Catalogue en ligne Centre d'Information et de Documentation <br>du CRA Rhône-Alpes

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1499-1512

Titre :	Strong Bias Towards Analytic Perception in ASD Does not Necessarily Come at the Price of Impaired Integration Skills
Type de document :	texte imprimé
Auteurs :	Bat-Sheva HADAD, Auteur ; Yair ZIV, Auteur
Article en page(s) :	p.1499-1512
Langues :	Anglais (eng)
Mots-clés :	Global–local processing Weak central coherence (WCC) Enhanced perceptual functioning (EPF) ASD Holistic-analytic processing Contour integration
Index. décimale :	PER Périodiques
Résumé :	We first demonstrated analytic processing in ASD under conditions in which integral processing seems mandatory in TD observers, a pattern that is often taken to indicate a local default processing in ASD. However, this processing bias does not inevitably come at the price of impaired integration skills. Indeed, examining the same group of individuals with ASD on a task with explicit demands for integrated representations, Experiment 2 showed that the same observers with ASD demonstrated intact spatial integration. The results further showed that performance was not only quantitatively, but also qualitatively comparable to that of TD observers, demonstrating the sensitivity of integration in ASD to the same interactive effects of Gestalt cues.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2293-5
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1513-1531

Titre :	School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies
Type de document :	texte imprimé
Auteurs :	Kelly J. WHALON, Auteur ; Maureen A. CONROY, Auteur ; Jose R. MARTINEZ, Auteur ; Brittany L. WERCH, Auteur
Article en page(s) :	p.1513-1531
Langues :	Anglais (eng)
Mots-clés :	Social competence Social communication Autism spectrum disorder Literature review Meta-analysis
Index. décimale :	PER Périodiques
Résumé :	The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3–12 years old with an ASD, and took place in school settings. Articles were analyzed descriptively and using the evaluative method to determine study quality. Additionally, effect size estimates were calculated using nonoverlap of all pairs method and Tau-U. A total of 37 studies including 105 children were reviewed. Overall, ES estimates ranged from weak to strong, but on average, the reviewed interventions produced a moderate to strong effect, and quality ratings were generally in the acceptable to high range. Findings suggest that children with ASD can benefit from social skill interventions implemented with peers in school settings.
En ligne :	http://dx.doi.org/10.1007/s10803-015-2373-1
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1532-1540

Titre :	Improving Psychosexual Knowledge in Adolescents with Autism Spectrum Disorder: Pilot of the Tackling Teenage Training Program
Type de document :	texte imprimé
Auteurs :	Linda P. DEKKER, Auteur ; Esther J. M. VAN DER VEGT, Auteur ; Kirsten VISSER, Auteur ; Nouchka TICK, Auteur ; Frieda BOUDESTEIJN, Auteur ; Frank C. VERHULST, Auteur ; Athanasios MARAS, Auteur ; Kirstin GREAVES-LORD, Auteur
Article en page(s) :	p.1532-1540
Langues :	Anglais (eng)
Mots-clés :	Psychosexual functioning Autism spectrum disorder Psychosexual knowledge Training program
Index. décimale :	PER Périodiques
Résumé :	Previous studies have shown that psychosexual functioning in adolescents with autism spectrum disorder (ASD) is hampered and emphasize the need for a specialized training program tailored to their needs. Therefore, an individual training program was developed; the Tackling Teenage Training (TTT) program. The current pilot study systematically evaluated whether psychosexual knowledge increased after taking part in the TTT program, using a pre- and post-training design in 30 adolescents with ASD (77 % male, mean age = 14.80 years, mean intelligence = 96.96). Psychosexual knowledge increased significantly (pre-training total score: M = 25.74, SD = 6.20; post-training total score: M = 33.52 (SD = 2.78); F(1,29) = 65.20, p < .001). The TTT program may be useful to improve psychosexual knowledge and functioning in adolescents with ASD, yet these findings are preliminary, and a more elaborate controlled trial is needed.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2301-9
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1541-1568

Titre :	Multidisciplinary Assessment and Treatment of Self-Injurious Behavior in Autism Spectrum Disorder and Intellectual Disability: Integration of Psychological and Biological Theory and Approach
Type de document :	texte imprimé
Auteurs :	Noha F. MINSHAWI, Auteur ; Sarah HURWITZ, Auteur ; Danielle MORRISS, Auteur ; Christopher J. McDOUGLE, Auteur
Article en page(s) :	p.1541-1568
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder Intellectual disability Self-injurious behavior Behavior therapy Pharmacotherapy
Index. décimale :	PER Périodiques
Résumé :	The objective of this review is to consider the psychological (largely behavioral) and biological [neurochemical, medical (including genetic), and pharmacological] theories and approaches that contribute to current thinking about the etiology and treatment of self-injurious behavior (SIB) in individuals with autism spectrum disorder and/or intellectual disability. Algorithms for the assessment and treatment of SIB in this context, respectively, from a multidisciplinary, integrative perspective are proposed and challenges and opportunities that exist in clinical and research settings are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2307-3
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1569-1578

