| 1. |
- Bejerot, Susanne, 1955-
(författare)
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An autistic dimension : a proposed subtype of obsessive-compulsive disorder
- 2007
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Ingår i: Autism. - London, United Kingdom : Sage Publications. - 1362-3613 .- 1461-7005. ; 11:2, s. 101-110
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the possibility that autism spectrum disorder (ASD: Asperger syndrome, autism and atypical autism) in its milder forms may be clinically important among a substantial proportion of patients with obsessive-compulsive disorder (OCD), and discusses OCD subtypes based on this proposition. The hypothesis derives from extensive clinical experience of OCD and ASD, and literature searches on MEDLINE. Neuropsychological deficits are more common in OCD than in panic disorder and depression. Moreover, obsessive-compulsive and schizotypal personality disorders are over-represented in OCD. These may constitute mis-perceived clinical manifestations of ASD. Furthermore, repetitive behaviours and hoarding are common in Asperger syndrome. It is suggested that the comorbidity results in a more severe and treatment resistant form of OCD. OCD with comorbid ASD should be recognized as a valid OCD subtype, analogous to OCD with comorbid tics. An odd personality, with paranoid, schizotypal, avoidant or obsessive-compulsive traits, may indicate these autistic dimensions in OCD patients.
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| 2. |
- Benderix, Ylva, et al.
(författare)
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Parents' experience of having a child with autism and learning disabilities living in a group home: A case study.
- 2006
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Ingår i: Autism. - : SAGE Publications. - 1362-3613 .- 1461-7005. ; 10:6, s. 629-641
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Tidskriftsartikel (refereegranskat)abstract
- Some children with autism and learning disabilities also have aberrant behaviours that are difficult to regulate and stressful for both the child and family members. This case study concerns experiences of 10 parents from five families before and 2 years after entrusting their 10- to 11-year-old child with autism to a group home. Hermeneutic phenomenological analysis of narrative interviews with the parents before the child’s moving showed them experiencing grief and sorrow, total exhaustion because of inability to regulate their child’s behaviours, social isolation, and negative effects on the child’s siblings, but experiencing themselves as more sympathetic than previously towards other people with problems. Two years later they experienced relief for the family due to the group home arrangement and the child’s improvement, but with an ethical dilemma which made them feel guilty, despite increased hope for the future. Some also felt unhappy with the staff situation at the group home.
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| 3. |
- Dahlgren, Sven-Olof, 1956, et al.
(författare)
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Referential communication in children with autism spectrum disorder
- 2008
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Ingår i: Autism. - : SAGE Publications. - 1362-3613 .- 1461-7005. ; 12:4, s. 335-348
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Tidskriftsartikel (refereegranskat)abstract
- Referential communication was studied in children with autism spectrum disorder (ASD) including children with autism and Asperger syndrome. The aim was to study alternative explanations to the children’s communicative problems in such situations. Factors studied were theory of mind, IQ, verbal ability and memory. The main results demonstrated diminished performance in children with autism spectrum disorder mirroring performance in everyday life in comparison to verbal IQ and mental age matched typically developing children. Among children with autism spectrum disorders, there was a positive relationship between performance in referential communication and theory of mind. Memory capacity proved also to play a role for success in the task.
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| 4. |
- Posserud, Maj-Britt, et al.
(författare)
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Factor analysis of the Autism Spectrum Screening Questionnaire.
- 2008
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Ingår i: Autism. - : SAGE Publications. - 1362-3613 .- 1461-7005. ; 12:1, s. 99-112
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigated the factor structure of parent and teacher Autism Spectrum Screening Questionnaire (ASSQ) in a population of 7-9 years old children. For validation purposes, factors derived were correlated with results on the Strengths and Difficulties Questionnaire (SDQ). A three-factor solution was identified on both parent and teacher ASSQ. Most of the variance was explained by one factor including measures of social function, validated by a high correlation with the SDQ peer problems scale. The second factor included measures of autism-associated problems. The items allocated to the third factor were more specific for a cognitive style typically found in high-functioning individuals with autism/Asperger syndrome. This factor did not correlate highly with any of the SDQ subscales. The results indicated that the screening efficiency of ASSQ could be increased by closer examination of the individual profile of factor scores.
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