The School‐Age Child with an Autistic Spectrum Disorder

Loveland, Katherine A.; Tunali‐Kotoski, Belgin

doi:10.1002/9780470939345.ch9

Cited by 77 publications

(73 citation statements)

References 229 publications

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“…Children with HFA/AS produce fewer affective expressions and are often believed to be unconcerned with the feelings of others (Loveland and Tunali-Kotoski 2005). Compared with adolescents with HFA/AS, younger children with HFA/AS have demonstrated increased difficulty recognizing basic facial expressions and affect of others, as well as understanding complex emotions (Kuusikko et al 2009).…”

Section: Core Deficits Areas For Individuals With Hfa/asmentioning

confidence: 97%

“…Children with HFA/AS have a reduced ability to interpret social situations when required to attend to multiple aspects of a situation (Loveland and Tunali-Kotoski 2005), and show poor performance in inhibition of social responses, working memory for facial expressions, cognitive flexibility/ shifting, and vigilance to interpret contextual cues for social interactions (Corbett et al 2009;Ozonoff et al 1991;Ozonoff et al 2005). Deficits in these areas impact everyday social functioning (Fiefer and Rattan 2007), become more pronounced as children age, and may begin influencing other areas of overall functioning (Ozonoff et al 2005).…”

Section: Core Deficits Areas For Individuals With Hfa/asmentioning

confidence: 99%

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Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism

Stichter

O’Connor

Herzog

et al. 2011

J Autism Dev Disord

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Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS present unique challenges relating to peers, interpreting complex contextual cues, and transitioning across settings. A paucity of social interventions exist that target elementary-age children with HFA/AS and their combination of core social competence deficit areas: theory of mind (ToM), emotional recognition, and executive functioning. The current study expanded on the Social Competence Intervention (for adolescents; SCI-A), as detailed in Stichter et al. (J Autism Dev Disorders 40:1067-1079, 2010), by adjusting the curriculum to meet the needs of an elementary population. Results indicate significant improvements on direct assessments measuring theory of mind and problem solving, and parent perceptions of overall social abilities and executive functioning for 20 students, aged 6-10, with HFA/AS. The elementary SCI program appears promising, however, additional replications are necessary including expansion to school settings.

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Section: Core Deficits Areas For Individuals With Hfa/asmentioning

confidence: 97%

Section: Core Deficits Areas For Individuals With Hfa/asmentioning

confidence: 99%

Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism

Stichter

O’Connor

Herzog

et al. 2011

J Autism Dev Disord

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“…Examination of the settings in which the behaviors arise may provide further insight into motivation with the possibility that children engage in familiar repetitive behavior in situations that cause anxiety. Cognitive limitations specific to autism (e.g., difficulty generating new solutions to problems, or to coping when overwhelmed by demands) are also likely to result in anxiety (Loveland and Tunali-Kotoski 2005).…”

Section: S= Sensory X= Anxietymentioning

confidence: 99%

“…In this study, a further 4 items designed to reflect the attempt to reduce anxiety were added to the MAS. These questions were based on the symptoms of anxiety reported in individuals with autism and include: resistance to change; being easily upset; presence of tantrums, fearfulness, tenseness; agitation and irritability (Brereton et al 2006;Loveland and Tunali-Kotoski 2005). The revised MAS items were divided into two groups with the sensory and anxiety items forming one 8-item construct of intrinsic motivators and the escape, attention and to gain a tangible object items forming a 12-item construct of extrinsic motivators.…”

Section: Instrumentmentioning

confidence: 99%

Intrinsic and Extrinsic Motivation for Stereotypic and Repetitive Behavior

Joosten

Bundy

Einfeld

2008

J Autism Dev Disord

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This study provides evidence for intrinsic and extrinsic motivators for stereotypical and repetitive behavior in children with autism and intellectual disability and children with intellectual disability alone. We modified the Motivation Assessment Scale (MAS) (1988b); dividing it into intrinsic and extrinsic measures and adding items to assess anxiety as an intrinsic motivator. Rasch analysis of data from 279 MASs (74 children) revealed that the items formed two unidimensional scales. Anxiety was a more likely intrinsic motivator than sensory seeking for children with dual diagnoses; the reverse was true for children with intellectual disability only. Escape and gaining a tangible object were the most common extrinsic motivators for those with dual diagnoses and attention and escape for children with intellectual disability.

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“…Although DSM-IV does not allow the formal diagnosis of ADHD in a child with an ASD, recent findings suggest that significant ADHD symptomatology (i.e., inattention, hyperactivity, and impulsivity) may be present in up to 78% of children and adolescents with ASDs (Gadow et al 2006; Lee and Ousley 2006;Reiersen et al 2007;Guerts et al 2008;Reiersen et al 2008;Sinzig et al 2008). Comorbid symptomatology such as ADHD can seriously undermine educational and social functioning in children with ASDs, and by late elementary school, may rival the core symptoms of autism itself in terms of impairment (Loveland et al 2005;Pearson et al 2006).…”

Section: Attention-deficit/hyperactivity Disorder (Adhd) Symptoms In Asdmentioning

confidence: 99%

High Concordance of Parent and Teacher Attention-Deficit/Hyperactivity Disorder Ratings in Medicated and Unmedicated Children with Autism Spectrum Disorders

Pearson

Aman

Arnold

et al. 2012

Journal of Child and Adolescent Psychopharmacology

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Objective: Parent and teacher ratings of core attention-deficit/hyperactivity disorder (ADHD) symptoms, as well as behavioral and emotional problems commonly comorbid with ADHD, were compared in children with autism spectrum disorders (ASD). Method: Participants were 86 children (66 boys; mean: age = 9.3 years, intelligence quotient [IQ] = 84) who met American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) criteria for an ASD on the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS). Parent and teacher behavioral ratings were compared on the Conners' Parent and Teacher Rating Scales (CPRS-R; CTRS-R). The degree to which age, ASD subtype, severity of autistic symptomatology, and medication status mediated this relationship was also examined. Results: Significant positive correlations between parent and teacher ratings suggest that a child's core ADHD symptoms-as well as closely related externalizing symptoms-are perceived similarly by parents and teachers. With the exception of oppositional behavior, there was no significant effect of age, gender, ASD subtype, or autism severity on the relationship between parent and teacher ratings. In general, parents rated children as having more severe symptomatology than did teachers. Patterns of parent and teacher ratings were highly correlated, both for children who were receiving medication, and for children who were not. Conclusions: Parents and teachers perceived core symptoms of ADHD and closely-related externalizing problems in a similar manner, but there is less agreement on ratings of internalizing problems (e.g., anxiety). The clinical implication of these findings is that both parents and teachers provide important behavioral information about children with ASD. However, when a clinician is unable to access teacher ratings (e.g., during school vacations), parent ratings can provide a reasonable estimate of the child's functioning in these domains in school. As such, parent ratings can be reliably used to make initial diagnostic and treatment decisions (e.g., medication treatment) regarding ADHD symptoms in children with ASDs.

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The School‐Age Child with an Autistic Spectrum Disorder

Cited by 77 publications

References 229 publications

Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism

Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism

Intrinsic and Extrinsic Motivation for Stereotypic and Repetitive Behavior

High Concordance of Parent and Teacher Attention-Deficit/Hyperactivity Disorder Ratings in Medicated and Unmedicated Children with Autism Spectrum Disorders

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