Journals, Research Articles, and other papers
Note that all
the articles in this section are provided for information only and may
not reflect the views of the NAS Surrey Branch.
Lorna Wing
Dorothy Bishop
Jane Shields
Further article on Semantic Pragmatic Disorder
Patricia Howlin
Early Diagnosis
- Autism: recognising the signs in young children
by Jennifer Humphries. Interesting article discusses some of the early
indicators that researchers have found to be present in babies later
diagnosed with autism. Written for health visitors and nurses, the
article also stresses the importance of early diagnosis and
intervention.
Mike Connor
Mike is a chartered Educational Psychologist and has written widely (see catalogue).
He has many years experience of working with children with Autistic
Spectrum Disorders (ASD) and many of these papers summarise the current
research findings on ASD. Please note: from 1st April 2008,
Mike's research papers are only available on a subscription basis. No
new articles from Mike will be posted here. To find out more about
obtaining Mike's latest papers please email him.
- Autism and Asperger Syndrome: Overview and Classroom Strategies
by Mike Connor. An Educational Psychologist provides lots of helpful
advice aimed primarily at teachers of children with Autistic Spectrum
Disorders (ASD) in mainstream schools. The article is a useful
introduction for any teacher unfamiliar with ASD.
- Children on the autistic spectrum: Guidelines for mainstream practice by Mike Connor.
Similar to the Overview and Classroom Strategies Paper, but covers the topic in much greater detail.
- Autism and Asperger Syndrome : The State of Play
by Mike Connor.
A summary of a 1998 review article by Patricia Howlin which looked at
current information concerning the nature of Autism and Asperger
Syndrome, and of the various intervention strategies that have been
used.
- Intensive Behavioural Intervention with Autism: A case study
by Mike Connor. These notes are a summary of a case study where a
Lovaas programme was implemented with a child of 6 1/2 years. The
outcomes suggested that this approach can achieve positive outcomes
despite (a) a level of intervention below that deemed apparently
necessary according to initial studies, and (b) initiation of the
programme at a child age well above the pre-school level recommended
for maximal benefits.(1998)
- Early Intervention in ASD: Continuing Thoughts
by Mike Connor. This set of notes describes the outcome of a survey of
parents' perceptions of the ABA approach, highlighting the usefulness
of direct parental involvement, but also noting the significance of
training and experience of those organising the programme. The SE
Regional Group Study is then described with reference to initial
findings concerning the apparent effectiveness of ABA and of nursery
attendance, with discussion of the non-direct relationship between time
on input and outcomes as well as confirmation of the significance of
training and qualification among tutors. The final section simply
highlights how themes and emphases change over time, with the
corresponding need to examine cases in the here and now when seeking to
unravel the significant factors within the interaction of child,
circumstances, and intervention most predictive of success.
- Early Intervention In Autistic Spectrum Disorders (Lovaas): Baseline and Follow-Up Assessment
by Mike Connor.
Some notes following discussion at a working group established to
advise on a consistent approach to early intervention. What would be
considered good practice in terms of initial assessments and of gaining
baseline data by which to measure change over time? Some of the
difficulties are set out; advice is quoted from professionals with much
experience in this field; and suggestions are made for the actual means
of assessment.
- Early Intervention in ASD: Continuing Evidence and Pointers
by Mike Connor. This short paper provides some more thoughts about the
efficacy of intervention with young children with autism, reinforcing
the desirability and efficacy of early intervention, the need for
individual planning of component elements, the significance of parental
partnership, and the dangers in assuming that a programme reported to
bring about significant improvements in some children will be equally
effective among others. (2005)
- Early Behavioural Intervention in Autism : Further Thoughts on Effects and Effectiveness
by Mike Connor. The first part of these summaries concerns the question
whether behavioural approaches bring about true play in children, or
simply evoke responses which have been attached to specific stimuli.
The next section concerns the impact upon the family functioning as a
whole in the case of a child receiving intensive behavioural
intervention, with implications for variations in such impact according
to the pressures, benefits, and existing family resources. There
follows a revisiting of earlier research (now formally published) which
compared the effectiveness of behavioural intentions, specialist
nursery provision, and Portage in promoting intellectual, educational,
and adaptive gains. The final section describes an intervention,
relevant to a number of developmental disabilities or behavioural
problems, including autism, designed to help parents to manage and
alleviate the observable symptoms of those conditions (2007).
- Autism: Current Issues No 4
by Mike Connor. Covers: Social perception deficits or attention
deficits in Autism; the theory of mind skills and language maturity;
patterns of language development in Autism; family studies of autistic
probands; spectrum of needs and spectrum of necessary provision.
(1998.)
- Autism: Current Issues No 5
by Mike Connor. Covers: A review of behaviours linked to absent Theory
of Mind; guidelines for dealing with educational and behavioural
problems in the classroom; bio-medical (dietary) aetiology and
interventions; some implications from a Lovaas tribunal.(1998)
- Autism: Current Issues No 6
by Mike Connor. Covers: A review of "Executive Function", and further
reference to eye gaze direction, and their association with developing
theory of mind; the cues for the nature of autistic disabilities from
the analysis of communication breakdown; developmental trends and
patterns in Autism; the use of "Circles of Friends" with autistic
children and peers; and the possible link between Secretin and symptom
remission. (1998)
- Autism: Current Issues No 7
by Mike Connor. Covers: Reference to some emphasis on psychological and
physiological assessment as opposed to instructional levels of
assessment; the possible link between Autism and various medical
conditions; Autism and extreme versions of typical male behaviour; the
Jordan et al review of current educational interventions. (1998)
- Autism: Current Issues No 8
by Mike Connor. Covers: History of research findings and clinical
practice; executive function; central coherence and hierarchisation;
comorbidity of Tourette Syndrome with Autism; and the viability of
diagnosis before 3 years of age. (1999)
- Autism: Current Issues No 9
by Mike Connor. Covers: Teaching pretend play; social stories;
Munchausen Syndrome by Proxy and Autism; and savant skill development
and the relationship with Autism. (1999)
- Autism: Current Issues No 10
by Mike Connor. Covers: The nature of attentional deficits; areas of
neurological dysfunction; planning school placement; and strategies for
managing (behavioural) symptoms. (1999)
- Autism: Current Issues No 11
by Mike Connor. Covers: Differentiation of Asperger syndrome from high
functioning autism; Asperger syndrome and later psychiatric
disturbance; the use of personal construct approaches; characteristic
perceptual style or deficits in autism; facilitating vocalisations.
