Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development

2013 ◽  
Vol 55 (4) ◽  
pp. 363-373 ◽  
Author(s):  
Nirit Bauminger-Zviely ◽  
Eynat Karin ◽  
Yael Kimhi ◽  
Galit Agam-Ben-Artzi
Keyword(s):  
Autism Spectrum Disorder ◽  
High Functioning Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typical Development ◽  
High Functioning ◽  
Peer Conversation

Attention and written expression in school-age, high-functioning children with autism spectrum disorders

Autism ◽  
2016 ◽  
Vol 22 (3) ◽  
pp. 245-258 ◽  
Author(s):  
Matthew C Zajic ◽  
Nancy McIntyre ◽  
Lindsay Swain-Lerro ◽  
Stephanie Novotny ◽  
Tasha Oswald ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
High Functioning Autism ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typical Development ◽  
Adhd Symptoms ◽  
Writing Difficulties ◽  
High Functioning ◽  
Hyperactivity Disorder

High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties.

scholarly journals Motor Imagery of Typical and High-Functioning Autism Spectrum Disorder Children: Developmental Changes

2020 ◽  
Author(s):  
Saeid Ahar ◽  
Farhad Ghadiri ◽  
Abbas Bahram ◽  
Mehran Karimi
Keyword(s):  
Autism Spectrum Disorder ◽  
Reaction Time ◽  
Motor Imagery ◽  
High Functioning Autism ◽  
Statistical Tests ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developmental Changes ◽  
Typical Development ◽  
High Functioning

Introduction: There are significant interactions between motor and cognitive development through life span. Investigation of cognitive processes and behavioral infrastructure is very valuable, so the present study aimed to determine the developmental changes of motor imagery in typical and high functioning autism spectrum disorder children aged 8 to 12 years. Methods: The present study was a semi- quasi one that done in a cross - sectional design. 40 children aged 8 to 10 and 40 children aged 10 to 12 years (in each age group 20 autism spectrum disorder (ASD) and 20 typical development (TD)), who matched in terms of age and IQ, were selected purposefully and accessibly selected and participated in the research voluntarily. To investigate the motor imagery, the hand rotation paradigm was used in the form of 3-D software. After calculating the reaction time and the number of errors related to the medial and lateral stimuli, repeated measures ANOVA used to analyze the reaction time data and the Mann Whitney U test used to analyze the error numbers data. All statistical tests were performed using SPSS software version 21. Results: The findings showed that the typical development (TD) group decreased its reaction time (P=0.001) and number of errors (P=0.001) by age increasing, which was not seen in the autism spectrum disorder (ASD) group. Conclusion: It seems that the cognitive and important processes involved in learning and controlling motor skills will not improve by age and will require specialized interventions and coherent programs for this purpose.

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