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Auteur Elizabeth PELLICANO |
Documents disponibles écrits par cet auteur (64)
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Reduced differentiation of emotion-associated bodily sensations in autism / Eleanor R. PALSER in Autism, 25-5 (July 2021)
[article]
Titre : Reduced differentiation of emotion-associated bodily sensations in autism Type de document : Texte imprimé et/ou numérique Auteurs : Eleanor R. PALSER, Auteur ; Alejandro GALVEZ-POL, Auteur ; Clare E. PALMER, Auteur ; Ricci HANNAH, Auteur ; Aikaterini FOTOPOULOU, Auteur ; Elizabeth PELLICANO, Auteur ; James M. KILNER, Auteur Article en page(s) : p.1321-1334 Langues : Anglais (eng) Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Child Emotions Humans Interoception Sensation autism emotion Index. décimale : PER Périodiques Résumé : More research has been conducted on how autistic people understand and interpret other people's emotions, than on how autistic people experience their own emotions. The experience of emotion is important however, because it can relate to difficulties like anxiety and depression, which are common in autism. In neurotypical adults and children, different emotions have been associated with unique maps of activity patterns in the body. Whether these maps of emotion are comparable in autism is currently unknown. Here, we asked 100 children and adolescents, 45 of whom were autistic, to color in outlines of the body to indicate how they experienced seven emotions. Autistic adults and children sometimes report differences in how they experience their internal bodily states, termed interoception, and so we also investigated how this related to the bodily maps of emotion. In this study, the autistic children and adolescents had comparable interoception to the non-autistic children and adolescents, but there was less variability in their maps of emotion. In other words, they showed more similar patterns of activity across the different emotions. This was not related to interoception, however. This work suggests that there are differences in how autistic people experience emotion that are not explained by differences in interoception. In neurotypical people, less variability in emotional experiences is linked to anxiety and depression, and future work should seek to understand if this is a contributing factor to the increased prevalence of these difficulties in autism. En ligne : http://dx.doi.org/10.1177/1362361320987950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 25-5 (July 2021) . - p.1321-1334[article] Reduced differentiation of emotion-associated bodily sensations in autism [Texte imprimé et/ou numérique] / Eleanor R. PALSER, Auteur ; Alejandro GALVEZ-POL, Auteur ; Clare E. PALMER, Auteur ; Ricci HANNAH, Auteur ; Aikaterini FOTOPOULOU, Auteur ; Elizabeth PELLICANO, Auteur ; James M. KILNER, Auteur . - p.1321-1334.
Langues : Anglais (eng)
in Autism > 25-5 (July 2021) . - p.1321-1334
Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Child Emotions Humans Interoception Sensation autism emotion Index. décimale : PER Périodiques Résumé : More research has been conducted on how autistic people understand and interpret other people's emotions, than on how autistic people experience their own emotions. The experience of emotion is important however, because it can relate to difficulties like anxiety and depression, which are common in autism. In neurotypical adults and children, different emotions have been associated with unique maps of activity patterns in the body. Whether these maps of emotion are comparable in autism is currently unknown. Here, we asked 100 children and adolescents, 45 of whom were autistic, to color in outlines of the body to indicate how they experienced seven emotions. Autistic adults and children sometimes report differences in how they experience their internal bodily states, termed interoception, and so we also investigated how this related to the bodily maps of emotion. In this study, the autistic children and adolescents had comparable interoception to the non-autistic children and adolescents, but there was less variability in their maps of emotion. In other words, they showed more similar patterns of activity across the different emotions. This was not related to interoception, however. This work suggests that there are differences in how autistic people experience emotion that are not explained by differences in interoception. In neurotypical people, less variability in emotional experiences is linked to anxiety and depression, and future work should seek to understand if this is a contributing factor to the increased prevalence of these difficulties in autism. En ligne : http://dx.doi.org/10.1177/1362361320987950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Reduced differentiation of emotion-associated bodily sensations in autism / Eleanor R. PALSER in Autism, 26-5 (July 2022)
[article]