Titre :	Increased Exposure to Rigid Routines can Lead to Increased Challenging Behavior Following Changes to Those Routines
Type de document :	texte imprimé
Auteurs :	Leah E. BULL, Auteur ; Chris OLIVER, Auteur ; Eleanor CALLAGHAN, Auteur ; Kate A. WOODCOCK, Auteur
Article en page(s) :	p.1569-1578
Langues :	Anglais (eng)
Mots-clés :	Resistance to change Restricted preferences Preference for routine Challenging behavior Temper tantrums Prader–Willi syndrome
Index. décimale :	PER Périodiques
Résumé :	Several neurodevelopmental disorders are associated with preference for routine and challenging behavior following changes to routines. We examine individuals with Prader–Willi syndrome, who show elevated levels of this behavior, to better understand how previous experience of a routine can affect challenging behavior elicited by disruption to that routine. Play based challenges exposed 16 participants to routines, which were either adhered to or changed. Temper outburst behaviors, heart rate and movement were measured. As participants were exposed to routines for longer before a change (between 10 and 80 min; within participants), more temper outburst behaviors were elicited by changes. Increased emotional arousal was also elicited, which was indexed by heart rate increases not driven by movement. Further study will be important to understand whether current intervention approaches that limit exposure to changes, may benefit from the structured integration of flexibility to ensure that the opportunity for routine establishment is also limited.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2308-2
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1579-1587

Titre :	Increasing Adaptive Behavior Skill Deficits From Childhood to Adolescence in Autism Spectrum Disorder: Role of Executive Function
Type de document :	texte imprimé
Auteurs :	Cara E. PUGLIESE, Auteur ; Laura ANTHONY, Auteur ; John F. STRANG, Auteur ; Katerina DUDLEY, Auteur ; Gregory L. WALLACE, Auteur ; Lauren KENWORTHY, Auteur
Article en page(s) :	p.1579-1587
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder Adaptive behavior Executive function Cognitive ability
Index. décimale :	PER Périodiques
Résumé :	Almost half of all children with autism spectrum disorder have average cognitive abilities, yet outcome remains poor. Because outcome in HFASD is more related to adaptive behavior skills than cognitive level it is important to identify predictors of adaptive behavior. This study examines cognitive and demographic factors related to adaptive behavior, with specific attention to the role of executive function (EF) in youth with HFASD aged 4–23. There was a negative relationship between age and adaptive behavior and the discrepancy between IQ and adaptive behavior increased with age. EF problems contributed to lower adaptive behavior scores across domains. As such, it is important to target adaptive skills, and the EF problems that may contribute to them, in youth with HFASD.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2309-1
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1588-1602

Titre :	Impact of Choice on Social Outcomes of Adults with ASD
Type de document :	texte imprimé
Auteurs :	Margaret H. MEHLING, Auteur ; Marc J. TASSE, Auteur
Article en page(s) :	p.1588-1602
Langues :	Anglais (eng)
Mots-clés :	Autism Social relationships Social participation Access to services Personal control National core indicators
Index. décimale :	PER Périodiques
Résumé :	This study explores social outcomes for adults with autism spectrum disorder (ASD) in comparison to adults with developmental disabilities other than ASD by investigating the relationships between the constructs Social Participation and Relationships, Social Determination, and Personal Control. Structural equation modeling (SEM) was used to test a model of the relationships among constructs of interest and structured means analysis was used to test for mean group differences on these constructs. Results indicated that individuals with ASD had lower levels of Social Determination and Friendships than individuals with other developmental disabilities. SEM analyses yielded significant relationships between constructs. Results provide insight with regards to novel statistical, theoretical, and practical approaches to the study of social outcomes for individuals with ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2312-6
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1603-1613

Titre :	Decision-Making in a Changing World: A Study in Autism Spectrum Disorders
Type de document :	texte imprimé
Auteurs :	S. ROBIC, Auteur ; Sandrine SONIE, Auteur ; P. FONLUPT, Auteur ; M. A. HENAFF, Auteur ; Nathalie TOUIL, Auteur ; G. CORICELLI, Auteur ; J. MATTOUT, Auteur ; C. SCHMITZ, Auteur
Article en page(s) :	p.1603-1613
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorders Social Instability Decision-making
Index. décimale :	PER Périodiques
Résumé :	To learn to deal with the unexpected is essential to adaptation to a social, therefore often unpredictable environment. Fourteen adults with autism spectrum disorders (ASD) and 15 controls underwent a decision-making task aimed at investigating the influence of either a social or a non-social environment, and its interaction with either a stable (with constant probabilities) or an unstable (with changing probabilities) context on their performance. Participants with ASD presented with difficulties in accessing underlying statistical rules in an unstable context, a deficit especially enhanced in the social environment. These results point out that the difficulties people with ASD encounter in their social life might be caused by impaired social cues processing and by the unpredictability associated with the social world.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2311-7
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1614-1623

