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Highlights
• Pre-service teachershave stereotypes towards pupils with autism, Down syndrome and dyslexia.
• Pupils with Down syndrome, autism and dyslexia are associated with distinctive stereotypes.
• These stereotypes can be classified in three resp. four different dimensions.
Abstract
Stereotypes about pupils with special educational needs are prevalent both in society and among pre- and in-service teachers. However, little is known about the specific stereotypes pre-service teachers associate with autistic pupils, pupils with Down syndrome, and pupils with dyslexia. We explored these in two studies. Study 1 (N=13) involved qualitative interviews to identify potential stereotype content. Study 2 (N=213) used these findings to create a questionnaire to quantify these stereotypes. We found distinct stereotypes associated with all three groups of pupils. For successful inclusion, teachers must recognize the uniqueness of each pupil, including those with different diagnoses.
Intention attribution in children and adolescents with autism spectrum disorder: an EEG study
(2021)
The ability to infer intentions from observed behavior and predict actions based on this inference, known as intention attribution (IA), has been hypothesized to be impaired in individuals with autism spectrum disorder (ASD). The underlying neural processes, however, have not been conclusively determined. The aim of this study was to examine the neural signature of IA in children and adolescents with ASD, and to elucidate potential links to contextual updating processes using electroencephalography. Results did not indicate that IA or early contextual updating was impaired in ASD. However, there was evidence of aberrant processing of expectation violations in ASD, particularly if the expectation was based on IA. Results are discussed within the context of impaired predictive coding in ASD.
Perception of irony has been observed to be impaired in adults with autism spectrum disorder. In typically developed adults, the mismatch of verbal and nonverbal emotional cues can be perceived as an expression of irony even in the absence of any further contextual information. In this study, we evaluate to what extent high functioning autists perceive this incongruence as expressing irony. Our results show that incongruent verbal and nonverbal signals create an impression of irony significantly less often in participants with high-functioning autism than in typically developed control subjects. The extent of overall autistic symptomatology as measured with the autism-spectrum questionnaire (AQ), however, does not correlate with the reduced tendency to attribute incongruent stimuli as expressing irony. Therefore, the attenuation in irony attribution might rather be related to specific subdomains of autistic traits, such as a reduced tendency to interpret communicative signals in terms of complex intentional mental states. The observed differences in irony attribution support the assumption that a less pronounced tendency to engage in higher order mentalization processes might underlie the impairment of pragmatic language understanding in high functioning autism.
Background: Altered neuronal development is discussed as the underlying pathogenic mechanism of autism spectrum disorders (ASD). Copy number variations of 16p11.2 have recurrently been identified in individuals with ASD. Of the 29 genes within this region, quinolinate phosphoribosyltransferase (QPRT) showed the strongest regulation during neuronal differentiation of SH-SY5Y neuroblastoma cells. We hypothesized a causal relation between this tryptophan metabolism-related enzyme and neuronal differentiation. We thus analyzed the effect of QPRT on the differentiation of SH-SY5Y and specifically focused on neuronal morphology, metabolites of the tryptophan pathway, and the neurodevelopmental transcriptome.
Methods: The gene dosage-dependent change of QPRT expression following Chr16p11.2 deletion was investigated in a lymphoblastoid cell line (LCL) of a deletion carrier and compared to his non-carrier parents. Expression of QPRT was tested for correlation with neuromorphology in SH-SY5Y cells. QPRT function was inhibited in SH-SY5Y neuroblastoma cells using (i) siRNA knockdown (KD), (ii) chemical mimicking of loss of QPRT, and (iii) complete CRISPR/Cas9-mediated knock out (KO). QPRT-KD cells underwent morphological analysis. Chemically inhibited and QPRT-KO cells were characterized using viability assays. Additionally, QPRT-KO cells underwent metabolite and whole transcriptome analyses. Genes differentially expressed upon KO of QPRT were tested for enrichment in biological processes and co-regulated gene-networks of the human brain.
Results: QPRT expression was reduced in the LCL of the deletion carrier and significantly correlated with the neuritic complexity of SH-SY5Y. The reduction of QPRT altered neuronal morphology of differentiated SH-SY5Y cells. Chemical inhibition as well as complete KO of the gene were lethal upon induction of neuronal differentiation, but not proliferation. The QPRT-associated tryptophan pathway was not affected by KO. At the transcriptome level, genes linked to neurodevelopmental processes and synaptic structures were affected. Differentially regulated genes were enriched for ASD candidates, and co-regulated gene networks were implicated in the development of the dorsolateral prefrontal cortex, the hippocampus, and the amygdala.
