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Détail de l'auteur
Auteur Patricia HOWLIN |
Documents disponibles écrits par cet auteur (83)
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Autobiographical Memory and Social Problem-solving in Asperger Syndrome / Lorna GODDARD in Journal of Autism and Developmental Disorders, 37-2 (February 2007)
[article]
Titre : Autobiographical Memory and Social Problem-solving in Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Lorna GODDARD, Auteur ; Patricia HOWLIN, Auteur ; Barbara DRITSCHEL, Auteur ; Trishna PATEL, Auteur Année de publication : 2007 Article en page(s) : p.291-300 Langues : Anglais (eng) Mots-clés : Autobiographical-memory Social-problem-solving Asperger-syndrome Index. décimale : PER Périodiques Résumé : Difficulties in social interaction are a central feature of Asperger syndrome. Effective social interaction involves the ability to solve interpersonal problems as and when they occur. Here we examined social problem-solving in a group of adults with Asperger syndrome and control group matched for age, gender and IQ. We also assessed autobiographical memory, on a cueing task and during social problem-solving, and examined the relationship between access to specific past experiences and social problem-solving ability. Results demonstrated a social problem-solving impairment in the Asperger group. Their solutions were less detailed, less effective and less extended in time. Autobiographical memory performance was also impaired with significantly longer latencies to retrieve specific memories and fewer specific memories retrieved in comparison to controls. En ligne : http://dx.doi.org/10.1007/s10803-006-0168-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=634
in Journal of Autism and Developmental Disorders > 37-2 (February 2007) . - p.291-300[article] Autobiographical Memory and Social Problem-solving in Asperger Syndrome [Texte imprimé et/ou numérique] / Lorna GODDARD, Auteur ; Patricia HOWLIN, Auteur ; Barbara DRITSCHEL, Auteur ; Trishna PATEL, Auteur . - 2007 . - p.291-300.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-2 (February 2007) . - p.291-300
Mots-clés : Autobiographical-memory Social-problem-solving Asperger-syndrome Index. décimale : PER Périodiques Résumé : Difficulties in social interaction are a central feature of Asperger syndrome. Effective social interaction involves the ability to solve interpersonal problems as and when they occur. Here we examined social problem-solving in a group of adults with Asperger syndrome and control group matched for age, gender and IQ. We also assessed autobiographical memory, on a cueing task and during social problem-solving, and examined the relationship between access to specific past experiences and social problem-solving ability. Results demonstrated a social problem-solving impairment in the Asperger group. Their solutions were less detailed, less effective and less extended in time. Autobiographical memory performance was also impaired with significantly longer latencies to retrieve specific memories and fewer specific memories retrieved in comparison to controls. En ligne : http://dx.doi.org/10.1007/s10803-006-0168-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=634 Beyond intervention into daily life: A systematic review of generalisation following social communication interventions for young children with autism / Sophie CARRUTHERS in Autism Research, 13-4 (April 2020)
[article]
Titre : Beyond intervention into daily life: A systematic review of generalisation following social communication interventions for young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Sophie CARRUTHERS, Auteur ; Andrew PICKLES, Auteur ; Vicky SLONIMS, Auteur ; Patricia HOWLIN, Auteur ; Tony CHARMAN, Auteur Article en page(s) : p.506-522 Langues : Anglais (eng) Mots-clés : autism generalization intervention research learning skill learning social communication Index. décimale : PER Périodiques Résumé : Researchers have generally considered autistic individuals to have difficulties generalising learned skills across novel contexts. Successful generalisation is necessary for an intervention to have benefits in everyday life beyond the original learning environment. We conducted a systematic review of randomised controlled trials of early social communication interventions for children with autism in order to explore generalisation and its measurement. We identified nine RCTs that provided evidence of initial target learning and measured generalisation, of which eight demonstrated at least some successful generalisation across people, settings, and/or activities. The findings did not support the widely reported generalisation 'difficulties' associated with autism. However, generalisation was not consistent across all skills within studies, and one study found no generalisation despite evidence for initial target learning within the intervention context. In general, there are few methodologically sound social communication intervention studies exploring generalisation in autism and no consensus on how it should be measured. In particular, failure to demonstrate initial learning of target skills within the intervention setting and an absence of formal mediation analyses of the hypothesised mechanisms limit current research. We outline a framework within which measurement of generalisation can be considered for use in future trials. To maximise the effectiveness of interventions, the field needs to gain a better understanding of the nature of generalisation among autistic individuals and what additional strategies may further enhance learning. Autism Res 2020, 13: 506-522. (c) 2020 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals, Inc. LAY SUMMARY: It is generally considered that autistic individuals experience difficulties applying things they have learned in one context into different settings (e.g. from school to home). This is important to consider for intervention studies. Our review does not support a complete lack of generalisation but instead suggests that after early social communication intervention, autistic children can transfer some skills to new contexts. Overall, there is limited research in this area and further work is needed. En ligne : http://dx.doi.org/10.1002/aur.2264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Autism Research > 13-4 (April 2020) . - p.506-522[article] Beyond intervention into daily life: A systematic review of generalisation following social communication interventions for young children with autism [Texte imprimé et/ou numérique] / Sophie CARRUTHERS, Auteur ; Andrew PICKLES, Auteur ; Vicky SLONIMS, Auteur ; Patricia HOWLIN, Auteur ; Tony CHARMAN, Auteur . - p.506-522.
