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Auteur Herbert ROEYERS |
Documents disponibles écrits par cet auteur (39)
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Neuropsychological correlates of emotional lability in children with ADHD / Tobias BANASCHEWSKI in Journal of Child Psychology and Psychiatry, 53-11 (November 2012)
[article]
Titre : Neuropsychological correlates of emotional lability in children with ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Tobias BANASCHEWSKI, Auteur ; Christine JENNEN-STEINMETZ, Auteur ; Daniel BRANDEIS, Auteur ; Jan K. BUITELAAR, Auteur ; Jonna KUNTSI, Auteur ; Luise POUSTKA, Auteur ; Joseph A. SERGEANT, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Alexis C. FRAZIER-WOOD, Auteur ; Björn ALBRECHT, Auteur ; Wai CHEN, Auteur ; Henrik UEBEL, Auteur ; Wolff SCHLOTZ, Auteur ; Jaap VAN DER MEERE, Auteur ; Michael GILL, Auteur ; Iris MANOR, Auteur ; Ana MIRANDA, Auteur ; Fernando MULAS, Auteur ; Robert D. OADES, Auteur ; Herbert ROEYERS, Auteur ; Aribert ROTHENBERGER, Auteur ; Hans-Christoph STEINHAUSEN, Auteur ; Stephen V. FARAONE, Auteur ; Philip ASHERSON, Auteur Année de publication : 2012 Article en page(s) : p.1139-1148 Langues : Anglais (eng) Mots-clés : ADHD neuropsychological performance emotional lability executive functions delay aversion Index. décimale : PER Périodiques Résumé : Background: Emotional lability (EL) is commonly seen in patients with attention-deficit/hyperactivity disorder (ADHD). The reasons for this association remain currently unknown. To address this question, we examined the relationship between ADHD and EL symptoms, and performance on a range of neuropsychological tasks to clarify whether EL symptoms are predicted by particular cognitive and/or motivational dysfunctions and whether these associations are mediated by the presence of ADHD symptoms. Methods: A large multi-site sample of 424 carefully diagnosed ADHD cases and 564 unaffected siblings and controls aged 6–18 years performed a broad neuropsychological test battery, including a Go/No-Go Task, a warned four-choice Reaction Time task, the Maudsley Index of Childhood Delay Aversion and Digit span backwards. Neuropsychological variables were aggregated as indices of processing speed, response variability, executive functions, choice impulsivity and the influence of energetic and/or motivational factors. EL and ADHD symptoms were regressed on each neuropsychological variable in separate analyses controlling for age, gender and IQ, and, in subsequent regression analyses, for ADHD and EL symptoms respectively. Results: Neuropsychological variables significantly predicted ADHD and EL symptoms with moderate-to-low regression coefficients. However, the association between neuropsychological parameters on EL disappeared entirely when the effect of ADHD symptoms was taken into account, revealing that the association between the neuropsychological performance measures and EL is completely mediated statistically by variations in ADHD symptoms. Conversely, neuropsychological effects on ADHD symptoms remained after EL symptom severity was taken into account. Conclusions: The neuropsychological parameters examined, herein, predict ADHD more strongly than EL. They cannot explain EL symptoms beyond what is already accounted for by ADHD symptom severity. The association between EL and ADHD cannot be explained by these cognitive or motivational deficits. Alternative mechanisms, including overlapping genetic influences (pleiotropic effects) and/or alternative neuropsychological processes need to be considered. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02596.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182
in Journal of Child Psychology and Psychiatry > 53-11 (November 2012) . - p.1139-1148[article] Neuropsychological correlates of emotional lability in children with ADHD [Texte imprimé et/ou numérique] / Tobias BANASCHEWSKI, Auteur ; Christine JENNEN-STEINMETZ, Auteur ; Daniel BRANDEIS, Auteur ; Jan K. BUITELAAR, Auteur ; Jonna KUNTSI, Auteur ; Luise POUSTKA, Auteur ; Joseph A. SERGEANT, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Alexis C. FRAZIER-WOOD, Auteur ; Björn ALBRECHT, Auteur ; Wai CHEN, Auteur ; Henrik UEBEL, Auteur ; Wolff SCHLOTZ, Auteur ; Jaap VAN DER MEERE, Auteur ; Michael GILL, Auteur ; Iris MANOR, Auteur ; Ana MIRANDA, Auteur ; Fernando MULAS, Auteur ; Robert D. OADES, Auteur ; Herbert ROEYERS, Auteur ; Aribert ROTHENBERGER, Auteur ; Hans-Christoph STEINHAUSEN, Auteur ; Stephen V. FARAONE, Auteur ; Philip ASHERSON, Auteur . - 2012 . - p.1139-1148.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-11 (November 2012) . - p.1139-1148
