Katherine A. Loveland

Joint attention and language in autism and developmental language delay

The relationship of gestural joint attention behaviors and the development of effective communication skills in autism and developmental language delay (DLD) was investigated. Autistic and DLD children matched for MA and MLU were compared on measures of gestural joint attention behavior, personal pronoun use, and spontaneous communicative behavior. DLD children responded correctly to joint attention interactions more often than autistic children, and their spontaneous gestural behavior was more communicative and developmental advanced. Correct production of “I/you” pronouns was related to number of spontaneous initiations for autistic but not for DLD children. Measures of spontaneous joint attention behaviors were in general not related to MA, CA, or MLU for either group. DLD childrens performance suggests no special impairment of joint attention skills, whereas autistic childrens performance suggests a joint attention deficit in addition to a language deficit.

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.

Emotion recognition in autism: Verbal and nonverbal information

This study examined the roles of verbal and nonverbal sources of information in the ability of persons with and without autism to recognize emotion. Child, adolescent, and young adult participants in four groups [Lower Functioning Autism (LFA) (n = 17), High Functioning Autism (HFA) (n = 18), Lower Functioning Comparison (LFC) (n = 18), and High Functioning Comparison (HFC) (n = 23)] identified emotions shown (happy, angry, sad, surprised, or neutral) in video clips of individuals expressing emotion verbally, nonverbally, or both. Verbal expressions of emotion were either Explicit, Implicit, or Neutral, whereas nonverbal expressions were Animate or Flat (3 x 2). Pairwise ANCOVAs indicated no group differences between HFA and HFC groups or between the LFA and LFC groups, and indicated instead group differences between higher and lower functioning persons. With groups collapsed into High Functioning (HF) and Lower Functioning (LF), significant group differences were found. Performance of LF individuals suggested they had difficulty inferring how a person felt based on what the person said, if the emotion was not explicitly named. Performance of HF individuals suggested they relied more on nonverbal than on verbal information to determine a speakers emotion, except where the emotion was explicitly named. Results suggested that persons with autistic spectrum disorders can use affective information from multiple sources in much the same ways as persons of comparable developmental level without autism.

Imitation and expression of facial affect in autism

This study examined elicited (posed) affective expressions in children, adolescents, and young adults with autism ( N = 18) or Downs syndrome ( N = 24). Subjects were asked to (a) imitate five modeled expressions (Imitation task) and (b) produce five labeled expressions (Expression task). Subjects with autism produced recognizable expressions in both tasks, but they produced fewer than did subjects with Downs syndrome when target emotions were labeled but not modeled (Expression). Imitation and Expression tasks were equally difficult for subjects with autism, but subjects with Downs syndrome performed better in Expression than in Imitation. In both tasks, the responses of subjects with autism contained many unusual behaviors, such as bizarre expressions and those that looked “mechanical.” Results suggest that producing elicited affective expressions is more difficult for persons with autism than for persons with Downs syndrome of similar chronological age, mental age, and IQ.

A comparison of behavioral and emotional functioning in children and adolescents with Autistic Disorder and PDD-NOS

Behavioral symptomatology was compared in 26 children and adolescents with Autistic Disorder (“autism”) and 25 children and adolescents with Pervasive Developmental Disorder, Not Otherwise Specified (“PDD-NOS”). Relative to individuals with PDD-NOS, those with autism had more symptoms of depression, social withdrawal, atypical behavior, and immature social skills—and fewer family problems. These differences remained even when group differences in intellectual ability were statistically controlled. No group differences emerged in somatization, anxiety, or hyperactivity. Findings suggest that although both groups demonstrate considerable evidence of behavioral and emotional problems, those with autism are at particularly high risk for comorbid behavioral and emotional disabilities.

Judgments of Social Appropriateness by Children and Adolescents with Autism.

