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 Marjorie SOLOMON |
Documents disponibles écrits par cet auteur (34)
Faire une suggestion Affiner la recherche
Sex Differences in Internalizing Problems During Adolescence in Autism Spectrum Disorder / Tasha M. OSWALD in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
[article]
Titre : Sex Differences in Internalizing Problems During Adolescence in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tasha M. OSWALD, Auteur ; Mary Ann WINTER-MESSIERS, Auteur ; Brandon GIBSON, Auteur ; Alexandra M. SCHMIDT, Auteur ; Cynthia M. HERR, Auteur ; Marjorie SOLOMON, Auteur Année de publication : 2016 Article en page(s) : p.624-636 Langues : Anglais (eng) Mots-clés : Autisme féminin Autism Sex differences Adolescence Depression Anxiety Index. décimale : PER Périodiques Résumé : We hypothesized that the double hit conferred by sex and diagnosis increases the risk for internalizing disorders in adolescent females with autism spectrum disorder (ASD). In a sample of 32 adolescents with ASD and 32 controls, we examined the effects of sex, diagnostic factors, and developmental stages on depression and anxiety. A 3-way interaction revealed that females with ASD exhibited greater depressive symptoms than males with ASD and female controls particularly during early adolescence; therefore, females with ASD might have a unique combination of genetic, hormonal, and psychosocial vulnerabilities that heighten their risk for depression during early adolescence. Additionally, the ASD group reported high levels of separation anxiety and panic in late adolescence, possibly indicating atypical development of independence. En ligne : http://dx.doi.org/10.1007/s10803-015-2608-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.624-636[article] Sex Differences in Internalizing Problems During Adolescence in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Tasha M. OSWALD, Auteur ; Mary Ann WINTER-MESSIERS, Auteur ; Brandon GIBSON, Auteur ; Alexandra M. SCHMIDT, Auteur ; Cynthia M. HERR, Auteur ; Marjorie SOLOMON, Auteur . - 2016 . - p.624-636.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.624-636
Mots-clés : Autisme féminin Autism Sex differences Adolescence Depression Anxiety Index. décimale : PER Périodiques Résumé : We hypothesized that the double hit conferred by sex and diagnosis increases the risk for internalizing disorders in adolescent females with autism spectrum disorder (ASD). In a sample of 32 adolescents with ASD and 32 controls, we examined the effects of sex, diagnostic factors, and developmental stages on depression and anxiety. A 3-way interaction revealed that females with ASD exhibited greater depressive symptoms than males with ASD and female controls particularly during early adolescence; therefore, females with ASD might have a unique combination of genetic, hormonal, and psychosocial vulnerabilities that heighten their risk for depression during early adolescence. Additionally, the ASD group reported high levels of separation anxiety and panic in late adolescence, possibly indicating atypical development of independence. En ligne : http://dx.doi.org/10.1007/s10803-015-2608-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism / William JARROLD in Autism Research, 6-5 (October 2013)
[article]
Titre : Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : William JARROLD, Auteur ; Peter C. MUNDY, Auteur ; Mary GWALTNEY, Auteur ; Jeremy BAILENSON, Auteur ; Naomi HATT, Auteur ; Nancy MCINTYRE, Auteur ; Kwanguk KIM, Auteur ; Marjorie SOLOMON, Auteur ; Stephanie NOVOTNY, Auteur ; Lindsay SWAIN, Auteur Article en page(s) : p.393-410 Langues : Anglais (eng) Mots-clés : cognition and learning school-aged development social attention individual differences Index. décimale : PER Périodiques Résumé : Impairments in social attention play a major role in autism, but little is known about their role in development after preschool. In this study, a public speaking task was used to study social attention, its moderators, and its association with classroom learning in elementary and secondary students with higher functioning autism spectrum disorder (HFASD). Thirty-seven students with HFASD and 54 age- and intelligence quotient (IQ)-matched peers without symptoms of ASD were assessed in a virtual classroom public speaking paradigm. This paradigm assessed the ability to attend to nine avatar peers seated at a table, while simultaneously answering self-referenced questions. Students