Autism and Learning Disability

O’Brien, Gregory; Pearson, Joanne

doi:10.1177/1362361304042718

Cited by 137 publications

(83 citation statements)

References 49 publications

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“…A major difference from many other clinics is the low rates of learning disability in this sample (Matson and Shoemaker, 2009;O'Brien and Pearson, 2004). This largely reflects the remit of the ADRC, which does not typically see adults with learning disability.…”

Section: Discussionmentioning

confidence: 77%

Demographic and Cognitive Profile of Individuals Seeking a Diagnosis of Autism Spectrum Disorder in Adulthood

Happé

Mansour

Barrett³

et al. 2016

J Autism Dev Disord

111

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Section: Discussionmentioning

confidence: 77%

Demographic and Cognitive Profile of Individuals Seeking a Diagnosis of Autism Spectrum Disorder in Adulthood

Happé

Mansour

Barrett³

et al. 2016

J Autism Dev Disord

111

View full text Add to dashboard Cite

“…Consistent with previous findings, linking KS status and intelligence with cognitive performance (Bender, Linden, & Harmon, 2001; Bender, Linden, & Robinson, 1993; Boada, Janusz, Hutaff‐Lee, & Tartaglia, 2009; Kompus et al., 2011; O'Brien & Pearson, 2004; Ross et al., 2008; Walzer, Bashir, & Silbert, 1990), this research represents a relatively rare biopsychosocial examination of cognitive performance among individuals with chromosomal abnormalities and, to the best of our knowledge, the first such examination among patients with KS. These results also help explain cognitive deficits among patients with KS by identifying the central—though not necessarily exclusive—role of intelligence in this process.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, while intelligence may influence imagination, the reverse is also possible. The directionality of these and other relationships can be assessed more directly by future longitudinal research, including tracking of developmental trajectories (e.g., through growth‐curve modeling) of these factors among patients with KS and other populations associated with cognitive impairment, including Down′s syndrome (Roizen & Patterson, 2003), Turner syndrome (Berkovitz, Stamberg, Plotnick, & Lanes, 1983), Prader Willi syndrome (Curfs & Fryns, 1992), and autism spectrum disorders (ASDs) (O'Brien & Pearson, 2004; Stichter et al., 2012). …”

Section: Discussionmentioning

confidence: 99%

The role of genes, intelligence, personality, and social engagement in cognitive performance in Klinefelter syndrome

et al. 2017

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IntroductionThe determinants of cognitive deficits among individuals with Klinefelter syndrome (KS) are not well understood. This study was conducted to assess the impact of general intelligence, personality, and social engagement on cognitive performance among patients with KS and a group of controls matched for age and years of education.MethodsSixty‐nine patients with KS and 69 controls were assessed in terms of IQ, NEO personality inventory, the Autism Spectrum Quotient (AQ) scale, and measures of cognitive performance reflecting working memory and executive function.ResultsPatients with KS performed more poorly on memory and executive‐function tasks. Patients with KS also exhibited greater neuroticism and less extraversion, openness, and conscientiousness than controls. Memory deficits among patients with KS were associated with lower intelligence, while diminished executive functioning was mediated by both lower intelligence and less social engagement.ConclusionOur results suggest that among patients with KS, memory deficits are principally a function of lower general intelligence, while executive‐function deficits are associated with both lower intelligence and poorer social skills. This suggests a potential influence of social engagement on executive cognitive functioning (and/or vice‐versa) among individuals with KS, and perhaps those with other genetic disorders. Future longitudinal research would be important to further clarify this and other issues discussed in this research.

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“…Further, individuals with ASD often evidence challenging behaviors, such as aggression, self-injury, and stereotypies. These behaviors are often more prevalent in individuals with more severe ASD and lower levels of cognitive functioning (O'Brien & Pearson, 2004). Thus, although we discuss the importance of neuroscience in research on intervention in ASD, the collection of such data will likely require researchers to spend more time, additional effort, and have a solid history of experience with neuroscience methods with typical populations before applying them to ASD populations.…”

Section: Neuroscience Studies On Asd: the Challengementioning

confidence: 99%

Using neuroscience as an outcome measure for behavioral interventions in Autism spectrum disorders (ASD): A review

Stavropoulos

2017

Research in Autism Spectrum Disorders

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A B S T R A C TThough medications have proven effective in improving associated symptoms of autism spectrum disorder (ASD), behavioral interventions remain the most effective method of improving core symptoms (e.g. social communication, restricted and repetitive behaviors) in this population. Although the cause remains unknown, research provides evidence that ASD is a neurologically based disorder, with differences in brain activity contributing to observed social difficulties. Given the above, along with recent publications underscoring the importance of utilizing neuroscience to measure changes associated with intervention in ASD, it is surprising that studies that measure neurological changes in response to behavioral interventions remain quite rare. Using systematic searches of the PsychINFO and MEDLINE databases, the current review summarizes the extant literature on neural changes in response to behavioral interventions in ASD, and compares the state of the literature in ASD with other disorders such as anxiety, depression, and schizophrenia. We conclude that research utilizing neuroscience to measure changes in response to behavioral interventions in ASD is lacking, and suggest that future research make integrating these two lines of research a priority.

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Autism and Learning Disability

Cited by 137 publications

References 49 publications

Demographic and Cognitive Profile of Individuals Seeking a Diagnosis of Autism Spectrum Disorder in Adulthood

Demographic and Cognitive Profile of Individuals Seeking a Diagnosis of Autism Spectrum Disorder in Adulthood

The role of genes, intelligence, personality, and social engagement in cognitive performance in Klinefelter syndrome

Using neuroscience as an outcome measure for behavioral interventions in Autism spectrum disorders (ASD): A review

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