Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur William MANDY |
Documents disponibles écrits par cet auteur (40)
Faire une suggestion Affiner la recherche
Should all young children be screened for autism spectrum disorder? / David MANDELL in Autism, 19-8 (November 2015)
[article]
Titre : Should all young children be screened for autism spectrum disorder? Type de document : Texte imprimé et/ou numérique Auteurs : David MANDELL, Auteur ; William MANDY, Auteur Article en page(s) : p.895-896 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361315608323 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269
in Autism > 19-8 (November 2015) . - p.895-896[article] Should all young children be screened for autism spectrum disorder? [Texte imprimé et/ou numérique] / David MANDELL, Auteur ; William MANDY, Auteur . - p.895-896.
Langues : Anglais (eng)
in Autism > 19-8 (November 2015) . - p.895-896
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361315608323 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 The Cognitive Profile in Autism Spectrum Disorders / William MANDY in Key Issues in Mental Health, 180 (2015)
[article]
Titre : The Cognitive Profile in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : William MANDY, Auteur ; Marianna MURIN, Auteur ; David SKUSE, Auteur Article en page(s) : p.34-45 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Résumé : Is there an autism spectrum disorder (ASD) cognitive profile, i.e. a consistent, disorder-specific pattern of cognitive peaks and troughs found in a substantial proportion of people with ASD? Almost all research into ASD cognition is not designed to answer this question, as studies tend to focus on specific aspects of cognition without providing a broad picture across multiple cognitive domains and because results are reported as group trends without sufficient attention to individual patterns of performance. Thus, it is not currently known whether there is an ASD cognitive profile. To fill this gap in the literature, there is a need for multiple single-case study designs, which investigate individual patterns of relative peaks and troughs across diverse cognitive tests for multiple participants. We illustrate this approach using data from the 10 subtests of the Wechsler Intelligence Scale for Children - fourth edition (WISC-IV), in a sample of 104 young people with an ASD. Initial group level analyses suggested that, on average, people with ASD have relative strengths in WISC-IV tasks requiring non-timed abstract reasoning and relative weaknesses in processing speed and comprehension. However, these group level findings did not consistently apply to individual participants: only 1 person in the sample of 104 had an individual profile that reflected the group level pattern of strengths and weaknesses. Nevertheless, non-specific variability was common, with 76% of the sample showing significant peaks and troughs in performance on the WISC-IV subtests, raising the possibility that a key characteristic of ASD is unpredictable cognitive heterogeneity, characterized by relative strengths as well as difficulties. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271
in Key Issues in Mental Health > 180 (2015) . - p.34-45[article] The Cognitive Profile in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / William MANDY, Auteur ; Marianna MURIN, Auteur ; David SKUSE, Auteur . - p.34-45.
Langues : Anglais (eng)
in Key Issues in Mental Health > 180 (2015) . - p.34-45
Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Résumé : Is there an autism spectrum disorder (ASD) cognitive profile, i.e. a consistent, disorder-specific pattern of cognitive peaks and troughs found in a substantial proportion of people with ASD? Almost all research into ASD cognition is not designed to answer this question, as studies tend to focus on specific aspects of cognition without providing a broad picture across multiple cognitive domains and because results are reported as group trends without sufficient attention to individual patterns of performance. Thus, it is not currently known whether there is an ASD cognitive profile. To fill this gap in the literature, there is a need for multiple single-case study designs, which investigate individual patterns of relative peaks and troughs across diverse cognitive tests for multiple participants. We illustrate this approach using data from the 10 subtests of the Wechsler Intelligence Scale for Children - fourth edition (WISC-IV), in a sample of 104 young people with an ASD. Initial group level analyses suggested that, on average, people with ASD have relative strengths in WISC-IV tasks requiring non-timed abstract reasoning and relative weaknesses in processing speed and comprehension. However, these group level findings did not consistently apply to individual participants: only 1 person in the sample of 104 had an individual profile that reflected the group level pattern of strengths and weaknesses. Nevertheless, non-specific variability was common, with 76% of the sample showing significant peaks and troughs in performance on the WISC-IV subtests, raising the possibility that a key characteristic of ASD is unpredictable cognitive heterogeneity, characterized by relative strengths as well as difficulties. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=271 The Experiences of Late-diagnosed Women with Autism Spectrum Conditions: An Investigation of the Female Autism Phenotype / Sarah BARGIELA in Journal of Autism and Developmental Disorders, 46-10 (October 2016)
[article]
