High Functioning Autism

(HFA)
MEGAN SATRE, OLIVIA ANDERSON, NICOLE AMOS, KAILEY
CLARKE, AND ANNA MANN

Video - Imagine What It's Like to Live

with High Functioning Autism

https://www.youtube.com/watch?v=ACLV9hytZb0

Prevalence

"Autism is a developmental disorder of the brain that is strongly associated with

deficits in language and communication" (Walenski, Mostofsky, & Ullman,
2014).

More common in males than females

According to the CDC (2015) one in 45 children have autism

This is an increase from previous years

CDC believes increase is due to the questions that are asked to parents

Characteristics of HFA

Neurobiological disorder on the mild

end of the spectrum

Typically developing intellectual and

language skills, but impaired social
language

lack of empathy

lack of eye contact

physically and socially awkward

can appear very egocentric

Difficulty understanding the big

picture of situations

Perfectionists

Sensory issues

Vickers (2009) be under responsive or

sensory seeking; can get
overwhelmed by sensory overload.

Difficulties with fine motor skills

handwriting

Difficulties with certain executive

functions

planning, organization, flexibility, etc

Physical Characteristics of HFA

Although children with Autism do not show specific outward physical

characteristics, their brains are different from typically developing children.

Early brain growth

Abnormally large brain volume in the early years of childhood. Especially in the
temporal, frontal, and cingulate cortices which are known for language
(Walenski, M ostofsky, & Ullman, 2014).

Thinner cortex

6% more gray matter

Semantics

Semantics is the system that governs the meanings of words and sentences
(ASHA)

According to Gabig (2011) children with HFA can exhibit two types of oral
profiles:

The child understands syntax can exhibit adequate semantic-lexical processing

The child has a hard time understanding syntax structure and this effects the
development of their semantic system

The child may have a sophisticated vocabulary, but they do not

understand what the words means

The child may have a hard time understanding that some vocabulary
words have different meanings in different settings

Phonology

The study of the speech sound system of a language, including the rules
for combining and using phonemes (ASHA)

Impairments in phonology are often present in the pre-school ages for

children with HFA but these often resolve by the time they reach school
age

Common phonology processes found are gliding, cluster reduction, and final
constant deletion

Phonology skills are often a relative strength in children with high

functioning autism once they are school aged

Pragmatics

Pragmatics is a branch of linguistics concerned with the use of language in social contexts
and the ways in which people produce and comprehend meanings through language.

When requesting assistance, a child with high functioning autism may point to the object
or physically lead the person to the object instead of verbally ask for it.

With deficits in personal communication skills, it is hard to make intimate connections.

Using correct vocabulary based off the formality of the situation.

Example

Wanna drink?

Would you like a drink?

Pragmatic Deficits

Eye contact

Turn taking

Sarcasm

Irony

Inappropriate response to emotions

Lack of expressive language

Lack of comprehension and are more likely to answer with simply yes/no or
one word responses

Differentiation of new from old information

Syntax

Words set up in phrases/sentences (Asperger's Syndrome)

My definition: Sentence structure

Not affected alone

More difficult when mixed

Morphology

According to our textbook (Nelson, 2010, morphology is "the system of

meaningful units of language."

In children with HFA, consistent regular verbs (generally with -ed endings)
are the easiest to produce. Children with HFA produce consistent regular
verbs and endings faster than typically developing children (Walenski,
Mostofsky, & Ullman, 2014).

Irregular past tense verbs such as slept, are the most difficult for children
with HFA to produce.

The regular forms of words may be easier for children with HFA because
they are repetitive.

Discourse

Difficulties using the pragmatic markers of time and space while telling a
story

Reduced expression of mental states

Use of inappropriate utterances and gestures while telling a story

Reduced complexity while telling the story - simple sentences

many do not adapt their speech to their listener

example, speaking the same way to a friend or a stranger

may make irrelevant comments

may have difficultly interpreting indirect expressions

Expressive/Receptive Language

Differs depending on the person

A major deficit for individuals with HFA

Have difficulties with pragmatics, therefore have difficulties with receptive

language - especially when it comes to sarcasm

Generally have major difficulties with expressing their emotions and

needs/wants

Class Activity

Everyone is on the spectrum somewhere, where are you?

Take out a piece of paper and a pencil.

We will be taking a 10 question quiz

Write down your answer and we will score them at the end

1. Do you have many friends?

A.

Not many and I wish I had more

B.

No, but I'm not interested in making any

C.

Many/A few close friends and I am

happy

D.

I don't have close friends

2. Are you imaginative?

A.

What does imaginative mean?

B.

Yes

C.

No

D.

Not very, but I'm good at copying stuff!

3. Do you like to be hugged?

A.

No

B.

(Almost) anybody is welcome to hug

me!

C.

Only by people I trust

D.

Only by my family members

4. How do you express your anger?

A.

I curse

B.

Yell out/hurt myself

C.

Watch a funny movie

D.

Take deep breaths

5. Do you know how to manage your

money?
A.

Yes

B.

How can I? I don't have a job/control

C.

