Belief Term Development in Children with Autism, Asperger Syndrome, Specific Language Impairment, and Normal Development: Links to Theory of Mind Development / Kathy ZIATAS in Journal of Child Psychology and Psychiatry, 39-5 (July 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-5 (July 1998) . - p.755-763 Titre : Belief Term Development in Children with Autism, Asperger Syndrome, Specific Language Impairment, and Normal Development: Links to Theory of Mind Development Type de document : Texte imprimé et/ou numérique Auteurs : Kathy ZIATAS, Auteur ; Kevin DURKIN, Auteur ; Chris PRATT, Auteur Année de publication : 1998 Article en page(s) : p.755-763 Langues : Anglais (eng) Mots-clés : Asperger syndrome  autism  language disorder  communication  language  social cognition Index. décimale : PER Périodiques Résumé : This study examined the relationship between the development of theory of mind and the development of the belief terms think, know, and guess. Children with autism and Asperger syndrome, matched to children with specific language impairment and normal development, completed false belief, belief term comprehension, and belief term expression tasks. The autistic group's performance on the false belief, belief term comprehension, and belief term expression tasks was significantly poorer than that of the Asperger, language impaired, and normal groups. Across groups an association was found between false belief and belief term performance. Results support a growing body of literature demonstrating links between the development of theory of mind and communicative competence. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Belief Term Development in Children with Autism, Asperger Syndrome, Specific Language Impairment, and Normal Development: Links to Theory of Mind Development [Texte imprimé et/ou numérique] / Kathy ZIATAS, Auteur ; Kevin DURKIN, Auteur ; Chris PRATT, Auteur . - 1998 . - p.755-763. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-5 (July 1998) . - p.755-763 Mots-clés : Asperger syndrome  autism  language disorder  communication  language  social cognition Index. décimale : PER Périodiques Résumé : This study examined the relationship between the development of theory of mind and the development of the belief terms think, know, and guess. Children with autism and Asperger syndrome, matched to children with specific language impairment and normal development, completed false belief, belief term comprehension, and belief term expression tasks. The autistic group's performance on the false belief, belief term comprehension, and belief term expression tasks was significantly poorer than that of the Asperger, language impaired, and normal groups. Across groups an association was found between false belief and belief term performance. Results support a growing body of literature demonstrating links between the development of theory of mind and communicative competence. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Cell phone use by adolescents with Asperger Syndrome / Kevin DURKIN in Research in Autism Spectrum Disorders, 4-2 (April-June 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.314-318 Titre : Cell phone use by adolescents with Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Kevin DURKIN, Auteur ; Andrew J. O. WHITEHOUSE, Auteur ; Emma JAQUET, Auteur ; Kathy ZIATAS, Auteur ; Allan J. WALKER, Auteur Année de publication : 2010 Article en page(s) : p.314-318 Langues : Anglais (eng) Mots-clés : Asperger-Syndrome Adolescents Cell-phones Games Peer-communications Index. décimale : PER Périodiques Résumé : While young people have generally been at the forefront of the adoption and use of new communications technologies, little is known of uses by exceptional youth. This study compares cell phone use by a group of adolescents with Asperger Syndrome (n = 35) with that by a group of adolescents with typical development (n = 35). People with Asperger Syndrome tend to have limited ability to take part in reciprocal communication and weaker social motivation. We predicted that this group would be less likely to have access to cell phones and, if they did have them, would be less likely to use them for talking to peers and more likely to use non-communicative features, such as games. These predictions received strong support. The findings have implications for theoretical accounts of new media use by the young, for our knowledge of the lives of individuals with AS, and for caregivers of children with exceptional conditions. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=974 [article] Cell phone use by adolescents with Asperger Syndrome [Texte imprimé et/ou numérique] / Kevin DURKIN, Auteur ; Andrew J. O. WHITEHOUSE, Auteur ; Emma JAQUET, Auteur ; Kathy ZIATAS, Auteur ; Allan J. WALKER, Auteur . - 2010 . - p.314-318. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.314-318 Mots-clés : Asperger-Syndrome Adolescents Cell-phones Games Peer-communications Index. décimale : PER Périodiques Résumé : While young people have generally been at the forefront of the adoption and use of new communications technologies, little is known of uses by exceptional youth. This study compares cell phone use by a group of adolescents with Asperger Syndrome (n = 35) with that by a group of adolescents with typical development (n = 35). People with Asperger Syndrome tend to have limited ability to take part in reciprocal communication and weaker social motivation. We predicted that this group would be less likely to have access to cell phones and, if they did have them, would be less likely to use them for talking to peers and more likely to use non-communicative features, such as games. These predictions received strong support. The findings have implications for theoretical accounts of new media use by the young, for our knowledge of the lives of individuals with AS, and for caregivers of children with exceptional conditions. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=974

