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  • Cited by 9
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    This chapter has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Jensen de López, Kristine Schroeder, Kristen and Gavarró, Anna 2018. Successful passive sentence comprehension among Danish adolescents with autism spectrum disorders. Autism & Developmental Language Impairments, Vol. 3, Issue. , p. 239694151876123.

    Vyshedskiy, Andrey Dunn, Rita and Piryatinsky, Irene 2017. Neurobiological mechanisms for nonverbal IQ tests: implications for instruction of nonverbal children with autism. Research Ideas and Outcomes, Vol. 3, Issue. , p. e13239.

    Arunachalam, Sudha and Luyster, Rhiannon J. 2016. The integrity of lexical acquisition mechanisms in autism spectrum disorders: A research review. Autism Research, Vol. 9, Issue. 8, p. 810.

    Haebig, Eileen Kaushanskaya, Margarita and Ellis Weismer, Susan 2015. Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics. Journal of Autism and Developmental Disorders, Vol. 45, Issue. 12, p. 4109.

    Hill, Alison Presmanes van Santen, Jan Gorman, Kyle Langhorst, Beth Hoover and Fombonne, Eric 2015. Memory in language-impaired children with and without autism. Journal of Neurodevelopmental Disorders, Vol. 7, Issue. 1,

    Kover, Sara T. McDuffie, Andrea S. Hagerman, Randi J. and Abbeduto, Leonard 2013. Receptive Vocabulary in Boys with Autism Spectrum Disorder: Cross-Sectional Developmental Trajectories. Journal of Autism and Developmental Disorders, Vol. 43, Issue. 11, p. 2696.

    King, Diane Dockrell, Julie E. and Stuart, Morag 2013. Event narratives in 11-14 year olds with autistic spectrum disorder. International Journal of Language & Communication Disorders, Vol. 48, Issue. 5, p. 522.

    Boucher, Jill and Mayes, Andrew 2012. Memory in ASD: have we been barking up the wrong tree?. Autism, Vol. 16, Issue. 6, p. 603.

    Boucher, Jill 2012. Research Review: Structural language in autistic spectrum disorder - characteristics and causes. Journal of Child Psychology and Psychiatry, Vol. 53, Issue. 3, p. 219.

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  • Print publication year: 2008
  • Online publication date: November 2009

14 - Memory, language and intellectual ability in low-functioning autism

Summary

Introduction

Over the last two decades most psychological and neuropsychological research into autism has focused on individuals with Asperger syndrome or high-functioning autism (HFA), rather than on individuals with low functioning autism (LFA) or what is termed autistic disorder in the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV; American Psychiatric Association, 1994). The core symptoms of autism, namely impairments of social interaction, communication and behavioural flexibility, are more likely to occur in pure form in people with HFA than people with LFA, and it makes sense, therefore, to focus on HFA to improve understanding of the core impairments.

A consequence of this strategy, however, has been a relative neglect of the impairments of language and intellectual ability that distinguish LFA from HFA. This is regrettable for both practical and theoretical reasons. From a practical point of view the combined effects of cognitive and linguistic impairments with autism are devastating for individuals themselves, and for their families and carers. Better understanding of the additional impairments is needed to provide optimal interventions and care. From a theoretical point of view, familial and genetic studies indicate that vulnerability to language impairment is related to vulnerability to autism (e.g. Bolton et al., 1994; Piven & Palmer, 1997; Folstein et al., 1999; Tomblin, Hafeman & O'Brien, 2003; Bartlett et al., 2004). Understanding the bases of the language impairment in LFA should therefore contribute to understanding autism as a whole.

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Memory In Autism
  • Online ISBN: 9780511490101
  • Book DOI: https://doi.org/10.1017/CBO9780511490101
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