Autism Spectrum Disorder-A Paediatric Dentist's Perspective

Total Page:16

File Type:pdf, Size:1020Kb

Autism Spectrum Disorder-A Paediatric Dentist's Perspective :O p e sm n A ti c u c A e s s Autism - Open Access Berman, Autism Open Access 2015, 6:1 DOI: 10.4172/2165-7890.1000158 ISSN: 2165-7890 Perspective Article Open Access Journal Autism Spectrum Disorder-A Paediatric Dentist’s Perspective Marvin H Berman* Bridle Lane, Bannockburn, Illinois 60015, USA *Corresponding author: Berman MH, 1 Bridle Lane, Bannockburn, Illinois 60015, USA, Tel: (847)295-9393; E-mail: [email protected] Rec date: September 02, 2015; Acc date: December 14, 2015; Pub date: December 21, 2015 Copyright: © 2015 Berman MH. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Introduction the lack of babbling or meaningful gesturing, repetitive hand flapping, failure to respond to their name, excessive single word usage without Most recent reports published by the Autism and Developmental spontaneous phrases, an aversion to hugging or touching, and Disabilities Monitoring network under the auspices of the Centres for difficulty in making eye contact. All of these symptoms and others may Disease Control and Prevention predict that one in every 150 children be mild, or severe enough for parents to seek professional advice, will suffer from some kind of autistic spectrum disorder (ASD), with a hoping for a remedy [8,9]. 4-to-one prevalence of boys over girls [1]. The etiology of ASD is currently unknown, and there is no known cure [2]. In a 2009 study The American Academy of Pediatrics recommends a well-child involving phone conversations with 78,000 parents of US children who screening for ASD at 18 to 24 months of age using formal autism were identified by a health professional as having an ASD, the screening tests [10]. Its most recent policy statement suggests that prevalence of ASD amongst 3 to 17 years old was estimated to be as “early identification of developmental disorders is critical to the well- high as 1:100 [3].This article discusses the diagnosis, etiology, and being of children and their families. Further, it is recommended that clinical aspects of ASD that are pertinent to dental professionals who developmental surveillance be incorporated into every well child visit treat these patients. and any concerns be addressed promptly. The sooner the disorder is identified, the soon-er that interventions can be instituted” [11]. Statistics The definitive diagnosis of ASD is usually made by pediatricians, psychologists, or psychiatrists who institute a process of analysis which The alarming rise in the statistics of ASD and the multifaceted involves a developmental and clinical history, tests for cognitive efforts of parent-led advocacy groups has put the ASD issue front and function, and assessment of receptive and expressive language skills. centre for scientific researchers, healthcare providers, educators, and Evaluation of each of these components requires a great deal of time the broad expanse of society [4]. Bombarded with news reports and patience, especially if the child is very young or is reluctant to concerning a host of social and health issues, the sheer mass of global cooperate. Pervasive developmental disorders, Asperger’s syndrome, statistics becomes an impersonal and overwhelming blur. In the case of Rett syndrome, and childhood degenerative disorders are all autism, the statistics have taken on real meaning with a palpable considered a part of the ASD group, but the distinction between the relevance and challenge for the dental profession. various entities is not always clear. Whether the statistics represent an increased incidence of autism or Pervasive developmental disorder-Not otherwise specified whether society has simply become more aware of the condition (or both) is a matter of conjecture. There is also the question of whether The diagnosis of pervasive developmental disorder is made when the parameters for labelling a child autistic have become so broad that some autistic symptoms are evident but the entire set of criteria is not the alarming statistics are distorted [1,5,6]. However, there is no present. Generally these children are higher functioning, have fewer question that those who actively work with children are encountering communication problems, and often respond very positively to patients with increasing frequency that have been diagnosed with interventions. autistic disorders. Dentists treat very young patients in an up-close, Asperger’s syndrome personal atmosphere where communication is absolutely essential. Often, dentists may be the first healthcare providers to recognize that a This condition (named for Hans Asperger) is one of the higher one or 2-year-old child has some type of extraordinary pervasive functioning forms of ASD and is distinctive because these children behavioral disorder that a parent, fearing the worst, may have generally speak with clarity and have the ability to have normal suspected instinctively and emotionally but never faced