The Experts below are selected from a list of 10053 Experts worldwide ranked by ideXlab platform
Christopher Gillberg - One of the best experts on this subject based on the ideXlab platform.
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psychiatric comorbidity in young adults with a clinical diagnosis of Asperger Syndrome
Research in Developmental Disabilities, 2011Co-Authors: Tove Lugnegard, Maria Unenge Hallerback, Christopher GillbergAbstract:In children with autism spectrum disorders, previous studies have shown high rates of psychiatric comorbidity. To date, studies on adults have been scarce. The aim of the present study was to investigate psychiatric comorbidity in young adults with Asperger Syndrome. Participants were 26 men and 28 women (mean age 27 years) with a clinical diagnosis of Asperger Syndrome. Psychiatric comorbidity was assessed by the Structured Clinical Interview for DSM-IV Axis I Disorders. IQ was measured using the Wechsler Adult Intelligence Scale, Third Edition. Autism spectrum diagnoses were confirmed using the DIagnostic Interview for Social and Communication Disorders. In our study group, 70% had experienced at least one episode of major depression, and 50% had suffered from recurrent depressive episodes. Anxiety disorders were seen in about 50%. Psychotic disorders and substance-induced disorders were uncommon. In conclusion, young adults with autism spectrum disorders are at high risk for mood and anxiety disorders. To identify these conditions and offer treatment, elevated vigilance is needed in clinical practice.
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Asperger Syndrome in adolescent and young adult males interview self and parent assessment of social emotional and cognitive problems
Research in Developmental Disabilities, 2010Co-Authors: Mats Cederlund, Bibbi Hagberg, Christopher GillbergAbstract:Descriptive and comparative follow-up studies of young adult males with Asperger Syndrome (AS) diagnosed in childhood, using both interview, self- and parent assessment instruments for the study of aspects of emotional well-being, social functioning, and cognitive-practical skills have not been performed in the past. One-hundred males with AS diagnosed in childhood were approached for the assessment using the Asperger Syndrome Diagnostic Interview (ASDI), (personal and parent interview), the Leiter-R-Questionnaires, the Beck Depression Inventory (BDI), and the Dysexecutive Questionnaire (DEX). About 75% of the targeted group participated. The ASDI results came out significantly different at personal vs parent interviews in several key domains. In contrast, the Leiter-R-Questionnaires, showed no significant differences across the individuals with AS and their parents in the scoring of cognitive/social and emotional/adaptive skills. The BDI proved to be an adequate screening instrument for depression in that it correctly identified the vast majority of cases with clinical depression in the AS group. The DEX results suggested an executive function deficit problem profile in males with AS as severe as that reported in groups of individuals with traumatic brain injury and schizophrenia. Interviews (personal and collateral), and self-rating and parent-rating questionnaires all have a role in the comprehensive diagnostic process in AS and other autism spectrum disorders, and could be used as adjuncts when evaluating whether or not individuals meeting diagnostic symptom criteria for the condition have sufficient problems in daily life to warrant a clinical diagnosis of AS.
