Do measures of memory, language, and attention predict eyewitness memory in children with and without autism? / Lucy A. HENRY in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Do measures of memory, language, and attention predict eyewitness memory in children with and without autism? Type de document : Texte imprimé et/ou numérique Auteurs : Lucy A. HENRY, Auteur ; David J. MESSER, Auteur ; Rachel WILCOCK, Auteur ; Gilly NASH, Auteur ; Mimi KIRKE-SMITH, Auteur ; Zoe HOBSON, Auteur ; Laura CRANE, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsThere are few investigations of the relationship between cognitive abilities (memory, language, and attention) and children?s eyewitness performance in typically developing children, and even fewer in children on the autism spectrum. Such investigations are important to identify key cognitive processes underlying eyewitness recall, and assess how predictive such measures are compared to intelligence, diagnostic group status (autism or typically developing) and age.MethodsA total of 272 children (162 boys, 110 girls) of age 76 months to 142 months (M=105 months) took part in this investigation: 71 children with autism and 201 children with typical development. The children saw a staged event involving a minor mock crime and were asked about what they had witnessed in an immediate Brief Interview. This focused on free recall, included a small number of open-ended questions, and was designed to resemble an initial evidence gathering statement taken by police officers arriving at a crime scene. Children were also given standardised tests of intelligence, memory, language, and attention.Results & conclusionsDespite the autism group recalling significantly fewer items of correct information than the typically developing group at Brief Interview, both groups were equally accurate in their recall: 89% of details recalled by the typically developing group and 87% of the details recalled by the autism group were correct. To explore the relationship between Brief Interview performance and the cognitive variables, alongside age, diagnostic group status and non-verbal intelligence quotient, multiple hierarchical regression analyses were conducted, with Brief Interview performance as the dependant variable. Age and diagnostic group status were significant predictors of correct recall, whereas non-verbal intelligence was less important. After age, non-verbal intelligence, and diagnostic group status had been accounted for, the only cognitive variables that were significant predictors of Brief Interview performance were measures of memory (specifically, memory for faces and memory for stories). There was little evidence of there being differences between the autism and typically developing groups in the way the cognitive variables predicted the Brief Interview.ImplicationsThe findings provide reassurance that age ? the most straightforward information to which all relevant criminal justice professionals have access ? provides a helpful indication of eyewitness performance. The accuracy of prediction can be improved by knowing the child?s diagnostic status (i.e. whether the child is on the autism spectrum), and further still by using more specific assessments (namely memory for faces and memory for stories), possibly via the input of a trained professional. Importantly, the findings also confirm that whilst children with autism may recall less information than typically developing children, the information they do recall is just as accurate. En ligne : https://doi.org/10.1177/2396941517722139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Do measures of memory, language, and attention predict eyewitness memory in children with and without autism? [Texte imprimé et/ou numérique] / Lucy A. HENRY, Auteur ; David J. MESSER, Auteur ; Rachel WILCOCK, Auteur ; Gilly NASH, Auteur ; Mimi KIRKE-SMITH, Auteur ; Zoe HOBSON, Auteur ; Laura CRANE, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsThere are few investigations of the relationship between cognitive abilities (memory, language, and attention) and children?s eyewitness performance in typically developing children, and even fewer in children on the autism spectrum. Such investigations are important to identify key cognitive processes underlying eyewitness recall, and assess how predictive such measures are compared to intelligence, diagnostic group status (autism or typically developing) and age.MethodsA total of 272 children (162 boys, 110 girls) of age 76 months to 142 months (M=105 months) took part in this investigation: 71 children with autism and 201 children with typical development. The children saw a staged event involving a minor mock crime and were asked about what they had witnessed in an immediate Brief Interview. This focused on free recall, included a small number of open-ended questions, and was designed to resemble an initial evidence gathering statement taken by police officers arriving at a crime scene. Children were also given standardised tests of intelligence, memory, language, and attention.Results & conclusionsDespite the autism group recalling significantly fewer items of correct information than the typically developing group at Brief Interview, both groups were equally accurate in their recall: 89% of details recalled by the typically developing group and 87% of the details recalled by the autism group were correct. To explore the relationship between Brief Interview performance and the cognitive variables, alongside age, diagnostic group status and non-verbal intelligence quotient, multiple hierarchical regression analyses were conducted, with Brief Interview performance as the dependant variable. Age and diagnostic group status were significant predictors of correct recall, whereas non-verbal intelligence was less important. After age, non-verbal intelligence, and diagnostic group status had been accounted for, the only cognitive