Titre : The Experiences of Late-diagnosed Women with Autism Spectrum Conditions: An Investigation of the Female Autism Phenotype Type de document : Texte imprimé et/ou numérique Auteurs : Sarah BARGIELA, Auteur ; Robyn STEWARD, Auteur ; William MANDY, Auteur Article en page(s) : p.3281-3294 Langues : Anglais (eng) Mots-clés : Autism spectrum conditions (ASC) Autism spectrum disorder (ASD) Diagnosis Female autism phenotype Index. décimale : PER Périodiques Résumé : We used Framework Analysis to investigate the female autism phenotype and its impact upon the under-recognition of autism spectrum conditions (ASC) in girls and women. Fourteen women with ASC (aged 22–30 years) diagnosed in late adolescence or adulthood gave in-depth accounts of: ‘pretending to be normal’; of how their gender led various professionals to miss their ASC; and of conflicts between ASC and a traditional feminine identity. Experiences of sexual abuse were widespread in this sample, partially reflecting specific vulnerabilities from being a female with undiagnosed ASC. Training would improve teachers’ and clinicians’ recognition of ASC in females, so that timely identification can mitigate risks and promote wellbeing of girls and women on the autism spectrum. En ligne : http://dx.doi.org/10.1007/s10803-016-2872-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293
in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3281-3294[article] The Experiences of Late-diagnosed Women with Autism Spectrum Conditions: An Investigation of the Female Autism Phenotype [Texte imprimé et/ou numérique] / Sarah BARGIELA, Auteur ; Robyn STEWARD, Auteur ; William MANDY, Auteur . - p.3281-3294.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3281-3294
Mots-clés : Autism spectrum conditions (ASC) Autism spectrum disorder (ASD) Diagnosis Female autism phenotype Index. décimale : PER Périodiques Résumé : We used Framework Analysis to investigate the female autism phenotype and its impact upon the under-recognition of autism spectrum conditions (ASC) in girls and women. Fourteen women with ASC (aged 22–30 years) diagnosed in late adolescence or adulthood gave in-depth accounts of: ‘pretending to be normal’; of how their gender led various professionals to miss their ASC; and of conflicts between ASC and a traditional feminine identity. Experiences of sexual abuse were widespread in this sample, partially reflecting specific vulnerabilities from being a female with undiagnosed ASC. Training would improve teachers’ and clinicians’ recognition of ASC in females, so that timely identification can mitigate risks and promote wellbeing of girls and women on the autism spectrum. En ligne : http://dx.doi.org/10.1007/s10803-016-2872-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 The lived experience of gender dysphoria in autistic adults: An interpretative phenomenological analysis / Kate COOPER in Autism, 26-4 (May 2022)
[article]
Titre : The lived experience of gender dysphoria in autistic adults: An interpretative phenomenological analysis Type de document : Texte imprimé et/ou numérique Auteurs : Kate COOPER, Auteur ; William MANDY, Auteur ; Catherine BUTLER, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : p.963-974 Langues : Anglais (eng) Mots-clés : Adult Autism Spectrum Disorder Autistic Disorder Female Gender Dysphoria/psychology Gender Identity Humans Infant, Newborn Male Transgender Persons/psychology autism spectrum disorders gender diversity gender dysphoria transgender healthcare transgender identities conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Autistic people are more likely to be transgender, which means having a gender identity different to one's sex assigned at birth. Some transgender people experience distress about their gender and sex assigned at birth not matching which is called gender dysphoria. Research has focused on finding out why autistic people are more likely to have gender dysphoria, and less on what the experience of gender dysphoria is like for autistic people. We interviewed 21 autistic adults about their experience of incongruence between their gender identity and sex assigned at birth, and any associated distress. We carefully read the transcripts of the interviews, focusing on how participants understood their experiences. We found a range of themes from the interviews. Participants were distressed because their bodies did not match their gender identities. Participants told us they had to work hard to understand themselves and who they were, and to manage having multiple different needs such as mental health needs. It was upsetting for participants to experience discrimination because of being autistic and/or transgender. Some participants said it was more difficult to get transgender healthcare as an autistic person. Some participants thought being autistic had helped them understand their gender identity more than non-autistic people. Other participants found it was challenging to be both autistic and transgender. For example, most participants wanted to change their bodies to match their gender identity, but some participants were nervous about making changes to themselves and their routine due to being autistic. We conclude that autism can in some ways be helpful and other ways contribute to challenges for transgender autistic people. En ligne : https://dx.doi.org/10.1177/13623613211039113 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-4 (May 2022) . - p.963-974[article] The lived experience of gender dysphoria in autistic adults: An interpretative phenomenological analysis [Texte imprimé et/ou numérique] / Kate COOPER, Auteur ; William MANDY, Auteur ; Catherine BUTLER, Auteur ; Ailsa RUSSELL, Auteur . - p.963-974.
