Remembering Vs. Knowing - the Self and Comprehension in Autism Spectrum Disorder

Remembering Vs. Knowing - the Self and Comprehension in Autism Spectrum Disorder

Author: Sabine Vera Huemer

Publisher:

Published: 2014

Total Pages: 123

ISBN-13: 9781321020946

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This three-part thesis investigates the language processing of autism spectrum disorder (ASD), with special attention to self-reference. The first examined reading skills in 384 children and adolescents with ASD as compared to 100 participants with dyslexia. A pattern of relatively intact decoding skills paired with low comprehension was found in ASD subjects, while dyslexic subjects showed the opposite pattern. The second paper used magnetic resonance imaging (MRI) investigation, voxel-based morphometry (VBM), tensor based morphometry (TBM) and diffusion tensor imaging (DTI) to analyze white and grey matter concentrations (WMC/GMC), microstructure and shape differences in 20 adolescents with ASD as compared to 10 neurotypical controls. The ASD group exhibited regions of WMC and GMC abnormalities and shape differences in various key loci for social cognition and self-reference; group analysis based on receptive verbal skill revealed analogous abnormalities in major neural networks, suggesting an anatomical basis of high vs. low functioning subtypes within ASD. The third paper compared brain activation in a subgroup of ASD subjects and neurotypical controls who passively heard their own names, other (familiar) people's names, objects of high interest, and numbers. The self-referent stimuli activated key brain regions in controls that are linked to self-reference and embedded in long-term memory in a more posterior neural network. In ASD subjects these stimuli activated anterior brain regions associated with short-term episodic memory. The possibility of anatomical subtypes was again implied by analysis based on receptive verbal skill. These three studies suggest that reduced self-reference aligns with comprehension weaknesses in autism and that self-referent information is not implicitly "known" but rather acquired and "remembered" like factual information, especially in `lower functioning' ASD subjects characterized by lower verbal ability.


Memory In Autism

Memory In Autism

Author: Jill Boucher

Publisher: Cambridge University Press

Published: 2008-06-05

Total Pages: 359

ISBN-13: 113947202X

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Many people with autism spectrum disorders (ASDs) are remarkably proficient at remembering how things look and sound, even years after an event. They are also good at rote learning and establishing habits and routines. Some even have encyclopaedic memories. However, all individuals with ASD have difficulty in recalling personal memories and reliving experiences, and less able people may have additional difficulty in memorising facts. This book assembles research on memory in autism to examine why this happens and the effects it has on people's lives. The contributors utilise advances in the understanding of normal memory systems and their breakdown as frameworks for analysing the neuropsychology and neurobiology of memory in autism. The unique patterning of memory functions across the spectrum illuminates difficulties with sense of self, emotion processing, mental time travel, language and learning, providing a window into the nature and causes of autism itself.


The Wiley Handbook of Memory, Autism Spectrum Disorder, and the Law

The Wiley Handbook of Memory, Autism Spectrum Disorder, and the Law

Author: Jonni L. Johnson

Publisher: John Wiley & Sons

Published: 2018-08-06

Total Pages: 384

ISBN-13: 1119158265

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An Important Contribution to Understanding Autobiographical and Eyewitness Memory in Those with ASD and the Unique Legal Challenges They Present This book offers an in-depth discussion of how autobiographical and eyewitness memory operate in individuals with Autism Spectrum Disorder (ASD) and provides unique insights into current challenges faced by legal professionals, forensic psychologists, clinicians, and others who extend services to those with ASD. Throughout the book, authors demonstrate why a nuanced understanding of autobiographical and eyewitness memory is required when assessing individuals with ASD, given the developmental, social, and cognitive deficits at play. Authors review current legal services and structures, and explore ideas on whether and how modifications can be made to meet the needs of all individuals who seek and deserve justice, including individuals with ASD. The Wiley Handbook of Memory, Autism Spectrum Disorder, and the Law is sure to spark debate within the mental health and legal communities, while advancing knowledge on the role of key clinical features of ASD in autobiographical and eyewitness memory. The book is distinct in its exploration of ways in which the legal system, with its formal yet inherently social infrastructure and regulated due process demands, should offer services to those with ASD. Of note, authors question if current policies and practices, such as reliance on interviewing protocols standardized for typically developing individuals, are adequate. The book is divided into three sections with the first providing a discussion of theoretical viewpoints on how memory functions in those with and without ASD, and providing a specialized consideration of developmental issues. A second section reviews empirical evidence, followed by a third and final section addressing legal and clinical considerations, including techniques for interviewing individuals with ASD. The first book offering an expert, science-based review of autobiographical and eyewitness memory research on those with ASD and the associated legal challenges Provides thought-provoking, informative, often debated observations on memory in ASD from an international team of experts Offers summaries of what is known about memory abilities in those with ASD as well as what is left unknown that future researchers will need to address and that legal professionals should consider. A book that does much to advance the research frontier in the study of memory in ASD and application to the legal system, The Wiley Handbook of Memory, Autism Spectrum Disorder, and the Law is important reading for academic researchers, clinicians, judges, jurors, law enforcement officials, and public policy makers alike.


