Gary B. Mesibov

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.

Autistic behavior in young boys with fragile X syndrome

A sample of 57 boys with fragile X syndrome (fraX) between the ages of 24 and 133 months was rated using the Childhood Autism Rating Scale (CARS) to assess the extent to which autism and autistic features were evident in a young population. Fourteen subjects (approximately 25% of the sample) scored above the cutoff for autism, suggesting a relatively high incidence of autistic behavior. All but 2 of these 14 were in the mildly or moderately autistic range, however, and only a few items received severe ratings, suggesting that severe autism is relatively rare in fraX, at least during the early years. The CARS resulted in a continuum of autistic ratings in the fraX population, but no particular items on the CARS contributed disproportionately to autism ratings. A visual comparison of ratings on an autistic, non-fraX sample revealed similar profiles of ratings, suggesting that differentiating fraX and autism on the basis of CARS ratings is not likely. Within the fraX group, chronological age and socioeconomic status did not correlate with CARS ratings, but severity of delay was strongly related, such that more severely delayed children scored higher (more autistic) on the CARS.

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.

Autistic Behavior, FMR1 Protein, and Developmental Trajectories in Young Males with Fragile X Syndrome

In the context of a longitudinal study, we assessed the relationship between ratings of autistic behavior, FMR1 protein expression (FMRP), and the developmental trajectories of 55 young males with fragile X syndrome. Autistic behavior, as measured by the Childhood Autism Rating Scale, was not related to FMRP expression. However, autistic behavior was a significant predictor of both developmental status and developmental change. Boys with both autistic behavior and fragile X syndrome functioned at significantly lower levels of development and grew at significantly slower rates than those without autistic behavior. FMRP expression accounted for less variance in developmental level than did autistic behavior, and was not significantly related to slope (developmental change over time). No autistic behavior × FMRP interaction was found.

Early Development, Temperament, and Functional Impairment in Autism and Fragile X Syndrome.

We compared the developmental status, functional abilities, and temperament of 31 young boys with fragile X syndrome (FXS) who did not have autism, matched on chronological age, gender, and race, with 31 boys with autism but no FXS. Children with autism exhibited a more variable profile of development in comparison with a relatively flat profile for children with FXS. Children with autism were significantly more delayed in social skills and were rated by observers as exhibiting a greater degree of impairment in cognitive, communication, and social skills. On temperament ratings, both groups were slower to adapt, less persistent, and more withdrawing than the reference group. Boys with FXS were rated as more active than the referent group, whereas boys with autism were rated as less intense, more distractible, having a higher threshold for response, and less rhythmic than the reference group. A smaller three-group analysis compared boys with FXS, boys with autism, and boys with both FXS and autism. Children with both autism and FXS were substantially more delayed than children with autism or FXS alone.

Brief report: Two case studies using virtual reality as a learning tool for autistic children

SummaryThe children complied with most requests. Some of our teaching goals were limited by technology or space while others were limited by the difficulty of presenting a task to the children in a way that was understandable within their environment. However, the opportunity to introduce this technology to children was an important first step in exploring the potential VR offers to understanding the perceptual processes involved in autism.Our results indicate that the children will accept a VR helmet and wear it, identify familiar objects and qualities of these objects in their environment while using the helmet, and locate and move toward objects in their environment while wearing the helmet.More research is necessary to verify the potential in this area, especially to discover if learning experiences through VR generalize to other environments, but it appears virtual reality may provide a useful tool for furthering our understanding of autism and guiding efforts at treatment and intervention.

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.