with HFASD looked less frequently to avatar peers in the classroom while talking. However, social attention was moderated in the HFASD sample such that students with lower IQ, and/or more symptoms of social anxiety, and/or more attention deficit/hyperactivity disorder inattentive symptoms, displayed more atypical social attention. Group differences were more pronounced when the classroom contained social avatars versus nonsocial targets. Moreover, measures of social attention rather than nonsocial attention were significantly associated with parent report and objective measures of learning in the classroom. The data in this study support the hypothesis of the Social Attention Model of ASD that social attention disturbance remains part of the school-aged phenotype of autism that is related to syndrome-specific problems in social learning. More research of this kind would likely contribute to advances in the understanding of the development of the spectrum of autism and educational intervention approaches for affected school-aged children. En ligne : http://dx.doi.org/10.1002/aur.1302 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Autism Research > 6-5 (October 2013) . - p.393-410[article] Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism [Texte imprimé et/ou numérique] / William JARROLD, Auteur ; Peter C. MUNDY, Auteur ; Mary GWALTNEY, Auteur ; Jeremy BAILENSON, Auteur ; Naomi HATT, Auteur ; Nancy MCINTYRE, Auteur ; Kwanguk KIM, Auteur ; Marjorie SOLOMON, Auteur ; Stephanie NOVOTNY, Auteur ; Lindsay SWAIN, Auteur . - p.393-410.
Langues : Anglais (eng)
in Autism Research > 6-5 (October 2013) . - p.393-410
Mots-clés : cognition and learning school-aged development social attention individual differences Index. décimale : PER Périodiques Résumé : Impairments in social attention play a major role in autism, but little is known about their role in development after preschool. In this study, a public speaking task was used to study social attention, its moderators, and its association with classroom learning in elementary and secondary students with higher functioning autism spectrum disorder (HFASD). Thirty-seven students with HFASD and 54 age- and intelligence quotient (IQ)-matched peers without symptoms of ASD were assessed in a virtual classroom public speaking paradigm. This paradigm assessed the ability to attend to nine avatar peers seated at a table, while simultaneously answering self-referenced questions. Students with HFASD looked less frequently to avatar peers in the classroom while talking. However, social attention was moderated in the HFASD sample such that students with lower IQ, and/or more symptoms of social anxiety, and/or more attention deficit/hyperactivity disorder inattentive symptoms, displayed more atypical social attention. Group differences were more pronounced when the classroom contained social avatars versus nonsocial targets. Moreover, measures of social attention rather than nonsocial attention were significantly associated with parent report and objective measures of learning in the classroom. The data in this study support the hypothesis of the Social Attention Model of ASD that social attention disturbance remains part of the school-aged phenotype of autism that is related to syndrome-specific problems in social learning. More research of this kind would likely contribute to advances in the understanding of the development of the spectrum of autism and educational intervention approaches for affected school-aged children. En ligne : http://dx.doi.org/10.1002/aur.1302 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 The Effectiveness of Parent–Child Interaction Therapy for Families of Children on the Autism Spectrum / Marjorie SOLOMON in Journal of Autism and Developmental Disorders, 38-9 (October 2008)
[article]
