A Developmental Perspective of Adolescence

Adams, Wayne; Sheslow, David V.

doi:10.1007/978-1-4757-9345-1_2

Cited by 15 publications

(5 citation statements)

References 25 publications

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“…In turn, the ability to solve problems is generally thought to be predictive of better adaptive functioning (Goldstein 1996). Individuals with autism, despite the presence of average or above general intelligence often have prominent deficits in the areas of conceptual reasoning and problem solving (Adams and Sheslow 1983; Rutter 1983; Hill and Bird 2006; Pennington and Ozonoff 1996; Bogte et al 2007). However, this finding is not universal across the autism spectrum, as there are some reports, particularly of individuals with Asperger Syndrome (AS), of intact or superior abstract reasoning or fluid thinking skills (Hayashi et al 2008; Soulières et al 2011).…”

Section: Introductionmentioning

confidence: 99%

Associations Between Conceptual Reasoning, Problem Solving, and Adaptive Ability in High-functioning Autism

Williams

Mazefsky

Walker

et al. 2014

J Autism Dev Disord

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thinking is generally highly correlated with problem-solving ability which is predictive of better adaptive functioning. Measures of conceptual reasoning, an ecologically-valid laboratory measure of problem-solving, and a report measure of adaptive functioning in the natural environment, were administered to children and adults with and without autism. The individuals with autism had weaker conceptual reasoning ability than individuals with typical development of similar age and cognitive ability. For the autism group, their flexible thinking scores were significantly correlated with laboratory measures of strategy formation and rule shifting and with reported overall adaptive behavior but not socialization scores. Therefore, in autism, flexibility of thought is potentially more important for adaptive functioning in the natural environment than conceptual reasoning or problem-solving.

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Section: Introductionmentioning

confidence: 99%

Associations Between Conceptual Reasoning, Problem Solving, and Adaptive Ability in High-functioning Autism

Williams

Mazefsky

Walker

et al. 2014

J Autism Dev Disord

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show abstract

“…Rutter (1978) observed that as general cognitive ability decreased, abstraction abilities dropped precipitously. Adams and Sheslow (1983) characterized the deficit in lower ability individuals with autism as a failure to reach the formal operations stage of intellectual development, which involves the capacity for concept formation and hypothetical thought. Consistent with this formulation, in behavioral intervention programs such as the Lovaas (1987) discrete trial program, young children with autism are taught in massed trials to group objects according to a variety of concepts including color, size, shape, and function.…”

mentioning

confidence: 99%

Abstract reasoning in autism: A disassociation between concept formation and concept identification.

Minshew¹,

Meyer²,

Goldstein³

2002

Neuropsychology

166

128

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The concept identification and concept formation aspects of abstract reasoning were examined in 90 nonmentally retarded individuals with autism and 107 normal controls. It was hypothesized that pronounced deficits would be found on concept formation tests, whereas performance on concept identification tests would be relatively intact. There was a significant difference between individuals with autism and individuals from a matched control group on all abstract reasoning tasks, but, with the exception of the Wisconsin Card Sorting Test (R. K. Heaton et al., 1993), differences on concept identification tests were not clinically significant. Factor analyses showed that concept formation and concept identification tasks loaded on separate factors in the autism group but not in the control group. Stepwise discriminant function analyses revealed that 2 tests of concept formation correctly classified 78.4% of cases, whereas concept identification tasks did not pass the tolerance test.

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“…The specific developmental goals addressed were identified by researchers as goals emphasized by middle-class European American parents for their children (which might or might not differ from goals stressed by American parents of differing ethnic and socioeconomic backgrounds). Those goals included academic achievement (Ochs & Schieffelin, 1984), verbal expressiveness (Heath, 1983;Ochs & Schieffelin, 1984), independence (Harkness, Super, & Keefer, 1992), positive self-esteem (Tobin, Wu, & Davidson, 1989), and social competence with peers (Adams & Sheslow, 1983).…”

Section: Conceptual Framework and Research Questionsmentioning

confidence: 99%

Parents’ Goals for Adolescents Diagnosed with Developmental Delays in Early Childhood

Clare

Garnier

2000

The Journal of Early Adolescence

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Parents' developmental goals for their children were investigated in a 12-year study of middle-class European American families of children diagnosed with an early developmental delay of unknown etiology. The relation of parents' developmental goals for children at child age 13 and child characteristics at ages 3, 7, and 11 were examined. Results showed that parents' developmental goals at adolescence were associated with a range of child characteristics. Early child characteristics also were stronger predictors of parents' goals at adolescence than parents' goals for children at earlier ages. These findings indicated that parents adjust their goals over time in response to children's functioning and abilities. Findings from this study could contribute to early intervention efforts by helping practitioners anticipate parents' goals for their adolescent children based on children's functioning at earlier ages.

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A Developmental Perspective of Adolescence

Cited by 15 publications

References 25 publications

Associations Between Conceptual Reasoning, Problem Solving, and Adaptive Ability in High-functioning Autism

Associations Between Conceptual Reasoning, Problem Solving, and Adaptive Ability in High-functioning Autism

Abstract reasoning in autism: A disassociation between concept formation and concept identification.

Parents’ Goals for Adolescents Diagnosed with Developmental Delays in Early Childhood

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