Documents disponibles écrits par cet auteur

ADHD Subtype Differences in Motivational Responsivity but not Inhibitory Control: Evidence From a Reward-Based Variation of the Stop Signal Paradigm / Cynthia L. HUANG-POLLOCK in Journal of Clinical Child & Adolescent Psychology, 36-2 (April-June 2007) 

Public ISBD [article]  in Journal of Clinical Child & Adolescent Psychology > 36-2 (April-June 2007) . - p.127-136 Titre : ADHD Subtype Differences in Motivational Responsivity but not Inhibitory Control: Evidence From a Reward-Based Variation of the Stop Signal Paradigm Type de document : texte imprimé Auteurs : Cynthia L. HUANG-POLLOCK, Auteur ; Amori Yee MIKAMI, Auteur ; Linda PFIFFNER, Auteur ; Keith McBURNETT, Auteur Année de publication : 2007 Article en page(s) : p.127-136 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this study we examined prepotent motor inhibition and responsiveness to reward using a variation of the stop signal reaction time (SSRT) task in clinic- and community-recruited children ages 7 to 12 with attention-deficit/hyperactivity disorder—inattentive type (ADHD—I), ADHD—combined type (ADHD—C), and non-ADHD controls. Contrary to theoretical expectations, we found evidence for inhibitory weaknesses in ADHD—I. We also found evidence that although children with ADHD—I were able to improve their inhibitory control given reward-based motivation, the improvement depended on the order of reward conditions. Results suggest that the 2 primary subtypes of ADHD share similar neuropsychological weaknesses in inhibitory control but that there are subtype differences in response to success and failure that contribute to a child's ultimate level of performance. En ligne : http://dx.doi.org/10.1080/15374410701274124 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1448 [article] ADHD Subtype Differences in Motivational Responsivity but not Inhibitory Control: Evidence From a Reward-Based Variation of the Stop Signal Paradigm [texte imprimé] / Cynthia L. HUANG-POLLOCK, Auteur ; Amori Yee MIKAMI, Auteur ; Linda PFIFFNER, Auteur ; Keith McBURNETT, Auteur . - 2007 . - p.127-136. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 36-2 (April-June 2007) . - p.127-136 Index. décimale : PER Périodiques Résumé : In this study we examined prepotent motor inhibition and responsiveness to reward using a variation of the stop signal reaction time (SSRT) task in clinic- and community-recruited children ages 7 to 12 with attention-deficit/hyperactivity disorder—inattentive type (ADHD—I), ADHD—combined type (ADHD—C), and non-ADHD controls. Contrary to theoretical expectations, we found evidence for inhibitory weaknesses in ADHD—I. We also found evidence that although children with ADHD—I were able to improve their inhibitory control given reward-based motivation, the improvement depended on the order of reward conditions. Results suggest that the 2 primary subtypes of ADHD share similar neuropsychological weaknesses in inhibitory control but that there are subtype differences in response to success and failure that contribute to a child's ultimate level of performance. En ligne : http://dx.doi.org/10.1080/15374410701274124 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1448

Attention-Deficit/Hyperactivity Disorder / Amori Yee MIKAMI

Public ISBD contenu dans Social Behavior and Skills in Children / Johnny L. MATSON Titre : Attention-Deficit/Hyperactivity Disorder Type de document : texte imprimé Auteurs : Amori Yee MIKAMI, Auteur ; Allison JACK, Auteur ; Matthew D. LERNER, Auteur Année de publication : 2009 Importance : p.159-185 Langues : Anglais (eng) Catégories : ETIOLOGIE PREVALENCE SYMPTOME TROUBLE COGNITIF TROUBLE DES INTERACTIONS SOCIALES TROUBLE DU DEFICIT DE L'ATTENTION (TDA) TROUBLE DU DEFICIT DE L'ATTENTION AVEC HYPERACTIVITE (TDAH) TROUBLE EMOTIONNEL Index. décimale : APP-A APP-A ABA - FBA - Approches Comportementales Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=9442 contenu dans Social Behavior and Skills in Children / Johnny L. MATSON Attention-Deficit/Hyperactivity Disorder [texte imprimé] / Amori Yee MIKAMI, Auteur ; Allison JACK, Auteur ; Matthew D. LERNER, Auteur . - 2009 . - p.159-185. Langues : Anglais (eng) Catégories : ETIOLOGIE PREVALENCE SYMPTOME TROUBLE COGNITIF TROUBLE DES INTERACTIONS SOCIALES TROUBLE DU DEFICIT DE L'ATTENTION (TDA) TROUBLE DU DEFICIT DE L'ATTENTION AVEC HYPERACTIVITE (TDAH) TROUBLE EMOTIONNEL Index. décimale : APP-A APP-A ABA - FBA - Approches Comportementales Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=9442

