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Brain And Behaviour > 8 Autism > Flashcards

8 Autism Flashcards

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1
Q

Q: What percentage of the UK population was diagnosed with Autism Spectrum Disorder (ASD) in 2018?

A

A: 0.82%. 2.12% were undiagnosed.

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2
Q

Q: According to the DSM-5, what are the main criteria for diagnosing Autism Spectrum Disorder (ASD)?

A

A: Persistent difficulties in social communication and interaction, restricted and repetitive patterns of behavior and interests, sensory hyper or hypo sensitivities, symptoms present in the early developmental period, and symptoms not better explained by intellectual disability.

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3
Q

Q: What is a common myth about the cause of Autism Spectrum Disorder (ASD)?

A

A: That it is caused by the MMR vaccine.

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4
Q

Q: What do twin studies suggest about the genetic basis of Autism Spectrum Disorder (ASD)?

A

A: Monozygotic (MZ) twins have a 60% concordance rate, while dizygotic (DZ) twins have a 5% concordance rate.

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5
Q

Q: What is the likelihood of siblings being diagnosed with Autism Spectrum Disorder (ASD)?

A

A: 25%.

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6
Q

Q: Is Autism Spectrum Disorder (ASD) caused by a single gene?

A

A: No, it is not caused by a single gene.

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7
Q

Q: What areas of brain development are implicated in the genetics of Autism Spectrum Disorder (ASD)?

A

A: Genes involved in brain systems development, cognition, and behavior.

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8
Q

Q: What did Van Rooij et al’s mega-analysis reveal about the brains of autistic individuals compared to non-autistic individuals?

A

A: Smaller subcortical volumes of the pallidum, putamen, amygdala, and nucleus accumbens, increased cortical thickness in the frontal cortex, and decreased cortical thickness in the temporal cortex.

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9
Q

Q: Are the brain differences found in autistic individuals age-specific?

A

A: No, there are no age differences.

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10
Q

Q: Is Autism Spectrum Disorder (ASD) limited to childhood?

A

A: No, different life stages bring new challenges and advantages.

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11
Q

Q: What are some common co-occurring diagnoses in people with Autism Spectrum Disorder (ASD)?

A

A: ADHD, anxiety, and depression.

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12
Q

Q: What are some reasons for sex differences in Autism Spectrum Disorder (ASD)?

A

A: Genetic differences, susceptibility, and underdiagnosis of autistic women and girls.

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13
Q

Q: How do characteristics and traits differ in autistic individuals diagnosed later in life?

A

A: They show differences in psychosocial characteristics and areas of interest between males and females.

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14
Q

Q: What is camouflaging in the context of Autism Spectrum Disorder (ASD)?

A

A: Camouflaging involves autistic individuals developing coping strategies to fit in with neurotypical social communication.

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15
Q

Q: What are the three subscales of the Camouflaging Autistic Traits Questionnaire (CAT-Q)?

A

A: Masking, Compensation, and Assimilation.

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16
Q

Q: What does the Masking subscale of the CAT-Q measure?

A

A: Strategies to hide autistic characteristics.

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17
Q

Q: What does the Compensation subscale of the CAT-Q measure?

A

A: Strategies to actively compensate for difficulties in social situations.

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18
Q

Q: What does the Assimilation subscale of the CAT-Q measure?

A

A: Strategies that reflect trying to fit in with others.

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19
Q

Q: According to Hull et al., how do autistic females score on the CAT-Q compared to males and non-binary individuals?

A

A: Autistic females scored higher than males and non-binary individuals on the CAT-Q.

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20
Q

Q: How do autistic people generally score on the CAT-Q compared to non-autistic people?

A

A: Autistic people score higher than non-autistic people on the CAT-Q.

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21
Q

Q: In Hull et al.’s study, how did females score on the CAT-Q subscales compared to males?

A

A: Females scored higher than males on all three subscales: Masking, Compensation, and Assimilation.

