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Détail de l'auteur
Auteur Layla HALL |
Documents disponibles écrits par cet auteur (3)
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Brief Report: Do You See What I See? The Perception of Bullying in Male Adolescents with Autism Spectrum Disorder / Zoe HODGINS in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
[article]
Titre : Brief Report: Do You See What I See? The Perception of Bullying in Male Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Zoe HODGINS, Auteur ; Elizabeth KELLEY, Auteur ; Patricia KLOOSTERMAN, Auteur ; Layla HALL, Auteur ; Chloe C HUDSON, Auteur ; Rosaria FURLANO, Auteur ; Wendy M. CRAIG, Auteur Article en page(s) : p.1822-1826 Langues : Anglais (eng) Mots-clés : Adolescents Autism Bullying Social cognition Social understanding Victimization Index. décimale : PER Périodiques Résumé : Although there is evidence to suggest that adolescents with autism spectrum disorder (ASD) have difficulty interpreting complex social situations, little is known about their understanding of bullying. Given the high rates of victimization in this population, it is important to investigate how adolescents with ASD comprehend bullying. Male adolescents with ASD and IQ-matched typically-developing (TD) controls (Mage = 14.62, SD = 1.91) watched six videos portraying bullying scenarios and were interviewed after each video. The interviews were coded for the participants' understanding of the bullying scenarios. Results indicated that adolescents with ASD had significantly lower bullying understanding scores than TD adolescents. These novel findings suggest that male adolescents with ASD understand bullying differently than their TD peers. Implications for experiences with victimization are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3739-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1822-1826[article] Brief Report: Do You See What I See? The Perception of Bullying in Male Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Zoe HODGINS, Auteur ; Elizabeth KELLEY, Auteur ; Patricia KLOOSTERMAN, Auteur ; Layla HALL, Auteur ; Chloe C HUDSON, Auteur ; Rosaria FURLANO, Auteur ; Wendy M. CRAIG, Auteur . - p.1822-1826.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1822-1826
Mots-clés : Adolescents Autism Bullying Social cognition Social understanding Victimization Index. décimale : PER Périodiques Résumé : Although there is evidence to suggest that adolescents with autism spectrum disorder (ASD) have difficulty interpreting complex social situations, little is known about their understanding of bullying. Given the high rates of victimization in this population, it is important to investigate how adolescents with ASD comprehend bullying. Male adolescents with ASD and IQ-matched typically-developing (TD) controls (Mage = 14.62, SD = 1.91) watched six videos portraying bullying scenarios and were interviewed after each video. The interviews were coded for the participants' understanding of the bullying scenarios. Results indicated that adolescents with ASD had significantly lower bullying understanding scores than TD adolescents. These novel findings suggest that male adolescents with ASD understand bullying differently than their TD peers. Implications for experiences with victimization are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3739-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 Self-perception of competencies in adolescents with autism spectrum disorders / Rosaria FURLANO in Autism Research, 8-6 (December 2015)
[article]
Titre : Self-perception of competencies in adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Rosaria FURLANO, Auteur ; Elizabeth A. KELLEY, Auteur ; Layla HALL, Auteur ; Daryl E. WILSON, Auteur Article en page(s) : p.761-770 Langues : Anglais (eng) Mots-clés : autism spectrum disorders self-perceptions cognitive development academic functioning metacognition self-concept Index. décimale : PER Périodiques Résumé : Research has demonstrated that, despite difficulties in multiple domains, children with autism spectrum disorders (ASD) show a lack of awareness of these difficulties. A misunderstanding of poor competencies may make it difficult for individuals to adjust their behaviour in accordance with feedback and may lead to greater impairments over time. This study examined self-perceptions of adolescents with ASD (n?=?19) and typically developing (TD) mental-age-matched controls (n?=?22) using actual performance on objective academic tasks as the basis for ratings. Before completing the tasks, participants were asked how well they thought they would do (pre-task prediction). After completing each task, they were asked how well they thought they did (immediate post-performance) and how well they would do in the future (hypothetical future post-performance). Adolescents with ASD had more positively biased self-perceptions of competence than TD controls. The ASD group tended to overestimate their performance on all ratings of self-perceptions (pre-task prediction, immediate, and hypothetical future post-performance). In contrast, while the TD group was quite accurate at estimating their performance immediately before and after performing the task, they showed some tendency to overestimate their future performance. Future investigation is needed to systematically examine possible mechanisms that may be contributing to these biased self-perceptions. Autism Res 2015, 8: 761–770. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1491 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Autism Research > 8-6 (December 2015) . - p.761-770[article] Self-perception of competencies in adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Rosaria FURLANO, Auteur ; Elizabeth A. KELLEY, Auteur ; Layla HALL, Auteur ; Daryl E. WILSON, Auteur . - p.761-770.
