How did I get so late so soon? A review of time processing and management in autism

Jurek, Lucie; Longuet, Y; Baltazar, Matias; Amestoy, Anouck; Schmitt, Vicky; Desmurget, Michel; Geoffray, Marie‐Maude

doi:10.1016/j.bbr.2019.112121

Cited by 18 publications

(22 citation statements)

References 117 publications

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“…It can strengthen what was shown in previous studies that TPA is one construct and problems at low level will affect levels of TPA developed later as well as DTM [15,16]. Many experimental studies examining the time duration discrimination and time reproduction have drawn conclusions about how problems at this level are related to estimating time and time management [7,66,68]. The present study can fill the knowledge gap, what is needed between the low level of interval timing and the top level of time management including estimation time.…”

Section: Occupational Performance Goalssupporting

confidence: 78%

Occupational performance goals and outcomes of time-related interventions for children with ADHD

Wennberg

Janeslätt

Gustafsson

et al. 2020

Scandinavian Journal of Occupational Therapy

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Background: Children with attention deficit hyperactivity disorder (ADHD) have difficulties with occupational performance, related to difficulties with time-processing ability. Aims: To examine the outcome of a multimodal time-related intervention designed to support children aged 9-15 years with ADHD, to achieve their occupational performance goals and improve satisfaction with occupational performance. A further aim was to compare the children's ratings of outcome with their parents' ratings and to analyse the occupational performance goals. Material and Methods: A pre-post design was used. Participants were 27 children, aged 9-15 years. Children and parents rated occupational performance and satisfaction at baseline and follow-up, after 24 weeks, using the Canadian Occupational Performance Measure (COPM). The intervention consisted of time-skills training and time-assistive devices (TADs). Descriptive and non-parametric statistics were used. Results: Significant improvements were found in reported performance and satisfaction. Children's were higher than those of their parents. Most goals were about carrying out daily routines, knowing the duration of an activity and knowing what will happen in the near future. Conclusion and significance: The study contributes to knowledge about suitable interventions for children with ADHD who have time-related difficulties. Occupational therapy interventions, including TADs and time-skills training, resulted in significantly improved occupational performance.

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Section: Occupational Performance Goalssupporting

confidence: 78%

Occupational performance goals and outcomes of time-related interventions for children with ADHD

Wennberg

Janeslätt

Gustafsson

et al. 2020

Scandinavian Journal of Occupational Therapy

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“…On the one hand, the autistic self is highly centered on itself, showing an abnormally high degree of ego-centeredness as manifest in social isolation and loneliness, inability to read the emotions, feelings, and facial expressions of others [ 30 , 31 , 32 ], and major deficits in social cognition like theory of mind [ 5 , 6 , 7 ]. Such high ego-centeredness is, on the other hand, contrasted by weak self-referentiality with decreased use of “I” in language [ 33 , 34 , 35 ], no mention of own internal states, e.g., own emotion [ 10 , 36 , 37 ], own theory of mind [ 27 , 38 , 39 ], changes in time processing like duration estimation of shorter and longer time intervals as deficits in connecting different time points [ 40 , 41 , 42 ], decreased introspection [ 43 , 44 ], decrease in interoception [ 45 , 46 , 47 ], and reduced autobiographical memory [ 1 , 2 , 3 , 4 ] (see though Markram and Markram, 2012 [ 48 ], as well as Lind et al, 2020 [ 49 ]).…”

Section: Introductionmentioning

confidence: 99%

The Lost Neural Hierarchy of the Autistic Self—Locked-Out of the Mental Self and Its Default-Mode Network

Lian

Northoff

2021

Brain Sciences

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Autism spectrum disorder (ASD) is characterized by a fundamental change in self-awareness including seemingly paradoxical features like increased ego-centeredness and weakened self-referentiality. What is the neural basis of this so-called “self-paradox”? Conducting a meta-analytic review of fMRI rest and task studies, we show that ASD exhibits consistent hypofunction in anterior and posterior midline regions of the default-mode network (DMN) in both rest and task with decreased self–non-self differentiation. Relying on a multilayered nested hierarchical model of self, as recently established (Qin et al. 2020), we propose that ASD subjects cannot access the most upper layer of their self, the DMN-based mental self—they are locked-out of their own DMN and its mental self. This, in turn, results in strong weakening of their self-referentiality with decreases in both self-awareness and self–other distinction. Moreover, this blocks the extension of non-DMN cortical and subcortical regions at the lower layers of the physical self to the DMN-based upper layer of the mental self, including self–other distinction. The ASD subjects remain stuck and restricted to their intero- and exteroceptive selves as manifested in a relative increase in ego-centeredness (as compared to self-referentiality). This amounts to what we describe as “Hierarchical Model of Autistic Self” (HAS), which, characterizing the autistic self in hierarchical and spatiotemporal terms, aligns well with and extends current theories of ASD including predictive coding and weak central coherence.

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“…While there is ample empirical evidence supporting these propositions in neurotypical development (Petitto et al, 2000(Petitto et al, , 2001Condon & Sander, 1974), studies on temporal synchrony in autism have identified differences in temporal constructs such the flow and timing of conversations (Wimpory, 2015). The first review study to report on temporal processing and management skills in autistic individuals suggested that there were processing difficulties in various temporal patterns (millisecond, interval, circadian), and difficulties in audio-visual temporal integration (Jurek et al, 2019).…”

Section: Temporal Synchrony In Autism: a Systematic Reviewmentioning

confidence: 99%

Temporal Synchrony in Autism: A Systematic Review

Baldwin¹,

Xiao²,

Murray³

2020

Preprint

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A large number of studies have reported that autistic individuals show differences in their performance on temporal asynchrony tasks as compared to neurotypical individuals. Specifically, autistic individuals appear to show a reduced tendency towards synchrony. However, the evidence has hitherto not been reviewed in a systematic way, making it difficult to be sure of the magnitude and generalisability of the difference across different tasks and contexts. The present review aimed to systematically collect and synthesise the data on various types of temporal synchrony in autism across all ages in order to address this gap. A systematic search of the EBSCO, OVID, Web of Science, and Scopus databases was conducted, and the search strategies involved keywords and synonyms for “autism”, “temporal” and “synchrony”. Thirty-two studies were identified that met our inclusion criteria: 13 in the domain of audio-visual; three in audio-motor; three in visuo-tactile; three in visuo-motor; three in social motor; and five in conversational synchrony. An additional two studies focused on adapting an intervention method to improve interpersonal temporal synchrony in autistic individuals. The findings suggest that autistic participants showed reduced synchrony tendencies in every category of temporal synchrony that was reviewed. The findings are discussed in relation to existing knowledge of temporal processing and integration differences in autism. Limitations, future directions and potential clinical implications are also discussed.

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How did I get so late so soon? A review of time processing and management in autism

Cited by 18 publications

References 117 publications

Occupational performance goals and outcomes of time-related interventions for children with ADHD

Occupational performance goals and outcomes of time-related interventions for children with ADHD

The Lost Neural Hierarchy of the Autistic Self—Locked-Out of the Mental Self and Its Default-Mode Network

Temporal Synchrony in Autism: A Systematic Review

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