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Asperger Syndrome in 23 swedish children
Developmental Medicine & Child Neurology, 2008Co-Authors: Christopher GillbergAbstract:UMMARY Twenty-three Swedish children aged five to 18 years who fulfilled specific criteria for Asperger Syndrome were examined and compared with an age- and IQ-matched group with infantile autism. The boy:girl ratio was 10:1. Less than 10 per cent were mentally retarded and 17 per cent were of above-average intelligence. Apart from motor clumsiness (very common in the Asperger group) and reduced optimality in the prenatal and perinatal periods (more common in the autistic group), there was very little in the clinical or neurobiological backgrounds to suggest a clear distinction between Asperger Syndrome and infantile autism. RESUME Syndrome d'Asperger chez 23 jeunes suedois: etude clinique Vingt trois jeunes suedois ages de cinq a 18 ans et presentant les signes caracteristiques du Syndrome d'Asperger ont ete examines et compared avec un groupe d'autisme infantile, apparte pour l'âge et le QI. Le ratio garcon/fille etait de 10:1. Moins de 10 pour cent etalent mentalement retardes et 17 pour cent etaient d'intelligence supeieure a la moyenne. En dehors de la maladresse motrice (tres habituelle dans le groupe Asperger) et de l'optimalite reduite pour la periode prenatale et perinatale (plus frequente dans le groupe autistique), il y avait tres peu de manifestations cliniques ou neurobiologiques pouvant suggeier une nette distinction entre Syndrome d'Aspeger et autisme infantile. ZUSAMMENFASSUNG Asperger Syndrom bei 23 schwedischen Kindern: eine klinische Studie 23 schwedische Kinder im Alter von funf bis 18 Jahren, die bestimmte Kriterien fur das Asperger Syndrom erfullten, wurden untersucht und mit einer Gruppe von Kindern mit kindlichem Autismus mit entsprechendem Alter und IQ verglichen. Das Verhaltnis Jungen zu Madchen betrug 10:1. Weniger als 10 Prozent waren geistig retardiert und 17 waren uberdurchschnittlich intelligent. Neben motorischer Unbeholfenheit (sehr haufig beim Asperger Syndrom) und verminderter Optimalitat in der Pra- und Perinatalperiode (haufiger in der autistischen Gruppe) fand sich klinisch und neurobiologisch wenig, was eine klare Unterscheidung zwischen dem Asperger Syndrom und dem kindlichen Autismus darstellt. RESUMEN Sindrome de Asperger en 23 ninos suecos: estudio clinico Veintitres ninos suecos de cinco a 18 aflos de edad, que cumplian los criterios especificos del sindrome de Asperger, fueron examinados y comparados con un grupe semejante de ninos con autismo. La relacion nino/nifla era de 10:1. Menos del 10 por ciento eran retrasados mentales y 17 por ciento tenian una inteligencia por encima de la media. Aparte de una torpeza motora (mas corriente en el grupo Asperger) y una optimalidad reducida en lose periodos pre y perinatal (mas corriente en el grupo autfstico), habia muy pocos caracteres elfnicos y neurobiologicos que pudiesen sugeir una distincion clara entre el sindrome de Asperger y el autismo infantil.
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Asperger Syndrome and autism a comparative longitudinal follow up study more than 5 years after original diagnosis
Journal of Autism and Developmental Disorders, 2008Co-Authors: Mats Cederlund, Eva Billstedt, Carina I Gillberg, Bibbi Hagberg, Christopher GillbergAbstract:Prospective follow-up study of 70 males with Asperger Syndrome (AS), and 70 males with autism more than 5 years after original diagnosis. Instruments used at follow-up included overall clinical assessment, the Diagnostic Interview for Social and Communication Disorders, Wechsler Intelligence Scales, Vineland Adaptive Behavior Scales, and Global Assessment of Functioning Scale. Specific outcome criteria were used. Outcome in AS was good in 27% of cases. However, 26% had a very restricted life, with no occupation/activity and no friends. Outcome in the autism group was significantly worse. Males with AS had worse outcomes than expected given normal to high IQ. However, outcome was considerably better than for the comparison group of individuals with autism.
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head circumference in autism Asperger Syndrome and adhd a comparative study
Developmental Medicine & Child Neurology, 2002Co-Authors: Christopher Gillberg, Linda De SouzaAbstract:This study was undertaken to test the hypothesis that children with autistic spectrum disorders often have macrocephalus, and that those without comorbid learning disability are most frequently affected. Fifty consecutive children with Asperger Syndrome (45 males, five females; mean age 9 years, range 1 year 6 months to 16 years) without indications of underlying medical disorders were matched for birth year and sex with 50 children (45 males, five females; mean age 6 years 4 months, range 1 year 4 months to 13 years 11 months) who met criteria for autistic disorder (a lower-functioning disorder within the autism spectrum) and with 50 children (45 males, five females; mean age 8 years 4 months, range 1 year 6 months to 15 years 5 months) who met criteria for attention-deficit-hyperactivity disorder. Birth and neuropsychiatric follow-up records were examined and data relating to occipitofrontal circumference, weight, and height were detailed. The group with Asperger Syndrome included a subset of individuals with macrocephalus recorded both at birth and at follow-up after the first year of life. Another subgroup developed macrocephalus during early childhood. Autistic spectrum disorders include a subgroup with macrocephalus characterized by a relatively high level of functioning and a clinical presentation most often consistent with a diagnosis of Asperger Syndrome.
