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Biomedical subjects

G B Mesibov

Publications and source records attributed to G B Mesibov.

At least 19 recordsLinked to original sources
PubMed1998

Autistic behavior in young boys with fragile X syndrome.

A sample of 57 boys with fragile X syndrome (fraX) between the ages of 24 and 133 months was rated using the Childhood Autism Rating Scale (CARS) to assess the extent to which autism and autistic features were evident in a young population. Fourteen subjects (approximately 25% of the sample) scored above the cutoff for autism, suggesting a relatively high incidence of autistic behavior. All but 2 of these 14 were in the mildly or moderately autistic range, however, and only a few items received severe ratings, suggesting that severe autism is relatively rare in fraX, at least during the early years. The CARS resulted in a continuum of autistic ratings in the fraX population, but no particular items on the CARS contributed disproportionately to autism ratings. A visual comparison of ratings on an autistic, non-fraX sample revealed similar profiles of ratings, suggesting that differentiating fraX and autism on the basis of CARS ratings is not likely. Within the fraX group, chronological age and socioeconomic status did not correlate with CARS ratings, but severity of delay was strongly related, such that more severely delayed children scored higher (more autistic) on the CARS.

Autistic Disorder↗
PubMed1997

TEACCH-supported employment program.

Division TEACCH has served over 100 persons with autism through its supported employment program. Three models of supported employment are utilized: individual placement model, dispersed enclave model, and mobile crew model. Within each of these models there is an emphasis on utilizing individual strengths and interests, identifying appropriate jobs, and providing extensive long-term support. A retention rate of 89% demonstrates the success of the program which is due in large part to the broad array of long-term support services that are provided.

Adult↗
PubMed1996

Brief report: two case studies using virtual reality as a learning tool for autistic children.

The children complied with most requests. Some of our teaching goals were limited by technology or space while others were limited by the difficulty of presenting a task to the children in a way that was understandable within their environment. However, the opportunity to introduce this technology to children was an important first step in exploring the potential VR offers to understanding the perceptual processes involved in autism. Our results indicate that the will accept a VR helmet and wear it, identify familiar objects and qualities of these objects in their environment while using the helmet, and locate and move toward objects in their environment while wearing the helmet. More research is necessary to verify the potential in this area, especially to discover if learning experiences through VR generalize to other environments, but it appears virtual reality may provide a useful tool for furthering our understanding of autism and guiding efforts at treatment and intervention.

Autistic Disorder↗
PubMed1996

Full inclusion and students with autism.

The concept of "full inclusion" is that students with special needs can and should be educated in the same settings as their normally developing peers with appropriate support services, rather than being placed in special education classrooms or schools. According to advocates the benefits of full inclusion are increased expectations by teachers, behavioral modeling of normally developing peers, more learning, and greater self-esteem. Although the notion of full inclusion has appeal, especially for parents concerned about their children's rights, there is very little empirical evidence for this approach, especially as it relates to children with autism. This manuscript addresses the literature on full inclusion and its applicability for students with autism. Although the goals and values underlying full inclusion are laudable, neither the research literature nor thoughtful analysis of the nature of autism supports elimination of smaller, highly structured learning environments for some students with autism.

Autistic Disorder↗
PubMed1991

Sexual attitudes and knowledge of high-functioning adolescents and adults with autism.

Interviewed 21 high-functioning adults with autism and 20 mildly to moderately mentally retarded adults without autism about sexuality and dating. Sexual knowledge and interest were assessed by a sexuality vocabulary checklist and a multiple-choice questionnaire. Group differences were found in experience, with more sexual experiences among the mentally retarded adults, but not in knowledge or interest. In both groups IQ was positively correlated with knowledge scores and males had significantly greater interest in sexuality than females. Implications of sex and group differences are discussed.

Adolescent↗
PubMed1990

Normalization and its relevance today.

Historically, the normalization principle has been influential in promoting a comprehensive community-based service delivery system for people with developmental handicaps. However, its effects were more positive a decade ago when the issues were simply inhumane institutions or more individualized community-based alternatives. Issues in community-based programs for developmentally handicapped people have become more diverse and the choices more complex. In the current climate, the effects of the normalization principle have polarized issues for several reasons: The theory works better than current practice, the criteria are vague and the goals unattainable, normalization takes the focus away from individual client needs, the theory discourages diversity, normalization has become a rallying point for inappropriate practices, overzealousness of normalization advocates has polarized issues, normalization promotes an undesirable value system, and normalization ignores handicapped clients' deficits. What is needed to replace the normalization principle today are guiding concepts that are clearer, more responsive to client needs, and more reflective of value systems that are in the best interests of handicapped people.