Titre : Reduced differentiation of emotion-associated bodily sensations in autism Type de document : Texte imprimé et/ou numérique Auteurs : Eleanor R. PALSER, Auteur ; Alejandro GALVEZ-POL, Auteur ; Clare E. PALMER, Auteur ; Ricci HANNAH, Auteur ; Aikaterini FOTOPOULOU, Auteur ; Elizabeth PELLICANO, Auteur ; James M. KILNER, Auteur Article en page(s) : p.1321-1334 Langues : Anglais (eng) Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Child Emotions Humans Interoception Sensation autism emotion interoception Index. décimale : PER Périodiques Résumé : More research has been conducted on how autistic people understand and interpret other people's emotions, than on how autistic people experience their own emotions. The experience of emotion is important however, because it can relate to difficulties like anxiety and depression, which are common in autism. In neurotypical adults and children, different emotions have been associated with unique maps of activity patterns in the body. Whether these maps of emotion are comparable in autism is currently unknown. Here, we asked 100 children and adolescents, 45 of whom were autistic, to color in outlines of the body to indicate how they experienced seven emotions. Autistic adults and children sometimes report differences in how they experience their internal bodily states, termed interoception, and so we also investigated how this related to the bodily maps of emotion. In this study, the autistic children and adolescents had comparable interoception to the non-autistic children and adolescents, but there was less variability in their maps of emotion. In other words, they showed more similar patterns of activity across the different emotions. This was not related to interoception, however. This work suggests that there are differences in how autistic people experience emotion that are not explained by differences in interoception. In neurotypical people, less variability in emotional experiences is linked to anxiety and depression, and future work should seek to understand if this is a contributing factor to the increased prevalence of these difficulties in autism. En ligne : http://dx.doi.org/10.1177/1362361320987950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism > 26-5 (July 2022) . - p.1321-1334[article] Reduced differentiation of emotion-associated bodily sensations in autism [Texte imprimé et/ou numérique] / Eleanor R. PALSER, Auteur ; Alejandro GALVEZ-POL, Auteur ; Clare E. PALMER, Auteur ; Ricci HANNAH, Auteur ; Aikaterini FOTOPOULOU, Auteur ; Elizabeth PELLICANO, Auteur ; James M. KILNER, Auteur . - p.1321-1334.
Langues : Anglais (eng)
in Autism > 26-5 (July 2022) . - p.1321-1334
Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Child Emotions Humans Interoception Sensation autism emotion interoception Index. décimale : PER Périodiques Résumé : More research has been conducted on how autistic people understand and interpret other people's emotions, than on how autistic people experience their own emotions. The experience of emotion is important however, because it can relate to difficulties like anxiety and depression, which are common in autism. In neurotypical adults and children, different emotions have been associated with unique maps of activity patterns in the body. Whether these maps of emotion are comparable in autism is currently unknown. Here, we asked 100 children and adolescents, 45 of whom were autistic, to color in outlines of the body to indicate how they experienced seven emotions. Autistic adults and children sometimes report differences in how they experience their internal bodily states, termed interoception, and so we also investigated how this related to the bodily maps of emotion. In this study, the autistic children and adolescents had comparable interoception to the non-autistic children and adolescents, but there was less variability in their maps of emotion. In other words, they showed more similar patterns of activity across the different emotions. This was not related to interoception, however. This work suggests that there are differences in how autistic people experience emotion that are not explained by differences in interoception. In neurotypical people, less variability in emotional experiences is linked to anxiety and depression, and future work should seek to understand if this is a contributing factor to the increased prevalence of these difficulties in autism. En ligne : http://dx.doi.org/10.1177/1362361320987950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 Reputation Management: Evidence for Ability But Reduced Propensity in Autism / Eilidh CAGE in Autism Research, 6-5 (October 2013)
[article]
Titre : Reputation Management: Evidence for Ability But Reduced Propensity in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Eilidh CAGE, Auteur ; Elizabeth PELLICANO, Auteur ; Punit SHAH, Auteur ; Geoffrey BIRD, Auteur Article en page(s) : p.433-442 Langues : Anglais (eng) Mots-clés : reputation management theory of mind reward reciprocity autism Index. décimale : PER Périodiques Résumé : Previous research has reported that autistic adults do not manage their reputation, purportedly due to problems with theory of mind [Izuma, Matsumoto, Camerer, Adolphs]. The current study aimed to test alternative explanations for this apparent lack of reputation management. Twenty typical and 19 autistic adults donated to charity and to a person, both when alone and when observed. In an additional manipulation, for half of the participants, the observer was also the recipient of their donations, and participants were told that