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Auteur Ami KLIN |
Documents disponibles écrits par cet auteur (44)
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Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice / R. BURGER-CAPLAN in Autism, 20-8 (November 2016)
[article]
Titre : Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice Type de document : Texte imprimé et/ou numérique Auteurs : R. BURGER-CAPLAN, Auteur ; Celine A. SAULNIER, Auteur ; Warren JONES, Auteur ; Ami KLIN, Auteur Article en page(s) : p.952-962 Langues : Anglais (eng) Mots-clés : autism spectrum disorder communicative ability social ability social attribution social cognition Vineland Index. décimale : PER Périodiques Résumé : The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The 19-question Social Attribution Task, Multiple Choice, which presents ambiguous stimuli meant to elicit social attribution, was administered to children with autism spectrum disorder (N?=?23) and to age-matched and verbal IQ–matched typically developing children (N?=?57). The Social Attribution Task, Multiple Choice performance differed between autism spectrum disorder and typically developing groups, with typically developing children performing significantly better than children with autism spectrum disorder. The Social Attribution Task, Multiple Choice scores were positively correlated with age (r?=?0.474) while being independent from verbal IQ (r?=?0.236). The Social Attribution Task, Multiple Choice was strongly correlated with Vineland Adaptive Behavior Scales Communication (r?=?0.464) and Socialization (r?=?0.482) scores, but not with Daily Living Skills scores (r?=?0.116), suggesting that the implicit social cognitive ability underlying performance on the Social Attribution Task, Multiple Choice is associated with real-life social adaptive function. En ligne : http://dx.doi.org/10.1177/1362361315617589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294
in Autism > 20-8 (November 2016) . - p.952-962[article] Predicting social and communicative ability in school-age children with autism spectrum disorder: A pilot study of the Social Attribution Task, Multiple Choice [Texte imprimé et/ou numérique] / R. BURGER-CAPLAN, Auteur ; Celine A. SAULNIER, Auteur ; Warren JONES, Auteur ; Ami KLIN, Auteur . - p.952-962.
Langues : Anglais (eng)
in Autism > 20-8 (November 2016) . - p.952-962
Mots-clés : autism spectrum disorder communicative ability social ability social attribution social cognition Vineland Index. décimale : PER Périodiques Résumé : The Social Attribution Task, Multiple Choice is introduced as a measure of implicit social cognitive ability in children, addressing a key challenge in quantification of social cognitive function in autism spectrum disorder, whereby individuals can often be successful in explicit social scenarios, despite marked social adaptive deficits. The 19-question Social Attribution Task, Multiple Choice, which presents ambiguous stimuli meant to elicit social attribution, was administered to children with autism spectrum disorder (N?=?23) and to age-matched and verbal IQ–matched typically developing children (N?=?57). The Social Attribution Task, Multiple Choice performance differed between autism spectrum disorder and typically developing groups, with typically developing children performing significantly better than children with autism spectrum disorder. The Social Attribution Task, Multiple Choice scores were positively correlated with age (r?=?0.474) while being independent from verbal IQ (r?=?0.236). The Social Attribution Task, Multiple Choice was strongly correlated with Vineland Adaptive Behavior Scales Communication (r?=?0.464) and Socialization (r?=?0.482) scores, but not with Daily Living Skills scores (r?=?0.116), suggesting that the implicit social cognitive ability underlying performance on the Social Attribution Task, Multiple Choice is associated with real-life social adaptive function. En ligne : http://dx.doi.org/10.1177/1362361315617589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 Production of syllable stress in speakers with autism spectrum disorders / Rhea PAUL in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)
[article]
Titre : Production of syllable stress in speakers with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Rhea PAUL, Auteur ; Fred R. VOLKMAR, Auteur ; Ami KLIN, Auteur ; Nancy BIANCHI, Auteur ; Amy AUGUSTYN, Auteur Année de publication : 2008 Article en page(s) : p.110-124 Langues : Anglais (eng) Mots-clés : Syllable-stress Prosody Autism Index. décimale : PER Périodiques Résumé : This paper reports a study of the ability to reproduce stress in a nonsense syllable imitation task by adolescent speakers with autism spectrum disorders (ASD), as compared to typically developing (TD) age-mates. Results are reported for both raters’ judgments of the subjects’ stress production, as well as acoustic measures of pitch range and duration during stressed and unstressed syllable production. Results reveal small but significant differences between speakers with ASD and typical speakers in both perceptual ratings of stress and instrumental measures of duration of syllables. The implications of these findings for understanding prosodic deficits in ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330
