Search

Abstract Neurological soft signs (NSS), discrete deficits in motor coordination and sensory integration, have shown promise as markers in autism diagnosis. While motor impairments, partly associated with core behavioral features, are frequently found in children with autism, there is limited evidence in adults. In this study, NSS were assessed in adults undergoing initial diagnosis of high-functioning autism (HFA), a subgroup difficult to diagnose due to social adaptation and psychiatric comorbidity. Adults with HFA (n = 34) and 1:1 sex-, age-, and intelligence-matched neurotypical controls were administered a structured NSS examination including motor, sensory, and visuospatial tasks. We showed that adults with HFA have significantly increased motor coordination deficits compared with controls. Using hierarchical cluster analysis within the HFA group, we also identified a subgroup that was particularly highly affected by NSS. This subgroup differed from the less affected by intelligence level, but not severity of autism behavioral features nor global psychological distress. It remains questionable whether motor impairment represents a genuinely autistic trait or is more a consequence of factors such as intelligence. Nevertheless, we conclude that examining NSS in terms of motor coordination may help diagnose adults with HFA and identify HFA individuals who might benefit from motor skills interventions.

Up to half of individuals diagnosed with autism are expected to develop a depression. It is assumed that inner neurological and cognitive disorders are specifically related to autism in general, and that individuals with autism have special problems with regard to living a good enough life. Therefore, this complex situation is about having problems with comprehending life in a sufficiently reality-oriented way and about being able to manage life and its challenges in a meaningful way, attuned to the basic demands and structures of living a life as such. On this background, we present an outline of an integrative intervention model drawing on cognitive behavioral therapy (CBT) and interventions directed at managing both everyday life and major choices in life, namely Life Psychological Intervention (LPI). [ABSTRACT FROM AUTHOR]

This study explored the effect of music on the driving performance of experienced young adult drivers with and without autism spectrum disorder (ASD) using an interactive driving simulator with two types of scenarios. A 2 (Group: autism/neurotypical) × 2 (Music: music/no music) × 2 (Scenario: hazards/wayfinding) factorial design was used with the order of scenarios and music conditions counterbalanced. Participants were 34 neurotypical drivers and 5 drivers with ASD, all with at least 3 years of driving experience. Paired sample t-tests demonstrated no effect of music for any condition. Overall, the drivers with ASD had higher performance means than the neurotypical group with significant differences in the wayfinding scenario and the category for following regulations. Neurotypical drivers had better performance on the wayfinding scenario than the hazard scenario in maneuvers and being attentive to the environment. Although this study had a low number of drivers with ASD, it suggests drivers with ASD can perform better than neurotypical drivers, possibly because they follow road rule guidelines more consistently than neurotypical peers. In addition, this is the first study to examine wayfinding skills in teens/young adults with and without ASD. [ABSTRACT FROM AUTHOR]

Ivymount Social Cognition Instructional Project (IvySCIP) supports teachers and related service providers to implement data-driven social and emotional learning (SEL) instruction for their kindergarten through 5th grade students with social cognition challenges, especially those with high functioning autism spectrum disorders (HF-ASD). Based on comprehensive assessment of students' SEL strengths and needs, IvySCIP identifies instructional priority areas, generates individualized education plan (IEP) goal recommendations, and enables SEL progress monitoring. In order to begin establishing the psychometric properties of the IvySCIP strengths and needs assessment, we examined correlations between participants' scores on IvySCIP and their scores on similar tools. As predicted, strong correlations emerged between IvySCIP and other tools. We also examined the impact of using IvySCIP over a 20 week period to facilitate SEL in students with HF-ASD. IvySCIP was piloted with 53 instructor/student pairs broken into two groups. The first group received 20 weeks of access to IvySCIP and the latter received 10 weeks of access. While pilot study outcomes suggested that there were no significant differences between the groups, all students made significant SEL progress over the course of the 20 week study as measured by IvySCIP and similar tools. Social validation surveys indicated that instructors perceived IvySCIP to be innovative, valuable, and an effective means of improving SEL instruction for students. [ABSTRACT FROM AUTHOR]

