Annotated Bibliography for Autism Spectrum Disorder - Free Paper

Baron-Cohen, S. (2016). Autism and the Empathizing–Systemizing (E.S.) theory. In Developmental Social Cognitive Neuroscience (pp. 139-152). Psychology Press.

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The author of the article discusses the standard diagnostic features of Classic Autism and Asperger syndrome. Baron-Cohen argues that the disorders share three main diagnostic features that include problems in social development, communication development, abnormally strong, tapered interests, and recurrent conduct. The work further stresses that Asperger syndrome and Classic Autism share these features since communication is social, and it appears in social interaction, and habitual behaviors/tapered interests. The article further states that the distinguishing features between Autism and Asperger's are that the diagnosis of the latter requires that a child speaks on time and has an average I.Q. and beyond.

Baio, J. (2014). Prevalence of Autism Spectrum Disorder among Children Aged 8 Years-Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2010.

The author of the article delivers informed ASD frequency estimations from the investigation of children aged 8 in 2014. The research was conducted using DSM-IV-TR criteria, which is a diagnostic criterion for autism disorder. The report also defines the features of the population of children with Autism spectrum disorder (ASD). The work shows that according to the research done by The Autism and Developmental Disabilities Monitoring Network (ADDM) in 2014, the level of frequency of ASD in the zones under 11 of the ADDM sites was 16.8 per 1,000 8years old children. The author also reports that the different places had various frequency estimations and provides statistical evidence from the ADDM source.

The author further interprets the results of the study by stating that although the results obtained are based on population estimates, and they might not provide the overall results of all children in the United States. The author states that the presented data shows an increase in the number of children aged eight years diagnosed with ASD from the previous years. The article states that as of 2016, the DSM-5 case description shall be the future of surveillance for ASD occurrence. Future studies shall explore the trends and in the constant use of DSM-IV-TR analyses of Autism and Asperger syndrome, and how the rends might influence the estimation of ASD prevalence.

Kogan, M. D., Blumberg, S. J., Schieve, L. A., Boyle, C. A., Perrin, J. M., Ghandour, R. M., & van Dyck, P. C. (2009). Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder among Children in the U.S., 2007. Pediatrics, 124(5), 1395-1403.

The article states that monitoring ASD prevalence has become public health urgency due to the reported increase of the Asperger and Autism spectrum syndrome and the impacts it has on families and health attendants. The method of study used included an analysis of the report from the National Survey of Children Health estimation of 2007 that explores the prevalence of parent-reported diagnosis of ASD among children aged from 3-17 years in the United States. The report indicates that a child was said to have ASD when a parent had reported that the doctor told them that the child had the condition.

The results of the article indicate that the then ASD point-prevalence was 110 per 10,000. According to the author, the number of children with ASD in the U.S. is about 673 000. The author also states that the odds of ASD occurrence were four times higher for boys than girls. The study also indicates that the prevalence of ASD among Non-Hispanic black children and multiethnic children had lower odds than Non-Hispanic White children. The author also finds out that Non-Hispanic black children were less likely to have ASD than Non-Hispanic white children.

World Health Organization. (2014). Helping People with Developmental Disorders: Meeting Report: Autism Spectrum Disorders and other Developmental Disorders: From Raising Awareness to Building Capacity: World Health Organization, Geneva, Switzerland 16-18 September 2013: Easy Read (No. WHO/MSD/MER/14.1). World Health Organization.

This organizational article describes the possible ways of helping people with developmental disorders. The article explains what different entities such as the government, the local communities, research organization, and every individual knows or should know about people with developmental disorders. Autism is a developmental disorder, and one requires the knowledge of helping people with such difficulties to understand how they can help children with Autism Spectrum Disorder. WHO states that people with developmental disorders may have problems in learning new things like writing or reading, communication with others about their needs and what they feel, making new friends, they feel uncomfortable while changing an environment or routine. They may have specific and limited interests.

Oakley, B. F., Brewer, R., Bird, G., & Catmur, C. (2016). Theory of mind is not the theory of emotion: A cautionary note on the Reading the Mind in the Eyes Test. Journal of abnormal psychology, 125(6), 818.

The author of the article introduces the theory of mind (ToM), which is the ability to represent the mental condition to understand the alterations in social competence and social weakness as seen complications such as ASD. ToM is measured using the Reading the Mind in the Eyes Test (RMET), where those who poorly perform have ASD. However, the author states that the RMET diagnosis depends on facial emotions to diagnose ASD. The dependence is due to the impaired facial emotions seen among people with alexithymia, which regularly occurs with ASD. The author also describes an alternative test for ToM, the Movie for Assessment of Social Cognition (MASC). The test involves watching a film and giving a picture of four individuals socializing and interrupted with control questions about the part of the movie that had just played. The author describes MASC as 18 questions that measure cognitive rather than dependence on emotional, mental state. The study uses both RMET and MASC to explore the theory of mind.

Pellicano, E. (2010). Individual Differences in Executive Function and Central Coherence Predict Developmental Changes in Theory of Mind in Autism. Developmental psychology, 46(2), 530.

The authors of the article investigate the relationship between Theory of Mind (ToM), Central Coherence, and Executive Function. The study involves an assessment of 37 children diagnosed with ASD using ToM, Central Coherence (CC), and Executive Function (E.F.). The authors use a false-belief prediction to test ToM. Cognitive flexibility, planning capability, and inhibitory control are used as the tests for E.F., and local pressing is used to measure CC. The journal concludes that early domain-general skills play an essential role in the development of a child's Tom.

Shattuck, P. T., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, J. L. (2012). Postsecondary Education and Employment Among Youth with an Autism Spectrum Disorder. Pediatrics, 129(6), 1042-1049.

The work examines the prevalence and associates of postsecondary education and employment among youth with ASD. The data was collected through the survey method, where adults with ASD were selected as national representatives. Postsecondary activities such as college attendance, employment, vocational training, and failure of participation were investigated. The results indicate that 34.7% of youth with ASD attended college, and 55.1% had jobs during the first six years after school. Moreover, 50% of teenagers had no participation in employment or education in the first two years after school. The article argues that the number of people with no involvement in work is higher in youths with ASD than those with disabilities.

References

Baron-Cohen, S. (2016). Autism and the Empathizing–Systemizing (E.S.) theory. In Developmental Social Cognitive Neuroscience (pp. 139-152). Psychology Press.

Baio, J. (2014). Prevalence of Autism Spectrum Disorder among Children Aged 8 Years-Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2010.

Kogan, M. D., Blumberg, S. J., Schieve, L. A., Boyle, C. A., Perrin, J. M., Ghandour, R. M., & van Dyck, P. C. (2009). Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder among Children in the U.S., 2007. Pediatrics, 124(5), 1395-1403.

World Health Organization. (2014). Helping People with Developmental Disorders: Meeting Report: Autism Spectrum Disorders and other Developmental Disorders: From Raising Awareness to Building Capacity: World Health Organization, Geneva, Switzerland 16-18 September 2013: Easy Read (No. WHO/MSD/MER/14.1). World Health Organization.

Oakley, B. F., Brewer, R., Bird, G., & Catmur, C. (2016). Theory of mind is not the theory of emotion: A cautionary note on the Reading the Mind in the Eyes Test. Journal of abnormal psychology, 125(6), 818.

Pellicano, E. (2010). Individual Differences in Executive Function and Central Coherence Predict Developmental Changes in Theory of Mind in Autism. Developmental psychology, 46(2), 530.

Shattuck, P. T., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, J. L. (2012). Postsecondary Education and Employment Among Youth with an Autism Spectrum Disorder. Pediatrics, 129(6), 1042-1049.