LEARNING AND COGNITION IN AUTISM

Transcription

1 LEARNING AND COGNITION IN AUTISM

2 CURRENT ISSUES IN AUTISM Series Editors: Eric Schopler and Gary B. Mesibov University of North Carolina School of Medicine Chapel Hill, North Carolina AUTISM IN ADOLESCENTS AND ADULTS BEHAVIORAL ISSUES IN AUTISM COMMUNICATION PROBLEMS IN AUTISM DIAGNOSIS AND ASSESSMENT IN AUTISM THE EFFECTS OF AUTISM ON THE FAMILY HIGH-FUNCTIONING INDIVIDUALS WITH AUTISM LEARNING AND COGNITION IN AUTISM NEUROBIOLOGICAL ISSUES IN AUTISM PRESCHOOL ISSUES IN AUTISM Edited By Eric Schopler, Mary E. Van Bourgondien, and Marie M. Bristol SOCIAL BEHAVIOR IN AUTISM

3 LEARNING AND COGNITION IN AUTISM Edited by Eric Schopler and Gary B. Mesibov University of North Carolina School of Medicine Chapel Hill, North Carolina Springer Science+Business Media, LLC

4 Library of Congress Cataloging-in-Publication Data Learning and cognition 1n autism / edited by Eric Schopler and Gary B. Meslbov. p. cm. (Current Issues 1n autism) Includes bibliographical references and Index. ISBN Autism In children. 2. Cognition disorders 1n children. 3. Learning disabilities. 4. Autistic children Education. 1. Schopler, Eric. II.-Meslbov, Gary B. III. Series. [DNLM: 1. Autism 1n Infancy & childhood congresses. 2. Cognition 1n infancy & childhood congresses. 3. Learning Disorders in infancy & childhood congresses. 4. Education, Special congresses. WM L RJ506.A9L '8982 dc20 DNLM/DLC for Library of Congress CIP ISBN DOI / ISBN (ebook) 1995 Springer Science+Business Media New York Originally Published by Plenum Press, New York in 1995 Softcover reprint of the hardcover 1st edition All rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher

5 To our teachers, whose understanding of our students enables both to learn from each other

6 Contributors MARK H. ALLEN, Neuropsychology Research Laboratory, Children's Hospital Research Center, San Diego, California ANDREW S. BONDY, Delaware Autistic Program, 144 Brennen Drive, Newark, Delaware GRETCHEN BUTERA, Department of Special Education, West Virginia University, Morgantown, West Virginia LISA CAPPS, Department of Psychology, University of California at Los Angeles, Los Angeles, California ROGER COX, Greensboro TEACCH Center, Greensboro, North Carolina GERALDINE DAWSON, Department of Psychology, University of Washington, Seattle, Washington DEBORAH FEIN, Department of Psychology, University of Connecticut, Storrs, Connecticut 06268; and Laboratory of Neuropsychology, Boston University School of Medicine, Boston, Massachusetts UTA FRITH, Cognitive Development Unit, Medical Research Council, London WC1H OBT, United Kingdom LORI A. FROST, Pyramid Educational Consultants, 5 Westbury Drive, Cherry Hill, New Jersey vii

7 viii CONTRIBUTORS TEMPLE GRANDIN, Department of Animal Science, Colorado State University, Fort Collins, Colorado LEE ANNE GREEN, Department of Psychology, University of Connecticut, Storrs, Connecticut FRANCESCA HAPPE, Cognitive Development Unit, Medical Research Council, London WC1H OBT, United Kingdom. SANDRA HARRIS, Graduate School of Applied and Professional Psychology, Rutgers University, Piscataway, New Jersey CARL HAYWOOD, Peabody College, Vanderbilt University, Nashville, Tennessee KA THY HEARSEY, Division TEACCH, Department of Psychiatry, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina STEPHEN JOY, Department of Psychology, University of Connecticut, Storrs, Connecticut 06268; and Albertus Magnus College, New Haven, Connecticut ANGELA KILMAN, Neuropsychology Research Laboratory, Children's Hospital Research Center, and California School of Professional Psychology, San Diego, California LAURA G. KLINGER, Department of Psychology, University of Alabama, Tuscaloosa, Alabama LYNN KERN KOEGEL, Autism Research Center, Counseling/Clinical! School Psychology Program, Graduate School of Education, University of California at Santa Barbara, Santa Barbara, California ROBERT 1. KOEGEL, Autism Research Center, Counseling/Clinical! School Psychology Program, Graduate School of Education, University of California at Santa Barbara, Santa Barbara, California ALAN LINCOLN, Neuropsychology Research Laboratory, Children's Hospital Research Center, and California School of Professional Psychology, San Diego, California 92123

