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Auteur Francesca HAPPE |
Documents disponibles écrits par cet auteur (78)
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Exploring the cognitive features in children with autism spectrum disorder, their co-twins, and typically developing children within a population-based sample / Victoria E. A. BRUNSDON in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)
[article]
Titre : Exploring the cognitive features in children with autism spectrum disorder, their co-twins, and typically developing children within a population-based sample Type de document : Texte imprimé et/ou numérique Auteurs : Victoria E. A. BRUNSDON, Auteur ; Emma COLVERT, Auteur ; Catherine S. AMES, Auteur ; Tracy GARNETT, Auteur ; Nicola GILLAN, Auteur ; Victoria HALLETT, Auteur ; Stephanie LIETZ, Auteur ; Emma WOODHOUSE, Auteur ; Patrick BOLTON, Auteur ; Francesca HAPPE, Auteur Article en page(s) : p.893-902 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder cognition theory of mind executive function weak central coherence Index. décimale : PER Périodiques Résumé : Background The behavioural symptoms of autism spectrum disorder (ASD) are thought to reflect underlying cognitive deficits/differences. The findings in the literature are somewhat mixed regarding the cognitive features of ASD. This study attempted to address this issue by investigating a range of cognitive deficits and the prevalence of multiple cognitive atypicalities in a large population-based sample comprising children with ASD, their unaffected co-twins, and typically developing comparison children. Methods Participants included families from the Twins Early Development Study (TEDS) where one or both children met diagnostic criteria for ASD. Overall, 181 adolescents with a diagnosis of ASD and 73 unaffected co-twins were included, plus an additional 160 comparison control participants. An extensive cognitive battery was administered to measure IQ, central coherence, executive function, and theory of mind ability. Results Differences between groups (ASD, co-twin, control) are reported on tasks assessing theory of mind, executive function, and central coherence. The ASD group performed atypically in significantly more cognitive tasks than the unaffected co-twin and control groups. Nearly a third of the ASD group presented with multiple cognitive atypicalities. Conclusions Multiple cognitive atypicalities appear to be a characteristic, but not universal feature, of ASD. Further work is needed to investigate whether specific cognitive atypicalities, either alone or together, are related to specific behaviours characteristic of ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12362 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.893-902[article] Exploring the cognitive features in children with autism spectrum disorder, their co-twins, and typically developing children within a population-based sample [Texte imprimé et/ou numérique] / Victoria E. A. BRUNSDON, Auteur ; Emma COLVERT, Auteur ; Catherine S. AMES, Auteur ; Tracy GARNETT, Auteur ; Nicola GILLAN, Auteur ; Victoria HALLETT, Auteur ; Stephanie LIETZ, Auteur ; Emma WOODHOUSE, Auteur ; Patrick BOLTON, Auteur ; Francesca HAPPE, Auteur . - p.893-902.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.893-902
Mots-clés : Autism spectrum disorder cognition theory of mind executive function weak central coherence Index. décimale : PER Périodiques Résumé : Background The behavioural symptoms of autism spectrum disorder (ASD) are thought to reflect underlying cognitive deficits/differences. The findings in the literature are somewhat mixed regarding the cognitive features of ASD. This study attempted to address this issue by investigating a range of cognitive deficits and the prevalence of multiple cognitive atypicalities in a large population-based sample comprising children with ASD, their unaffected co-twins, and typically developing comparison children. Methods Participants included families from the Twins Early Development Study (TEDS) where one or both children met diagnostic criteria for ASD. Overall, 181 adolescents with a diagnosis of ASD and 73 unaffected co-twins were included, plus an additional 160 comparison control participants. An extensive cognitive battery was administered to measure IQ, central coherence, executive function, and theory of mind ability. Results Differences between groups (ASD, co-twin, control) are reported on tasks assessing theory of mind, executive function, and central coherence. The ASD group performed atypically in significantly more cognitive tasks than the unaffected co-twin and control groups. Nearly a third of the ASD group presented with multiple cognitive atypicalities. Conclusions Multiple cognitive atypicalities appear to be a characteristic, but not universal feature, of ASD. Further work is needed to investigate whether specific cognitive atypicalities, either alone or together, are related to specific behaviours characteristic of ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12362 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 Exploring the ‘fractionation’ of autism at the cognitive level / Victoria E. A. BRUNSDON in Autism, 18-1 (January 2014)
[article]
Titre : Exploring the ‘fractionation’ of autism at the cognitive level Type de document : Texte imprimé et/ou numérique Auteurs : Victoria E. A. BRUNSDON, Auteur ; Francesca HAPPE, Auteur Article en page(s) : p.17-30 Langues : Anglais (eng) Mots-clés : autism spectrum disorder central coherence cognitive theories executive function fractionable triad Theory of Mind Index. décimale : PER Périodiques Résumé : Autism spectrum disorders are defined by difficulties across a range of areas: social and communication difficulties and restricted and repetitive behaviours and interests. It has been suggested that this triad of symptoms cannot be explained by a single cause at the genetic, neural or cognitive level. This article reviews the evidence for a ‘fractionable’ autism triad at the cognitive level, highlighting questions for future research. En ligne : http://dx.doi.org/10.1177/1362361313499456 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221
in Autism > 18-1 (January 2014) . - p.17-30[article] Exploring the ‘fractionation’ of autism at the cognitive level [Texte imprimé et/ou numérique] / Victoria E. A. BRUNSDON, Auteur ; Francesca HAPPE, Auteur . - p.17-30.