in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.110-124[article] Production of syllable stress in speakers with autism spectrum disorders [Texte imprimé et/ou numérique] / Rhea PAUL, Auteur ; Fred R. VOLKMAR, Auteur ; Ami KLIN, Auteur ; Nancy BIANCHI, Auteur ; Amy AUGUSTYN, Auteur . - 2008 . - p.110-124.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.110-124
Mots-clés : Syllable-stress Prosody Autism Index. décimale : PER Périodiques Résumé : This paper reports a study of the ability to reproduce stress in a nonsense syllable imitation task by adolescent speakers with autism spectrum disorders (ASD), as compared to typically developing (TD) age-mates. Results are reported for both raters’ judgments of the subjects’ stress production, as well as acoustic measures of pitch range and duration during stressed and unstressed syllable production. Results reveal small but significant differences between speakers with ASD and typical speakers in both perceptual ratings of stress and instrumental measures of duration of syllables. The implications of these findings for understanding prosodic deficits in ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 Promoting Social Skill Development in Children With Pervasive Developmental Disorders: A Feasibility and Efficacy Study / Kathleen KOENIG in Journal of Autism and Developmental Disorders, 40-10 (October 2010)
[article]
Titre : Promoting Social Skill Development in Children With Pervasive Developmental Disorders: A Feasibility and Efficacy Study Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen KOENIG, Auteur ; Ami KLIN, Auteur ; Lawrence SCAHILL, Auteur ; Susan W. WHITE, Auteur ; Maryellen PACHLER, Auteur ; Monika LAU, Auteur ; Moira LEWIS, Auteur Année de publication : 2010 Article en page(s) : p.1209-1218 Langues : Anglais (eng) Mots-clés : Autism Developmental-disorders Social-skills Intervention Index. décimale : PER Périodiques Résumé : A randomized controlled design was employed to evaluate a social skills intervention for children with pervasive developmental disorders. Aims included evaluating the acceptability of the program and gathering preliminary evidence on efficacy. Forty-four children, ages 8–11 years, were randomly assigned to treatment or wait list. Treatment consisted of a 16-week group intervention designed to teach appropriate social behavior. Between group comparisons showed that children in treatment were rated as improved on the primary outcome measure, (unblinded parent report), but not on the secondary outcome measure, a parent questionnaire. Parents reported a high level of satisfaction with the intervention. The study supports the feasibility of this intervention to families and highlights challenges for future research in social skills intervention. En ligne : http://dx.doi.org/10.1007/s10803-010-0979-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110
in Journal of Autism and Developmental Disorders > 40-10 (October 2010) . - p.1209-1218[article] Promoting Social Skill Development in Children With Pervasive Developmental Disorders: A Feasibility and Efficacy Study [Texte imprimé et/ou numérique] / Kathleen KOENIG, Auteur ; Ami KLIN, Auteur ; Lawrence SCAHILL, Auteur ; Susan W. WHITE, Auteur ; Maryellen PACHLER, Auteur ; Monika LAU, Auteur ; Moira LEWIS, Auteur . - 2010 . - p.1209-1218.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-10 (October 2010) . - p.1209-1218
Mots-clés : Autism Developmental-disorders Social-skills Intervention Index. décimale : PER Périodiques Résumé : A randomized controlled design was employed to evaluate a social skills intervention for children with pervasive developmental disorders. Aims included evaluating the acceptability of the program and gathering preliminary evidence on efficacy. Forty-four children, ages 8–11 years, were randomly assigned to treatment or wait list. Treatment consisted of a 16-week group intervention designed to teach appropriate social behavior. Between group comparisons showed that children in treatment were rated as improved on the primary outcome measure, (unblinded parent report), but not on the secondary outcome measure, a parent questionnaire. Parents reported a high level of satisfaction with the intervention. The study supports the feasibility of this intervention to families and highlights challenges for future research in social skills intervention. En ligne : http://dx.doi.org/10.1007/s10803-010-0979-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110 A prospective study of toddlers with ASD: short-term diagnostic and cognitive outcomes / Katarzyna CHAWARSKA in Journal of Child Psychology and Psychiatry, 50-10 (October 2009)
[article]
Titre : A prospective study of toddlers with ASD: short-term diagnostic and cognitive outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Katarzyna CHAWARSKA, Auteur ; Fred R. VOLKMAR, Auteur ; Rhea PAUL, Auteur ; Ami KLIN, Auteur ; Suzanne L. MACARI, Auteur Année de publication : 2009 Article en page(s) : p.1235-1245 Langues : Anglais (eng) Mots-clés : Autism ASD PDD-NOS toddlers early-diagnosis assessment prospective-studies Index. décimale : PER Périodiques Résumé : Background: Despite recent increases in the number of toddlers referred for a differential diagnosis of autism spectrum disorders (ASD), knowledge of short-term stability of the early diagnosis as well as cognitive outcomes in this cohort is still limited.