this observer would subsequently have the opportunity to donate to them (motivation condition). This manipulation was designed to encourage an expectation of a reciprocal “tit-for-tat” strategy in the participant, which may motivate participants to change their behavior to receive more donations. The remaining participants were told that the person watching was just observing the procedure (no motivation condition). Our results replicated Izuma et?al.'s finding that autistic adults did not donate more to charity when observed. Yet, in the motivation condition, both typical and autistic adults donated significantly more to the observer when watched, although this effect was significantly attenuated in autistic individuals. Results indicate that, while individuals with autism may have the ability to think about reputation, a reduced expectation of reciprocal behavior from others may reduce the degree to which they engage in reputation management. En ligne : http://dx.doi.org/10.1002/aur.1313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Autism Research > 6-5 (October 2013) . - p.433-442[article] Reputation Management: Evidence for Ability But Reduced Propensity in Autism [Texte imprimé et/ou numérique] / Eilidh CAGE, Auteur ; Elizabeth PELLICANO, Auteur ; Punit SHAH, Auteur ; Geoffrey BIRD, Auteur . - p.433-442.
Langues : Anglais (eng)
in Autism Research > 6-5 (October 2013) . - p.433-442
Mots-clés : reputation management theory of mind reward reciprocity autism Index. décimale : PER Périodiques Résumé : Previous research has reported that autistic adults do not manage their reputation, purportedly due to problems with theory of mind [Izuma, Matsumoto, Camerer, Adolphs]. The current study aimed to test alternative explanations for this apparent lack of reputation management. Twenty typical and 19 autistic adults donated to charity and to a person, both when alone and when observed. In an additional manipulation, for half of the participants, the observer was also the recipient of their donations, and participants were told that this observer would subsequently have the opportunity to donate to them (motivation condition). This manipulation was designed to encourage an expectation of a reciprocal “tit-for-tat” strategy in the participant, which may motivate participants to change their behavior to receive more donations. The remaining participants were told that the person watching was just observing the procedure (no motivation condition). Our results replicated Izuma et?al.'s finding that autistic adults did not donate more to charity when observed. Yet, in the motivation condition, both typical and autistic adults donated significantly more to the observer when watched, although this effect was significantly attenuated in autistic individuals. Results indicate that, while individuals with autism may have the ability to think about reputation, a reduced expectation of reciprocal behavior from others may reduce the degree to which they engage in reputation management. En ligne : http://dx.doi.org/10.1002/aur.1313 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 Reputation Management in Children on the Autism Spectrum / Eilidh CAGE in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
[article]
Titre : Reputation Management in Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Eilidh CAGE, Auteur ; Geoffrey BIRD, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.3798-3811 Langues : Anglais (eng) Mots-clés : Autism Reputation management Theory of mind Social motivation Inhibitory control Reciprocity Index. décimale : PER Périodiques Résumé : Being able to manage reputation is an important social skill, but it is unclear whether autistic children can manage reputation. This study investigated whether 33 autistic children matched to 33 typical children could implicitly or explicitly manage reputation. Further, we examined whether cognitive processes—theory of mind, social motivation, inhibitory control and reciprocity—contribute to reputation management. Results showed that neither group implicitly managed reputation, and there was no group difference in explicit reputation management. Results suggested different mechanisms contribute to reputation management in these groups—social motivation in typical children and reciprocity in autistic children. Explicit reputation management is achievable for autistic children, and there are individual differences in its relationship to underlying cognitive processes. En ligne : http://dx.doi.org/10.1007/s10803-016-2923-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3798-3811[article] Reputation Management in Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Eilidh CAGE, Auteur ; Geoffrey BIRD, Auteur ; Elizabeth PELLICANO, Auteur . - p.3798-3811.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3798-3811