The study aimed to establish a normative data set for the Paulhus Deception Scales (PDS) and Structured Inventory of Malingered Symptomology (SIMS) in a community adult sample of high functioning autistic (HFA) people. Assessments were administered anonymously online. Seventy surveys were completed, with respondents contributing from 16 countries. The majority of subscales and total scores for the PDS and SIMS fell above cut-off for self-report response bias, suggesting that completion of these measures by HFA individuals may lead to conclusions of intentional response distortion, even when this is not the case. Significant relationships were found between high scores and education level, as well as psychological distress. The findings of the study raise concerns about the use of these measures with HFA people, particularly in 'high stakes' situations. [ABSTRACT FROM AUTHOR]

The ongoing debate over the distinction between high-functioning autism, giftedness, and Asperger's syndrome is important to resolve because of the implications for understanding the etiology and prognosis associated with these conditions and diagnostic applications. But even decades later, the nosological status of AS is still unclear. In simple literature reviews on individuals with high-functioning ASD, the characteristics of these individuals were interpreted depending on both diagnoses, and were not explained by the data obtained as a result of empirical research. Moreover, Asperger's syndrome is currently used with highfunctioning ASD. This poses greater problems for gifted individuals with Asperger's. This research, which was prepared to examine ten gifted and talented adult individuals diagnosed with Asperger's Syndrome and to determine the diagnosis process, its characteristics, and the reflections of these characteristics on their education, professional life and social life, is a case study. Semi-structured interview forms prepared in the research were used. Interview forms were prepared using the literature and were prepared from 15 open-ended questions that were parallel to each other. While preparing the questions, the opinions and consent of 3 experts in the field were obtained and the research questions were conveyed to the participants through online interviews. In some incomprehensible times, written responses were received. The answers given by the participants were deciphered and themes and codes were created. In findings, Gifted Asperger's individuals insisted on their routines, habits and obsessions during the interview. Although studies with children with Asperger's syndrome show that they are routine-attached individuals like high-functioning autistic children, it has been observed that Asperger's individuals share their interests and take pride in them from early infancy. In this context, individuals with gifted Asperger's differ from individuals with high-functioning autism. As a result of the study, this paradox was tried to be explained by discussing the similarities and differences between high-functioning autistic and gifted individuals according to the views of individuals with Asperger's. [ABSTRACT FROM AUTHOR]

According to several studies, the prevalence of Autism Spectrum Disorder (ASD) ranges from 2.4 to 9.9 percent among adult mental inpatients. However, subjects with forms of ASD that fit in the high functioning spectrum may remain undiagnosed during childhood and adolescence without reaching clinical attention until they develop in adult life other psychiatric disorders, often characterized by treatment resistance and poor outcomes. The aim of this case report was to evaluate the role of an undiagnosed ASD in the mental illness trajectory and discuss the diagnostic and therapeutic implications. We reported a case of a young man with an undiagnosed ASD that came to clinical attention only after the development of a severe manic episode with mixed and psychotic features and with catatonia in adulthood, despite meeting DSM-5-TR (APA, 2022) diagnostic criteria for ASD since early childhood. This case confirms the need of a timely identification of ASD in order to prevent the development of a mental illness trajectory and to improve the prognosis and the outcome. Moreover, on the heuristic level, this case seems to support the presence of a continuum between ASD and catatonia. In this framework, the use of a questionnaire based on a spectrum model, such as the AdAS Spectrum, could be useful in early diagnosis of ASD without intellectual or language impairment as well as in early detection of subthreshold conditions (broad autism spectrum phenotype or autistic traits), which represents a vulnerability factor for the development of various mental disorders. [ABSTRACT FROM AUTHOR]

The current research aimed to prepare a program to alleviate stuttering so that we can increase pragmatics skills in a sample of children with high functioning autism through applying Parent-Child Interaction Therapy (PCIT) also, to verify the current program effectiveness continuity after graduation. The one design group sample consisted of (10) children divided into experimental group (5) children: (3) males and (2) females and control group (5) children (4) males and (1) female, enrolled in the consultation Center for Children and Adolescents in Port Said Governorate, aged (9- 12) years, (10.60) means and (1.10) SD and IQ coefficient (90 - 100) participated. The research tools included: Wechsler scale of children's intelligence (4th ed.) (translated by El-Behairy, 2017), Gilliam Autism Rating Scale GARS (2006) (Translated by Mohamed, & Abu Al-Majd, 2020) for diagnosing autism, Stuttering severity test (Really, 1986) (Translated by El-Refay, 1999) Pragmatic Language Skills scale for children with autism spectrum disorder (by the researcher) to measure pragmatic language skills and the training-based program on Parent-Child Interaction Therapy (by the researcher). The research findings revealed that there were statistically significant differences between mean ranks of pre and post assessment scores on reducing stuttering disorder and increasing pragmatic language skills in children with high functioning autism (experimental group) favoring post assessment. The results also revealed statistically significant differences between mean scores of experimental and control groups on reducing stuttering disorder and increasing pragmatic language skills in children with high functioning autism after graduation favoring experimental group, and that there are no statistically significant differences between mean scores of post and follow-up assessments on reducing stuttering disorder and increasing pragmatic language skills in children with high functioning autism (experimental group). [ABSTRACT FROM AUTHOR]