variables that were significant predictors of Brief Interview performance were measures of memory (specifically, memory for faces and memory for stories). There was little evidence of there being differences between the autism and typically developing groups in the way the cognitive variables predicted the Brief Interview.ImplicationsThe findings provide reassurance that age ? the most straightforward information to which all relevant criminal justice professionals have access ? provides a helpful indication of eyewitness performance. The accuracy of prediction can be improved by knowing the child?s diagnostic status (i.e. whether the child is on the autism spectrum), and further still by using more specific assessments (namely memory for faces and memory for stories), possibly via the input of a trained professional. Importantly, the findings also confirm that whilst children with autism may recall less information than typically developing children, the information they do recall is just as accurate. En ligne : https://doi.org/10.1177/2396941517722139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Executive functioning in children with specific language impairment / Lucy A. HENRY in Journal of Child Psychology and Psychiatry, 53-1 (January 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-1 (January 2012) . - p.37-45 Titre : Executive functioning in children with specific language impairment Type de document : Texte imprimé et/ou numérique Auteurs : Lucy A. HENRY, Auteur ; David J. MESSER, Auteur ; Gilly NASH, Auteur Année de publication : 2012 Article en page(s) : p.37-45 Langues : Anglais (eng) Mots-clés : Specific language impairment  executive functioning  children  verbal IQ  nonverbal IQ Index. décimale : PER Périodiques Résumé : Background:  A limited range of evidence suggests that children with specific language impairment (SLI) have difficulties with higher order thinking and reasoning skills (executive functioning, EF). This study involved a comprehensive investigation of EF in this population taking into account the contributions of age, nonverbal IQ and verbal ability. Methods:  Ten separate measures of EF were assessed in 160 children: 41 had SLI; 31 had low language/cognitive functioning but did not fulfil the criteria for SLI (low language functioning or LLF); and 88 were typically developing with no language difficulties. Group differences in performance were assessed after controlling for age, nonverbal IQ and verbal ability in a series of regression analyses. Results:  Children with SLI and LLF had significantly lower performance than typical children on 6 of the 10 EF tasks once age and nonverbal IQ had been controlled (verbal and nonverbal executive-loaded working memory, verbal and nonverbal fluency, nonverbal inhibition and nonverbal planning). Performance on these EF tasks remained lower for those in the SLI group even when verbal IQ was entered in the regressions. Conclusions:  Children with language impairments showed marked difficulties on a range of EF tasks. These difficulties were present even when adjustments were made for their verbal abilities. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02430.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Executive functioning in children with specific language impairment [Texte imprimé et/ou numérique] / Lucy A. HENRY, Auteur ; David J. MESSER, Auteur ; Gilly NASH, Auteur . - 2012 . - p.37-45. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-1 (January 2012) . - p.37-45 Mots-clés : Specific language impairment  executive functioning  children  verbal IQ  nonverbal IQ Index. décimale : PER Périodiques Résumé : Background:  A limited range of evidence suggests that children with specific language impairment (SLI) have difficulties with higher order thinking and reasoning skills (executive functioning, EF). This study involved a comprehensive investigation of EF in this population taking into account the contributions of age, nonverbal IQ and verbal ability. Methods:  Ten separate measures of EF were assessed in 160 children: 41 had SLI; 31 had low language/cognitive functioning but did not fulfil the criteria for SLI (low language functioning or LLF); and 88 were typically developing with no language difficulties. Group differences in performance were assessed after controlling for age, nonverbal IQ and verbal ability in a series of regression analyses. Results:  Children with SLI and LLF had significantly lower performance than typical children on 6 of the 10 EF tasks once age and nonverbal IQ had been controlled (verbal and nonverbal executive-loaded working memory, verbal and nonverbal fluency, nonverbal inhibition and nonverbal planning). Performance on these EF tasks remained lower for those in the SLI group even when verbal IQ was entered in the regressions. Conclusions:  Children with language impairments showed marked difficulties on a range of EF tasks. These difficulties were present even when adjustments were made for their verbal abilities. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02430.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