Simon Baroncohen - One of the best experts on this subject based on the ideXlab platform.
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dissociation between cognitive and affective empathy in youth with Asperger Syndrome
European Journal of Developmental Psychology, 2015Co-Authors: Pilar Rueda, Pablo Fernandezberrocal, Simon BaroncohenAbstract:Autism spectrum conditions, among them Asperger Syndrome (AS), are generally described as entailing deficits in “cognitive empathy” or “theory of mind”. People with AS tend to have difficulties recognizing emotions, although the extent of these difficulties is still unclear. This study aimed to assess empathic profile in youth with AS (N = 38) and controls matched on age, sex and IQ. The study aimed to test if a dissociation between cognitive and affective empathy exists in AS. The study also aimed to explore emotion recognition in people with AS, and how it relates to emotional valence (positive, negative, and neutral emotions). The AS group scored lower than controls on cognitive empathy but scored within the average range on affective empathy. A deficit in emotion recognition was found in the AS group for positive emotions. These results confirm earlier findings in cognitive empathy and provide new insight about emotion recognition abilities in this population.
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autism and Asperger Syndrome
2008Co-Authors: Simon BaroncohenAbstract:1. Meeting two people on the autistic spectrum 2. The changing prevalence of autism through history 3. Measuring the autistic spectrum 4. Making the diagnosis 5. The psychology of autism and Asperger Syndrome 6. The biology of autism and Asperger Syndrome 7. Intervention, education and treatment 8. Appendix 1: The Autism Spectrum Quotient (AQ): adult version
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narrative discourse in adults with high functioning autism or Asperger Syndrome
Journal of Autism and Developmental Disorders, 2008Co-Authors: Livia Colle, Simon Baroncohen, Sally Wheelwright, Heather K J Van Der LelyAbstract:We report a study comparing the narrative abilities of 12 adults with high-functioning autism (HFA) or Asperger Syndrome (AS) versus 12 matched controls. The study focuses on the use of referential expressions (temporal expressions and anaphoric pronouns) during a story-telling task. The aim was to assess pragmatics skills in people with HFA/AS in whom linguistic impairments are more subtle than in classic autism. We predicted no significant differences in general narrative abilities between the two groups, but specific pragmatic deficits in people with AS. We predicted they use fewer personal pronouns, temporal expressions and referential expressions, which require theory of mind abilities. Results confirmed both predictions. These findings provide initial evidence of how social impairments can produce mild linguistic impairments.
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using assistive technology to teach emotion recognition to students with Asperger Syndrome a pilot study
Remedial and Special Education, 2007Co-Authors: Paul G Lacava, Simon Baroncohen, Ofer Golan, Brenda Smith MylesAbstract:Many individuals with autism spectrum conditions (ASC) have difficulty recognizing emotions in themselves and others. The present pilot study explored the use of assistive technology to teach emotion recognition (ER) to eight children with ASC. Participants were between the ages of 8 and 11 years and had a diagnosis of Asperger Syndrome (AS). ER testing was conducted using a computer at pre- and postintervention. The intervention consisted of 10 weeks of using the computer software Mind Reading: The Interactive Guide to Emotions™ in either home or school settings. The results indicated that after intervention, participants improved on face and voice ER for basic and complex emotions that were in the software, as well as for complex voice ER for emotions not included in Mind Reading. The implications of these findings are discussed.
