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Altered Brain Development: Delay in Emergence of Self-Representation in Children with ASD

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Comprehensive Guide to Autism

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Abstract

Children with autism spectrum disorders have difficulties using language, communicating, and interacting with others. They also have delays in forming a sense of themselves. Examples include not being able to recognize themselves in a mirror or not using personal pronouns such as “me” and “mine”. This chapter describes the delays in the emergence of self-representation during early childhood in children with ASD. Brain development during this developmental period is also described. The associations between alterations in brain development in ASD and the difficulties in forming self-representation are discussed.

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Authors and Affiliations

  1. School of Nursing, Rutgers University, 65 Bergen Street, 07103, Newark, NJ, USA

    Dennis P. Carmody

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  1. Dennis P. Carmody
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Correspondence to Dennis P. Carmody .

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Editors and Affiliations

  1. Department of Biomedical Sciences, University of Westminster, Faculty of Science & Technology, London, United Kingdom

    Vinood B. Patel

  2. Nutritional Sciences Division and Genomics Centre, King's College London, London, United Kingdom

    Victor R. Preedy

  3. Faculty of Society and Health, Buckinghamshire New University, Middlesex, United Kingdom

    Colin R. Martin

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Carmody, D.P. (2014). Altered Brain Development: Delay in Emergence of Self-Representation in Children with ASD. In: Patel, V., Preedy, V., Martin, C. (eds) Comprehensive Guide to Autism. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4788-7_170

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  • DOI: https://doi.org/10.1007/978-1-4614-4788-7_170

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4614-4787-0

  • Online ISBN: 978-1-4614-4788-7

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