(1999)
- Autism: Current Issues No 12
by Mike Connor. Covers: Teachers' beliefs and knowledge about autism;
parental experiences; assessment by the educational psychologist;
executive function and the subtlety of 'markers' for autism. (1999)
- Autism: Current Issues No 13
by Mike Connor. Covers: The use of secretin; the significance of
'pervasive developmental disorder'; school provision to match the
autistic spectrum; the need for ongoing 'practitioner' research into
interventions. (2000)
- Autism: Current Issues No 14
by Mike Connor. Covers: The Early Origins of Autism; Early
Identification; Autism and the MMR Vaccination; Autism and Face
Perception; Auditory Integration Training. (2000)
- Autism: Current Issues No 15
by Mike Connor. Covers: Peer Interactions and Loneliness among
High-Functioning Children with Autism; Intensive Interaction and
Autism; Signalling in Communication (Social Strengths of Non-Speaking
Children); Asperger Syndrome vs. High Functioning Autism. (2000)
- Autism: Current Issues No 16
by Mike Connor. Covers: Perceptions and Asperger Syndrome: Deficit in
Central Coherence or Hierachization; Voice Processing, Autism, and
Specific Language Impairment; Promoting Prosocial Behaviours; Enhancing
Social Skills of Young Children with Autism Using Peers as Tutors;
Promoting Peer Understanding in the Secondary School; Footnote about
Autism and MMR. (2001)
- Autism: Current Issues No 17
by Mike Connor. Covers: Establishing a Base for ASD Students in a
Secondary School; Inclusion of Children with ASD; Communicating to
Children and Young People with Asperger Syndrome; Planning an
Educational Visit. (2001)
- Autism: Current Issues No 18
by Mike Connor. Covers: Incidence of Autism (and the [non]significance
of the MMR vaccine); Dietary Issues in Autism; ASD and the Prefrontal
Cortex; Early Intervention for Children with ASD. (2001)
- Autism: Current Issues No 19 by Mike Connor.
Covers: Early Identification; Aetiology; The experience of Autism. (2001)
- Autism: Current Issues No 20
by Mike Connor. Covers: Focussing Attention; Medication; Diet;
Immunological Treatment; Metabolic Approaches; Developing
Communication; Dealing with Repetitive Thoughts and Behaviour;
Facilitating Socialization. (2001)
- Autism: Current Issues No 21 by Mike Connor.
Covers: The Use of the MMR Vaccine; Secondary School Integration; Social Understanding: Eye Gaze as a Measure of Insight. (2002)
- Autism: Current Issues No 22 by Mike Connor.
Covers: Attentional Processes; Brain Structure; The Perceived Ineffectiveness of Secretin in Treating ASD; (2002)
- Autism: Current Issues No 23
by Mike Connor. Covers: The Temporal Binding Deficit Hypothesis;
Differentiating Autism from Mental Retardation in 1 Year Old Infants;
Behaviour Problems in Autism and Parental Efficacy; Possible
Aetiological Factors; (2002)
- Autism: Current Issues No 24
by Mike Connor. Covers: Motor Impairment in Asperger Syndrome;
Conversational Style of Children with Asperger Syndrome; Understanding
of the Mental States of Other People; Neurocognitive Function and Joint
Attention Ability; (2002)
- Autism: Current Issues No 25
by Mike Connor. Covers: Incidence of Autism; Mainstream School
Inclusion and Children with Autism; Medication (Risperidone) in
Children and Young People with Autism; (2002)
- Autism: Current Issues No 26
by Mike Connor. Covers: Incidence Rate; Genetic Studies; Asperger
Syndrome : Making a Pathology out of a Difference; Attention Style in
Asperger Syndrome; Immune Factors; Facilitating Social Interaction;
(2003)
- Autism: Current Issues No 27
by Mike Connor. Covers: Prevalence; Predicting Outcomes in High
Functioning Children with Autism or Asperger Syndrome; Joint Attention
Training for Children with Autism; All Party Parliamentary Group on
Autism; (2003)
- Autism: Current Issues No 28
by Mike Connor. Covers: Further Evidence against the MMR Hypothesis;
Self Report Data (School Experience and Self Esteem); The Metabolic
Hypothesis of Autism; Nervous System Research; Imitation in Young
Children with Autism; (2003)
- Autism: Current Issues No 29
by Mike Connor. Covers: Deficits in the Spread of Visual Attention;
Joint Attention and Shifts in Young Children with Autism; Executive
Functions in a Natural Setting; Social Stories and Disruptive
Behaviours; Cognitive Behaviour Therapy for Anxiety in Asperger
Syndrome; (2003)
- Autism: Current Issues No 30
by Mike Connor. Covers: Challenges in Diagnosis and Management;
Incidence of Autism and Vaccinations; Current Reports from BPS
Conference Proceedings; (2003)
- Autism: Current Issues No 31 by Mike Connor.
Covers: Aetiology; Adult Outcomes; The Adjustment of Siblings of Children with Autism; (2004)
- Autism Current Issues 32 by
Mike Connor.
