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Auteur Hannah HOBSON |
Documents disponibles écrits par cet auteur (5)
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Alexithymia and autism diagnostic assessments: Evidence from twins at genetic risk of autism and adults with anorexia nervosa / Hannah HOBSON in Research in Autism Spectrum Disorders, 73 (May 2019)
[article]
Titre : Alexithymia and autism diagnostic assessments: Evidence from twins at genetic risk of autism and adults with anorexia nervosa Type de document : Texte imprimé et/ou numérique Auteurs : Hannah HOBSON, Auteur ; Heather WESTWOOD, Auteur ; Jane CONWAY, Auteur ; Fiona S. MCEWEN, Auteur ; Emma COLVERT, Auteur ; Caroline CATMUR, Auteur ; Geoffrey BIRD, Auteur ; Francesca HAPPE, Auteur Article en page(s) : 101531 Langues : Anglais (eng) Mots-clés : ADOS Alexithymia Diagnosis Autism Anorexia nervosa Index. décimale : PER Périodiques Résumé : Background Alexithymia, a difficulty identifying and communicating one’s own emotions, affects socio-emotional processes, such as emotion recognition and empathy. Co-occurring alexithymia is prevalent in Autism Spectrum Disorder (ASD) and underlies some socio-emotional difficulties usually attributed to autism. Socio-emotional abilities are examined during behavioural diagnostic assessments of autism, yet the effect of alexithymia on these assessments is not known. This study aimed to examine the associations between alexithymia and Autism Diagnostic Observation Schedule (ADOS) assessment scores. Method Two previously collected samples of ADOS assessments were used to examine the relationship between alexithymia and ADOS scores. Participants included 96 women with anorexia, and 147 adolescents who were either high in autistic symptoms, or whose twin had high autistic symptoms. We examined 1) the impact of alexithymia on meeting the criteria for autism/ASD, 2) correlations between alexithymia and ADOS subscales, and 3) whether alexithymia predicted scores on specific ADOS items, selected a priori based on existing literature. Results In the adolescent group, parent-reported (but not self-reported) alexithymia correlated with both ADOS sub-scales, predicted scores on ADOS items, and predicted meeting clinical cut-offs for an ASD/autism diagnosis. Few associations were observed in the anorexic sample between self-reported alexithymia and ADOS subscale and item scores, but the presence of alexithymia predicted the likelihood of meeting diagnostic criteria for autism/ASD in this sample. Conclusions Alexithymia does show relationships with ADOS assessment scores. We discuss potential clinical and research implications, particularly in studies of autism where the ADOS is often the only diagnostic measure used. En ligne : https://doi.org/10.1016/j.rasd.2020.101531 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Research in Autism Spectrum Disorders > 73 (May 2019) . - 101531[article] Alexithymia and autism diagnostic assessments: Evidence from twins at genetic risk of autism and adults with anorexia nervosa [Texte imprimé et/ou numérique] / Hannah HOBSON, Auteur ; Heather WESTWOOD, Auteur ; Jane CONWAY, Auteur ; Fiona S. MCEWEN, Auteur ; Emma COLVERT, Auteur ; Caroline CATMUR, Auteur ; Geoffrey BIRD, Auteur ; Francesca HAPPE, Auteur . - 101531.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 73 (May 2019) . - 101531
Mots-clés : ADOS Alexithymia Diagnosis Autism Anorexia nervosa Index. décimale : PER Périodiques Résumé : Background Alexithymia, a difficulty identifying and communicating one’s own emotions, affects socio-emotional processes, such as emotion recognition and empathy. Co-occurring alexithymia is prevalent in Autism Spectrum Disorder (ASD) and underlies some socio-emotional difficulties usually attributed to autism. Socio-emotional abilities are examined during behavioural diagnostic assessments of autism, yet the effect of alexithymia on these assessments is not known. This study aimed to examine the associations between alexithymia and Autism Diagnostic Observation Schedule (ADOS) assessment scores. Method Two previously collected samples of ADOS assessments were used to examine the relationship between alexithymia and ADOS scores. Participants included 96 women with anorexia, and 147 adolescents who were either high in autistic symptoms, or whose twin had high autistic symptoms. We examined 1) the impact of alexithymia on meeting the criteria for autism/ASD, 2) correlations between alexithymia and ADOS subscales, and 3) whether alexithymia predicted scores on specific ADOS items, selected a priori based on existing literature. Results In the adolescent group, parent-reported (but not self-reported) alexithymia correlated with both ADOS sub-scales, predicted scores on ADOS