Titre :	Knowledge and Use of Intervention Practices by Community-Based Early Intervention Service Providers
Type de document :	texte imprimé
Auteurs :	Jessica M. Paynter, Auteur ; Deb KEEN, Auteur
Article en page(s) :	p.1614-1623
Langues :	Anglais (eng)
Mots-clés :	Evidence-based practice Implementation Knowledge transfer Early intervention Research-practice gap
Index. décimale :	PER Périodiques
Résumé :	This study investigated staff attitudes, knowledge and use of evidence-based practices (EBP) and links to organisational culture in a community-based autism early intervention service. An EBP questionnaire was completed by 99 metropolitan and regionally-based professional and paraprofessional staff. Participants reported greater knowledge and use of EBPs compared to emerging and unsupported practices. Knowledge and use of EBPs were linked to each other independent of significant correlations with organisational culture and attitudes. Knowledge and use of EBPs was greater in metropolitan than regional locations and paraprofessionals reported greater use of unsupported practices and lower levels of knowledge and use of EBPs than professionals. The implications of these findings for the facilitation of knowledge transfer are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2316-2
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1624-1635

Titre :	Teaching Children with Autism in Small Groups with Students Who are At-Risk for Academic Problems: Effects on Academic and Social Behaviors
Type de document :	texte imprimé
Auteurs :	Jennifer R. LEDFORD, Auteur ; Joseph H. WEHBY, Auteur
Article en page(s) :	p.1624-1635
Langues :	Anglais (eng)
Mots-clés :	Small group instruction Social skills Progressive time delay
Index. décimale :	PER Périodiques
Résumé :	Students with ASD are often taught in individual instructional arrangements, even when they receive educational services in inclusive settings. Providing intervention in small group arrangements may increase opportunities for social interactions, particularly when these opportunities are systematically planned. In this study, academic instruction was conducted in small groups consisting of one student with ASD and peers who were socially competent but at risk for academic failure. All students learned targeted academic behaviors and increased their use of targeted social behaviors during instructional sessions. Generalization of social behaviors to a less-structured context was variable. Results suggest that small group instruction may be a feasible and preferred alternative to individual instruction for students with ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2317-1
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1636-1648

Titre :	Support Needs of Fathers and Mothers of Children and Adolescents with Autism Spectrum Disorder
Type de document :	texte imprimé
Auteurs :	Sigan L. HARTLEY, Auteur ; Haley M. SCHULTZ, Auteur
Article en page(s) :	p.1636-1648
Langues :	Anglais (eng)
Mots-clés :	Autism Support Services Parent Father
Index. décimale :	PER Périodiques
Résumé :	Little research has examined the support needs of mothers versus fathers of children and adolescents with autism spectrum disorder (ASD). We identified and compared the important and unmet support needs of mothers and fathers, and evaluated their association with family and child factors, within 73 married couples who had a child or adolescent with ASD. Mothers had a higher number of important support needs and higher proportion of important support needs that are unmet than fathers. Multilevel modeling indicated that child age, co-occurring behavior problems, presence of intellectual disability, parent education, and household income were related to support needs. Findings offer insight into the overlapping and unique support needs of mothers and fathers of children and adolescents with ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2318-0
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1649-1657

Titre :	Autism Spectrum Disorder Profile in Neurofibromatosis Type I
Type de document :	texte imprimé
Auteurs :	Shruti GARG, Auteur ; Ellen PLASSCHAERT, Auteur ; Mie-Jef DESCHEEMAEKER, Auteur ; Susan HUSON, Auteur ; Martine BORGHGRAEF, Auteur ; Annick VOGELS, Auteur ; D. Gareth EVANS, Auteur ; Eric LEGIUS, Auteur ; Jonathan GREEN, Auteur
Article en page(s) :	p.1649-1657
Langues :	Anglais (eng)
Mots-clés :	NF1 ASD Neurofibromatosis Type 1 Autism spectrum disorder SRS ADOS
Index. décimale :	PER Périodiques
Résumé :	Neurofibromatosis Type 1 (NF1) is a common autosomal dominant single-gene disorder, in which the co-occurrence of autism spectrum disorder (ASD) has attracted considerable research interest recently with prevalence estimates of 21–40 %. However, detailed characterization of the ASD behavioral phenotype in NF1 is still lacking. This study characterized the phenotypic profile of ASD symptomatology presenting in 4–16 year old children with NF1 (n = 36) using evidence from parent-rated Social Responsiveness Scale and researcher autism diagnostic observation Scale-2. Compared to IQ-matched reference groups of children with autism and ASD, the NF1 profile shows overall similarity but improved eye contact, less repetitive behaviors and better language skills.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2321-5
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1658-1672

