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孤独症谱系障碍的核心症状表现为社交障碍。社会动机理论指出，ASD的社交障碍主要与社会奖赏加工缺陷有关，而在奖赏的三个心理成分中，“想要”成分，即奖赏预期，与个体之后的动机行为更为相关。现有的神经影像学和事件相关电位研究主要运用奖赏延迟范式、猜谜游戏和奖赏型go/no-go范式从神经机制层面揭示了ASD的奖赏预期存在缺陷，主要与腹侧纹状体、杏仁核和眶额叶皮质等组成的多巴胺系统激活减少有关，也表现为大脑右侧前脑岛的激活异常和左右前额脑区的α活动异常。目前的研究结果表明ASD个体的社会奖赏预期存在缺陷，但是否存在更广泛的奖赏预期缺陷尚不明确。未来研究需要严格控制影响因素，同时比较不同障碍亚型或共病障碍ASD个体的奖赏预期特征，并进一步开展多模态研究，以深入了解ASD个体的奖赏预期缺陷，继而开发针对性更强的干预策略。 相似文献
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自闭症谱系障碍包括自闭症、亚斯伯格症候群和待分类的广泛性发育障碍,面孔识别障碍广泛存在于ASD儿童中间,从而影响了个体的社会交往。文章对国内外已有的研究结果和文献进行梳理和分析,总结出了ASD儿童面孔识别缺陷的具体体现,并概括了该群体面孔识别障碍的理论成因。最后指出已有研究的不足,并在此基础上提出未来对ASD儿童面孔识别的研究展望,以期为进一步的干预实践提供指导。 相似文献
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《新校园(当代教育研究)》2018,(7)
社会交往障碍是自闭症的核心症状之一,而自闭症个体也通常被认为存在共情障碍。共情是情绪性互动和社会交往的重要基础,分为认知共情和情绪共情。文章重点介绍自闭症个体的情绪共情特点及其神经机制,以加深人们对自闭症个体社会交往障碍的理解,为自闭症的干预治疗提供启示。 相似文献
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《赣南师范学院学报》2020,(4):112-118
自闭症谱系障碍(Autism Spectrum Disorder,ASD)个体在面孔识别过程中,会对眼睛区域产生注意回避,这可能与其杏仁核的过度激活、皮层下通路的损害、小脑形态的异常有关。ASD个体能够识别熟悉面孔,但是,其存在一种处理熟悉面孔的独特网络,调节梭状回的系统可能存在缺陷,使得对熟悉面孔的识别较普通个体低。ASD个体对威胁性自然刺激产生注意困难,可能与其前额叶皮层的功能连接异常有关;对威胁性社交刺激特别是愤怒的情绪面孔,会产生注意警觉和注意回避,而其中高焦虑的ASD个体却不会像焦虑障碍者一样对威胁性的社交性刺激产生注意困难,ASD个体焦虑背后的神经机制与其注意偏向没有显著的关系。 相似文献
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语言缺陷,尤其是语义一语用障碍,是自闭症谱系障碍(Autism Spectrum Disor-ders)的核心问题之一.本文在回顾和分析自闭症谱系障碍语义加工的认知特点及其神经心理机制的基础上,认为自闭症谱系障碍中有语言能力的个体既有简单语义理解能力,同时又存在复杂语义的理解缺陷.并针对自闭症谱系障碍的"能力"和"缺陷"并存的语言认知特点,复杂信息加工缺陷模式、中央统合理论以及脑神经联结异常假设,从认知神经心理学的角度进行了科学的解释和说明. 相似文献
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自闭症谱系障碍中最为常见的临床症状是社会交往和交流障碍。已有研究发现,颞上沟在言语加工、生物运动和心理理论中发挥着重要作用,而自闭症者在这几方面都存在不同程度的缺陷。本文综合已有关于自闭症者颞上沟的结构异常和功能缺陷的研究,试图梳理出颞上沟在自闭症者的言语加工、生物运动和心理理论缺损中可能产生的作用机制。 相似文献
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在解释水平理论基础上,以162名大学生为被试,采用22被试间实验设计,在最后通牒博弈情境中考察社会动机（亲社会动机/自私动机）和心理距离（远/近）对合作性的影响。结果表明：（1）社会价值导向对人们的合作性具有显著的影响,亲社会动机激发的个体更加热衷于合作行为,带有自私动机的个体是竞争的或利己的;（2）高解释水平下亲社会动机个体是合作的,自私动机个体是竞争的或利己的,高解释水平下亲社会或自私动机的个体的行为均根植于其所赞同的社会动机。 相似文献
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由于前瞻记忆与自闭症谱系障碍(ASD)人士的社会交流障碍存在较大的关联,近十几年来,研究者对前瞻记忆的能力和特点进行了初步的探索。研究发现,自闭症个体前瞻性记忆中,基于时间和基于事件任务的记忆能力是分离的。这不仅进一步说明自闭症谱系障碍人士的前瞻记忆与其执行功能关系密切,同时,也在一定程度上预示了ASD人士生态性前瞻记忆研究前景,根据ASD人士记忆特点进行现实和模拟相结合的行为干预的可行性。 相似文献
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Olivia Tomfohrde Rebekah L. Hudock Kalli B. Kremer Nusroon Fatiha Lindsey Weiler 《Psychology in the schools》2023,60(1):23-39
Autism spectrum disorder (ASD) impacts approximately 1 in 44 children in the United States. Common characteristics of ASD are marked deficits in communication and social connectedness. As autistic children approach adolescence, there is a lack of interventions available to them. Mentoring can provide adolescents with a relationship that facilitates social connectedness with another person who has a shared life experience, filling a gap in services. The Autism Mentorship Program (AMP) was designed to provide autistic adolescents a meaningful relationship with an autistic young adult. Via participation in focus groups, mentees (n = 5), mentors (n = 6), and parents of mentees (n = 6) shared their experience of participating in an afterschool, youth mentoring intervention. Themes were developed from an open coding procedure. Results showed that AMP was associated with helping mentees find social connection within their mentoring relationship and among the group of mentees. Mentors also reported mutual benefits in social connectedness. Perceived benefits of the program, including improved academic performance, and suggestions for future programming are reported. AMP appears to be a promising program that provides social benefits for adolescents with ASD who may have few options for this type of support. 相似文献
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Veerle Garrels 《欧洲特需教育杂志》2019,34(3):393-402
For students with autism spectrum disorders (ASD), learning social skills is an intricate but essential task to facilitate social inclusion and participation. Limited research is available on social skills interventions for adolescents with ASD and intellectual disabilities (ID). This article presents a case study that illustrates how the Self-Determined Learning Model of Instruction was used to improve self-chosen social conversation skills in a Norwegian 14-year old student with ASD and mild ID. This case study illustrates that, also for students with ASD and ID, giving them the opportunity to set personally relevant goals may improve their autonomous motivation, thereby increasing the likelihood of goal attainment. 相似文献
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According to the United Nations Convention on the Rights of the Child, children have a right to have their views listened to, and studies have shown that doing so can improve their motivation and self‐esteem. Accordingly, this systematic literature review sought to investigate how the views of children with an autism spectrum disorder (ASD), who have difficulties with social communication, may be gathered. Searches of electronic databases yielded 20 studies which met the criteria for inclusion. Semi‐structured interviews (SSIs) were popular, but there is tentative evidence that these are better suited to older, or more academically able, participants. Some of the evidence suggests adaptations to make SSIs more accessible to young people with ASD. Initial evidence has also emerged regarding the suitability of focus groups and electronic diaries. More focused evaluation by researchers of the suitability of their chosen data‐gathering methods for participants with ASD would allow broader conclusions to be drawn. 相似文献