Langues : Anglais (eng)
in Autism Research > 13-4 (April 2020) . - p.506-522
Mots-clés : autism generalization intervention research learning skill learning social communication Index. décimale : PER Périodiques Résumé : Researchers have generally considered autistic individuals to have difficulties generalising learned skills across novel contexts. Successful generalisation is necessary for an intervention to have benefits in everyday life beyond the original learning environment. We conducted a systematic review of randomised controlled trials of early social communication interventions for children with autism in order to explore generalisation and its measurement. We identified nine RCTs that provided evidence of initial target learning and measured generalisation, of which eight demonstrated at least some successful generalisation across people, settings, and/or activities. The findings did not support the widely reported generalisation 'difficulties' associated with autism. However, generalisation was not consistent across all skills within studies, and one study found no generalisation despite evidence for initial target learning within the intervention context. In general, there are few methodologically sound social communication intervention studies exploring generalisation in autism and no consensus on how it should be measured. In particular, failure to demonstrate initial learning of target skills within the intervention setting and an absence of formal mediation analyses of the hypothesised mechanisms limit current research. We outline a framework within which measurement of generalisation can be considered for use in future trials. To maximise the effectiveness of interventions, the field needs to gain a better understanding of the nature of generalisation among autistic individuals and what additional strategies may further enhance learning. Autism Res 2020, 13: 506-522. (c) 2020 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals, Inc. LAY SUMMARY: It is generally considered that autistic individuals experience difficulties applying things they have learned in one context into different settings (e.g. from school to home). This is important to consider for intervention studies. Our review does not support a complete lack of generalisation but instead suggests that after early social communication intervention, autistic children can transfer some skills to new contexts. Overall, there is limited research in this area and further work is needed. En ligne : http://dx.doi.org/10.1002/aur.2264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
[article]
Titre : Book Review Type de document : Texte imprimé et/ou numérique Auteurs : Patricia HOWLIN, Auteur Année de publication : 2008 Article en page(s) : p.894 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01895.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542
in Journal of Child Psychology and Psychiatry > 49-8 (August 2008) . - p.894[article] Book Review [Texte imprimé et/ou numérique] / Patricia HOWLIN, Auteur . - 2008 . - p.894.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 49-8 (August 2008) . - p.894
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01895.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542
[article]
Titre : Book Reviews Type de document : Texte imprimé et/ou numérique Auteurs : Patricia HOWLIN, Auteur Article en page(s) : p.121 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361397011015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=207
in Autism > 1-1 (July 1997) . - p.121[article] Book Reviews [Texte imprimé et/ou numérique] / Patricia HOWLIN, Auteur . - p.121.
