Skip to main content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Autism and Developmental Disorders 10/2015

02-06-2015 | Brief Report

Brief Report: Generalization Weaknesses in Verbally Fluent Children and Adolescents with Autism Spectrum Disorder

Auteurs: Ashley B. de Marchena, Inge-Marie Eigsti, Benjamin E. Yerys

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2015

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Individuals with autism spectrum disorder (ASD) have difficulty generalizing—i.e., relating new stimuli to past experiences. Few experimental studies have addressed this weakness, despite its impact on intervention effects. In a reanalysis of data (de Marchena et al. Cognition 119(1):96–113, 2011), we tested a novel form of generalization—the ability to transfer a strategy used in one context to a similar context—in verbally fluent youth with ASD and matched typically developing controls. Participants with ASD were subtly less likely to learn from experience; their generalizations were less consistent. Generalization in ASD correlated with receptive vocabulary but not age, suggesting a link to language development. A richer understanding of how to promote generalization in ASD will advance both theory and practice.
Voetnoten
1
Perhaps surprisingly, the literature suggests that if participants in the current study had received feedback on the initial label condition, this may not have changed performance on the second (fact) condition, at least in the ASD group. Children with ASD use mutual exclusivity to the same extent as TD children when making initial object-word mappings; however, feedback does not improve long-term retention of these mappings in ASD, as it does in TD (Bedford et al. 2013). Similarly, receiving feedback on the use of exclusivity during the label condition may have increased the likelihood that TD children would generalize to the fact condition, while having little effect on performance in ASD.
 