items, and predicted meeting clinical cut-offs for an ASD/autism diagnosis. Few associations were observed in the anorexic sample between self-reported alexithymia and ADOS subscale and item scores, but the presence of alexithymia predicted the likelihood of meeting diagnostic criteria for autism/ASD in this sample. Conclusions Alexithymia does show relationships with ADOS assessment scores. We discuss potential clinical and research implications, particularly in studies of autism where the ADOS is often the only diagnostic measure used. En ligne : https://doi.org/10.1016/j.rasd.2020.101531 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 Are Autistic and Alexithymic Traits Distinct? A Factor-Analytic and Network Approach / Hélio Clemente CUVE in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
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Titre : Are Autistic and Alexithymic Traits Distinct? A Factor-Analytic and Network Approach Type de document : Texte imprimé et/ou numérique Auteurs : Hélio Clemente CUVE, Auteur ; Jennifer MURPHY, Auteur ; Hannah HOBSON, Auteur ; Eri ICHIJO, Auteur ; Caroline CATMUR, Auteur ; Geoffrey BIRD, Auteur Article en page(s) : p.2019-2034 Langues : Anglais (eng) Mots-clés : Affective Symptoms/diagnosis/psychology Autism Spectrum Disorder/diagnosis/psychology Autistic Disorder/diagnosis/psychology Humans Phenotype Alexithymia Autism Factor Network Separation Index. décimale : PER Périodiques Résumé : Despite the heterogeneity in autism, socioemotional difficulties are often framed as universal. Increasing evidence, however, suggests that socioemotional difficulties may be explained by alexithymia, a distinct yet frequently co-occurring condition. If, as some propose, autistic traits are responsible for socioemotional impairments, then alexithymia may itself be a symptom of autism. We aimed to determine whether alexithymia should be considered a product of autism or regarded as a separate condition. Using factor-analytic and network approaches, we provide evidence that alexithymic and autistic traits are distinct. We argue that: (1) models of socioemotional processing in autism should conceptualise difficulties as intrinsic to alexithymia; and (2) assessment of alexithymia is crucial for diagnosis and personalised interventions. En ligne : http://dx.doi.org/10.1007/s10803-021-05094-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2019-2034[article] Are Autistic and Alexithymic Traits Distinct? A Factor-Analytic and Network Approach [Texte imprimé et/ou numérique] / Hélio Clemente CUVE, Auteur ; Jennifer MURPHY, Auteur ; Hannah HOBSON, Auteur ; Eri ICHIJO, Auteur ; Caroline CATMUR, Auteur ; Geoffrey BIRD, Auteur . - p.2019-2034.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2019-2034
Mots-clés : Affective Symptoms/diagnosis/psychology Autism Spectrum Disorder/diagnosis/psychology Autistic Disorder/diagnosis/psychology Humans Phenotype Alexithymia Autism Factor Network Separation Index. décimale : PER Périodiques Résumé : Despite the heterogeneity in autism, socioemotional difficulties are often framed as universal. Increasing evidence, however, suggests that socioemotional difficulties may be explained by alexithymia, a distinct yet frequently co-occurring condition. If, as some propose, autistic traits are responsible for socioemotional impairments, then alexithymia may itself be a symptom of autism. We aimed to determine whether alexithymia should be considered a product of autism or regarded as a separate condition. Using factor-analytic and network approaches, we provide evidence that alexithymic and autistic traits are distinct. We argue that: (1) models of socioemotional processing in autism should conceptualise difficulties as intrinsic to alexithymia; and (2) assessment of alexithymia is crucial for diagnosis and personalised interventions. En ligne : http://dx.doi.org/10.1007/s10803-021-05094-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 Continuing to look in the mirror: A review of neuroscientific evidence for the broken mirror hypothesis, EP-M model and STORM model of autism spectrum conditions / Luke YATES in Autism, 24-8 (November 2020)
[article]