Titre :	The Screening Accuracy of the Parent and Teacher-Reported Social Responsiveness Scale (SRS): Comparison with the 3Di and ADOS
Type de document :	texte imprimé
Auteurs :	Jorieke DUVEKOT, Auteur ; Jan VAN DER ENDE, Auteur ; Frank C. VERHULST, Auteur ; Kirstin GREAVES-LORD, Auteur
Article en page(s) :	p.1658-1672
Langues :	Anglais (eng)
Mots-clés :	Social Responsiveness Scale (SRS) Autism spectrum disorder (ASD) Screening Multi-informant
Index. décimale :	PER Périodiques
Résumé :	The screening accuracy of the parent and teacher-reported Social Responsiveness Scale (SRS) was compared with an autism spectrum disorder (ASD) classification according to (1) the Developmental, Dimensional, and Diagnostic Interview (3Di), (2) the Autism Diagnostic Observation Schedule (ADOS), (3) both the 3Di and ADOS, in 186 children referred to six mental health centers. The parent report showed excellent correspondence to an ASD classification according to the 3Di and both the 3Di and ADOS. The teacher report added significantly to the screening accuracy over and above the parent report when compared with the ADOS classification. Findings support the screening utility of the parent-reported SRS among clinically referred children and indicate that different informants may provide unique information relevant for ASD assessment.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2323-3
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1673-1688

Titre :	Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs
Type de document :	texte imprimé
Auteurs :	Valérie VAN HEES, Auteur ; Tinneke MOYSON, Auteur ; Herbert ROEYERS, Auteur
Article en page(s) :	p.1673-1688
Langues :	Anglais (eng)
Mots-clés :	ASD Higher education Qualitative research Students’ challenges Benefits Support needs and recommendations
Index. décimale :	PER Périodiques
Résumé :	The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students’ well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2324-2
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1689-1698

Titre :	Maternal Smoking and Autism Spectrum Disorder: A Meta-analysis
Type de document :	texte imprimé
Auteurs :	Brittany N. ROSEN, Auteur ; Brian K. LEE, Auteur ; Nora L. LEE, Auteur ; Yunwen YANG, Auteur ; Igor BURSTYN, Auteur
Article en page(s) :	p.1689-1698
Langues :	Anglais (eng)
Mots-clés :	Autism Tobacco smoke Epidemiology Systematic review In-utero exposure Environmental risk Exposure misclassification
Index. décimale :	PER Périodiques
Résumé :	We conducted a meta-analysis of 15 studies on maternal prenatal smoking and ASD risk in offspring. Using a random-effects model, we found no evidence of an association (summary OR 1.02, 95 % CI 0.93–1.12). Stratifying by study design, birth year, type of healthcare system, and adjustment for socioeconomic status or psychiatric history did not alter the findings. There was evidence that ascertaining exposure at the time of birth produced a lower summary OR than when this information was gathered after birth. There was no evidence of publication bias. Non-differential exposure misclassification was shown to have the potential for negligible influence on the results. We found no evidence to support a measurable association between maternal prenatal smoking and ASD in offspring.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2327-z
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1699-1711

Titre :	Reading and Phonological Skills in Boys with Fragile X Syndrome
Type de document :	texte imprimé
Auteurs :	Jessica KLUSEK, Auteur ; Anna W. HUNT, Auteur ; Penny L. MIRRETT, Auteur ; Deborah D. HATTON, Auteur ; Stephen R. HOOPER, Auteur ; Jane E. ROBERTS, Auteur ; Donald B. BAILEY, Auteur
Article en page(s) :	p.1699-1711
Langues :	Anglais (eng)
Mots-clés :	Fragile X syndrome Autism spectrum disorder Literacy Reading Phonological skills Phonological awareness
Index. décimale :	PER Périodiques
Résumé :	Although reading skills are critical for the success of individuals with intellectual disabilities, literacy has received little attention in fragile X syndrome (FXS). This study examined the literacy profile of FXS. Boys with FXS (n = 51; mean age 10.2 years) and mental age-matched boys with typical development (n = 35) participated in standardized assessments of reading and phonological skills. Phonological skills were impaired in FXS, while reading was on-par with that of controls. Phonological awareness predicted reading ability and ASD severity predicted poorer phonological abilities in FXS. Boys with FXS are capable of attaining reading skills that are commensurate with developmental level and phonological awareness skills may play a critical role in reading achievement in FXS.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2328-y
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1712-1724

