課程大綱

課程資訊

課程名稱

發展精神醫學一：自閉症類群
Developmental Psychiatry (I): Autism Spectrum

開課學期

103-2

授課對象

學程神經生物與認知科學學程

授課教師

賴孟泉

課號

Psy5254

課程識別碼

227 U9500

班次

學分

全/半年

半年

必/選修

選修

上課時間

上課地點

備註

初選不開放。於開學後取得授權碼加選。上課時地詳如課綱(第一節1/19心理北館A教室)。
總人數上限：40人

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課程概述

本密集課程由九堂課程構成（每堂四小時，除第一堂課外均包括一至二小時演講、與二至三小時之文獻評析與討論）。本課程目標在於提供對於自閉症研究與臨床議題（包括古典與晚近重要主題）之通論，並且整合發展與認知心理學、神經科學、精神醫學、生物學、以及社會文化研究等觀點。主題包括：
1.導論與醫學觀點(1) [Jan 19]：歷史介紹，分類學，行為特徵，DSM-5相關議題；流行病學，篩檢，診斷與評估
2.發展與認知觀點(1a) [Feb 2]：社會情緒認知發展(a)
3.發展與認知觀點(1b) [Feb 3]：社會情緒認知發展(b)
4.神經科學觀點(1) [Feb 4]：腦科學與社會情緒認知發展
5.發展與認知觀點(2) [Feb 5]：執行功能，知覺，訊息處理，預測與決策
6.神經科學觀點(2) [Feb 6]：腦科學與領域非特定特徵，神經生物學
7.先天與後天 [Feb 9]：生物與環境機轉，動物模型
8.異質性 [Feb 10]：性/別與自閉症，語言與智能，共存狀態，「神經多樣性」
9.醫學觀點(2) [Feb 11]：早期辨認、介入、教育與支持，「治療」之需要？（可能邀請臨床工作者經驗分享）

This intensive course is composed of nine 4-hour modules, each containing a 1-to-2-hour lecture and a 2-to-3-hour literature critique (presented by students allocated beforehand) and group discussion (except for the first module). This course aims at establishing an overview to classical and up-to-date issues in autism research and clinical practice, integrating perspectives from developmental and cognitive psychology, neuroscience, psychiatry, biology, and socio-cultural viewpoints. Topics include:
1.Introduction and medical viewpoints (1) [Jan 19, 4-hour lectures]: historical overview, nosology, behavioral characteristics, issues related to DSM-5; epidemiology, screening, diagnostic assessments
2.Developmental and cognitive viewpoints (1a) [Feb 2]: social affective cognitive development (a)
3.Developmental and cognitive viewpoints (1b) [Feb 3]: social affective cognitive development (b)
4.Neuroscientific viewpoints (1) [Feb 4]: brain science and social affective cognitive development
5.Developmental and cognitive viewpoints (2) [Feb 5]: executive control, perception, information processing, prediction & decision making
6.Neuroscientific viewpoints (2) [Feb 6]: brain science and domain-general features, neurobiology
7.Nature vs. nurture [Feb 9]: biological and environmental mechanisms, animal models
8.Heterogeneity [Feb 10]: sex/gender and autism, language and intelligence, co-occurring conditions, ‘neurodiversity’
9.Medical viewpoints (2) [Feb 11]: early detection, intervention, education and support, ‘to treat or not to treat’, (possibly with guest speaker sharing clinical experiences)

課程目標

以多領域、多元及整合觀點理解非典型人類發展狀態，聚焦於「自閉症類群」。
To understand atypical human developmental conditions, here the ‘autism spectrum’, using a multi-level, pluralistic and integrative approach.

課程要求

本課程為密集課程，於103學年寒假上課（上課日期為2015年Jan 19 9am-1pm, Feb 2, 3, 4, 5, 6, 9, 10, 11 1pm-5pm）。
要求：（1）課前預習文獻與評論；（2）期末報告；（3）出席。
Please note this is an intensive course in the winter break between the 103-1 and 103-2 terms, on 2015 Jan 19 (9am-1pm), and Feb 2, 3, 4, 5, 6, 9, 10, and 11 (1-5pm).
Requirements: (1) Preview key literature and provide critique; (2) Final essay; and (3) Regular class attendance

預期每週課後學習時數

Office Hours

另約時間

指定閱讀

建議課前閱讀（Suggested pre-course reading）：
蔡文哲（2013）星星小孩，擁抱陽光：幫助自閉兒快樂成長，心靈工坊。
簡意玲（2014）依然真摯與忠誠：談成人亞斯伯格症與自閉症，心靈工坊。
丹尼爾．譚米特（2008）星期三是藍色的，天下文化。
Uta Frith. (2003). Autism: Explaining the Enigma. Wiley-Blackwell.
Simon Baron-Cohen. (2008). Autism and Asperger Syndrome (The Facts). Oxford University Press.
Lorna Wing. (1996). The Autistic Spectrum: A Guide for Parents and Professionals. Robinson.