objectively. In conversations [12]. Some authorities prefer to consider Asperger’s many instances the idiosyncratic behavior is mistakenly attributed to syndrome separate and apart from autism. A definitive diagnosis or immaturity or the “terrible 2s.” differentiation may be nearly impossible to establish. Persons with Asperger’s think very literally without subtlety or nuance…concrete Diagnosis rather than abstract. They may speak obsessively about a particular subject of special interest to them and be reluctant to move on to ASD is a “catch-all” term that refers to a highly variable range of another topic. Their ability to socially interact is noticeably impaired, neurodevelopmental disorders observed in young children [7]. therefore establishing or maintaining friendships with their peers is Currently, there are no empirical biological tests (e.g., blood tests or negatively impacted [13-15]. brain scans) for ASD that are reliable. Parents, caregivers, teachers, or healthcare workers may notice some aberrant behaviors, language Rett syndrome delays, odd speech patterns, or mood swings that indicate a need for a Rett syndrome is a degenerative disorder, which has its onset in consultation with various specialists. By the time a child has reached infancy, and all of the autistic symptoms are more severe in nature 24 months of age, 80% of parents of children with an ASD are noticing Autism Open Access Volume 6 • Issue 1 • 158 ISSN:2165-7890 Autism Open Access Citation: Berman MH (2015) Autism Spectrum Disorder-A Paediatric Dentist’s Perspective. Autism Open Access 6: 1000158. doi: 10.4172/2165-7890.1000158 Page 2 of 6 both physically and mentally. The etiology is thought to be a genetic definitive awareness of where his body is in space. In the more severe mutation, predominately affecting girls. The self-infliction of pain, situations, various chew toys or gloves are employed in an attempt to nonverbal temper tantrums, lack of speech, and lack of interest in their mitigate the physical damage [27,28]. Dentists should not confuse the surroundings are often accompanied by severe physical limitations as self-infliction of pain as a sign that they can treat these patients well. The condition is rare but devastating [16]. without local anaesthetic. These patients do feel pain, but their interpretation of that external pain is unclear. Some autistic authors History and Nature of Autism have related that the self-infliction of pain gives them a “sense of reality.” Autism, as an entity, was first described by Hans Asperger in 1938 [17]. Leo Kanner of Johns Hopkins first used the term “autism” in the It should be noted that the variations in symptoms and behavior modern sense in the 1940s, referring to it as “early infantile autism” make accurate diagnosis of the various ASD entities very difficult. One [18]. child may be nonverbal, using gestures or screams, whereas another child may talk incessantly and compulsively about a favorite subject. Based on the Greek word “autos,” meaning “self,” autism was This kind of behavior should not be mistaken for a lack of intelligence. extrapolated to mean “alone, preoccupied with self, a withdrawal into Many of these children have surprising powers of observation and private fantasy,” the kind of self-isolation where any stimulation from hidden talents despite their seeming inability to relate socially to the the outside world may be an intrusion [19]. everyday world. “Autistic savants” exhibit these characteristics to the The diagnosis of ASD is based on both testing and behavioral extreme [22]. observation of an extensive list of characteristics such as impairment of social interaction and communication, restricted interests, and focus Etiology and repetitive behavior. These characteristics become more evident The etiology of ASD is an enigma. Highly regarded researchers are when in the course of treating these children clinicians observe the of the opinion that there is probably more than one cause since the lack of eye contact, echolalia (repetition of the last word you say), self- disorder can have such disparate manifestations. Genetics, infliction of pain, addiction to a specific routine and sometimes expert environmental poisons, neurologic psychopathy, dietary deficiencies, recall of complicated minutiae out of context with the moment. About and allergies have all been implicated [5]. At one time the villains were 30% to 50% of these children do not develop natural speech patterns thought to be “refrigerator moms,” referring to mothers who were not [20,21]. able or willing to bond with their newborn babies [29]. The theory was In some instances children affected by ASD will possess an amazing that a mother’s coldness toward her infant could cause that child to aptitude for music or art beyond the average, but at the same time they retreat from the world. may be incapable of managing the more mundane tasks of everyday Hypotheses revolving around allergies, food poisoning, vitamin life, such as dressing themselves, brushing their teeth, etc.