I try, but with guidance

D.

No

6. Are you good at math?

A.

Above/Below average

B.

Average

C.

Poor/best in my class

D.

Genius/I can't divide

7. Do you get into trouble at

school/work?
A.

When people talk smack about me

behind my back!

B.

Every now and then

C.

No, never/When I do things to get

attention

D.

Yeah, I usually don't do my work

8. Are you sensitive to loud sound?

A.

No

B.

I don't like unexpected loud sounds

C.

Sounds are painful/annoying

D.

Where are my earplugs?!

9. Do you make weird noises?

A.

Occasionally

B.

No

C.

I sometimes do to joke around

D.

Yes, I drive people crazy

10. Do you think you have any form of

Autism?
A.

Yes, I have been diagnosed

B.

I don't think so

C.

I don't know but I could see a doctor

D.

Just curious to see the results!

Write down your points!

Question 1
A = 10 pts

Question 2
A = 30 pts

= 30 pts

= 0 pts

= 0 pts

= 20 pts

= 20 pts

= 10 pts

Write down your points!

Question 3
A = 30

Question 4
A = 20

=0

= 30

= 10

= 10

= 20

=0

Write down your points!

Question 5
A = 0 pts

Question 6
A = 10 pts

= 10 pts

= 0 pts

= 20 pts

= 20 pts

= 30 pts

= 30 pts

Write down your points!

Question 7
A = 20 pts

Question 8
A = 0 pts

= 0 pts

= 10 pts

= 30 pts

= 30 pts

= 10 pts

= 20 pts

Write down your points!

Question 9
A = 20 pts

Question 10
A = 30 pts

= 0 pts

= 0 pts

=10 pts

= 20 pts

= 30 pts

= 10 pts

0 - 60 Points
According

to your answers you are as

normal as human nature! You are high
functioning and able to live on your own
(for the most part). There's always room to
better yourself!

70 - 150 Points
It's

unlikely that you have Autism but you

could get information about it! There's
always room to improve yourself and
become a more well-rounded person!

160 - 240 Points

Your

score may need some attention, talk

to your doctor for further
recommendations if you are concerned.
Don't be afraid to set your goals high to
really challenge yourself! Learning never
stops!

250-300 Points
You

might have autism and need some

professional assistance. Many notable
figures in history such as Albert Einstein,
Charles Darwin, Isaac Newton, Thomas
Jefferson, etc., may have been higher on
the spectrum! You can achieve great
things!

References

American Speech Language Hearing Association (2015). American Speech Language Hearing Association. Retrieved on November 4, 2 015. from Definitions of Communication Disorders
and Variations: http://www.asha.org/policy/RP1993-00208/

American Speech-Language-Hearing Association. (2015). American Speech -

Language Hearing Association. Retrieved October 30, 2015, from Language in Brief:

http://www.asha.org/Practice-Portal/Clinical-Topics/Spoken-Language-Disorders/Language-In--Brief/

Cheryl Smith Gabig (2011). Variability in Language and Reading in High Functioning Autsim, A Comprehensive Book on Autism Spe ctrum Disorders, Dr. Mohammadi (Ed.), ISBN: 978953-307-494-8, InTech, Available from: http://www.intech.com/books/a-comprehensive-book-on-autism-spectrum-disorders/variability-in-language-and-reading-in-high-functioning-autsim.

Cleland, J., Gibbon, F., Peppe, S., O'Hare, A., & Rutherford, M. (2010). Phonetic and phonological errors in children with hi gh functioning autism and Asperger syndrome. International
Journal of Speech-Language Pathology , 1 (12), 69-76.

Colle, Livia, Simon Baron-Cohen, Sally Wheelwright, and Heather K. J. Van Der Lely. "Narrative Discourse in Adults with High -Functioning Autism or Asperger Syndrome." Journal of
Autism & Developmental Disorders 38.1 (2008): 28-40. EBSCO MegaFILE. Web. 19 Nov. 2015.

Hutton, M., [Mark Hutton]. (2014, January 4). Imagine what its like to live with high functioning autism [video file]. Re trieved from https://www.youtube.com/watch?v=ACLV9hytZb0

[iqlol]. (2015, January 13). How autistic are you [video file]. Retrieved from https://www.youtube.com/watch?v=UytR7NCKUNg.

McCann, J., Peppe, S., Gibbon, F., O'Hare, A., & Rutherford, M. (2007). Prosody and its relationship to language in school-aged children with high-functioning autism. International Journal
of Language Communication Disorders , 42 (6), 682-702.

Landa, Rebecca. (2000). Social Language Use in Asperger Syndrome and High-Functioning Autism. Ami Klin, Fred R. Volkmar, Sara S. Sparrow (Ed). Asperger Syndrome. (pp. 125-158)..
Ney York, New York: A Division of Guilford Publications.

Loukusa, S., & Moilanen, I. (2009, May 22). Pragmatic inference abilities in individuals with Asperger syndrome or high-functioning autism. A review. Research in Autism Spectrum
Disorders, 890-904. http://ees.elsevier.com/RASD/default.asp.