Semantic Integration Scale to People Diagnosis with Autism Spectrum Disorder

Ojea Rúa Manuel

doi:10.31686/ijier.vol8.iss10.2680

Authors

Ojea Rúa Manuel

University of Vigo

https://orcid.org/0000-0002-9787-2520

DOI:

https://doi.org/10.31686/ijier.vol8.iss10.2680

Keywords:

Autism Spectrum Disorder, Diagnosis, Semantic Integration

Abstract

This study's basic aim is evaluating the Semantic Integration Scale (SIS) to give a specific complementary differential instrument in relation to information processing shape of people with autism spectrum disorder (ASD) and, therefore, facilitate the differential diagnosis of people with ASD regarding normotypic people.

A total of 376 participants have been selected between 10 and 16 age, distributed in 2 groups, 1 experimental groups formed of people with ASD= 156 and 1 normotypical control group, composed by 220 participants.

The conclusive differential analysis of the comparative level between experimental and control group, corresponding to 6 subdimensions of SIS, carried out through t-test for 2 independent samples, it´s concluded the comparative data are significantly different between both groups: experimental and control group, which allows deducing the specificity of this Scale like complementary diagnosis adapted to people with ASD.

Author Biography

Ojea Rúa Manuel, University of Vigo

Prof. Dr. Psycho- Pedagogy

References

American Psychiatric Association (APA) (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Arlington, VA. https://www.psychiatry.org/psychiatrists/practice/dsm

Baez, A. C., Dajani, D. R., Voorhies, W., Parladé, M. V., Alessandri, M., Britton, J. C …, & Uddin, L. Q. (2020). Parsing Heterogeneity of Executive Function in Typically and Atypically Developing Children: A Conceptual Replication and Exploration of Social Function. Journal of Autism and Developmental Disorders, 50(3), 707-718. http://dx.doi.org/10.1007/s10803-019-04290-9 DOI: https://doi.org/10.1007/s10803-019-04290-9

Ben- Itzchak, E., Abutbul, S., Bela, H., Shai, T., & Zachor, D. A. (2016). Understanding one´ s own emotions in cognitively- able preadolescent with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(7), 2363-2371. Doi: 10.1007/s10803-016-2769-6 DOI: https://doi.org/10.1007/s10803-016-2769-6

Camodeca, A., Todd, K. Q., & Croyle, J. (2020). Utility of the Asperger Syndrome Diagnostic Scale in the Assessment of Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 50 (2), 513-523. http://dx.doi.org/10.1007/s10803-019-04272-x DOI: https://doi.org/10.1007/s10803-019-04272-x

Dajani, D. R., Llabre, M. M., Nebel, M. B., Mostofsky, S. H., & Uddin, L. Q. (2016). Heterogeneity of executive functions among comorbid neurodevelopmental disorders. Scientific Reports, 6, 36566. DOI: https://doi.org/10.1038/srep36566

Happe, F. (1997). Central coherence and theory of mind: reading homographs in context. British Journal of Development Psychology, 15, 1-12. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-835X.1997.tb00721.x DOI: https://doi.org/10.1111/j.2044-835X.1997.tb00721.x

Harrison, T. L., Shipstead, Z., & Engle, R. W. (2015). Why is working memory capacity related to matrix reasoning tasks? Memory & cognition, 43(3), 389-396. https://www.ncbi.nlm.nih.gov/pubmed/25331277 DOI: https://doi.org/10.3758/s13421-014-0473-3

Hoy, J. A., Hatton, C., & Hare, D. (2004). Weak central coherence: a cross domain phenomenon specific to autism? Autism, 8, 267-281. http://dx.doi.org/10.1177/1362361304045218 DOI: https://doi.org/10.1177/1362361304045218

Lezak, M. D., Howieson, D. B., & Loring, D. W. (2004). Neuropsychological assessment. New York: Oxford University Press. https://global.oup.com/academic/product/neuropsychological-assessment-9780195395525?cc=es&lang=en&