Comic Strip Conversations

Comic Strip Conversations

Author: Carol Gray

Publisher: Future Horizons

Published: 1994

Total Pages: 52

ISBN-13: 9781885477224

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Carol Gray combines stick-figures with "conversation symbols" to illustrate what people say and think during conversations. Showing what people are thinking reinforces that others have independent thoughts--a concept that spectrum children don't intuitively understand. Children can also recognize that, although people say one thing, they may think something quite different--another concept foreign to "concrete-thinking" children. Children can draw their own "comic strips" to show what they are thinking and feeling about events or people. Different colors can represent different states of mind. These deceptively simple comic strips can reveal as well as convey quite a lot of substantive information. The author delves into topics such as: What is a Comic Strip Conversation? The Comic Strip Symbols Dictionary Drawing "small talk" Drawing about a given situation Drawing about an upcoming situation Feelings and COLOR


Memory in Autism

Memory in Autism

Author: Jill Boucher

Publisher:

Published: 2008

Total Pages: 358

ISBN-13: 9780511409448

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Many people with autism spectrum disorders (ASDs) are remarkably proficient at remembering how things look and sound, even years after an event. They are also good at rote learning and establishing habits and routines. Some even have encyclopaedic memories. However, all individuals with ASD have difficulty in recalling personal memories and reliving experiences, and less able people may have additional difficulty in memorising facts. This book assembles research on memory in autism to examine why this happens and the effects it has on people's lives. The contributors utilise advances in the understanding of normal memory systems and their breakdown as frameworks for analysing the neuropsychology and neurobiology of memory in autism. The unique patterning of memory functions across the spectrum illuminates difficulties with sense of self, emotion processing, mental time travel, language and learning, providing a window into the nature and causes of autism itself.


Evidence-based Reading Instruction

Evidence-based Reading Instruction

Author: International Reading Association

Publisher:

Published: 2002

Total Pages: 0

ISBN-13: 9780872074606

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The Reading First legislation, part of the No Child Left Behind Act of 2001, labels these topics the "five essential components" of reading instruction, and programs funded by Reading First must include these elements. Each state will receive funds that are proportional to the number and percentage of children living in poverty and then host competitions to determine how the funds will be distributed among the districts and schools. In order to aid educators in implementing these components in the early grades, the International Reading Association has assembled Evidence-Based Reading Instruction: Putting the National Reading Panel Report Into Practice, a timely and helpful compilation of articles from its journal The Reading Teacher. The first five sections are grouped according to the five essential components. Each section offers a summary and discussion of the NRP findings, and presents several articles from The Reading Teacher that provide concrete descriptions of the recommended practices. The final section includes articles that employ practices from two or more of the essential components, and the appendixes contain the Association's position statement What Is Evidence-Based Reading Instruction? and a useful list of Association resources cited in the NRP Report. This compilation will help educators implement practices consistent with scientifically based reading research, but more important, it will help teachers make every child a reader.


Children's Comprehension Problems in Oral and Written Language

Children's Comprehension Problems in Oral and Written Language

Author: Kate Cain

Publisher: Guilford Press

Published: 2008-05-07

Total Pages: 321

ISBN-13: 1593858329

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Comprehension is the ultimate aim of reading and listening. How do children develop the ability to comprehend written and spoken language, and what can be done to help those who are having difficulties? This book presents cutting-edge research on comprehension problems experienced by children without any formal diagnosis as well as those with specific language impairment, autism, ADHD, learning disabilities, hearing impairment, head injuries, and spina bifida. Providing in-depth information to guide research and practice, chapters describe innovative assessment strategies and identify important implications for intervention and classroom instruction. The book also sheds light on typical development and the key cognitive skills and processes that underlie successful comprehension.


A Field Guide to Earthlings

A Field Guide to Earthlings

Author: Ian Ford

Publisher: Ian Ford Software Corp

Published: 2010

Total Pages: 220

ISBN-13: 0615426190

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Autistic people often live in a state of anxiety and confusion about the social world, running into misunderstandings and other barriers. This book unlocks the inner workings of neurotypical behavior, which can be mysterious to autistics. Proceeding from root concepts of language and culture through 62 behavior patterns used by neurotypical people, the book reveals how they structure a mental map of the world in symbolic webs of beliefs, how those symbols are used to filter perception, how they build and display their identity, how they compete for power, and how they socialize and develop relationships--


Joint Attention

Joint Attention

Author: Chris Moore

Publisher: Psychology Press

Published: 2014-03-05

Total Pages: 295

ISBN-13: 1317781074

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It is perhaps no exaggeration to suggest that all of what is intrinsically human experience is grounded in its shared nature. Joint attention to objects and events in the world provides the initial means whereby infants can start to share experiences with others and negotiate shared meanings. It provides a context for the development of both knowledge about the world and about others as experiencers. It plays a central role in the development of the young child's understanding of both the social and nonsocial worlds and in the development of the communicative interplay between child and adult. The first devoted to this important topic, this volume explores how joint attention first arises, its developmental course, its role in communication and social understanding, and the ways in which disruptions in joint attention may be implicated in a variety of forms of abnormal development including autism.


Reading Fluency

Reading Fluency

Author: Asaid Khateb

Publisher: Springer

Published: 2016-05-11

Total Pages: 169

ISBN-13: 331930478X

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The book is dedicated to the blessed memory of Prof. Zvia Breznitz, whose groundbreaking research has made a tremendous impact on the understanding of fluency in reading. The book presents a multidimensional perspective of recent research and reviews on fluency in reading. The first part presents recent brain-imaging findings from studies into the neurobiological basis of reading, as well as cognitive and language studies exploring the underlying factors of fluency in reading and its development. The second part comprises reviews of intervention studies that address reading ability, and in particular, fluency in reading. The book provides a unique multilingual perspective on reading research by including studies of readers of different orthographies and speakers of different languages. Both scientists exploring the different aspects of reading and language, and clinicians of reading intervention will find this book not only of great interest but extremely useful in its clear and in-depth presentation of current reading research.