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The Importance of Differentiating Between Traits of Autism Spectrum Disorder and Callous and Unemotional Traits

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The Importance of Differentiating Between Traits of Autism Spectrum Disorder and Callous and Unemotional Traits Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Summer 1-1-2016 The mpI ortance of Differentiating Between Traits of Autism Spectrum Disorder and Callous and Unemotional Traits Kristen Parys Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Parys, K. (2016). The mporI tance of Differentiating Between Traits of Autism Spectrum Disorder and Callous and Unemotional Traits (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/103 This Worldwide Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. THE IMPORTANCE OF DIFFERENTIATING BETWEEN TRAITS OF AUTISM SPECTRUM DISORDER AND CALLOUS AND UNEMOTIONAL TRAITS A Dissertation Submitted to the School of Education Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Philosophy By Kristen Shaffer Parys August 2016 Copyright by Kristen Shaffer Parys 2016 DUQUESNE UNIVERSITY SCHOOL OF EDUCATION Department of Counseling, Psychology, and Special Education Dissertation Submitted in partial fulfillment of the requirements for the degree Doctor of Philosophy (Ph.D.) School Psychology Doctoral Program Presented by: Kristen Shaffer Parys M.A. Applied Clinical Psychology, The Pennsylvania State University, 2009 B.S. Psychology, The Pennsylvania State University, 2004 June 20, 2016 THE IMPORTANCE OF DIFFERENTIATING BETWEEN TRAITS OF AUTISM SPECTRUM DISORDER AND CALLOUS AND UNEMOTIONAL TRAITS Approved by: _______________________________________, Chair Tammy L. Hughes, Ph.D. Professor/Chair Department of Counseling, Psychology, and Special Education Duquesne University ________________________________________, Member Elizabeth McCallum, Ph.D. Associate Professor Department of Counseling, Psychology, and Special Education Duquesne University _______________________________________, Member Gibbs Y. Kanyongo, Ph.D. Associate Professor Department of Educational Foundations and Leadership Duquesne University _______________________________________, Member Morgan Chitiyo, Ph.D. Associate Professor Department of Counseling, Psychology, and Special Education Duquesne University iii ABSTRACT THE IMPORTANCE OF DIFFERENTIATING BETWEEN TRAITS OF AUTISM SPECTRUM DISORDER AND CALLOUS AND UNEMOTIONAL TRAITS By Kristen Shaffer Parys August 2016 Dissertation supervised by Tammy L. Hughes, Ph.D. The study assesses the apparent similarities and underlying differences between traits of autism spectrum disorder and callous and unemotional traits, and problematic sexual behaviors that can result in involvement in the juvenile justice system. The need to differentiate between these traits and better understand their impact on response to treatment within treatment facilities for offenders is highlighted. This research investigated the presence of individuals with traits of autism spectrum disorders and callous and unemotional traits in adolescent males in a residential treatment program for sexual offenses, and whether instruments that are typically used to identify these characteristics were effective in distinguishing between them effectively within this population. Results are based on descriptive statistics, visual analyses, and nonparametric comparisons of responses between groups with and without observed traits of autism spectrum disorder. Results showed individuals in this treatment facility did exhibit iv characteristics of autism as well as callous and unemotional traits. For individuals with autism who also reported callous and unemotional traits, scores were significantly higher for unemotional characteristics, specifically, as compared to individuals without symptoms of autism. Deficits in social skills, emotion facial recognition abilities, and sexual knowledge were apparent across participants. Although there were no significant differences between groups, these results point to clinical considerations that are worthy of attention in terms of treatment. v ACKNOWLEDGEMENT I would like to acknowledge and express my sincere gratitude to my advisor and committee chair, Dr. Tammy Hughes, for her consistent support and mentorship throughout the program. Dr. Hughes provided me with steady opportunities to explore my interests and challenge myself. I may not have expressed it, but the experiences I was provided with through my participation in her research group increased my ability to think critically and helped me to grow both personally and professionally. You have truly been an inspiration. I would also like to acknowledge and thank my committee members, Dr. Elizabeth McCallum, Dr. Gibbs Kanyongo, and Dr. Morgan Chitiyo, for their support and guidance, and willingness to work with me so that I could reach this incredible goal. This research could not have been completed without the invaluable support and feedback from the members of Dr. Hughes’ research group. I am truly grateful for the time and effort that each of you provided as we presented this research together, for reassuring me when I doubted my abilities and progress, and for celebrating the small successes along the way. To my family, words cannot express the appreciation I have for you and everything you have done for me. You always encouraged me to push myself and never questioned my ability to reach my goals. This accomplishment is a long way from the shy, crying little girl at preschool graduation. And finally, to Andrew, who tolerated and supported me through not just one but two rounds of grad school, during times that I was proud of and excited about my work, and during times when I was pushed to the point of feeling like I couldn’t do it. You always reminded me that I should have confidence in myself and for that I am forever grateful. vi TABLE OF CONTENTS Page Abstract ..............................................................................................................................iv Acknowledgement .............................................................................................................vi List of Tables ......................................................................................................................x List of Figures ....................................................................................................................xi Chapter I: Introduction ....................................................................................................1 Autism Spectrum Disorders …………………………..................................................3 Psychopathy ………………..........................................................................................6 Significance of the Problem ..........................................................................................9 Research Questions & Hypotheses ..............................................................................11 Chapter II: Review of the Literature ............................................................................13 Restorative Justice Model ………………....................................................................13 Types of Offenders ......................................................................................................15 Aggression in Children ................................................................................................18 Oppositional Defiant Disorder ………....................................................................18 Conduct Disorder …….......……….........................................................................19 Psychopathy ……………………………………….....................................................20 Problems with the Downward Extension of Psychopathy ...........................................24 Cognitive Traits of Psychopathy .................................................................................25 Emotional Traits of Psychopathy ………....................................................................26 Autism ……………......................................................................................................33 Phenotype .……...........................................................................................................34 Changes for Autism from DSM-IV to DSM-5.............................................................38 vii Cognitive Traits of Autism ..........................................................................................40 Emotional Traits of Autism ……………….................................................................41 Trait Overlap Between ASD and Psychopathy ...........................................................46 ASD, CU Traits, and Juvenile Justice Involvement ....................................................50 Sexuality ......................................................................................................................53 Summary ………………………………………………………………..……………60 Chapter III: Methodology ...............................................................................................61 Setting ..........................................................................................................................61 Participants ..................................................................................................................63 Measures ......................................................................................................................63
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