Recommended publications
  • The Paradox of Giftedness and Autism Packet of Information for Professionals (PIP) – Revised (2008)
    The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development The University of Iowa College of Education The Paradox of Giftedness and Autism Packet of Information for Professionals (PIP) – Revised (2008) Susan G. Assouline Megan Foley Nicpon Nicholas Colangelo Matthew O’Brien The Paradox of Giftedness and Autism The University of Iowa Belin-Blank Center The Paradox of Giftedness and Autism Packet of Information for Professionals (PIP) – Revised (2008) This Packet of Information (PIP) was originally developed in 2007 for the Student Program Faculty and Professional Staff of the Belin-Blank Center for Gifted Education and Talent Development (B-BC). It has been revised and expanded to incorporate multiple forms of special gifted programs including academic year Saturday programs, which can be both enrichment or accelerative; non-residential summer programs; and residential summer programs. Susan G. Assouline, Megan Foley Nicpon, Nicholas Colangelo, Matthew O’Brien We acknowledge the Messengers of Healing Winds Foundation for its support in the creation of this information packet. We acknowledge the students and families who participated in the Belin-Blank Center’s Assessment and Counseling Clinic. Their patience with the B-BC staff and their dedication to the project was critical to the development of the recommendations that comprise this Packet of Information for Professionals. © 2008, The University of Iowa Belin-Blank Center. All rights reserved. This publication, or parts thereof, may not be reproduced in any form without written permission of the authors. The Paradox of Giftedness and Autism Purpose Structure of PIP This Packet of Information for Professionals (PIP) Section I of PIP introduces general information related to both giftedness was developed for professionals who work with and autism spectrum disorders.
    [Show full text]
  • The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians
    St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 12-2017 The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Cecilia Scott-Croff St. John Fisher College, [email protected] Follow this and additional works at: https://fisherpub.sjfc.edu/education_etd Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Scott-Croff, Cecilia, "The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians" (2017). Education Doctoral. Paper 341. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_etd/341 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. The Impact of a Diagnosis of Autism Spectrum Disorder on Nonmedical Treatment Options in the Learning Environment from the Perspectives of Parents and Pediatricians Abstract The purpose of this qualitative study was to identify the impact of a diagnosis of autism spectrum disorder on treatment options available, within the learning environment, at the onset of a diagnosis of autism spectrum disorder (ASD) from the perspective of parents and pediatricians. Utilizing a qualitative methodology to identify codes, themes, and sub-themes through semi-structured interviews, the research captures the lived experiences of five parents with children on the autism spectrum and five pediatricians who cared for those children and families.
    [Show full text]
  • CLINICAL PSYCHOLOGY Growing up with ASD (Autism Spectrum
    Psychology in Russia: State of the Art Russian Lomonosov Psychological Moscow State Volume 12, Issue 3, 2019 Society University CLINICAL PSYCHOLOGY Growing Up with ASD (Autism Spectrum Disorder): Directions and Methods of Psychological Intervention Igor A. Kostin* Federal State Budget Scientifc Institution “Institute of Special Education of the Russian Academy of Education”, Moscow, Russia * Corresponding author. E-mail: [email protected] Background. Autism spectrum disorder (ASD) is a lifelong pervasive develop- Keywords: mental disorder afecting subjects’ emotions, will, and cognition, and inhibiting ASD (autism their social adaptation. spectrum Objective. To defne directions and methods for psychological assistance to disorder); autistic people that would let them achieve higher self-actualization and inde- qualitative pendence, and avoid social maladaptation. longitudinal Design. Te following methods were used: analysis of the life histories and search; social catamneses of autistic individuals; participant observation of their behavior; maladaptation; analysis of materials (text summaries) of psychological consulting with families social who have autistic members; analysis of materials from remedial sessions with environment; people with autism and developmental disorders. psychological Research participants were autistic individuals age 12 years or more at the remediation beginning and up to 38–40 years at the end. Results. Te long-term manifestations of autistic development in emotions, will, and cognition are described. Tese manifestations afect subjects’ adapta- tion and independence negatively, even in cases of remarkable progress. Two important aspects of psychological assistance are: a) mastering of skills; and b) improving comprehension of social relationships, one’s own psychologi- cal world, and other people’s minds. Te author proposes some methods of psy- chological remedial work and insists that rules for social interaction should not be learned mechanically.