Langues : Anglais (eng)
in Autism Research > 8-6 (December 2015) . - p.761-770
Mots-clés : autism spectrum disorders self-perceptions cognitive development academic functioning metacognition self-concept Index. décimale : PER Périodiques Résumé : Research has demonstrated that, despite difficulties in multiple domains, children with autism spectrum disorders (ASD) show a lack of awareness of these difficulties. A misunderstanding of poor competencies may make it difficult for individuals to adjust their behaviour in accordance with feedback and may lead to greater impairments over time. This study examined self-perceptions of adolescents with ASD (n?=?19) and typically developing (TD) mental-age-matched controls (n?=?22) using actual performance on objective academic tasks as the basis for ratings. Before completing the tasks, participants were asked how well they thought they would do (pre-task prediction). After completing each task, they were asked how well they thought they did (immediate post-performance) and how well they would do in the future (hypothetical future post-performance). Adolescents with ASD had more positively biased self-perceptions of competence than TD controls. The ASD group tended to overestimate their performance on all ratings of self-perceptions (pre-task prediction, immediate, and hypothetical future post-performance). In contrast, while the TD group was quite accurate at estimating their performance immediately before and after performing the task, they showed some tendency to overestimate their future performance. Future investigation is needed to systematically examine possible mechanisms that may be contributing to these biased self-perceptions. Autism Res 2015, 8: 761–770. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1491 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 The contribution of epigenetics to understanding genetic factors in autism / Layla HALL in Autism, 18-8 (November 2014)
[article]
Titre : The contribution of epigenetics to understanding genetic factors in autism Type de document : Texte imprimé et/ou numérique Auteurs : Layla HALL, Auteur ; Elizabeth KELLEY, Auteur Article en page(s) : p.872-881 Langues : Anglais (eng) Mots-clés : autism autism spectrum disorder epigenetic genetic Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is a grouping of neurodevelopmental disorders characterized by deficits in social communication and language, as well as by repetitive and stereotyped behaviors. While the environment is believed to play a role in the development of autism spectrum disorder, there is now strong evidence for a genetic link to autism. Despite such evidence, studies investigating a potential single-gene cause for autism, although insightful, have been highly inconclusive. A consideration of an epigenetic approach proves to be very promising in clarifying genetic factors involved in autism. The present article is intended to provide a review of key findings pertaining to epigenetics in autism in such a way that a broader audience of individuals who do not have a strong background in genetics may better understand this highly specific and scientific content. Epigenetics refers to non-permanent heritable changes that alter expression of genes without altering the DNA sequence itself and considers the role of environment in this modulation of gene expression. This review provides a brief description of epigenetic processes, highlights evidence in the literature of epigenetic dysregulation in autism, and makes use of noteworthy findings to illustrate how a consideration of epigenetic factors can deepen our understanding of the development of autism. Furthermore, this discussion will present a promising new way for moving forward in the investigation of genetic factors within autism. En ligne : http://dx.doi.org/10.1177/1362361313503501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=242
in Autism > 18-8 (November 2014) . - p.872-881[article] The contribution of epigenetics to understanding genetic factors in autism [Texte imprimé et/ou numérique] / Layla HALL, Auteur ; Elizabeth KELLEY, Auteur . - p.872-881.
Langues : Anglais (eng)
in Autism > 18-8 (November 2014) . - p.872-881
Mots-clés : autism autism spectrum disorder epigenetic genetic Index. décimale : PER Périodiques Résumé : Autism spectrum disorder is a grouping of neurodevelopmental disorders characterized by deficits in social communication and language, as well as by repetitive and stereotyped behaviors. While the environment is believed to play a role in the development of autism spectrum disorder, there is now strong evidence for a genetic link to autism. Despite such evidence, studies investigating a potential single-gene cause for autism, although insightful, have been highly inconclusive. A consideration of an epigenetic approach proves to be very promising in clarifying genetic factors involved in autism. The present article is intended to provide a review of key findings pertaining to epigenetics in autism in such a way that a broader audience of individuals who do not have a strong background in genetics may better understand this highly specific and scientific content. Epigenetics refers to non-permanent heritable changes that alter expression of genes without altering the DNA sequence itself and considers the role of environment in this modulation of gene expression. This review provides a brief description of epigenetic processes, highlights evidence in the literature of epigenetic dysregulation in autism, and makes use of noteworthy findings to illustrate how a consideration of epigenetic factors can deepen our understanding of the development of autism. Furthermore, this discussion will present a promising new way for moving forward in the investigation of genetic factors within autism. En ligne : http://dx.doi.org/10.1177/1362361313503501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=242