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The intense world syndrome - an alternative hypothesis …

Van Krevelen (1971) and Wolff & Barlow (1979) agreed with Asperger that his syndrome should be differentiated from autism. They differ in their accounts of the distinguishing features and the impression gained from their papers is that, although there are some differences, the syndromes are more alike than unalike. The variations could be explained on the basis of the severity of the impairments, though the authors quoted above would not agree with this hypothesis. Thus the autistic child, at least when young, is aloof and indifferent to others, whereas the child with Asperger syndrome is passive or makes inappropriate one-sided approaches. The former is mute or has delayed and abnormal speech, whereas the latter learns to speak with good grammar and vocabulary (though he may, when young, reverse pronouns), but the content of his speech is inappropriate for the social context and he has problems with understanding complex meanings. Non-verbal communication is severely impaired in both conditions. In autism, in the early years, there may be no use of gesture to communicate. In Asperger syndrome there tends to be inappropriate use of gesture to accompany speech. In both conditions, monotonous or peculiar vocal intonation is characteristic. The autistic child develops stereotyped, repetitive routines involving objects or people (for example, arranging toys and household objects in specific abstract patterns, or insisting that everyone in a room should cross the right leg over the left), whereas the person with Asperger syndrome becomes immersed in mathematical abstractions, or amassing facts on his special interests. Abnormal responses to sensory input - including indifference, distress and fascination - are characteristic of early childhood autism and form the basis of the theories of perceptual inconstancy put forward by Ornitz & Ritvo (1968) and of over-selectivity of attention suggested by Lovaas et al (1971). These features are associated with greater severity of handicap, and lower mental age. They are not described as typical of Asperger syndrome, and they are rarely seen in older autistic people with intelligence quotients in the normal range.

newer theories of autism, such as the Intense World ..

Hib plays a role in autism according to Brian Richmand in “Hypothesis, Conjugate vaccines may predispose children to autism spectrum disorders”. Richmand suggests that the five-in-one with Hib has interfered with nerve myelin in the brain:

The Intense World Theory of Autism: Markram et al

The intense world syndrome - an alternative hypothesis for autism.

Blair, K. S. C., Umbreit, J., Dunlap, G., & Jung, G. (2007). Promoting Inclusion and Peer Participation through Assessment-Based Intervention. Early Childhood Special Education, 27(3), 134-147.

In the current investigation, the processes of functional assessment and function-based intervention were used to resolve the severe challenging behaviors of a boy with autism and mental retardation in an inclusive kindergarten in South Korea. A multicomponent intervention was developed in collaboration with classroom personnel and was implemented entirely by the teacher and an aide in the context of a multiple-baseline-across-activities experimental design. Results were empirical validation of hypotheses derived from the functional assessment, as well as lower levels of challenging behaviors and increased rates of appropriate behaviors associated with the intervention. Positive interactions with a designated classroom peer and with the teacher also increased. The findings are discussed as contributions to the growing literature on functional assessment and function-based supports and the importance of promoting successful inclusive experiences for young children with disabilities.

“Yet the same philosophy demonstrates that their own belief is not science, and that "scientific creationism" is a meaningless and self-contradictory phrase, an example of what Orwell called "newspeak.".

The intense world syndrome—an alternative hypothesis for autism

The intense world syndrome - an alternative hypothesis for autism

Blair, K. S. C., Umbreit, J., Dunlap, G., & Jung, G. (2007). Promoting Inclusion and Peer Participation through Assessment-Based Intervention. Early Childhood Special Education, 27(3), 134-147.

In the current investigation, the processes of functional assessment and function-based intervention were used to resolve the severe challenging behaviors of a boy with autism and mental retardation in an inclusive kindergarten in South Korea. A multicomponent intervention was developed in collaboration with classroom personnel and was implemented entirely by the teacher and an aide in the context of a multiple-baseline-across-activities experimental design. Results were empirical validation of hypotheses derived from the functional assessment, as well as lower levels of challenging behaviors and increased rates of appropriate behaviors associated with the intervention. Positive interactions with a designated classroom peer and with the teacher also increased. The findings are discussed as contributions to the growing literature on functional assessment and function-based supports and the importance of promoting successful inclusive experiences for young children with disabilities.

As mentioned above, Wing & Gould (1979) carried out an epidemiological study of all mentally or physically handicapped children in one area of London, in an attempt to identify all those with autism or autistic-like conditions, whatever their level of intelligence. The results confirmed the following hypothesis. Certain problems affecting early child development tend to cluster together: namely, absence or impairment of two-way social interaction; absence or impairment of comprehension and use of language, non-verbal as well as verbal; and absence or impairment of true, flexible imaginative activities, with the substitution of a narrow range of repetitive, stereotyped pursuits. Each aspect of this triad can occur in varying degrees of severity, and in association with any level of intelligence as measured on standardised tests.

The intense-world hypothesis is ..
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The Autism and Allergy Overlap | The Autism File

JC: It’s a collection of around seventy essays, case studies, theoretical works, doctor’s notes and lists of sayings from ancient Greece. Many of the texts in the Collection were written towards the end of the fifth century BC, in a period of intense intellectual and cultural change in the ancient Greek world and one which saw, for example, the development of the first major philosophical schools, the invention of tragic drama and the development of the first serious history writing in an environment of radical political experimentation. The Hippocratic Collection is regarded as the foundation of Western medical tradition largely because Hippocratic authors were the first theorists of medicine who sought to explain health and disease through close observation and critical thinking, moving away from the mythic modes of explanation of earlier times. This module explores that transition from mythic accounts to the development of a scientific or pseudo-scientific mode of explanation and the relationship between these different modes of explanation.

Autism | Internet Encyclopedia of Philosophy

2004
Behavioural
Control
Increase
Collected Data only relent to Autism and symptoms related to Autism Spectrum Disease
Narrative Therapy
Experience shapes identity
Internal stories
Externalization
Cricism:
Social constructionalist
No empirical evidence
Eye Tracking, Ani Kn
Survival with social connection
learn meaning
revolving repetitive
specialization
personal space
Oxytocin temporarily normalized brain regions responsible for the social deficits seen in children with autism
Oxytocin
Lower levels of the hormone/neuromodulator in Autism
When given oxytocin they exhibited increased
benefits of the treatment, increased ability
to interact, increased ability to learn
Conclusion
Hypothesis proved
obserationally
empirically
Therapeutic riding Can improve functionality outside the equine environment
Alternative Therapy
New Theories
Need more research
References
Aldridge, R.L..

Autism--It's Different in Girls - Scientific American

As cognitive scientists we keep asking ourselves what knowledge society expects from us and what the implications of this knowledge are. “Mind as a machine” is a good metaphor, as we feel it captures those expectations: to describe the principles of how the mind works, and, furthermore, to explain its failures and suggest ways to fix it.

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