These summaries focus on two issues. Firstly, there is reference to the
nature and pattern of the commonly-observed regression in skills among
a significant minority of children with ASD around the middle of the
second year. Secondly, reference is made to the importance of play
skills for ongoing (social) development, with an example of a
particular strategy found to be effective for fostering skills in
pre-school children with ASD. (2004)
- Autism Current Issues 33 by
Mike Connor. Covers: Autism and Attachment; Temporal Processing and
(High-Functioning) Autism; Shifting Attention; Voice Perception;
Extracts from the Proceedings of the British Psychological Society
(2004);Underlying Factors; Biological Bases of Autism and Language
Disorders; Thinking Skills; (2004)
- Autism Current Issues 34 by Mike Connor.
Covers: Further Evidence for the Non-Association of MMR Vaccination and Autism; (2004)
- Autism Current Issues 35 by
Mike Connor. Covers: The Reality of Autism; Language and Interaction
Intervention; Further Use of Social Stories; Risperidone and Autism;
Parental Phenotypes; (2004)
- Autism Current Issues 36
by Mike Connor. Covers: Early Identification; Autism Risk; Cognitive
Characteristics or “Style” among Individuals with Autism and ASD;
Advocacy, and the Expression of the Individual’s Opinions and Wishes;
(2005)
- Autism Current Issues 37
by Mike Connor. Covers: Parents’ and Professionals’ Views on What
Facilitates Successful Inclusion; Eliciting Imitation and Different
Types of Actions; Classroom Behaviour and Alternative Seating; ASD and
Video Interactive Guidance; Autism First-Hand; (2005)
- Autism Current Issues 38 by Mike Connor.
Covers: Incidence; Autistic Risk; Clinical Review; Parental Perspectives; (2005)
- Autism Current Issues 39 by
Mike Connor. Covers: Review of Evidence for the Non-Significance of MMR
Vaccination; MMR and Crohn’s Disease; Screening for Autism at Birth?;
(2005)
- Autism Current Issues 41
by Mike Connor. Covers: Status of Research; Further Evidence For
Autistic Regression; Screening for Autism at Birth?; Toxin Effects :
Essential Mineral/Vitamin Effects; More Evidence for Central Coherence
Deficiencies in ASD; Self-Report (Temple Grandin); (2005)
- Autism Current Issues 42 by
Mike Connor. Covers: The Extreme Male Brain Hypothesis; Outcomes of
mainstream and Special School Placements in Children with ASD; Ongoing
Debates : 1.Vaccines and ASD 2. ASD, ADHD and Stimulants; (2006)
- Autism Current Issues 43 by Mike Connor.
Covers: Further (Brief) Thoughts on Inclusion; Identification; Aspects of Autism; Interventions/Strategies; (2006)
- Autism Current Issues 44 by
Mike Connor.
Covers: a recent review of evidence concerning the issue of
gastro-intestinal factors and perceived links with autism; the
relationship between language and executive functions; the pattern of
(more severe) autism beyond adolescence; and educational interventions
with Asperger Syndrome.(2006)
- Autism Current Issues 45 by
Mike Connor.
Covers: Brain Chemistry; Paternal Age and Autistic Risk; Inner Speech
Deficits and Autism; Effects of (Severe) Food Faddism; Asperger
Syndrome and Cognitive Behaviour Therapy (CBT); Grandparents and
ASD.(2006)
- Autism Current Issues 46 by
Mike Connor.
Covers: Autism/ASD and Reactive Attachment Disorder; Parental Coping
Strategies; Enhancing Social Perception and Communication; (2006)
- Autism Current Issues 47 by
Mike Connor.
Covers: Genetic Links; Further Indications of the Neural Basis for ASD
(Amygdala and Hippocampus); Parental Age and Risk for Autistic Spectrum
Disorder in Children. Anomalous Functioning : Changes over Time
Predictors of Communication Development Sex Differences in Preschool
Children with Autism (2007)
- Autism Current Issues 48 by
Mike Connor.
Covers: Differentiating Autism/ASD and Other Developmental Disorders;
Early Social Communication and Response-to-Name Research; Dysfunctional
Mirror-Neuron Systems and Empathy Deficits; Reading Mental States;
Understanding of Idiom; Predictors of Optimal Outcomes in Young
Children Diagnosed with ASD (2007)
- Autism Current Issues 49
by Mike Connor.
Covers: Audiovisual Speech Integration in Autism; Enhancing Theory of
Mind by the Style of “Narrative” Input; Hyperlexia and ASD; (2007)
- Autism Current Issues 50
by Mike Connor.
Covers: Early Detection/Screening; A Further Risk Factor (“Trigger”?) :
Exposure to Agricultural Pesticide; Hyper-responsive Sensory Patterns;
Repetitive Play and Behaviour; Early Predictors of Autistic Symptoms in
Adulthood; (2007).