Titre :	Parents’ Adoption of Social Communication Intervention Strategies: Families Including Children with Autism Spectrum Disorder Who are Minimally Verbal
Type de document :	texte imprimé
Auteurs :	Stephanie Y. SHIRE, Auteur ; Kelly GOODS, Auteur ; Wendy SHIH, Auteur ; Charlotte DISTEFANO, Auteur ; Ann KAISER, Auteur ; Courtney WRIGHT, Auteur ; Pamela MATHY, Auteur ; Rebecca LANDA, Auteur ; Connie KASARI, Auteur
Article en page(s) :	p.1712-1724
Langues :	Anglais (eng)
Mots-clés :	Parent training Autism Minimally verbal Intervention Coaching
Index. décimale :	PER Périodiques
Résumé :	Notably absent from the intervention literature are parent training programs targeting school-aged children with autism who have limited communication skills (Tager-Flusberg and Kasari in Autism Res 6:468–478, 2013). Sixty-one children with autism age 5–8 with minimal spontaneous communication received a 6-month social communication intervention including parent training. Parent–child play interactions were coded for parents’ strategy implementation and children’s time jointly engaged (Adamson et al. in J Autism Dev Disord 39:84–96, 2009). Parents mastered an average of 70 % of the strategies. Further analyses indicated some gains in implementation occurred from mere observation of sessions, while the greatest gains occurred in the first month of active coaching and workshops. Children’s joint engagement was associated with parents’ implementation success across time demonstrating parents’ implementation was relevant to children’s social engagement.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2329-x
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1725-1741

Titre :	Typical and Atypical Neurodevelopment for Face Specialization: An fMRI Study
Type de document :	texte imprimé
Auteurs :	Jane E. JOSEPH, Auteur ; Xun ZHU, Auteur ; Andrew GUNDRAN, Auteur ; Faraday DAVIES, Auteur ; Jonathan D. CLARK, Auteur ; Lisa RUBLE, Auteur ; Paul GLASER, Auteur ; Ramesh S. BHATT, Auteur
Article en page(s) :	p.1725-1741
Langues :	Anglais (eng)
Mots-clés :	Face processing Typical development Autism spectrum disorder Undiagnosed siblings fMRI
Index. décimale :	PER Périodiques
Résumé :	Individuals with autism spectrum disorder (ASD) and their relatives process faces differently from typically developed (TD) individuals. In an fMRI face-viewing task, TD and undiagnosed sibling (SIB) children (5–18 years) showed face specialization in the right amygdala and ventromedial prefrontal cortex, with left fusiform and right amygdala face specialization increasing with age in TD subjects. SIBs showed extensive antero-medial temporal lobe activation for faces that was not present in any other group, suggesting a potential compensatory mechanism. In ASD, face specialization was minimal but increased with age in the right fusiform and decreased with age in the left amygdala, suggesting atypical development of a frontal–amygdala–fusiform system which is strongly linked to detecting salience and processing facial information.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2330-4
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1742-1750

Titre :	Autism Spectrum Disorder Risk Factors and Autistic Traits in Gender Dysphoric Children
Type de document :	texte imprimé
Auteurs :	Doug P. VANDERLAAN, Auteur ; Jonathan H. LEEF, Auteur ; Hayley WOOD, Auteur ; S. Kathleen HUGHES, Auteur ; Kenneth J. ZUCKER, Auteur
Article en page(s) :	p.1742-1750
Langues :	Anglais (eng)
Mots-clés :	Gender dysphoria Autism spectrum disorder Birth weight Parental age Sibling sex ratio
Index. décimale :	PER Périodiques
Résumé :	Gender dysphoria (GD) and autism spectrum disorder (ASD) are associated. In 49 GD children (40 natal males), we examined ASD risk factors (i.e., birth weight, parental age, sibling sex ratio) in relation to autistic traits. Data were gathered on autistic traits, birth weight, parents’ ages at birth, sibling sex ratio, gender nonconformity, age, maternal depression, general behavioral and emotional problems, and IQ. High birth weight was associated with both high gender nonconformity and autistic traits among GD children. Developmental processes associated with high birth weight are, therefore, likely to underlie the GD–ASD link either directly or indirectly. The present study is the first to provide quantitative data bearing on possible mechanisms that lead GD and ASD to co-occur.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2331-3
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[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1751-1765

