Autism spectrum disorder (ASD) is a developmental disorder characterized by impairments in social interaction, social communication, and repetitive or stereotyped interests (APA, 2013). The hallmark deficits present in children with ASD are difficulties in social interaction and reciprocation (Troyb, Knoch, & Barton, 2011). Social deficits in children with ASD include difficulty creating social relationships, initiating social interactions, emotional reciprocity, sharing enjoyment, perspective taking, and inferring interests of others (Bellini, Peters, Benner, & Hopf, 2007; Troyb, Knoch, & Barton, 2011). Research has indicated that children with ASD have fewer reciprocal friendships as compared to their typically developing peers overall (Rotheram-Fuller, Kasari, Chamberlain, & Locke, 2010) and are mostly peripheral or isolated from their classroom social networks as opposed to their typical peers (Kasari, Rotheram-Fuller, Locke, & Gulsrud, 2012). While numerous interventions have been proposed to remediate these social difficulties, and there has been a plethora of research with regard to the efficacy and effectiveness of social interventions, few studies have investigated the underlying neuropsychological components associated with these difficulties. The executive function theory posits that the deficits present in ASD are a reflection of an impairment of higher order cognitive skills, such as those needed to plan and generate goal directed behavior. This theory suggests that deficits in higher order skills, such as working memory, planning, inhibition, set-shifting, and monitoring underlie the various deficits seen in the everyday functioning of people with ASD (Minshew, Webb, Williams, & Dawson, 2006). Executive deficits have been widely noted, albeit inconsistently, throughout the literature (Hill, 2004; Joseph & Tager-Flusberg, 2004; Pennington & Ozonoff, 1996); however, there is a paucity of research investigating the relationship between executive functions and social skills in children with ASD. The research thus far has been quite inconsistent with some studies failing to find any relationship between executive and social skills (Ozonoff et al., 2004; Landa & Goldberg, 2005) and others finding that some measures of executive functioning are related to social and/or adaptive skills (Gilotty, Kenworthy, Sirian, Black, & Wagner, 2002; Kenworthy, Black, Harrison, Della Rosa, & Wallace, 2009). The current study sought to investigate the relationship between executive deficits and social skills among a group of children with ASD. A total of 23 children with ASD who were included in the regular education classroom, age 5 to 12 years old, were administered a battery of performance-based neuropsychological tests to measure shifting, inhibition, and working memory skills. The Behavior Rating of Inventory of Executive Function (BRIEF) teacher report questionnaire was used to measure the student's executive functions in everyday settings. Social skills were measured with a playground observation and a Friendship Survey that was administered to children with ASD and their peers to capture their social connectedness in the classroom. Results indicated that children with ASD demonstrated impaired performance on performance-based measures of shifting, inhibition, and inhibition-switching. Performance-based measures of working memory skills were in the average range for the children's age. Children demonstrated impairments on several BRIEF clinical scales including Shift, Initiate, Working Memory, and Monitor. The only performance-based measures that were significantly related to social functioning were inhibition and inhibition-switching. Children with better inhibition skills nominated more peers as friends; however, children with better inhibition-switching skills spent more time in solitary play on the playground. Overall, ratings-based measures of executive functioning were more related to social skills. A number of metacognitive skills including initiation, working memory, and planning and organization were significantly related to a greater proportion of playground time spent jointly engaged as well as fewer rejections by their peers. No relationships were found between executive functions and measures of overall social connectedness in the classroom. This indicates that executive skills (as measured by teacher-report) are extremely important with regard to peer interaction on the playground and well as peer acceptance. As a result, social interventions may need to directly target these skills in an effort to increase social engagement and acceptance. This study, however, failed to find a relationship between executive skills and overall social connectedness in the classroom. Given that as the child ages he/she will spend increasingly less time in the playground environment, it is essential that future research investigate the underlying skills necessary to make and maintain friendships.

The Neuropsychology of Autism provides an up-to-date summary on the neuropsychology of autism spectrum disorders (ASD), written by leaders in the field. It summarizes current knowledge about neurochemistry, neuroanatomy, genetics, and clinical presentations and provides helpful discussions on key functions such as language, memory, attention, executive functions, social cognition, motor and sensory functioning.

Individuals with autism and their caregivers face unique challenges in later childhood and adolescence. This volume translates research on the needs of this population into practical recommendations for clinicians and educators. The book features vivid case examples and an in-depth, reproducible assessment form. Accessible guidance and hands-on suggestions are provided for supporting positive behavior, communication, and social skills; managing issues related to mental and physical health and sexuality; helping families access services and navigate the legal system; and optimizing the educational and transition planning process.