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22
Q

Q: According to McQuaid et al., who scored higher on the CAT-Q, gender diverse individuals or cisgender individuals?

A

A: Gender diverse individuals scored higher than cisgender individuals.

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23
Q

Q: Who scored higher on the CAT-Q, adults diagnosed with ASD or those diagnosed in childhood?

A

A: Adults diagnosed with ASD scored higher than those diagnosed in childhood.

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24
Q

Q: What did Perry et al. find regarding perceived stigma and camouflaging behaviors?

A

A: Higher perceived stigma is associated with higher levels of self-reported camouflaging behaviors.

25
Q

Q: What is the relationship between autism-related stigma and mental wellbeing according to Perry et al.?

A

A: Autism-related stigma has a negative relationship with mental wellbeing.

26
Q

Q: According to Bernardin et al., what is camouflaging associated with in both non-autistic and autistic people?

A

A: Camouflaging is associated with higher levels of depression and anxiety.

27
Q

Q: What is the ‘mindblindness’ theory of autism?

A

A: It suggests that autistic individuals have a primary deficit in theory of mind, meaning they have difficulty understanding the mental states of others.

28
Q

Q: What is the Sally-Anne test and who developed it?

A

A: The Sally-Anne test is a measure of theory of mind developed by Baron-Cohen et al., used to assess the ability to understand that others can hold false beliefs.

29
Q

Q: What was the hypothesis of Moessnang et al.’s study on autistic individuals’ brain activation in response to animated shapes?

A

A: The hypothesis was that autistic individuals would show reduced regional activation in key areas of the social brain.

30
Q

Q: What were the results of Moessnang et al.’s study regarding brain activation in autistic and non-autistic individuals?

A

A: The task led to activation of key regions of the social brain, but categorical comparisons did not reveal group differences.

31
Q

Q: What are two possible reasons for the lack of group differences found in Moessnang et al.’s study?

A

A: Differences in current autistic feature profiles might impact comparability to older studies, and earlier findings were obtained from smaller, more homogenous samples.

32
Q

Q: What is the ‘double empathy problem’ in the context of autism?

A

A: It refers to the mutual difficulty autistic and non-autistic people have in understanding each other.

33
Q

Q: What did Crompton et al. study in relation to autistic and non-autistic interactions?

A

A: They compared how autistic and non-autistic people interact when in matched or mixed pairs in an information-sharing context.

34
Q

Q: What technique did Crompton et al. use to study information sharing among autistic and non-autistic individuals?

A

A: The diffusion chain technique, involving 72 participants divided into three groups per chain with 8 people, sharing a 30-point story.

35
Q

Q: What were the results of Crompton et al.’s study regarding information sharing in matched versus mixed pairs?

A

A: Matched pairs shared information better, while mixed groups of autistic and non-autistic individuals shared less information and experienced lower rapport.

36
Q

Q: What conclusion did Crompton et al. draw about communication difficulties in autistic individuals?

A

A: Difficulties in autistic communication are only apparent when interacting with non-autistic people.

37
Q

Q: How do autistic and non-autistic individuals differ in recalling information from peers of the same neurotype versus mixed neurotype interactions?

A

A: Autistic and non-autistic individuals do not differ in how accurately they recall information from peers of the same neurotype, but selective difficulties occur when sharing between autistic and non-autistic individuals.

38
Q

Q: What does the term ‘neurodiversity’ refer to?

A

A: It refers to the biological truism that there is limitless variability in the human nervous system, where no two individuals can ever be exactly alike.

39
Q

Q: What is the neurodiversity movement?

A

A: It is a civil rights movement for psycho-medically labeled minorities and their allies, advocating for recognizing neurocognitive differences as a minority class and promoting the diversity of minds.

40
Q

Q: How does the medical model of disability view impairment?

A

A: The medical model views impairment as the primary cause of being unable to access goods/services or participate in society, focusing on fixing specific problems and often overemphasizing what the person cannot do.