    [Show full text]
  • Autistic Savants: Making Child Really Special
    International Journal of Science and Research (IJSR) ISSN (Online): 2319-7064 Index Copernicus Value (2013): 6.14 | Impact Factor (2013): 4.438 Autistic Savants: Making Child Really Special Dr. Vijay Kumar Grover Abstract: The paper is about highlighting phenomenon of ‘savant syndrome’ among autistic children. Author starts with defining and explaining the term autism as viewed in special education followed by ‘theory of mind’ as an attempt to explain autism. Then author puts forward case of ‘idiot savants’, more accurately ‘autistic savants’ as a contradiction to the ‘theory of mind’ explanation. The terms ‘idiot savant’ and ‘autistic savant’ are explained in terms of origin and reasons. Various savant skills possessed by autistic children are illustrated with real life examples to prove the point that autistic savants are really exceptional.it was stressed that an autistic child is a blend of deep deficits and super abilities. In the end paper explains that there need to be an individual education program (IEP) for attending autism related deficits and a spring board program for nurturing, expression and utilizing savant skills. The paper concludes autistic savant is a case of blessing in disguise and should be used for benefit of the child and society. Keywords: autism, idiot savant, autistic savant, savant skills, theory of mind 1. Introduction savoir,‘knowing’ or ‘wise’, to describe someone who had extraordinary memory but with a great defect in reasoning Special education deals with children who are negatively as power. Rimland (1978) an authority on autism research and well as positively deviant by physical, sensory or behaviors a father of an autistic son, Mark, introduced a more means.
    [Show full text]
  • Savant Syndrome: Growth of Empathy and Creativity Kapil Gururangan
    SAVANT SYNDROME: Growth of Empathy and Creativity Kapil Gururangan Recent years have seen the rise of autism spectrum disorders in global news. Diagnosed cases are at an all-time high (affecting 1 in 110 children) and awareness for the condition has been aided by benefits, celebrity activism, and more sophisticated research. However, another condition, not so dissimilar, has remained largely underground in its significance to our understanding of the human brain. The character brought to fame by actor Dustin Hoffman in Rain Man, Raymond Babbitt, was based off one of the rarest of individuals – a savant. Individuals diagnosed with savant syndrome boast unparalleled ability in certain skills and subject areas. However, they also display trademark signs of autism spectrum disorders (ASD, including autism and Asperger Figure 1. Dustin Hoffman portraying a savant in Rain Man BSJ syndrome) and other learning and developmental alongside Tom Cruise. (Associated Press 2009) disabilities, which creates an interesting backdrop to a savant’s impressive talent (Treffert 2009, 1351). Dr. John Langdon Down, who was famous for identifying Down’s syndrome, labeled ten of his patients as “idiot savants” in 1887, bringing “the remarkable coexistence of deficiency and superiority” to the attention of the scientific community (Treffert & Wallace 2004, 16). Notable scientists, such as Dr. Darold Treffert from the University of Wisconsin, Dr. V.S. Ramachandran of University of California, San Diego, and Dr. Simon Baron-Cohen at the University of Cambridge, have tried to discover where this extraordinary talent comes from and how it coexists within the vicinity of a savant’s disability. Explaining Savantism: An Introduction to Intrinsic Greatness The extraordinary talents associated with prodigious “damage compensation” theory explains the skewed savants are invariably linked to memory (Treffert 2009, ratio, roughly 6:1, of male to female savants (Treffert 1351).