Conduct problems co-occur with hyperactivity in children with language impairment: A longitudinal study from childhood to adolescence / Andrew PICKLES in Autism & Developmental Language Impairments, 1 (January-December 2016)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 1 (January-December 2016) Titre : Conduct problems co-occur with hyperactivity in children with language impairment: A longitudinal study from childhood to adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Andrew PICKLES, Auteur ; Kevin DURKIN, Auteur ; Pearl L. H. MOK, Auteur ; Umar TOSEEB, Auteur ; Gina CONTI-RAMSDEN, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BackgroundLanguage impairment is a common developmental disorder which is frequently associated with externalising problems. In this study, we investigate for the first time, joint trajectories of conduct problems and hyperactivity in children with language impairment from childhood to adolescence. We determine patterns of co-occurrence of symptoms and identify specific risk and protective factors.MethodsWe develop a trajectory grouping method to examine simultaneously the conduct and hyperactivity problem scores of 164 children with language impairment at 7, 8, 11 and 16 years of age.ResultsWe identified five groups of children with distinct trajectories of symptoms. Three trajectory groups all had different conduct/hyperactivity problems: a persistent problems group (15%), an adolescent-onset group (24%) and a childhood-limited group (17%). There were two trajectory groups that did not show conduct problems.ConclusionsConduct problems always co-occurred with hyperactivity in children with language impairment regardless of differences in the onset of symptoms (childhood versus adolescence) or their persistence (persistent versus childhood limited). Reading difficulties were strongly associated with mixed conduct/hyperactivity problems that started early (childhood) and continued into adolescence (the persistent trajectory group). Prosocial behaviours were found to be protective against conduct problems. En ligne : https://doi.org/10.1177/2396941516645251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Conduct problems co-occur with hyperactivity in children with language impairment: A longitudinal study from childhood to adolescence [Texte imprimé et/ou numérique] / Andrew PICKLES, Auteur ; Kevin DURKIN, Auteur ; Pearl L. H. MOK, Auteur ; Umar TOSEEB, Auteur ; Gina CONTI-RAMSDEN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 1 (January-December 2016) Index. décimale : PER Périodiques Résumé : BackgroundLanguage impairment is a common developmental disorder which is frequently associated with externalising problems. In this study, we investigate for the first time, joint trajectories of conduct problems and hyperactivity in children with language impairment from childhood to adolescence. We determine patterns of co-occurrence of symptoms and identify specific risk and protective factors.MethodsWe develop a trajectory grouping method to examine simultaneously the conduct and hyperactivity problem scores of 164 children with language impairment at 7, 8, 11 and 16 years of age.ResultsWe identified five groups of children with distinct trajectories of symptoms. Three trajectory groups all had different conduct/hyperactivity problems: a persistent problems group (15%), an adolescent-onset group (24%) and a childhood-limited group (17%). There were two trajectory groups that did not show conduct problems.ConclusionsConduct problems always co-occurred with hyperactivity in children with language impairment regardless of differences in the onset of symptoms (childhood versus adolescence) or their persistence (persistent versus childhood limited). Reading difficulties were strongly associated with mixed conduct/hyperactivity problems that started early (childhood) and continued into adolescence (the persistent trajectory group). Prosocial behaviours were found to be protective against conduct problems. En ligne : https://doi.org/10.1177/2396941516645251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Evidence against poor semantic encoding in individuals with autism / Andrew J. O. WHITEHOUSE in Autism, 11-3 (May 2007)  

