Theories of Autism

Theories and Models for Autism

Psychological theories and models for autism explain the underlying psychological processes of autism, including:

• Social functioning
• Stereotyped and repetitive behavioural patterns
• Language and communication

Baron-Cohen et al. (2001) revised and improved the ‘reading the mind in the eyes’ test with autistic adults, where they’d see a picture of someone’s eyes and have to say what emotion the person was feeling.

Autistic adults had more difficulty and had more incorrect answers than control participants. Therefore, Baron-Cohen the empathising-systemising theory which suggests that autistic people have problems empathising.

People with autism also tend to be drawn to things with rules and systems, e.g. math, physics, and technology, i.e. systemising (Baron-Cohen, 2009). Therefore, autistic people have a ‘low empathising/high systemising’ profile (compared to medium levels of both for neurotypicals).

Finally, some theories and models for autism aim to explain why people with autism tend to understand language literally and struggle to detect complex language such as sarcasm. Happé (1994) investigated how autistic people interpret non-literal speech by having them read a story containing irony and then asking questions about it.

While autistic people could detect it wasn’t true, they couldn’t state why she could have been saying it, e.g., to joke around or teach Ann a lesson.

Three Cognitive Theories of Autism

There are three main cognitive theories of autism:

1. Executive dysfunction

2. Weak central coherence

3. Theory of mind

The first explains the social characteristics of autism, while the latter two describe the non-social characteristics of autism.

Theories of Autism: Executive Dysfunction

Demetriou et al. (2017) conducted a meta-analysis of executive dysfunction. Their results suggested that the non-social characteristics were due to executive function problems, establishing that those with autism spectrum disorder had a broad executive dysfunction issue that is mostly stable they develop.

Executive functions include the mental capabilities needed to complete and shift between tasks and think of new things. One of the main tests of executive function that autistic people have difficulty with is the Tower of Hanoi Test.

Tower of Hanoi Autism Test

Craig and Baron-Cohen (1999) tested the creativity of their participants in three studies using the Torrance Tests of Creative Thinking (TTCT). Participants came up with ideas, but the neurotypical child’s ideas included a greater and richer range of suggestions.

The initial state of the Tower of Hanoi.

The expected final state of the Tower of Hanoi.

Theories of Autism: Weak Central Coherence (WCC)

The weak central coherence cognitive theory of autism says that autistic individuals fail to engage in cognitive gestalt. In other words, they process the information on a local level rather than a global level.

The WCC is evidenced by the embedded figures test in which the participant must find a simple shape embedded in a larger picture of irrelevant scene images. Autistic children would be shown this image and have to answer: ‘can you pick out a shape within the figure that matches the small triangle exactly?’

People with ASD find this shape quicker than neurotypical people, focusing on the details rather than the whole picture, i.e. local processing. Weak central coherence can explain the narrow focus on specific interests and the adherence to familiar routines. This may not matter to a neurotypical person but can cause extreme anxiety in an autistic person.

Theories of Autism: Theory of Mind (ToM)

Baron-Cohen, Leslie and Frith (1983) investigated the reason why autistic children and adults often:

1. Misunderstand social situations;

2. They cannot put themselves in other people’s shoes;

3. Are unaware others have different feelings, thoughts, knowledge, and beliefs from them.

Understanding false beliefs is vital to understanding others’ thoughts and beliefs; this is often referred to as the theory of mind (ToM)

Autistic people have difficulties with ToM, which is often linked to them thinking literally, leading to difficulties understanding non-literal speech, e.g. sarcasm or irony.

Theory of Mind: Autism Test

To determine if a person has autism, clinicians may conduct a theory of mind autism test. These tests are often based on a series of studies by Baron-Cohen, Leslie and Frith (1983) called the Sally-Anne False Belief Task.

Sally-Anne False Belief Task

The Sally-Anne False Belief task checks if children with autism can understand false beliefs. Neurotypically developed children aged 4–5 can primarily identify that Sally has a false belief about where the marble is.

In this task, two theoretical children, Sally and Anne, are said to be in a room. Sally has a basket, and Anne has a box. Before leaving the room, Sally places a marble into her basket and covers it with a blanket.

Anne then takes the marble out of the basket, covers it back up, and places the item in her box. Sally returns, and the children have to answer the belief question: ‘Where will Sally look for her marble?’

People with autism, however, are likely not to complete the task correctly. For instance, they may not recognise that Sally has a false belief about the location of the marble.

Autism and the Theory of Mind in Psychology: Ethics

There are no particular ethical problems with ToM research because informed consent was obtained from the parents of the child participants (since they cannot give full informed consent themselves). In addition, participants and their parents had the right to terminate the study at any time.

No materials or methods that could cause psychological or physical harm were used in the study, so they were protected from this.

Concerns have been raised that all children with autism were lumped together in the conclusions of the findings. Recent research on ToM and ASD (autism spectrum disorder) children shows that some autistic children do quite well in the ToM category.

Social Theories of Autism

There are several social theories of autism that researchers and psychologists have uncovered. So far, we’ve discussed the cognitive aspects of the theory of mind. However, often considered a social-cognitive theory, ToM can also be considered one of several social theories of autism and the social motivation theory of autism.

Social Theories of Autism: ToM

A key component in ToM as a social learning theory of autism is the mirror neuron system.

Social learning is when knowledge or behaviours are transferred from one person to another through observation and imitation. The MNS is activated when we generate a behavioural response to actions and gestures we observe. When activated, it helps us learn about others’ emotions and behaviours.

Researchers have found that the MNS in individuals with autism is not activated as frequently as in neurotypical individuals.

Social Theories of Autism: Social Motivation Theory

The social motivation theory is a more outdated theory that suggests individuals of the autism spectrum find social stimuli, such as conversing with others, less rewarding than neurotypical people.

Therefore, individuals with ASD are less likely to engage and seek social stimuli.