關鍵回顧（Key review, K）與文獻評析（Critical reading, C）：
1. Introduction and medical viewpoints (1) [Jan 19, 4-hour lectures]: historical overview, nosology, behavioral characteristics, issues related to DSM-5; epidemiology, screening, diagnostic assessments
K1: Verhoeff, B. (2013). Autism in flux: a history of the concept from Leo Kanner to DSM-5. History of psychiatry, 24(4), 442-458.
K2: Lai, M.-C., Lombardo, M. V., & Baron-Cohen, S. (2014). Autism. Lancet, 383(9920), 896-910.
K3: 吳進欽, 姜忠信, & 侯育銘. (2013). 兩歲前自閉症類疾患嬰幼兒篩檢工具: 文獻回顧. 中華心理衛生學刊, 26(4), 549-568.

2. Developmental and cognitive viewpoints (1a) [Feb 2]: social affective cognitive development (a)
K1: Boucher, J. (2012). Putting theory of mind in its place: Psychological explanations of the socio-emotional-communicative impairments in autistic spectrum disorder. Autism, 16, 226-246.
K2: Bird, G., & Viding, E. (2014). The self to other model of empathy: providing a new framework for understanding empathy impairments in psychopathy, autism, and alexithymia. Neuroscience & Biobehavioral Reviews, 47C, 520-532.
C1: Scheeren, A. M., de Rosnay, M., Koot, H. M., & Begeer, S. (2013). Rethinking theory of mind in high-functioning autism spectrum disorder. Journal of Child Psychology and Psychiatry, 54(6), 628-635.
C2: Gliga, T., Senju, A., Pettinato, M., Charman, T., & Johnson, M. H. (2014). Spontaneous belief attribution in younger siblings of children on the autism spectrum. Developmental Psychology, 50(3), 903.
C3: Begeer, S., Bernstein, D. M., van Wijhe, J., Scheeren, A. M., & Koot, H. M. (2012). A continuous false belief task reveals egocentric biases in children and adolescents with Autism Spectrum Disorders. Autism, 16(4), 357-366.

3. Developmental and cognitive viewpoints (1b) [Feb 3]: social affective cognitive development (b)
K1: Klin, A., Jones, W., Schultz, R., & Volkmar, F. (2003). The enactive mind, or from actions to cognition: lessons from autism. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 358(1430), 345-360.
K2: Chevallier, C., Kohls, G., Troiani, V., Brodkin, E. S., & Schultz, R. T. (2012). The social motivation theory of autism. Trends in Cognitive Sciences, 16, 231-239.
K3: Dawson, G., Bernier, R., & Ring, R. H. (2012). Social attention: a possible early indicator of efficacy in autism clinical trials. J Neurodev Disord, 4(11).
K4: Johnson, M. H. (2014). Autism: demise of the innate social orienting hypothesis. Current Biology, 24(1), R30-R31.
C1: Klin, A., Lin, D. J., Gorrindo, P., Ramsay, G., & Jones, W. (2009). Two-year-olds with autism orient to non-social contingencies rather than biological motion. Nature, 459(7244), 257-261.
C2: Jones, W., & Klin, A. (2013). Attention to eyes is present but in decline in 2-6-month-old infants later diagnosed with autism. Nature, 504(7480), 427-431.
C3: Hobson, J. A., Hobson, R. P., Cheung, Y., & Calo, S. (2015). Symbolizing as interpersonally grounded shifts in meaning: social play in children with and without autism. Journal of Autism and Developmental Disorders, 45(1), 42-52.

4. Neuroscientific viewpoints (1) [Feb 4]: brain science and social affective cognitive development
K1: Pelphrey, K. A., Shultz, S., Hudac, C. M., & Vander Wyk, B. C. (2011). Research review: constraining heterogeneity: the social brain and its development in autism spectrum disorder. Journal of Child Psychology and Psychiatry, 52, 631-644
C1: Wang, A. T., Lee, S. S., Sigman, M., & Dapretto, M. (2007). Reading affect in the face and voice: neural correlates of interpreting communicative intent in children and adolescents with autism spectrum disorders. Arch Gen Psychiatry, 64(6), 698-708.
C2: Dalton, K. M., Nacewicz, B. M., Johnstone, T., Schaefer, H. S., Gernsbacher, M. A., Goldsmith, H. H., et al. (2005). Gaze fixation and the neural circuitry of face processing in autism. Nat Neurosci, 8(4), 519-526.
C3: Fishman, I., Keown, C. L., Lincoln, A. J., Pineda, J. A., & Muller, R. A. (2014). Atypical cross talk between mentalizing and mirror neuron networks in autism spectrum disorder. JAMA Psychiatry, 71(7), 751-760.