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using assistive technology to teach emotion recognition to students with Asperger Syndrome a pilot study
Remedial and Special Education, 2007Co-Authors: Paul G Lacava, Simon Baroncohen, Ofer Golan, Brenda Smith MylesAbstract:Many individuals with autism spectrum conditions (ASC) have difficulty recognizing emotions in themselves and others. The present pilot study explored the use of assistive technology to teach emotion recognition (ER) to eight children with ASC. Participants were between the ages of 8 and 11 years and had a diagnosis of Asperger Syndrome (AS). ER testing was conducted using a computer at pre- and postintervention. The intervention consisted of 10 weeks of using the computer software Mind Reading: The Interactive Guide to Emotions™ in either home or school settings. The results indicated that after intervention, participants improved on face and voice ER for basic and complex emotions that were in the software, as well as for complex voice ER for emotions not included in Mind Reading. The implications of these findings are discussed.
Patricia Howlin - One of the best experts on this subject based on the ideXlab platform.
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autobiographical memory and social problem solving in Asperger Syndrome
Journal of Autism and Developmental Disorders, 2007Co-Authors: Lorna Goddard, Patricia Howlin, Barbara Dritschel, Trishna PatelAbstract:Difficulties in social interaction are a central feature of Asperger Syndrome. Effective social interaction involves the ability to solve interpersonal problems as and when they occur. Here we examined social problem-solving in a group of adults with Asperger Syndrome and control group matched for age, gender and IQ. We also assessed autobiographical memory, on a cueing task and during social problem-solving, and examined the relationship between access to specific past experiences and social problem-solving ability. Results demonstrated a social problem-solving impairment in the Asperger group. Their solutions were less detailed, less effective and less extended in time. Autobiographical memory performance was also impaired with significantly longer latencies to retrieve specific memories and fewer specific memories retrieved in comparison to controls.
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outcome in high functioning adults with autism with and without early language delays implications for the differentiation between autism and Asperger Syndrome
Journal of Autism and Developmental Disorders, 2003Co-Authors: Patricia HowlinAbstract:The question of whether Asperger Syndrome and high-functioning autism should be considered as the same or different conditions has been a source of debate and controversy over recent years. In the present study, 34 adults with autism who had shown early delays in language were compared with 42 individuals who were reported to have had no such delays, either in their use of words or phrases. All participants were at least 18 years of age, had a nonverbal IQ of 70 or above and met ADI-R criteria for age of onset, communication and social impairments, and stereotyped behaviors. Those in the language delay group were diagnosed as having high-functioning autism. The remainder were designated as having Asperger Syndrome. The groups were matched for age, nonverbal IQ and gender. No significant differences were found between the groups either in their total ADI-R algorithm scores, or in their algorithm scores on individual domains. Social outcome ratings and ADI-R scores based on current functioning also failed to differentiate between the groups. Scores on tests of language comprehension and expression were also similar, but in both groups language abilities were well below chronological age level. The implications of these results with respect to the differences between Asperger Syndrome and high-functioning autism are discussed. The poor performance on language tests also challenges the assumption that early language development in Asperger Syndrome is essentially normal.
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outcome in adult life for more able individuals with autism or Asperger Syndrome
Autism, 2000Co-Authors: Patricia HowlinAbstract:The paper reviews what is known about outcome in adult life for more able individuals within the autistic spectrum. Because of the problems associated with differential diagnosis, the results of studies involving high-functioning people with autism and Asperger Syndrome are combined. The review focuses predominantly on long-term follow-up research and covers outcome in terms of cognitive, linguistic, academic and adaptive functioning; educational and employment history; independence and social relationships; and behavioural and psychiatric problems. The stability of IQ and other measures over time, and variables related to outcome, are also investigated.