Public ISBD [article]  inAutism > 11-3 (May 2007) . - p.241-254 Titre : Evidence against poor semantic encoding in individuals with autism Type de document : Texte imprimé et/ou numérique Auteurs : Andrew J. O. WHITEHOUSE, Auteur ; Murray T. MAYBERY, Auteur ; Kevin DURKIN, Auteur Année de publication : 2007 Article en page(s) : p.241-254 Langues : Anglais (eng) Mots-clés : Autism Memory Phonological-encoding Semantic-encoding Index. décimale : PER Périodiques Résumé : This article tests the hypothesis that individuals with autism poorly encode verbal information to the semantic level of processing, instead paying greater attention to phonological attributes. Participants undertook a novel explicit verbal recall task. Twenty children with autism were compared with 20 matched typically developing children. On each trial, 20 words were presented individually on a computer screen. Half of the items were related through having either a common semantic theme, or a common phonological feature. Following a filler task, the participants were presented with a cue and asked to recall items consistent with the cue. No differences between the autism and comparison groups were found in either the semantic or the phonological condition. A follow-up comparison revealed that the participants with autism showed comparable levels of recall to an additional group of children matched in chronological age. The findings do not support the idea of a developmental delay in semantic encoding in children with autism. En ligne : http://dx.doi.org/10.1177/1362361307076860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112 [article] Evidence against poor semantic encoding in individuals with autism [Texte imprimé et/ou numérique] / Andrew J. O. WHITEHOUSE, Auteur ; Murray T. MAYBERY, Auteur ; Kevin DURKIN, Auteur . - 2007 . - p.241-254. Langues : Anglais (eng) in Autism > 11-3 (May 2007) . - p.241-254 Mots-clés : Autism Memory Phonological-encoding Semantic-encoding Index. décimale : PER Périodiques Résumé : This article tests the hypothesis that individuals with autism poorly encode verbal information to the semantic level of processing, instead paying greater attention to phonological attributes. Participants undertook a novel explicit verbal recall task. Twenty children with autism were compared with 20 matched typically developing children. On each trial, 20 words were presented individually on a computer screen. Half of the items were related through having either a common semantic theme, or a common phonological feature. Following a filler task, the participants were presented with a cue and asked to recall items consistent with the cue. No differences between the autism and comparison groups were found in either the semantic or the phonological condition. A follow-up comparison revealed that the participants with autism showed comparable levels of recall to an additional group of children matched in chronological age. The findings do not support the idea of a developmental delay in semantic encoding in children with autism. En ligne : http://dx.doi.org/10.1177/1362361307076860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112