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Maria Isabel Santos Ana Breda Ana Margarida Almeida 《Educational technology research and development : ETR & D》2017,65(5):1305-1323
Learning environment on mathematics for autistic children is a prototype of a digital environment with dynamic adaptation features designed to offer activities towards the development of mathematical reasoning in children aged 6–12 years, diagnosed with autism spectrum disorders (ASD), a neurodevelopmental disorder characterized by deficits in social communication and social interaction as well as restricted and repetitive patterns of behaviour, interests or activities. This paper, with a primarily conceptual and analytical scope, discusses the mathematical difficulties that some children with ASD have, and presents strategies that can be used to overcome them. Based on a literature review and on the results of a preliminary study already conducted, we present results concerning the proposal of a set of learning activities for the prototype under development, specifically targeted to promote mathematical reasoning in students with ASD. Guidelines for future research are also discussed. 相似文献
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Sarah W. Harry Kayla E. Bates-Brantley Breya L. Whitefield Brittany A. Dale 《Psychology in the schools》2023,60(2):419-430
Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill. 相似文献
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Weinberg NZ 《Journal of learning disabilities》2001,34(4):343-351
Reviews research on risk factors for adolescent substance use disorders (SUD) and discusses possible relationships between SUDs and learning disabilities (LD). Individual level factors (genetic, biologic, other familial, and psychiatric) emerge as very important in the risk equation, as well as the interaction between individual risk and environmental conditions. Commonalities between SUD risk and LD include prenatal substance exposure, family history of SUD, conduct disorder, social skills deficits, and academic failure; however, further research is needed to establish whether individuals with LD face a specific risk for SUDs, and if so, what the nature of that risk might be. 相似文献
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Stefanie Hoehl Vincent M. Reid Eugenio Parise rea Handl Letizia Palumbo Tricia Striano 《Child development》2009,80(4):968-985
The importance of eye gaze as a means of communication is indisputable. However, there is debate about whether there is a dedicated neural module, which functions as an eye gaze detector and when infants are able to use eye gaze cues in a referential way. The application of neuroscience methodologies to developmental psychology has provided new insights into early social cognitive development. This review integrates findings on the development of eye gaze processing with research on the neural mechanisms underlying infant and adult social cognition. This research shows how a cognitive neuroscience approach can improve our understanding of social development and autism spectrum disorder. 相似文献
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A comparison of parent and professional perceptions of children with autism spectrum disorder in Portugal 
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下载免费PDF全文 Improving early intervention in Portugal for children with autism spectrum disorder (ASD) requires parents and professionals to collaborate in assessing and planning intervention programmes. This article analyses parental and professional assessments of children with ASD, in the dimensions of social communication, repetitive behaviours and restricted interests, and sensory processing. The study presents contrasting perspectives from professionals and parents from a range of socio‐academic backgrounds. The sample consists of 136 Portuguese children (aged three to six years old) with ASD and involves children, parents and professionals from across the country. All children, at the time, were in preschool and receiving early special education intervention. Parents and professionals used the Assessment Scale for Children with ASD to complete the assessments. The results show that parents rate children's development and learning more positively compared to professionals; and that this difference is more significant in the field of social communication. Further, parents with higher academic qualifications showed statistically significant differences in comparison with professionals in the social communication dimension. These findings are discussed in relation to the literature and some suggestions are made regarding certain practices related to intervention in early childhood. 相似文献