Robert S. P. Jones

Sensory-perceptual abnormalities in autism : A case for more research?

Sensory-perceptual abnormalities in people with autism are discussed from two perspectives: published firsthand accounts and existing psychological research evidence. A range of abnormalities, including hyper- and hyposensitivity, sensory distortion and overload, and multichannel receptivity and processing difficulties, are described in firsthand accounts and frequently portrayed as central to the autistic experience. A number of dangers are inherent in uncritically accepting these accounts at face value and in any wider generalization to the autistic population as a whole. Evidence from clinical studies suggests that unusual sensory responses are present in a majority of autistic children, that they are manifested very early in development, and that they may be linked with other aspects of autistic behavior. In addition, experimental studies using a range of indices have found evidence of unusual responses to sensory stimuli in autistic subjects. However the clinical and experimental research to date suffers from serious methodological limitations and more systematic investigation is warranted. Key issues for future psychological research in the area are identified.

Errorless learning in the rehabilitation of memory impairment: a critical review.

This review considers the origins of the errorless learning (EL) concept, its application in memory rehabilitation, the evidence for its effectiveness, and the theoretical basis for the observed findings. The evidence suggests that EL offers valuable benefits for at least some people with memory impairments when teaching certain types of tasks. However, the benefits are not evident for all groups, some findings are equivocal, and there are some limitations associated with this approach. We discuss methodological issues impacting on these mixed findings, consider which theoretical explanations might account for the findings regarding benefits and limitations of EL, and comment on the implications for rehabilitation practitioners of the current state of evidence in this area.

Autobiographical memory and dissociation in borderline personality disorder.

BACKGROUND This study investigated whether individuals with borderline personality disorder (BPD) tend to be overgeneral in their autobiographical recall and whether the extent of their overgeneral recall covaries with their susceptibilities to dissociative experiences, as expected on theoretical grounds. METHODS Twenty-three patients with BPD and 23 matched controls completed the Autobiographical Memory Test (AMT) and self-report measures of depression, anxiety, trait anger and dissociative experiences. RESULTS Participants with BPD scored significantly higher than the control group on the measures of depression, anxiety, trait anger, and dissociative experiences and also retrieved significantly more general memories on the AMT. The number of general memories retrieved by the BPD group correlated significantly with their dissociation scores but not with their scores on mood measures. CONCLUSIONS Patients with BPD have difficulties in recalling specific autobiographical memories. These difficulties are related to their tendency to dissociate and may help them to avoid episodic information that would evoke acutely negative affect.

First-hand accounts of sensory perceptual experiences in autism: a qualitative analysis

Five first-hand web page accounts of unusual sensory perceptual experiences written by persons who claimed to have high-functioning autism were selected for qualitative analysis. Four core categories emerged: turbulent sensory perceptual experiences, coping mechanisms, enjoyable sensory perceptual experiences, and awareness of being different, suggesting that people with autism experience both distress and enjoyment from their sensory perceptual experiences. The use of specific coping mechanisms enabled the person to deal with the distress or difficulties experienced and helped the person derive some enjoyment from the experience. Some of these people were aware that their sensory perceptual experiences were different from non-autistic individuals, but this did not decrease the enjoyment derived from some of their sensory perceptual experiences. These sensory perceptual experiences form an integral part of the individual’s biographical embodied sense of self, and probably of autism.

Parents of Children with Autism using an Email Group: A Grounded Theory Study

Parents of children with autism have difficulties obtaining adequate information and support to guide them in the care of their children. However, the growth of communication technologies such as email has created greater opportunities for accessing such resources. This article presents a grounded theory analysis of the messages sent to an email group by parents of children with autism. The core category emerging from the analysis indicates that the group functioned in making sense of autism. The core category comprises four categories: searching for meaning; adjusting to changes; providing support and encouragement; and narrative sharing of experiences. Although email groups function as a social support mechanism, we suggest that this is not the only legitimate function: such groups may contribute towards the development of parental representations of autism.

Autobiographical memory and parasuicide in borderline personality disorder.

