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Case 35
Published in Andrew Solomon, Julia Anstey, Liora Wittner, Priti Dutta, Clinical Cases, 2021
Andrew Solomon, Julia Anstey, Liora Wittner, Priti Dutta
ThoughtSpeed – excessively slow or fast?Coherence and flow – linear? Circumstantial? Tangential? Perseveration? Incoherent?Content – suicidal thoughts, obsessions, overvalued ideasPossession – insertion, withdrawal or broadcasting?
Velo-cario-Facial Syndrome
Published in Merlin G. Butler, F. John Meaney, Genetics of Developmental Disabilities, 2019
Wendy R. Kates, Kevin Antshel, Wanda Fremont, Nancy Roizen, Robert J. Shprintzen
Our own clinical experience suggests that perseveration and difficulties in shifting attention can exact great social impairment and are frequently elevated in this population. For example, it is not uncommon for children to present in our office with one or two topics that they are interested in discussing and to have significant difficulty in moving past these topics. It is not hard to imagine how this relatively rigid social style may interfere with peer relations.
The Mesocorticolimbic Circuit in Drug Dependence and Reward — a Role for the Extended Amygdala?
Published in Peter W. Kalivas, Charles D. Barnes, Limbic Motor Circuits and Neuropsychiatry, 2019
George F. Koob, Patricia Robledo, Athina Markou, S. Barak Caine
Nevertheless, the mesocorticolimbic DA system and its connections may modulate two important aspects of reinforcement, the activating and associative components of reinforcement. In rodents, powerful reinforcers or incentives produce a behavioral activation that appears to be sensitive to disruption of mesocorticolimbic function (also see Robbins and Everitt64). For example, selective destruction of the DA projection to the region of the nucleus accumbens produces decreases in locomotor activity induced by novel environments, decreases in motor activity produced by food presentation, and decreases in activation produced by scheduled food delivery (schedule-induced polydipsia) (for review, see Robbins and Everitt64). Similar lesions have also been shown to produce a syndrome of perseveration with reduced distraction caused by irrelevant information and a decrease in behavioral switching and flexibility.61,65 In learning tasks, animals with similar lesions show impairment in spontaneous alternation, disturbances in acquisition of spatial habits, and difficulty in reversing previously learned habits.61,65 These deficits suggest a role for the mesocorticolimbic system in attentional and habit-motor functions61,65 (see Robbins and Everitt64).
How Effective are Pictures in Eliciting Information from People Living with Dementia? A Systematic Review
Published in Clinical Gerontologist, 2023
Muhammad Haroon, Nadeeka N. Dissanayaka, Anthony J. Angwin, Tracy Comans
The total effect of the pictorial tools on discourse skills was indeterminable due to variability in the language aspects which were assessed and the reported contradictory results. Positive effects were found in reducing perseveration in one study, while other discourse features exhibited no change in any of the studies. Similarly, the outcomes of Murphy et al. (2010) were consistent and those of Burshnic and Bourgeois (2020) and Reitz and Dalemans (2016) were inconsistent with the findings of previous literature that demonstrate that pictorial interventions increase on-topic statements, and decrease ambiguous utterances and perseverations (Andrews-Salvia, Roy, & Cameron, 2003; Bourgeois, 1990, 1992, 1993; Bourgeois & Mason, 1996; Chang & Bourgeois, 2012; McPherson et al., 2001; Spilkin & Bethlehem, 2003). It is important to note that the previous literature has used memory aids that traditionally comprise biographical or personally-relevant pictures while the included studies used generic pictures. Research indicates that biographical visual stimuli are generally more effective in improving discourse skills (Baker et al., 2015; Benigas & Bourgeois, 2011; Brandão, Monção, Andersson, & Holmqvist, 2014). Investigation of these differences between the visual stimuli might explain this incongruity between the results.
Identifying set-switching difficulties in autism spectrum disorder using a rule following task
Published in International Journal of Developmental Disabilities, 2021
Helen Sawaya, Maggie McGonigle-Chalmers, Iain Kusel
Other tasks have also been used to evaluate cognitive flexibility in ASD. Using the visual search-and Navon task, Richard and Lajiness-O’Neill (2015) found psychomotor slowing in the ASD group but no set-shifting cost compared to the TD group. Using a probabilistic reversal learning task, D’Cruz et al. (2013) found that individuals with ASD reverted to the previously preferred choice that was no longer reinforced, more often than controls. This was not related to perseverative errors but was related to clinically observed rigid and repetitive behaviors, which the authors suggested involved the dorsal and ventral striatum. Other tasks related to cognitive flexibility include sorting tasks, which require participants to think in terms of broad categories or dimensions (Greenaway and Plaisted 2005). Concept formation was found to be impaired in individuals with ASD, using the Goldstein-Scheerer object sorting test (Minshew et al.2002). Shulman et al. (1995) reported significantly reduced success in the sorting of conceptual items by children with ASD and Gastgeb et al. (2009) have reported slower recognition by ASD participants when viewing atypical exemplars of categories. Individuals with ASD have also been found to avoid thinking in terms of suitable abstract categories in sorting tasks (Ropar and Peebles 2007) and the twenty questions task (Alderson-Day and McGonigle-Chalmers 2011).
Family perspectives on the acceptability and usefulness of the FAB Positive Behaviour Support program: A pilot study
Published in Brain Injury, 2021
Alinka Fisher, Michelle Bellon, Sharon Lawn, Sheila Lennon
During the first individualized session, Kate reviewed the Antecedent-Behavior-Consequence (ABC) data that she collected (via direct observation using an ABC recording form) during the education phase. The behaviors, possible discriminative stimuli, and contributing responses (responses thought to maintain/increase occurrence of behavior) identified through this process are presented in Table 2. Once Kate had identified possible discriminative stimuli and responses contributing to the occurrence of challenging behaviors (maintaining consequences) within her ABC recordings, she was prompted to consider the possible function (purpose) of the target behavior (i.e., sensory, escape, attention, or tangible; these were introduced during the education phase). The high levels of perseveration were seen to serve both an ‘escape’ function (e.g. to avoid undesirable environments or activities) and an ‘access’ function (e.g. to gain attention/involvement) (34).