41
Q

Q: How does the social model of disability view autism?

A

A: The social model views autism as a different ‘way of being,’ seeks to remove barriers to allow disabled people to participate in society, and differentiates between impairment and disability.

42
Q

Q: Who created the social model of disability, and why is it preferred?

A

A: The social model was created by disabled people and is preferred because it emphasizes removing societal barriers rather than focusing on the individual’s impairments.

43
Q

Q: What barriers do autistic people face according to the social model of disability?

A

A: Environmental, institutional, and attitudinal barriers that exclude them from society for behaving differently from the norm.

44
Q

Q: Why is collaboration with the autistic community important in research?

A

A: Collaboration ensures acceptance, involves the autism community throughout the research process, and leads to more impactful research when co-designed by autistic people.

45
Q

Q: According to Keatin et al. (2022), what type of language is preferred by the autistic community?

A

A: Language that emphasizes ‘difference’ instead of ‘deficit.’

46
Q

Q: What does Bottenna-Beutel (2021) say about ableist language?

A

A: Ableist language assumes that disabled people are inferior to nondisabled people and should be avoided by using terms like ‘areas of interest’ instead of ‘special interests,’ ‘features/traits’ instead of ‘symptoms,’ and ‘impact/affect’ instead of ‘suffer.’

47
Q

Q: What is the impact of using ableist language?

A

A: It perpetuates the assumption that disabled people are inferior, which can harm their dignity and reinforce negative stereotypes.

48
Q

Q: How can research co-designed by autistic people impact the field?

A

A: It tends to have more relevance, accuracy, and impact, reflecting the real needs and experiences of the autistic community.

49
Q

Q: What is required for a reliable marker in autism?

A

A: Adequate sensitivity (found in all members of the group) and specificity (exclusive to all members of that group).

50
Q

Q: What makes a good theory in the context of autism research?

A

A: Concrete predictions, rigorous tests, clear interpretation, detailed explanation of characteristics, causal account, alignment with basic scientific truths, and being informed by community perspectives and priorities.

51
Q

Q: What is the challenge with creating a universal theory of autism?

A

A: A universal theory must explain how one modular component accounts for autism in all autistic people, but there are many interacting factors that complicate this.

52
Q

Q: How are standardized tests used in autism research often limited?

A

A: They are standardized against societal norms based on narrow samples and a normative lens, and are often not informed by community perspectives.

53
Q

Q: What mixed findings exist regarding emotion recognition in autistic individuals?

A

A: Some studies suggest differences, while others do not, with neuroimaging studies showing neural differences in the amygdala and posterior fusiform gyrus during emotion processing tasks.

54
Q

Q: What were the key findings of Mayer-Lindenburg et al. (2022) regarding emotion recognition in autistic individuals?

A

A: No significant differences in amygdala/fusiform gyrus activation overall or within age groups, but autistic people who performed worse on emotion recognition tasks showed less activation in these areas and had more clinical features indicating difficulties with social processing.

55
Q

Q: What is alexithymia?

A

A: Alexithymia is the impaired ability to be aware of, explicitly identify, and describe one’s feelings.

56
Q

Q: What is the prevalence of alexithymia in autistic versus non-autistic people according to Kinnaird et al. (2019)?

A

A: 49.93% in autistic people compared to 4.89% in non-autistic people.

57
Q

Q: What did Oakley et al. (2022) find regarding alexithymia in autistic individuals over two time points?

A

A: Higher alexithymia reported by autistic participants, with 47.3% of autistic women and 21% of autistic men meeting the cut-off for clinically relevant alexithymia. Difficulties describing feelings were associated with self-reported difficulties in social communication, and difficulties identifying feelings were associated with anxiety symptom severity.

58
Q

Q: How do difficulties in identifying versus describing emotions affect clinical outcomes in autism?

A

A: Difficulties identifying emotions are associated with anxiety symptom severity, while difficulties describing emotions are associated with self-reported difficulties in social communication.

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