Mots-clés : ADHD neuropsychological performance emotional lability executive functions delay aversion Index. décimale : PER Périodiques Résumé : Background: Emotional lability (EL) is commonly seen in patients with attention-deficit/hyperactivity disorder (ADHD). The reasons for this association remain currently unknown. To address this question, we examined the relationship between ADHD and EL symptoms, and performance on a range of neuropsychological tasks to clarify whether EL symptoms are predicted by particular cognitive and/or motivational dysfunctions and whether these associations are mediated by the presence of ADHD symptoms. Methods: A large multi-site sample of 424 carefully diagnosed ADHD cases and 564 unaffected siblings and controls aged 6–18 years performed a broad neuropsychological test battery, including a Go/No-Go Task, a warned four-choice Reaction Time task, the Maudsley Index of Childhood Delay Aversion and Digit span backwards. Neuropsychological variables were aggregated as indices of processing speed, response variability, executive functions, choice impulsivity and the influence of energetic and/or motivational factors. EL and ADHD symptoms were regressed on each neuropsychological variable in separate analyses controlling for age, gender and IQ, and, in subsequent regression analyses, for ADHD and EL symptoms respectively. Results: Neuropsychological variables significantly predicted ADHD and EL symptoms with moderate-to-low regression coefficients. However, the association between neuropsychological parameters on EL disappeared entirely when the effect of ADHD symptoms was taken into account, revealing that the association between the neuropsychological performance measures and EL is completely mediated statistically by variations in ADHD symptoms. Conversely, neuropsychological effects on ADHD symptoms remained after EL symptom severity was taken into account. Conclusions: The neuropsychological parameters examined, herein, predict ADHD more strongly than EL. They cannot explain EL symptoms beyond what is already accounted for by ADHD symptom severity. The association between EL and ADHD cannot be explained by these cognitive or motivational deficits. Alternative mechanisms, including overlapping genetic influences (pleiotropic effects) and/or alternative neuropsychological processes need to be considered. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02596.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=182 Parenting in families with a child with autism spectrum disorder and a typically developing child: Mothers’ experiences and cognitions / Mieke MEIRSSCHAUT in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)
[article]
Titre : Parenting in families with a child with autism spectrum disorder and a typically developing child: Mothers’ experiences and cognitions Type de document : Texte imprimé et/ou numérique Auteurs : Mieke MEIRSSCHAUT, Auteur ; Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur Année de publication : 2010 Article en page(s) : p.661-669 Langues : Anglais (eng) Mots-clés : Parenting Parenting-cognitions Within-families-comparison Index. décimale : PER Périodiques Résumé : The parenting experiences of mothers in a family with a child with autism spectrum disorder (ASD) and a typically developing (TD) child were studied using a qualitative analysis of mothers’ perceptions of the impact of autism on family and personal life. An additional quantitative comparison was performed to evaluate the effect of ASD on mothers’ parenting cognitions about their other, TD child. Mothers differentiated clearly in parenting cognitions about their child with ASD and about their TD child. Strong associations were found between mothers’ symptoms of stress and depression, and their parenting cognitions about both their children. To maximize intervention outcome, family interventionists should consider parenting experiences and should become aware of interfering maternal feelings and cognitions, such as guilt or low parental self-efficacy beliefs. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102
in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.661-669[article] Parenting in families with a child with autism spectrum disorder and a typically developing child: Mothers’ experiences and cognitions [Texte imprimé et/ou numérique] / Mieke MEIRSSCHAUT, Auteur ; Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur . - 2010 . - p.661-669.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.661-669