Lifter, K., Foster- Sanda, S., Arzamarski, C., Briesch, J., & McClure, E. (2011). Overview of play: Its uses and importance in early intervention early childhood special education. Infants and Young Children, 24, 225-245. https://www.researchgate.net/publication/232112717_Overview_of_Play_Its_Uses_and_Importance_in_Early_InterventionEarly_Childhood_Special_Education DOI: https://doi.org/10.1097/IYC.0b013e31821e995c

Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (1999). Autism Diagnostic Observation Schedule-WPS (ADOS-WPS). Los Angeles, CA: Western Psychological Services. DOI: https://doi.org/10.1037/t17256-000

Maister, L., & Plaisted- Grant, K. C. (2011). Time perception and its relationhip to memory in autism spectrum conditions. Developmental Science, 14(6), 1311- 1322. http://dx.doi.org/10.1111/j.1467-7687.2011.01077.x DOI: https://doi.org/10.1111/j.1467-7687.2011.01077.x

Mottron, L., Burack, J., Iarocci, G, Belleville, S., & Enns, J. T. (2003). Locally oriented perception with intact global processing among adolescents with high functioning autism: evidence from multiple paradigms. Journal of Child Psychology and Psychiatry, 44, 904-913. http://www.traininautism.com/Mottron/2003%20Locally%20oriented%20perception%20.pdf DOI: https://doi.org/10.1111/1469-7610.00174

Ojea, M., & Skoufou, M. A. (2019). Empirical justification of the semantic evaluation scale adapted to people with autistic spectrum disorder. International Journal of Current Multidisciplinary Studies, 5(9a), 1095-1101.

Ojea, M., & Tellado, F. (2018). Semantic Integration Evaluation Scale (SIS) for Children with Autism Spectrum Disorder. Open Acces Journal of Addiction and Psychology, 1(3), 1-6. file:///C:/Users/Manuel/Desktop/WJGWH.MS.ID.000515.pdf DOI: https://doi.org/10.33552/OAJAP.2018.01.000514

Rutter, M., Le Couteur, A., & Lord, C. (2003). Autism Diagnostic Interview- Revised (ADI- R). California: Western Psychological Services.

Shaw, E., & Hatton, D. (2009). Screening and early identification of autism spectrum disorders. Chapel Hill, NC: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center. https://ies.ed.gov/ncser/pdf/ASD_2015.pdf

Stelzer, F., Andrés, M. L., Canet- Juric, L., & Introzzi, I. (2016). Predictores cognitivos de la capacidad de planificación en niños de 6 y 7 años de edad. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14(1), 347-358. http://www.scielo.org.co/pdf/rlcs/v14n1/v14n1a24.pdf

Tager- Flusberg, H. (1991). Semantic processing in the free recall of autistic children: further evidence for a cognitive deficit. British Journal of Developmental Psychology, 9, 417-430. https://onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-835X.1991.tb00886.x DOI: https://doi.org/10.1111/j.2044-835X.1991.tb00886.x

Walsh, J. A., Creghton, S. E., & Rutheford, M.D. (2016). Emotion perception or social cognitive complexity: What drives face processing deficits in autism spectrum disorders? Journal of Autism and Developmental Disorders, 46(2), 615-623. Doi: 10.1007/s10803-015-2606-3 DOI: https://doi.org/10.1007/s10803-015-2606-3

Wang, J., Hedley, D., Bury, S. M., & Barbaro, J. (2020). A Systematic Review of Screening) Tools for the Detection of Autism Spectrum Disorder in Mainland China and Surrounding Regions. Autism: The International Journal of Research and Practice, 24 (2), 285-296. http://dx.doi.org/10.1177/1362361319871174 DOI: https://doi.org/10.1177/1362361319871174

Zager, D., Wehmeyer, M. L., & Simpson, R. (2012). Educating students with autism spectrum disorders: Research based principles and practices. New York, NY: Taylor & Francis. http://www.routledge.com DOI: https://doi.org/10.4324/9780203848180