ASD manifests in children throughout the ability spectrum, though screening tools may not adequately identify high-ability youth who would benefit from a comprehensive identification evaluation; thus, the impetus for developing The High Functioning ASD Screener (HFAS). Information from content area expert interviews determined the 93-item pilot form administered to high ability youth (ages 5 years, 11 months to 18 years, 2 months) with ASD (n = 15), average ability students (n = 10), and high ability students (n = 23). ANOVAs identified items that differentiated the three groups and/or were most endorsed by the high ability/ASD group, resulting in the 36-item HFAS. Preliminary receiver operating characteristic curves indicate the scale is excellent at classification. [ABSTRACT FROM AUTHOR]

Background and purpose: Theory of Mind (TOM) is a cognitive ability to understand the beliefs, emotions, and desires of oneself and others, and its development is associated with proper development of other cognitive skills, including language. This study aimed at investigating the relationship between language and TOM and comparing the grammatical and lexical performances and TOM skills between children with high-functioning autism (HFA) and developmental language disorder (DLD) and typically developing (TD) children. Materials and methods: A cross-sectional study was carried out in 50 children aged 6-11 years old, native speakers of Persian language, with DLD (n= 14) and HFA (n= 11), and in TD (n= 25) children. Assessment of language skills was done by lexical and syntactic indicators obtained from the analysis of narrative speech sample and Persian grammar expression test (PEGT) and TOM skills using Persian mind theory test. Data were analyzed in SPSS V22 using ANOVA, Pearson Correlation, Kruskal-Wallis test, and Spearman correlation. Results: There were no significant differences in most grammatical, lexical, and TOM scores between children with DLD and HFA (P0.05). Significant correlation was observed between overall scores and TOM and PEGT scores in all three groups (P< .05). Conclusion: The current study revealed that children with HFA and DLD have weaker TOM skills than TD children which could be due to their language deficits.

According to several studies, the prevalence of Autism Spectrum Disorder (ASD) ranges from 2.4 to 9.9 percent among adult mental inpatients. However, subjects with forms of ASD that fit in the high functioning spectrum may remain undiagnosed during childhood and adolescence without reaching clinical attention until they develop in adult life other psychiatric disorders, often characterized by treatment resistance and poor outcomes. The aim of this case report was to evaluate the role of an undiagnosed ASD in the mental illness trajectory and discuss the diagnostic and therapeutic implications. We reported a case of a young man with an undiagnosed ASD that came to clinical attention only after the development of a severe manic episode with mixed and psychotic features and with catatonia in adulthood, despite meeting DSM-5-TR (APA, 2022) diagnostic criteria for ASD since early childhood. This case confirms the need of a timely identification of ASD in order to prevent the development of a mental illness trajectory and to improve the prognosis and the outcome. Moreover, on the heuristic level, this case seems to support the presence of a continuum between ASD and catatonia. In this framework, the use of a questionnaire based on a spectrum model, such as the AdAS Spectrum, could be useful in early diagnosis of ASD without intellectual or language impairment as well as in early detection of subthreshold conditions (broad autism spectrum phenotype or autistic traits), which represents a vulnerability factor for the development of various mental disorders.