Langues : Anglais (eng)
in Autism > 18-1 (January 2014) . - p.17-30
Mots-clés : autism spectrum disorder central coherence cognitive theories executive function fractionable triad Theory of Mind Index. décimale : PER Périodiques Résumé : Autism spectrum disorders are defined by difficulties across a range of areas: social and communication difficulties and restricted and repetitive behaviours and interests. It has been suggested that this triad of symptoms cannot be explained by a single cause at the genetic, neural or cognitive level. This article reviews the evidence for a ‘fractionable’ autism triad at the cognitive level, highlighting questions for future research. En ligne : http://dx.doi.org/10.1177/1362361313499456 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 Exploring the neurocognitive correlates of challenging behaviours in young people with autism spectrum disorder / Virginia CARTER LENO in Autism, 23-5 (July 2019)
[article]
Titre : Exploring the neurocognitive correlates of challenging behaviours in young people with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Virginia CARTER LENO, Auteur ; S. VITORATOU, Auteur ; R. KENT, Auteur ; Tony CHARMAN, Auteur ; S. CHANDLER, Auteur ; C. R. JONES, Auteur ; Francesca HAPPE, Auteur ; Gillian BAIRD, Auteur ; A. PICKLES, Auteur ; E. SIMONOFF, Auteur Article en page(s) : p.1152-1164 Langues : Anglais (eng) Mots-clés : Special Needs and Autism Project autism spectrum disorder challenging behaviours cognition externalising behaviours self-injurious behaviour Index. décimale : PER Périodiques Résumé : Many young people with autism spectrum disorder display 'challenging behaviours', characterised by externalising behaviour and self-injurious behaviours. These behaviours can have a negative impact on a young person's well-being, family environment and educational achievement. However, the development of effective interventions requires greater knowledge of autism spectrum disorder-specific models of challenging behaviours. Autism spectrum disorder populations are found to demonstrate impairments in different cognitive domains, namely social domains, such as theory of mind and emotion recognition, but also non-social domains such as executive functioning and sensory or perceptual processing. Parent-rated self-injurious behaviour and externalising behaviours, and neurocognitive performance were assessed in a population-derived sample of 100 adolescents with autism spectrum disorder. Structural equation modelling was used to estimate associations between cognitive domains (theory of mind, emotion recognition, executive functioning and perceptual processing) and self-injurious behaviour and externalising behaviours. Poorer theory of mind was associated with increased self-injurious behaviour, whereas poorer perceptual processing was associated with increased externalising behaviours. These associations remained when controlling for language ability. This is the first analysis to examine how a wide range of neurocognitive domains relate to challenging behaviours and suggests specific domains that may be important targets in the development of interventions in adolescents with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318769176 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Autism > 23-5 (July 2019) . - p.1152-1164[article] Exploring the neurocognitive correlates of challenging behaviours in young people with autism spectrum disorder [Texte imprimé et/ou numérique] / Virginia CARTER LENO, Auteur ; S. VITORATOU, Auteur ; R. KENT, Auteur ; Tony CHARMAN, Auteur ; S. CHANDLER, Auteur ; C. R. JONES, Auteur ; Francesca HAPPE, Auteur ; Gillian BAIRD, Auteur ; A. PICKLES, Auteur ; E. SIMONOFF, Auteur . - p.1152-1164.