Mots-clés : Parenting Parenting-cognitions Within-families-comparison Index. décimale : PER Périodiques Résumé : The parenting experiences of mothers in a family with a child with autism spectrum disorder (ASD) and a typically developing (TD) child were studied using a qualitative analysis of mothers’ perceptions of the impact of autism on family and personal life. An additional quantitative comparison was performed to evaluate the effect of ASD on mothers’ parenting cognitions about their other, TD child. Mothers differentiated clearly in parenting cognitions about their child with ASD and about their TD child. Strong associations were found between mothers’ symptoms of stress and depression, and their parenting cognitions about both their children. To maximize intervention outcome, family interventionists should consider parenting experiences and should become aware of interfering maternal feelings and cognitions, such as guilt or low parental self-efficacy beliefs. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 Play in Relation to Autism Traits in Young Children at Elevated Likelihood for Autism Spectrum Disorder / Floor MOERMAN in Journal of Autism and Developmental Disorders, 53-4 (April 2023)
[article]
Titre : Play in Relation to Autism Traits in Young Children at Elevated Likelihood for Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Floor MOERMAN, Auteur ; Petra WARREYN, Auteur ; Ellen DEMURIE, Auteur ; Sofie BOTERBERG, Auteur ; Julie VERMEIRSCH, Auteur ; Chloè BONTINCK, Auteur ; Eva BRUYNEEL, Auteur ; Marjolein MUÈS, Auteur ; Liedewij VERHAEGHE, Auteur ; Herbert ROEYERS, Auteur ; Team BABY STUDY, Auteur Article en page(s) : p.1413-1430 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Play of younger siblings of children with autism spectrum disorder (ASD) (siblings; n=44), very preterm children (preterms; n=44), and children at typical likelihood for ASD (n=36) was observed at 24 months. Children with ASD and atypical development engaged less in spontaneous (pre-)symbolic play than typically developing children. Total duration of spontaneous and elicited (pre-)symbolic play was associated with later ASD traits in siblings. However, no association between most play variables and ASD traits was found in preterms. This suggests possible different ASD-trajectories between siblings and preterms. Thus, spontaneous (pre-)symbolic play may be indicative of developmental challenges across several populations, and results highlight the need to move beyond studying only siblings in order to broaden our understanding of ASD. En ligne : https://doi.org/10.1007/s10803-021-05326-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500
in Journal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1413-1430[article] Play in Relation to Autism Traits in Young Children at Elevated Likelihood for Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Floor MOERMAN, Auteur ; Petra WARREYN, Auteur ; Ellen DEMURIE, Auteur ; Sofie BOTERBERG, Auteur ; Julie VERMEIRSCH, Auteur ; Chloè BONTINCK, Auteur ; Eva BRUYNEEL, Auteur ; Marjolein MUÈS, Auteur ; Liedewij VERHAEGHE, Auteur ; Herbert ROEYERS, Auteur ; Team BABY STUDY, Auteur . - p.1413-1430.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1413-1430
Index. décimale : PER Périodiques Résumé : Play of younger siblings of children with autism spectrum disorder (ASD) (siblings; n=44), very preterm children (preterms; n=44), and children at typical likelihood for ASD (n=36) was observed at 24 months. Children with ASD and atypical development engaged less in spontaneous (pre-)symbolic play than typically developing children. Total duration of spontaneous and elicited (pre-)symbolic play was associated with later ASD traits in siblings. However, no association between most play variables and ASD traits was found in preterms. This suggests possible different ASD-trajectories between siblings and preterms. Thus, spontaneous (pre-)symbolic play may be indicative of developmental challenges across several populations, and results highlight the need to move beyond studying only siblings in order to broaden our understanding of ASD. En ligne : https://doi.org/10.1007/s10803-021-05326-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role? / Ramona CARDILLO in Autism Research, 14-5 (May 2021)
[article]
