Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-10T05:02:30.011Z Has data issue: false hasContentIssue false

Interests in high-functioning autism are more intense, interfering, and idiosyncratic than those in neurotypical development

Published online by Cambridge University Press:  23 July 2013

Laura Gutermuth Anthony*
Affiliation:
George Washington University School of Medicine
Lauren Kenworthy
Affiliation:
George Washington University School of Medicine
Benjamin E. Yerys
Affiliation:
George Washington University School of Medicine
Kathryn F. Jankowski
Affiliation:
George Washington University School of Medicine
Joette D. James
Affiliation:
George Washington University School of Medicine
Madeline B. Harms
Affiliation:
Laboratory of Brain & Cognition, National Institute of Mental Health
Alex Martin
Affiliation:
Laboratory of Brain & Cognition, National Institute of Mental Health
Gregory L. Wallace
Affiliation:
Laboratory of Brain & Cognition, National Institute of Mental Health
*
Address correspondence and reprint requests to: Laura Gutermuth Anthony, Center for Autism Spectrum Disorders and Children's Research Institute, Children's National Medical Center, George Washington University School of Medicine, 15245 Shady Grove Road, Suite 350, Rockville, MD 20850; E-mail: lanthony@childrensnational.org.

Abstract

Although circumscribed interests are pathognomonic with autism, much about these interests remains unknown. Using the Interests Scale (IS), this study compares interests between 76 neurotypical (NT) individuals and 109 individuals with high-functioning autism spectrum disorder (HF-ASD) matched groupwise on age, IQ, and gender ratio. Participants and their parents/caregivers completed diagnostic measures (the Autism Diagnostic Interview—Revised and the Autism Diagnostic Observation Schedule; HF-ASD only), cognitive tests (Wechsler IQ Scales), and questionnaires (the Repetitive Behavior Scale—Revised, the Behavior Rating Inventory of Executive Function, and the Social Responsiveness Scale), in addition to the IS. Consistent with previous research, HF-ASD and NT individuals did not differ in number of interest areas, but the types of interests and intensity of those interests differed considerably. Using only the IS intensity score, 81% of individuals were correctly classified (NT or HF-ASD) in a logistic regression analysis. Among individuals with HF-ASD, Interests Scale scores were significantly related to Autism Diagnostic Observation Schedule, Behavior Rating Inventory of Executive Function, Repetitive Behavior Scale—Revised, and Social Responsiveness Scale scores, but they were not related to Autism Diagnostic Interview—Revised scores, IQ, gender, age, or psychotropic medication use. The type and intensity, but not the number, of interests distinguish high-functioning individuals with ASD from NT individuals.

Type
Regular Articles
Copyright
Copyright © Cambridge University Press 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alexander, J. M., Johnson, K. E., Leibham, M. E., & Kelley, K. (2008). The development of conceptual interests in young children. Cognitive Development, 23, 324334.Google Scholar
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: Author.Google Scholar
Baker, M. J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2, 6684.CrossRefGoogle Scholar
Baker, M. J., Koegel, R. L., & Koegel, L. K. (1998). Increasing the social behavior of young children with autism using their obsessive behaviors. Journal of the Association for Persons With Severe Handicaps, 23, 300308.CrossRefGoogle Scholar
Baron-Cohen, S., & Wheelwright, S. (1999). “Obsessions” in children with autism or Asperger syndrome: A content analysis in terms of core domains of cognition. British Journal of Psychiatry, 175, 484490.CrossRefGoogle ScholarPubMed
Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society, 57B, 289300.Google Scholar