Experiences of Receiving a Diagnosis of Autism Spectrum Disorder: A Survey of Adults in the United Kingdom / Lydia JONES in Journal of Autism and Developmental Disorders, 44-12 (December 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-12 (December 2014) . - p.3033-3044 Titre : Experiences of Receiving a Diagnosis of Autism Spectrum Disorder: A Survey of Adults in the United Kingdom Type de document : Texte imprimé et/ou numérique Auteurs : Lydia JONES, Auteur ; Lorna GODDARD, Auteur ; Elisabeth L. HILL, Auteur ; Lucy A. HENRY, Auteur ; Laura CRANE, Auteur Article en page(s) : p.3033-3044 Langues : Anglais (eng) Mots-clés : Diagnosis  Survey  Adults  Depression  Anxiety Index. décimale : PER Périodiques Résumé : A total of 128 adults with high-functioning autism spectrum disorders were surveyed concerning the process they went through to obtain their diagnosis and the subsequent support they received. Results suggested that routes to diagnosis were quite heterogeneous and overall levels of satisfaction with the diagnostic process were mixed; 40 % of respondents were ‘very/quite’ dissatisfied, whilst 47 % were ‘very/quite’ satisfied. The extent of delays, number of professionals seen, quality of information given at diagnosis and levels of post-diagnostic support predicted overall satisfaction with the diagnostic process. Important areas and suggestions for improvement were noted for all stages of the diagnostic pathway. Respondents also displayed above average levels of depressed mood and anxiety, with greater support being requested in this area. En ligne : http://dx.doi.org/10.1007/s10803-014-2161-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Experiences of Receiving a Diagnosis of Autism Spectrum Disorder: A Survey of Adults in the United Kingdom [Texte imprimé et/ou numérique] / Lydia JONES, Auteur ; Lorna GODDARD, Auteur ; Elisabeth L. HILL, Auteur ; Lucy A. HENRY, Auteur ; Laura CRANE, Auteur . - p.3033-3044. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-12 (December 2014) . - p.3033-3044 Mots-clés : Diagnosis  Survey  Adults  Depression  Anxiety Index. décimale : PER Périodiques Résumé : A total of 128 adults with high-functioning autism spectrum disorders were surveyed concerning the process they went through to obtain their diagnosis and the subsequent support they received. Results suggested that routes to diagnosis were quite heterogeneous and overall levels of satisfaction with the diagnostic process were mixed; 40 % of respondents were ‘very/quite’ dissatisfied, whilst 47 % were ‘very/quite’ satisfied. The extent of delays, number of professionals seen, quality of information given at diagnosis and levels of post-diagnostic support predicted overall satisfaction with the diagnostic process. Important areas and suggestions for improvement were noted for all stages of the diagnostic pathway. Respondents also displayed above average levels of depressed mood and anxiety, with greater support being requested in this area. En ligne : http://dx.doi.org/10.1007/s10803-014-2161-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

Eye-witness memory and suggestibility in children with Asperger syndrome / Eamon J. MCCRORY in Journal of Child Psychology and Psychiatry, 48-5 (May 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-5 (May 2007) . - p.482–489 Titre : Eye-witness memory and suggestibility in children with Asperger syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Eamon J. MCCRORY, Auteur ; Lucy A. HENRY, Auteur ; Francesca HAPPE, Auteur Année de publication : 2007 Article en page(s) : p.482–489 Langues : Anglais (eng) Mots-clés : Asperger-syndrome autistic-disorder memory eye-witness suggestibility executive-function Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) present with a particular profile of memory deficits, executive dysfunction and impaired social interaction that may raise concerns about their recall and reliability in forensic and legal contexts. Extant studies of memory shed limited light on this issue as they involved either laboratory-based tasks or protocols that varied between participants. Method: The current study used a live classroom event to investigate eye-witness recall and suggestibility in children with Asperger syndrome (AS group; N = 24) and typically developing children (TD group; N = 27). All participants were aged between 11 and 14 years and were interviewed using a structured protocol. Two measures of executive functioning were also administered. Results: The AS group were found to be no more suggestible and no less accurate than their peers. However, free recall elicited less information, including gist, in the AS group. TD, but not AS, participants tended to focus on the socially salient aspects of the scene in their free recall. Both general and specific questioning elicited similar numbers of new details in both groups. Significant correlations were found between memory recall and executive functioning performance in the AS group only. Conclusions: The present study indicates that children with AS can act as reliable witnesses but they may be more reliant on questioning to facilitate recall. Our findings also provide evidence for poor gist memory. It is speculated that such differences stem from weak central coherence and lead to a reliance on generic cognitive processes, such as executive functions, during recall. Future studies are required to investigate possible differences in compliance, rates of forgetting and false memory. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01715.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=960 [article] Eye-witness memory and suggestibility in children with Asperger syndrome [Texte imprimé et/ou numérique] / Eamon J. MCCRORY, Auteur ; Lucy A. HENRY, Auteur ; Francesca HAPPE, Auteur . - 2007 . - p.482–489. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-5 (May 2007) . - p.482–489 Mots-clés : Asperger-syndrome autistic-disorder memory eye-witness suggestibility executive-function Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) present with a particular profile of memory deficits, executive dysfunction and impaired social interaction that may raise concerns about their recall and reliability in forensic and legal contexts. Extant studies of memory shed limited light on this issue as they involved either laboratory-based tasks or protocols that varied between participants. Method: The current study used a live classroom event to investigate eye-witness recall and suggestibility in children with Asperger syndrome (AS group; N = 24) and typically developing children (TD group; N = 27). All participants were aged between 11 and 14 years and were interviewed using a structured protocol. Two measures of executive