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What's missing in autism spectrum disorder motor assessments? / R. B. WILSON in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)
[article]
Titre : What's missing in autism spectrum disorder motor assessments? Type de document : Texte imprimé et/ou numérique Auteurs : R. B. WILSON, Auteur ; J. T. MCCRACKEN, Auteur ; Nicole J. RINEHART, Auteur ; S. S. JESTE, Auteur Année de publication : 2018 Article en page(s) : 33 p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Motor assessments Motor function Quantitative motor measures Index. décimale : PER Périodiques Résumé : BACKGROUND: Motor delays and impairments in autism spectrum disorders (ASD) are extremely common and often herald the emergence of pervasive atypical development. Clinical accounts of ASD and standardized measures of motor function have identified deficits in multiple motor domains. However, literature describing frequently used standardized motor assessments in children with ASD, their test properties, and their limitations are sparse. METHODS: We systematically reviewed the literature to identify the most frequently used standardized motor assessments used to evaluate children with ASD from infancy to early childhood. All assessments included were required to possess reference norms, evaluate more than one motor domain, and have undergone some degree of validation. RESULTS: We identified six frequently used standardized measures of motor function per our inclusion and exclusion criteria. We investigated and described in detail the psychometric properties of these assessments, their utility for use with children with ASD, and their individual and overall strengths and limitations. The global strengths of these assessments are the ability to identify early development delays and differences in fine and gross motor function in children with ASD. Global limitations of these studies are lack of validation in individuals with ASD and scoring systems that often miss specific and subtle abnormalities. CONCLUSIONS: Standardized assessments of motor function have provided valuable information on motor impairments in ASD. However, significant limitations remain in the use of these measures in children with ASD. Moving forward, it is imperative that standardized measures of motor function receive greater validation testing in children with ASD to assess their potential application given the clinical heterogeneity of this condition. In addition, utilizing quantitative measures of motor function should allow for evaluation and comparison of individuals with ASD across the lifespan with varying cognitive and behavioral abilities. En ligne : http://dx.doi.org/10.1186/s11689-018-9257-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
in Journal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 33 p.[article] What's missing in autism spectrum disorder motor assessments? [Texte imprimé et/ou numérique] / R. B. WILSON, Auteur ; J. T. MCCRACKEN, Auteur ; Nicole J. RINEHART, Auteur ; S. S. JESTE, Auteur . - 2018 . - 33 p.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 33 p.
Mots-clés : Autism spectrum disorder Motor assessments Motor function Quantitative motor measures Index. décimale : PER Périodiques Résumé : BACKGROUND: Motor delays and impairments in autism spectrum disorders (ASD) are extremely common and often herald the emergence of pervasive atypical development. Clinical accounts of ASD and standardized measures of motor function have identified deficits in multiple motor domains. However, literature describing frequently used standardized motor assessments in children with ASD, their test properties, and their limitations are sparse. METHODS: We systematically reviewed the literature to identify the most frequently used standardized motor assessments used to evaluate children with ASD from infancy to early childhood. All assessments included were required to possess reference norms, evaluate more than one motor domain, and have undergone some degree of validation. RESULTS: We identified six frequently used standardized measures of motor function per our inclusion and exclusion criteria. We investigated and described in detail the psychometric properties of these assessments, their utility for use with children with ASD, and their individual and overall strengths and limitations. The global strengths of these assessments are the ability to identify early development delays and differences in fine and gross motor function in children with ASD. Global limitations of these studies are lack of validation in individuals with ASD and scoring systems that often miss specific and subtle abnormalities. CONCLUSIONS: Standardized assessments of motor function have provided valuable information on motor impairments in ASD. However, significant limitations remain in the use of these measures in children with ASD. Moving forward, it is imperative that standardized measures of motor function receive greater validation testing in children with ASD to assess their potential application given the clinical heterogeneity of this condition. In addition, utilizing quantitative measures of motor function should allow for evaluation and comparison of individuals with ASD across the lifespan with varying cognitive and behavioral abilities. En ligne : http://dx.doi.org/10.1186/s11689-018-9257-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 ‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children / Kirsten ABBOT-SMITH in Research in Autism Spectrum Disorders, 70 (February 2020)