Mots-clés : Autism Reputation management Theory of mind Social motivation Inhibitory control Reciprocity Index. décimale : PER Périodiques Résumé : Being able to manage reputation is an important social skill, but it is unclear whether autistic children can manage reputation. This study investigated whether 33 autistic children matched to 33 typical children could implicitly or explicitly manage reputation. Further, we examined whether cognitive processes—theory of mind, social motivation, inhibitory control and reciprocity—contribute to reputation management. Results showed that neither group implicitly managed reputation, and there was no group difference in explicit reputation management. Results suggested different mechanisms contribute to reputation management in these groups—social motivation in typical children and reciprocity in autistic children. Explicit reputation management is achievable for autistic children, and there are individual differences in its relationship to underlying cognitive processes. En ligne : http://dx.doi.org/10.1007/s10803-016-2923-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 'Somali parents feel like they?re on the outer': Somali mothers' experiences of parent-teacher relationships for their autistic children / Jodie SMITH in Autism, 27-6 (August 2023)
[article]
Titre : 'Somali parents feel like they?re on the outer': Somali mothers' experiences of parent-teacher relationships for their autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Jodie SMITH, Auteur ; Aspasia Stacey RABBA, Auteur ; Amal ALI, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Nadia FARAGAAB, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Khadra IGE, Auteur ; Wenn LAWSON, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.1777-1789 Langues : Anglais (eng) Mots-clés : autistic students;cultural and linguistic diversity;parent-teacher partnerships;participatory research;Somali parents Index. décimale : PER Périodiques Résumé : Effective parent-teacher partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from diverse backgrounds. Using participatory methods, we conducted semi-structured interviews with 15 Somali mothers of autistic children attending Australian kindergartens/schools to understand experiences of parent-teacher interactions. We used reflexive thematic analysis to identify key themes. We found that mothers were proud and accepting of their children. They had high expectations, particularly around children?s independence. Mothers wished their children?s differences were understood and supported by other people, including teachers. They were frustrated by low expectations of children, a lack of genuine communication from teachers and limited autism-specific knowledge, skills and experience within schools. They described racist attitudes towards their children and reported that they themselves had experienced stigma. They also had few sources of support to rely upon, although their non-autistic daughters and their faith were important foundations for resilience. Despite all of these challenges, mothers themselves were increasing community awareness and knowledge about autism in the hope that they and their children would be valued by others. Our work has implications for how teachers and schools can foster successful relationships with Somali parents of autistic children.Lay abstractGood relationships between parents and schools can improve autistic children?s school success. There are many reasons why families from different cultural backgrounds find it harder to develop good relationships with schools, such as language barriers, discrimination and unfamiliarity with education systems. We know little about what 'good relationships' look like for these families. Here, we worked with a team of autistic and non-autistic researchers as well as an Advisory Group of Somali parents to conduct interviews with 15 Somali mothers of kindergarten and school-age autistic children. We asked mothers about their experiences of their child?s education, communication with teachers and what a good relationship with schools would look like. We also asked how they felt the Somali community understood autism. We looked for common things that mothers said. We found that mothers were very proud of their children. They had high expectations, particularly about what children could do by themselves. Mothers found it frustrating that teachers had low expectations, that schools were not good at communicating with them and that autism-specific skills and experience were uncommon in schools. They also reported racist attitudes towards their children. Mothers experienced stigma and lacked resources, but support was gained from their daughters and their religion. Mothers themselves were proactively increasing community awareness and knowledge about autism in the hope that they and their autistic children would be valued and better supported. Our work has implications for how teachers and schools can work together with Somali parents to forge better futures for autistic children. En ligne : http://dx.doi.org/10.1177/13623613221146077 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509
in Autism > 27-6 (August 2023) . - p.1777-1789[article] 'Somali parents feel like they?re on the outer': Somali mothers' experiences of parent-teacher relationships for their autistic children [Texte imprimé et/ou numérique] / Jodie SMITH, Auteur ; Aspasia Stacey RABBA, Auteur ; Amal ALI, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Nadia FARAGAAB, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Khadra IGE, Auteur ; Wenn LAWSON, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Elizabeth PELLICANO, Auteur . - p.1777-1789.