The key aim of this research was to examine the unique contribution of using puppets to produce primary communication between high functioning children with autism and an adult they encounter for the first time. This was an explorative study through which we sought to investigate a new phenomenon, which, hitherto has not been explored according to the professional literature. Eleven children aged 4-6.5 years old, who were diagnosed with high functioning autism and 11 adults participated in the research. The research framework included semi-structured interviews with each of the children. Interviews included a puppet that was operated by an adult whom the children were meeting for the first time. The research findings show a high level of response on the part of the children. This was expressed in the dialogue they carried out with the puppet, while sharing their internal world and individual areas of interest. The children also expressed their desire to continue to meet in the future. The interviews with the adults after the encounters with the children maintained that the puppet created interest and enjoyment on the part of the children during the interview, and all this over a relatively short time span. All interviewees were in full agreement regarding the great contribution the puppet had made to the primary communication process. The research findings testify to the benefits of using puppets as an effective mediating tool to produce primary communication with children diagnosed as highly functioning on the autistic spectrum. [ABSTRACT FROM AUTHOR]

The present study aims to evaluate the distinct patterns of working memory (WM) capacity of children with Developmental Language Disorder (DLD), High-functioning children with Autism Spectrum Disorder (ASD) and children with Down syndrome (DS). More specifically, the current study investigates the complex relationship of fluid intelligence and WM between 39 children with DLD, 20 H igh-functioning children with ASD, and 15 children with DS. All children were evaluated in different measures of Phonological Working Memory, Visual-spatial Working Memory whereas Fluid Intelligence was measured with Raven Progressive Matrices. The result analysis revealed a significant difference among the three groups, both among each function separately and the correlations among them, as well. The results revealed that the DLD groups and High-functioning ASD group exhibited a common picture or an overlap of performances in all Phonological and Visuo-spatial working memory measures, except Backward Digit Recall task. As for the DS group research findings revealed different and unique working memory patterns in comparison to DLD group and High-functioning ASD. Their differences have been studied and further conclusions have been drawn about the different patterns of working memory among the three clinical groups. The implications of these findings are discussed in light of support for learning. The common profile that characterize the two developmental conditions and the distinct pattern of working memory performance in DS group underlies the need for further research in the field. [ABSTRACT FROM AUTHOR]

Has language developed to serve as a system of communication or one of thought? While language is clearly an excellent tool for communication, the possible contribution of higher order cognitive processes other than language to communication may provide insights on how we think about language evolution. Studies show that bilingualism improves communication skills, possibly due to boosting domain general processes, thus suggesting a divide between communication and formal language. However, to date little attention has been paid to bilingual atypical child populations presenting asymmetric developmental delays in language and communication skills. In this study, we explore the language-communication divide in bilingual and monolingual children diagnosed with High Functioning Autism (HFA), displaying primary communication difficulties, and those with Specific Language Impairment (SLI), displaying primary language difficulties. Children were tested on language, cognitive control, Theory of Mind (ToM), social comprehension and verbal communication. Results demonstrate that bilingual children with HFA exhibit enhanced cognitive control, ToM and social comprehension, which in turn improve their verbal communication as compared to their monolingual peers with HFA. On the other hand, no boost emerges in bilingual children with SLI, be it in cognitive control or ToM, though a weaker advantage (relative to the children with ASD) can be observed in their verbal communication skills, with significant mediation from social comprehension. The overall evidence suggests that language, though useful for communication, is not sufficient for communication, and may arguably not have evolved primarily for communicative purposes. [ABSTRACT FROM AUTHOR]

The present study aims to evaluate the distinct patterns of working memory (WM) capacity of children with Developmental Language Disorder (DLD), High-functioning children with Autism Spectrum Disorder (ASD) and children with Down syndrome (DS). More specifically, the current study investigates the complex relationship of fluid intelligence and WM between 39 children with DLD, 20 H igh-functioning children with ASD, and 15 children with DS. All children were evaluated in different measures of Phonological Working Memory, Visual-spatial Working Memory whereas Fluid Intelligence was measured with Raven Progressive Matrices. The result analysis revealed a significant difference among the three groups, both among each function separately and the correlations among them, as well. The results revealed that the DLD groups and High-functioning ASD group exhibited a common picture or an overlap of performances in all Phonological and Visuo-spatial working memory measures, except Backward Digit Recall task. As for the DS group research findings revealed different and unique working memory patterns in comparison to DLD group and High-functioning ASD. Their differences have been studied and further conclusions have been drawn about the different patterns of working memory among the three clinical groups. The implications of these findings are discussed in light of support for learning. The common profile that characterize the two developmental conditions and the distinct pattern of working memory performance in DS group underlies the need for further research in the field.

