Related Research Articles
Asperger syndrome (AS), also known as Asperger's, is a neurodevelopmental condition characterized by significant difficulties in social interaction and nonverbal communication, along with restricted and repetitive patterns of behaviour and interests. The syndrome is no longer recognised as a diagnosis in itself, having been merged with other conditions into autism spectrum disorder (ASD). It was considered to differ from other diagnoses that were merged into ASD by relatively unimpaired spoken language and intelligence.
Developmental disorders comprise a group of psychiatric conditions originating in childhood that involve serious impairment in different areas. There are several ways of using this term. The most narrow concept is used in the category "Specific Disorders of Psychological Development" in the ICD-10. These disorders comprise developmental language disorder, learning disorders, motor disorders, and autism spectrum disorders. In broader definitions ADHD is included, and the term used is neurodevelopmental disorders. Yet others include antisocial behavior and schizophrenia that begins in childhood and continues through life. However, these two latter conditions are not as stable as the other developmental disorders, and there is not the same evidence of a shared genetic liability.
A pervasive developmental disorder not otherwise specified (Including atypical autism) (PDD-NOS) is one of four disorders which have been collapsed into the diagnosis of autism spectrum disorder in the DSM-5 and also was one of the five disorders classified as a pervasive developmental disorder (PDD) in the DSM-IV. According to the DSM-4, PDD-NOS is a diagnosis that is used for "severe or pervasive impairment in the development of reciprocal social interaction and/or verbal and nonverbal communication skills, or when stereotyped behavior, interests, and/or activities are present, but the criteria are not met for a specific PDD" or for several other disorders. PDD-NOS includes atypical autism, because the criteria for autistic disorder are not met, for instance because of late age of onset, atypical symptomatology, or subthreshold symptomatology, or all of these. Even though PDD-NOS is considered milder than typical autism, this is not always true. While some characteristics may be milder, others may be more severe.
Diagnoses of autism have become more frequent since the 1980s, which has led to various controversies about both the cause of autism and the nature of the diagnoses themselves. Whether autism has mainly a genetic or developmental cause, and the degree of coincidence between autism and intellectual disability, are all matters of current scientific controversy as well as inquiry. There is also more sociopolitical debate as to whether autism should be considered a disability on its own.
Autism spectrum disorder (ASD) is a developmental disorder that begins in early childhood, persists throughout adulthood, and affects three crucial areas of development: communication, social interaction and restricted patterns of behavior. There are many conditions comorbid to autism spectrum disorder such as fragile X syndrome and epilepsy.
The following outline is provided as an overview of and topical guide to autism:
Developmental disability is a diverse group of chronic conditions, comprising mental or physical impairments that arise before adulthood. Developmental disabilities cause individuals living with them many difficulties in certain areas of life, especially in "language, mobility, learning, self-help, and independent living". Developmental disabilities can be detected early on and persist throughout an individual's lifespan. Developmental disability that affects all areas of a child's development is sometimes referred to as global developmental delay.
The following outline is provided as an overview of and topical guide to psychology:
Autism therapies include a wide variety of therapies that help people with autism, or their families. Such methods of therapy also seek the increase of functional independence in autistic people. Many therapies marketed towards autistic people and/or their parents claim outcomes that have not been supported by Level of Research (LOE) Level 1 Level 1 research includes evidence from a systematic review or meta-analysis of all relevant RCTs or evidence-based clinical practice guidelines based on systematic reviews of RCTs or three or more RCTs of good quality that have similar results.
The Autism Diagnostic Interview-Revised (ADI-R) is a structured interview conducted with the parents of individuals who have been referred for the evaluation of possible autism or autism spectrum disorders. The interview, used by researchers and clinicians for decades, can be used for diagnostic purposes for anyone with a mental age of at least 24 months and measures behavior in the areas of reciprocal social interaction, communication and language, and patterns of behavior.
Intellectual disability (ID), also known as general learning disability in the United Kingdom and formerly mental retardation, is a generalized neurodevelopmental disorder characterized by significantly impaired intellectual and adaptive functioning. It is defined by an IQ under 70, in addition to deficits in two or more adaptive behaviors that affect everyday, general living. Intellectual functions are defined under DSM-V as reasoning, problem‑solving, planning, abstract thinking, judgment, academic learning, and learning from instruction and experience, and practical understanding confirmed by both clinical assessment and standardized tests. Adaptive behavior is defined in terms of conceptual, social, and practical skills involving tasks performed by people in their everyday lives.
Kanner syndrome, officially childhood autism, was a neurodevelopmental diagnosis before the release of the DSM-5 and ICD-11. It has been superseded by autism spectrum disorder. In daily speech it is often referred to as "classic autism", or "Kanner autism."