- The nature of Autism and Autistic Spectrum Disorders
by Mike Connor. These notes were prepared to provide a brief
introduction to the characteristics of Autism and ASD and their
management for inclusion in the Surrey LEA Handbook on Special
Educational Needs.(2003)
- Autism and the Amygdala by
Mike Connor. These short notes set out to provide a brief
re-introduction to this issue, highlighting the significance of such
brain areas for the regulation of social awareness and reactivity, and
of damage therein for the possible aetiology of characteristic social
signs and symptoms of autism.(2003)
- Neurophysiological Correlates of Autistic Social and Emotional Dysfunction
by Mike Connor. This review highlights some of the findings from brain
imaging studies about the structure and function of brain regions and
their interconnectivity in autism, with evidence for a range of
anomalies both in specific sites and within neural systems in the
brains of individuals with autism. The significance of brain volume and
impaired neurotransmission is emphasised. There follows a summary of a
further description of biological bases of autism, with particular
reference to genetic influences, notably an impairment of genes
clustering on the X chromosome.(2003)
- Autism and Nutritional Intervention
by Mike Connor. These notes were stimulated by an earlier request for
information about the possible benefits of dietary interventions for
individuals with autism and ASD. The converging view is that there may
be positive benefits for many children from carefully supervised
dietary elements (supplements and exclusions) within a programme of
intervention; but that there is currently reliance upon anecdotal or
small scale studies hence the need for caution in generalising
available evidence and in establishing expectations.(2003)
- Asperger Syndrome (Autistic Spectrum Disorder) and the Self-Reports of Comprehensive School Students
by Mike Connor. A sample of students diagnosed with Asperger Syndrome
are interviewed about day to day school issues; and the experience of
the SEN Co-ordinators is tapped. It is concluded that, even among
students in mainstream schools whose autistic disorders are towards the
mild end of the spectrum, the potential or actual difficulties should
never be underestimated. (2000)
- Promoting Social Skills among Children with Asperger Syndrome (ASD)
by Mike Connor. These notes provide a summary of the nature of social
deficits among children with ASD, plus a collating of advice from a
range of sources concerning how to enhance social skill development and
to reduce anxieties or communicative disabilities which stand in the
way of positive interaction. (2002)
- Interventions to Facilitate Social Interaction
by Mike Connor. Following a further reminder of the desirability of
early diagnosis (and some means of differentiating ASD from other
conditions) in order that interventions can also be initiated optimally
early, reference is made to two projects designed to increase shared
attention and engagement of children with autism. A common link is the
need to enter the child’s world by seeking to share/imitate his or her
activities as opposed, in the first place, to seeking to evoke a
particular behaviour. (2005)
- Interventions to Facilitate Social Interaction
by Mike Connor.
This set of notes begins with further consideration whether high
functioning autism and ASD can be differentiated. There follows a
report of the outcome of a single case study involving interviews with
an adolescent diagnosed with Asperger Syndrome and with his mother
(with the suggestion that there is no lack of desire for friendships,
but that there may be inadequate understanding of how to initiate and
maintain relationships, or an inability or reluctance to apply any
understanding that has been gained). The final section explores the
matter of face processing, and considers whether there is some
fundamental and neurological anomaly which inhibits successful face
processing, or that the anomalous performance arises as a result of
limited experience/motivation in this area of functioning.
- Attention Deficit Disorder by Mike Connor.
A brief overview of ADD and ADHD. (1996)
- Attention Deficit Hyperactivity Disorder Research Update 41 by Mike Connor.
Covers: Identification; Neurological Structure; Intervention (Reinforcement Schedules); An Alternative Intervention. (2006).
- ADHD - Educational Issues (Text for Conference Presentation by Mike Connor.
These are the notes made for a recent presentation made by the author. (2005)
- Attention Deficit (Hyperactivity) Disorders - A review of Identification and Intervention Issues
by Mike Connor.
Covers: Introduction; Identification; Age of Onset; ADHD - Gender
Effects; Co-morbidity; Neuropsychological Profiles; Causal Pathways;
Intervention; Diet and Symptoms of Learning or Behavioural Difficulty.
(2005)
- Attention Deficit (Hyperactivity) Disorder : Genetics, Triggers, and Trajectory
by Mike Connor.
These current summaries concern, respectively, confirmation of the
major significance of genetic factors in ADHD; the significance, too,
of environmental factors (with foetal alcohol syndrome as an
illustration); particular situations, at home, where the ADHD
difficulties will be most evident; and the link between
childhood-diagnosed ADHD and later anxiety or depression.
- Autism (ASD) and ADHD: Overlap and Comorbidity
by Mike Connor.
A description is provided of the way in which Autistic Spectum Disorder
and Attention Deficit (Hyperactivity) Disorder may share certain
symptoms, or co-exist, with implications for the gathering of accurate
epidemiological data as well as for the planning of interventions.
(Reference is also made to the domain of language usage and
understanding as an area where symptoms converge, with Central Auditory
Processing Disorder as a condition that may be confounded to some
extent with ASD or ADHD.) (2008).
- The (Educational) Needs of Children with Comorbid Autism and Deafness
by Mike Connor.
A description is offered in these notes of the frequency of the
association of autism and deafness. Reference is made to the complexity
of evaluating hearing deficits among children who are autistic, and to
two assessment measures based upon evoked neural activation. There
follows a sampling of observations or concerns expressed by
professionals and parents concerning the means of determining the
relative effects of autism and of deafness (and their confoundability),
and of planning intervention. The conclusion highlights the
significance of a series of consultations and reviews involving
multi-contributions by which to monitor progress and modify strategies
on the basis of observed responses to the treatment for the hearing
deficit and to the initial autism-oriented educational provision.
(2008).
- Epilepsy: General Thoughts by Mike Connor.
A brief overview of Epilepsy and the implications for schooling. (1996)
- Epilepsy: Nature, Management and Memory by Mike Connor.
The impact of Epilepsy upon cognitive functioning and in particular to memory in individuals affected. (1994)
- Angelman Syndrome by Mike Connor.
