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Related Concept Videos

Autism Spectrum Disorder01:19

Autism Spectrum Disorder

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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
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Modeling in Therapy

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
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Attention-Deficit/Hyperactivity Disorder

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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
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Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
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Differences in Praxis Errors in Autism Spectrum Disorder Compared to Developmental Coordination Disorder.

Gabriel Abrams1,2, Aditya Jayashankar1,2, Emily Kilroy1,2

  • 1Brain and Creativity Institute, University of Southern California, 3620A McClintock Avenue, Los Angeles, CA, 90089, USA.

Journal of Autism and Developmental Disorders
|December 14, 2022
PubMed
Summary

Children with autism spectrum disorder (ASD) show distinct praxis errors, particularly in imitation and gesture tasks. These imitation deficits correlate with social-emotional challenges in ASD.

Keywords:
ASDDCDDyspraxiaGestureImitationPraxis

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Area of Science:

  • Neurodevelopmental Disorders
  • Motor Skills and Praxis
  • Social Cognition

Background:

  • Autism Spectrum Disorder (ASD) and Developmental Coordination Disorder (DCD) are neurodevelopmental conditions often presenting with motor challenges.
  • Praxis, the ability to plan and execute novel motor actions, is frequently impaired in both ASD and DCD.
  • Understanding specific praxis error patterns can elucidate underlying cognitive and social deficits.

Purpose of the Study:

  • To differentiate praxis error types between ASD and DCD using the Florida Apraxia Battery Modified (FAB-M).
  • To investigate the relationship between praxis errors and social deficits in individuals with ASD.

Main Methods:

  • Participants diagnosed with ASD and DCD, along with a control group, completed the FAB-M.
  • Praxis errors were categorized, focusing on imitation of meaningful gestures and gesture-to-command tasks.
  • Correlational analyses examined links between specific error types and social deficits in the ASD group.

Main Results:

  • The ASD group exhibited significantly more timing sequencing errors during meaningful gesture imitation compared to controls.
  • Individuals with ASD also showed more body-part-for-tool errors in the gesture-to-command task than other groups.
  • In ASD, heightened temporal imitation errors correlated with poorer affect recognition and reduced repetitive behaviors.

Conclusions:

  • Autism spectrum disorder is characterized by specific praxis deficits in sequencing and tool use imitation.
  • Imitation abilities in ASD are interconnected with socioemotional functioning, including affect recognition.
  • These findings highlight the complex interplay between motor skills and social deficits in autism spectrum disorder.