Systematic Identification of Perceptual Disabilities in Autistic Children

Bryson, Carolyn Q.

doi:10.2466/pms.1970.31.1.239

Cited by 73 publications

(19 citation statements)

References 6 publications

(5 reference statements)

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“…The relative infrequency with which more complicated forms of request were made speaks to the staff's perceptiveness in presenting less sophisticated requests to the subjects and may be a refiection of 'overselectivity' and problems in responding to multiple cues that such children often exhibit. Although the methods of study are not strictly analogous, these results are not consistent with the observation that autistic children have great difficulty in responding in a mode different from that in which the stimulus is presented (Bryson, 1970). Autistic individuals have previously been noted to perform better at tasks involving object use rather than other types of imitation (DeMyer et al, 1972).…”

Section: Relationships Among Measuresmentioning

confidence: 63%

Compliance, ‘Negativism’, and the Effects of Treatment Structure in Autism: A Naturalistic, Behavioral Study

Volkmar

Hoder

Cohen

1985

Child Psychology Psychiatry

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Nineteen autistic individuals were observed in their familiar residential environment using a time-sample technique. Rates of stereotyped and self-injurious behaviors, the direction of the subject's gaze (at staff, task or elsewhere) and the number of requests made to a subject by staff were a function of treatment structure, as defined by the staff: child ratio. While patterns of compliance in response to different types of requests were observed, subjects were generally compliant. The data do not support the notion that autistic children are unusually 'negativistic'. The utility of ecologically valid observations and the need for normative data are discussed.

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Section: Relationships Among Measuresmentioning

confidence: 63%

Compliance, ‘Negativism’, and the Effects of Treatment Structure in Autism: A Naturalistic, Behavioral Study

Volkmar

Hoder

Cohen

1985

Child Psychology Psychiatry

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“…might be appropriate for further investigation of the abilities of autistic children since it showed a strong relationship to intellectual ability; it required the ability to perceive and to use abstract symbols, it involved higher order rule learning rather than rote learning, and it had been used successfully with a clinical group in many ways comparable to a group of autistic children. Deficits shown here could provide evidence related to a number of theoretical propositions concerning autism, including those concerned with cue-matching (Hermelin and O'Connor, 1970;Bryson, 1970), ability to make use of abstract symbols (Savage, 1971) and the proposition that although autistic children can perform relatively well on simple tasks, they break down when the task becomes more complex (O'Connor and Hermelin, 1971).…”

mentioning

confidence: 75%

Conditional Matching Learning Set Performance in Autistic Children

Prior

1977

Child Psychology Psychiatry

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AUTISTIC children have been shown to be able to form an object discrimination learning set and to be superior in their performance to normal and retarded mental age matched control groups (Prior and Chen, 1975). It has been suggested that this superior performance in a diagnostic group whose cognitive performance is usually found to be at a very low level (e.g. De Myer el al., 1974) may be due to the fact that verbal mediation is not essential for the formation of a learning set and/or the fact that the object discrimination task employed in the earlier experiment was an extremely simple one. The experiment reported here was designed to extend the findings of that experiment both in terms of an increase in difficulty of the learning task and in terms of assessing the ability for more abstract cognitive functioning known to be deficient in autistic children (Kanner, 1943;Hermelin and O'Connor, 1970). The experimental paradigm employed was that of the conditional matching learning set (CMLS). The basis for this paradigm was devised by Harlow (1958) for use with primates and was called in this context, the combined oddity-non-oddity problem. Hill (1965) using the Harlow type conditional oddity problem (where the rewarded response was either the odd or the non-odd stimulus depending on the colour of the tray on which the stimuli were presented), reported that only three of 30 normal 6-yr-olds could solve this problem in 200 trials.The CMLS has been adapted from the Harlow paradigm and used as a technique for studying the abilities of children with communication disorders by Levin, Rapin, Costa and Tourk (1971) who have suggested that it may be a better way of assessing abilities of such children than standard psychometric tests. Levin et al. (1971) showed that both normal children and children with communication disorders of a mental age of 6-14 years could solve the CML Sproblems even though for some cases LQ,. was in the moderately retarded range and language impairment was severe. These authors also found that CMLS ability for both groups was reliably related to M.A. and to LQ,.and that it rehably predicted academic performance one year later. Since their handicapped subjects seem to have been relatively more successful than Hill's normal 6 yr-olds it might be suggested that the CMLS is not as difficult as the conditional oddity problem or that there are additional cues available in the CMLS task to assist in its solution. It should also be noted that Levin et al. used a pre-training procedure to facilitate learning. It seemed then that although the CMLS was a difficult task for young children, it •Requests for reprints to:

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“…A deficit in the ability to form auditory-visual and auditory-tactile crossmodal associations has been observed in autism (Bryson, 1970;Morton-Evans & Hensley, 1978;Hetzler & Griffin, 1981). In an evoked potentials conditioning study, Lelord, Laffont, Jusseaume, and Stephant (1973) addressed this issue.…”

Section: Introductionmentioning

confidence: 99%

Auditory evoked responses and their modifications during conditioning paradigm in autistic children

Martineau

Garreau

Roux

et al. 1987

J Autism Dev Disord

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Auditory evoked responses (AERs) were recorded from 16 autistic children (ages 2-10 years) and age-matched normal and retarded controls. In order to test the ability to form auditory-visual cross-modal associations, often impaired in autism, the effects on AERs of coupling sound and light were studied with a paradigm that did not require the cooperation of the subject. Several differences between groups were found concerning the frequency and the amplitudes of present AERs. The pattern characterizing the effects on AERs of coupling sound and light (conditioning phenomenon) was observed for both autistic and normal controls, and not for retarded children. Results suggest that autistic children may have a real but slow learning ability.

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Systematic Identification of Perceptual Disabilities in Autistic Children

Cited by 73 publications

References 6 publications

Compliance, ‘Negativism’, and the Effects of Treatment Structure in Autism: A Naturalistic, Behavioral Study

Compliance, ‘Negativism’, and the Effects of Treatment Structure in Autism: A Naturalistic, Behavioral Study

Conditional Matching Learning Set Performance in Autistic Children

Auditory evoked responses and their modifications during conditioning paradigm in autistic children

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