Titre :	Sketching to Remember: Episodic Free Recall Task Support for Child Witnesses and Victims with Autism Spectrum Disorder
Type de document :	texte imprimé
Auteurs :	Michelle L. A. MATTISON, Auteur ; Coral J. DANDO, Auteur ; Thomas C. ORMEROD, Auteur
Article en page(s) :	p.1751-1765
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder Cognitive interview Drawing Free recall Eyewitness
Index. décimale :	PER Périodiques
Résumé :	Deficits in episodic free-recall memory performance have been reported in children with autism spectrum disorder (ASD), yet best practice dictates that child witness/victim interviews commence with a free-recall account. No ‘tools’ exist to support children with ASD to freely recall episodic information. Here, the efficacy of a novel retrieval technique, Sketch reinstatement of context (Sketch-RC), is compared with mental reinstatement of context and a no support control. Ninety children (45 with ASD; 45 matched typically developing) viewed a stimulus film, and were interviewed using one of the aforementioned techniques. The Sketch-RC technique was most effective, improving ASD participants’ remembering without a concomitant increase in intrusions. This procedure offers a population-appropriate method for supporting free recall in criminal justice settings.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2335-z
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2595

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1766-1773

Titre :	Changes in Prevalence of Autism Spectrum Disorders in 2001–2011: Findings from the Stockholm Youth Cohort
Type de document :	texte imprimé
Auteurs :	Selma IDRING, Auteur ; Michael LUNDBERG, Auteur ; Harald STURM, Auteur ; Christina DALMAN, Auteur ; Clara GUMPERT, Auteur ; Dheeraj RAI, Auteur ; Brian K. LEE, Auteur ; Cecilia MAGNUSSON, Auteur
Article en page(s) :	p.1766-1773
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorders Intellectual disability Prevalence Time trend Stockholm Sweden
Index. décimale :	PER Périodiques
Résumé :	In a record-linkage study in Stockholm, Sweden, the year 2011 prevalence of diagnosed autism spectrum disorders (ASD) was found to be 0.40, 1.74, 2.46, and 1.76 % among 0–5, 6–12, 13–17, and 18–27 year olds, respectively. The corresponding proportion of cases with a recorded diagnosis of intellectual disability was 17.4, 22.1, 26.1 and 29.4 %. Between 2001 and 2011, ASD prevalence increased almost 3.5 fold among children aged 2–17 years. The increase was mainly accounted for by an eightfold increase of ASD without intellectual disability (from 0.14 to 1.10 %), while the prevalence of ASD with intellectual disability increased only slightly (from 0.28 to 0.34 %). The increase in ASD prevalence is likely contributed to by extrinsic factors such as increased awareness and diagnostics.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2336-y
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2595

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1774-1784

Titre :	Reduced Recognition of Dynamic Facial Emotional Expressions and Emotion-Specific Response Bias in Children with an Autism Spectrum Disorder
Type de document :	texte imprimé
Auteurs :	Kris EVERS, Auteur ; Jean STEYAERT, Auteur ; Ilse NOENS, Auteur ; Johan WAGEMANS, Auteur
Article en page(s) :	p.1774-1784
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder (ASD) Dynamic facial expressions Emotion recognition Face perception Response bias Theory of mind
Index. décimale :	PER Périodiques
Résumé :	Emotion labelling was evaluated in two matched samples of 6–14-year old children with and without an autism spectrum disorder (ASD; N = 45 and N = 50, resp.), using six dynamic facial expressions. The Emotion Recognition Task proved to be valuable demonstrating subtle emotion recognition difficulties in ASD, as we showed a general poorer emotion recognition performance, in addition to some emotion-specific impairments in the ASD group. Participants’ preference for selecting a certain emotion label, irrespective of the stimulus presented, played an important role in our results: response bias-corrected data still showed an overall decreased emotion recognition performance in ASD, but no emotion-specific impairments anymore. Moreover, ASD traits and empathy were correlated with emotion recognition performance.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2337-x
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2595

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1785-1796

Titre :	Emotion Recognition in Animated Compared to Human Stimuli in Adolescents with Autism Spectrum Disorder
Type de document :	texte imprimé
Auteurs :	Mark BROSNAN, Auteur ; Hilary JOHNSON, Auteur ; Beate GRAWMEYER, Auteur ; Emma CHAPMAN, Auteur ; Laura Benton, Auteur
Article en page(s) :	p.1785-1796
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder Emotion recognition Multimodal Animated cartoon stimuli
Index. décimale :	PER Périodiques
Résumé :	There is equivocal evidence as to whether there is a deficit in recognising emotional expressions in Autism spectrum disorder (ASD). This study compared emotion recognition in ASD in three types of emotion expression media (still image, dynamic image, auditory) across human stimuli (e.g. photo of a human face) and animated stimuli (e.g. cartoon face). Participants were 37 adolescents (age 11–16) with a diagnosis of ASD (33 male, 4 female). 42 males and 39 females served as typically developing, age-matched controls. Overall there was significant advantage for control groups over the ASD group for emotion recognition in human stimuli but not animated stimuli, across modalities. For static animated images specifically, those with ASD significantly outperformed controls. The findings are consistent with the ASD group using atypical explicit strategies.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2338-9
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2595