Method: Cognitive, social, and communication skills of 89 clinic-referred toddlers were assessed at the average age of 21.5 (SD = 4.9) months, and reassessed at 46.9 (SD = 7.7) months. Groups with stable and unstable diagnostic presentation were identified and compared on their profile of cognitive and social-communicative skills obtained at the time of initial diagnosis.
Results: Stability of the ASD diagnosis was 100%; diagnosis of autism was stable in 74% of cases as compared to 83% and 81% in PDD-NOS and Non-ASD groups, respectively. Worsening of social disability symptoms resulting in autism diagnosis was noted in 17% of toddlers initially diagnosed with PDD-NOS and in 19% of toddlers with initial diagnosis of non-ASD disorder. However, marked improvement was noted in approximately 1/4 of children initially presenting with autism, warranting diagnostic reassignment to PDD-NOS at follow-up. An analysis of developmental skills profiles suggests particular relevance of the assessment of verbal and nonverbal communication skills to diagnostic differentiation between subtypes within ASD in the second year of life.
Conclusions: Stability of ASD diagnosis in toddlers is high, though marked changes in severity of symptoms is to be expected in a minority of cases. Simultaneous consideration of cognitive, social, and communication skills profiles enhances accuracy of diagnostic classification and prediction of outcome.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02101.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=838
in Journal of Child Psychology and Psychiatry > 50-10 (October 2009) . - p.1235-1245[article] A prospective study of toddlers with ASD: short-term diagnostic and cognitive outcomes [Texte imprimé et/ou numérique] / Katarzyna CHAWARSKA, Auteur ; Fred R. VOLKMAR, Auteur ; Rhea PAUL, Auteur ; Ami KLIN, Auteur ; Suzanne L. MACARI, Auteur . - 2009 . - p.1235-1245.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 50-10 (October 2009) . - p.1235-1245
Mots-clés : Autism ASD PDD-NOS toddlers early-diagnosis assessment prospective-studies Index. décimale : PER Périodiques Résumé : Background: Despite recent increases in the number of toddlers referred for a differential diagnosis of autism spectrum disorders (ASD), knowledge of short-term stability of the early diagnosis as well as cognitive outcomes in this cohort is still limited.
Method: Cognitive, social, and communication skills of 89 clinic-referred toddlers were assessed at the average age of 21.5 (SD = 4.9) months, and reassessed at 46.9 (SD = 7.7) months. Groups with stable and unstable diagnostic presentation were identified and compared on their profile of cognitive and social-communicative skills obtained at the time of initial diagnosis.
Results: Stability of the ASD diagnosis was 100%; diagnosis of autism was stable in 74% of cases as compared to 83% and 81% in PDD-NOS and Non-ASD groups, respectively. Worsening of social disability symptoms resulting in autism diagnosis was noted in 17% of toddlers initially diagnosed with PDD-NOS and in 19% of toddlers with initial diagnosis of non-ASD disorder. However, marked improvement was noted in approximately 1/4 of children initially presenting with autism, warranting diagnostic reassignment to PDD-NOS at follow-up. An analysis of developmental skills profiles suggests particular relevance of the assessment of verbal and nonverbal communication skills to diagnostic differentiation between subtypes within ASD in the second year of life.