Autism is a complex multifaceted disorder affecting neurodevelopment during the early years of life and, for many, throughout the life span. Inherent features include difficulties or deficits in communication, social interaction, cognition, and interpersonal behavioral coordination, to name just a few. Autism profoundly impacts the affected individual, the family, and, in many cases, the localized communities. The increased prevalence of childhood autism has resulted in rapid developments in a wide range of disciplines in recent years. Nevertheless, despite intensive research, the cause(s) remain unresolved and no single treatment strategy is employed. To address these issues, Comprehensive Guide to Autism is an all-embracing reference that offers analyses and discussions of contemporary issues in the field of autism. The work brings together scientific material from leading experts in the field relating to a wide range of important current topics, such as the early identification and treatment of children with autism, pertinent social and behavioral studies, recent developments in genetics and immunology, the influence of diet, models of autism, and future treatment prospects. Comprehensive Guide to Autism contains essential readings for behavioral science researchers, psychologists, physicians, social workers, parents, and caregivers.

"Subject Areas/Keywords: adolescents, adults, AS/HFA, ASD, Asperger syndrome, assessments, autism spectrum disorders, behavioral, children, communication, developmental disabilities, diagnosis, DSM-V, DSM-5, genetics, high-functioning, interventions, neuropsychology, PDD-NOS, pervasive developmental disorders, psychopharmacological, social competence, social skills training, treatments Description: Completely revised with the latest research and clinical strategies, this is the authoritative volume on Asperger syndrome (now part of DSM-5 autism spectrum disorder). Considered the definitive reference since its initial publication, the book focuses on how to assess each child or adolescent's needs and provide effective interventions in the areas of communication, behavior, and academic and vocational functioning. The neural and genetic bases of autism spectrum disorders are also explored. "--

Master's Thesis from the year 2017 in the subject Psychology - Developmental Psychology, University of Wales, Bangor, language: English, abstract: The emphasis of this study is on social timing during parent-child interaction in a real-life environment in preschoolers with ASD. As an additional feature, the children and adults in this sample received Musical Intervention Therapy (MIT) in North Wales in the United Kingdom (UK). This allows comparison of interaction with music (hereafter referred to as 'Music') and without music ('Interaction') within an MIT setting. Timing plays a vital role in communication. It allows perception and coordination of communication tools such as speech, facial expressions, and body language. For example, neurotypical individuals naturally sense when it is their turn to speak, and use pauses to emphasise or alter the meaning of what they are trying to convey. When timing is optimal and communication flows evenly, people remain largely unaware of its importance. On the contrary, erratic timing is noticed immediately. For example, when the audio or video transmission during a Skype-conversation lags behind, one can still carry on with his or her conversation but it becomes harder to read social cues and communication becomes tedious. Scholars refer to this type of timing as 'social timing'. Its role is to structure and organise the timing of verbal and non-verbal communication tools. Social timing is further split into the temporal organisation of our own body language and speech ('intrapersonal') and that between self and other ('interpersonal'). Social timing in parent-infant interaction plays a key role for long-term development of communication and social skills. The pioneers of developmental social timing studies focused on describing rhythmicity of pre-verbal communication in the 1970s. A decade later, advances in statistical methods allowed examination of intra- and interpersonal timing, which can be cyclical and synchronous respectively.

Designed to advance understanding of the unique needs of high-functioning individuals with autism, this volume details the latest diagnostic and treatment approaches and analyzes the current conceptions of the neurological processes involved in autism.

Since its first identification, Autism Spectrum Disorder (ASD) has presented myriad challenges of diagnosis and classification. Our understanding has evolved from a cluster of diagnostic categories (Asperger’s, Autism, and Pervasive Development Disorder) to the current continuum of Autism Spectrum Disorder. Meanwhile, we have progressed from debating the validity of the diagnosis, to considering it a modern epidemic. This evolution has drawn attention across a variety of fields, including the neurosciences, education, forensics, and behavioral health. While new research accumulates, there remains a lack of conceptual and practical clarity about what ASD is, how specific diagnoses might be delineated, and what we can do to understand and manage the complexity of individuals on the Spectrum. In understanding ASD, one size does not fit all—families, schools, and clinicians all need a multi-faceted engagement with the specifics they encounter. This text opens a critical dialogue through which students, researchers, and clinicians can challenge their ideas about what it means to work with the unique presentations of individuals on the Spectrum. It provides education, clinical expertise, and personalization to the lives influenced by the ever-changing dynamics of Autism Spectrum Disorder.

An important component of Division TEACCH's mandate from the Department of Psychiatry of the University of North Carolina School of Medicine and the North Carolina State Legislature is to conduct research aimed toward improving the understanding of developmental disabilities such as autism and to train the professionals who will be needed to work with this challenging population. An important mechanism to help meet these goals is our annual conference on topics of special importance for the understanding and treatment of autism and related disorders. As with the preceding books in this series entitled Current Issues in Autism, this most recent volume is based on one of these conferences. The books are not, however, simply published proceedings of conference papers. Instead, cer tain conference participants were asked to develop chapters around their pres entations, and other national and intemational experts whose work is beyond the scope of the conference but related to the conference theme were asked to contribute manuscripts as weil. These volumes are intended to provide the most current knowledge and professional practice available to us at this time.