These notes provide a description of the symptoms involved, (genetic) aetiology, and management strategies.(2001)
- Dyspraxia : General Information and Guidelines
by Mike Connor. These notes were prepared in response to a request for
information concerning the nature of dyspraxia, its signs and symptoms,
and the effects of the condition upon day to day activities including
classroom performance.(1996)
- Early (Intensive) Behavioural Intervention in Autism: Variables and Outcomes
by Mike Connor. Recent reports of research into the Lovaas model
conclude that positive outcomes can he achieved with fewer than the 30
or 40 hours per week considered by some to be a necessary minimum. Also
that greater positive change appears to be associated with the timing
of the intervention (children below 3 years of age rather than above 3
years), and the extent of improvement appears predictable from the
overall duration (months) of the implementation of the behavioural
programme.(2001)
- The Lovaas Approach Re-visited
by Mike Connor. These notes represent a search through research
evidence in an attempt to gain new information concerning the
effectiveness of intensive behavioural intervention with young autistic
children. (2000)
- Inclusion of Children with SENs: Some Questions and Concerns
by Mike Connor. This paper contains summaries of recently published
papers or articles which explore the issue of inclusion. There
continues to be a consensus that inclusion is an ideal but concerns
exist that the idea has still not been matched by organised research
into what constitutes effective practice, by training, and by
resourcing. There also remains concern about the possible difficulties,
under current criteria for evaluating a school's performance, of
reconciling policies about inclusion with policies about raising
academic standards. (2001)
- An Autistic Child In The Family
by Mike Connor. This paper focuses upon the experiences of siblings of
children with autism and their interactions with parents and upon the
cognitive coping strategies that may be adopted by mothers when facing
the demands of bringing up a child with autism. (2002)
- Peer, Sibling, and Self Perspectives on Disability or Difference (Including ASD)
by Mike Connor. This review includes a summary of findings concerned
with children’s understanding of psychological problems among
pre-school or school-age peers; the development of interaction between
children diagnosed with ASD and their siblings; and the opinions and
experiences of pupils with ASD attending mainstream secondary schools
(which suggest some discrepancy between the ideals of inclusion and the
reality). (2008).
- Autism and the effect on Parents and Siblings
by Mike Connor. This review of studies begins with a reference to
resilience in the families of children diagnosed with autism, and the
identification of specific processes by which resilience may be
achieved. There follows a description of the involvement of siblings
with a brother or sister with autism, and the evolving relationships
and responsibilities during adulthood. The next section concerns the
needs, experiences, and coping styles of parents following the
diagnosis of autism in a child. Finally, there is a summary of the
reported experiences of a sample of parents of children with various
disabilities who had recourse to the Special Educational Needs and
Disability Tribunal.
- AProviding for Children with Autism : Sibling, Parent, and Peer Issues
by Mike Connor.
This review concerns, firstly, the development of siblings of children
with autism, with the results of a study suggesting that psychosocial
and emotional skills are typically enhanced, but the risk of
unfavourable impacts becomes greater as the number of demographic
disadvantages increases. The subsequent section refers to evidence for
poorer communication skills in such siblings, with possible
implications for a broader autistic phenotype. There follows a study of
the impact of inclusion upon classmates, and of the value of peer
awareness-raising programmes upon their attitudes and actions. This
links to a study of the effects of awareness raising programmes
concerning a range of intellectual disabilities. The final section
describes the parental perspectives concerning the impacts upon the
family, positive and negative, of childhood developmental disability.
- Autism and ASD: Making and sharing the diagnosis by Mike Connor
by Mike Connor. These notes cover references to the increased
prevalence rates (linked to more sensitive diagnostic practices?) and
to the apparent range of aetiological routes. A summary of a
practitioner review concerning good practice in diagnosis with an
implication for seeking increased provision to match the needs
identified and a diagnostic "package" is described. The final section
summarises advice over the difficult question of if or how to share a
diagnosis with the individual concerned, and with siblings, peers, and
significant others. It focuses upon the experiences of siblings of
children with autism and their interactions with parents and upon the
cognitive coping strategies that may be adopted by mothers when facing
the demands of bringing up a child with autism. (2002)
- Autism and ASD: Perceptions of Diagnostic Processes by Mike Connor
by Mike Connor. The numbers of children diagnosed with autism or
autistic spectrum disorder (including Asperger Syndrome) has shown a
marked increase over the last 25 years. Reference is made to the debate
concerning whether this reflects a real increase in prevalence or
changes in the diagnostic criteria and enhanced screening for autistic
symptoms. Whatever the aetiological route, there is converging evidence
for the significance of early intervention in achieving the most
positive outcomes, with the implicit need to establish early and
accurate diagnoses. There follows a description of a small scale survey
seeking the perceptions of professionals in Health and in Education
concerning diagnostic processes. Themes are outlined and implications
set out. (2007)
- Autism : Miscellaneous Thoughts on Nature and Aetiology by Mike Connor
by Mike Connor.
These notes begin with a reference to genetic risk for autism and the
possible significance of a single X chromosome, which would also
provide some explanation for the uneven male-female ratio in diagnosed
cases of autism. Reference is then made to additional evidence or
opinion on the MMR issue further indicating the lack of any MMR-autism
link. The final section refers to work which gives a further
perspective on the nature of autistic mentalizing, involving the
dimensions of systemizing and empathizing, with further implications
for the “extreme male brain” theory of autism. (2004).
- Pupils with ASD: Teaching Approaches and Literacy
by Mike Connor. This set of notes provides a summary of the particular
needs among children with ASD in respect of the development of literacy
skills. There is also reference to hyperlexia, which is commonly but
not uniquely found among individuals with ASD, with a discussion of the
characteristics of this condition and the needs in terms of classroom
practice.
- ASD and Literacy : Characteristic Styles or (Specific) Deficits
by Mike Connor.
These summaries explore, firstly, the nature of decoding and of
comprehension abilities among children with ASD; and, secondly, the
matter of visual impairments or over-sensitivity, and the reported
benefits of coloured overlays for use when reading passages of text. A
brief mention is also made of auditory stress or processing
difficulties for which benefits from auditory integration therapy have
been claimed.
- Students with Autism and ASD in the Community
by Mike Connor.