    [Show full text]
  • The-X-Factor-North-And-South.Pdf
    Health | The X Factor Few people have heard of fragile X syndrome and yet it’s the most common cause of inherited mental retardation. Pamela Fleming reports. or five years Anita Nicholls and Chris Hollis watched with sinking hearts as their first baby, then his brother, grew into F toddlers who were unable to walk, talk, socialise or even eat normally. When Ben began missing normal develop- mental milestones they clung to the old maxim that all babies are different. Give him time, they thought, he’ll come right. But he didn’t, and when James was born three years later and began to display even more serious symptoms of intellectual disability, they looked desperately for answers. By Opposite: James Hollis. After his early diagnosis James received then they were exhausted and close to seven years of focussed help. breaking point. He is now a passionate learner. “When your child isn’t walking and Above: Ben Hollis and his mother Anita. talking and you can’t find a logical reason, invariably you blame yourself,” says Hollis. “We thought it might be birth trauma or, heaven forbid, bad parenting.” The very conservative estimate – given They now know Ben and James have that some symptoms go undiagnosed – is fragile X syndrome, an inherited condition in 1000 New Zealanders have the condition. which a gene sequence in the X chromosome In comparison, the much higher profile and expands, then switches off, failing to make fundraiser-friendly disease cystic fibrosis a protein needed for the development of afflicts 300 New Zealand children and adults.
    [Show full text]
  • Art Therapy and Autism: Overview and Recommendations
    Art Therapy: Journal of the American Art Therapy Association, 26(4) pp. 187-190 © AATA, Inc. 2009 V iewpoint Art Therapy and Autism: Overview and Recommendations Nicole Martin, Lawrence, KS Abstract eclectic approaches (Gabriels, 2003; Kornreich & Schimmel, 1991). Highlighted treatment goals include sym- Work with individuals diagnosed with autism spectrum bol formation and communication (Bentivegna, Schwartz, disorders (ASD) is a growing area of significant interest for & Deschner, 1983; Fox, 1998), socialization (Noble, 2001), many art therapists. The purpose of this viewpoint is to outline early intervention (Martin, 2009), and sensory regulation the current impediments to the expansion of this specialty as (Scanlon, 1993). Special techniques include using idioms as well as to highlight the unique treatment advantages of art a stimulus in group therapy (Henley, 2000), portrait draw- therapy from the author’s perspectives as an art therapist and ing assessments (Betts, 2003; Martin, 2008), and video sibling of a person with autism. A rationale for the use of art (Henley, 1992). Research methods used consist of case stud- therapy to treat ASD and recommendations are provided. ies (Bentivegna, Schwartz, & Deschner, 1983; Emery, 2004; Evans & Dubowski, 2001; Fox, 1998; Henley, Summary of the Literature 1989b, 2000, 2001; Kornreich & Schimmel, 1991; Noble, 2001; Scanlon, 1993; Stack, 1998), survey (Henley, 1989a), Autism, now commonly called autism spectrum dis- and standardized assessment with a comparison group order, refers to the five diagnoses of the pervasive develop- (Martin, 2008). The current literature on art therapy and mental disorder spectrum (Autistic Disorder, Asperger’s autism has been described as “robust” and supports the use Syn drome, Childhood Disintegrative Disorder, Rett’s of long-term group and individual art therapy with children Dis order, and Pervasive Developmental Disorder-Not with ASD (Gilroy, 2006).
    [Show full text]
  • Is There a 'Regressive Phenotype' of Autism Spectrum Disorder Associated with the Measles-Mumps-Rubella Vaccine?
