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 Xue LI |
Documents disponibles écrits par cet auteur (3)
Faire une suggestion Affiner la recherche
Experiences of Performing Daily Activities in Middle-Aged and Older Autistic Adults: A Qualitative Study / Ye In Jane HWANG in Journal of Autism and Developmental Disorders, 53-5 (May 2023)
[article]
Titre : Experiences of Performing Daily Activities in Middle-Aged and Older Autistic Adults: A Qualitative Study Type de document : Texte imprimé et/ou numérique Auteurs : Ye In Jane HWANG, Auteur ; Kitty-Rose FOLEY, Auteur ; Kieran ELLEY, Auteur ; Scott BROWN, Auteur ; Dawn JOY-LEONG, Auteur ; Xue LI, Auteur ; Rachel GROVE, Auteur ; Julian TROLLOR, Auteur ; Elizabeth PELLICANO, Auteur ; Lidan ZHENG, Auteur Article en page(s) : p.2037-2049 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This is the first study to investigate instrumental activities of daily living in older autistic adults. We conducted interviews with fifteen adults (mean age=60.1, SD=7.4, range=50-73) from Australia with no intellectual disability. Analysis included both deductive and inductive steps, to categorise responses using the Occupational Performance Model Australia and identify themes across participants' experiences. Strengths and challenges were unique to the individual, as were the methods they had developed to manage tasks. Challenges occurred mostly at the interaction between aspects of the environment (sensory, cognitive, social and cultural) and personal factors such as health conditions and sensory sensitivities. Enhanced person-environment fit is needed, as is a shift in wider sociocultural attitudes to enable comfort and autonomy in later life. En ligne : https://doi.org/10.1007/s10803-022-05473-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501
in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.2037-2049[article] Experiences of Performing Daily Activities in Middle-Aged and Older Autistic Adults: A Qualitative Study [Texte imprimé et/ou numérique] / Ye In Jane HWANG, Auteur ; Kitty-Rose FOLEY, Auteur ; Kieran ELLEY, Auteur ; Scott BROWN, Auteur ; Dawn JOY-LEONG, Auteur ; Xue LI, Auteur ; Rachel GROVE, Auteur ; Julian TROLLOR, Auteur ; Elizabeth PELLICANO, Auteur ; Lidan ZHENG, Auteur . - p.2037-2049.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.2037-2049
Index. décimale : PER Périodiques Résumé : This is the first study to investigate instrumental activities of daily living in older autistic adults. We conducted interviews with fifteen adults (mean age=60.1, SD=7.4, range=50-73) from Australia with no intellectual disability. Analysis included both deductive and inductive steps, to categorise responses using the Occupational Performance Model Australia and identify themes across participants' experiences. Strengths and challenges were unique to the individual, as were the methods they had developed to manage tasks. Challenges occurred mostly at the interaction between aspects of the environment (sensory, cognitive, social and cultural) and personal factors such as health conditions and sensory sensitivities. Enhanced person-environment fit is needed, as is a shift in wider sociocultural attitudes to enable comfort and autonomy in later life. En ligne : https://doi.org/10.1007/s10803-022-05473-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 Joint intention understanding in children with autism spectrum disorder / Wenwen HOU in Autism Research, 16-9 (September 2023)
[article]
Titre : Joint intention understanding in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Wenwen HOU, Auteur ; Xue LI, Auteur ; Yunmei YANG, Auteur ; Jing LI, Auteur Article en page(s) : p.1707-1718 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract This study examined the ability of children with autism spectrum disorder (ASD) to generate joint intention-based action prediction in a joint action task. Children were presented with a series of videos in which two actors either played with blocks based on joint intention (social condition) or played with blocks independently (nonsocial condition). In the familiarization stage, two actors demonstrated how they played with blocks three times. In the test stage, one actor left the scene, and another actor grasped a block and asked where she should place it. Children's gaze behavior was assessed by an eye tracker. After watching videos, children were asked to answer two questions: an action prediction question and an intention understanding question. The results showed that in the implicit eye movement task, children with ASD and typically developing (TD) children exhibited location-based anticipatory gaze under both conditions. However, in terms of explicit behavioral responses, TD children showed higher accuracy in response to action prediction questions and intention understanding questions than children with ASD in the social condition, while no significant group difference was found in the nonsocial condition. These results indicate that children with ASD have difficulty understanding joint intention and that their action prediction is primarily driven by bottom-up sensory inputs. En ligne : https://doi.org/10.1002/aur.2964 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510
in Autism Research > 16-9 (September 2023) . - p.1707-1718[article] Joint intention understanding in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Wenwen HOU, Auteur ; Xue LI, Auteur ; Yunmei YANG, Auteur ; Jing LI, Auteur . - p.1707-1718.