Titre : The Effectiveness of Parent–Child Interaction Therapy for Families of Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Marjorie SOLOMON, Auteur ; Michele ONO, Auteur ; Beth GOODLIN-JONES, Auteur ; Susan G. TIMMER, Auteur Année de publication : 2008 Article en page(s) : p.1767-1776 Langues : Anglais (eng) Mots-clés : Autism Asperger-Syndrome PDDNOS Intervention Problem-behaviors Index. décimale : PER Périodiques Résumé : We report the results of a pilot trial of an evidence-based treatment—Parent–Child Interaction Therapy (PCIT; Eyberg et al. Psychopharmacology Bulletin, 31(1), 83–91, 1995) for boys aged 5–12 with high functioning autism spectrum disorders and clinically significant behavioral problems. The study also included an investigation of the role of shared positive affect during the course of therapy on child and parent outcomes. The intervention group showed reductions in parent perceptions of child problem behaviors and child atypicality, as well as an increase in child adaptability. Shared positive affect in parent child dyads and parent positive affect increased between the initial and final phases of the therapy. Parent positive affect after the first phase was related to perceptions of improvement in problem behaviors and adaptive functioning. En ligne : http://dx.doi.org/10.1007/s10803-008-0567-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=605
in Journal of Autism and Developmental Disorders > 38-9 (October 2008) . - p.1767-1776[article] The Effectiveness of Parent–Child Interaction Therapy for Families of Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Marjorie SOLOMON, Auteur ; Michele ONO, Auteur ; Beth GOODLIN-JONES, Auteur ; Susan G. TIMMER, Auteur . - 2008 . - p.1767-1776.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-9 (October 2008) . - p.1767-1776
Mots-clés : Autism Asperger-Syndrome PDDNOS Intervention Problem-behaviors Index. décimale : PER Périodiques Résumé : We report the results of a pilot trial of an evidence-based treatment—Parent–Child Interaction Therapy (PCIT; Eyberg et al. Psychopharmacology Bulletin, 31(1), 83–91, 1995) for boys aged 5–12 with high functioning autism spectrum disorders and clinically significant behavioral problems. The study also included an investigation of the role of shared positive affect during the course of therapy on child and parent outcomes. The intervention group showed reductions in parent perceptions of child problem behaviors and child atypicality, as well as an increase in child adaptability. Shared positive affect in parent child dyads and parent positive affect increased between the initial and final phases of the therapy. Parent positive affect after the first phase was related to perceptions of improvement in problem behaviors and adaptive functioning. En ligne : http://dx.doi.org/10.1007/s10803-008-0567-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=605 The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder / Nancy S. MCINTYRE in Journal of Autism and Developmental Disorders, 47-9 (September 2017)
[article]
Titre : The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Joseph E. GONZALES, Auteur ; Marjorie SOLOMON, Auteur ; Lindsay E. LERRO, Auteur ; Stephanie NOVOTNY, Auteur ; Tasha M. OSWALD, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.2838-2860 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Reading comprehensio;n Word recognition Oral language Social communication ADHD Index. décimale : PER Périodiques Résumé : This study of 8-16-year-olds was designed to test the hypothesis that reading comprehension impairments are part of the social communication phenotype for many higher-functioning students with autism spectrum disorder (HFASD). Students with HFASD (n?=?81) were compared to those with high attention-deficit/hyperactivity disorder symptomatology (ADHD; n?=?39), or typical development (TD; n?=?44), on a comprehensive battery of oral language, word recognition, and reading comprehension measures. Results indicated that students with HFASD performed significantly lower on the majority of the reading and language tasks as compared to TD and ADHD groups. Structural equation models suggested that greater ASD symptomatology was related to poorer reading comprehension outcomes; further analyses suggested that this relation was mediated by oral language skills. En ligne : https://doi.org/10.1007/s10803-017-3209-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2838-2860[article] The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Joseph E. GONZALES, Auteur ; Marjorie SOLOMON, Auteur ; Lindsay E. LERRO, Auteur ; Stephanie NOVOTNY, Auteur ; Tasha M. OSWALD, Auteur ; Peter C. MUNDY, Auteur . - p.2838-2860.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2838-2860