Titre : Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role? Type de document : Texte imprimé et/ou numérique Auteurs : Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur ; Ellen DEMURIE, Auteur ; David GIOFRE, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.932-945 Langues : Anglais (eng) Mots-clés : autism spectrum disorder communication executive functions pragmatic language theory of mind Index. décimale : PER Périodiques Résumé : Pragmatic language (PL) is defined as the ability to use language effectively in communicative exchanges. Previous findings showed that deficits in PL are a core characteristic of the communicative profile of individuals with autism spectrum disorder (ASD). While different lines of research have revealed a close link between PL and theory of mind (ToM), and between PL and executive functions (EFs), to our knowledge, few studies have explored the relationship between these three domains in children with ASD, and their results have been contradictory. The present study thus aimed to contribute to our understanding of PL in children with ASD and to analyze the underlying mediating role of ToM and EFs. PL is a complex and multifaceted construct. In the present study, we focused on two specific aspects, such as the comprehension of nonliteral language, and the ability to make inferences. After testing 143 participants (73 with ASD), our results confirmed that impairments in PL are a crucial feature of the ASD profile. Children with ASD were also more impaired than their typically developing peers in both ToM and EFs. When the mediating role of ToM and EFs on PL was considered, it emerged that only ToM contributed significantly to the relationship between group and PL. We discussed the potential importance of interventions not focused exclusively on PL, but also involving ToM. LAY SUMMARY: In everyday life, we use pragmatic language to interact successfully with others. Individuals with autism experience significant difficulty in pragmatic language, showing consequent impairments in communication. This study compared the comprehension of nonliteral language, and the ability to make inferences of children with autism and children with typical development, focusing on the role of social and cognitive abilities. Children with autism had difficulties in pragmatic language compared to children with typical development. In addition, the capacity to consider the perspective, intentions and beliefs of other people contributed significantly to the pragmatic language. Autism Res 2021, 14: 932-945. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2423 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-5 (May 2021) . - p.932-945[article] Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role? [Texte imprimé et/ou numérique] / Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur ; Ellen DEMURIE, Auteur ; David GIOFRE, Auteur ; Herbert ROEYERS, Auteur . - p.932-945.
Langues : Anglais (eng)
in Autism Research > 14-5 (May 2021) . - p.932-945
Mots-clés : autism spectrum disorder communication executive functions pragmatic language theory of mind Index. décimale : PER Périodiques Résumé : Pragmatic language (PL) is defined as the ability to use language effectively in communicative exchanges. Previous findings showed that deficits in PL are a core characteristic of the communicative profile of individuals with autism spectrum disorder (ASD). While different lines of research have revealed a close link between PL and theory of mind (ToM), and between PL and executive functions (EFs), to our knowledge, few studies have explored the relationship between these three domains in children with ASD, and their results have been contradictory. The present study thus aimed to contribute to our understanding of PL in children with ASD and to analyze the underlying mediating role of ToM and EFs. PL is a complex and multifaceted construct. In the present study, we focused on two specific aspects, such as the comprehension of nonliteral language, and the ability to make inferences. After testing 143 participants (73 with ASD), our results confirmed that impairments in PL are a crucial feature of the ASD profile. Children with ASD were also more impaired than their typically developing peers in both ToM and EFs. When the mediating role of ToM and EFs on PL was considered, it emerged that only ToM contributed significantly to the relationship between group and PL. We discussed the potential importance of interventions not focused exclusively on PL, but also involving ToM. LAY SUMMARY: In everyday life, we use pragmatic language to interact successfully with others. Individuals with autism experience significant difficulty in pragmatic language, showing consequent impairments in communication. This study compared the comprehension of nonliteral language, and the ability to make inferences of children with autism and children with typical development, focusing on the role of social and cognitive abilities. Children with autism had difficulties in pragmatic language compared to children with typical development. In addition, the capacity to consider the perspective, intentions and beliefs of other people contributed significantly to the pragmatic language. Autism Res 2021, 14: 932-945. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2423 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Predictors of handwriting in children with Autism Spectrum Disorder / Tinneke HELLINCKX in Research in Autism Spectrum Disorders, 7-1 (January 2013)