This brief set of notes was stimulated by the possible dilemma between
enabling young people with autism and ASD to have as full an
opportunity for community participation, including work experience, as
their normally-developing peers, and ensuring their safety. General
advice about planning such activities is summarised, with some emphasis
upon work experience where maximal communication and
information-sharing with the potential employer are seen as crucial.
(2004)
- Asperger Syndrome And Autism - Further Thoughts On Similarities And Differences
by Mike Connor.
These notes are a summary of one (major) paper which has explored
whether or not Asperger Syndrome can be seen as a unique diagnostic
category and differentiable from high functioning autism. The current
conclusion is that the evidence would not support such a
differentiation, although research outcomes may yet emerge to the
contrary. The need for caution is reinforced by the finding of common
methodological questions and criticisms. The advice is for the use of
the term “autistic spectrum disorder” unless or until the viability of
Asperger Syndrome as a diagnostic category is established.(2004)
- Asperger Syndrome : More on its Nature and its Differentiability from Autism
by Mike Connor.
These notes return to the theme of specific and diagnostic
characteristics of Asperger Syndrome citing recent evidence that there
are distinctions between Asperger Syndrome and (high functioning)
autism in respect, for example, of the associated signs and symptoms of
anxiety which may be greater among Asperger samples. The two conditions
are not distinguishable in respect of varying degrees of externalising
behavioural problems or motor impairments. While it has been argued
that a central feature of Asperger Syndrome is a lack of empathy, it is
reported that the capacity for empathy may exist but that the
recognition of the feelings of other people and, therefore, the
demonstration of empathy in natural setting is limited, so that
observable behaviours may give the impression of an uncaring style. The
final section describes adaptive functioning with the conclusion that
weaknesses in those skills such as communication, self-care and life
skills, and socialisation, which enable individuals to adapt to day to
routines and demands, may be a central characteristic of Asperger
Syndrome and out of accord with measured cognitive abilities.
- Early Diagnosis in Autism and Asperger Syndrome
by Mike Connor.
This paper describes ongoing work in the evaluation of early assessment
materials but highlights, too, the difficulty of identifying any one
measure that would be equally sensitive towards all children given the
range of behaviours and of levels of severity of symptoms that exist
within the population of children who are or who might be diagnosed
with autism. The final section also highlights the critical
significance of language development in terms both of early
identification of autistic symptoms and of the impact upon the course
of development in a range of domains.(2005).
- Intensive Interaction by
Mike Connor.
These notes provide a reminder of the nature and scope of Intensive
Interaction as an intervention to engage individuals with learning
disability and/or autism, and to promote communication and the
establishment of a reciprocal relationship. The background is described
followed by a selection of evaluative findings which suggest the
usefulness of this approach, perhaps particularly as one component of a
programme of strategies for use in a range of settings.
- Imaginary Friends by Mike
Connor (...with a little help from Myrtle).
These notes were stimulated by an initial article in the national press
concerning the frequency with which young children have an imaginary
friend (or more than one imaginary friend). A search among other
resources confirmed that this kind of behaviour is common among
pre-school children, especially around 3 or 4 years of age, and does
not seem to be linked to particular circumstances such as the extent to
which the children in question are isolated from like-aged peers.
Further, the existence of imaginary friends is not perceived as a
reflection of some developmental anomaly, but can be associated with
enhanced emotional resilience and advanced communication skills (2005).
- Inclusion and ASD by Mike
Connor.
A brief set of thoughts concerning the ideals of inclusion, but also
the difficulties which may be associated with the mainstream inclusion
of some children and young people with ASD, and some basic criteria by
which to judge the likely effectiveness of inclusive educational
provision. (2006)
- ASD : Further Thoughts on Inclusion (Junior or Secondary School, and University)
by Mike Connor.
These summaries return to the theme of assisting children and young
people to achieve meaningful academic and social inclusion at school
and in higher education. The common principles concern the sharing of
information, focusing upon abilities rather than upon disabilities, and
planning ahead thus to anticipate and to avert or reduce difficulties
associated with individual profiles of strengths and weaknesses and
anxieties. (2007)
- Continuing Thoughts on Social Inclusion and (High Functioning) Autism
by Mike Connor.
These notes refer to only two recently published articles but may be
considered salient in the light of the apparent increase in the
prevalence of children and young people who are being identified with
autism and ASD, of whom a significant number will be part of mainstream
classes both during statutory education and during higher/further
education. The first concerns social networks in mainstream schools and
the extent of involvement of children with ASD where observations may
not match self-reports about inclusion, raising questions about
differentiable meanings or expectations applied to friendships on the
part of the target sample and typically developing peers. The second
returns to the theme of preparing for admission to college and the
means of addressing and compensating for the social and other
difficulties or anxieties that may be anticipated among students with
autism and ASD.(2007).
- Autism and Applied Behaviour Analysis (Lovaas): An Update
by Mike Connor.
These notes represent a summary of two further sources of information
and observation. Firstly, conference presentations at ABA Ireland and,
secondly, a paper describing a replication of a longitudinal study of
ABA intervention with two matched groups differing in the level of
intensity of input and frequency of supervision. The common conclusions
highlight the benefits of the ABA approach for some, but not all, young
children with autism; and there is reference made to variables which
appear to have predictive validity in determining which children will
make rapid and positive progress and those whose progress will be
limited. (2006)
- Autism and ASD : Individuality and Interventions
by Mike Connor.
The focus in these notes is on the idiosyncracies of the learning and
social needs among children with autism and the corresponding need for
interventions to be based not only upon a general awareness of the
triad of core autistic characteristics but also upon their particular
manifestation in a given child. The implication is for establishing a
relationship by which to gain an understanding of the child’s own
perceptions and anxieties and motives. The value of eliciting and
examining the child’s own reports and expressed feelings is underlined
if one is to understand the basis for observable behaviours. The final
sections refer to the common problem among children with autism of
gaining the overall theme or gist of what they read (with implications
for teaching style); and contain a further reference to the question
whether there really has been a major increase in the incidence of
autism as opposed to a change in the way diagnostic categories have
been applied. (2006).