Langues : Anglais (eng)
in Autism > 1-1 (July 1997) . - p.121
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361397011015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=207 Brief Report: Assessment of the Social-Emotional Profile in Children with Autism Spectrum Disorders using a Novel Comic Strip Task / Carmel SIVARATNAM in Journal of Autism and Developmental Disorders, 42-11 (November 2012)
[article]
Titre : Brief Report: Assessment of the Social-Emotional Profile in Children with Autism Spectrum Disorders using a Novel Comic Strip Task Type de document : Texte imprimé et/ou numérique Auteurs : Carmel SIVARATNAM, Auteur ; Kim CORNISH, Auteur ; Kylie M. GRAY, Auteur ; Patricia HOWLIN, Auteur ; Nicole J. RINEHART, Auteur Article en page(s) : p.2505-2512 Langues : Anglais (eng) Mots-clés : Theory of Mind Early to middle childhood Belief understanding Intention understanding Emotion understanding Index. décimale : PER Périodiques Résumé : This study investigated whether the novel Comic Strip Task (CST) could be used to detect Theory-of-Mind impairments (ToM) in 4- to 8-year-old children with high functioning Autism Spectrum Disorders (ASD). Twelve children with either high-functioning autism or Asperger’s Disorder and 12 typically-developing children completed the 21-item measure. The overall CST demonstrated moderate internal consistency but the Belief-understanding subscale was excluded from the test due to poor reliability. As predicted, the ASD group performed significantly more poorly than controls on the overall 2-subscale CST and on the intention-understanding subscale. No group differences were found in emotion-understanding subscale performance. Controlling for age, verbal ability was positively correlated with overall CST performance across groups. CST performance in the ASD group positively correlated with parent-reports of communication difficulties. Despite some limitations with the belief-understanding subscale, the CST has promising psychometric features warranting further development of this measure. En ligne : http://dx.doi.org/10.1007/s10803-012-1498-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183
in Journal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2505-2512[article] Brief Report: Assessment of the Social-Emotional Profile in Children with Autism Spectrum Disorders using a Novel Comic Strip Task [Texte imprimé et/ou numérique] / Carmel SIVARATNAM, Auteur ; Kim CORNISH, Auteur ; Kylie M. GRAY, Auteur ; Patricia HOWLIN, Auteur ; Nicole J. RINEHART, Auteur . - p.2505-2512.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2505-2512
Mots-clés : Theory of Mind Early to middle childhood Belief understanding Intention understanding Emotion understanding Index. décimale : PER Périodiques Résumé : This study investigated whether the novel Comic Strip Task (CST) could be used to detect Theory-of-Mind impairments (ToM) in 4- to 8-year-old children with high functioning Autism Spectrum Disorders (ASD). Twelve children with either high-functioning autism or Asperger’s Disorder and 12 typically-developing children completed the 21-item measure. The overall CST demonstrated moderate internal consistency but the Belief-understanding subscale was excluded from the test due to poor reliability. As predicted, the ASD group performed significantly more poorly than controls on the overall 2-subscale CST and on the intention-understanding subscale. No group differences were found in emotion-understanding subscale performance. Controlling for age, verbal ability was positively correlated with overall CST performance across groups. CST performance in the ASD group positively correlated with parent-reports of communication difficulties. Despite some limitations with the belief-understanding subscale, the CST has promising psychometric features warranting further development of this measure. En ligne : http://dx.doi.org/10.1007/s10803-012-1498-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183 Brief Report: Associations Between Preverbal Social Communication Skills, Language and Symptom Severity in Children with Autism: An Investigation Using the Early Sociocognitive Battery / Lauren J. TAYLOR in Journal of Autism and Developmental Disorders, 50-4 (April 2020)
PermalinkCaractéristiques cliniques des adultes atteints de TSA (haut niveau) / Patricia HOWLIN in Bulletin Scientifique de l'arapi (Le), 38 (Hiver 2016)
PermalinkCharacteristics of autism spectrum disorder in Cornelia de Lange syndrome / Jo MOSS in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)
PermalinkChild and Adult Factors Related to Quality of Life in Adults with Autism / Philippa MOSS in Journal of Autism and Developmental Disorders, 47-6 (June 2017)
PermalinkCo-occurring Psychiatric Disorders in Preschool and Elementary School-Aged Children with Autism Spectrum Disorder / Fernando SALAZAR in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
PermalinkCognitive and language skills in adults with autism: a 40-year follow-up / Patricia HOWLIN in Journal of Child Psychology and Psychiatry, 55-1 (January 2014)
PermalinkConference Report: 9th Scientific Meeting of the International Society for Research in Child and Adolescent Psychopathology (ICRCAP), Barcelona, 17-20 June 1999 / Patricia HOWLIN in Autism, 3-4 (December 1999)
PermalinkPermalinkContinuity and change in loneliness and stress during the COVID-19 pandemic: A longitudinal study of autistic and non-autistic adults / Anke M. SCHEEREN in Autism Research, 15-9 (September 2022)
PermalinkDevelopment of autobiographical memory in children with autism spectrum disorders: Deficits, gains, and predictors of performance / Lorna GODDARD in Development and Psychopathology, 26-1 (February 2014)
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