Langues : Anglais (eng)
in Autism > 23-5 (July 2019) . - p.1152-1164
Mots-clés : Special Needs and Autism Project autism spectrum disorder challenging behaviours cognition externalising behaviours self-injurious behaviour Index. décimale : PER Périodiques Résumé : Many young people with autism spectrum disorder display 'challenging behaviours', characterised by externalising behaviour and self-injurious behaviours. These behaviours can have a negative impact on a young person's well-being, family environment and educational achievement. However, the development of effective interventions requires greater knowledge of autism spectrum disorder-specific models of challenging behaviours. Autism spectrum disorder populations are found to demonstrate impairments in different cognitive domains, namely social domains, such as theory of mind and emotion recognition, but also non-social domains such as executive functioning and sensory or perceptual processing. Parent-rated self-injurious behaviour and externalising behaviours, and neurocognitive performance were assessed in a population-derived sample of 100 adolescents with autism spectrum disorder. Structural equation modelling was used to estimate associations between cognitive domains (theory of mind, emotion recognition, executive functioning and perceptual processing) and self-injurious behaviour and externalising behaviours. Poorer theory of mind was associated with increased self-injurious behaviour, whereas poorer perceptual processing was associated with increased externalising behaviours. These associations remained when controlling for language ability. This is the first analysis to examine how a wide range of neurocognitive domains relate to challenging behaviours and suggests specific domains that may be important targets in the development of interventions in adolescents with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361318769176 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 Eye-witness memory and suggestibility in children with Asperger syndrome / Eamon J. MCCRORY in Journal of Child Psychology and Psychiatry, 48-5 (May 2007)
[article]
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
in Journal of Child Psychology and Psychiatry > 48-5 (May 2007) . - p.482–489[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 Feeling, caring, knowing: different types of empathy deficit in boys with psychopathic tendencies and autism spectrum disorder / Alice P. JONES in Journal of Child Psychology and Psychiatry, 51-11 (November 2010)
[article]
Titre : Feeling, caring, knowing: different types of empathy deficit in boys with psychopathic tendencies and autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Alice P. JONES, Auteur ; Essi VIDING, Auteur ; Francesca HAPPE, Auteur ; Francesca GILBERT, Auteur ; Stephanie BURNETT, Auteur Année de publication : 2010 Article en page(s) : p.1188-1197 Langues : Anglais (eng) Mots-clés : Psychopathic-tendencies autism-spectrum-disorder empathy cognitive-perspective-taking Index. décimale : PER Périodiques Résumé : Background: Empathy dysfunction is one of the hallmarks of psychopathy, but it is also sometimes thought to characterise autism spectrum disorders (ASD). Individuals with either condition can appear uncaring towards others. This study set out to compare and contrast directly boys with psychopathic tendencies and boys with ASD on tasks assessing aspects of affective empathy and cognitive perspective taking. The main aim of the study was to assess whether a distinct profile of empathy deficits would emerge for boys with psychopathic tendencies and ASD, and whether empathy deficits would be associated with conduct problems in general, rather than psychopathic tendencies or ASD specifically.
Methods: Four groups of boys aged between 9 and 16 years (N = 96) were compared: 1) psychopathic tendencies, 2) ASD, 3) conduct problems and 4) comparison. Tasks were included to probe attribution of emotions to self, empathy for victims of aggression and cognitive perspective-taking ability.
Results: Boys with psychopathic tendencies had a profile consistent with dysfunctional affective empathy. They reported experiencing less fear and less empathy for victims of aggression than comparison boys. Their cognitive perspective-taking abilities were not statistically significantly different from those of comparison boys. In contrast, boys with ASD had difficulties with tasks requiring cognitive perspective taking, but reported emotional experiences and victim empathy that were in line with comparison boys. Boys with conduct problems did not differ from comparison boys, suggesting that the affective empathy deficit seen in boys with psychopathic tendencies was specific to that group, rather than common to all boys with conduct problems.
Conclusions: Although both groups can appear uncaring, our findings suggest that the affective/information processing correlates of psychopathic tendencies and ASD are quite different. Psychopathic tendencies are associated with difficulties in resonating with other people’s distress, whereas ASD is characterised by difficulties in knowing what other people think.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02280.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110
in Journal of Child Psychology and Psychiatry > 51-11 (November 2010) . - p.1188-1197[article] Feeling, caring, knowing: different types of empathy deficit in boys with psychopathic tendencies and autism spectrum disorder [Texte imprimé et/ou numérique] / Alice P. JONES, Auteur ; Essi VIDING, Auteur ; Francesca HAPPE, Auteur ; Francesca GILBERT, Auteur ; Stephanie BURNETT, Auteur . - 2010 . - p.1188-1197.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-11 (November 2010) . - p.1188-1197
Mots-clés : Psychopathic-tendencies autism-spectrum-disorder empathy cognitive-perspective-taking Index. décimale : PER Périodiques Résumé : Background: Empathy dysfunction is one of the hallmarks of psychopathy, but it is also sometimes thought to characterise autism spectrum disorders (ASD). Individuals with either condition can appear uncaring towards others. This study set out to compare and contrast directly boys with psychopathic tendencies and boys with ASD on tasks assessing aspects of affective empathy and cognitive perspective taking. The main aim of the study was to assess whether a distinct profile of empathy deficits would emerge for boys with psychopathic tendencies and ASD, and whether empathy deficits would be associated with conduct problems in general, rather than psychopathic tendencies or ASD specifically.
