Howlin, P., & Magiati, I. (2017). Autism spectrum disorder: Outcomes in adulthood. Current Opinion in Psychiatry , 30 (2), 69-76.
The article presents a comprehensive understanding of autism spectrum disorder (ASD) and its adverse effects on adult individuals. In as much as the authors affirm that there exists a dearth of research on older individuals with ASD, they share professional insights that the adults diagnosed with ASD have very limited social interaction with others in the society. On the same note, the article outlines the reasoning that adult individuals with ASD have poor job prospects, and this dwells on the perspective of personality issues and finding difficulty in engaging colleagues in professional platforms. The fear that they are incapable of handling professional tasks and the suffrage that is founded on the inferiority complex defines the personality of adult individuals with ASD. Also, the findings of the article affirm that there exist high rates of mental problems and cognitive issues of adult people diagnosed with ASD.
Delegate your assignment to our experts and they will do the rest.
Romero, V., Fitzpatrick, P., Roulier, S., Duncan, A., Richardson, M. J., & Schmidt, R. C. (2018). Evidence of embodied social competence during conversation in high functioning children with autism spectrum disorder. Plos one , 13 (3), e0193906.
The article proves to be one of the most conclusive researches that outline the initiative of understanding the personality development of high functioning children with ASD. In this context, the authors demystify the reasoning that even high functioning children with ASD experience mental impairments and cognitive issues that compromises the nature of their social integration with their fellow children and adults. This particular research affirms that subtle nonverbal communication comes out as one the main predicament that affects mental coordination of children during their conversation with others in a social setting. The experience of subtle interpersonal coordination for children diagnosed with ASD is visualized in this research as one mental related concern that compromises the ability of children to feel free and interact with other kids and teachers during classroom sessions.
Leung, R. C., Vogan, V. M., Powell, T. L., Anagnostou, E., & Taylor, M. J. (2016). The role of executive functions in social impairment in Autism Spectrum Disorder. Child Neuropsychology , 22 (3), 336-344.
The article affirms the essentiality of studying child neuropsychology, particularly in the context of understanding the role of executive functions that define personality issues in children during their early years in childhood. The findings of this research outline the perception that the neurodevelopmental disorder in children adversely affects their socio-communicative relations with others in the society. Hence, the understanding of executive dysfunction is visualized by the authors as a significant aspect that affects the behaviors and communication patterns of children diagnosed with ASD. Also, the findings of the research presented the concern that the behavioral relationship of children is one of the platforms that predict the nature and the attention given by kids to develop social interaction with others in the society.
Shephard, E., Bedford, R., Milosavljevic, B., Gliga, T., Jones, E. J., Pickles, A., ... & Bolton, P. (2019). Early developmental pathways to childhood symptoms of attention‐deficit hyperactivity disorder, anxiety and autism spectrum disorder. Journal of Child Psychology and Psychiatry , 60 (9), 963-974.
The article proves quite assertive in an attempt to find out the nature of social interactions and development pathways of children in their early years of childhood development. In this regard, the authors affirm the fact that children with autism spectrum disorder experience episodes of hyperactivity disorder, and this explains anxiety issues and the feeling that they are considered incapable of engaging in active social interaction. The research also presents insights that the techniques applied by parents and teachers play an essential role in defining the personality of children at an early stage of cognitive development. The findings of the research also affirm that increased shyness and fearfulness are the main symptoms experienced in children with ASD.
Huang, A. X., Hughes, T. L., Sutton, L. R., Lawrence, M., Chen, X., Ji, Z., & Zeleke, W. (2017). Understanding the self in individuals with autism spectrum disorders (ASD): A review of literature. Frontiers in psychology , 8 , 1422.
The article qualifies to be one of the most competitive pieces of research that attempt to find out how individuals diagnosed with ASD understand their personality and the essence of self-esteem and how they visualize other peoples' perspectives about their capability to engage in active social interactions. The findings of the article outline the reasoning that the failure to understand oneself is deeply embedded in the perception of social and cognitive impairment. Also, the authors found out the reasoning that individuals with ASD, particularly those with higher IQ, are aware of their limitations within the social network than those of the personalities with a lower IQ. The authors presented a conclusive summary of their research by outlining the concern that personality issues that are founded on poor self-esteem are not physical but rather physiological.
References
Howlin, P., & Magiati, I. (2017). Autism spectrum disorder: Outcomes in adulthood. Current Opinion in Psychiatry , 30 (2), 69-76.
Romero, V., Fitzpatrick, P., Roulier, S., Duncan, A., Richardson, M. J., & Schmidt, R. C. (2018). Evidence of embodied social competence during conversation in high functioning children with autism spectrum disorder. Plos one , 13 (3), e0193906.
Leung, R. C., Vogan, V. M., Powell, T. L., Anagnostou, E., & Taylor, M. J. (2016). The role of executive functions in social impairment in Autism Spectrum Disorder. Child Neuropsychology , 22 (3), 336-344.
Shephard, E., Bedford, R., Milosavljevic, B., Gliga, T., Jones, E. J., Pickles, A., ... & Bolton, P. (2019). Early developmental pathways to childhood symptoms of attention‐deficit hyperactivity disorder, anxiety and autism spectrum disorder. Journal of Child Psychology and Psychiatry , 60 (9), 963-974.
Huang, A. X., Hughes, T. L., Sutton, L. R., Lawrence, M., Chen, X., Ji, Z., & Zeleke, W. (2017). Understanding the self in individuals with autism spectrum disorders (ASD): A review of literature. Frontiers in psychology , 8 , 1422.