Literatuur
go back to reference Bedford, R., Gliga, T., Frame, K., Hudry, K., Chandler, S., Johnson, M. H., & Charman, T. (2013). Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism. Journal of Child Language, 40(1), 29–46. PubMedCentralCrossRefPubMed Bedford, R., Gliga, T., Frame, K., Hudry, K., Chandler, S., Johnson, M. H., & Charman, T. (2013). Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism. Journal of Child Language, 40(1), 29–46. PubMedCentralCrossRefPubMed
go back to reference Corsello, C., Hus, V., Pickles, A., Risi, S., Cook, E. H., Leventhal, B. L., & Lord, C. (2007). Between a ROC and a hard place: Decision making and making decisions about using the SCQ. Journal of Child Psychology and Psychiatry, 48(9), 932–940. CrossRefPubMed Corsello, C., Hus, V., Pickles, A., Risi, S., Cook, E. H., Leventhal, B. L., & Lord, C. (2007). Between a ROC and a hard place: Decision making and making decisions about using the SCQ. Journal of Child Psychology and Psychiatry, 48(9), 932–940. CrossRefPubMed
go back to reference de Marchena, A., Eigsti, I. M., Worek, A., Ono, K. E., & Snedeker, J. (2011). Mutual exclusivity in autism spectrum disorders: Testing the pragmatic hypothesis. Cognition, 119(1), 96–113. CrossRefPubMed de Marchena, A., Eigsti, I. M., Worek, A., Ono, K. E., & Snedeker, J. (2011). Mutual exclusivity in autism spectrum disorders: Testing the pragmatic hypothesis. Cognition, 119(1), 96–113. CrossRefPubMed
go back to reference Diesendruck, G., & Markson, L. (2001). Children’s avoidance of lexical overlap: A pragmatic account. Developmental Psychology, 37(5), 630–641. CrossRefPubMed Diesendruck, G., & Markson, L. (2001). Children’s avoidance of lexical overlap: A pragmatic account. Developmental Psychology, 37(5), 630–641. CrossRefPubMed
go back to reference Dunn, L., & Dunn, L. (1997). Peabody picture vocabulary test (3rd ed.). Circle Pines, MN: American Guidance Service. Dunn, L., & Dunn, L. (1997). Peabody picture vocabulary test (3rd ed.). Circle Pines, MN: American Guidance Service.
go back to reference Gastgeb, H. Z., Strauss, M. S., & Minshew, N. J. (2006). Do individuals with autism process categories differently? The effect of typicality and development. Child Development, 77(6), 1717–1729. CrossRefPubMed Gastgeb, H. Z., Strauss, M. S., & Minshew, N. J. (2006). Do individuals with autism process categories differently? The effect of typicality and development. Child Development, 77(6), 1717–1729. CrossRefPubMed
go back to reference Graham, S. G., Poulin-Dubois, D., & Baker, R. K. (1998). Infants’ disambiguation of novel object words. First Language, 18, 149–164. CrossRef Graham, S. G., Poulin-Dubois, D., & Baker, R. K. (1998). Infants’ disambiguation of novel object words. First Language, 18, 149–164. CrossRef
go back to reference Green, A. E., Kenworthy, L., Mosner, M. G., Gallagher, N. M., Fearon, E. W., Balhana, C. D., et al. (2014). Abstract analogical reasoning in high-functioning children with autism spectrum disorders. Autism Research, 7(6), 677–686. CrossRefPubMed Green, A. E., Kenworthy, L., Mosner, M. G., Gallagher, N. M., Fearon, E. W., Balhana, C. D., et al. (2014). Abstract analogical reasoning in high-functioning children with autism spectrum disorders. Autism Research, 7(6), 677–686. CrossRefPubMed
go back to reference Hani, H. B., Gonzalez-Barrero, A., & Nadig, A. S. (2013). Children’s referential understanding of novel words and parent labeling behaviors: Similarities across children with and without autism spectrum disorders. Journal of Child Language, 40(05), 971–1002. CrossRefPubMed Hani, H. B., Gonzalez-Barrero, A., & Nadig, A. S. (2013). Children’s referential understanding of novel words and parent labeling behaviors: Similarities across children with and without autism spectrum disorders. Journal of Child Language, 40(05), 971–1002. CrossRefPubMed
go back to reference Happé, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5–25. CrossRefPubMed Happé, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5–25. CrossRefPubMed
go back to reference Hartley, C., & Allen, M. L. (2014). Intentions vs. resemblance: Understanding pictures in typical development and autism. Cognition, 131(1), 44–59. CrossRefPubMed Hartley, C., & Allen, M. L. (2014). Intentions vs. resemblance: Understanding pictures in typical development and autism. Cognition, 131(1), 44–59. CrossRefPubMed
go back to reference Ingersoll, B., Lewis, E., & Kroman, E. (2007). Teaching the imitation and spontaneous use of descriptive gestures in young children with autism using a naturalistic behavioral intervention. Journal of Autism and Developmental Disorders, 37, 1446–1456. CrossRefPubMed Ingersoll, B., Lewis, E., & Kroman, E. (2007). Teaching the imitation and spontaneous use of descriptive gestures in young children with autism using a naturalistic behavioral intervention. Journal of Autism and Developmental Disorders, 37, 1446–1456. CrossRefPubMed
go back to reference Karkhaneh, M., Clark, B., Ospina, M. B., Seida, J. C., Smith, V., & Hartling, L. (2010). Social stories™ to improve social skills in children with autism spectrum disorder: A systematic review. Autism, 14(6), 641–662. CrossRefPubMed Karkhaneh, M., Clark, B., Ospina, M. B., Seida, J. C., Smith, V., & Hartling, L. (2010). Social stories™ to improve social skills in children with autism spectrum disorder: A systematic review. Autism, 14(6), 641–662. CrossRefPubMed
go back to reference Koegel, L. K., Kuriakose, S., Singh, A. K., & Koegel, R. L. (2012). Improving generalization of peer socialization gains in inclusive school settings using initiations training. Behavior Modification, 36(3), 361–377. PubMedCentralCrossRefPubMed Koegel, L. K., Kuriakose, S., Singh, A. K., & Koegel, R. L. (2012). Improving generalization of peer socialization gains in inclusive school settings using initiations training. Behavior Modification, 36(3), 361–377. PubMedCentralCrossRefPubMed
go back to reference Laski, K. E., Charlop, M. H., & Schreibman, L. (1988). Training parents to use the natural language paradigm to increase their autistic children’s speech. Journal of Applied Behavior Analysis, 21(4), 391–400. PubMedCentralCrossRefPubMed Laski, K. E., Charlop, M. H., & Schreibman, L. (1988). Training parents to use the natural language paradigm to increase their autistic children’s speech. Journal of Applied Behavior Analysis, 21(4), 391–400. PubMedCentralCrossRefPubMed