Conclusions: Stability of ASD diagnosis in toddlers is high, though marked changes in severity of symptoms is to be expected in a minority of cases. Simultaneous consideration of cognitive, social, and communication skills profiles enhances accuracy of diagnostic classification and prediction of outcome.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02101.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=838 Rapid video-referenced ratings of reciprocal social behavior in toddlers: a twin study / Natasha MARRUS in Journal of Child Psychology and Psychiatry, 56-12 (December 2015)
[article]
Titre : Rapid video-referenced ratings of reciprocal social behavior in toddlers: a twin study Type de document : Texte imprimé et/ou numérique Auteurs : Natasha MARRUS, Auteur ; Anne L. GLOWINSKI, Auteur ; Theodore JACOB, Auteur ; Ami KLIN, Auteur ; Warren JONES, Auteur ; Caroline E. DRAIN, Auteur ; Kieran E. HOLZHAUER, Auteur ; Vaishnavi HARIPRASAD, Auteur ; Robert T. FITZGERALD, Auteur ; Erika L. MORTENSON, Auteur ; Sayli M. SANT, Auteur ; Lyndsey COLE, Auteur ; Satchel A. SIEGEL, Auteur ; Yi ZHANG, Auteur ; Arpana AGRAWAL, Auteur ; Andrew C. HEATH, Auteur ; John N. CONSTANTINO, Auteur Article en page(s) : p.1338-1346 Langues : Anglais (eng) Mots-clés : Autism reciprocal social behavior video twins toddlers Index. décimale : PER Périodiques Résumé : Background Reciprocal social behavior (RSB) is a developmental prerequisite for social competency, and deficits in RSB constitute a core feature of autism spectrum disorder (ASD). Although clinical screeners categorically ascertain risk of ASD in early childhood, rapid methods for quantitative measurement of RSB in toddlers are not yet established. Such measurements are critical for tracking developmental trajectories and incremental responses to intervention. Methods We developed and validated a 20-min video-referenced rating scale, the video-referenced rating of reciprocal social behavior (vrRSB), for untrained caregivers to provide standardized ratings of quantitative variation in RSB. Parents of 252 toddler twins [Monozygotic (MZ) = 31 pairs, Dizygotic (DZ) = 95 pairs] ascertained through birth records, rated their twins’ RSB at two time points, on average 6 months apart, and completed two developmental measures, the Modified Checklist for Autism in Toddlers (M-CHAT) and the MacArthur Communicative Development Inventory Short Form (MCDI-s). Results Scores on the vrRSB were fully continuously distributed, with excellent 6-month test–retest reliability ([intraclass correlation coefficient] ICC = 0.704, p < .000). MZ twins displayed markedly greater trait concordance than DZ twins, (MZ ICC = 0.863, p < .000, DZ ICC = 0.231, p < .012). VrRSB score distributions were highly distinct for children passing versus failing the M-CHAT (t = ?8.588, df = 31, p < .000), incrementally improved from 18–24 months, and were inversely correlated with receptive and expressive vocabulary on the MCDI-s. Conclusions Like quantitative autistic trait ratings in school-aged children and adults, toddler scores on the vrRSB are continuously distributed and appear highly heritable. These ratings exhibited minimal measurement error, high inter-individual stability, and developmental progression in RSB as children matured from 18–24 months, supporting their potential utility for serially quantifying the severity of early autistic syndromes over time and in response to intervention. In addition, these findings inform the genetic-environmental structure of RSB in early typical development. En ligne : http://dx.doi.org/10.1111/jcpp.12391 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273
in Journal of Child Psychology and Psychiatry > 56-12 (December 2015) . - p.1338-1346[article] Rapid video-referenced ratings of reciprocal social behavior in toddlers: a twin study [Texte imprimé et/ou numérique] / Natasha MARRUS, Auteur ; Anne L. GLOWINSKI, Auteur ; Theodore JACOB, Auteur ; Ami KLIN, Auteur ; Warren JONES, Auteur ; Caroline E. DRAIN, Auteur ; Kieran E. HOLZHAUER, Auteur ; Vaishnavi HARIPRASAD, Auteur ; Robert T. FITZGERALD, Auteur ; Erika L. MORTENSON, Auteur ; Sayli M. SANT, Auteur ; Lyndsey COLE, Auteur ; Satchel A. SIEGEL, Auteur ; Yi ZHANG, Auteur ; Arpana AGRAWAL, Auteur ; Andrew C. HEATH, Auteur ; John N. CONSTANTINO, Auteur . - p.1338-1346.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-12 (December 2015) . - p.1338-1346