Bishop, S., Richler, J., & Lord, C. (2006). Restricted and repetitive behaviors and nonverbal IQ in children with autism spectrum disorders. Child Neuropsychology, 12C, 247267.Google Scholar
Bishop, S. L., Richler, J., Cain, A. C., & Lord, C. (2007). Predictors of perceived negative impact in mothers of children with autism spectrum disorders. American Journal on Mental Retardation, 112, 450461.Google Scholar
Bodfish, J. W. (2003). The Interests Scale. Chapel Hill, NC: Western Carolina Center.Google Scholar
Bodfish, J. W., Symons, F. J., & Lewis, M. H. (1999). Repetitive Behavior Scale—Revised. Chapel Hill, NC: Western Carolina Center.Google Scholar
Boyd, B. A., Conroy, M. A., Mancil, G. R., & Nakao, P. J. (2007). Effects of circumscribed interests on the social behaviors of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 15501561.CrossRefGoogle ScholarPubMed
Boyd, B. A., McDonough, S. G., & Bodfish, J. W. (2011). Evidence-based behavioral interventions for repetitive behaviors in autism. Journal of Autism and Developmental Disorders, 41, 13301341.Google Scholar
Boyd, B. A., McDonough, S. G., Rupp, B., Khan, F., & Bodfish, J. W. (2011). Effects of a family-implemented treatment on the repetitive behaviors of children with autism. Journal of Autism and Developmental Disorders, 41, 13301341.CrossRefGoogle ScholarPubMed
Cannon, L., Kenworthy, L., Alexander, K., Werner, M. A., & Anthony, L. G. (2011). Unstuck and on target! An executive function curriculum to improve flexibility and goal-directed behavior for children with ASD. Research edition. Baltimore, MD: Paul H. Brookes.Google Scholar
Carcani-Rathwell, I., Rabe-Hasketh, S., & Santosh, P. J. (2006). Repetitive and stereotyped behaviours in pervasive developmental disorders. Journal of Child Psychology and Psychiatry, 47, 573581.Google Scholar
Constantino, J. N. (2005). The Social Responsiveness Scale. Los Angeles: Western Psychological Services.Google Scholar
Constantino, J. N., Gruber, C. P., Davis, S., Hayes, S., Passanante, N., & Przybeck, T. (2004). The factor structure of autistic traits. Journal of Child Psychology and Psychiatry, 45, 719726.CrossRefGoogle ScholarPubMed
Cuccaro, M. L., Shao, Y., & Grubber, J. (2003). Factor analysis of restricted and repetitive behaviors in autism using the Autism Diagnostic Interview—Revised. Child Psychiatry and Human Development, 34, 317.Google Scholar
Deloache, J. S., Simcock, G., & Macari, S. (2007). Planes, trains, automobiles—And tea sets: Extremely intense interests in very young children. Developmental Psychology, 43, 15791586.Google Scholar
Dichter, G. S., Felder, J. N., Gren, S. R., Rittenburg, A. M., Sasson, N. J., & Bodfish, J. W. (2012). Reward circuitry function in autism spectrum disorders. Social, Cognitive, and Affective Neuroscience, 7, 160172.Google Scholar
Geurts, H., Corbett, B., & Solomon, M. (2009). The paradox of cognitive flexibility in autism spectrum disorders. Trends in Cognitive Science, 13, 7482.CrossRefGoogle Scholar
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior Rating Inventory of Executive Function. Odessa, FL: Psychological Assessment Resources.Google Scholar
Grelotti, D. J., Klin, A. J., Gauthier, I., Skudlarski, P., Cohen, D. J., Gore, J. C., et al. (2005). FMRI activation of the fusiform gyrus and amygdala to cartoon characters but not to faces in a boy with autism. Neuropsychologia, 43, 373385.CrossRefGoogle ScholarPubMed
Hill, E. L. (2004). Executive dysfunction in autism. Trends in Cognitive Sciences, 8, 2632.Google Scholar
Johnson, K. E., Alexander, J. M., Spencer, S., Leibham, M. E., & Neitzel, C. (2004). Factors associated with the early emergence of intense interests within conceptual domains. Cognitive Development, 19, 325343.Google Scholar