Titre : Continuing to look in the mirror: A review of neuroscientific evidence for the broken mirror hypothesis, EP-M model and STORM model of autism spectrum conditions Type de document : Texte imprimé et/ou numérique Auteurs : Luke YATES, Auteur ; Hannah HOBSON, Auteur Article en page(s) : p.1945-1959 Langues : Anglais (eng) Mots-clés : *Autism spectrum condition *imitation *mirror neurons *top-down control of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : The mirror neuron system has been argued to be a key brain system responsible for understanding the actions of others and for imitation. It has therefore been proposed that problems within this system could explain the social difficulties experienced by people with autism spectrum condition. This idea is referred to as the broken mirror hypothesis. However, research has produced insufficient evidence to support the broken mirror hypothesis in its original form. Therefore, two other models have been suggested: EP-M model and the social top-down response modulation (STORM) model. All models suggest something is different regarding the mirror neuron system in autism spectrum condition: either within the mirror neuron system itself or within the systems that control the activity of the mirror neuron system. This literature review compares these three models in regard to recent neuroscientific investigations. This review concludes that there is insufficient support for both the broken mirror hypothesis, but converging evidence supports an integrated EP-M and STORM model. En ligne : http://dx.doi.org/10.1177/1362361320936945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.1945-1959[article] Continuing to look in the mirror: A review of neuroscientific evidence for the broken mirror hypothesis, EP-M model and STORM model of autism spectrum conditions [Texte imprimé et/ou numérique] / Luke YATES, Auteur ; Hannah HOBSON, Auteur . - p.1945-1959.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.1945-1959
Mots-clés : *Autism spectrum condition *imitation *mirror neurons *top-down control of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : The mirror neuron system has been argued to be a key brain system responsible for understanding the actions of others and for imitation. It has therefore been proposed that problems within this system could explain the social difficulties experienced by people with autism spectrum condition. This idea is referred to as the broken mirror hypothesis. However, research has produced insufficient evidence to support the broken mirror hypothesis in its original form. Therefore, two other models have been suggested: EP-M model and the social top-down response modulation (STORM) model. All models suggest something is different regarding the mirror neuron system in autism spectrum condition: either within the mirror neuron system itself or within the systems that control the activity of the mirror neuron system. This literature review compares these three models in regard to recent neuroscientific investigations. This review concludes that there is insufficient support for both the broken mirror hypothesis, but converging evidence supports an integrated EP-M and STORM model. En ligne : http://dx.doi.org/10.1177/1362361320936945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Supporting the mental health of children with speech, language and communication needs: The views and experiences of parents / Hannah HOBSON in Autism & Developmental Language Impairments, 7 (January-December 2022)
[article]
Titre : Supporting the mental health of children with speech, language and communication needs: The views and experiences of parents Type de document : Texte imprimé et/ou numérique Auteurs : Hannah HOBSON, Auteur ; Mya KALSI, Auteur ; Louise COTTON, Auteur ; Melanie FORSTER, Auteur ; Umar TOSEEB, Auteur Langues : Anglais (eng) Mots-clés : developmental language impairment (DLI) mental health intervention psychosocial/behavioural parents Index. décimale : PER Périodiques Résumé : Background and aims A high rate of children in mental health services have poor language skills, but little evidence exists on how mental health support is delivered to and received by children with language needs. This study looked at parental experiences, asking parents of children with speech, language and communication needs (SLCN) about their experiences seeking help for their children’s mental health. We were particularly interested on the experiences of parents of children with Developmental Language Disorder (DLD), a specific SLCN that remains relatively unknown to the general public. Methods We conducted an online survey of 74 parents of children with speech, language and communication needs (SLCN). Survey respondents included parents of children with a range of difficulties, including DLD, autism, verbal dyspraxia, global intellectual delay, a history of hearing problems, and SLCN without a primary diagnosis. Survey respondents were asked what sources of support they had accessed for their child’s mental health and to provide comments on what was good and what was not good about this support. We then conducted 9 semi-structured interviews of parents of children with DLD about their experiences. These were parents of children with DLD aged 7 to 17 years, from across a range of educational settings, and with a range of present mental