Concepts and theories

Question 1

What is Temporo-Spatial Processing Disorder (TSPD)?

What are some examples of TSPD impairments?

Answer 1

A difficulty in processing dynamic sensory inputs in real-time, leading to issues in verbal communication, emotion recognition, and motor coordination

• Slowed responses to rapid visual stimuli
• Impairments in facial recognition
• Phoneme categorization difficulties
• Motor anticipation issues

Question 2

What is Multi-system Brain Disconnectivity-Dissynchrony (MBD)?

Answer 2

Disrupted neural connectivity and synchronization across brain regions

Question 3

What issue contributes to the underdiagnosis of ADHD in women?

Answer 3

• Diagnostic criteria may favor boys
• Girls show more subtle symptoms
• Higher impairment level needed for diagnosis
• Diagnostic overshadowing by other mental health issues

Question 4

What is Theory of Mind (ToM) and how can it be assessed?

Answer 4

The ability to understand that others have beliefs, desires, and perspectives different from one’s own

Assessment: Sally-Anne False-Belief Task

Question 5

What is ableism?

Answer 5

A system of discrimination against disabled individuals, characterized by deficit-focused language

Question 6

What is the neurodiversity paradigm?

Answer 6

Conceptualizes autism as a natural form of human diversity, emphasizing strengths and differences

Question 7

What are the Seven Pillars of RDoC?

Answer 7

• Dimensionality
• Multi-level analysis
• Focus on mechanisms
• Cross-Diagnostic relevance
• Developmental trajectories
• Environmental influences
• Iterative framework

Question 8

What is the significance of stakeholder perspectives in school inclusion?

Answer 8

Helps create a supportive and inclusive environment by recognizing diverse views

Question 9

What notable sex differences exist in neurodevelopmental conditions?

Answer 9

Prevalence and presentation of NDCs!!

E.g. men are more commonly diagnosed with autism and ADHD compared to women.
Gender, which encompasses both identity and social roles, can affect how individuals experience and cope with neurodevelopmental conditions. E.g. Women with ASD being underdiagnosed because their social behaviors differ from the male stereotypical presentation of the condition.

Question 10

What is the transdiagnostic approach?

Answer 10

Examines shared mechanisms across neurodevelopmental disorders rather than treating them as separate categories

Question 11

What are white noise and pink noise’s effects on ADHD?

Answer 11

• White noise: modest benefits for sustained attention
• Pink noise: potential for calming and improved sleep

Question 12

What does social skills training entail, and what supports the effectiveness of this intervention?

Answer 12

Social skills training: commonly used to improve communication, interaction, and emotional regulation in autistic individuals. E.g. learning social cues, initiating and maintaining conversations, and managing peer interactions.
Outcomes & support: Significant improvement in social skills compared to the control group. Gains were observed in initiating interactions, understanding non-verbal cues, and reducing inappropriate behaviors in social contexts. The benefits of the training were sustained over time, indicating long-term effectiveness.

Question 13

What are the different stakeholder perspectives for ASD inclusion in school?

Answer 13

Stakeholder perspectives refer to the views, experiences, and attitudes of all groups involved in the inclusion of autistic students in mainstream schools.
Parents, who often value inclusion but worry about support and acceptance
Teachers, who may feel unprepared despite positive attitudes
Administrators, who face logistical and resource challenges
Peers, whose attitudes vary based on guidance.

Question 14

What are the most common co-occuring psychiatric disorders amongst ASD individuals?

Answer 14

(compared to the general population):
28% prevalence for ADHD
20% for anxiety disorders
11% for depressive disorders

Question 15

What are restricted repetitive behaviors (RRB)? Name four ways in which they can manifest.

Answer 15

Restricted repetitive behaviors (RRB): a core characteristic of ASD and refer to patterns of behavior that are repetitive, rigid, and often focused on specific activities or routines.

These behaviors can take several forms, including:
1. Repetitive movements: Such as hand-flapping, rocking, spinning, or other body movements.

2. Repetitive speech: This might include repeating words, phrases, or sounds, sometimes called echolalia.
3. Rigidity in routines: A strong preference for sameness and distress when routines or environments change. This can also include specific rituals or fixed ways of doing things.
4. Focused interests: Intense interest or obsession with particular topics or objects, often leading to spending excessive time on these interests.

Question 16

What is partial representation?

Answer 16

When some groups within a larger population receive more attention than others. E.g. “high functioning individuals”

Question 17

Explain this theory: The Weak Coherence Account

Answer 17

This theory explains the detail-oriented cognitive style commonly observed in individuals with ASD, suggesting that they are predisposed to focus on local details rather than processing information in a more holistic or integrated manner.

Strengths in tasks requiring attention to fine details (e.g., spotting differences, pattern recognition).
Challenges in understanding context or integrating broader meaning (e.g., narratives, social cues).
Explains traits like specialized interests, literal thinking, and preference for predictability.