Mots-clés : Autism reciprocal social behavior video twins toddlers Index. décimale : PER Périodiques Résumé : Background Reciprocal social behavior (RSB) is a developmental prerequisite for social competency, and deficits in RSB constitute a core feature of autism spectrum disorder (ASD). Although clinical screeners categorically ascertain risk of ASD in early childhood, rapid methods for quantitative measurement of RSB in toddlers are not yet established. Such measurements are critical for tracking developmental trajectories and incremental responses to intervention. Methods We developed and validated a 20-min video-referenced rating scale, the video-referenced rating of reciprocal social behavior (vrRSB), for untrained caregivers to provide standardized ratings of quantitative variation in RSB. Parents of 252 toddler twins [Monozygotic (MZ) = 31 pairs, Dizygotic (DZ) = 95 pairs] ascertained through birth records, rated their twins’ RSB at two time points, on average 6 months apart, and completed two developmental measures, the Modified Checklist for Autism in Toddlers (M-CHAT) and the MacArthur Communicative Development Inventory Short Form (MCDI-s). Results Scores on the vrRSB were fully continuously distributed, with excellent 6-month test–retest reliability ([intraclass correlation coefficient] ICC = 0.704, p < .000). MZ twins displayed markedly greater trait concordance than DZ twins, (MZ ICC = 0.863, p < .000, DZ ICC = 0.231, p < .012). VrRSB score distributions were highly distinct for children passing versus failing the M-CHAT (t = ?8.588, df = 31, p < .000), incrementally improved from 18–24 months, and were inversely correlated with receptive and expressive vocabulary on the MCDI-s. Conclusions Like quantitative autistic trait ratings in school-aged children and adults, toddler scores on the vrRSB are continuously distributed and appear highly heritable. These ratings exhibited minimal measurement error, high inter-individual stability, and developmental progression in RSB as children matured from 18–24 months, supporting their potential utility for serially quantifying the severity of early autistic syndromes over time and in response to intervention. In addition, these findings inform the genetic-environmental structure of RSB in early typical development. En ligne : http://dx.doi.org/10.1111/jcpp.12391 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 Reliability of the ADI-R for the Single Case-Part II: Clinical Versus Statistical Significance / Domenic V. CICCHETTI in Journal of Autism and Developmental Disorders, 44-12 (December 2014)
PermalinkReliability of the ADI-R: Multiple Examiners Evaluate a Single Case / Domenic V. CICCHETTI in Journal of Autism and Developmental Disorders, 38-4 (April 2008)
PermalinkScreening for autism in older and younger toddlers with the Modified Checklist for Autism in Toddlers / Juhi PANDEY in Autism, 12-5 (September 2008)
PermalinkSocial and Communication Abilities and Disabilities in Higher Functioning Individuals with Autism Spectrum Disorders: The Vineland and the ADOS / Ami KLIN in Journal of Autism and Developmental Disorders, 37-4 (April 2007)
PermalinkSocial Development in Autism / Alice S. CARTER
PermalinkStudying the Emergence of Autism Spectrum Disorders in High-risk Infants: Methodological and Practical Issues / Lonnie ZWAIGENBAUM in Journal of Autism and Developmental Disorders, 37-3 (March 2007)
PermalinkSubtyping the Autism Spectrum Disorders: Theoretical, Research, and Clinical Considerations / Ami KLIN
PermalinkSupporting More Able Students on the Autism Spectrum: College and Beyond / Ernst O. VANBERGEIJK in Journal of Autism and Developmental Disorders, 38-7 (August 2008)
PermalinkThe Enactive Mind—From Actions to Cognition: Lessons from Autism / Ami KLIN
PermalinkThe Modified Checklist for Autism in Toddlers: A Follow-up Study Investigating the Early Detection of Autism Spectrum Disorders / Jamie KLEINMAN in Journal of Autism and Developmental Disorders, 38-5 (May 2008)
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