    Journal of Autism and Developmental Disorders, Vol. 36, No. 3, April 2006 (Ó 2006) DOI 10.1007/s10803-005-0070-1 Published Online: April 28, 2006 Is There a ‘Regressive Phenotype’ of Autism Spectrum Disorder Associated with the Measles-Mumps-Rubella Vaccine? A CPEA Study Jennifer Richler,1 Rhiannon Luyster,1 Susan Risi,1 Wan-Ling Hsu,1 Geraldine Dawson,2 Raphael Bernier,2 Michelle Dunn,3 Susan Hepburn,4 Susan L. Hyman,5 William M. McMahon,6 Julie Goudie-Nice,6 Nancy Minshew,7 Sally Rogers,8 Marian Sigman,9 M. Anne Spence,10 Wendy A. Goldberg,10 Helen Tager-Flusberg,11 Fred R. Volkmar,12 and Catherine Lord13 A multi-site study of 351 children with Autism Spectrum Disorders (ASD) and 31 typically developing children used caregiver interviews to describe the children’s early acquisition and loss of social-communication milestones. For the majority of children with ASD who had experienced a regression, pre-loss development was clearly atypical. Children who had lost skills also showed slightly poorer outcomes in verbal IQ and social reciprocity, a later mean age of onset of autistic symptoms, and more gastrointestinal symptoms than children with ASD and no regression. There was no evidence that onset of autistic symptoms or of regression was related to measles-mumps-rubella vaccination. The implications of these findings for the existence of a ‘regressive phenotype’ of ASD are discussed. KEY WORDS: Autism spectrum disorder; language development; regression; Autism Diagnostic Interview - Revised (ADI-R); measles-mumps-rubella (MMR) vaccine; gastrointestinal disorders. While most children with Autism Spectrum Dis- orders (ASD) are described as showing developmental differences from birth or early in infancy, a substantial 1 University of Michigan, Ann Arbor, USA.
    [Show full text]
  • Childhood Disintegrative Disorder (CDD): Symptomatology of the Norwegian Patient Population and Parents’ Experiences of Patient Regression
    Journal of Autism and Developmental Disorders https://doi.org/10.1007/s10803-021-05023-7 ORIGINAL PAPER Childhood Disintegrative Disorder (CDD): Symptomatology of the Norwegian Patient Population and Parents’ Experiences of Patient Regression Martin John Ellis1 · Kenneth Larsen2 · Sophie Seychelle Havighurst1,3 Accepted: 13 April 2021 © The Author(s) 2021 Abstract Childhood Disintegrative Disorder (CDD) is a rare and little researched developmental disorder characterised by regression in language and social skills after a period of seemingly normal development until at least the age of 2 years. The study contacted all parents of CDD patients in Norway to assess patient symptomatology and parents’ experiences of regression via questionnaire or interview. There were 12 participants. Symptomatology was in-line with previous studies, with universal regression in language and social skills and onset predominantly at 2–4 years. Regression was connected to feelings of ‘loss’ and uncertainty over the prognosis for CDD patients. The study supported CDD diagnostic criteria and showed that CDD patient regression has profound implications for parental well-being. Keywords CDD · Childhood Disintegrative Disorder · Heller Syndrome · Autism · Regression Childhood Disintegrative Disorder (CDD) is a rare and lit- challenging and uncertainty regarding its diagnostic charac- tle understood form of pervasive developmental disorder teristics, and even its diagnostic validity, remain. (PDD). CDD is typifed by a period of normal development CDD was frst described by Theodor Heller in 1908 and in the child for at least two years before a period of pro- termed ‘dementia infantilis’ (Mouridsen, 2003). Since this found and irreversible regression in social and cognitive time a variety of terms have been used for what, to all intents skills (Mehra et al., 2018).
