Abstract
This research paper relates to brain function abnormalities that affect cognition and learning process of adolescents diagnosed with High-Functioning Autism (HFA) and Asperger disorder (AD) which is part of Autism spectrum (Akshoomoff, 2006). The relevance is gaining an understanding of cognitive functioning that affects these persons from a social level. In the greater aspect of understanding, are the neuro-scientific gains regarding the development of brain functioning of these diagnoses? Moreover, previous experimental tests relevant to the distortions of cognitive abilities, which presents a clearer framework of these disorders. Because these persons are frequently misunderstood the efficacy of providing empirical testing and documentation of brain anatomy and functional capabilities, provides a more positive outlook in terms of assisting adolescents with social skills required for independent living.
Anatomical Perspective
Anatomical controlled study of brain functioning of High Functioning Autism and Asperger disordered adolescents measuring prefrontal cortex activity in relationship to obsessive and repetitive behaviors. Anatomically measurements of concentration in partial lobe and prefrontal lobes appear to be significant in relationship to repetitive behaviors. Previous research utilizing Proton Magnetic Resonance Spectroscopy Study of Brain is a technique used to quantify neural integrity and high levels of gray matter and neurons and mitochondrial function (Murphy 2002). The difference between AS and Autistic brain regions examined is the relevance that brain development occurs throughout adulthood and differs in various regions of the brain (Murphy 2002). Moreover, maturation of the frontal lobe developmental delays relative to other brain areas continues to display a pathological process into adulthood that generalized in earlier life (Murphy et al., 2002). Since the brain studies of adolescents with AD and or HFA is recent in the field of neurology further studies of brain development in this region of the brain to include aging to see the relevance of maturation of the frontal lobe is significant to these disordersHowever, this is a futuristic process in further understanding the clinical symptoms and treatment for the adolescent with AD and HFA, the areas of genetic testing is currently another method of studying the impact of these disorders that may provide crucial evidence in order to provide further affective treatment for adolescence in terms of understanding functionality and cognitive development. The prevalence and interest of these disorders is a significant topic of researchers investigating social emotional functionality of HFA and AD, since in many aspects the abnormalities continue to be unclear (Adolphs, Sears, & Piven, 2001). Moreover is important to the adolescent diagnosed with either disorder to understand the complexities of cognition and executive functions that differ from normal adolescents not diagnosed with a cognitive disorder. Previous research suggests abnormalities in the frontal lobe responsible for cognitive deficits include emotional control, poor judgment, and impulse control, social and sexual behavior (Kolb & Milner1981)..
Executive Functions of Higher Functioning Autism and Asperger Disordered Adolescents.
Kleinhans, Akshoomoff, & Delis, (2006) in their past research suggest autistic patterns include cognitive rigidity, lack of inhabitation and impairment of social cues, and limited facial recognition. When addressing facial recognition, this frequently occurs when the adolescent is unable to distinguish facial expressions of others. They may interpret a look or a glance as a negative as opposed to simply how another person looks. For example, if looked upon they may get angry, and rudely suggest the other person is starring at then or simply physically lash out at the other person. Lacking social perception, the adolescent with (AD) behavior is misinterpreted, and they lack the ability of expressing their frustration. When the adolescent diagnosed lower functioning autism, they frequently lack social and verbal communication skills, with increased repetitive and obsessive behaviors. For example, several clients on my unit diagnosed with Autism tend to perseverate on certain social conversations, meaning they cannot be told of an upcoming activity days prior to the event. They become anxious, and have an inability of 0processing time, the repetitive questions of "when are we leaving" results in confusion, and sometimes acting out behaviors. This attribute is similar to the adolescent with AD in terms of capabilities of acclimating to social events prior to the event occurring, the difference for the AD adolescent is anxiety around most social interactions. In many aspects of life, some AD and HFA adolescents viewed as highly intelligent, yet lack in social skills, and interpersonal skills all functions of the frontal lobe area designated as executive functioning processes as well as pragmatic language abilities. Kleinhans, Akshoomoff, & Delis, (2006, p. 379) implies in their research that "cognitive switching and initiation of efficient lexical retrieval strategies" are deficiencies of both AS and HFA. Previous research studies using various methods such as the Trail Making Test, and Verbal Fkluency Test and Design (Kleinhans, Akshoomoff, & Delis 2006) indicate that these functional deficiencies linking cognitive abilities and not necessarily high levels of cognitive dysfunctions.
Relevance of Understanding and Treating High Function Autism and Asperger Disordered
Behaviors viewed by clinicians, parents, teachers, and peers, as unacceptable seemingly for the intellectual capabilities, of adolescents diagnosed with either HFA or AS, therefore misunderstood (Lopata et al., 2006). Considering how prevalent these disorders are in terms of recent scientific and psychological interests. It appears that parents, and teachers need to learn various approaches in understanding not only from a behavioral aspect yet the cognitive developmental of brain functions of AS and HFA adolescents and other pervasive developmental children and adolescents. Reinecke, Dattilio, & Freeman (2003) in their book provider current concerns and importance of treating children and adolescents from a clinical aspect to the modern day marketing of pharmaceutical methods of treating behaviors derived from mood disorders as an example, as frequently observed in adolescents with HFA and AS. In addition, (Reinecke et al., 2003) provide the alternative method utilizing the concept of cognitive behavioral therapy, in their release of the book which many practitioners, educators and families are able to find purposeful methods and skills in dealing with the behaviors of AS and HFA adolescents and children (Reinecke et al., 2003).