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the diagnosis of autism and Asperger Syndrome findings from a survey of 770 families
Developmental Medicine & Child Neurology, 1999Co-Authors: Patricia Howlin, Anna AsgharianAbstract:As part of a wider survey of parents of children with autistic spectrum disorders in the UK, the diagnostic experiences of 614 parents of children with autism and 156 with Asperger Syndrome were compared. Although the ages of the children in the two groups were very similar at the time of the survey, parents of children given a diagnosis of Asperger Syndrome had experienced significantly longer delays and greater frustration in obtaining a diagnosis than those with a child with autism. In the 'autism group' the average age when diagnosis was confirmed was around 5.5 years; in the 'Asperger group' it was 11 years. Parents of children with a diagnosis of autism were generally aware of problems in their child's development by 18 months of age; in the Asperger group concerns emerged later, at around 30 months of age. Initial worries in both groups centred around abnormal social development but parents of children with Asperger Syndrome were less likely to have noted communication problems. Stereotyped or repetitive behaviours were not prominent in the early years in either group. Despite the problems inherent in data collected by postal survey, many of the findings of this study are supported by other research. The practical implications of delayed diagnosis, especially in the case of more able children with Asperger Syndrome are discussed.
Eric Fombonne - One of the best experts on this subject based on the ideXlab platform.
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social skills training for adolescents with Asperger Syndrome and high functioning autism
Journal of Autism and Developmental Disorders, 2007Co-Authors: Jeanie Tse, Jack Strulovitch, Vicki Tagalakis, Linyan Meng, Eric FombonneAbstract:The effectiveness of a social skills training group for adolescents with Asperger Syndrome and high-functioning autism (AS/HFA) was evaluated. Parents of six groups of adolescents (n = 46, 61% male, mean age 14.6) completed questionnaires immediately before and after the 12-week group. Parents and adolescents were surveyed regarding their experience with the group. Significant pre- to post-treatment gains were found on measures of both social competence and problem behaviors associated with AS/HFA. Effect sizes ranged from .34 to .72. Adolescents reported more perceived skill improvements than did parents. Parent-reported improvement suggests that social skills learned in group sessions generalize to settings outside the treatment group. Larger, controlled studies of social skills training groups would be valuable.
Carol Brayne - One of the best experts on this subject based on the ideXlab platform.
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the cast childhood Asperger Syndrome test test accuracy
Autism, 2005Co-Authors: J O Williams, Simon Baroncohen, Fiona Scott, Patrick Bolton, Carol Stott, Carrie Allison, Carol BrayneAbstract:The Childhood Asperger Syndrome Test (CAST) is a parental questionnaire to screen for autism spectrum conditions. In this validation study, the CAST was distributed to 1925 children aged 5-11 in mainstream Cambridgeshire schools. A sample of participants received a full diagnostic assessment, conducted blind to screen status. The sensitivity of the CAST, at a designated cut-point of 15, was 100 percent, the specificity was 97 percent and the positive predictive value was 50 percent, using the group's consensus diagnosis as the gold standard. The accuracy indices varied with the case definition used. The sensitivity of the accuracy statistics to case definition and to missing data was explored. The CAST is useful as a screening test for autism spectrum conditions in epidemiological research. There is not currently enough evidence to recommend the use of the CAST as a screening test within a public health screening programme in the general population.
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the cast childhood Asperger Syndrome test preliminary development of a uk screen for mainstream primary school age children
Autism, 2002Co-Authors: Fiona Scott, Simon Baroncohen, Patrick Bolton, Carol BrayneAbstract:The article describes a pilot and follow-up study of the preliminary development of a new tool to screen for Asperger Syndrome (AS) and related social and communication conditions (the Childhood Asperger Syndrome Test, CAST) in children aged 4-11 years, in a non-clinical setting. In the pilot study, parents of 13 children with AS and of 37 typically developing children completed the CAST. There were significant differences between the AS and typical sample means. The pilot was used to establish preliminary cut-off scores for the CAST. In the main study, parents of 1150 primary-school-age children were sent the CAST, and 174 took part in the full data analysis. Results suggest that compared with other tools currently available, the CAST may be useful for identifying children at risk for AS and related conditions, in a mainstream non-clinical sample. Further research is ongoing.