Methods: Four groups of boys aged between 9 and 16 years (N = 96) were compared: 1) psychopathic tendencies, 2) ASD, 3) conduct problems and 4) comparison. Tasks were included to probe attribution of emotions to self, empathy for victims of aggression and cognitive perspective-taking ability.
Results: Boys with psychopathic tendencies had a profile consistent with dysfunctional affective empathy. They reported experiencing less fear and less empathy for victims of aggression than comparison boys. Their cognitive perspective-taking abilities were not statistically significantly different from those of comparison boys. In contrast, boys with ASD had difficulties with tasks requiring cognitive perspective taking, but reported emotional experiences and victim empathy that were in line with comparison boys. Boys with conduct problems did not differ from comparison boys, suggesting that the affective empathy deficit seen in boys with psychopathic tendencies was specific to that group, rather than common to all boys with conduct problems.
Conclusions: Although both groups can appear uncaring, our findings suggest that the affective/information processing correlates of psychopathic tendencies and ASD are quite different. Psychopathic tendencies are associated with difficulties in resonating with other people’s distress, whereas ASD is characterised by difficulties in knowing what other people think.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02280.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110 From acoustics to grammar: Perceiving and interpreting grammatical prosody in adolescents with Asperger Syndrome / Coralie CHEVALLIER in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)
PermalinkFurther developing the Frith-Happé animations: A quicker, more objective, and web-based test of theory of mind for autistic and neurotypical adults / L. A. LIVINGSTON in Autism Research, 14-9 (September 2021)
PermalinkGood social skills despite poor theory of mind: exploring compensation in autism spectrum disorder / L. A. LIVINGSTON in Journal of Child Psychology and Psychiatry, 60-1 (January 2019)
PermalinkHeritability of autism spectrum disorders: a meta-analysis of twin studies / Beata TICK in Journal of Child Psychology and Psychiatry, 57-5 (May 2016)
PermalinkHow do Parents Manage Irritability, Challenging Behaviour, Non-Compliance and Anxiety in Children with Autism Spectrum Disorders? A Meta-Synthesis / E. O'NIONS in Journal of Autism and Developmental Disorders, 48-4 (April 2018)
PermalinkImpact of the COVID-19 Pandemic on Daily Life: Diverse Experiences for Autistic Adults / Jarymke MALJAARS in Journal of Autism and Developmental Disorders, 53-1 (January 2023)
PermalinkImpaired Comprehension of Alternating Syntactic Constructions in Autism / Melissa D. STOCKBRIDGE in Autism Research, 7-3 (June 2014)
PermalinkIntact inner speech use in autism spectrum disorder: evidence from a short-term memory task / David WILLIAMS in Journal of Child Psychology and Psychiatry, 49-1 (January 2008)
PermalinkInternational Society for Autism Research News / Francesca HAPPE in Autism Research, 6-3 (June 2013)
PermalinkInternational Society for Autism Research News / Francesca HAPPE in Autism Research, 6-4 (August 2013)
PermalinkInternational Society for Autism Research News / Francesca HAPPE in Autism Research, 6-5 (October 2013)
PermalinkInternational Society for Autism Research News / Francesca HAPPE in Autism Research, 6-6 (December 2013)
PermalinkInternational Society For Autism Research News / Francesca HAPPE in Autism Research, 7-1 (February 2014)
PermalinkIs cognitive inflexibility a missing link? The role of cognitive inflexibility, alexithymia and intolerance of uncertainty in externalising and internalising behaviours in young people with autism spectrum disorder / A. OZSIVADJIAN in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)
PermalinkIs quality of life related to high autistic traits, high ADHD traits and their Interaction? Evidence from a Young-Adult Community-Based twin sample / Simone J. CAPP in Journal of Autism and Developmental Disorders, 53-9 (September 2023)
PermalinkA longitudinal twin study of the association between childhood autistic traits and psychotic experiences in adolescence / Mark J. TAYLOR in Molecular Autism, (July 2015)
PermalinkMental health of autistic adults during the COVID-19 pandemic: The impact of perceived stress, intolerance of uncertainty, and coping style / Kris EVERS in Autism, 27-3 (April 2023)
PermalinkA Meta-analysis of Outcome Studies of Autistic Adults: Quantifying Effect Size, Quality, and Meta-regression / D. MASON in Journal of Autism and Developmental Disorders, 51-9 (September 2021)
PermalinkMid-childhood outcomes of infant siblings at familial high-risk of autism spectrum disorder / Elizabeth SHEPHARD in Autism Research, 10-3 (March 2017)
PermalinkA multimodal approach to emotion recognition ability in autism spectrum disorders / Catherine R. G. JONES in Journal of Child Psychology and Psychiatry, 52-3 (March 2011)
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