Testing the Extreme Male Brain Theory of Autism Spectrum Disorder in a Familial Design

2014 ◽  
Vol 7 (4) ◽  
pp. 491-500 ◽  
Author(s):  
Ingeborg Hauth ◽  
Yvette G. E. de Bruijn ◽  
Wouter Staal ◽  
Jan K. Buitelaar ◽  
Nanda N. Rommelse
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Extreme Male Brain ◽  
Brain Theory ◽  
Extreme Male Brain Theory

scholarly journals Autistic traits, empathizing-systemizing, and gender variance

2020 ◽  
Author(s):  
Olivia Hendriks ◽  
Yimeng Wei ◽  
Varun Warrier ◽  
Gareth Richards
Keyword(s):  
Autistic Traits ◽  
Autism Spectrum ◽  
Autism Spectrum Quotient ◽  
Gender Variance ◽  
Gender Variant ◽  
Sexual Orientations ◽  
Extreme Male Brain ◽  
Brain Theory ◽  
And Gender ◽  
Extreme Male Brain Theory

Previous research indicates a link between autism and gender variance, though the basis for this association is not fully understood. The current study examined autistic traits (as measured by the Autism Spectrum Quotient [AQ]) and empathizing and systemizing (as measured by the Empathizing Quotient-Short [EQ-S] and Systemizing Quotient-Short [SQ-S]) in a sample of n=89 UK adults representing a broad range of gender identities and sexual orientations. Compared with cisgender individuals (i.e. those who identify as the same gender as that assigned at birth), gender variant participants had significantly higher AQ and SQ-S scores, and stronger systemizing relative to empathizing (D-score). Further analysis revealed that there were significant differences between cisgender females and those assigned female at birth who do not identify as female (transgender AFAB), but not between cisgender males and those assigned male at birth who do not identify as male (transgender AMAB). These findings are broadly in line with the extreme male brain theory of autism, and may be relevant for developing effective support for gender variant and/or autistic individuals.

scholarly journals Testing the ‘Extreme Female Brain’ Theory of Psychosis in Adults with Autism Spectrum Disorder with or without Co-Morbid Psychosis

PLoS ONE ◽  
2015 ◽  
Vol 10 (6) ◽  
pp. e0128102 ◽  
Author(s):  
Felicity V. Larson ◽  
Meng-Chuan Lai ◽  
Adam P. Wagner ◽  
Simon Baron-Cohen ◽  
Anthony J. Holland ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adults With Autism ◽  
Female Brain ◽  
Brain Theory

scholarly journals Absence of sex differences in mental rotation performance in autism spectrum disorder

Autism ◽  
2017 ◽  
Vol 22 (7) ◽  
pp. 855-865 ◽  
Author(s):  
Melanie S Rohde ◽  
Alexandra L Georgescu ◽  
Kai Vogeley ◽  
Rolf Fimmers ◽  
Christine M Falter-Wagner
Keyword(s):  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
Mental Rotation ◽  
Psychometric Function ◽  
Sex Difference ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Cognitive Profile ◽  
Typically Developing ◽  
Extreme Male Brain

Mental rotation is one of the most investigated cognitive functions showing consistent sex differences. The ‘Extreme Male Brain’ hypothesis attributes the cognitive profile of individuals with autism spectrum disorder to an extreme version of the male cognitive profile. Previous investigations focused almost exclusively on males with autism spectrum disorder with only limited implications for affected females. This study is the first testing a sample of 12 female adults with high-functioning autism spectrum disorder compared to 14 males with autism spectrum disorder, 12 typically developing females and 14 typically developing males employing a computerised version of the mental rotation test. Reaction time and accuracy served as dependent variables. Their linear relationship with degree of rotation allows separation of rotational aspects of the task, indicated by slopes of the psychometric function, and non-rotational aspects, indicated by intercepts of the psychometric function. While the typical and expected sex difference for rotational task aspects was corroborated in typically developing individuals, no comparable sex difference was found in autism spectrum disorder individuals. Autism spectrum disorder and typically developing individuals did not differ in mental rotation performance. This finding does not support the extreme male brain hypothesis of autism.

scholarly journals The extreme male brain revisited: gender coherence in adults with autism spectrum disorder

2012 ◽  
Vol 201 (2) ◽  
pp. 116-123 ◽  
Author(s):  
Susanne Bejerot ◽  
Jonna M. Eriksson ◽  
Sabina Bonde ◽  
Kjell Carlström ◽  
Mats B. Humble ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autistic Traits ◽  
Total Sample ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Control Group ◽  
Facial Features ◽  
Autism Spectrum Quotient ◽  
Testosterone Levels ◽  
Extreme Male Brain

BackgroundThe ‘extreme male brain’ theory suggests that autism spectrum disorder (ASD) is an extreme variant of male intelligence. However, somewhat paradoxically, many individuals with ASD display androgynous physical features regardless of gender.AimsTo assess physical measures, supposedly related to androgen influence, in adults with and without ASD.MethodSerum hormone levels, anthropometry, the ratio of 2nd to 4th digit length (2D:4D) and psychiatric symptomatology were measured in 50 adults with high-functioning ASD and age- and gender-matched neurotypical controls. Photographs of face and body, as well as voice recordings, were obtained and assessed with respect to gender coherence, blindly and independently, by eight assessors.ResultsWomen with ASD had higher total and bioactive testosterone levels, less feminine facial features and a larger head circumference than female controls. Men in the ASD group were assessed as having less masculine body characteristics and voice quality, and displayed higher (i.e. less masculine) 2D:4D ratios, but similar testosterone levels to controls. Androgynous facial features correlated strongly and positively with autistic traits measured with the Autism-Spectrum Quotient in the total sample. In males and females with ASD dehydroepiandrosterone sulfate did not decrease with age, in contrast to the control group.ConclusionsWomen with ASD had elevated testosterone levels and several masculinised characteristics compared with controls, whereas men with ASD displayed several feminised characteristics. Our findings suggest that ASD, rather than being characterised by masculinisation in both genders, may constitute a gender defiant disorder.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Allison Gladfelter ◽  
Cassidy VanZuiden
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Social Responsiveness ◽  
Contributing Factors ◽  
Children With Asd ◽  
Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

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