Heterogeneity in Learning Style in Asperger Syndrome and High-Functioning Autism

Tsatsanis, Katharine D.

doi:10.1097/00011363-200410000-00004

Cited by 28 publications

(15 citation statements)

References 52 publications

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“…The therapist is encouraged to be imaginative and develop teaching aides and examples that incorporate individuals’ special interests. Many people with ASD struggle with recall of previously learned material out of context, but do quite well when given specific cues or reminders (Tsatsanis 2004). For clients with stronger visual-spatial than verbal abilities, for instance, extra time may be taken to develop imagery (e.g., a cartoon character or symbol) that cues the client to utilize a learned relaxation technique or coping strategy.…”

Section: Development Of the Treatment Programmentioning

confidence: 99%

Development of a Cognitive-Behavioral Intervention Program to Treat Anxiety and Social Deficits in Teens with High-Functioning Autism

White

Albano

Johnson

et al. 2010

Clin Child Fam Psychol Rev

176

100

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Anxiety is a common co-occurring problem among young people with autism spectrum disorders (ASD). Characterized by deficits in social interaction, communication problems, and stereotyped behavior and restricted interests, this group of disorders is more prevalent than previously realized. When present, anxiety may compound the social deficits of young people with ASD. Given the additional disability and common co-occurrence of anxiety in ASD, we developed a manual-based cognitive-behavioral treatment program to target anxiety symptoms as well as social skill deficits in adolescents with ASD [Multimodal Anxiety and Social Skills Intervention: MASSI]. In this paper, we describe the foundation, content, and development of MASSI. We also summarize data on treatment feasibility based on a pilot study that implemented the intervention.

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Section: Development Of the Treatment Programmentioning

confidence: 99%

Development of a Cognitive-Behavioral Intervention Program to Treat Anxiety and Social Deficits in Teens with High-Functioning Autism

White

Albano

Johnson

et al. 2010

Clin Child Fam Psychol Rev

176

100

View full text Add to dashboard Cite

show abstract

“…Though there were some controversies about the differences between HFA and AS, for instance, some studies did not find difference between these two groups in neuropsychological profile or clinical variables (Krurita 1997;Manijiviona and Prior 1999;Miller and Ozonoff 2000) and suggested there was insufficient evidence to establish the validity of AS as a syndrome distinct from HFA (Macintosh and Dissanayake 2004). However, some studies found neuropsychological and communicative ability differences between them (Ehlers et al 1997;Klin et al 1995;Koyama et al 2007), and suggested that AS had better verbal abilities and worse spatial skills in comparison with HFA (Klin et al 1995;Kugler 1998;Tsatsanis 2004). Furthermore, recent neuroimaging studies showed AS had different patterns of brain abnormality compared to HFA (Kwon et al 2004;McAlonan et al 2009McAlonan et al , 2008.…”

Section: Introductionmentioning

confidence: 99%

“…Since AS had better verbal abilities and worse spatial skills J Autism Dev Disord (2010) 40:958-967 959 in comparison with HFA (Klin et al 1995;Kugler 1998;Tsatsanis 2004); and compared with controls, HFA children were found to perform significantly poorer in verbal, but not in non-verbal self-ordered pointing test (Joseph et al 2005), they suggested that children with HFA were deficient in the use of verbal mediation strategies to maintain and monitor goal-related information in working memory. Thus we would like to explore whether individuals with AS could use verbal mediation strategies when performing working memory tasks, and three types of materials were used in n-back (1-back and 2-back) tasks (digits, geometric figures and locations).…”

Section: Introductionmentioning

confidence: 99%

Working Memory in Early-School-Age Children with Asperger’s Syndrome

Cui

Gao

Chen

et al. 2010

J Autism Dev Disord

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Using a battery of working memory span tasks and n-back tasks, this study aimed to explore working memory functions in early-school-age children with Asperger's syndrome (AS). Twelve children with AS and 29 healthy children matched on age and IQ were recruited. Results showed: (a) children with AS performed better in digit and word recall tasks, but worse in block recall task and variant-visual-patterns test; (b) children with AS took longer time in most conditions of n-back tasks, and showed larger effects of task load. These findings indicated imbalance of working memory development in AS children: they had advantage in the phonological loop storing, but disadvantage in the visuospatial sketchpad storing, and partial deficit in central executive.