Langues : Anglais (eng)
in Autism > 27-6 (August 2023) . - p.1777-1789
Mots-clés : autistic students;cultural and linguistic diversity;parent-teacher partnerships;participatory research;Somali parents Index. décimale : PER Périodiques Résumé : Effective parent-teacher partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from diverse backgrounds. Using participatory methods, we conducted semi-structured interviews with 15 Somali mothers of autistic children attending Australian kindergartens/schools to understand experiences of parent-teacher interactions. We used reflexive thematic analysis to identify key themes. We found that mothers were proud and accepting of their children. They had high expectations, particularly around children?s independence. Mothers wished their children?s differences were understood and supported by other people, including teachers. They were frustrated by low expectations of children, a lack of genuine communication from teachers and limited autism-specific knowledge, skills and experience within schools. They described racist attitudes towards their children and reported that they themselves had experienced stigma. They also had few sources of support to rely upon, although their non-autistic daughters and their faith were important foundations for resilience. Despite all of these challenges, mothers themselves were increasing community awareness and knowledge about autism in the hope that they and their children would be valued by others. Our work has implications for how teachers and schools can foster successful relationships with Somali parents of autistic children.Lay abstractGood relationships between parents and schools can improve autistic children?s school success. There are many reasons why families from different cultural backgrounds find it harder to develop good relationships with schools, such as language barriers, discrimination and unfamiliarity with education systems. We know little about what 'good relationships' look like for these families. Here, we worked with a team of autistic and non-autistic researchers as well as an Advisory Group of Somali parents to conduct interviews with 15 Somali mothers of kindergarten and school-age autistic children. We asked mothers about their experiences of their child?s education, communication with teachers and what a good relationship with schools would look like. We also asked how they felt the Somali community understood autism. We looked for common things that mothers said. We found that mothers were very proud of their children. They had high expectations, particularly about what children could do by themselves. Mothers found it frustrating that teachers had low expectations, that schools were not good at communicating with them and that autism-specific skills and experience were uncommon in schools. They also reported racist attitudes towards their children. Mothers experienced stigma and lacked resources, but support was gained from their daughters and their religion. Mothers themselves were proactively increasing community awareness and knowledge about autism in the hope that they and their autistic children would be valued and better supported. Our work has implications for how teachers and schools can work together with Somali parents to forge better futures for autistic children. En ligne : http://dx.doi.org/10.1177/13623613221146077 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 ‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools / Lynsey CALDER in Autism, 17-3 (May 2013)
PermalinkSupporting Minimally Verbal Autistic Girls with Intellectual Disabilities Through Puberty: Perspectives of Parents and Educators / Clare CUMMINS in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
PermalinkTesting the Predictive Power of Cognitive Atypicalities in Autistic Children: Evidence from a 3-Year Follow-Up Study / Elizabeth PELLICANO in Autism Research, 6-4 (August 2013)
PermalinkThe Development of Executive Function in Autism / Elizabeth PELLICANO in Autism Research and Treatment, (May 2012)
PermalinkThe Extent and Nature of Autistic People?s Violence Experiences During Adulthood: A Cross-sectional Study of Victimisation / Vicki GIBBS in Journal of Autism and Developmental Disorders, 53-9 (September 2023)
PermalinkPermalinkThe primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study / Chantelle MAKIN in Autism & Developmental Language Impairments, 2 (January-December 2017)
PermalinkThe Psychometric Properties of a New Measure of Sensory Behaviors in Autistic Children / Louise NEIL in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
Permalink"The Real Thing I Struggle with is Other People's Perceptions": The Experiences of Autistic Performing Arts Professionals and Attitudes of Performing Arts Employers in the UK / Eleanor BUCKLEY in Journal of Autism and Developmental Disorders, 51-1 (January 2021)
PermalinkThe Relationship Between Intolerance of Uncertainty, Sensory Sensitivities, and Anxiety in Autistic and Typically Developing Children / Louise NEIL in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
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