5. Developmental and cognitive viewpoints (2) [Feb 5]: executive control, perception, information processing, prediction & decision making
K1: Pellicano, E. (2012). The development of executive function in autism. Autism Research and Treatment, 2012, 146132.
K2: Mottron, L., Bouvet, L., Bonnel, A., Samson, F., Burack, J. A., Dawson, M., & Heaton, P. (2013). Veridical mapping in the development of exceptional autistic abilities. Neuroscience & Biobehavioral Reviews, 37(2), 209-228.
K3: Pellicano, E., & Burr, D. (2012). When the world becomes ‘too real’: a Bayesian explanation of autistic perception. Trends in Cognitive Sciences, 16, 504-510.
C1: Pellicano, E. (2013). Testing the predictive power of cognitive atypicalities in autistic children: Evidence from a 3‐year follow‐up study. Autism Research, 6(4), 258-267.
C2: Muth, A., Honekopp, J., & Falter, C. M. (2014). Visuo-spatial performance in autism: A meta-analysis. Journal of Autism and Developmental Disorders, 44(12), 3245-3263.
C3: Sinha, P., Kjelgaard, M. M., Gandhi, T. K., Tsourides, K., Cardinaux, A. L., Pantazis, D., et al. (2014). Autism as a disorder of prediction. Proceedings of the National Academy of Sciences, 111(42), 15220-15225.

6. Neuroscientific viewpoints (2) [Feb 6]: brain science and domain-general features, neurobiology
K1: Belmonte, M. K., Allen, G., Beckel-Mitchener, A., Boulanger, L. M., Carper, R. A., & Webb, S. J. (2004). Autism and abnormal development of brain connectivity. The Journal of Neuroscience, 24(42), 9228-9231.
K2: Maximo, J. O., Cadena, E. J., & Kana, R. K. (2014). The implications of brain connectivity in the neuropsychology of autism. Neuropsychology Review, 24(1), 16-31.
K3: Mottron, L., Belleville, S., Rouleau, G. A., & Collignon, O. (2014). Linking neocortical, cognitive, and genetic variability in autism with alterations of brain plasticity: The Trigger-Threshold-Target model. Neuroscience & Biobehavioral Reviews, 47, 735-752.
C1: Eyler, L. T., Pierce, K., & Courchesne, E. (2012). A failure of left temporal cortex to specialize for language is an early emerging and fundamental property of autism. Brain, 135(3), 949.
C2: Di Martino, A., Yan, C. G., Li, Q., Denio, E., Castellanos, F. X., Alaerts, K., et al. (2014). The autism brain imaging data exchange: towards a large-scale evaluation of the intrinsic brain architecture in autism. Molecular Psychiatry, 19(6), 659-667.
C3: Dinstein, I., Heeger, D. J., Lorenzi, L., Minshew, N. J., Malach, R., & Behrmann, M. (2012). Unreliable evoked responses in autism. Neuron, 75(6), 981-991.

7. Nature vs. nurture [Feb 9]: biological and environmental mechanisms, animal models
K1: Kim, Y. S., & Leventhal, B. L. (2015). Genetic epidemiology and insights into interactive genetic and environmental effects in autism spectrum disorders. Biol Psychiatry, 77(1), 66-74.
K2: Ronemus, M., Iossifov, I., Levy, D., & Wigler, M. (2014). The role of de novo mutations in the genetics of autism spectrum disorders. Nature Reviews Genetics, 15(2), 133-141.
K3: Silverman, J. L., Yang, M., Lord, C., & Crawley, J. N. (2010). Behavioural phenotyping assays for mouse models of autism. Nature Reviews Neuroscience, 11(7), 490-502.
C1: Sandin, S., Lichtenstein, P., Kuja-Halkola, R., Larsson, H., Hultman, C. M., & Reichenberg, A. (2014). The familial risk of autism. JAMA, 311(17), 1770-1777.
C2: Gaugler, T., Klei, L., Sanders, S. J., Bodea, C. A., Goldberg, A. P., Lee, A. B., et al. (2014). Most genetic risk for autism resides with common variation. Nature Genetics, 46(8), 881-885.
C3: Voineagu, I., Wang, X., Johnston, P., Lowe, J. K., Tian, Y., Horvath, S., et al. (2011). Transcriptomic analysis of autistic brain reveals convergent molecular pathology. Nature, 474(7351), 380-384.

