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Autism Theories (Biomedical and Neurological) - Coggle Diagram
Autism Theories (Biomedical and Neurological)
Biomedical / Genetic Theories
Assumptions and Beliefs
Autism is a neurodevelopmental condition present from birth
Strong genetic influence (multiple genes involved)
Brain develops differently before birth
Not caused by parenting
Evidence and Logic
Twin studies show high similarity in identical twins
Family patterns observed
Specific genes linked to brain development
Explains early onset of autism
Criticism
No single gene explains autism
Environmental factors also play a role
Too reductionist (focus only on biology)
Interventions
Early screening and identification
Early intervention programs
Individualized support plans
Neurological Theories
Brain Connectivity Hypothesis
Assumptions
Brain works like a network of connections
Overconnectivity (local)
Strong detail processing
Underconnectivity (long-range)
Weak integration of information
Evidence
Brain imaging shows unusual connectivity
Explains uneven abilities
Strong attention to detail
Difficulty understanding big picture
Criticism
Not consistent in all individuals
Autism is highly diverse
Interventions
Break tasks into steps
Use visual supports
Classroom Example
Think of idea
Write short sentences
Draw picture
Amygdala Theory
Assumptions
Amygdala controls emotions and fear
Differences affect emotional processing
Evidence
Differences in size and activity
Linked to anxiety and difficulty recognizing emotions
Criticism
Not unique to autism
Does not explain repetitive behaviors
Interventions
Teach emotions explicitly
Use role play and visual emotion cards
Cerebellar Dysfunction Theory
Assumptions
Cerebellum controls movement, timing, and attention
Dysfunction affects coordination and task performance
Evidence
Fewer Purkinje cells found
Motor difficulties observed
Poor balance
Slow handwriting
Difficulty copying
Explanation
Poor coordination and timing affect learning speed and focus
Criticism
Not all children show motor problems
Does not explain social and communication difficulties
Interventions
Practice motor skills (drawing, tracing)
Use structured routines
Give extra time for tasks
Classroom Example
Extra time for writing and copying
Intense World Theory
Assumptions
Brain is hyperactive and overly sensitive
World feels too intense
Evidence
Sensory sensitivities observed
Sounds too loud
Lights too bright
Criticism
Limited human evidence
Not applicable to all individuals
Interventions
Reduce sensory input
Provide calm environment
Excitation–Inhibition Imbalance
Assumptions
Brain requires balance between excitation and inhibition
In autism, too much excitation leads to overactivity
Evidence
Differences in GABA and glutamate
Linked to sensory overload and seizures
Explanation
Brain cannot regulate input effectively
Leads to overstimulation and attention difficulties
Criticism
Difficult to measure
Not present in all individuals
Interventions
Calm and structured environment
Give one instruction at a time
Reduce overstimulation
Classroom Example
Break instructions into small steps
Mirror Neuron Theory
Assumptions
Mirror neurons help imitation and understanding others
Dysfunction affects social learning
Evidence
Reduced activity in some studies
Difficulty with imitation and empathy
Criticism
Mixed evidence
Some individuals imitate well
Interventions
Use modeling and demonstration
Encourage peer interaction
Classroom Example
Teacher demonstrates task before student attempts