Spatial Working Memory Deficits in Autism

Steele, Shelly D.; Minshew, Nancy J.; Luna, Beatríz; Sweeney, John A.

doi:10.1007/s10803-006-0202-2

Cited by 194 publications

(160 citation statements)

References 40 publications

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“…This is of particular importance when assessing whether cognitive training is appropriate for individuals with ID, as processes such as WM are already severely compromised and may prevent children from engaging with the program at all. Indeed children with Autism have been shown to have impairments in WM (Steele, Minshew, Luna, & Sweeney, 2007) as well as those with WS , (Menghini, Addona, Costanzo, & Vicari, 2010;Rhodes, Riby, Fraser & Campbell, 2011), FXS (Munir, Cornish, & Wilding, 2000;Schapiro et al, 1995) and DS (Lanfranchi, Cornoldi, & Vianello, 2004).…”

Section: Attention Training Vs Working Memory Training In Intellectuamentioning

confidence: 99%

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Kirk

Gray

Riby

et al. 2015

Research in Developmental Disabilities

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NOTICE: this is the author's version of a work that was accepted for publication in Research in Developmental Disabilities. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reected in this document. Changes may have been made to this work since it was submitted for publication. A denitive version was subsequently published in Research in Developmental Disabilities, 38, March 2015, 10.1016/j.ridd.2014 Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Core executive functions (EF) such as attention, and working memory have been strongly associated with academic achievement, language development and behavioural stability. In the case of children who are vulnerable to cognitive and learning problems because of an underlying intellectual disability, EF difficulties will likely exacerbate an already compromised cognitive system. The current review examines cognitive training programs that aim to improve EF, specifically focusing on the potential of this type of intervention for children who have intellectual disabilities. We conclude that despite considerable discrepancies regarding reported intervention effects, these inconsistencies can be attributed to flaws in both program and study design.We discuss the steps needed to address these limitations and to facilitate the advancement of nonpharmaceutical interventions for children with intellectual disabilities.

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Section: Attention Training Vs Working Memory Training In Intellectuamentioning

confidence: 99%

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Kirk

Gray

Riby

et al. 2015

Research in Developmental Disabilities

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“…DA exposure and ASD also share commonality in the expression of repetitive behaviors [51,52] and heightened seizure activity, which occurs in approximately one quarter of autistic children [53][54][55]. Less obvious behavioral phenotypes that are shared by exposure to toxic levels of DA and ASD include deficits with spatial memory, which are expressed by both DA-exposed California sea lions and children with ASD [56,57].…”

Section: Toxicity Of Domoic Acidmentioning

confidence: 99%

What California sea lions exposed to domoic acid might teach us about autism: lessons for predictive and preventive medicine

Lahvis

2017

EPMA Journal

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Autism spectrum disorder (ASD) shares many biological and behavioral similarities with the deleterious effects of domoic acid (DA) exposure. DA is produced by marine algae and most commonly by species of Pseudo-nitzschia. Humans and marine mammals can be exposed to DA when they consume whole fish or shellfish. The mammalian fetus is highly sensitive to the deleterious effects of DA exposure. Both ASD and exposures to toxic levels of DA feature repetitive behaviors, challenges with social interaction, and seizures. They can also share a commonality in brain anatomy and function, particularly the balance between excitatory and inhibitory mechanisms. The current article is relevant to predictive, preventive, and personalized medicine for three reasons. First, shellfish consumption may be a risk factor for ASD and the regulatory limit for DA should be adjusted to prevent this possibility. Human contributions to increased algal production of DA in coastal waters should be identified and reduced. Second, evaluations of sentinel species wild and free-roaming in the environment, though typically outside the purview of biomedical research, should be much more fully employed to gain insights to risk factors for human disease. To better identify and prevent disease, biomedical researchers shouldstudy wildpopulations.Third, studies of DA exposure highlight the possibility that glutamate additives to processed foods may also have deleterious impacts on human brain development and behavior.Keywords Domoic acid . Autism spectrum disorder . Glutamate . Behavior . Anatomy . Brain . Development . Predictive diagnosis . Targeted prevention . Population screening Autism and its prevalenceAutism spectrum disorder (ASD) is often diagnosed early in childhood and features deficits in social interaction and communication and includes repetitive behaviors and circumscribed interests [1,2]. The prevalence of autism is more common among boys than girls [3] and has increased substantially over the past 20 years [3,4]. ASD is the most highly heritable developmental disability yet researchers have identified only a few genetic susceptibility factors [5][6][7][8][9][10] that can account for a small fraction of the diagnosed population [10].

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“…Studies have used different tools in the same sample of participants with conflicting results. Studies have also been divided into three categories based on their findings: studies that found a deficit in STM/WM in children with ASD (Nydén et al, 1999;Minshew & Goldstein, 2001;Goldberg et al, 2005;Verte et al, 2006;Steele, Minshew, Luna, & Sweeney, 2007;Corbett et al, 2009); studies that failed to detect any deficit (Rumsey & Hamburger, 1988;Ozonoff & Strayer, 2001;Edgin & Pennington, 2005;Happé et al, 2006;Chan et al, 2009), and those studies with mixed results (Prior & Hoffmann, 1990;Rumsey & Hamburger, 1990;Bennetto et al, 1996;Minshew et al, 1992;Williams, Goldstein, Carpenter, & Minshew, 2005;Alloway, Rajendran, & Archibald, 2009;Zinke et al, 2010) owing to an uneven performance across the trials. This has led some researchers to support the view that individuals with ASD present no deficits in memory and merely fail to use the appropriate storage strategies (Minshew et al, 1992;Bennetto et al, 1996).…”

Section: Memorymentioning

confidence: 99%

Application of the Theory of Mind, Theory of Executive Functions and Weak Central Coherence Theory to Individuals with ASD

Delli¹,

Varveris²,

Geronta³

2016

JEDP

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The present study examined the application of three cognitive theories-the Theory of Mind (ToM) deficit, the Theory of Executive Functions (EF) and Weak Central Coherence Theory (WCC)-in children with Autism Spectrum Disorders (ASD). 9 children with ASD and 18 children of Typical Development (TD) participated in the study. According to the results, most of the children with ASD showed significant deficits in the development of ToM, while a few of them succeeded in all the ToM tests. With regard to EF theory, the children with ASD did not present a deficit in any of the four executive functions in which they were examined, since their performances were similar to those of TD children. As for the WCC theory, the results cannot support the existence of a deficit. However, it seems that children with ASD struggle in respect of global precedence when a local interference effect is present.

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Spatial Working Memory Deficits in Autism

Cited by 194 publications

References 40 publications

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

What California sea lions exposed to domoic acid might teach us about autism: lessons for predictive and preventive medicine

Application of the Theory of Mind, Theory of Executive Functions and Weak Central Coherence Theory to Individuals with ASD

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