Question 18

Explain this theory: The first year puzzle

Answer 18

This theory challenge the social-first hypotheses! Studies show that infants who later develop autism initially show typical social responses during their first year, with differences becoming more apparent in the second year. Early signs may include domain-general atypicalities like motor delays, perceptual sensitivities, and attentional rigidity, rather than specific social impairments.

Question 19

Explain this theory: Social Motivation Theory of Autism

Answer 19

This theory suggests an altered motivation to engage with social stimuli. The core idea is that ASD individuals have diminished intrinsic motivation to interact with others. This deficit is primary, meaning it precedes and affects the development of social skills and interactions. Reduced interest in socializing may lead to fewer opportunities for learning social norms and developing communication skills.

Manifests as: reduced eye contact, limited joint attention, and difficulties with reciprocal play and communication.

Interventions: could focus on enhancing social motivation through reward-based learning and creating environments that positively reinforce social interactions.

Question 20

Explain this theory: Social-First Hypotheses

Answer 20

Proposes that deficits in social information processing early in life disrupt developmental milestones like shared attention, language acquisition, and theory of mind.

Suggests cascading effects from impaired social engagement to broader cognitive and behavioral symptoms.

Criticism: Many studies show typical social responses in infants at risk for autism during the first year of life. Deficits (e.g., reduced eye fixation, social orienting) often emerge later, contradicting the idea of early, specific social impairments. Domain-general atypicalities may explain symptoms better.

Question 21

Explain this theory: The sensory first account

Answer 21

Sensory issues → cognitive + social issues

Autistic individuals often have altered sensory perceptions, such as heightened or reduced sensitivity to sound, light, or touch. These differences can impact daily life, contributing to social, learning, and behavioral challenges.

Question 22

In the neurodiversity paradigm, we can look at RRBs in a different way, how?

How does this differ from the view within the medical paradigm?

Answer 22

Rethinking RRB: Repetitive behaviors often serve purposes like self-regulation, creating predictability, or expressing strengths and interests. Intense interests can lead to skill development and expertise.

Historically, these behaviors were seen as deficits to be reduced.

Question 23

How are ADHD and ASD linked?

Name the three distinct pathways identified between ASD and ADHD symptoms.

Answer 23

They share significant overlapping features, particularly in genetics, executive function, and social cognition.

The findings suggest that ADHD symptoms, like impulsivity and hyperactivity, may contribute to specific ASD traits, such as social difficulties or repetitive behaviors.

Pathways:
Impulsivity (ADHD) → Social comprehension difficulties (ASD).
Hyperactivity (ADHD) → Stereotypic and repetitive behaviors (ASD).
Inattention (ADHD) ↔ Social comprehension and verbal IQ deficits (ASD).

Question 24

What is masking/camouflaging? Give examples

Answer 24

A strategy autistic individuals use to appear neurotypical in social settings.

E.g. Mimicking behaviors, suppressing natural autistic traits, and adhering to social norms to avoid stigma.

Question 25

What can camouflaging lead to, according to the article*?

*Autistic Adults’ Experiences of Camouflaging and Its Perceived Impact on Mental Health
Bradley, Shaw, Baron-Cohen, Cassidy

Answer 25

• Exhaustion and burnout
• Anxiety, depression, self-harm, and suicidal thoughts.
• Loss of identity
• Delayed diagnosis

+ Social access: It allowed participants to form relationships, find employment, and navigate neurotypical spaces.
+ Safety: Camouflaging helped avoid bullying, discrimination, or harm in some cases.

Question 26

Both articles* discuss how ToM is related to autism? How do they differ?

• Does the Autistic Child Have a “Theory of Mind”? Baron-Cohen, Leslie, Frith
• Theory of Mind in Autism: A Research Field Reborn, Askham

Answer 26

Deficit vs. Variability: Baron-Cohen et al. view ToM as a core deficit in autism, while Askham highlights its variability, noting that not all individuals with autism have ToM deficits.

Updated Perspective: Askham incorporates newer research, suggesting autism is complex and individuals may show strengths in certain areas, challenging the idea of a universal ToM impairment.

Social Context: Askham emphasizes the role of social and environmental factors in improving ToM, while Baron-Cohen et al. focus on inherent developmental difference

Question 27

What is discussed in Autism Research at the Crossroads by Huggett?

Answer 27

Hugget discusses the tensions between autism researchers and the neurodiversity movement.

The article highlights conflicts over terminology, research focus, and representation, particularly around the biology-based research vs. the advocacy for autistic people’s acceptance.

It calls for better dialogue, understanding, and collaboration between researchers and activists, emphasizing the importance of including autistic individuals in research and being mindful of confrontational approaches.