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Browsing by Subject "Autismikirjon häiriö"

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  • Empatian erot ja yhtäläisyydet autismikirjon piirteissä sekä tunnekylmissä piirteissä 
    Lukka, Venla (2019)
    Empathy is an ability to recognize, understand and share the emotional states and understand subjective experience of others. Empathy is assumed to consist of two components: affective and cognitive empathy. Deficit in empathy are reported in autism spectrum disorder (asd) and with callous-unemotional (cu) traits. Studies have suggested that these deficits and their cause might be different between asd-traits and cu-traits. The main aim of the current review is to describe the association between asd-traits, cu-traits and lack of empathy. In addition, the review discusses the possibility that structures of empathy processes behind those traits are separate. The review also presents used methods of measuring empathy. A literature search was done by using Pubmed in March 2019. Following search terms were used: autism spectrum disorder, callous-unemotional traits, psychopathy and empathy. Every original articles that considered both asd-traits and cu-traits and that had been published between 2006 and 2019, were selected to the review. After selection, seven studies were included to the review and they were published in years 2006-2016. Based on the current knowledge from original studies untypical empathy processes and lack of empathy are connected to asd-traits and cu-traits. Mechanisms that cause lack of empathy seems to be different behind those traits. In asd-traits cognitive empathy seems to be impaired and on the contrary in cu-traits affective empathy seems to be impaired. Difference in traits level can occur also in disorder level. Therefore these findings should be taken into consideration in case of structuring subjective assistance for person with asd or cu-traits.
  • Itseään vahingoittava käytös autismikirjon häiriössä 
    Saari, Olli (2023)
    Autism spectrum disorder is a widespread neurobiological developmental disorder that can be detected early in childhood. General features of autism spectrum disorder include learning difficulties, disorders of language development, repetitive behavior, difficulties in maintaining eye contact, and difficulties in forming social relationships. Self-injurious behavior is common in autism spectrum disorder, but it is not included in the diagnostic criteria for this disorder. This review introduces self-injurious behavior in autism spectrum disorder specifically, its prevalence, predictable risk factors, and factors that trigger and maintain the behavior. About 27.7% of those diagnosed with autism spectrum disorder exhibit self-harming behavior. The most prominent predictors are poor verbal abilities, sleep problems, autism severity, low cognitive level, stereotypical behavior, impulsivity, and atypical sensory processing. In this review, the factors that trigger and sustain self-injurious behavior, are discussed from a behavioral perspective, which is also combined with ideas of body awareness also known as interoception. According to the behavioral model, self-injurious behavior can be a learned way to avoid unpleasant tasks, communicate anxiety, discomfort, pain, frustration, or attention-seeking. The environmental response to self-injury can in turn maintain, reinforce, or weaken self-injurious behavior. The review also considers the challenging nature of the symptoms being treated and emphasizes early identification, intervention, and increasing knowledge for relatives and other caregivers.
  • Poikkeava sosiaalinen käyttäytyminen autismikirjon häiriössä: syitä ja selitysmalleja 
    Rantanen, Marjukka (2020)
    Autism spectrum disorder (ASD) is a pervasive neurodevelopmental disorder where the core symptoms include deficits in social interaction and communication. These deficits significantly restrict the functioning and adaptation of people with ASD. The aim of this review is to examine explanation models of social behavior deficits and evaluate these models on the grounds of research results. The levels of explanations that are included are developmental, neurobiological and genetic. First marks of deviant social behavior appear in the early stages of development. According to the social motivation hypothesis, children with ASD do not experience social stimuli as rewarding and are not motivated or oriented to attend or respond. This leads to cascade of negative consequences in social development. Research findings of ASD people suggest that potential causes for deviant reactions to social stimuli locate in mesocorticolimbic reward system functions and dopamine regulation. There are several structural and functional abnormalities in these systems but the overall understanding of their influences on social behavior deficits is lacking. A strong genetic component is present in ASD, hundreds of risk genes have been identified in studies. Also, environmental factors through epigenetic mechanisms interact with risk genes and have a significant role in ASD and patients’ individual symptoms. Recent research has produced explanation models, that combine several levels of deviant neurobiological mechanisms behind the symptoms. As the research results cumulate, it is possible to gain a larger picture of these mechanisms and as the interaction between environment and genes is better understood, it is possible to develop well-targeted and effective rehabilitation methods.

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