Students with high-functioning autism spectrum disorder (HASD) have specific challenges that can impede their successful transition from high school to college. The unique expertise of school counselors put them in an ideal position to assist these students with this process. The purpose of this manuscript is to describe the social, communication/self-advocacy, and executive functioning deficits that impact the transition process and identify effective intervention strategies for school counselors. [ABSTRACT FROM AUTHOR]

Individuals with autism spectrum disorders and those with Williams syndrome often have impairments in social behaviors. These two neurodevelopmental disorders are often reputed to be on the opposite ends of the social spectrum, with autistic individuals being socially avoidant and those with Williams syndrome highly social. Most research on children with autism and Williams syndrome has focused on preschool and younger school-age children. The current study assessed school-age children between the ages of 7–14 years with high-functioning autism, Williams syndrome, and neurotypical developing peers. Parents completed the Salk Institute Sociability Questionnaire and the Social Responsiveness Scale, to provide unique insights into social functioning and tap into different behavioral areas, social approach behaviors, and social responsiveness. This study provides additional evidence that young children with autism and Williams syndrome continue to show divergent social-behavioral tendencies at school-age, despite controlling for age and intellect. Results of this study better elucidate disparities as well as commonalities across school-age children with neurodevelopmental disorders and their typically developing peers, providing insight into everyday social functioning. [ABSTRACT FROM AUTHOR]

Catatonia is a psychomotor syndrome with specific clusters of speech, behavioral and motor features. Although potentially life-threatening, especially in its malignant form accompanied with autonomic dysregulation and medical complications, it is a treatable condition, when promptly identified. For a long time catatonia was considered a marker of schizophrenia, thus limiting the possibility of diagnosis and treatment. Due to growing awareness and studies on the subject, it is now known that catatonia can occur in the context of a number of diseases, including psychotic, affective and neurodevelopmental disorders. In recent years, there's been a renewed interest in the recognition and definition of catatonia in neurodevelopmental disorders, such as Autism Spectrum Disorder (ASD), where the differential diagnosis poses great challenges, given the considerable overlapping of signs and symptoms between the conditions. We present the case of a 15 year old boy with High Functioning ASD with a sudden onset of severe catatonic symptoms and the co-existence of psychotic symptoms, whose complex clinical course raises many questions on the differentiation and relation of said disorders.

Catatonia is a psychomotor syndrome with specific clusters of speech, behavioral and motor features. Although potentially life-threatening, especially in its malignant form accompanied with autonomic dysregulation and medical complications, it is a treatable condition, when promptly identified. For a long time catatonia was considered a marker of schizophrenia, thus limiting the possibility of diagnosis and treatment. Due to growing awareness and studies on the subject, it is now known that catatonia can occur in the context of a number of diseases, including psychotic, affective and neurodevelopmental disorders. In recent years, there's been a renewed interest in the recognition and definition of catatonia in neurodevelopmental disorders, such as Autism Spectrum Disorder (ASD), where the differential diagnosis poses great challenges, given the considerable overlapping of signs and symptoms between the conditions. We present the case of a 15 year old boy with High Functioning ASD with a sudden onset of severe catatonic symptoms and the co-existence of psychotic symptoms, whose complex clinical course raises many questions on the differentiation and relation of said disorders. [ABSTRACT FROM AUTHOR]

Background and purpose: Theory of Mind (TOM) is a cognitive ability to understand the beliefs, emotions, and desires of oneself and others, and its development is associated with proper development of other cognitive skills, including language. This study aimed at investigating the relationship between language and TOM and comparing the grammatical and lexical performances and TOM skills between children with high-functioning autism (HFA) and developmental language disorder (DLD) and typically developing (TD) children. Materials and methods: A cross-sectional study was carried out in 50 children aged 6-11 years old, native speakers of Persian language, with DLD (n= 14) and HFA (n= 11), and in TD (n= 25) children. Assessment of language skills was done by lexical and syntactic indicators obtained from the analysis of narrative speech sample and Persian grammar expression test (PEGT) and TOM skills using Persian mind theory test. Data were analyzed in SPSS V22 using ANOVA, Pearson Correlation, KruskalWallis test, and Spearman correlation. Results: There were no significant differences in most grammatical, lexical, and TOM scores between children with DLD and HFA (P<0.05), but the performances of both groups were found to be significantly lower than TD children (P>0.05). Significant correlation was observed between overall scores and TOM and PEGT scores in all three groups (P< .05). Conclusion: The current study revealed that children with HFA and DLD have weaker TOM skills than TD children which could be due to their language deficits. [ABSTRACT FROM AUTHOR]