health concerns. Results Content analyses of the survey responses from parents of children with SLCN highlighted three broad factors of importance to parents’ experiences: relational aspects of care, organisational aspects of care, and professionals’ knowledge. Thematic analyses of the interviews of parents of children with DLD identified 5 themes: the effects of language problems on the presentation of distress; the role of the school environment; the role of key professionals; standard approaches to mental health support might not be appropriate; and the role and impact on parents. Parents expressed concerns that their children’s mental health problems and need for support would not be recognised, and felt interventions were not accessible, or delivered in a manner that was not comfortable for their children due to high reliance on oral language skills. Some parents were left feeling that there was no provision suitable for their children. Conclusions Parents of children with SLCN face barriers accessing support for their children’s mental health, including a lack of professional knowledge about their children’s language needs. Parents argued that language and communication needs can significantly affect the delivery and success of psychological therapies and interventions. Systematic research is needed to understand how to successfully adapt services to make them accessible to children and young people with language needs, and to ensure that mental health problems are detected in children with language difficulties. Increased knowledge about language disorders such as DLD, and access to speech and language therapy expertise, is needed amongst professionals who work to support children’s mental health. En ligne : http://dx.doi.org/10.1177/23969415221101137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism & Developmental Language Impairments > 7 (January-December 2022)[article] Supporting the mental health of children with speech, language and communication needs: The views and experiences of parents [Texte imprimé et/ou numérique] / Hannah HOBSON, Auteur ; Mya KALSI, Auteur ; Louise COTTON, Auteur ; Melanie FORSTER, Auteur ; Umar TOSEEB, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 7 (January-December 2022)
Mots-clés : developmental language impairment (DLI) mental health intervention psychosocial/behavioural parents Index. décimale : PER Périodiques Résumé : Background and aims A high rate of children in mental health services have poor language skills, but little evidence exists on how mental health support is delivered to and received by children with language needs. This study looked at parental experiences, asking parents of children with speech, language and communication needs (SLCN) about their experiences seeking help for their children’s mental health. We were particularly interested on the experiences of parents of children with Developmental Language Disorder (DLD), a specific SLCN that remains relatively unknown to the general public. Methods We conducted an online survey of 74 parents of children with speech, language and communication needs (SLCN). Survey respondents included parents of children with a range of difficulties, including DLD, autism, verbal dyspraxia, global intellectual delay, a history of hearing problems, and SLCN without a primary diagnosis. Survey respondents were asked what sources of support they had accessed for their child’s mental health and to provide comments on what was good and what was not good about this support. We then conducted 9 semi-structured interviews of parents of children with DLD about their experiences. These were parents of children with DLD aged 7 to 17 years, from across a range of educational settings, and with a range of present mental health concerns. Results Content analyses of the survey responses from parents of children with SLCN highlighted three broad factors of importance to parents’ experiences: relational aspects of care, organisational aspects of care, and professionals’ knowledge. Thematic analyses of the interviews of parents of children with DLD identified 5 themes: the effects of language problems on the presentation of distress; the role of the school environment; the role of key professionals; standard approaches to mental health support might not be appropriate; and the role and impact on parents. Parents expressed concerns that their children’s mental health problems and need for support would not be recognised, and felt interventions were not accessible, or delivered in a manner that was not comfortable for their children due to high reliance on oral language skills. Some parents were left feeling that there was no provision suitable for their children. Conclusions Parents of children with SLCN face barriers