Pediatric neuropsychology is a sub-speciality within the field of clinical neuropsychology that studies the relationship between brain health and behaviour in children. Many pediatric neuropsychologists are involved in teaching, research, supervision, and training of undergraduate and graduate students in the field.
Several factors complicate the diagnosis of Asperger syndrome (AS), an autism spectrum disorder (ASD). Like other ASD forms, Asperger syndrome is characterized by impairment in social interaction accompanied by restricted and repetitive interests and behavior; it differs from the other ASDs by having no general delay in language or cognitive development. Problems in diagnosis include disagreement among diagnostic criteria, the controversy over the distinction between AS and other ASD forms or even whether AS exists as a separate syndrome, and over- and under-diagnosis for non-technical reasons. As with other ASD forms, early diagnosis is important, and differential diagnosis must consider several other conditions.
The autism spectrum, often referred to as just autism, autism spectrum disorder (ASD) or sometimes autism spectrum condition (ASC), identifies a loosely defined cluster of neurodevelopmental issues characterized by challenges in social interaction, verbal and nonverbal communication, and often repetitive behaviors and restricted interests. Other common features include unusual responses to sensory stimuli and a preference for sameness or unusual adherence to routines.
The Vineland Adaptive Behavior Scale is a psychometric instrument used in child and adolescent psychiatry and clinical psychology. It is used especially in the assessment of individuals with an intellectual disability, a pervasive developmental disorder, and other types of developmental delays.
Jeffrey Scott Sigafoos is a New Zealand professor of educational psychology.
The Questions About Behavior Function (QABF) measure is a widely used indirect assessment tool designed to assist mental health practitioners in assessing the function of maladaptive behaviors in individuals diagnosed with a developmental disability. It was co-developed by Johnny Matson. The measure a reporter-based instrument, which relies on information from raters who are familiar with the individual being assessed. As such, parents and caregivers are frequently asked to provide pertinent information. The measure consists of 25 items, each of which ask a question about an individual's behavior and require the rater to respond on a Likert-type rating scale. On the basis of the 25 items, the QABF produces scores in 5 distinct categories: Attention, Escape, Physical, Tangible, and Nonsocial.
Low-functioning autism (LFA) is a degree of autism marked by difficulties with social communication and interaction, challenging behavior, and differences in social or emotional reciprocity. Sleep problems, aggression, stereotypical, and self-injurious behavior are also common symptoms. LFA is not a recognized diagnosis in the DSM-5 or ICD-10, as neither subdivides autism based on intellectual capabilities.
The rapid prompting method (RPM) is a pseudoscientific technique that attempts to aid communication by people with autism or other disabilities to communicate through pointing, typing, or writing. Also known as Spelling to Communicate, it is closely related to the scientifically discredited technique facilitated communication (FC). Practitioners of RPM have failed to assess the issue of message agency using simple and direct scientific methodologies, saying that doing so would be stigmatizing and that allowing scientific criticisms of the technique robs people with autism of their right to communicate. The American Speech-Language-Hearing Association has issued a statement opposing the practice of RPM.
References
- ↑ Johnny Matson Curriculum Vitae Archived 2013-12-14 at the Wayback Machine
- ↑ "Thomson Reuters Names LSU Professor Among the World's Most Influential Scientific Minds". Archived from the original on 2015-02-14. Retrieved 2015-02-13.
- ↑ "LSU Department of Psychology". Archived from the original on 2013-12-14. Retrieved 2013-12-14.
- ↑ Matson, Johnny L. International Handbook of Autism and Pervasive Developmental Disorders. p. 280.
- ↑ Zaja, R.H., Moore, L., van Ingen, D.J., & Rojahn, J. (2011). "Psychometric Comparison of the Functional Assessment Instruments QABF, FACT and FAST for Self-injurious, Stereotypic and Aggressive/Destructive Behaviour". Journal of Applied Research in Intellectual Disabilities. 24: 18–28. doi:10.1111/j.1468-3148.2010.00569.x.
{{cite journal}}: CS1 maint: multiple names: authors list (link) - ↑ Jump, Paul (February 26, 2015), "Journal editor's self-citation rate under scrutiny", Times Higher Education
- ↑ Etchells, Pete; Chambers, Chris (March 12, 2015), "The games we play: A troubling dark side in academic publishing", The Guardian
- ↑ "Retraction Watch Database". Retraction Watch. Center for Scientific Integrity. Retrieved 2023-02-04.
- ↑ Montanari, Shaena (2023-02-02). "Prolific autism researcher has two dozen papers retracted". Spectrum. Simons Foundation. Retrieved 2023-02-04.