go back to reference Littschwager, J., & Markman, E. (1994). Sixteen and 24-month-olds’ use of mutual exclusivity as a default assumption in second label learning. Developmental Psychology, 30, 955–968. CrossRef Littschwager, J., & Markman, E. (1994). Sixteen and 24-month-olds’ use of mutual exclusivity as a default assumption in second label learning. Developmental Psychology, 30, 955–968. CrossRef
go back to reference Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (2002). Autism diagnostic observation schedule (ADOS). Los Angeles: Western Psychological Services. Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (2002). Autism diagnostic observation schedule (ADOS). Los Angeles: Western Psychological Services.
go back to reference Lovaas, O. I., Koegel, R. L., & Schreibman, L. (1979). Stimulus overselectivity in autism: A review of research. Psychological Bulletin, 86(6), 1236. CrossRefPubMed Lovaas, O. I., Koegel, R. L., & Schreibman, L. (1979). Stimulus overselectivity in autism: A review of research. Psychological Bulletin, 86(6), 1236. CrossRefPubMed
go back to reference Markman, E. M., & Wachtel, G. F. (1988). Children’s use of mutual exclusivity to constrain the meanings of words. Cognitive Psychology, 20, 121–157. CrossRefPubMed Markman, E. M., & Wachtel, G. F. (1988). Children’s use of mutual exclusivity to constrain the meanings of words. Cognitive Psychology, 20, 121–157. CrossRefPubMed
go back to reference Morsanyi, K., & Holyoak, K. J. (2010). Analogical reasoning ability in autistic and typically developing children. Developmental Science, 13(4), 578–587. CrossRefPubMed Morsanyi, K., & Holyoak, K. J. (2010). Analogical reasoning ability in autistic and typically developing children. Developmental Science, 13(4), 578–587. CrossRefPubMed
go back to reference Naigles, L. R., Kelley, E., Troyb, E., & Fein, D. (2013). Residual difficulties with categorical induction in children with a history of autism. Journal of Autism and Developmental Disorders, 43(9), 2048–2061. PubMedCentralCrossRefPubMed Naigles, L. R., Kelley, E., Troyb, E., & Fein, D. (2013). Residual difficulties with categorical induction in children with a history of autism. Journal of Autism and Developmental Disorders, 43(9), 2048–2061. PubMedCentralCrossRefPubMed
go back to reference Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30(1), 157–160. PubMedCentralCrossRefPubMed Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30(1), 157–160. PubMedCentralCrossRefPubMed
go back to reference Plaisted, K. C. (2001). Reduced generalization in autism: An alternative to weak central coherence. In J. A. Burack, T. Charman, N. Yirmiya, & P. R. Zelazo (Eds.), The development of autism: Perspectives from theory and research (pp. 149–169). Mahwah, NJ: Lawrence Erlbaum Associates Publishers. Plaisted, K. C. (2001). Reduced generalization in autism: An alternative to weak central coherence. In J. A. Burack, T. Charman, N. Yirmiya, & P. R. Zelazo (Eds.), The development of autism: Perspectives from theory and research (pp. 149–169). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
go back to reference Preissler, M. A., & Carey, S. (2005). The role of inferences about referential intent in word learning: Evidence from autism. Cognition, 97(1), B13–B23. CrossRefPubMed Preissler, M. A., & Carey, S. (2005). The role of inferences about referential intent in word learning: Evidence from autism. Cognition, 97(1), B13–B23. CrossRefPubMed
go back to reference Rimland, B. (1964). Infantile autism: The syndrome and its implications for a neural theory of behavior. New York: Appleton Century Croft. Rimland, B. (1964). Infantile autism: The syndrome and its implications for a neural theory of behavior. New York: Appleton Century Croft.
go back to reference Rincover, A., & Koegel, R. L. (1975). Setting generality and stimulus control in autistic children. Journal of Applied Behavior Analysis, 8(3), 235–246. PubMedCentralCrossRefPubMed Rincover, A., & Koegel, R. L. (1975). Setting generality and stimulus control in autistic children. Journal of Applied Behavior Analysis, 8(3), 235–246. PubMedCentralCrossRefPubMed
go back to reference Rutter, M., Bailey, A., & Lord, C. (2003). The Social Communication Questionnaire. Los Angeles: Western Psychological Services. Rutter, M., Bailey, A., & Lord, C. (2003). The Social Communication Questionnaire. Los Angeles: Western Psychological Services.
go back to reference Taylor, B. A., & Harris, S. L. (1995). Teaching children with autism to seek information: Acquisition of novel information and generalization of responding. Journal of Applied Behavior Analysis, 28, 3–14. PubMedCentralCrossRefPubMed Taylor, B. A., & Harris, S. L. (1995). Teaching children with autism to seek information: Acquisition of novel information and generalization of responding. Journal of Applied Behavior Analysis, 28, 3–14. PubMedCentralCrossRefPubMed
go back to reference Vismara, L. A., & Rogers, S. J. (2010). Behavioral treatments in autism spectrum disorder: what do we know? Annual Review of Clinical Psychology, 6, 447–468. CrossRefPubMed Vismara, L. A., & Rogers, S. J. (2010). Behavioral treatments in autism spectrum disorder: what do we know? Annual Review of Clinical Psychology, 6, 447–468. CrossRefPubMed
go back to reference Wass, S. V., & Porayska-Pomsta, K. (2013). The uses of cognitive training technologies in the treatment of autism spectrum disorders. Autism, 18(8), 851–871. CrossRefPubMed Wass, S. V., & Porayska-Pomsta, K. (2013). The uses of cognitive training technologies in the treatment of autism spectrum disorders. Autism, 18(8), 851–871. CrossRefPubMed
Metagegevens
Titel
Brief Report: Generalization Weaknesses in Verbally Fluent Children and Adolescents with Autism Spectrum Disorder
Auteurs
Ashley B. de Marchena
Inge-Marie Eigsti
Benjamin E. Yerys
Publicatiedatum
02-06-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 10/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-015-2478-6

Andere artikelen Uitgave 10/2015

Journal of Autism and Developmental Disorders 10/2015 Naar de uitgave