Children and adolescents with autism (autism group, n = 19) and those without autism (Nonautism group, n = 19) of similar age and IQ were asked to make judgments of the social appropriateness of 24 videotaped, staged scenes with adult actors. Each scene depicted an appropriate or an inappropriate interaction. Half contained verbalizations, and half did not. After each scene, the participant was asked: (1) Was that o.k. or was something wrong with it? If the participant judged the scene was wrong, she or he was asked: (2) What was wrong with it?; and (3) Why was that wrong? Both groups correctly identified inappropriate behaviors most of the time, and correct behaviors almost all of the time. However, the Nonautism group detected inappropriate behaviors significantly more often than the Autism group, for verbal but not nonverbal scenes. It was also significantly easier for both groups to identify inappropriate behaviors in the nonverbal than in the verbal scenes. Ratings of the explanations given for Question 3 differed significantly between the groups for verbal but not for nonverbal scenes, with Nonautism participants more likely to give explanations involving social norms and principles, and the Autism group more likely to give explanations that were irrelevant or idiosyncratic.

The effect of social context on the functional communication skills of autistic children

This study investigated autistic childrens use of attention-directing gestures and language in three different interactive situations which varied in social context factors. These behaviors were videotaped and compared in autistic children (n=15), children with developmental language delay (n=14), matched on mental age and mean length of utterance (MLU), and MLU-matched young normal children (n=13). Results supported the hypothesis that autistic childrens attention-directing behavior would differ most from that of the other groups in spontaneous interactions. However, contrary to expectation, the autistic children did not produce more attention-directing behavior when a high degree of adult direction was provided. Overall, the autistic group used attention-directing behaviors less frequently than the other groups, and in the autistic group these behavors varied less across social context factors. Results are interpreted in terms of their implications for language intervention programs with autistic children.

Dementia in adults with Down syndrome: Diagnostic challenges

Although dementia associated with Down syndrome is often presumed to be progressive and irreversible, variations in disease course have been described. In addition, prevalence rates have varied widely among studies. This interim report is a description of the status of 70 adults with Down syndrome who are being followed for signs of dementia. Of the 70, 12 met all criteria for dementia, 40 met subsets of criteria, and 18 met no criteria. Information is provided on instruments used, rationale for choice and revision of instruments as well as criteria used to identify dementia and changes in the status of the participants. The results suggest that extreme care is needed when diagnosing dementia in adults with Down syndrome, for both clinical and research purposes.

Fronto-Limbic Functioning in Children and Adolescents with and without Autism.

We used neuropsychological tasks to investigate integrity of brain circuits linking orbitofrontal cortex and amygdala (orbitofrontal-amygdala), and dorsolateral prefrontal cortex and hippocampus (dorsolateral prefrontal-hippocampus), in 138 individuals aged 7-18 years, with and without autism. We predicted that performance on orbitofrontal-amygdala tasks would be poorer in the Autism group compared to the Non-Autism group regardless of intellectual level (verbal mental age, VMA) and that performance on dorsolateral prefrontal-hippocampus tasks would be associated primarily with intellectual level. Predicted differences between Autism and Non-Autism groups on orbitofrontal-amygdala tasks were present but greater in individuals with higher VMA. On dorsolateral prefrontal-hippocampus tasks, poorer performance by the Autism compared to the Non-Autism group was found at all VMA levels. Group differences suggest both brain circuits are impaired in autism, but performance on all tasks is also associated with intellectual level.

Sex-related ERP differences in deviance detection

The effect of sex on neural mechanisms of auditory mismatch detection was examined using dense sensor array (128 channel) event-related potential recordings (ERPs). ERPs of 32 right-handed subjects (16 males) were recorded to frequent (85%, 880 Hz) and infrequent (15%, 1480 Hz) tones. There were no sex differences in mismatch negativity (80-180 ms), however, the fronto-central P2 (180-260 ms) was less positive in males (F=12.56, P<0.005) and the N2 (260-340 ms) was more negative in males (F=6.28, P<0.05). The increased negativity in males spanning the P2 and N2 may index a top-down process of attention bias towards novelty. This result supports the hypothesis of an adaptive, sexually dimorphic processing of novel events in humans.