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NON NORM FINAL - Running Head ASPERGER’S SYNDROME 1...

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Unformatted text preview: Running Head: ASPERGER’S SYNDROME 1 Performance of Child with Asperger’s Syndrome Mallory Heise and Angela Cochrane Oklahoma State University- Tulsa Campus Performance of Child with Asperger’s Syndrome ASPERGER’S SYNDROME 2 Research has shown that children with Autism Spectrum Disorder (ASD) have difficulty interpreting other individuals’ emotions. It is difficult for them to take on the perspective of another person and imagine what they would feel and what they know that is different from them. The purpose of this research was to determine if previous findings done on children with ASD and social interpretation skills held true for this particular case. The participant in our study had Pervasive Developmental Disorder (PDD) with symptoms similar to Asperger’s Syndrome (AS). Asperger’s Syndrome is characterized by the following: repetitive routines or rituals; peculiarities in speech and language, such as speaking in an overly formal manner or in a monotone, or taking figures of speech literally; socially and emotionally inappropriate behavior and the inability to interact successfully with peers; problems with non-verbal communication, including the restricted use of gestures, limited or inappropriate facial expressions, or a peculiar, stiff gaze; clumsy and uncoordinated motor movements (National Institute of Health, 2005). ASD are very common; 1 in 100 people have ASD, and 1 in every 70 boys have ASD (CITE). It is important to investigate the challenges that come with this disorder so that help can be given to those who have ASD in order to overcome these challenges, and so that people without ASD can be understanding and patient towards those who have ASD. The study conducted by Corbett, Constatine, Hendren, Rocke, & Ozonoff (2008) aimed to discover the specific categories of executive functioning (EF) that children with Attention Deficit Hyperactivity Disorder, ASD, and typically developing children are lacking, in order to profile these deficits for children with ADHD and ASD. The areas of EF that they tested for include response inhibition, working memory, flexibility, planning, fluency, and vigilance. Corbett et al. hypothesized that children with ASD would exhibit the greatest deficit across the ASPERGER’S SYNDROME 3 various EF areas. There were 54 participants used in this study; 18 participants had ADHD, 18 participants had ASD, and 18 participants were typically developing. Any stimulant medication that participants were on was not given to them 24 hours prior to the testing. The participants used in the study all had IQ’s greater than 70, did not have Fragile X Syndrome or any other preexisting medical, neurological, or psychiatric conditions. They used several assessments to gather there information including: the Autism Diagnostic Observation Scale, Wechsler Abbreviated Intelligence Scale, The Integrated Visual and Auditory (IVA) Continuous Performance Test, the Dellis-Kaplan Executive Function System (D-KEFS), the Cambridge...
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NON NORM FINAL - Running Head ASPERGER’S SYNDROME 1...

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