Reduced tract integrity of the model for social communication is a neural substrate of social communication deficits in autism spectrum disorder

2016 ◽  
Vol 58 (5) ◽  
pp. 576-585 ◽  
Author(s):  
Yu-Chun Lo ◽  
Yu-Jen Chen ◽  
Yung-Chin Hsu ◽  
Wen-Yih Isaac Tseng ◽  
Susan Shur-Fen Gau
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Communication Deficits ◽  
Neural Substrate

scholarly journals Developmental social communication deficits in the Shank3 rat model of phelan-mcdermid syndrome and autism spectrum disorder

2018 ◽  
Vol 11 (4) ◽  
pp. 587-601 ◽  
Author(s):  
Elizabeth L. Berg ◽  
Nycole A. Copping ◽  
Josef K. Rivera ◽  
Michael C. Pride ◽  
Milo Careaga ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Rat Model ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Communication Deficits

Co-occurrence of Obsessive-Compulsive Disorder and Autism Spectrum Disorder

2021 ◽  
pp. 332-351
Author(s):  
Saashi A. Bedford ◽  
Michelle Hunsche ◽  
Connor M. Kerns
Keyword(s):  
Autism Spectrum Disorder ◽  
Obsessive Compulsive Disorder ◽  
Social Communication ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Communication Deficits

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social communication deficits and, similar to obsessive-compulsive disorder (OCD), restricted and repetitive behaviors. The restricted, repetitive patterns of behaviors and interests that are characteristic of ASD often resemble the obsessions and compulsions of OCD, which can make it difficult to distinguish or differentiate the two conditions. A common challenge in diagnosing comorbid ASD and OCD is the apparent overlap in symptoms between the two disorders. This chapter discusses the differentiation between OCD and ASD, the assessment and diagnosis of OCD within the context of ASD, and the treatment of this presentation of OCD.

Ethical Considerations in Providing Sexuality Education to People With Autism Spectrum Disorder

2020 ◽  
pp. 1-15
Author(s):  
Peggy J. Schaefer Whitby
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Sexuality Education ◽  
People With Disabilities ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Ethical Considerations ◽  
Communication Deficits ◽  
The Social

Sexuality education is a sensitive topic as the norms surrounding sexuality education differ across cultures. It is even more sensitive when providing education to people with disabilities as society may have misperceptions regarding sexuality for people with disabilities. The social communication deficits for people with ASD make sexuality education for this population even more complex. Given complexity, there are some considerations that parents, teachers, and therapists need to keep in mind when teaching sexuality education to students who have ASD. A brief overview of sexuality education and discussion on ethical considerations is provided.

Emotion Dysregulation in Autism Spectrum Disorder

2018 ◽  
pp. 282-298
Author(s):  
Emily Neuhaus
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Educational Outcomes ◽  
Emotion Dysregulation ◽  
Research Priorities ◽  
Theoretical Models ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder

Autism spectrum disorder (ASD) is defined by deficits in social communication and interaction, and restricted and repetitive behaviors and interests. Although current diagnostic conceptualizations of ASD do not include emotional difficulties as core deficits, the disorder is associated with emotion dysregulation across the lifespan, with considerable implications for long-term psychological, social, and educational outcomes. The overarching goal of this chapter is to integrate existing knowledge of emotion dysregulation in ASD and identify areas for further investigation. The chapter reviews the prevalence and expressions of emotion dysregulation in ASD, discusses emerging theoretical models that frame emotion dysregulation as an inherent (rather than associated) feature of ASD, presents neurobiological findings and mechanisms related to emotion dysregulation in ASD, and identifies continuing controversies and resulting research priorities.

Teaching Social Scripts to Improve Social Communication for Students With Autism Spectrum Disorder

2021 ◽  
pp. 004005992110220
Author(s):  
Gretchen Scheibel ◽  
Zijie Ma ◽  
Jason C. Travers
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Academic Difficulties ◽  
Evidence Based Practices ◽  
Social Scripts ◽  
Students With Autism

Students with Autism Spectrum Disorder are likely to demonstrate social impairments that contribute to challenging behaviors and academic difficulties. As a result, the task of improving social communication skills is a critical component to any educational program for this population. Scripting provides an evidence-based and versatile option for improving social communication, yielding valuable results while requiring limited time and resource preparation from educators. In this article, we present step by step guidance to support practitioners in using scripting interventions. Considerations are discussed for adapting this intervention to meet the needs of students across the autism spectrum and links to resources for strengthening implementation and including other evidence-based practices.

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