Financial capability and functional financial literacy in young adults with developmental language disorder / Maxine WINSTANLEY in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Financial capability and functional financial literacy in young adults with developmental language disorder Type de document : Texte imprimé et/ou numérique Auteurs : Maxine WINSTANLEY, Auteur ; Kevin DURKIN, Auteur ; Roger T. WEBB, Auteur ; Gina CONTI-RAMSDEN, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BackgroundFinancial capability is an essential feature of the organisation of one?s personal life and engagement with society. Very little is known of how adequately individuals with developmental language disorder handle financial matters. It is known that language difficulties place them at a disadvantage in many aspects of their development and during their transition into adulthood, leading to the possibility that financial issues may prove burdensome for them. This study examines the financial capability and functional financial literacy of young adults with developmental language disorder and compares them to those of age matched peers. We tested the expectation that those with developmental language disorder would find financial management more challenging than would their peers, and that they would need to seek greater support from family members or other people.MethodsParticipants completed a detailed individual interview, which included items drawn from the British Household Panel Survey and additional measures of financial capability, functional financial literacy and of perceived support. Nonverbal IQ, language, reading and numeracy measures were also collected.ResultsCompared to typically developing age matched peers, young people with developmental language disorder report less extensive engagement with financial products and lower competence in functional financial literacy. A considerably higher proportion of those with developmental language disorder (48% vs. 16% of age matched peers) report that they draw on support, primarily from parents, in various financial tasks, including paying bills, choosing financial products, and taking loans from family or friends.ConclusionsThis is the first study to consider the financial capability skills and functional financial literacy of young adults with developmental language disorder. We provide novel evidence that some young adults with developmental language disorder lack functional financial skills and require support to successfully manage their finances. This has policy implications that relate not only to engaging affected individuals in discussions about financial management but also to wider familial support. En ligne : https://doi.org/10.1177/2396941518794500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Financial capability and functional financial literacy in young adults with developmental language disorder [Texte imprimé et/ou numérique] / Maxine WINSTANLEY, Auteur ; Kevin DURKIN, Auteur ; Roger T. WEBB, Auteur ; Gina CONTI-RAMSDEN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : BackgroundFinancial capability is an essential feature of the organisation of one?s personal life and engagement with society. Very little is known of how adequately individuals with developmental language disorder handle financial matters. It is known that language difficulties place them at a disadvantage in many aspects of their development and during their transition into adulthood, leading to the possibility that financial issues may prove burdensome for them. This study examines the financial capability and functional financial literacy of young adults with developmental language disorder and compares them to those of age matched peers. We tested the expectation that those with developmental language disorder would find financial management more challenging than would their peers, and that they would need to seek greater support from family members or other people.MethodsParticipants completed a detailed individual interview, which included items drawn from the British Household Panel Survey and additional measures of financial capability, functional financial literacy and of perceived support. Nonverbal IQ, language, reading and numeracy measures were also collected.ResultsCompared to typically developing age matched peers, young people with developmental language disorder report less extensive engagement with financial products and lower competence in functional financial literacy. A considerably higher proportion of those with developmental language disorder (48% vs. 16% of age matched peers) report that they draw on support, primarily from parents, in various financial tasks, including paying bills, choosing financial products, and taking loans from family or friends.ConclusionsThis is the first study to consider the financial capability skills and functional financial literacy of young adults with developmental language disorder. We provide novel evidence that some young adults with developmental language disorder lack functional financial skills and require support to successfully manage their finances. This has policy implications that relate not only to engaging affected individuals in discussions about financial management but also to wider familial support. En ligne : https://doi.org/10.1177/2396941518794500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Friendships in Children with Williams Syndrome: Parent and Child Perspectives / Deborah M. RIBY ; Kevin DURKIN ; Sinéad M. RHODES in Journal of Autism and Developmental Disorders, 54-2 (February 2024)  

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Functional Outcomes of Adolescents with a History of Specific Language Impairment (SLI) with and without Autistic Symptomatology / Kevin DURKIN in Journal of Autism and Developmental Disorders, 42-1 (January 2012)  

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Inner speech impairments in autism / Andrew J. O. WHITEHOUSE in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

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K. H. Rubin, W. M. Bukowksi, and B. Laursen (eds): Handbook of Peer Interactions, Relationships, and Groups / Kevin DURKIN in Journal of Autism and Developmental Disorders, 40-2 (February 2010)  

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Longitudinal trajectories of peer relations in children with specific language impairment / Pearl L. H. MOK in Journal of Child Psychology and Psychiatry, 55-5 (May 2014)  

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Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights / Amanda E. GILLOOLY in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

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Phonological short-term memory, language and literacy: developmental relationships in early adolescence in young people with SLI / Gina CONTI-RAMSDEN in Journal of Child Psychology and Psychiatry, 48-2 (February 2007)  

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Psychosocial mediators and moderators of the effect of peer-victimization upon depressive symptomatology / Simon C. HUNTER in Journal of Child Psychology and Psychiatry, 51-10 (October 2010)  

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Les troubles spécifiques du langage (SLI) : données à l’adolescence / Gina CONTI-RAMSDEN

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