Langues : Anglais (eng)
in Autism > 26-4 (May 2022) . - p.963-974
Mots-clés : Adult Autism Spectrum Disorder Autistic Disorder Female Gender Dysphoria/psychology Gender Identity Humans Infant, Newborn Male Transgender Persons/psychology autism spectrum disorders gender diversity gender dysphoria transgender healthcare transgender identities conflicts of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Autistic people are more likely to be transgender, which means having a gender identity different to one's sex assigned at birth. Some transgender people experience distress about their gender and sex assigned at birth not matching which is called gender dysphoria. Research has focused on finding out why autistic people are more likely to have gender dysphoria, and less on what the experience of gender dysphoria is like for autistic people. We interviewed 21 autistic adults about their experience of incongruence between their gender identity and sex assigned at birth, and any associated distress. We carefully read the transcripts of the interviews, focusing on how participants understood their experiences. We found a range of themes from the interviews. Participants were distressed because their bodies did not match their gender identities. Participants told us they had to work hard to understand themselves and who they were, and to manage having multiple different needs such as mental health needs. It was upsetting for participants to experience discrimination because of being autistic and/or transgender. Some participants said it was more difficult to get transgender healthcare as an autistic person. Some participants thought being autistic had helped them understand their gender identity more than non-autistic people. Other participants found it was challenging to be both autistic and transgender. For example, most participants wanted to change their bodies to match their gender identity, but some participants were nervous about making changes to themselves and their routine due to being autistic. We conclude that autism can in some ways be helpful and other ways contribute to challenges for transgender autistic people. En ligne : https://dx.doi.org/10.1177/13623613211039113 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 The transition from primary to secondary school in mainstream education for children with autism spectrum disorder / William MANDY in Autism, 20-1 (January 2016)
[article]
Titre : The transition from primary to secondary school in mainstream education for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : William MANDY, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Sara STAUNTON, Auteur ; Josselyn HELLRIEGEL, Auteur ; Seonaid ANDERSON, Auteur ; David SKUSE, Auteur Article en page(s) : p.5-13 Langues : Anglais (eng) Mots-clés : autism spectrum disorder education longitudinal school transition Index. décimale : PER Périodiques Résumé : The transition from primary to secondary education (hereafter ‘school transition’) is a major ecological shift that poses considerable social, emotional, academic and organisational challenges. It is commonly assumed that this school transition is especially difficult for children with autism spectrum disorder, but that idea is mainly based on anecdotal evidence and requires systematic investigation. We describe change and continuity for children with autism spectrum disorder (N?=?28, mean age?=?11.29?years, mean full-scale IQ?=?87.86) transitioning in mainstream education from primary to secondary school. Levels of psychopathology, adaptive functioning and peer victimisation were measured by parent, self and teacher report in the last year of primary school, and again after one term of secondary school. At follow-up, all participants were still in their secondary school, and there was no evidence for a marked escalation of difficulties during the transition. Instead, we observed high levels of psychopathology and maladaption at baseline which persisted across the transition and were in some cases under-recognised. By parent report, levels of bullying fell from primary to secondary school. Future research should investigate factors, such as school characteristics, that influence the move to secondary education in autism spectrum disorder, to inform the development of interventions to promote successful school transition. En ligne : http://dx.doi.org/10.1177/1362361314562616 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277
in Autism > 20-1 (January 2016) . - p.5-13[article] The transition from primary to secondary school in mainstream education for children with autism spectrum disorder [Texte imprimé et/ou numérique] / William MANDY, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Sara STAUNTON, Auteur ; Josselyn HELLRIEGEL, Auteur ; Seonaid ANDERSON, Auteur ; David SKUSE, Auteur . - p.5-13.
Langues : Anglais (eng)
in Autism > 20-1 (January 2016) . - p.5-13
Mots-clés : autism spectrum disorder education longitudinal school transition Index. décimale : PER Périodiques Résumé : The transition from primary to secondary education (hereafter ‘school transition’) is a major ecological shift that poses considerable social, emotional, academic and organisational challenges. It is commonly assumed that this school transition is especially difficult for children with autism spectrum disorder, but that idea is mainly based on anecdotal evidence and requires systematic investigation. We describe change and continuity for children with autism spectrum disorder (N?=?28, mean age?=?11.29?years, mean full-scale IQ?=?87.86) transitioning in mainstream education from primary to secondary school. Levels of psychopathology, adaptive functioning and peer victimisation were measured by parent, self and teacher report in the last year of primary school, and again after one term of secondary school. At follow-up, all participants were still in their secondary school, and there was no evidence for a marked escalation of difficulties during the transition. Instead, we observed high levels of psychopathology and maladaption at baseline which persisted across the transition and were in some cases under-recognised. By parent report, levels of bullying fell from primary to secondary school. Future research should investigate factors, such as school characteristics, that influence the move to secondary education in autism spectrum disorder, to inform the development of interventions to promote successful school transition. En ligne : http://dx.doi.org/10.1177/1362361314562616 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 PermalinkTrajectories of autistic social traits in childhood and adolescence and disordered eating behaviours at age 14 years: A UK general population cohort study / Francesca SOLMI in Journal of Child Psychology and Psychiatry, 62-1 (January 2021)
PermalinkUsing the Autism-Spectrum Quotient to Measure Autistic Traits in Anorexia Nervosa: A Systematic Review and Meta-Analysis / Heather WESTWOOD in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
PermalinkUtility of the 3Di Short Version for the Diagnostic Assessment of Autism Spectrum Disorder and Compatibility with DSM-5 / Geerte SLAPPENDEL in Journal of Autism and Developmental Disorders, 46-5 (May 2016)
PermalinkVariability in the common genetic architecture of social-communication spectrum phenotypes during childhood and adolescence / Beate ST POURCAIN in Molecular Autism, (February 2014)
Permalink