BACKGROUND Several studies have found that parasuicidal patients are poor at recalling specific autobiographical memories when tested with the word-cueing paradigm and two studies have reported some evidence that over-general recall is a risk factor for repetition of parasuicide. The aim of the present study was to test whether this association could be replicated with a sample of patients suffering from borderline personality disorder (BPD). METHOD Twenty-three patients with BPD completed a version of the Autobiographical Memory Test (AMT) and self-report measures of depression, anxiety and trait anger. In a structured interview, they also reported the number of times they had engaged in parasuicidal acts during the previous 4 months. RESULTS The number of general memories produced on the AMT made a significant contribution to the prediction of the frequency of parasuicidal acts in a multiple regression analysis but the partial correlation in the final equation was negative. That is, those who showed greatest over-general recall reported fewest parasuicidal acts. Anxiety and depression, but not trait anger, also made significant independent contributions to the prediction of parasuicide. CONCLUSION Over-general autobiographical recall may help to protect borderline individuals from parasuicidal acts by helping them to avoid distressing memories.

'They just seem to live their lives in their own little world': lay perceptions of autism

The prevalence of autism spectrum disorders is believed to be higher than that of other conditions, such as Down syndrome or diabetes, yet few studies have explored the ideas lay people have about autism. Semi‐structured interviews were used to explore how 10 lay people with no knowledge or experience of autism conceptualised autism. Interpretative phenomenological analysis and discourse analysis illuminated four discourses: (1) autism as transgressing normative expectancies; (2) dependency and functional ability discourse; (3) autism and the discourse of mental status; (4) autism and explanatory discourses. Participants demonstrated clear views (although not necessarily correct) about the nature, origins and manifestations of autism. They drew upon their understanding of normal child development to make these assessments and they made judgements about the ability of individuals with autism to attain social independence. It is recommended that interactions between lay people and people with autism may help develop positive conceptualisations of autism.

Emotion Recognition in Adults with Mild-Moderate Learning Disabilities: An Exploratory Study

Adults with mild-moderate learning disabilities, together with non-learning disabled adults, were given emotion recognition tasks where they identified (1) the categorical emotion portrayed in facial photographs, affect-laden stories, and memory of personal emotional experience, and (2) the emotion dimensions (valence and arousal) portrayed in facial photographs, and stories. Adults with learning disabilities demonstrated impaired performance, relative to controls, in categorical emotion recognition, and recognition of the arousal dimension of emotion. No group differences were found, however, in the recognition of valence, the primary dimension of emotion. These results suggest that emotion recognition deficits in individuals with learning disabilities may be confined to categorical recognition or labelling deficits. Implications for clinical practice and future research are discussed.

Practitioner consensus in the use of cognitive behaviour therapy for individuals with a learning disability

Cognitive behaviour therapy (CBT) has been acknowledged as one of the most successful treatments for mental health problems. However, only a small number of practitioners engage in CBT with people with learning disabilities. A group of eight clinical psychologists who currently use CBT with this population gave details about their work in an attempt to gain a consensus on how to adapt CBT.The collective experiences of a wider group of experts produced a wealth of knowledge and suggestions to promote the use of CBT with this client group. Results suggested that although CBT needs to be creatively delivered, it does not necessarily need extensive adaptation.

Which Label? An Investigation into the Effects of Terminology on Public Perceptions of and Attitudes towards People with Learning Difficulties

Summary There is much rhetoric around the damaging effect of certain labels applied to people with learning difficulties. This empirical study investigated the effect of three different labels in current usage on public perceptions of the groups so labelled. The labels contrasted were ‘mentally subnormal’, ‘mentally handicapped’ and ‘people with learning difficulties’. Three independent groups of subjects were presented with an attitude questionnaire. This included a semantic differential scale to ascertain a stereotype of the labelled group, a social distance scale, and a series of questions to tap attitudes regarding peoples abilities and rights. Each group was questioned with reference to one of the three labels only. A total of 111 subjects took part. The main findings supported the view that the term ‘learning difficulties’ is associated with more positive attitudes than either of the other labels which do not significantly differ from each other. However there was also evidence that people labelled...