8. Heterogeneity [Feb 10]: sex/gender and autism, language and intelligence, co-occurring conditions, ‘neurodiversity’
K1: Lai, M.-C., Lombardo, M. V., Chakrabarti, B., & Baron-Cohen, S. (2013). Subgrouping the Autism “Spectrum”. PLoS Biology, 11(4), e1001544.
K2: Brunsdon, V. E., & Happe, F. (2014). Exploring the ‘fractionation’ of autism at the cognitive level. Autism, 18(1), 17-30.
K3: Lai, M.-C., Lombardo, M. V., Auyeung, B., Chakrabarti, B., & Baron-Cohen, S. (2015). Sex/gender differences and autism: setting the scene for future research. Journal of the American Academy of Child & Adolescent Psychiatry, 54(1), 11-24.
K4: Tager‐Flusberg, H., & Kasari, C. (2013). Minimally verbal school‐aged children with autism spectrum disorder: The neglected end of the spectrum. Autism Research, 6(6), 468-478.
K5: Lenroot, R. K., & Yeung, P. K. (2013). Heterogeneity within autism spectrum disorders: What have we learned from neuroimaging studies? Frontiers in Human Neuroscience, 7.
C1: Pickles, A., Anderson, D. K., & Lord, C. (2014). Heterogeneity and plasticity in the development of language: a 17‐year follow‐up of children referred early for possible autism. Journal of Child Psychology and Psychiatry, 55(12), 1354-1362.
C2: White, S. J., Frith, U., Rellecke, J., Al-Noor, Z., & Gilbert, S. J. (2014). Autistic adolescents show atypical activation of the brain's mentalizing system even without a prior history of mentalizing problems. Neuropsychologia, 56, 17-25.
C3: Fein, D., Barton, M., Eigsti, I. M., Kelley, E., Naigles, L., Schultz, R. T., et al. (2013). Optimal outcome in individuals with a history of autism. Journal of Child Psychology and Psychiatry, 54(2), 195-205.

9. Medical viewpoints (2) [Feb 11]: early detection, intervention, education and support, ‘to treat or not to treat’, (possibly with guest speaker sharing clinical experiences)
K1: Jones, E. J., Gliga, T., Bedford, R., Charman, T., & Johnson, M. H. (2014). Developmental pathways to autism: a review of prospective studies of infants at risk. Neuroscience & Biobehavioral Reviews, 39, 1-33.
K2: Kasari, C., & Patterson, S. (2012). Interventions addressing social impairment in autism. Current Psychiatry Reports, 14(6), 713-725.
K3: Delorme, R., Ey, E., Toro, R., Leboyer, M., Gillberg, C., & Bourgeron, T. (2013). Progress toward treatments for synaptic defects in autism. Nature Medicine, 19(6), 685-694.
C1: Dawson, G., Jones, E. J., Merkle, K., Venema, K., Lowy, R., Faja, S., et al. (2012). Early behavioral intervention is associated with normalized brain activity in young children with autism. Journal of the American Academy of Child & Adolescent Psychiatry, 51(11), 1150-1159.
C2: Kasari, C., Rotheram‐Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431-439.
C3: Watanabe, T., Abe, O., Kuwabara, H., Yahata, N., Takano, Y., Iwashiro, N., et al. (2014). Mitigation of sociocommunicational deficits of autism through oxytocin-induced recovery of medial prefrontal activity: a randomized trial. JAMA Psychiatry, 71(2), 166-175.

參考書目

David Amaral (Editor), Daniel Geschwind (Editor), Geraldine Dawson (Editor). (2011). Autism Spectrum Disorders. Oxford University Press.

Ilona Roth, Chris Barson, Rosa Hoekstra, Greg Pasco, and Terry Whatson. (2010). The Autism Spectrum in the 21st Century: Exploring Psychology, Biology and Practice. Jessica Kingsley Publishers.

Jill Boucher. (2008). The Autistic Spectrum: Characteristics, Causes and Practical Issues. Sage.

評量方式
(僅供參考)

No.	項目	百分比	說明
1.	文獻評析	40%	每堂課程有三篇指定之論文（C）待評析。選課之同學需自所有論文中挑選一至二篇，協調並選定參與口頭報告之日期（以確定所有論文均有同學選讀），於報告日就論文之來龍去脈作簡要報告（10-15分鐘），並帶領文獻評析與討論（15-20分鐘）。視選課人數，一篇論文可由一至二人負責。
2.	期末報告	50%	每位同學於課程結束後撰寫期末報告一篇，挑選與課程內容相關之特定主題，撰寫一可行之研究計劃（包括文獻回顧、研究目標、研究設計、可能之困難、預期影響力）。中英文不拘，字數不限，於103年度第二學期期中繳交（截止日期另訂）。
3.	課堂參與	10%

課程進度

週次

日期

單元主題