[article]
Titre : ‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten ABBOT-SMITH, Auteur ; David WILLIAMS, Auteur ; Danielle MATTHEWS, Auteur Article en page(s) : p.101465 Langues : Anglais (eng) Mots-clés : Children Pragmatics Referential communication Perspective-taking Interlocutor Reference Mentalising Affect Index. décimale : PER Périodiques Résumé : Background Studies have found that children with Autism Spectrum Disorder (ASD) are more likely to make errors in appropriately producing referring expressions (‘the dog’ vs. ‘the black dog’) than are controls but comprehend them with equal facility. We tested whether this anomaly arises because comprehension studies have focused on manipulating perspective-taking at a ‘generic speaker’ level. Method We compared 24 autistic eight- to eleven-year-old with 24 well-matched neuro-typical controls. Children interpreted requests (e.g. ‘Can I have that ball?’) in contexts which would be ambiguous (i.e. because the child can see two balls) if perspective-taking were not utilized. In the interlocutor-specific perspective-taking condition, the target was the particular object which was new for the speaker. Children needed to take into account what the speaker had played with before and the fact that they were now expressing excitement about something new. In two control ‘speaker-generic’ conditions we tested children’s ability to take the visual perspective of the speaker (where any speaker who stood behind a particular barrier would have the same perspective). Results The autistic group were significantly less likely to select the target and significantly more likely to request clarification in the ‘interlocutor-specific’ condition. Performance in the ‘interlocutor-generic’ (visual) perspective taking conditions did not differ between groups. Conclusion Autistic children, even those who are not intellectually-impaired, tend to have more difficulty than neuro-typical peers in comprehending referring expressions when this requires understanding that people comment on what is new for them. En ligne : https://doi.org/10.1016/j.rasd.2019.101465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101465[article] ‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children [Texte imprimé et/ou numérique] / Kirsten ABBOT-SMITH, Auteur ; David WILLIAMS, Auteur ; Danielle MATTHEWS, Auteur . - p.101465.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101465
Mots-clés : Children Pragmatics Referential communication Perspective-taking Interlocutor Reference Mentalising Affect Index. décimale : PER Périodiques Résumé : Background Studies have found that children with Autism Spectrum Disorder (ASD) are more likely to make errors in appropriately producing referring expressions (‘the dog’ vs. ‘the black dog’) than are controls but comprehend them with equal facility. We tested whether this anomaly arises because comprehension studies have focused on manipulating perspective-taking at a ‘generic speaker’ level. Method We compared 24 autistic eight- to eleven-year-old with 24 well-matched neuro-typical controls. Children interpreted requests (e.g. ‘Can I have that ball?’) in contexts which would be ambiguous (i.e. because the child can see two balls) if perspective-taking were not utilized. In the interlocutor-specific perspective-taking condition, the target was the particular object which was new for the speaker. Children needed to take into account what the speaker had played with before and the fact that they were now expressing excitement about something new. In two control ‘speaker-generic’ conditions we tested children’s ability to take the visual perspective of the speaker (where any speaker who stood behind a particular barrier would have the same perspective). Results The autistic group were significantly less likely to select the target and significantly more likely to request clarification in the ‘interlocutor-specific’ condition. Performance in the ‘interlocutor-generic’ (visual) perspective taking conditions did not differ between groups. Conclusion Autistic children, even those who are not intellectually-impaired, tend to have more difficulty than neuro-typical peers in comprehending referring expressions when this requires understanding that people comment on what is new for them. En ligne : https://doi.org/10.1016/j.rasd.2019.101465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 What's the story? A computational analysis of narrative competence in autism / M. LEE in Autism, 22-3 (April 2018)
[article]