Kaplan, E. (1988). A process approach to neuropsychological assessment. In Boll, T. & Bryant, B. K. (Eds.), Clinical neuropsychology and brain function. Washington, DC: American Psychological Association.Google Scholar
Kenworthy, L., Black, D. O., Harrison, B., Della Rosa, A., & Wallace, G. L. (2009). Are executive control functions related to autism symptoms in high functioning children? Child Neuropsychology, 15, 425440.Google Scholar
Kenworthy, L., Yerys, B. E., Anthony, L. G., & Wallace, G. L. (2008). Understanding executive control in autism spectrum disorders in the lab and in the real world. Neuropsychology Review, 18, 320338.Google Scholar
Klin, A., Danovitch, J. H., Merz, A. B., & Volkmar, F. R. (2007). Circumscribed interests in higher functioning individuals with autism spectrum disorders: An exploratory study. Research and Practice for Persons With Severe Disabilities, 32, 89100.Google Scholar
Knickmeyer, R. C., Baron-Cohen, S., Raggatt, P., & Taylor, K. (2005). Foetal testosterone, social relationships and restricted interests in children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 46, 198210.Google Scholar
Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341353.CrossRefGoogle ScholarPubMed
Lainhart, J. E., Bigler, E. D., Bocian, M., Coon, H., Dinh, E., Dawson, G., et al. (2006). Head circumference and height in autism: A study by the collaborative program of excellence in autism. American Journal of Medical Genetics, 140A, 22572274.Google Scholar
Lam, K. S., Bodfish, J. W., & Piven, J. (2008). Evidence for three subtypes of repetitive behavior in autism that differ in familiality and association with other symptoms. Journal of Child Psychology and Psychiatry, 49, 11931200.CrossRefGoogle ScholarPubMed
Le Couteur, A., Rutter, M., & Lord, C. (1989). Autism Diagnostic Interview: A standardized investigator-based instrument. Journal of Autism and Developmental Disorders, 19, 363387.Google Scholar
Leekam, S. R., Prior, M. R., & Uljarevic, M. (2011). Restricted and repetitive behaviors in autism spectrum disorders: A review of research in the last decade. Psychological Bulletin, 137, 562593.Google Scholar
Lopez, B. R., Lincoln, A. J., Ozonoff, S., & Lai, Z. (2005). Examining the relationship between executive functions and restricted, repetitive symptoms of autistic disorder. Journal of Autism and Developmental Disorders, 35, 445460.CrossRefGoogle ScholarPubMed
Lord, C., Risi, S., Lambrecht, L., Cook, E. H. Jr., Leventhal, B. L., DiLavore, P. C., et al. (2000). The Autism Diagnostic Observation Schedule—Generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30, 205223.Google Scholar
Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism Diagnostic Interview—Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24, 659685.Google Scholar
McHale, S. M., Crouter, A. C., & Tucker, C. J. (2001). Free-time activities in middle school: Links with adjustment in early adolescence. Child Development, 72, 17641778.Google Scholar
Moore, V., & Goodson, S. (2003). How well does early diagnosis of autism stand the test of time? Follow-up study of children assessed for autism at age 2 and development of an early diagnostic service. Autism, 7, 4763.Google Scholar
O'Hearn, K., Asato, M., Ordaz, S., & Luna, B. (2008). Neurodevelopment and executive function in autism. Development and Psychopathology, 20, 11031132.Google Scholar
Ozonoff, S., South, M., & Miller, J. N. (2000). DSM-IV-defined Asperger syndrome: Cognitive, behavioral and early history differentiation from high-functioning autism. Autism, 4, 2946.Google Scholar
Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychiatry and Psychology, 37, 5187.CrossRefGoogle ScholarPubMed
Piven, J., Harper, J., Palmer, P., & Arndt, S. (1996). Course of behavioral change in autism: A retrospective study of high-IQ adolescents and adults. Journal of the American Academy of Child & Adolescent Psychiatry, 35, 523529.CrossRefGoogle ScholarPubMed
