1. Strengths and weaknesses in High Functioning Autism Ina van Berckelaer-Onnes University of Leiden Cardiff 10-05-2006

2. Autism Research levels Behavioural level cognitive level Neurobiological level

3. Wing’s triad of ASD Social interactions Communication Imagination versus DSM IV stereotyped patterns cognitionbehaviour

4. Underlying triad deficit Limited intentionality Limited symbol formation

5. Limited intentionality Pointing Imitation Play

6. Limited symbol formation Language Imagination (play, etc.)

7. Consequences for: interaction a) Behaviour communication perception b) Cognitionattention memory

8. Cognition HFA Perception:information processing Attention:set-shifting (+ inhibition??) Memory: memory forfacts versus functional memory

9. Perception – Information processing: language Receptive language versus Expressive language

10. Levels of perception Sensation Presentation Representation Metarepresentation

11. Cognitive Deficits (Styles) Theory of Mind (ToM) Executive Function (EF) Central Coherence (CC)

12. Perception/language: ToM Pronoun reversal (perspective taking) Inappropriate questions

13. Perception/language: Executive Function. Stereotyped phrases Perseverations Inflexibility

14. Perception language: Weak CC. Poor context use Associative language use Literal language

15. Attention:WCC and EF Strong fixations / obsessions Weaklack of interest Set-shiftingversus inhibition

16. Memory: WCC Strongfacts, encyclopedial knowledge Weaksocial coherence

17. Diagnostic Protocol Classification and individual assessment Psychometric Evaluation

18. Cognition Intelligence IQ Profile Neuropsychological tests (ToM, EF,WCC)

19. Pitfalls Generalization Verbalizing versus Doing

20. Bridging Assessment to Treatment From Profile to Interventions: Support Strengths and Build up Weaknesses

21. Treatment strategies 1 st grade strategy: environmental coaching (augmentative communication) 2 nd grade strategy: individual treatment 3 rd grade strategy: individual colouring

22. Environment; 1 st grade strategy TEACCH principle structure:in space in time in activity in approach

23. Individual treatment; 2 nd grade strategy Focusing on the individual needs - speech therapy - social skill training - job coaching - psychotherapy (mostly cognitive behavioural therapy) - etc.

24. Individual colouring; 3 rd grade strategy Personal characteristic Associated features Comorbid Disorders

25. HFA: from the cradle to the grave Treatment across the ages!