- Behavioural Interventions and Young Children with Autism
by Mike Connor.
The issue of the benefits and costs of applied behavioural treatment of
children with autism is revisited in these summaries of recent
findings. Includes Effects of Low-Intensity Behavioural Treatment; The
Experience of Behavioural Interventionists; Video Modelling
Interventions; High Court Case; Interim Research Report (Southampton);
(2007).
- Interventions in Autism : Social, Communication, and Behaviour
by Mike Connor.
These notes begin with further evidence and advice about the promotion
of social interaction among pre-school children with autism,
emphasising the role of the adult in following and imitating the
child’s lead. The next section summarises advice about enhancing
adaptive behaviours among older children with particular regard to
communication and socialisation. There follows a section on the use of
(atypical) medication in managing and reducing autistic behaviours and
symptoms. The final section concerns the nature and management of
stereotyped behaviours where intervention appears most effective when a
(functional) assessment is followed by a combination of strategies.
(2007).
- Attention Deficit Disorder Research Update 39
by Mike Connor.
These summaries start with a reference to the management of very young
children and the likely concerns over medication. There follows a
mention of the possible confounding of sleep problems linked to
medication or to the ADHD itself. Next, there is a reminder of the
potential value of computer-based working. The issues of the long term
nature, and of possible changes in ADHD symptoms over time, or of later
onset of symptoms, are discussed. The final section briefly describes a
different perspective upon ADHD where a self- regulation deficit is
seen as the critical element.(2006).
- ADHD: Ongoing Thoughts on Aetiology, Intervention, and Rating Outcomes
by Mike Connor.
This set of summaries begins with a questioning of the genetic,
brain-condition based, view of ADHD and a focus, instead, upon nurture
and environmental issues. There follows a description of an
intervention which involves exposure to outdoor and green environments.
The emphasis in the rest of the notes is upon the use of rating scales
… consistency between child and adult ratings (of quality of life);
teacher ratings and performance in visual search activities; and the
need to base the identification of ADHD upon more than one classroom
session on more than one day, and to have regard to the context as well
as the match between teachers’ ratings and independent observations of
positive and negative behaviours.
- Autism (ASD): More on Incidence, Nature, Comorbidity and Impact
by Mike Connor.
This paper offers some information on the prevalence of autism across a
population as a whole, indicating the appropriateness of the spectrum
or continuum concept. Reference is then made to the continuing issue of
head size as an early diagnostic indicator, and to the possibly greater
than chance association of Duchenne Muscular Dystrophy with Autism. The
final section is concerned with the impact of autistic symptoms upon
the parents/ carers/teachers, where the major source of stress seems to
be located within externalising behaviours. (2006).
- Autism and ASD : More Evidence about their Nature and Symptomatology
by Mike Connor.
The topics covered here include sleep patterns among children with
autism or ASD and among adults with autism and learning difficulties;
sensory integration and perceptual experience; motor symptoms as a
possible means of differentiating high functioning autism from Asperger
Syndrome; and family environment (expressed emotion) and symptoms in
adolescents and adults with autism. (2006).
- Autism and ASD : Reducing and Managing (Behavioural) Symptoms
by Mike Connor.
This set of thoughts, summarised from recently published papers, begins
with a description of a purpose-built centre for children with ASD and
learning difficulties, designed to compensate for characteristic
(sensory) problems and to enhance day to day functioning. On a similar
theme, the second section is concerned with the possible use of colour
schemes by which to enhance performance among autistic children in
providing a link between thinking, feeling, and willing (a sense of
self-efficacy). Reference is then made to the management of hyperlexia,
and the use of particular areas of good language competence in
developing skills in other areas such as oral interchange and
comprehension. The final section concerns the enhancement of attention
to, and understanding of, facial (emotional) expressions via explicit
guidance. (2007).
- Autism and ASD : Interventions for Reducing Maladaptive Behaviours
by Mike Connor.
This review concerns, firstly, assessment and intervention in respect
of stereotyped verbal responding. The following section returns to the
theme of video models for fostering appropriate behaviours; followed by
a description of the way in which TV viewing could be used as a
learning device for individuals with ASD. Basic but tested strategies
for enhancing behaviour, and increasing participation within mainstream
class activities, are set out. The final section highlights some
concern about the use of medication among children and young people
with ASD (and co-morbid conditions). (2007).
- ASD and Inapproriate (as perceived) Sexualised Behaviour
by Mike Connor.
The ideas and information summarised in these notes concerning the
meaning and motives of behaviours, of an apparently over-sexualised
nature among teenagers diagnosed with ASD, were collated to provide
some background guidance to inform the review of a student at a
specialist and residential school whose behaviour has become the source
of concern. (2007)
- Autism and Pollution by
Mike Connor.
This brief report is concerned with only one set of research results
(plus reference to some existing studies and to reactions) but it
highlights a further aetiological hypothesis …. with implications for
that view of autism and ASD as conditions with multiple causal pathways
and influences.(2007).
- Depression in Children and Adolescents: Current Thoughts
by Mike Connor.
Although it is not directly concerned with Autistic Spectrum Disorder,
there are possible inferences concerning ASD arising from the contents.
Covers: The Prevalence of Depression in Young People; Risk Factors for
Depression in the Preschool Years; Gender, Interaction, and (Mild)
Depression; Attention Difficulties and Ruminative Style in Adolescents
with Depression. (2007).