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Gender and Conduct Problems Predict Peer Functioning Among Children with Attention-Deficit/Hyperactivity Disorder / Amori Yee MIKAMI in Journal of Clinical Child & Adolescent Psychology, 40-5 (September-October 2011) 

Public ISBD [article]  in Journal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.777-786 Titre : Gender and Conduct Problems Predict Peer Functioning Among Children with Attention-Deficit/Hyperactivity Disorder Type de document : texte imprimé Auteurs : Amori Yee MIKAMI, Auteur ; Jill LORENZI, Auteur Année de publication : 2011 Article en page(s) : p.777-786 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with attention-deficit/hyperactivity disorder (ADHD) often have poor relationships with peers. However, research on this topic has predominantly focused on boys. This study considered child gender, ADHD status, and dimensionally assessed conduct problems as predictors of peer relationship difficulties. Participants were 125 children (ages 6–10; 67% male), 63 with clinical diagnoses of ADHD and 62 non-ADHD comparison youth. Conduct problems were reported by teachers and observed in a lab playgroup. Peer relationships were assessed by parent report, teacher report, and peer sociometric nominations in the playgroup. Results suggested that children with ADHD, as well as those with high conduct problems, displayed more impaired peer relationships than did comparison children and those with low conduct problems, but overall there were no gender differences in social functioning. However, statistical interactions appeared such that the negative impact of conduct problems on peer relationships was stronger for girls than for boys. En ligne : http://dx.doi.org/10.1080/15374416.2011.597089 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1428 [article] Gender and Conduct Problems Predict Peer Functioning Among Children with Attention-Deficit/Hyperactivity Disorder [texte imprimé] / Amori Yee MIKAMI, Auteur ; Jill LORENZI, Auteur . - 2011 . - p.777-786. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.777-786 Index. décimale : PER Périodiques Résumé : Children with attention-deficit/hyperactivity disorder (ADHD) often have poor relationships with peers. However, research on this topic has predominantly focused on boys. This study considered child gender, ADHD status, and dimensionally assessed conduct problems as predictors of peer relationship difficulties. Participants were 125 children (ages 6–10; 67% male), 63 with clinical diagnoses of ADHD and 62 non-ADHD comparison youth. Conduct problems were reported by teachers and observed in a lab playgroup. Peer relationships were assessed by parent report, teacher report, and peer sociometric nominations in the playgroup. Results suggested that children with ADHD, as well as those with high conduct problems, displayed more impaired peer relationships than did comparison children and those with low conduct problems, but overall there were no gender differences in social functioning. However, statistical interactions appeared such that the negative impact of conduct problems on peer relationships was stronger for girls than for boys. En ligne : http://dx.doi.org/10.1080/15374416.2011.597089 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1428

Positive Illusory Bias and Response to Behavioral Treatment Among Children with Attention-Deficit/Hyperactivity Disorder / Amori Yee MIKAMI in Journal of Clinical Child & Adolescent Psychology, 39-3 (May-June 2010) 

Public ISBD [article]  in Journal of Clinical Child & Adolescent Psychology > 39-3 (May-June 2010) . - p.373-385 Titre : Positive Illusory Bias and Response to Behavioral Treatment Among Children with Attention-Deficit/Hyperactivity Disorder Type de document : texte imprimé Auteurs : Amori Yee MIKAMI, Auteur ; Howard B. ABIKOFF, Auteur ; Casey D. CALHOUN, Auteur Année de publication : 2010 Article en page(s) : p.373-385 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study investigates the accuracy of self-perceptions of competence among 43 children with attention-deficit/hyperactivity disorder (ages 6.9-11.9; 37 boys) attending an 8-week empirically supported behavioral summer treatment program. Having inflated self-perceptions about one's competence at the beginning of the summer predicted poorer response to the intervention administered in the program as assessed by changes in observed conduct problems, peer-nominated social preference, and friendship. However, inflated self-perceptions at the start of the summer predicted reductions in self-reported depressive symptoms during the treatment period. Despite participating in an intensive intervention, there was high stability of children's biased self-perceptions regarding their performance. En ligne : http://dx.doi.org/10.1080/15374411003691735 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1020 [article] Positive Illusory Bias and Response to Behavioral Treatment Among Children with Attention-Deficit/Hyperactivity Disorder [texte imprimé] / Amori Yee MIKAMI, Auteur ; Howard B. ABIKOFF, Auteur ; Casey D. CALHOUN, Auteur . - 2010 . - p.373-385. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 39-3 (May-June 2010) . - p.373-385 Index. décimale : PER Périodiques Résumé : The current study investigates the accuracy of self-perceptions of competence among 43 children with attention-deficit/hyperactivity disorder (ages 6.9-11.9; 37 boys) attending an 8-week empirically supported behavioral summer treatment program. Having inflated self-perceptions about one's competence at the beginning of the summer predicted poorer response to the intervention administered in the program as assessed by changes in observed conduct problems, peer-nominated social preference, and friendship. However, inflated self-perceptions at the start of the summer predicted reductions in self-reported depressive symptoms during the treatment period. Despite participating in an intensive intervention, there was high stability of children's biased self-perceptions regarding their performance. En ligne : http://dx.doi.org/10.1080/15374411003691735 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1020

Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition / Cara M KEIFER in Autism, 24-7 (October 2020) 

Public ISBD [article]  in Autism > 24-7 (October 2020) . - p.1758-1772 Titre : Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition Type de document : texte imprimé Auteurs : Cara M KEIFER, Auteur ; Amori Yee MIKAMI, Auteur ; James P MORRIS, Auteur ; Erin J LIBSACK, Auteur ; Matthew D LERNER, Auteur Article en page(s) : p.1758-1772 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *electroencephalography  *event-related potential  *partial least squares regression  *social cognition  *social perception  interest. Amori Mikami declares that she has no conflict of interest. James Morris  declares that he has no conflict of interest. Erin Libsack declares that she has no  conflict of interest. Matthew Lerner declares that he has no conflict of interest. Index. décimale : PER Périodiques Résumé : Difficulties with social communication and interaction are a hallmark feature of autism spectrum disorder. These difficulties may be the result of problems with explicit social cognition (effortful and largely conscious processes) such as learning and recalling social norms or rules. Alternatively, social deficits may stem from problems with implicit social cognition (rapid and largely unconscious processes) such as the efficient integration of social information. The goal of this study was to determine how problems in explicit and implicit social cognition relate to social behavior in 34 youth with autism spectrum disorder. We measured aspects of implicit and explicit social cognition abilities in the laboratory using behavioral, cognitive, and brain (electrophysiological) measures. We then used those measures to predict "real-world" social behavior as reported by parents, clinicians, and independent observers. Results showed that overall better aspects of implicit and explicit social cognition predicted more competent social behavior. In addition, the ability to fluidly integrate social information (implicit social cognition) was more frequently related to competent social behavior that merely knowing what to do in social situations (explicit social cognition). These findings may help with the development of interventions focusing on improving social deficits. En ligne : http://dx.doi.org/10.1177/1362361320922058 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4315 [article] Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition [texte imprimé] / Cara M KEIFER, Auteur ; Amori Yee MIKAMI, Auteur ; James P MORRIS, Auteur ; Erin J LIBSACK, Auteur ; Matthew D LERNER, Auteur . - p.1758-1772. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1758-1772 Mots-clés : *autism spectrum disorder  *electroencephalography  *event-related potential  *partial least squares regression  *social cognition  *social perception  interest. Amori Mikami declares that she has no conflict of interest. James Morris  declares that he has no conflict of interest. Erin Libsack declares that she has no  conflict of interest. Matthew Lerner declares that he has no conflict of interest. Index. décimale : PER Périodiques Résumé : Difficulties with social communication and interaction are a hallmark feature of autism spectrum disorder. These difficulties may be the result of problems with explicit social cognition (effortful and largely conscious processes) such as learning and recalling social norms or rules. Alternatively, social deficits may stem from problems with implicit social cognition (rapid and largely unconscious processes) such as the efficient integration of social information. The goal of this study was to determine how problems in explicit and implicit social cognition relate to social behavior in 34 youth with autism spectrum disorder. We measured aspects of implicit and explicit social cognition abilities in the laboratory using behavioral, cognitive, and brain (electrophysiological) measures. We then used those measures to predict "real-world" social behavior as reported by parents, clinicians, and independent observers. Results showed that overall better aspects of implicit and explicit social cognition predicted more competent social behavior. In addition, the ability to fluidly integrate social information (implicit social cognition) was more frequently related to competent social behavior that merely knowing what to do in social situations (explicit social cognition). These findings may help with the development of interventions focusing on improving social deficits. En ligne : http://dx.doi.org/10.1177/1362361320922058 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4315

A Preliminary Randomized Controlled Trial of Two Social Skills Interventions for Youth With High-Functioning Autism Spectrum Disorders / Matthew D. LERNER in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012) 

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Socio-Dramatic Affective-Relational Intervention for Adolescents with Asperger Syndrome & High Functioning Autism: Pilot Study / Matthew D. LERNER in Autism, 15-1 (January 2011) 

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Understanding Parent' Child Social Informant Discrepancy in Youth with High Functioning Autism Spectrum Disorders / Matthew D. LERNER in Journal of Autism and Developmental Disorders, 42-12 (December 2012) 

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