Mots-clés : Autism spectrum disorder Reading comprehensio;n Word recognition Oral language Social communication ADHD Index. décimale : PER Périodiques Résumé : This study of 8-16-year-olds was designed to test the hypothesis that reading comprehension impairments are part of the social communication phenotype for many higher-functioning students with autism spectrum disorder (HFASD). Students with HFASD (n?=?81) were compared to those with high attention-deficit/hyperactivity disorder symptomatology (ADHD; n?=?39), or typical development (TD; n?=?44), on a comprehensive battery of oral language, word recognition, and reading comprehension measures. Results indicated that students with HFASD performed significantly lower on the majority of the reading and language tasks as compared to TD and ADHD groups. Structural equation models suggested that greater ASD symptomatology was related to poorer reading comprehension outcomes; further analyses suggested that this relation was mediated by oral language skills. En ligne : https://doi.org/10.1007/s10803-017-3209-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 Trajectories of Autism Symptom Severity Change During Early Childhood / Einat WAIZBARD-BARTOV in Journal of Autism and Developmental Disorders, 51-1 (January 2021)
[article]
Titre : Trajectories of Autism Symptom Severity Change During Early Childhood Type de document : Texte imprimé et/ou numérique Auteurs : Einat WAIZBARD-BARTOV, Auteur ; Emilio FERRER, Auteur ; Gregory S. YOUNG, Auteur ; Brianna HEATH, Auteur ; Sally ROGERS, Auteur ; Christine W. NORDAHL, Auteur ; Marjorie SOLOMON, Auteur ; David G. AMARAL, Auteur Article en page(s) : p.227-242 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Early childhood Sex differences Symptom severity Index. décimale : PER Périodiques Résumé : Autism symptom severity change was evaluated during early childhood in 125 children diagnosed with autism spectrum disorder (ASD). Children were assessed at approximately 3 and 6 years of age for autism symptom severity, IQ and adaptive functioning. Each child was assigned a change score, representing the difference between ADOS Calibrated Severity Scores (CSS) at the two ages. A Decreased Severity Group (28.8%) decreased by 2 or more points; a Stable Severity Group (54.4%) changed by 1 point or less; and an Increased Severity Group (16.8%) increased by 2 or more points. Girls tended to decrease in severity more than boys and increase in severity less than boys. There was no clear relationship between intervention history and membership in the groups. En ligne : http://dx.doi.org/10.1007/s10803-020-04526-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.227-242[article] Trajectories of Autism Symptom Severity Change During Early Childhood [Texte imprimé et/ou numérique] / Einat WAIZBARD-BARTOV, Auteur ; Emilio FERRER, Auteur ; Gregory S. YOUNG, Auteur ; Brianna HEATH, Auteur ; Sally ROGERS, Auteur ; Christine W. NORDAHL, Auteur ; Marjorie SOLOMON, Auteur ; David G. AMARAL, Auteur . - p.227-242.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.227-242
Mots-clés : Autism spectrum disorder Early childhood Sex differences Symptom severity Index. décimale : PER Périodiques Résumé : Autism symptom severity change was evaluated during early childhood in 125 children diagnosed with autism spectrum disorder (ASD). Children were assessed at approximately 3 and 6 years of age for autism symptom severity, IQ and adaptive functioning. Each child was assigned a change score, representing the difference between ADOS Calibrated Severity Scores (CSS) at the two ages. A Decreased Severity Group (28.8%) decreased by 2 or more points; a Stable Severity Group (54.4%) changed by 1 point or less; and an Increased Severity Group (16.8%) increased by 2 or more points. Girls tended to decrease in severity more than boys and increase in severity less than boys. There was no clear relationship between intervention history and membership in the groups. En ligne : http://dx.doi.org/10.1007/s10803-020-04526-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 Using the NIH Toolbox to Assess Cognition in Adolescents and Young Adults with Autism Spectrum Disorders / Marjorie SOLOMON in Autism Research, 14-3 (March 2021)
PermalinkVideo Game Use, Aggression, and Social Impairment in Adolescents with Autism Spectrum Disorder / Konnor DAVIS in Journal of Autism and Developmental Disorders, 53-9 (September 2023)
PermalinkA Virtual Joy-Stick Study of Emotional Responses and Social Motivation in Children with Autism Spectrum Disorder / Kwanguk KIM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
PermalinkWhat Are Executive Functions? / Marjorie SOLOMON
PermalinkWhat will my child's future hold? phenotypes of intellectual development in 2–8?year?olds with autism spectrum disorder / Marjorie SOLOMON in Autism Research, 11-1 (January 2018)
Permalink