This literature review aims to explore religiosity, faith, and related beliefs in autistic adolescents. The term religiosity was used interchangeably with various related concepts such as faith, spirituality, and religious beliefs, and a broader, multifaceted approach encompassing the cognitive, subjective, social, cultural, and emotional domains of religiosity is analyzed in this population subgroup. In alignment with the neurodiversity paradigm, this review endeavors to adopt an inclusive lens toward autism spectrum conditions, appreciating the spectrum of cognitive and behavioral differences and highlighting the importance of recognizing strengths and challenges alike, reflecting the nuanced discourse surrounding neurodiversity and autism spectrum conditions. However, terms such as "high-functioning autism" and "disorder" were used where needed to reflect the journals included in the review. A systematic search was conducted by accessing academic search engines such as APA PsycInfo, APA PsycArticles, APA PsycTests, and PubMed. Only peer-reviewed articles written in English and performed on human subjects were included using strict inclusion and exclusion criteria. Several recurring themes were identified from the 13 articles selected after review for relevance and quality. The most important finding was the association of different terminologies and features while exploring "religiosity in autism." Thirty-nine key themes were identified, which were grouped into six major themes. These were religious faith, spirituality, and its expression in autistic adolescents; religious behaviors and practices of autistic adolescents; cognition and religion in autistic teens; social and cultural influences on religiosity in autistic young ones; parents' and carers' influence, perspectives, and experiences about faith and spirituality on autistic adolescents; and perceived benefits of faith to autistic teens: parents and adolescent perspectives. Looking at the concept of religiosity and spirituality as a whole, it can be inferred from the available research included in this review that religiosity (cognitive abilities, behaviors, and experiences) in a subset of autistic adolescents (high-functioning autism) might not be significantly subdued as compared to neurotypical adolescents. However, there is not enough research to conclude the same or the opposite for autistic adolescents in general. When found, reserved religiosity could be attributed to a plethora of factors, and decreased mental ability or mentalization, empathy, or imagination did not seem to be the sole or primary predictors or contributors to religiosity. The role of culture, parents, carers, and religious affiliations was significant and might be a stronger contributor to religiosity and its expression than other previously argued predictors like mentalization. Many autistic teens and their carers regard religiosity and spirituality as essential domains in their and their children's lives, want their children to be given opportunities to be a part of religious groups and affiliations, and look forward to government, religious, and healthcare authorities actively supporting them in this domain. The findings call for policymakers, religious leaders, and stakeholders to devise strategies for inclusion and support for autistic adolescents. The possible role of religion as a resource and coping strategy for these children and their families is worth exploring., Competing Interests: Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Hayat et al.)

Asmaa Bakroon,1 Vasudevan Lakshminarayanan1–3 1Theoretical and Experimental Epistemology Laboratory, School of Optometry and Vision Science, University of Waterloo, Waterloo, ON, Canada; 2Departments of Physics and Systems Design Engineering, University of Waterloo, Waterloo, ON, Canada; 3Department of Computer Engineering, University of Waterloo, Waterloo, ON, Canada Abstract: There is a rapid increase in the number of individuals with high-functioning autism (HFA). Research on motion perception in HFA has shown deficits in processing motion information at the higher visual cortical areas (V5/middle temporal). Several hypotheses have been put forth to explain these deficits as being due to enhanced processing of small details at the expense of the global picture or as a global integration abnormality. However, there is a lot of variability in the results obtained from experiments designed to study motion in adults with autism. These could be due to the inherent diagnostic differences within even the same range of the autism spectrum and/or due to comparison of different experimental paradigms whose processing by the same visual neural areas could be different. In this review, we discuss the various results on motion processing in HFA, as well as the theories of motion perception in autism. Keywords: autism-spectrum disorder, high-functioning autism, motion perception, biological motion, form perception, random-dot kinematogram, local motion, global motion