Titre : What's the story? A computational analysis of narrative competence in autism Type de document : Texte imprimé et/ou numérique Auteurs : M. LEE, Auteur ; G. E. MARTIN, Auteur ; A. HOGAN, Auteur ; D. HANO, Auteur ; P. C. GORDON, Auteur ; M. LOSH, Auteur Article en page(s) : p.335-344 Langues : Anglais (eng) Mots-clés : autism spectrum disorder communication and language narrative Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder demonstrate narrative (i.e. storytelling) difficulties which can significantly impact their ability to form and maintain social relationships. However, existing research has not comprehensively documented these impairments in more open-ended, emotionally evocative situations common to daily interactions. Computational linguistic measures offer a promising complement to traditional hand-coding methods of narrative analysis and in this study were applied together with hand coding of narratives elicited with emotionally salient scenes from the Thematic Apperception Test. In total, 19 individuals with autism spectrum disorder and 14 typically developing controls were asked to tell stories about six images from the Thematic Apperception Test. Both structural and qualitative aspects of narrative were assessed using a hand-coding system and Latent Semantic Analysis, an automated computational measure of semantic similarity. Individuals with autism spectrum disorder demonstrated significant difficulties with the use of complex syntax to integrate their narratives and problems explaining characters' intentions. These and other key narrative skills were strongly related to narrative competence scores derived from Latent Semantic Analysis, which also distinguished the autism spectrum disorder group from controls. Together, results underscore key narrative impairments in autism spectrum disorder and support the promise of Latent Semantic Analysis as a valuable tool for the quantitative assessment of complex language abilities. En ligne : http://dx.doi.org/10.1177/1362361316677957 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358
in Autism > 22-3 (April 2018) . - p.335-344[article] What's the story? A computational analysis of narrative competence in autism [Texte imprimé et/ou numérique] / M. LEE, Auteur ; G. E. MARTIN, Auteur ; A. HOGAN, Auteur ; D. HANO, Auteur ; P. C. GORDON, Auteur ; M. LOSH, Auteur . - p.335-344.
Langues : Anglais (eng)
in Autism > 22-3 (April 2018) . - p.335-344
Mots-clés : autism spectrum disorder communication and language narrative Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder demonstrate narrative (i.e. storytelling) difficulties which can significantly impact their ability to form and maintain social relationships. However, existing research has not comprehensively documented these impairments in more open-ended, emotionally evocative situations common to daily interactions. Computational linguistic measures offer a promising complement to traditional hand-coding methods of narrative analysis and in this study were applied together with hand coding of narratives elicited with emotionally salient scenes from the Thematic Apperception Test. In total, 19 individuals with autism spectrum disorder and 14 typically developing controls were asked to tell stories about six images from the Thematic Apperception Test. Both structural and qualitative aspects of narrative were assessed using a hand-coding system and Latent Semantic Analysis, an automated computational measure of semantic similarity. Individuals with autism spectrum disorder demonstrated significant difficulties with the use of complex syntax to integrate their narratives and problems explaining characters' intentions. These and other key narrative skills were strongly related to narrative competence scores derived from Latent Semantic Analysis, which also distinguished the autism spectrum disorder group from controls. Together, results underscore key narrative impairments in autism spectrum disorder and support the promise of Latent Semantic Analysis as a valuable tool for the quantitative assessment of complex language abilities. En ligne : http://dx.doi.org/10.1177/1362361316677957 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 What should autism research focus upon? Community views and priorities from the United Kingdom / Elizabeth PELLICANO in Autism, 18-7 (October 2014)
[article]
Titre : What should autism research focus upon? Community views and priorities from the United Kingdom Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth PELLICANO, Auteur ; Adam DINSMORE, Auteur ; Tony CHARMAN, Auteur Article en page(s) : p.756-770 Langues : Anglais (eng) Mots-clés : autism community autism research decision-making priority setting Index. décimale : PER Périodiques Résumé : The rise in the measured prevalence of autism has been accompanied by much new research and research investment internationally. This study sought to establish whether the pattern of current UK autism research funding maps on to the concerns of the autism community. Interviews and focus groups were conducted with autistic adults, family members, practitioners and researchers to identify their priorities for research. We also captured the views of a large number of stakeholders via an online survey. There was a clear disparity between the United Kingdom’s pattern of funding for autism research and the priorities articulated by the majority of participants. There was general consensus that future priorities for autism research should lie in those areas that make a difference to people’s day-to-day lives. There needs to be greater involvement of the autism community both in priority setting and in research more broadly to ensure that resources reach where they are most needed and can make the most impact. En ligne : http://dx.doi.org/10.1177/1362361314529627 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Autism > 18-7 (October 2014) . - p.756-770[article] What should autism research focus upon? Community views and priorities from the United Kingdom [Texte imprimé et/ou numérique] / Elizabeth PELLICANO, Auteur ; Adam DINSMORE, Auteur ; Tony CHARMAN, Auteur . - p.756-770.
