SOCIAL COGNITION, AUTISM SPECTRUM DISORDER

Social thinking

Theory of mind (mentalizing): the ability to make inferences about the mental states of other people (mental states

may not be obvious from other’s outward behavior)

• False belief test (e.g., Sallie-Ann task): children typically pass false belief test around 4 years old; children

with autism do not.

o Autistic children may fail false belief tasks (e.g. Sally–Anne task), even if they previously held a

false belief themselves

• Neural mechanisms of theory of mind

• Temporal parietal junction (TPJ): specialized for reasoning about the mental states of others. Important

for redirecting attention in both social and nonsocial situations. Lesions in this region can lead to

impairments on theory-of-mind tasks.

• Medial PFC: involved more broadly in reasoning about other people (than thinking about other entities).

Supports reasoning about social tasks. Lesions here don’t necessarily disrupt performance on ToM tasks.

• Mirror neurons: are active when performing a particular movement or when observing another perform the

same action. Mirror neurons system: includes the premotor cortex, parts of the superior temporal sulcus,

and the intraparietal cortex.

• Mirror neurons system VS theory of mind

o Both engage temporoparietal junction (TPJ) areas

o The mirror system relies more on lateral motor cortex, which is involved in observing or performing

specific actions

o The theory of mind system relies more on the medial PFC, which is involved in perceiving

self/other’s mental states

AUTISM SPECTRUM DISORDER (ASD)

ASD is a developmental disorder associated with deficits in 1) social communication/interaction, and 2) restricted

and repetitive behaviors.

• Characteristics exist along a spectrum, from very low to very high functioning.

• DSM 5 Diagnostic criteria:

1). Persistent deficits in EACH of the following three areas of social communication and social interaction across

multiple contexts:

A. Social-emotional reciprocity (failure of back-and-forth interactions, to initiate or respond to social

interactions).

B. Nonverbal communicative behaviors used for social interaction (Poorly integrated verbal and nonverbal

communication, Abnormalities in eye contact, eye gaze, and nonverbal communication).

C. Deficits in developing, maintaining, and understanding relationships (Difficulties adjusting behavior to suit

various social contexts; Difficulties in sharing imaginative play or in making friends; Absence of interest in

peers).

2). Restricted, repetitive patterns of behavior, interests, or activities. At least two of the following:

A. Stereotyped or repetitive behavior (Simple motor stereotypes, like lining up toys; Spinning objects;

Echolalia; Idiosyncratic phrases).

B. Insistence on sameness, inflexible adherence to routines, ritualized patterns (verbal/nonverbal).

C. Highly restricted, fixated interests that are abnormal in intensity or focus.

D. Hyper- or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment.

3). Symptoms must be present in the early developmental period

4). Symptoms cause clinically significant impairment in social, occupational, or other important areas of current

functioning

5). These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or

global developmental delay.

Diagnosis challenges: No known cause or biological/ psychological marker (in most cases); diagnosis is based on

developmental history and overt behavior. Diagnosis is instrument- and clinician-dependent.

▪ ASD Assessment

• Historical Information: Early developmental history; Nature/Type of Onset Associated Medical Problems,

Family History.

• Psychological/Communication Assessments: Verbal and Nonverbal Skills must be assessed independently;

Assessment of Social-Adaptive and Social-Emotional Behaviors; Communication Evaluation (not just speech)

• Behavioral Assessments: evaluate the Nature of Social Relatedness, Behavioral Features, Play Skills,

Family/Living Conditions.

• Medical Evaluations/Laboratory Studies: such evaluations may identify or rule out associated condition

and include genetic testing, auditory testing, brain imaging and neurological testing.