- Further Thoughts on Autistic Spectrum Disorder in Adolescence
by Mike Connor.
This short review begins with a reminder that the presentation of ASD
or Asperger Syndrome changes over time, and negative features such as
stress may be more significant with the increase in complexity of
interactions, the continuing experience of feelings of uncertainty or
apartness, and the longer-term reactions of others to the autistic
“style”. The two studies summarised concern, respectively, the reported
efficacy of a programme to develop greater self-understanding among
adolescents with ASD, and strategies to increase and enhance written
output at school among students with Asperger Syndrome.
- Autism and ASD : Factors Determining Selective Attention, and Processing
by Mike Connor.
These notes provide some further analysis of the processes involved
when stimuli are selected for attention by individuals with ASD, with
support for the view that anomalies are largely concerned with
difficulties in switching or disengaging attention. Some challenge to
the perceived over-arching effects of weak central coherence is
presented. The second theme concerns the pattern, in terms of reaction
time and level of accuracy, by which presented items are placed into
categories … with some difficulty (now supporting the significance of
certain impairments linked to weak central coherence) observed among
individuals with ASD in dealing with atypical exemplars. (2007).
- Bullying : Current Data about Prevalence, Forms, and Dynamics
by Mike Connor.
The first part of these notes highlights the relative frequency of
episodes of bullying among children and young people (with reference to
one recent survey indicating that exposure to bullying is particularly
common among children with special educational needs towards the severe
end of the spectrum). Typical coping strategies are described, along
with the significance of whole school approaches to intervention or
prevention (which includes the involvement of peers in the planning and
implementation of actions). There follows a description of a study
exploring the stability and instability of friendship patterns among
girls and the possible association with involvement in bullying either
as perpetrator or victim; and the final section also concerns the
significance of social identity, and interactions within and between
groups, for the emergence of bullying behaviour.(2007).
- Autism : Clarifying Core Characteristics and Aiding Diagnosis
by Mike Connor.
These notes concern the identification of behavioural, cognitive, and
adaptive features which may differentiate autism from other pervasive
developmental disorders, and which may assist towards greater accuracy
of diagnosis. The first summary describes the use of observed adaptive
behaviour for this purpose. Next, reference is made to the patterns of
non-verbal cognitive functioning in young children with autism. Sensory
anomalies are described in the third summary. The final section
concerns problems with (motor) imitation among boys with autism. (2007)
- Autism and ASD : Face Processing, Social Skills, and Direct Training
by Mike Connor.
These review notes begin with a summary of work on eye tracking during
face processing in which children with ASD differed from controls in
their gaze patterns in response to particular forms of stimuli … thus
highlighting more specifically the nature of face processing
impairments. The next section concerns the inferring of mental states
from faces, where the stimuli are presented as static or dynamic
images, with the finding that children with ASD do appear able to make
judgements from information conveyed in the eyes. There follows a
report of work in which brain activity in the region concerned with the
processing of social information can show normal activation when the
participating children with ASD are given specific instructions to
attend to facial expression and tone of voice. The final summaries
describe work on social skill programmes for children with autism,
highlighting those features which appear significant for effectiveness,
including direct teaching.
- Further Thoughts on Autism Disorder Subtypes by Mike Connor.
Notes for the Policy and Performance Department, Surrey LEA. (2007)
- Asperger Syndrome and Crime
by Mike Connor.
These review notes explore the question whether individuals diagnosed
with Asperger Syndrome have a greater probability than
typically-developing peers of becoming involved in delinquent or
criminal activity. The alternative perspective under consideration is
that the characteristic traits and behaviours associated with Asperger
Syndrome (such as poorly developed theory of mind, or obsessionality,
etc) may lead to a greater vulnerability to accusations of offending
behaviour despite no criminal intent, especially when there appears to
be little regard for the effect of certain behaviours upon other
people. (2007).
- Parental Stress and Resilience in Caring for Children with Learning Disability
by Mike Connor.
This review returns to the theme of the strains and coping strategies
relevant to the parental role in caring for children with significant
learning disabilities. The first study concerns both objective and
subjective strains, perceived inadequacies of support, and the
strategies used to enhance coping. The second study is a survey of the
emotional dilemmas experienced when a child is identified with a
learning disability. The final study in the review describes the
findings of a survey among parents of children with autism attending
mainstream schools, highlighting the range of feelings along the
satisfied - dissatisfied spectrum, with particular reference to
communication and responsibility for fostering social skills and
relationships.
- The Non-Unitary Nature of Autism and ASD
by Mike Connor.
This set of reviews provides evidence that autism is a condition (or a
range of conditions?) for which there is no single and simple
explanation and aetiology. The first summary concerns the inability to
encompass the core characteristics within a single explanatory
framework. Further, it appears likely that a number of genes and
genetic loci will prove to be implicated in the phenotype of autism.
The subsequent sections offer examples of work concerned with
individual elements of autistic symptomatology or “style”; and
illustrations of the complexity of the way in which the autism is
expressed or moderated. The implication is for the lack of utility in
maintaining a quest for some single cause and, therefore, for avoiding
the placing of trust in one all-embracing intervention.
- “Early Bird” and “Early Bird-Plus” Parent Support Programmes Follow-Up Survey of Parental Experience and Opinion
by Mike Connor.
The Surrey LEA began to offer parents of pre-school children with
autism the opportunity to join Early Bird Programmes in 2001. Early
Bird Plus, offering a modified version of the original programme for
parents of children between the ages of 4 and 7+ years, became
available later. This survey set out to gain an insight into the
opinions of a sample of parents in Surrey who have completed either
programme, to highlight the perceived long-term benefits of the
programme(s) and other support that has been seen as most helpful,
while also gaining an indication of the needs which are perceived as
not being met by existing support provision.
Wendy Lawson
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