    [Show full text]
  • A Comparative Study of the Effects of Music on Emotional State in Normal Adults and Those with High-Functioning Autism
    Title A Comparative Study of the Effects of Music on Emotional State in Normal Adults and those with High-functioning Autism Thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy of the University of London Rory Allen Department of Psychology, Goldsmiths, University of London February, 2010 1 Certification of originality I certify that the work presented in this thesis is my own. Signed ………………………………………. Date …….. 24 February 2010……………….. 2 Abstract It has been assumed that the social deficits inherent in autism imply that individuals with the condition will be unable fully to appreciate the emotional content of music. My aim was to test this assumption, and to explore more widely the similarities and differences between the experience of music in the normal population and those with autism. My first study used musically-induced mood changes and a behavioural measure to show that mood music has measurable effects on cognitive processes in a control group. The second study focused on high-functioning adults on the autism spectrum, using semi-structured interviews to investigate the part that music plays in their everyday lives, concluding that autism is no bar to a full appreciation of the emotional uses of music, though also suggesting a degree of impoverishment in the language they use to describe the emotions. The final set of experiments compared control and autism groups directly, using physiological (GSR) measures of arousal together with self-report of the emotions evoked by a set of musical items. Standardized questionnaires were employed to measure alexithymia (difficulty in identifying and describing feelings) in individuals.
    [Show full text]
  • Autism Spectrum Disorder
    MythBuster Autism spectrum disorder: Fighting myths with evidence MYTH “Autistic people don’t want to or can’t establish relationships” This MythBuster is designed for young people, their Busting myths about autism... families and friends, and the service providers who work with them, to better understand important aspects about There are a lot of myths about ASD. This is probably in part autism spectrum disorder (also called ASD or autism). because some well-known film and television shows have The first section summarises some key facts about ASD characters that are portrayed as having ASD, including 12 and the second section describes some common myths Sheldon Cooper from The Big Bang Theory and Raymond 13 about autism, where these myths come from, why they are Babbitt from Rain Man , which can lead to stereotypes harmful, and the evidence against them. about ASD. It is important to understand that autistic people have many individual strengths, but ASD can sometimes be challenging for those experiencing it, as well as for their family, friends or other supports. These challenges can be Autistic person or person with autism? made worse by the fact that people may have the wrong idea about what ASD is. Autistic person (identity-first language) vs person with autism (person-first language) – what should we use? The majority of autistic people choose identity-first MYTH: “Autistic people don’t want to language1-4 (e.g. ‘autistic person’), embracing autism or can’t establish relationships” as part of their identity. However, many people prefer to use language that recognises the person first and Where did this come from? autism as secondary to their identity (e.g.
    [Show full text]
  • What the Savant Syndrome Can Tell Us About the Nature and Nurture of Talent Leon K
    What the Savant Syndrome Can Tell Us About the Nature and Nurture of Talent Leon K. Miller Recent research has begun to illuminate the composition and development of excep- tional skills in those with intellectual disability. I argue that this research is rele- vant to more general discussions of talent. First, it provides a special opportunity to deconstruct talent in different domains. Because savants typically lack the general intellectual skills usually present in those with more domain-restricted achieve- ment, this analysis helps to delineate both the core components of talent in those domains and how more general skills affect the expression and development of that talent. Second, savants often have disabilities that can modify the direction of development in unusual ways. Examining these conditions suggests new ways of thinking about how talent may be nurtured. Introduction The “savant syndrome” typically refers to the presence of excep- tional skill in the context of more general, occasionally severe, intellectual impairment (Miller, 1999). Savant skills are observed most commonly in music, the visual arts (primarily drawing), and in certain types of calculation (e.g., “calendar calculating”). The existence of savant behavior has been used as evidence for both “nature” and “nurture” positions in the debate about the origins of exceptional skill. For example, Gardner (1983) argued that the appearance of savant skill without any apparent direct tutoring in children with intellectual impairment indicates distinct varieties of intelligence. Moreover, the fact that these skills are often mani- fested at an early age suggests an important innate factor in their emergence. On the other hand, the observation that savants rehearse their skills extensively, sometimes obsessively (Howe, 1989), is used by proponents of a strong nurture position in the development of talent (Howe, Davidson, & Sloboda, 1998).
    [Show full text]