Richler, J., Huerta, M., Bishop, S. L., & Lord, C. (2010). Developmental trajectories of restricted and repetitive behaviors and interests in children with autism spectrum disorders. Development and Psychopathology, 22, 5569.CrossRefGoogle ScholarPubMed
Sasson, N. J., Elison, J. T., Turner-Brown, L. M., Dichter, G., & Bodfish, J. W. (2011). Brief report: Circumscribed attention in young children with autism. Journal of Autism and Developmental Disorders, 41, 242247.Google Scholar
Sasson, N. J., Turner-Brown, L. M., Holtzclaw, T. N., Lam, K. S., & Bodfish, J. W. (2008). Children with autism demonstrate circumscribed attention during passive viewing of complex social and nonsocial picture arrays. Autism Research, 1, 3142.Google Scholar
Sayers, N., Oliver, C., Ruddick, L., & Wallis, B. (2011). Stereotyped behavior in children with autism and intellectual disability: An examination of the executive dysfunction hypothesis. Journal of Intellectual Disability Research, 55, 699709.CrossRefGoogle ScholarPubMed
Sergeant, J. A., Geurts, H., & Oosterlaan, J. (2002). How specific is a deficit of executive functioning for attention-deficit/hyperactivity disorder? Behavioral and Brain Research, 130, 328.Google Scholar
Smith, C. J., Lang, C. M., Kryzak, L., Reichenberg, A., Hollander, E., & Silverman, J. M. (2009). Familial associations of intense preoccupations, an empirical factor of the restricted, repetitive behaviors and interests domain of autism. Journal of Child Psychology and Psychiatry, 50, 982990.Google Scholar
South, M., Ozonoff, S., & McMahon, W. M. (2007). The relationship between executive functioning, central coherence, and repetitive behaviors in the high-functioning autism spectrum. Autism, 11, 437451.Google Scholar
Szatmari, P., Georgiades, S., Bryson, S., Zwaigenbaum, L., Roberts, W., Mahoney, W., et al. (2006). Investigating the structure of the restricted, repetitive behaviors and interests domain of autism. Journal of Child Psychology and Psychiatry, 47, 582590.Google Scholar
Turner, M. (1999). Annotation: Repetitive behavior in autism: A review of psychological research. Journal of Child Psychology and Psychiatry, 40, 839849.Google Scholar
Turner, M. A. (1997). Toward an executive dysfunction account of repetitive behavior in autism. In Russell, J. (Ed.), Autism as an executive disorder. Oxford: Oxford University Press.Google Scholar
Turner-Brown, L. M., Lam, K. S, Holtzclaw, T., Dichter, G., & Bodfish, J. W. (2011). Phenomenology and measurement of circumscribed interests in autism spectrum disorders. Autism, 15, 119.CrossRefGoogle ScholarPubMed
Tyrer, P. (1988). Personality Assessment Schedule. In Tyrer, P. (Ed.), Personality disorders: Diagnosis, management and course (pp. 140–167). London: Butterworth.Google Scholar
Wechsler, D. (1991). Wechsler Intelligence Scale for Children (3rd ed.). San Antonio, TX: Psychological Corporation.Google Scholar
Wechsler, D. (1997). Wechsler Adult Intelligence Scale (3rd ed.). San Antonio, TX: Psychological Corporation.Google Scholar
Wechsler, D. (1999). Wechsler Abbreviated Scale of Intelligence. San Antonio, TX: Psychological Corporation.Google Scholar
Wechsler, D. (2003). Wechsler Intelligence Scale for Children (4th ed.). San Antonio, TX: Psychological Corporation.Google Scholar
Welsh, M. C., & Pennington, B. F. (1988). Assessing frontal lobe functioning in children: Views from developmental psychology. Developmental Neuropsychology, 4, 199230.Google Scholar
Werner, E. E. (1993). Risk, resilience and recovery: Perspectives from the Kauai Longitudinal Study. Development and Psychopathology, 5, 503515.CrossRefGoogle Scholar
Yerys, B. E., Wallace, G. L., Harrison, B., Celano, M. J., Giedd, J. N., & Kenworthy, L. (2009). Set-shifting in children with autism spectrum disorders: Reversal shifting performance correlates with restricted, repetitive behaviors and interests. Autism, 13, 523538.CrossRefGoogle Scholar