Adult↗
PubMed1990

Perceptions of popularity among a group of high-functioning adults with autism.

The purpose of this study was to determine how a group of adults with autism perceived one another's interpersonal attributes and popularity. Five female and 11 male high-functioning autistic adults, 18-45 years old, participated in a social skills group together for several years. A sociogram and a questionnaire designed to determine perceptions of best looking, most athletic, and most humorous group members were administered to group members and nonhandicapped group leaders. Independent assessments of intelligence and empathy also were taken. Results indicated that perceived attractiveness and sense of humor were correlated with popularity, but group members' assessments of these attributes differed from those of the nonhandicapped group leaders. Differences between group members and group leaders responses and the implications of the results of the study for social skills training with high-functioning autistic adolescents and adults are discussed.

Adolescent↗
PubMed1989

The Adolescent and Adult Psychoeducational Profile: assessment of adolescents and adults with severe developmental handicaps.

The purpose of this study was to determine the reliability and validity of the Adolescent and Adult Psychoeducational Profile (AAPEP), an assessment instrument designed for adolescents and adults with severe developmental handicaps. Subjects were 60 adolescents and adults, 30 with autism and 30 with mental retardation but without autism. The groups were matched on age and IQ. Results suggested high interrater reliability on all function areas of the AAPEP (Vocational Skills, Independent Functioning, Leisure Skills, Vocational Behavior, Functional Communication, Interpersonal Behavior) and on all three scales (Direct Observation, Home, School/Work). Validity measures suggested that the recommendations generated from the AAPEP were viewed by blind experts as more helpful than those already generated for the individual clients and contained in their Individual Education Programs (IEPs) or Individual Habilitation Plans (IHPs). Informal measures indicated that parents and/or group home staff also found AAPEP recommendations helpful. Finally, reliability and validity measures were also encouraging for moderately and severely handicapped adolescents and adults without autism. The AAPEP appears to be an effective new instrument for those working with older handicapped clients.

Activities of Daily Living↗
PubMed1989

Use of the childhood autism rating scale with autistic adolescents and adults.

The suitability of the Childhood Autism Rating Scale (CARS) for diagnosing adolescents and adults with autism was tested and CARS ratings over time were examined to assess how the characteristics of autism change during adolescence. Subjects (N = 89) had been rated with the CARS before age 10 and again after age 13. A cutoff score of 27 was used; of 59 diagnosed as autistic prior to age 10, 92% were diagnosed as autistic after age 13. Moreover, 9 CARS categories showed significant improvements over time; only 1 showed a significant decrement. The CARS is thought to be a useful screening device for adolescents and adults with autism. Implications of this research for the understanding of autism and how it changes with development are discussed.

Adolescent↗
PubMed1987

Humor in high-functioning autistic adults.

This study examined the humor used by a group of autistic adults. Subjects were nine autistic adults who were participating in a Social Skills Group. The jokes they told during a designated joke time over 15 consecutive group sessions were analyzed according to their developmental levels. The participants told a total of 87 unique jokes, almost all of which were riddles. The most common types were preriddles and those having lexical and phonological ambiguity. Along with empirically examining the jokes used by this group of high level autistic adults, the study demonstrates that they enjoy a wide range of jokes and that humor seems to enrich their lives.

Adult↗
PubMed1984

Social skills training with verbal autistic adolescents and adults: a program model.

An ongoing social skills training program was implemented with 15 verbal autistic adolescents and adults. The major long-range goals were for the participants to have positive peer-related social experiences in a supportive atmosphere and to learn useful skills in this way. Short-term training objectives included how to meet other people, stay on a topic of conversation, ask questions, pay attention, and express one's feelings and emotions. Teaching techniques included modeling, coaching, and role-playing. Preliminary indications suggest that the main goals and training objectives were being accomplished and that clients were progressing in their conversational skills, their selection of relevant topics, and their perceptions of themselves. The implications of this program for the understanding and treatment of autistic adolescents and adults is described, as well as the viability of a social skills training model. The need for more research on this most important issue is highlighted.

Adolescent↗