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“…Sözel becerilerin normal, görsel-alg›sal yeteneklerin ise yetersiz oldu¤u bulgusu klinik olarak bu bireylere yönelik e¤itim programlar›n›n düzenlenmesinde göz önünde tutulmal›d›r (64). AB olan kiflilerin tedavide sözel yaklafl›mlardan (özel sosyal durumlarla ilgili basamak ve sonuçlar› sözel ipuçlar› kullanarak aç›kça ifade etmek, iyi yap›-land›r›lm›fl ve problem odakl› psikoterapi veya dan›flmanl›k, bireysel konuflma vs) daha fazla fayda görece¤i düflünülebilir (64,65). Ayr›ca kiflinin görsel-motor ve görsel-mekansal alandaki özellikleri u¤rafl terapisi ve mesleki planlamada önemli olacakt›r.…”

Section: Tart›flmaunclassified

Asperger Bozukluğu ve Sözel Olmayan Öğrenme Güçlüğü: Bilişsel Profil ve Bellek İşlevlerinin Benzeşmesi

Kılınçaslan¹,

Mukaddes²,

Küçükyazıcı³

et al. 2011

npa

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Objective: Nonverbal learning disability (NVLD) is a condition associated with prominent nonverbal deficits such as reduced perceptual and spatial abilities, while the verbal abilities remain relatively intact. Some researchers have reported that there is a considerable overlap between cognitive and behavioral features of Asperger's Disorder (AD) and NVLD. The present study aimed to assess the hypothesis of the presence of NVLD in AD using a neuropsychological battery, which primarily focused on memory, in a group of children and adolescents from the Turkish population. Methods: 21 individuals, aged 7-16 years, -who referred to Istanbul Medical Faculty Child Psychiatry Department and were diagnosed with AD according to DSM-IV criteria, and 18 age-, gender-, IQ-and education level-matched volunteer controls were evaluated. The Wechsler Intelligence Scale for Children-Revised, California Verbal Learning Test-Children's Version, Rey-Osterrieth Complex Figure Test, and The Benton Judgment of Line Orientation and Facial Recognition tests were administered to the participants. Results: The AD group performed similarly to the controls on verbal memory and verbal comprehension, but was significantly poorer in short-and long-term visual memory, perceptual organization and visuospatial constructional abilities. Conclusion: This study confirmed that the neuropsychological profile of the individuals with AD is closely similar to that of NVLD. (Archives of Neuropsychiatry 2011; 48: 140-6) Key words: Asperger's disorder, Non-verbal learning disorder, neuropsychology, memory ÖZET Amaç: Sözel olmayan ö¤renme güçlü¤ü (SOÖG) sözel becerilerin göreceli olarak korunmas›na karfl›n, alg›sal ve mekansal beceriler gibi sözel olmayan alanda belirgin yetersizliklerin görüldü¤ü bir durumdur. Baz› araflt›rmac›lar Asperger bozuklu¤unun (AB) nöropsikolojik ve davran›flsal fenotipinin SOÖG ile uyumlu oldu¤unu bildirmektedir. Bu çal›flmada AB tan›s› alan çocuk ve ergenlerden oluflan bir grupta, bellek ifllevlerine odakl› bir nöropsikolojik batarya kullan›larak AB'de SOÖG varl›¤› var-say›m›n›n Türkiye'den bir popülasyonda tekrarlanmas› amaçlanm›flt›r. Yöntemler: ‹stanbul T›p Fakültesi Çocuk Ruh Sa¤l›¤› ve Hastal›klar› Anabilim Da-l› poliklini¤ine baflvurarak DSM-IV ölçütlerine göre tan› konulan 7-16 yafl grubundaki 21 AB olgusu ile gönüllü olarak çal›flmaya kat›lan yafl, cinsiyet, IQ ve e¤itim aç›s›ndan uyumlu 18 kontrol olgusu de¤erlendirilmifltir. Kat›l›mc›lara Wechsler Çocuklar ‹çin Zeka Ölçe¤i Gelifltirilmifl Formu, Kaliforniya Sözel Ö¤renme Testi-Çocuk versiyonu, Rey-Osterrieth Karmafl›k fiekil Testi, Benton Çizgilerin Yönünü Belirleme ve Yüz tan›ma Testleri uygulanm›flt›r. Bulgular: AB grubu sözel bellek, sözel kavrama endeksi ve görsel mekansal al-g›da kontrollere benzer performans sergilerken k›sa ve uzun süreli görsel bellek, alg›sal organizasyon, görsel mekansal yap›land›rma alanlar›nda daha bafla-r›s›z olmufltur. Sonuç: Bu çal›flma, AB olgular›n›n nöropsikolojik de¤erlendirmede güçlü ve za-y›f yönler itibariyle SOÖG profili ile büyük...

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Heterogeneity in Learning Style in Asperger Syndrome and High-Functioning Autism

Cited by 28 publications

References 52 publications

Development of a Cognitive-Behavioral Intervention Program to Treat Anxiety and Social Deficits in Teens with High-Functioning Autism

Development of a Cognitive-Behavioral Intervention Program to Treat Anxiety and Social Deficits in Teens with High-Functioning Autism

Working Memory in Early-School-Age Children with Asperger’s Syndrome

Asperger Bozukluğu ve Sözel Olmayan Öğrenme Güçlüğü: Bilişsel Profil ve Bellek İşlevlerinin Benzeşmesi

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