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Early Development and Childhood Emotional and Behavioral Disorders
Published in Hanno W. Kirk, Restoring the Brain, 2020
This 6-year-old boy was brought to us for a variety of presenting symptoms. The official diagnosis was Asperger’s Syndrome, or high functioning autism. His developmental history revealed a difficult pregnancy after in vitro fertilization (IVF), with the mother being placed on bed rest for most of the pregnancy. He was born prematurely at 31 weeks, weighing only 3.7 lbs, and then spent 21 days in NICU while isolated from his mother.
Autistic spectrum disorders
Published in Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize, Developmental and Adapted Physical Education, 2019
Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize
For example, Ornitz et al. (1977), using parental reports, showed that children with autism had significant delays in attaining motor milestones at 6 months, and that these delays increased during the second 6 months. DeMyers (1976) compared children with autism with those with intellectual disabilities on jumping, running, skipping, hopping, stair use, and ball skills and found that, except for activities involving ball skills, children in both groups had similar skill levels. When it came to ball skills, children with autism were found to have particular difficulty. Considering that children with intellectual disabilities have levels of motor performance below those of typically developing peers without disabilities, children with autism would likewise be performing below levels deemed sufficient for their age levels. Reid et al. (1983) found similar results when they compared the performance of children and adolescents with autism to norms of typically developing peers and peers with intellectual disabilities on several movement tasks. The authors found that both the children and adolescents with high-functioning autism (HFA) performed below levels for children in the other groups. Likewise, Berkeley et al. (2001) identified motor deficiencies in children with HFA when compared to norms reported for the Test of Gross Motor Development (TGMD).
Imaginary friends, voices and psychosis
Published in Quentin Spender, Judith Barnsley, Alison Davies, Jenny Murphy, Primary Child and Adolescent Mental Health, 2018
Quentin Spender, Judith Barnsley, Alison Davies, Jenny Murphy
From a developmental perspective, imaginary friends can provide important roles for children with Asperger’s syndrome or high-functioning autism by helping them to understand and manage social experiences and as a means of trying to make sense of the complexities of human relationships.7 For example, most children with Asperger’s syndrome or high-functioning autism attend mainstream schools where they are generally able to access the curriculum and achieve academic success as well as their typically developing peers. In fact, their good intellectual ability and their social interest may mask the difficulties that they have in trying to establish social relationships and fit in with their peers. Their attempts at trying to socialise can be awkward and they may be frequently rebuffed by their peers. Their realisation of their social isolation and the recognition that they are in some ways different from their peers is a gradual process and usually begins between the ages of six and eight years, potentially causing significant psychological distress.
Can sensory discrimination ability in children with low functioning autism be used as an index of cognitive ability—an exploratory study
Published in International Journal of Developmental Disabilities, 2023
The issue of cognitive assessment and autism has always been a kind of oxymoron; because a psychometric test situation is typically a social situation where dyadic communication between the tester and the testee is a mandatory prerequisite. In the present study, ‘Low Functioning Autism’ or LFA has been operationalized as individuals with autism and associated mental retardation and predominant language deficits. On the other hand, ‘High-functioning autism’ or HFA has been used to refer to individuals with the triad of autism diagnostic impairments whose current levels of cognitive functioning and language, despite their intrinsic oddities are relatively less pathological in comparison to their low functioning peers. Thus the term includes people with ‘Asperger syndrome’. However, it should be kept in mind that this distinction between HFA and LFA is purely nosological and based on academic considerations.
Inclusion through folk high school in Sweden – the experience of young adult students with high-functioning autism
Published in Disability and Rehabilitation, 2021
High-functioning autism is one of several neuro-psychiatric functional impairments. People who are diagnosed with such are described as having limitations in the areas of social cognition [21–30] and empathy [31–35]. Research has also identified a lack of enterprise and an inability to take the initiative amongst people who have been diagnosed with high-functioning autism [36,37], as well as a limited ability to make plans and to be flexible [24]. This research, however, has been challenged by studies that claim that poor results on all sorts of tests can be attributed to difficulties in understanding what psychiatrists and researchers expect from the high-functioning autistic subject, instead of any specific cognitive impairment(s) [38]. Moreover, other studies suggest that several of the impairments are expressions of normopathy rather than symptoms [39]. Notwithstanding this observation, the medical paradigm has a great deal of influence in this regard, and, as a consequence, it is the impaired abilities which are most frequently remarked upon for people who have been diagnosed with high-functioning autism [40].
Hope Springs Eternal: Pitfalls of Partial Representation by Advocates Who Only Want the Best
Published in The American Journal of Bioethics, 2020
With these expanding diagnostic boundaries, heterogeneity within the spectrum has increased, with two rather different constituencies highlighted here: (1) the so-called “high functioning” autism (HFA) community-adults who speak for themselves but have persistent problems in achieving social equilibrium and financial independence, and (2) the so-called “classical” autism community of much lower-functioning individuals (LFA) who remain non-verbal with multiplex cascading adaptive difficulties-represented by parents who stand as advocates on their behalf. However, the HFA claims a different and unique authority speak for those with LFA based on some claim of shared traits. (McCoy et al. eschew the specific terminology of HFA and LFA as overly reductionistic, but it is used here to broadly refer to those who cannot orally speak for themselves (LFA), and those who can and do speak for themselves (HFA), and sometimes claim to speak for those with LFA).