Eric Schopler

Autism Diagnostic Observation Schedule: A standardized observation of communicative and social behavior.

The Autism Diagnostic Observation Schedule (ADOS), a standardized protocol for observation of social and communicative behavior associated with autism, is described. The instrument consists of a series of structured and semistructured presses for interaction, accompanied by coding, of specific target behaviors associated with particular tasks and by general ratings of the quality of behaviors. Interrater reliability for five raters exceeded weighted kappas of .55 for each item and each pair of raters for matched samples of 15 to 40 autistic and nonautistic, mildly mentally handicapped children (M IQ=59) between the ages of 6 and 18 years. Test-retest reliability was adequate. Further analyses compared these groups to two additional samples of autistic and nonautistic subjects with normal intelligence (M IQ=95), matched for sex and chronological age. Analyses yielded clear diagnostic differences in general ratings of social behavior, specific aspects of communication, and restricted or stereotypic behaviors and interests. Clinical guidelines for the diagnosis of autism in the draft version of ICD-10 were operationalized in terms of abnormalities on specific ADOS items. An algorithm based on these items was shown to have high reliability and discriminant validity.

Autism and pervasive developmental disorders: Concepts and diagnostic issues

The purpose of this report is to bring up to date available information on the defining features and diagnostic issues relating to autism and related disorders. We review the validity of the syndrome based on our last review (Rutter, 1978; Schopler, 1978). Subsequent data have produced refinement in our understanding of both diagnostic criteria and the nature of the basic deficit. Controversies over both the boundaries and the heterogeneity within the autism syndrome are evaluated according to available evidence. Diagnostic rating instruments for expediting systematic sample selection are critiqued, and leads for new research directions are suggested.

Learning and cognition in autism

Introduction and General Issues: Introduction to Learning and Cognition in Autism E. Schopler, G.B. Mesibov. Cognitive Functioning in Autism: An Overview L. Green, et al. Verbal and Nonverbal Cognitive Processes H.K. Myklebust. Relationship between Autism and Learning Disabilities R.D. Cox, G.B. Mesibov. Thinking and Learning: Motivating Communication in Children with Autism L.K. Koegel, R.L. Koegel. The Assessment and Interpretation of Intellectual Abilities in People with Autism A.J. Lincoln, et al. A Fresh Look at Categorization Abilities in Persons with Autism L.G. Klinger, G. Dawson. How People with Autism Think T. Grandin. Social Cognition: Social and Cognitive Understanding in High-Functioning Children with Autism M.D. Sigman, et al. Theory of Mind in Autism F. Happe, U. Frith. Executive Functions in Autism S. Ozonoff. Facilitating Social Inclusion: Examples from Peer Intervention Programs C. Lord. Education and Treatment: Structured Teaching in the TEACCH System E. Schopler, et al. Cognitive Education of Young Children with Autism: An Application of Bright Start G. Butera, H.C. Haywood. Educational Strategies in Autism S.L. Harris. Educational Approaches in Preschool: Behavior Techniques in a Public School Setting A.S. Bondy, L.A. Frost. Index.

The Vineland Adaptive Behavior Scales: Supplementary norms for individuals with autism

Vineland Adaptive Behavior Scales Special Population norms are presented for four groups of individuals with autism: (a) mute children under 10 years of age; (b) children with at least some verbal skills under 10 years of age; (c) mute individuals who are 10 years of age or older; and (d) individuals with at least some verbal skills who are 10 years of age or older. The sample included 684 autistic individuals ascertained from cases referred for the DSM-IV autism/PDD field trial collaborative study and five university sites with expertise in autism. Young children had higher standard scores than older individuals across all Vineland domains. In the Communication domain, younger verbal children were least impaired, older mute individuals most impaired, and younger mute and older verbal individuals in the midrange. Verbal individuals achieved higher scores in Daily Living Skills than mute individuals. The expected profile of a relative weakness in Socialization and relative strength in Daily Living Skills was obtained with age-equivalent but not standard scores. Results highlight the importance of employing Vineland special population norms as well as national norms when evaluating individuals with autism.

Sex differences in autism

Comparisons were made between male and female children with autism, 384 boys and 91 girls, aged 3 years to 8 years, on nonverbal measures of intelligence, adaptive functioning, receptive vocabulary, perception, and eye-hand integration, and on ratings of affect, play, and relating and human interest. Males showed more advanced performances on eye-hand integration and perception skills on the Psychoeducational Profile (PEP) and had higher nonverbal IQs social quotients, and Peabody Picture Vocabulary Test (PPVT) IQs than females. When nonverbal IQ was controlled, the main effect of sex remained; however, sex differences on PPVT scores and on eye-hand integration and perception scale disappeared. Males showed more unusual visual responses and less appropriate, more stereotypic play than females. These results are discussed in terms of hypotheses concerning sex differences in genetic thresholds and in hemispheric lateralization.