Langues : Anglais (eng)
in Autism > 18-7 (October 2014) . - p.756-770
Mots-clés : autism community autism research decision-making priority setting Index. décimale : PER Périodiques Résumé : The rise in the measured prevalence of autism has been accompanied by much new research and research investment internationally. This study sought to establish whether the pattern of current UK autism research funding maps on to the concerns of the autism community. Interviews and focus groups were conducted with autistic adults, family members, practitioners and researchers to identify their priorities for research. We also captured the views of a large number of stakeholders via an online survey. There was a clear disparity between the United Kingdom’s pattern of funding for autism research and the priorities articulated by the majority of participants. There was general consensus that future priorities for autism research should lie in those areas that make a difference to people’s day-to-day lives. There needs to be greater involvement of the autism community both in priority setting and in research more broadly to ensure that resources reach where they are most needed and can make the most impact. En ligne : http://dx.doi.org/10.1177/1362361314529627 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 What studies of family home movies can teach us about autistic infants: A literature review / Catherine SAINT-GEORGES in Research in Autism Spectrum Disorders, 4-3 (July-September 2010)
[article]
Titre : What studies of family home movies can teach us about autistic infants: A literature review Type de document : Texte imprimé et/ou numérique Auteurs : Catherine SAINT-GEORGES, Auteur ; Marie-Christine LAZNIK, Auteur ; David COHEN, Auteur ; Sandra MAESTRO, Auteur ; Filippo MURATORI, Auteur ; Raquel S. CASSEL, Auteur ; Mohamed CHETOUANI, Auteur Année de publication : 2010 Article en page(s) : p.355-366 Langues : Anglais (eng) Mots-clés : Autism Pervasive-Developmental-Disorder Home-movies Early-identification Regression Index. décimale : PER Périodiques Résumé : The current study reviewed all prior studies conducted on family home movies of infants who would be later diagnosed with autism spectrum disorder (ASD). Out of 41 original reports found since 1975, we retained 18 studies (317 films, maximum), sorted according to their methodological design using a quality grid. In the first 2 years of life, signs that differentiated children with ASD from children with developmental delays were as follows: less of a response to their name, less looking at others, lower eye contact quality and quantity, less positive facial expression and intersubjective behaviors (e.g., showing shared attention). Studies focusing on regression confirmed the clinical validity of the phenomena. We conclude that findings from home movies studies along with prospective studies have created the bases for identification of infants and toddlers at risk of developing ASD before the 18–24-month period, despite early diagnosis of autism remains a complex challenge. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.10.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100
in Research in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.355-366[article] What studies of family home movies can teach us about autistic infants: A literature review [Texte imprimé et/ou numérique] / Catherine SAINT-GEORGES, Auteur ; Marie-Christine LAZNIK, Auteur ; David COHEN, Auteur ; Sandra MAESTRO, Auteur ; Filippo MURATORI, Auteur ; Raquel S. CASSEL, Auteur ; Mohamed CHETOUANI, Auteur . - 2010 . - p.355-366.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.355-366
Mots-clés : Autism Pervasive-Developmental-Disorder Home-movies Early-identification Regression Index. décimale : PER Périodiques Résumé : The current study reviewed all prior studies conducted on family home movies of infants who would be later diagnosed with autism spectrum disorder (ASD). Out of 41 original reports found since 1975, we retained 18 studies (317 films, maximum), sorted according to their methodological design using a quality grid. In the first 2 years of life, signs that differentiated children with ASD from children with developmental delays were as follows: less of a response to their name, less looking at others, lower eye contact quality and quantity, less positive facial expression and intersubjective behaviors (e.g., showing shared attention). Studies focusing on regression confirmed the clinical validity of the phenomena. We conclude that findings from home movies studies along with prospective studies have created the bases for identification of infants and toddlers at risk of developing ASD before the 18–24-month period, despite early diagnosis of autism remains a complex challenge. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.10.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100 What support might help students with autism at university? / Tracy L. MASTERSON in Good Autism Practice - GAP, 15-1 (May 2014)
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