More and more high functioning pupils with autism spectrum disorder (ASD) are finishing school, graduating and entering higher education, but in Poland the exact number of these students is still unknown. For academics, especially outside the field of pedagogy and psychology, it is a major challenge to work with students with such dysfunctions. This can activate the social labelling process and negative stigmatisation on the part of people who do not have the knowledge and ability to interact with people with autistic traits. This, in turn, can contribute to perpetuating the stigmatic identity of non‑neurotypical students. This article is exploratory. Its purpose is to present the complexity of the situation of students with ASD within the exceptional environment of a university. The inspiration was a controversial article published in a newspaper which evoked a media debate on this issue and activated the process of objectification of social representations of non‑neurotypical adults, especially those with autistic traits. This article focuses on media discourse caused by the controversial article: articles, letters, and responses published in newspapers and newspaper forums; it also comments on legal regulations and assistance programmes. Keywords:

BACKGROUND: A major concern that is being increasingly addressed in modern educational environments is the ability to present equal accessibility opportunities to students with neurodevelopmental conditions and disorders as for typically developing children. OBJECTIVE: The main objective of the paper is to employ innovative technological advancements merged with evidence-based practices in order to teach, improve and generalise social skills for children with neurodevelopmental disorders, specifically children with High Functioning Autism (HFA) as well as children with Attention Deficit Disorder (ADD). METHODS: The development of a personalized solution adapted to the needs of each student is proposed. The platform will be composed of three main modules (Content Management, Emotional Analysis and Personalization). The target group is students of the Primary Years Program and Middle Years Program. EXPECTED RESULTS: Improved communicational and interactional capability of people with disabilities and facilitate social innovation; more affordable technologies and products that support interactions for people with disabilities, and new generation of services that are highly adaptable and personalisable to individual contexts. CONCLUSIONS: In order to achieve the optimum output/result of the system the procedure need to be implemented and reviewed by all involved parties. [ABSTRACT FROM AUTHOR]

Introduction: Cognitive impairments are common in both Autism Spectrum Disorders (ASD) and schizophrenia, but it is unclear whether the pattern of difficulties is similar or different in the two disorders. This cross-sectional and longitudinal study compared the neuropsychological functioning in adolescents with ASD with adolescents with Early Onset Schizophrenia (EOS). Methods: At baseline and at two-year follow-up, participants were assessed with a brief neuropsychological test battery measuring executive functions, visual and verbal learning, delayed recall and recognition and psychomotor speed. Results: We found similar levels of neuropsychological impairment across groups and over time in the adolescents with ASD or EOS. Adolescents in both groups did not improve significantly on verbal learning, verbal delayed recall, visual learning, visual delayed recall or visual delayed recognition, and both groups performed poorer on verbal recognition. Both groups improved on measures of psychomotor processing and executive functions. Conclusion: The findings suggest that it may be difficult to differentiate adolescents with EOS and ASD based on neuropsychological task performance. An implication of the results is that adolescents with either disorder may benefit from a similar approach to the treatment of cognitive impairment in the disorders. [ABSTRACT FROM AUTHOR]

In this article, the author, Head of Learning Support in an international school, presents a study of attempts to improve the inclusion of a student with high functioning autism (HFA) and Attention Deficit Hyperactivity Disorder (ADHD). Following a request from the student for support with disclosure, the methodology involved working with the parents of the student to produce a Powerpoint presentation for students and staff to develop awareness. This was followed by a questionnaire to evaluate any impact of this enhanced knowledge. 21 teachers responded and the viewpoint of students was also sampled. Recommendations to improve understanding for staff and students and implications for further integration are discussed. [ABSTRACT FROM AUTHOR]

The similarities between high functioning autism (HFA) and schizotypal–schizoid personality disorder (SSPD) in terms of social cognition and interpersonal deficits may lead to confusion in symptom interpretation, and consequently result in misdiagnosis. Thus, this study aims to investigate differences in mentalizing with particular interest on the socio-cognitive and socio-affective dimensions. Three Advanced Theory of Mind (ToM) tests were applied in 35 patients with HFA, 30 patients with SSPD and 36 healthy controls. Individuals with HFA showed greater impairment and no dissociation between affective and cognitive ToM components. Conversely, SSPD individuals displayed less difficulties but greater impairments on the cognitive component. Beyond the replicability of ToM impairment in HFA individuals, our findings suggest more impaired cognitive ToM in SSPD participants which further support the sequence of mentalizing development build upon different chronological stages. [ABSTRACT FROM AUTHOR]