8 CONTRIBUTORS ix CATHERINE LORD, Department of Psychiatry, University of Chicago Hospital, Chicago, Illinois GARY B. MESIBOV, Division TEACCH, Department of Psychiatry, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina HELMER MYKLEBUST, Emeritus Professor of Psychology, Neurology, and Psychiatry, Northwestern University, Chicago, Illinois SALLY OZONOFF, Department of Psychology, University of Utah, Salt Lake City, Utah ERIC SCHOPLER, Division TEACCH, Department of Psychiatry, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina MARIAN SIGMAN, Neuropsychiatric Institute and Hospital, University of California at Los Angeles, Los Angeles, California LYNN WATERHOUSE, Trenton State College, Ewing Township, New Jersey NURIT YIRMIY A, Department of Psychology, Hebrew University of Jerusalem, Mount Scopus, Jerusalem, Israel 91905

9 Preface This volume, like the other eight in the Current Issues in Autism series, grew from our annual TEACCH conference. The book is not, however, simply a compilation of conference proceedings. Instead, selected conference participants whose work has already achieved national and international recognition were asked to develop chapters around their presentations. Other recognized experts in areas relevant to the conference theme were also asked to contribute chapters. Although we were not able to include all of the workers who have contributed to the theme, this volume represents our best effort to pull together for our readers the most current knowledge and state of the art practices. Although aspects of cognition, learning, and behavioral motivation have been touched on for relevance to autism in other books in this series, the growing integration of behavioral and cognitive theories has greatly enriched our educational interventions on behalf of autism. While this volume does not include all the fascinating facets of this recent integration, we believe that it offers useful information to teachers, parents, and researchers on some of the progress produced by their interaction. ERIC SCHOPLER GARY B. MEsmov xi

10 Acknowledgments As with the other volumes in our Autism Series, this book would not have seen the light of day without the help of many dedicated people. First, we are grateful to Helen Garrison, who organized the conference that gave us the mandate for this book. As the audiences continue to increase, her organizational skills have stayed right up with the new demands. Thanks also to Vickie Weaver, whose expert secretarial assistance and good cheer have been most valuable, and to Suzanne Orr, just beginning her work as Editorial Assistant, who has reviewed each chapter with a natural intuition for the nuts and bolts of good writing. Like all of our projects, these books would not be possible without our superb TEACCH colleagues, who are too numerous to name. Not only do they apply their clinical insights and know-how to the topic of cognition and learning, they also consistently use the new material provided by these chapters to enrich the families and students who are looking for the latest information. We especially appreciate the contributions of the families who struggle with the special problems of autism every day. Their energy in behalf of their children and their cooperation and participation in our program consistently inspire all our learning efforts. Finally, the School of Medicine at the University of North Carolina at Chapel Hill, and especially the Department of Psychiatry under the capable leadership of David Janowsky, have provided the eiwironment that cultivates and nurtures scholarly pursuits of this kind. We are also most grateful to the members of the North Carolina State Legislature, who have continued to support both services and scholarly research aimed at understanding and ameliorating the disadvantages of autism and related developmental disabilities. xiii

11 Contents Part I: Introduction and General Issues Chapter 1 INTRODUCTION TO LEARNING AND COGNITION IN AUTISM Eric Schopler and Gary B. Mesibov Introduction Cognitive and Social Deficits Strengths in Cognition Intervention Strategies Overview of Chapters References Chapter 2 COGNITIVE FUNCTIONING IN AUTISM: AN OVERViEW LeeAnne Green, Deborah Fein, Stephen Joy, and Lynn Waterhouse Introduction General Intellectual Functioning: Strengths and Weaknesses Early Cognitive Development xv

12 xvi CONTENTS Perception and Attention Executive Function Language Memory Social Cognition Summary and Conclusions References Chapter 3 VERBAL AND NONVERBAL COGNITIVE PROCESSES Helmer K. Myklebust Introduction Language Disorders Language and Meaning Nonverbal Learning Disabilities Brain Status and Cognitive Dysfunctions Conclusions References Chapter 4 RELATIONSHIP BETWEEN AUTISM AND LEARNING DiSABILITIES Roger D. Cox and Gary B. Mesibov Introduction Early Conceptualizations of Autism Adjustments in Autism Definition Early Conceptualizations of Learning Disabilities Exclusion Principle Similarities between Severe Learning Disabilities and Higher Functioning Autism