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1797-1808

Titre :	Sociodemographic Barriers to Early Detection of Autism: Screening and Evaluation Using the M-CHAT, M-CHAT-R, and Follow-Up
Type de document :	texte imprimé
Auteurs :	Meena K. Khowaja, Auteur ; Ann P. HAZZARD, Auteur ; Diana L. ROBINS, Auteur
Article en page(s) :	p.1797-1808
Langues :	Anglais (eng)
Mots-clés :	Screening Disparities Socioeconomic status Maternal education Race Autism
Index. décimale :	PER Périodiques
Résumé :	Parents (n = 11,845) completed the Modified Checklist for Autism in Toddlers (or its latest revision) at pediatric visits. Using sociodemographic predictors of maternal education and race, binary logistic regressions were utilized to examine differences in autism screening, diagnostic evaluation participation rates and outcomes, and reasons for non-participation. Families of lower maternal education and racial minorities exhibited inflated initial screen positive rates and lower participation at Follow-Up, although not at the evaluation. Economic challenges, such as invalid phone numbers, were identified as barriers to reaching these families. Families of higher education and White race were more likely to decline participation in evaluation. Results suggest the need for increased public education about childhood development to enhance awareness, reduce stigma, and streamline screening.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2339-8
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2596

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1809-1824

Titre :	A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade
Type de document :	texte imprimé
Auteurs :	Debra KAMPS, Auteur ; Kathy Thiemann-Bourque, Auteur ; Linda HEITZMAN-POWELL, Auteur ; Ilene SCHWARTZ, Auteur ; Nancy ROSENBERG, Auteur ; Rose MASON, Auteur ; Suzanne COX, Auteur
Article en page(s) :	p.1809-1824
Langues :	Anglais (eng)
Mots-clés :	Peer networks Social-communication skills Text cues
Index. décimale :	PER Périodiques
Résumé :	The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2340-2
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2596

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1825-1835

Titre :	Variation in the Profile of Anxiety Disorders in Boys with an ASD According to Method and Source of Assessment
Type de document :	texte imprimé
Auteurs :	Vicki BITSIKA, Auteur ; Christopher F. SHARPLEY, Auteur
Article en page(s) :	p.1825-1835
Langues :	Anglais (eng)
Mots-clés :	ASD Anxiety Assessment Parent
Index. décimale :	PER Périodiques
Résumé :	To determine any variation that might occur due to the type of assessment and source used to assess them, the prevalence of 7 anxiety disorders were investigated in a sample of 140 boys with an Autism spectrum disorder (ASD) and 50 non-ASD (NASD) boys via the Child and Adolescent Symptom Inventory and the KIDSCID Clinical Interview. Boys with an ASD were significantly more anxious than their NASD peers. Data collected from the boys with an ASD themselves showed differences in the severity and diagnostic criterion of anxiety disorders to data collected from the boys’ parents. There were age-related variations to the pattern of anxiety disorder differences across reports from the boys with an ASD and reports from their parents.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2343-z
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2596

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1836-1844

Titre :	The Relationship Between Autistic Symptomatology and Independent Living Skills in Adolescents and Young Adults with Fragile X Syndrome
Type de document :	texte imprimé
Auteurs :	Kristin M. HUSTYI, Auteur ; Scott S. HALL, Auteur ; Eve-Marie QUINTIN, Auteur ; Lindsay C. CHROMIK, Auteur ; Amy A. LIGHTBODY, Auteur ; Allan L. REISS, Auteur
Article en page(s) :	p.1836-1844
Langues :	Anglais (eng)
Mots-clés :	Fragile X syndrome Functional skills Independent living skills Autistic symptomatology
Index. décimale :	PER Périodiques
Résumé :	Few studies have examined the relationship between autistic symptomatology and competence in independent living skills in adolescents and young adults with fragile X syndrome (FXS). In this study, 70 individuals with FXS, aged 15–25 years, and 35 matched controls were administered direct measures of independent living skills and autistic symptomatology. Results showed that higher levels of autistic symptomatology were associated with lower levels of competence in independent living skills in individuals with FXS, but not in controls. These data indicated that the relationship between autistic symptomatology and independent living skills was syndrome-specific. Early intervention strategies that address autistic symptomatology are sorely needed to improve functional outcomes in this population.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2342-0
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2596

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1845-1857

Titre :	Fragile Spectral and Temporal Auditory Processing in Adolescents with Autism Spectrum Disorder and Early Language Delay
Type de document :	texte imprimé
Auteurs :	Bart BOETS, Auteur ; Judith VERHOEVEN, Auteur ; Jan WOUTERS, Auteur ; Jean STEYAERT, Auteur
Article en page(s) :	p.1845-1857
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder Auditory processing Hemispheric lateralization Spectral Temporal Pitch
Index. décimale :	PER Périodiques
Résumé :	We investigated low-level auditory spectral and temporal processing in adolescents with autism spectrum disorder (ASD) and early language delay compared to matched typically developing controls. Auditory measures were designed to target right versus left auditory cortex processing (i.e. frequency discrimination and slow amplitude modulation (AM) detection versus gap-in-noise detection and faster AM detection), and to pinpoint the task and stimulus characteristics underlying putative superior spectral processing in ASD. We observed impaired frequency discrimination in the ASD group and suggestive evidence of poorer temporal resolution as indexed by gap-in-noise detection thresholds. These findings question the evidence of enhanced spectral sensitivity in ASD and do not support the hypothesis of superior right and inferior left hemispheric auditory processing in ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2341-1
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2596