Conclusions: In this study, QPRT was causally related to in vitro neuronal differentiation of SH-SY5Y cells and affected the regulation of genes and gene networks previously implicated in ASD. Thus, our data suggest that QPRT may play an important role in the pathogenesis of ASD in Chr16p11.2 deletion carriers.
Autism spectrum disorders (ASD) have been associated with sensory hypersensitivity. A recent study reported visual acuity (VA) in ASD in the region reported for birds of prey. The validity of the results was subsequently doubted. This study examined VA in 34 individuals with ASD, 16 with schizophrenia (SCH), and 26 typically developing (TYP). Participants with ASD did not show higher VA than those with SCH and TYP. There were no substantial correlations of VA with clinical severity in ASD or SCH. This study could not confirm the eagle-eyed acuity hypothesis of ASD, or find evidence for a connection of VA and clinical phenotypes. Research needs to further address the origins and circumstances associated with altered sensory or perceptual processing in ASD.
Hintergrund: Patienten mit einer Lese- und Rechtschreibstörung (LRS) sind von einer langfristigen Behinderung betroffen, die sich nachteilig auf die schulische und soziale Entwicklung auswirkt. Insbesondere stellt die Lesekompetenz einen Grundbaustein der individuellen Bildung dar, ohne die ein fächerübergreifendes Lernen nicht möglich ist. Es besteht die Vermutung, dass die Diagnostik und folglich auch die Therapie der isolierten Rechtschreibstörung in der klinischen Praxis überwiegen und Kinder mit einer (isolierten) Lesestörung übersehen werden. Diese Studie beschäftigt sich mit der Frage, ob Lesestörungen unerkannt bleiben. Ferner ist bekannt, dass Patienten mit einem Asperger-Syndrom bei guter Lesefertigkeit, häufig Defizite im Bereich des Leseverständnisses aufweisen. Es wird untersucht, ob ein Zusammenhang zwischen der Lesefertigkeit und der Ausprägung autistischer Symptomatik besteht. Patienten und Methode: In einem dreimonatigen Zeitraum (T 2: 09/07 – 11/07) werden alle ambulanten und stationären Neuaufnahmen (8 - 17 Jahre) hinsichtlich ihrer Lese- und Rechtschreibfähigkeit sowie autistischer Symptomatik untersucht. Nach Anwendung der Ausschlusskriterien nehmen N = 104 Patienten an den Gruppentestungen teil, die jeweils einen IQ-Test, je nach Altersgruppe zwei bis drei Lesetests und einen Rechtschreibtest beinhalten. Die Eltern der Kinder füllen einen Autismus-, psychopathologischen und Zusatzfragebogen aus. Die Ergebnisse der Leistungstests werden mit den Diagnosestellungen des gleichen Zeitraumes aus dem Jahr 2006 (T 1: 09/06 – 11/06) verglichen, wobei zu dieser Zeit keine forcierten Testungen stattfanden. Ergebnisse: Im Zeitraum T 2 wiesen 14 Patienten (13,5%) eine isolierte Lesestörung auf. Dies entspricht einer viermal häufigeren Diagnosestellung als im Jahr zuvor, bei der nur 3 Patienten (3,3 %) eine alleinige Lesestörung aufwiesen (p = .013). Bei 16 (15,4%) Probanden konnte eine isolierte Rechtschreibstörung diagnostiziert werden. 2006 wurden nur 6 (6,7 %) Kinder mit dieser Diagnose ermittelt (p = .056). Die Diagnose der LRS (F81.0) erhielten im Jahr 2007 20 Kinder (19,2%). Im Jahr zuvor fanden sich bloß 8 (8,9%) Kinder mit einer LRS (F81.0) (p = .041). Die Ergebnisse im Autismusscreening konnten keine Zusammenhänge zwischen der Lesefertigkeit und der Ausprägung autistischer Symptomatik bestätigen. Schlussfolgerung: Lesestörungen bleiben unerkannt. Für ihre Diagnostik ist es von essentieller Bedeutung, bei Vorliegen eines klinischen Verdachts stets Testungen zu Lese- und Rechtschreibstörungen durchzuführen. Einer Routinetestung aller Neuaufnahmen kann jedoch nicht angeraten werden. Es empfiehlt sich alle Patienten zu testen, die eine typische Begleitstörung der LRS aufweisen, z.B. hyperkinetische Störungen.