13 CONTENTS xvii Differences between Learning Disabilities and Autism Clinical Implications of Learning Disabilities versus Autism Diagnoses References..., Part II: Thinking and Learning Chapter 5 MOTIVATING COMMUNICATION IN CHILDREN WITH AUTiSM Lynn Kern Koegel and Robert L. Koegel Introduction Motivational Treatment Motivation and Social-Communicative Interactions in School Summary and Conclusions References Chapter 6 THE ASSESSMENT AND INTERPRETATION OF INTELLECTUAL ABILITIES IN PEOPLE WITH AUTISM... '" 89 Alan J. Lincoln, Mark H. Allen, and Angela Kilman Introduction Assessment of Intelligence: The Wechsler Scales Assessment of Autistic Individuals with the Wechsler Scales Sequential and Simultaneous-Processing Abilities..., Memory Functioning Practical Considerations for the Assessment of Intellectual and Cognitive Abilities Conclusions References

14 xviii CONTENTS Chapter 7 A FRESH LOOK AT CATEGORIZATION ABILITIES IN PERSONS WITH AUTISM..., 119 Laura G. Klinger and Geraldine Dawson Introduction..., Categorization in Normal Development... '.' Categorization in Autism Processes Underlying Categorization in Autism A Fresh Look at Categorization Abilities in Autism Conclusions References Chapter 8 HOW PEOPLE WITH AUTISM THINK Temple Grandin Introduction Autism Subtypes Visual Thinking..., Implications of Visual Thinking Emotions and Empathy Sensory Problems and Attention...,...,. 150 Summary References Part III: Social Cognition Chapter 9 SOCIAL AND COGNITIVE UNDERSTANDING IN HIGH-FUNCTIONING CHILDREN WITH AUTISM Marian D. Sigman, Nurit Yirmiya, and Lisa Capps

15 CONTENTS xix Introduction Sample Description Social Understanding Cognitive Abilities General Discussion References Chapter 10 THEORY OF MIND IN AUTISM Francesca Happe and Uta Frith Introduction... "..., Addressing Causes at Different Levels... ". 178 The Puzzle ofthe Triad The Theory-of-Mind Hypothesis Testing the Hypothesis... " Further Experimental Evidence Arguments and Artifacts Fine-Cuts Technique Puzzles That Remain Practical Implications of the Mind-Blindness Theory References Chapter 11 EXECUTIVE FUNCTIONS IN AUTISM Sally Ozonoff Introduction Identifying Primary Deficits of Autism Executive Functions and Autism... ~ Toward a Unifying Model of Autism: Prefrontal Dysfunction? Implications for Treatment and Educational Remediation Summary References

16 xx CONTENTS Chapter 12 FACILITATING SOCIAL INCLUSION: EXAMPLES FROM PEER INTERVENTION PROGRAMS Catherine Lord Introduction Principles Underlying Peer Intervention Peer Tutor I Buddies Program Integrated Social Groups/Daycamps Conclusions References Part IV: Education and Treatment Chapter 13 STRUCTURED TEACHING IN THE TEACCH SySTEM.. ; Eric Schopler, Gary B. Mesibov, and Kathy Hearsey Introduction Autism Characteristics Guiding TEACCH Principles... " 245 The Four Major Components of Structured Teaching Other Structured Teaching Concepts. " Summary and Conclusions References Chapter 14 COGNITIVE EDUCATION OF YOUNG CHILDREN WITH AUTISM: AN APPLICATION OF BRIGHT START Gretchen Butera and H. Carl Haywood Introduction Characteristics of Children with Autism

17 CONTENTS xxi Bright Start Application of Bright Start to Children with Autism Summary References Chapter 15 EDUCATIONAL STRATEGIES IN AUTiSM Sandra 1. Harris Introduction The Context for Instruction Enhancing Social and Interpersonal Functioning Developing Speech and Language Managing Disruptive Behavior Summary References Chapter 16 EDUCATIONAL APPROACHES IN PRESCHOOL: BEHAVIOR TECHNIQUES IN A PUBLIC SCHOOL SETTING Andrew S. Bondy and Lori A. Frost Introduction The Delaware Autistic Program Behavior Management Communication Training Approaches to Integration Parent Involvement Outcome Measures Conclusions References INDEX