Psychological Concepts, Theories, and Models Associated with Autism Spectrum Disorder

Autism Spectrum Disorder

Autism spectrum disorder often presents as deficiencies in the ability to interact and connect socially as well as reoccurring actions and defined set of interests (Delli et al., 2017). Phycological concepts, theories, and models aim to support and clarify the deficits presented in individuals with ASD (Delli et al., 2017). Each concept is used to explain specific symptoms often presented in individuals with ASD. The environment of an individual with autism spectrum disorder, specifically surrounding professionals, family, and friends, can improve the adaptation to environments and overall common symptoms associated with autism spectrum disorder. 

Psychological Concepts, Theories, and Models 

            There are numerous concepts, theories, and models related to autism spectrum disorder. Psychological concepts, theories, and models often associated with ASD is theory of mind, the theory of executive functions, and the weak central coherence theory (Delli et al., 2017). Theory of mind in connection with autism spectrum disorder is used to describe the common inability to empathize and understand others (Kimhi, 2014). Individuals diagnosed with level 1 autism spectrum disorder requiring minimal support have shown improved understanding of others and theory of mind (Kimhi, 2014). Executive function model is used to clarify deficits observed in the ability for individuals with autism to easily change topics/ tasks, inability to prevent a primary response to various situations/ interactions, and deficits presented in short-term memory (Demetriou et al., 2019). Correlations have been displayed specifically between the ability to easily shift topics/ tasks and reoccurring behaviors (Demetriou et al., 2019). The weak central coherence theory explains the common inability for individuals with autism to understand information and its larger concept (Filippello et al., 2013). This is determined as attributable to the intensified focus on facts/specifics often neglecting the larger concept (Filippello et al., 2013). 

How Professionals, Family, & Friends Can Help

Professionals

There are many ways that individuals with autism spectrum disorder receive assistance from various types of people in their lives. Receiving assistance from a professional will help an ASD individual adapt to their surroundings and environments. Several challenges an individual with ASD experiences includes poor social skills, repetitive behavior, sub-standard cognitive adaptation, higher education attendance, and maintaining a steady career (Micai et al. 2022). Some professional assistance that can be provided to individuals with ASD includes psychosocial interventions that target specific life difficulties that typically stem from symptoms of ASD. These interventions can include employment training, anxiety intervention training, cognitive behavioral therapy, and self-regulation techniques (Micai et al. 2022).

Family

            Individuals diagnosed with ASD can also greatly benefit from family assistance. It has been shown that especially in early childhood development that children with ASD rely heavily on their families to ensure that they are maintaining healthy choices which will help manage their ASD symptoms as they grow older (Suprajitno & Arisky, 2019). It has been shown that meeting nutritional minimums is essential for children with ASD to be able to grow and adequately participate in everyday activities. Poor nutritional intake hinders continued growth and development of individuals with autism spectrum disorder and as a result familial, specifically parental, participation is key to ensuring children with ASD grow and mature (Suprajitno & Arisky, 2019). 

Friends

            Research has shown that strong friendships with other children are often the most impactful to children with autism spectrum disorder maintaining high levels of social interaction (Laghi et al. 2020). It has been shown that strong friendships with neurotypical friends can cause more positive interactions and bonds than with neurotypical siblings (Laghi et al. 2020). Both friendships and sibling relationships have been found to be an originating place of assistance and well-being to children with ASD in the same fashion. It is therefore effective to say that relationships with others, both individuals with ASD and neurotypical individuals, is recommended for continued social integration and interactions (Laghi et al. 2020).

 

 

References

Delli, C. K. S., Varveris, A., & Geronta, A. (2017). Application of the Theory of Mind, Theory of Executive Functions and Weak Central Coherence Theory to Individuals with ASD. Journal of Educational and Developmental Psychology, 7(1), 102-102.

Demetriou, E. A., DeMayo, M. M., & Guastella, A. J. (2019). Executive function in autism spectrum disorder: history, theoretical models, empirical findings, and potential as an endophenotype. Frontiers in psychiatry, 753.

Filippello, P., Marino, F., & Oliva, P. (2013). Relationship between weak central coherence and mental states understanding in children with Autism and in children with ADHD. Mediterranean Journal of Clinical Psychology, 1(1).

Kimhi, Y. (2014). Theory of mind abilities and deficits in autism spectrum disorders. Topics in Language Disorders, 34(4), 329-343.

Laghi, F., Lonigro, A., Pallini, S., Marziano, G., & Baiocco, R. (2020). Sibling Relationship and Friendship in Adolescents with Autism Spectrum Disorder. Journal of Child & Family Studies, 29(2), 583–591. https://doi.org/10.1007/s10826-019-01570-x

Micai, M., Ciaramella, A., Salvitti, T., Fulceri, F., Fatta, L. M., Poustka, L., Diehm, R., Iskrov, G., Stefanov, R., Guillon, Q., Rogé, B., Staines, A., Sweeney, M. R., Boilson, A. M., Leósdóttir, T., Saemundsen, E., Moilanen, I., Ebeling, H., Yliherva, A., & Gissler, M. (2022). Intervention services for autistic adults: an ASDEU study of autistic adults, careers, and professionals’ experiences. Journal of Autism & Developmental Disorders, 52(4), 1623–1639. https://doi.org/10.1007/s10803-021-05038-0 

Suprajitno, S., & Arisky. F. (2019). The family role in fulfilling the activities of daily living (ADLs) among children with autism spectrum disorder. Jurnal Ners Dan Kebidanan, 6(1), 014–018. https://doi.org/10.26699/jnk.v6i1.ART.p014-018