Social Interaction Style of Children and Adolescents with High-Functioning Autism Spectrum Disorder

Scheeren, Anke M.; Koot, Hans M.; Begeer, Sander

doi:10.1007/s10803-012-1451-x

Cited by 59 publications

(46 citation statements)

References 37 publications

(49 reference statements)

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“…Although both the aloof and passive subtypes were described as rarely initiating social approaches to others, members of the active-but-odd subgroup were described as making spontaneous social approaches to others, but in a naive and one-sided manner. Subsequent studies relying on parental questionnaires, 64, 65, 66, 67 diagnostic tools 68 and direct observations 69 have confirmed these subtypes within the ASD patient population. We suggest that the inappropriate social approach behaviors observed in the animal model are highly reminiscent of the active-but-odd subtype of social interaction style.…”

Section: Discussionmentioning

confidence: 88%

Maternal antibodies from mothers of children with autism alter brain growth and social behavior development in the rhesus monkey

et al. 2013

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Antibodies directed against fetal brain proteins of 37 and 73 kDa molecular weight are found in approximately 12% of mothers who have children with autism spectrum disorder (ASD), but not in mothers of typically developing children. This finding has raised the possibility that these immunoglobulin G (IgG) class antibodies cross the placenta during pregnancy and impact brain development, leading to one form of ASD. We evaluated the pathogenic potential of these antibodies by using a nonhuman primate model. IgG was isolated from mothers of children with ASD (IgG-ASD) and of typically developing children (IgG-CON). The purified IgG was administered to two groups of female rhesus monkeys (IgG-ASD; n=8 and IgG-CON; n=8) during the first and second trimesters of pregnancy. Another control group of pregnant monkeys (n=8) was untreated. Brain and behavioral development of the offspring were assessed for 2 years. Behavioral differences were first detected when the macaque mothers responded to their IgG-ASD offspring with heightened protectiveness during early development. As they matured, IgG-ASD offspring consistently deviated from species-typical social norms by more frequently approaching familiar peers. The increased approach was not reciprocated and did not lead to sustained social interactions. Even more striking, IgG-ASD offspring displayed inappropriate approach behavior to unfamiliar peers, clearly deviating from normal macaque social behavior. Longitudinal magnetic resonance imaging analyses revealed that male IgG-ASD offspring had enlarged brain volume compared with controls. White matter volume increases appeared to be driving the brain differences in the IgG-ASD offspring and these differences were most pronounced in the frontal lobes.

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Section: Discussionmentioning

confidence: 88%

Maternal antibodies from mothers of children with autism alter brain growth and social behavior development in the rhesus monkey

et al. 2013

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“…More recently, Scheeren et al (2012) identified two social impairment subgroups in higher functioning ASD, individuals with active-but-odd interaction, and individuals with aloof social interaction. Corbett et al (2014) reported two ASD social-cortisol level groups: the ASD low social motivation group engaged in less social play and expressed higher levels of cortisol in interaction, and the ASD moderate social motivation group engaged in relatively more social play and expressed lower levels of cortisol in interaction.…”

Section: Distinct Subgroups Have Been Identified Within Asd Social Immentioning

confidence: 99%

ASD Validity

Waterhouse

London

Gillberg

2016

Rev J Autism Dev Disord

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ASD research is at an important crossroads. The ASD diagnosis is important for assigning a child to early behavioral intervention and explaining a child's condition. But ASD research has not provided a diagnosis-specific medical treatment, or a consistent early predictor, or a unified life course. If the ASD diagnosis also lacks biological and construct validity, a shift away from studying ASD-defined samples would be warranted. Consequently, this paper reviews recent findings for the neurobiological validity of ASD, the construct validity of ASD diagnostic criteria, and the construct validity of ASD spectrum features. The findings reviewed indicate that the ASD diagnosis lacks biological and construct validity. The paper concludes with proposals for research going forward.Keywords DSM-5 . ASD . Autism . Diagnosis . Validity . Comorbidity . HeterogeneityThe goal of the DSM-3 nosology (American Psychiatric Association 1980) was to create reliable and standard categorical psychiatric diagnoses (Robins and Guze 1970). However, in the past 30 years, clinical, genetics, and neuroscience findings have revealed that the DSM diagnoses are not biologically valid. The National Institutes of Mental Health (NIMH) responded by proposing the Research Domain Criteria (RDoC) framework for a brain-based transdiagnostic psychiatric symptom nosology (Cuthbert and Insel 2013;Insel et al. 2010;Lilienfeld and Treadway 2016). Peterson (2015) and Weinberger et al. (2015) argued that the RDoC could not replace the DSM-5 psychiatric nosology (American Psychiatric Association 2013) or the parallel International Classification of Diseases (ICD) psychiatric nosology (World Health Organization 2012). But BFor the foreseeable future, RDoC is not envisioned as a system of psychiatric classification in its own right. Instead, in the near term, RDoC and DSM-ICD are expected to coexist. Nevertheless, RDoC is intended to provide scaffolding for a large-scale research program that will ultimately yield an alternative to DSM-ICD^ (Lilienfeld and Treadway 2016, p. 445).RDoC advocates accept that DSM-5/ICD psychiatric categories remain necessary in clinical practice, but argue that researchers should shift to RDoC study designs immediately. They assert that studying psychiatric categories lacking biological validity blocks the discovery of brain bases for psychopathology and thus cannot lead to effective medical treatments for specific psychiatric symptoms (Cuthbert and Insel 2013;Insel et al. 2010;Lilienfeld and Treadway 2016;Yee et al. 2015). Against this RDoC imperative for biological validity, Weinberger et al. (2015) countered that current DSM-5 psychiatric behavioral diagnoses were valid when they yielded effective medical treatment, clear prognosis, and a life course specific to a diagnosis.Autism spectrum disorder (ASD) research has been productive (Dawson 2016;de la Torre-Ubieta et al. 2016;Szatmari et al. 2016), but no ASD research findings have met the validity criteria of Weinberger et al. (2015). DSM-5 ASD research has found no s...

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“…Social skill deficits are core characteristics of ASD and impact communication development and social outcomes across the lifespan (American Psychiatric Association, 2013; Ingersoll, Schreibman, & Stahmer, 2001; Laushey & Heflin, 2000; Locke, Ishijima, Kasari, & London, 2010; Scheeren, Koot, & Begeer, 2012). Children with ASD have a restricted range of social communication skills to initiate interactions, maintain reciprocity, give and receive social bids, and respond to others to engage in successful interactions (Goldstein, Schneider, & Thiemann, 2007; Jones & Schwartz, 2009; Volkmar, Carter, Grossman, & Klin, 1997).…”

mentioning

confidence: 99%

A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade

Kamps

Thiemann-Bourque

Heitzman-Powell

et al. 2014

J Autism Dev Disord

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The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with Autism Spectrum Disorders (ASD). Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group.

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Social Interaction Style of Children and Adolescents with High-Functioning Autism Spectrum Disorder

Cited by 59 publications

References 37 publications

Maternal antibodies from mothers of children with autism alter brain growth and social behavior development in the rhesus monkey

Maternal antibodies from mothers of children with autism alter brain growth and social behavior development in the rhesus monkey

ASD Validity

A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade

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