accessing support for their children’s mental health, including a lack of professional knowledge about their children’s language needs. Parents argued that language and communication needs can significantly affect the delivery and success of psychological therapies and interventions. Systematic research is needed to understand how to successfully adapt services to make them accessible to children and young people with language needs, and to ensure that mental health problems are detected in children with language difficulties. Increased knowledge about language disorders such as DLD, and access to speech and language therapy expertise, is needed amongst professionals who work to support children’s mental health. En ligne : http://dx.doi.org/10.1177/23969415221101137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 Towards reproducible and respectful autism research: Combining open and participatory autism research practices / Hannah HOBSON in Research in Autism Spectrum Disorders, 106 (August 2023)
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Titre : Towards reproducible and respectful autism research: Combining open and participatory autism research practices Type de document : Texte imprimé et/ou numérique Auteurs : Hannah HOBSON, Auteur ; Audrey LINDEN, Auteur ; Laura CRANE, Auteur ; Tamara KALANDADZE, Auteur Année de publication : 2023 Article en page(s) : 102196 Langues : Anglais (eng) Mots-clés : Autism Open science Open research Participatory research Co-production Index. décimale : PER Périodiques Résumé : Background Open research broadly refers to a set of practices that aim to increase transparency, rigor, reproducibility and inclusivity of research. Participatory research refers to incorporating the views and sharing power with the autism community to decide what research gets done, how it is done and how it is implemented. There is growing interest in both open and participatory practices in autism research. To date, however, these practices have tended to be considered separately. Method In this paper, we outline the value of both open and participatory approaches to the autism research field, highlighting key points of overlap. Results We propose three core principles underpinning open and participatory autism research: (1) the need for adequate expertise and infrastructure to facilitate high quality research, (2) the need for a greater degree of accessibility at all stages of the research process, and (3) the need to foster trusting relationships between the autistic and research communities. Conclusion There are various challenges and opportunities of adopting open and participatory principles in autism research. We hope our principles support researchers to embed these approaches more fully within their work. En ligne : https://doi.org/10.1016/j.rasd.2023.102196 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509
in Research in Autism Spectrum Disorders > 106 (August 2023) . - 102196[article] Towards reproducible and respectful autism research: Combining open and participatory autism research practices [Texte imprimé et/ou numérique] / Hannah HOBSON, Auteur ; Audrey LINDEN, Auteur ; Laura CRANE, Auteur ; Tamara KALANDADZE, Auteur . - 2023 . - 102196.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 106 (August 2023) . - 102196
Mots-clés : Autism Open science Open research Participatory research Co-production Index. décimale : PER Périodiques Résumé : Background Open research broadly refers to a set of practices that aim to increase transparency, rigor, reproducibility and inclusivity of research. Participatory research refers to incorporating the views and sharing power with the autism community to decide what research gets done, how it is done and how it is implemented. There is growing interest in both open and participatory practices in autism research. To date, however, these practices have tended to be considered separately. Method In this paper, we outline the value of both open and participatory approaches to the autism research field, highlighting key points of overlap. Results We propose three core principles underpinning open and participatory autism research: (1) the need for adequate expertise and infrastructure to facilitate high quality research, (2) the need for a greater degree of accessibility at all stages of the research process, and (3) the need to foster trusting relationships between the autistic and research communities. Conclusion There are various challenges and opportunities of adopting open and participatory principles in autism research. We hope our principles support researchers to embed these approaches more fully within their work. En ligne : https://doi.org/10.1016/j.rasd.2023.102196 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509