Neural basis of learning issues in children with autism

A bridge to remediation planning

Authored by: Yvonne Ming-Yee Han , Agnes Sui-Yin Chan

Routledge International Handbook of Schools and Schooling in Asia

Print publication date:  May  2018
Online publication date:  May  2018

Print ISBN: 9781138908499
eBook ISBN: 9781315694382
Adobe ISBN:


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Autism spectrum disorder (ASD) is a group of lifelong developmental disorders characterized by poor communication and social interaction with others, repetitive stereotyped behavior, and cognitive impairments, including executive function. There is great variability in the degree of language impairment, symptom severity, and intellectual functioning of students with ASD. High-functioning autism is at one end of the ASD spectrum, with less severe signs and symptoms than other forms of autism. Although these children have average intelligence, school and daily activities can still be challenges of great magnitude. One reason for this is that these high-functioning children with autism may still show many of the key characteristics of the disorder. They often appear rigid and inflexible, show a strong liking for repetitive behavior and elaborate rituals, and have great difficulty understanding others’ perspectives. The cause of autism is uncertain, but increasing evidence suggests that disrupted cortical connectivity between key neural networks is involved in its pathogenesis. It is also suggested to underlie the executive dysfunctions and resultant behavioral symptoms of the disorder. Implications on cognitive remediation approach based on the understanding of the neural basis of autism are discussed.

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