Langues : Anglais (eng)
in Autism Research > 16-9 (September 2023) . - p.1707-1718
Index. décimale : PER Périodiques Résumé : Abstract This study examined the ability of children with autism spectrum disorder (ASD) to generate joint intention-based action prediction in a joint action task. Children were presented with a series of videos in which two actors either played with blocks based on joint intention (social condition) or played with blocks independently (nonsocial condition). In the familiarization stage, two actors demonstrated how they played with blocks three times. In the test stage, one actor left the scene, and another actor grasped a block and asked where she should place it. Children's gaze behavior was assessed by an eye tracker. After watching videos, children were asked to answer two questions: an action prediction question and an intention understanding question. The results showed that in the implicit eye movement task, children with ASD and typically developing (TD) children exhibited location-based anticipatory gaze under both conditions. However, in terms of explicit behavioral responses, TD children showed higher accuracy in response to action prediction questions and intention understanding questions than children with ASD in the social condition, while no significant group difference was found in the nonsocial condition. These results indicate that children with ASD have difficulty understanding joint intention and that their action prediction is primarily driven by bottom-up sensory inputs. En ligne : https://doi.org/10.1002/aur.2964 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 Social and non-social deficits in children with high-functioning autism and their cooperative behaviors / Jing LI in Research in Autism Spectrum Disorders, 8-12 (December 2014)
[article]
Titre : Social and non-social deficits in children with high-functioning autism and their cooperative behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Jing LI, Auteur ; Liqi ZHU, Auteur ; Jing LIU, Auteur ; Xue LI, Auteur Article en page(s) : p.1657-1671 Langues : Anglais (eng) Mots-clés : High-functioning autism (HFA) Cooperation Theory of mind (ToM) Executive function Central coherence Index. décimale : PER Périodiques Résumé : Abstract The persistent deficits in social communication and social interactions of individuals with high-functioning autism (HFA) may impair their cooperative behaviors. This study investigated the relationship between social and non-social deficits in children with HFA and the cooperative behaviors of such children. Theory of mind (ToM), executive function, and central coherence of children with HFA and typically developing (TD) children, aged 6–12 years, were investigated, and the effects of these social and non-social deficits on children's cooperativeness were examined. The classical prisoner's dilemma game (PDG) and cooperative implemental tasks were used to assess children's cooperativeness. ToM was measured using a series of classical false belief tasks and the face test. The Wisconsin Card Sorting Task (WCST) and the Embedded Figures Test (EFT) were administered to assess executive function and central coherence, respectively. The results showed that there was no significant difference in cooperation in PDG between HFA and TD children, while cooperation in children with HFA in the interruption period of the implemental tasks was significantly lower than that of TD children. Children with HFA had social deficits and had more poorly developed ToM than TD children, and executive function in children with HFA was poorer than that in TD children. Different types of deficits were predictive of HFA children's degree of cooperation on different tasks: the social perceptual component of ToM and executive function predicted children's cooperativeness in the PDG, and executive function predicted HFA children's cooperativeness during the interruption period of an implemental task. By contrast, central coherence did not predict either of the two types of cooperation. It might indicate that the two different types of cooperative tasks may require different mental abilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1657-1671[article] Social and non-social deficits in children with high-functioning autism and their cooperative behaviors [Texte imprimé et/ou numérique] / Jing LI, Auteur ; Liqi ZHU, Auteur ; Jing LIU, Auteur ; Xue LI, Auteur . - p.1657-1671.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1657-1671
Mots-clés : High-functioning autism (HFA) Cooperation Theory of mind (ToM) Executive function Central coherence Index. décimale : PER Périodiques Résumé : Abstract The persistent deficits in social communication and social interactions of individuals with high-functioning autism (HFA) may impair their cooperative behaviors. This study investigated the relationship between social and non-social deficits in children with HFA and the cooperative behaviors of such children. Theory of mind (ToM), executive function, and central coherence of children with HFA and typically developing (TD) children, aged 6–12 years, were investigated, and the effects of these social and non-social deficits on children's cooperativeness were examined. The classical prisoner's dilemma game (PDG) and cooperative implemental tasks were used to assess children's cooperativeness. ToM was measured using a series of classical false belief tasks and the face test. The Wisconsin Card Sorting Task (WCST) and the Embedded Figures Test (EFT) were administered to assess executive function and central coherence, respectively. The results showed that there was no significant difference in cooperation in PDG between HFA and TD children, while cooperation in children with HFA in the interruption period of the implemental tasks was significantly lower than that of TD children. Children with HFA had social deficits and had more poorly developed ToM than TD children, and executive function in children with HFA was poorer than that in TD children. Different types of deficits were predictive of HFA children's degree of cooperation on different tasks: the social perceptual component of ToM and executive function predicted children's cooperativeness in the PDG, and executive function predicted HFA children's cooperativeness during the interruption period of an implemental task. By contrast, central coherence did not predict either of the two types of cooperation. It might indicate that the two different types of cooperative tasks may require different mental abilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243