functioning were also administered. Results: The AS group were found to be no more suggestible and no less accurate than their peers. However, free recall elicited less information, including gist, in the AS group. TD, but not AS, participants tended to focus on the socially salient aspects of the scene in their free recall. Both general and specific questioning elicited similar numbers of new details in both groups. Significant correlations were found between memory recall and executive functioning performance in the AS group only. Conclusions: The present study indicates that children with AS can act as reliable witnesses but they may be more reliant on questioning to facilitate recall. Our findings also provide evidence for poor gist memory. It is speculated that such differences stem from weak central coherence and lead to a reliance on generic cognitive processes, such as executive functions, during recall. Future studies are required to investigate possible differences in compliance, rates of forgetting and false memory. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01715.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=960

Eyewitness identification in child witnesses on the autism spectrum / Rachel WILCOCK in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101407 Titre : Eyewitness identification in child witnesses on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Rachel WILCOCK, Auteur ; Laura CRANE, Auteur ; Zoe HOBSON, Auteur ; Gilly NASH, Auteur ; Mimi KIRKE-SMITH, Auteur ; Lucy A. HENRY, Auteur Article en page(s) : p.101407 Langues : Anglais (eng) Mots-clés : Autism  Eyewitness memory  Identification lineup  Face memory  Child witnesses Index. décimale : PER Périodiques Résumé : Background Although there is increasing interest in the capabilities of children with autism at different stages of the criminal justice process, there is little research into how well this group perform when asked to identify perpetrators from identification lineups. This is despite theoretical and empirical literature suggesting that autistic children experience face recognition memory difficulties. Method As part of a broader study into eyewitness memory skills, 50 children with autism and 162 children with typical development (TD) (all with IQs?>?69) watched a mock crime event (either live or on a video) involving two male perpetrators. One week later, their eyewitness identification skills were compared, with children asked to identify the perpetrators from two ecologically valid video lineups. The children were also assessed on a standardised face memory task. Results When asked to identify perpetrators in the video lineups, in many respects the autistic children performed at an equivalent level to the TD children. This was despite the TD children outperforming the autistic children on the standardized face memory task. Conclusions These preliminary findings suggest that group differences between autistic and TD children may not always emerge on an ecologically valid, real world eyewitness identification lineup task, despite autistic children showing poorer performance on a standardized face memory task. However, as identification performance in both groups was low, it remains important for future research to identify how to scaffold eyewitness identification performance in both children with and without an autism diagnosis. En ligne : https://doi.org/10.1016/j.rasd.2019.05.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Eyewitness identification in child witnesses on the autism spectrum [Texte imprimé et/ou numérique] / Rachel WILCOCK, Auteur ; Laura CRANE, Auteur ; Zoe HOBSON, Auteur ; Gilly NASH, Auteur ; Mimi KIRKE-SMITH, Auteur ; Lucy A. HENRY, Auteur . - p.101407. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101407 Mots-clés : Autism  Eyewitness memory  Identification lineup  Face memory  Child witnesses Index. décimale : PER Périodiques Résumé : Background Although there is increasing interest in the capabilities of children with autism at different stages of the criminal justice process, there is little research into how well this group perform when asked to identify perpetrators from identification lineups. This is despite theoretical and empirical literature suggesting that autistic children experience face recognition memory difficulties. Method As part of a broader study into eyewitness memory skills, 50 children with autism and 162 children with typical development (TD) (all with IQs?>?69) watched a mock crime event (either live or on a video) involving two male perpetrators. One week later, their eyewitness identification skills were compared, with children asked to identify the perpetrators from two ecologically valid video lineups. The children were also assessed on a standardised face memory task. Results When asked to identify perpetrators in the video lineups, in many respects the autistic children performed at an equivalent level to the TD children. This was despite the TD children outperforming the autistic children on the standardized face memory task. Conclusions These preliminary findings suggest that group differences between autistic and TD children may not always emerge on an ecologically valid, real world eyewitness identification lineup task, despite autistic children showing poorer performance on a standardized face memory task. However, as identification performance in both groups was low, it remains important for future research to identify how to scaffold eyewitness identification performance in both children with and without an autism diagnosis. En ligne : https://doi.org/10.1016/j.rasd.2019.05.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Verbal, Visual, and Intermediary Support for Child Witnesses with Autism During Investigative Interviews / Lucy A. HENRY in Journal of Autism and Developmental Disorders, 47-8 (August 2017)  

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