Asperger syndrome or high-functioning autism?

Overview: Introduction to Asperger Syndrome (AS) & High-Functioning Autism (HFA) E. Schopler, G. Mesibov. The History of Asperger Syndrome L. Wing. Subtyping Pervasive Developmental Disorder: Issues of Validity and Implication for Child Psychiatric Diagnosis J. Pomeroy. Diagnostic and Assessment Issues: High-Functioning People with Autism and AS A Literature Review C. Gillberg, S. Ehlers. AS and Nonverbal Learning Disabilities F. Volkmar, A. Klin. Neuropsychological Issues: Neurobiology of AS: Seven Case Studies and Quantitative Magnetic Resonance Imaging Findings A. Lincoln, et al. Treatment Issues: Social Stories and Comic Strip Conversations with Students with AS and HFA C. Gray. Language and Communication in HFA and AS D. Twachtman-Cullen. Related Conditions: Repetitive Thoughts and Behaviors in PDD: Phenomenology and Pharmacotherapy C. McDougle. Learning Characteristics of Individuals With AS S. Hooper, M.B. Bundy. Personal Essays: A Personal Account of Autism T. McKean. Conclusion: Premature Popularization of AS E. Schopler. 8 Additional Articles. Index.

Structured Teaching in the TEACCH System

The positive outcome of structured special education for youngsters with autism has long been recognized. Already in the late 18th century, Itard (1962) had reported his well-known case study of educating Victor, a boy who was considered autistic. Learning from living with him, Itard reported the importance of daily routines and the use of visual information, as well as the written word, for developing the boy’s language skills. More recently, Fischer and Glanville (1970), Halpern (1970), and Graziano (1970) examined the use of structured teaching. Although the studies differed in methodology, diagnosis of children, and composition of educational program, the usefulness of structured teaching persisted.

High-functioning individuals with autism

Overview: Introduction to High-Functioning Individuals with Autism G.B. Mesibov, E. Schopler. Diagnostic Issues in High-Functioning Autism L.K. Tsai. Neuropsychological Studies of High-Level Autism J.M. Rumsey. Neurological Localization in Autism N.J. Minshew. A Parents View of More Able People with Autism S. Moreno. An Inside View of Autism T. Grandin. Social Issues: Manifestations of Social Problems in High-Functioning Autistic People L. Wing. Treatment Issues with High-Functioning Adolescents and Adults with Autism G.B. Mesibov. Social Perception in High-Level Autism R.P. Hobson. Educational Issues: Outcome and Follow-Up Studies of High-Functioning Autistic Individuals C. Lord, A. Venter. Parental Issues and Personal Accounts: Parent Essays R.C. Sullivan, et al. 3 additional articles. Index.

Sex Differences in Higher Functioning People with Autism.

Though a sex difference in the incidence of autism has frequently been reported, few studies have considered sex differences in the severity of features associated with autism. The Autism Diagnostic Interview was used to assess the difference between a group of 21 females and 21 males with autism with equivalent chronological nonverbal IQ greater than 60. Males were rated to be more severely autistic than females on several measures of early social development, but not in any other areas. Results are discussed in relationship to hypotheses based on sex differences in other populations.

Neurobiological issues in autism

and Overview.- to Neurobiological Issues in Autism.- Overview of Biomedical Issues in Autism.- Neurobiological Research Priorities in Autism.- Ethical Issues in the Health Care of Children with Developmental Handicaps.- Neurological and Genetic Issues.- Autism.- Cerebral-Brainstem Relations in Infantile Autism.- Implications of Social Deficits in Autism for Neurological Dysfunction.- The Neurochemical Basis of Symptoms in the Lesch-Nyhan Syndrome.- Neurological and Genetic Issues.- The Search for Neurological Subgroups in Autism.- Pre-, Peri-, and Neonatal Factors in Autism.- Neurobiological Implications of Sex Differences in Autism.- The Role of Abnormal Hemispheric Specialization in Autism.- Brain Lesions in Autism.- Neurochemical, Biochemical, and Nutritional Issues.- Neurochemical Hypotheses of Childhood Psychoses.- Neurotransmitter Research in Autism.- A Neurophysiological View of Autism.- Nutrition and Developmental Disabilities.- Medication Issues.- Overview of Drug Treatment in Autism.- Possible Brain Opioid Involvement in Disrupted Social Intent and Language Development of Autism.- The Medical Treatment of Autistic People.- Megavitamin B6 and Magnesium in the Treatment of Autistic Children and Adults.