[article]
Titre : Predictors of handwriting in children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tinneke HELLINCKX, Auteur ; Herbert ROEYERS, Auteur ; Hilde VAN WAELVELDE, Auteur Année de publication : 2013 Article en page(s) : p.176–186 Langues : Anglais (eng) Mots-clés : Handwriting Autism Spectrum Disorders Predictors Index. décimale : PER Périodiques Résumé : During writing, perceptual, motor, and cognitive processes interact. This study explored the predictive value of several factors on handwriting quality as well as on speed in children with Autism Spectrum Disorder (ASD). Our results showed that, in this population, age, gender, and visual-motor integration significantly predicted handwriting quality, whereas age, reading abilities, and fine motor coordination had an impact on handwriting speed. These results indicate that, although reading abilities are often overlooked, handwriting remediation in children with ASD should tackle reading skills as well. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.176–186[article] Predictors of handwriting in children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Tinneke HELLINCKX, Auteur ; Herbert ROEYERS, Auteur ; Hilde VAN WAELVELDE, Auteur . - 2013 . - p.176–186.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.176–186
Mots-clés : Handwriting Autism Spectrum Disorders Predictors Index. décimale : PER Périodiques Résumé : During writing, perceptual, motor, and cognitive processes interact. This study explored the predictive value of several factors on handwriting quality as well as on speed in children with Autism Spectrum Disorder (ASD). Our results showed that, in this population, age, gender, and visual-motor integration significantly predicted handwriting quality, whereas age, reading abilities, and fine motor coordination had an impact on handwriting speed. These results indicate that, although reading abilities are often overlooked, handwriting remediation in children with ASD should tackle reading skills as well. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181 Quality of Life in Parents of Young Adults with ASD: EpiTED Cohort / Cécile RATTAZ in Journal of Autism and Developmental Disorders, 47-9 (September 2017)
PermalinkScreening for Autism Spectrum Disorders in Flemish Day-Care Centres with the Checklist for Early Signs of Developmental Disorders / Mieke DEREU in Journal of Autism and Developmental Disorders, 40-10 (October 2010)
PermalinkSee what I see, do as I do: Promoting joint attention and imitation in preschoolers with autism spectrum disorder / Petra WARREYN in Autism, 18-6 (August 2014)
PermalinkSocial-communicative abilities and language in preschoolers with autism spectrum disorders: Associations differ depending on language age / Sara VAN DER PAELT in Research in Autism Spectrum Disorders, 8-5 (May 2014)
PermalinkSocial referencing skills in children with autism spectrum disorder: A systematic review / Maithri SIVARAMAN in Research in Autism Spectrum Disorders, 72 (April 2020)
PermalinkSpanish Cultural Validation of the Modified Checklist for Autism in Toddlers, Revised / María MAGÁN-MAGANTO in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
PermalinkStimulation Seeking and Hyperactivity in Children with ADHD / Inge ANTROP in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)
PermalinkTemporal Coordination of Joint Attention Behavior in Preschoolers with Autism Spectrum Disorder / Petra WARREYN in Journal of Autism and Developmental Disorders, 37-3 (March 2007)
PermalinkThe hierarchical factor model of ADHD: invariant across age and national groupings? / Maggie E. TOPLAK in Journal of Child Psychology and Psychiatry, 53-3 (March 2012)
PermalinkThe social interactive behaviour of young children with autism spectrum disorder and their mothers: Is there an effect of familiarity of the interaction partner? / Mieke MEIRSSCHAUT in Autism, 15-1 (January 2011)
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