Copyright of ALTER: European Journal of Disability Research, Journal Europeen de Erche sur le Handicap is the property of European Society for Disability Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Highlights • To examine the nature of psychiatric symptoms in ASD subjects with normal intelligence. • Retrospective chart review of persons diagnosed with HFA spectrum disorders. • Observed high rates of psychiatric comorbidity in subjects with HFA spectrum disorders. • Common comorbidities observed in our study were OCD, BD, psychotic spectrum disorders. • Comorbid symptoms showed minimal response to treatment. Abstract Background The literature on co-morbid psychiatric illnesses in adults with high-functioning autism (HFA) spectrum disorder is sparse. Purpose To examine the nature of psychiatric comorbidity and treatment response in adults with HFA spectrum disorder. Materials and Methods Case records of subjects (age ≥17 years) who presented over a period of 16 years with primary psychiatric symptoms and further detected to have an HFA spectrum disorder, were analyzed. Autism spectrum disorders (ASD) along with near normal to normal verbal communication and general intelligence were considered as HFA spectrum disorders. Results 33 subjects met the study criteria. Nine subjects (27%) were diagnosed to have an underlying Asperger's syndrome and the rest 24 (73%) had pervasive developmental disorders unspecified (PDD NOS). None of the subjects were diagnosed to be suffering from ASD prior to the visit to our hospital. Mean age at the time of psychiatric consultation was 22.7 (s.d=4.8) years and mean age at the onset of psychiatric comorbidity was 16.48 (s.d=4.4) years. Nearly half of the sample had more than one type of psychiatric illness. Most common lifetime psychiatric diagnosis was obsessive-compulsive disorder (OCD) (n=16, 48.4%). Bipolar disorder (BD) was the second most common type of psychiatric manifestation (n=13, 39.3%) followed by psychotic spectrum disorders (n=9, 27.2%). Overall response to treatment was minimal. Conclusions Individuals with HFA spectrum disorders suffer from multiple psychiatric comorbidities. OCD is the most common type of psychiatric comorbidity followed by BD and psychotic spectrum disorders. Comorbid psychiatric illnesses in individuals with HFA show poor response to treatment. [ABSTRACT FROM AUTHOR]

Since Hans Asperger's first description (Arch Psych Nervenkrankh 117:76-136, 1944), through Lorna Wing's translation and definition (Psychol Med 11:115-129, 1981), to its introduction in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM, 1994), Asperger Syndrome has always aroused huge interest and debate, until vanishing in the DSM fifth edition (2013). The debate regarded its diagnostic validity and its differentiation from high functioning autism (HFA). The present study aimed to examine whether AS differed from HFA in clinical profiles and to analyze the impact of DSM-5's innovation. Differences in cognitive, language, school functioning and comorbidities, were revealed when 80 AS and 70 HFA patients (3-18 years) were compared. Results suggested that an AS empirical distinction within autism spectrum disorder should be clinically useful. [ABSTRACT FROM AUTHOR]

Objective Communication deficiency is one of the diagnostic criteria for autism, which leads to difficulty in learning speech and linguistic skills. Nowadays, it is common to use play therapy for supporting children with autism. Play therapy is an active approach that helps a child to reveal his conscious and unconscious feelings through playing. The present study aimed to determine the effectiveness of group play therapy on the communication skills of children with high functioning autism. Materials & Methods The present research was an experimental study, including a pretest and posttest design with a control group. Twelve 5-8 years old boys with high functioning autism were selected purposively from the Autism Charity Foundation in Tehran in 2013. All subjects were included according to get a diagnose of high functioning autism, literacy of parents to complete the questionnaire, lack of sensory disorders such as visual or auditory disorders, lack of physical or motor disorders such as cerebral palsy, not attending to the same play therapy intervention program simultaneously. All subjects were assigned randomly to the experimental and control groups (6 children in each group). The experimental group participated in 20 sessions (three times a week; 45 to 60 minutes for each session) and received group play therapy along with the routine program (mental and physical occupational therapy, and speech therapy). However, the control group received only the routine program. The communication skills of all the children were evaluated using the Gilliam Autism Rating Scale (GARS) before, at 20th session, and 2 months after the intervention. The collected data from two situations (pre-test, post-test) were analyzed by analysis of covariance. Repeated measure test was used to determine the lasting effect of group play therapy on the communication of boys after two months follow-up. Results The findings of the analysis of covariance showed that the group play therapy significantly influenced the communication of male children with high functioning autism. In addition, it was found that the effects of the group play therapy lasted significantly on the communication skills of the children even at two months follow-up (P