results suggest that impression formation is less positive towards children with autism spectrum disorder than towards typically developing children even when exposure time is brief.

Attention to social stimuli is associated with language development, and arousal is associated with the increased viewing of stimuli. We investigated whether skin conductance responses (SCRs) are associated with language development in autism spectrum disorder (ASD): a population that shows abnormalities in both attention to others and language development. A sample of 32 children with ASD (7-15 year; M = 9 year) was divided into two groups, based on language onset histories. A typically developing comparison group consisted of 18 age and IQ matched children. SCRs were taken as the participants viewed faces. SCRs differentiated the ASD group based on language onset and were associated with abnormal attention to gaze in infancy and subsequent language development.

The research investigated feelings towards sex education and sexual awareness in young adults with autism spectrum disorder (ASD). Data were generated from the sexual knowledge, experiences, feelings and needs questionnaire (McCabe et al. 1999), the sexual awareness questionnaire (Snell et al. 1991) and semi-structured interviews. Twenty typically developing and 20 ASD individuals participated. Feelings toward sex education did not differ between the groups, but the groups differed significantly on measures of sexual awareness. Negative experiences of sex education and issues of vulnerability, social anxiety, and confused sexuality were prominent features of the qualitative interviews. This report suggest that mainstream sex and relationship education is not sufficient for people with ASD, specific methods and curricular are necessary to match their needs.

Although all intellectually high-functioning children with autism spectrum disorder (ASD) display core social and communication deficits, some develop language within a normative timescale and others experience significant delays and subsequent language impairment. Early attention to social stimuli plays an important role in the emergence of language, and reduced attention to faces has been documented in infants later diagnosed with ASD. We investigated the extent to which patterns of attention to social stimuli would differentiate early and late language onset groups. Children with ASD (mean age = 10 years) differing on language onset timing (late/normal) and a typically developing comparison group completed a task in which visual attention to interacting and noninteracting human figures was mapped using eye tracking. Correlations on visual attention data and results from tests measuring current social and language ability were conducted. Patterns of visual attention did not distinguish typically developing children and ASD children with normal language onset. Children with ASD and late language onset showed significantly reduced attention to salient social stimuli. Associations between current language ability and social attention were observed. Delay in language onset is associated with current language skills as well as with specific eye-tracking patterns.