An experimental study of the social responsiveness of children with autistic behaviors☆
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The plasticity of the interpersonal space in autism spectrum disorder
2020, NeuropsychologiaCitation Excerpt :Future research should explore whether individuals with ASD showing deficits in regulating the social distance when assessed in virtual reality environment also manifest difficulty in understanding the expectations and social norms in real-world interactions. Together these evidence suggests that autism may impact on social distance regulation along two opposite edges: while some studies report that ASD individuals stay too far from other people (Candini et al., 2017; Freitag, 1970; Gessaroli et al., 2013), other researchers conclude that ASD individuals more often violate the space of others (Asada et al., 2016; Kennedy and Adolphs, 2014; Parsons et al., 2004; Pedersen et al., 1989; Pedersen and Schelde, 1997). Notably, these findings were not uniform and raises the question of which factors can mediate these differences.
Social reward processing in individuals with autism spectrum disorder: A systematic review of the social motivation hypothesis
2018, Research in Autism Spectrum DisordersCitation Excerpt :Alternative explanations also exist within the motivational framework. First, researchers have observed that some individuals with ASD actively avoid social interaction (e.g., Freitag, 1970). Such observations led to the hypothesis that social stimuli act as unconditioned punishers rather than as neutral or unrewarding stimuli (Bowman, Hinkley, Barnes, & Lindsay, 2004; Tanaka & Sung, 2013).
Differentiating neural reward responsiveness in autism versus ADHD
2014, Developmental Cognitive NeuroscienceCitation Excerpt :In the field of ASD, it has been suggested that the core social-communicative symptoms in affected individuals are closely linked to an under-responsiveness to social incentives, apparent as a lack of motivation to attend to social stimuli, and to seek and enjoy reciprocal social interactions and relationships (Chevallier et al., 2012; Dawson et al., 2005; Kohls et al., 2012; Mundy, 1995; Schultz, 2005). In fact, behavioral treatment curricula have shown that youth with ASD benefit less from the use of social rewards than from nonsocial rewards (Koegel et al., 2001; Margolies, 1977; Matson et al., 1996), and experimental studies have confirmed that the performance of children with ASD is only minimally affected by positive social reinforcement (Demurie et al., 2011; Freitag, 1970; Garretson et al., 1990; Geurts et al., 2008). However, the specificity of reward dysfunction for social rewards has also been questioned given behavioral and neural evidences in support of a more generalized reward processing deficit comprising social as well as nonsocial types of reward (Kohls et al., 2012).
Mentalizing and motivation neural function during social interactions in autism spectrum disorders
2013, NeuroImage: ClinicalCitation Excerpt :These activation deficits were specific to brain areas involved in social processes and were not demonstrated in motor and visual cortices, thus they are in accord with both the mind-blindness and the social motivation theories of ASDs, emphasizing the importance of the social (vs. non-social) context of the experimental design (vs. the specific social-cognitive process) when exploring social-motivation and mentalizing. Individuals with ASDs are known to have reduced motivation in social contexts, with potential implication for treatment methods/response (Freitag, 1970; Garretson et al., 1990; Geurts et al., 2008); our study is the first to demonstrate the neural correlates of this phenomenon with a natural, interactive task. The following are the supplementary data related to this article.
Removal of negative feedback enhances WCST performance for individuals with ASD
2013, Research in Autism Spectrum DisordersFluoxetine Treatment of Children and Adults with Autistic Disorder and Mental Retardation
1992, Journal of the American Academy of Child and Adolescent Psychiatry
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This article is based upon a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy from Yale University. The study was partially supported by National Institute Child Health and Human Development Training Grant No. HD-03008. The author expresses deepest appreciation to Edward Zigler for his invaluable guidance and encouragement, and sincere thanks to Murray Levine, Fred Sheffield, Seymour Sarason, and Susan Harter for their helpful assistance. Thanks are also extended to assistants Charles M. Sexton and Michael Pfeiffer.