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1858-1872

Titre :	Effectiveness of Community-Based Early Intervention Based on Pivotal Response Treatment
Type de document :	texte imprimé
Auteurs :	Isabel M. SMITH, Auteur ; Helen E. FLANAGAN, Auteur ; Nancy GARON, Auteur ; Susan E. BRYSON, Auteur
Article en page(s) :	p.1858-1872
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder Early intervention Pivotal Response Treatment
Index. décimale :	PER Périodiques
Résumé :	Preschoolers (n = 118) with autism spectrum disorder (ASD) participated in this prospective effectiveness study of an early intervention program. Treatment entailed parent training and therapist-implemented components, incorporating Pivotal Response Treatment and Positive Behaviour Support. Standardized ability and behavioural measures were gathered prior to and following the 1-year intervention. Analyses were conducted for three groups based on baseline IQ: Higher IQ (?70; n = 36), Moderately Low IQ (40–69; n = 40), and Very Low IQ (<40, n = 42). Observed gains in key language and cognitive outcomes were significant for all groups. Baseline cognitive scores significantly predicted 1-year outcomes. Results are encouraging for this relatively low-intensity community-based intervention program.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2345-x
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2596

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1873-1886

Titre :	Adolescent Judgments and Reasoning About the Failure to Include Peers with Social Disabilities
Type de document :	texte imprimé
Auteurs :	Kristen BOTTEMA-BEUTEL, Auteur ; Zhushan LI, Auteur
Article en page(s) :	p.1873-1886
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder Inclusion Moral reasoning Domain theory Adolescents
Index. décimale :	PER Périodiques
Résumé :	Adolescents with autism spectrum disorder often do not have access to crucial peer social activities. This study examines how typically developing adolescents evaluate decisions not to include a peer based on disability status, and the justifications they apply to these decisions. A clinical interview methodology was used to elicit judgments and justifications across four contexts. We found adolescents are more likely to judge the failure to include as acceptable in personal as compared to public contexts. Using logistic regression, we found that adolescents are more likely to provide moral justifications as to why failure to include is acceptable in a classroom as compared to home, lab group, and soccer practice contexts. Implications for intervention are also discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2348-7
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2596

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1887-1896

Titre :	Detail and Gestalt Focus in Individuals with Optimal Outcomes from Autism Spectrum Disorders
Type de document :	texte imprimé
Auteurs :	Allison FITCH, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur
Article en page(s) :	p.1887-1896
Langues :	Anglais (eng)
Mots-clés :	Pragmatic language Global/local bias Weak central coherence Optimal outcomes Executive function
Index. décimale :	PER Périodiques
Résumé :	Individuals with high-functioning autism (HFA) have a cognitive style that privileges local over global or gestalt details. While not a core symptom of autism, individuals with HFA seem to reliably show this bias. Our lab has been studying a sample of children who have overcome their early ASD diagnoses, showing “optimal outcomes” (OO). This study characterizes performance by OO, HFA, and typically developing (TD) adolescents as they describe paintings under cognitive load. Analyses of detail focus in painting descriptions indicated that the HFA group displayed significantly more local focus than both OO and TD groups, while the OO and TD groups did not differ. We discuss implications for the centrality of detail focus to the autism diagnosis.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2347-8
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2596

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1897-1904

Titre :	Brief Report: Lack of Processing Bias for the Objects Other People Attend to in 3-Year-Olds with Autism
Type de document :	texte imprimé
Auteurs :	Terje FALCK-YTTER, Auteur ; Emilia THORUP, Auteur ; Sven BÖLTE, Auteur
Article en page(s) :	p.1897-1904
Langues :	Anglais (eng)
Mots-clés :	Communication Development Cognition Neurodevelopmental disorders Vision
Index. décimale :	PER Périodiques
Résumé :	Whether gaze following—a key component of joint attention—is impaired in children with autism spectrum disorder (ASD) is currently debated. Functional gaze following involves saccading towards the attended rather than unattended targets (accuracy) as well as a subsequent processing bias for attended objects. Using non-invasive eye tracking technology, we show that gaze following accuracy is intact in intellectually low-functioning 3-year-olds with ASD. However, analyses of the duration of first fixations at the objects in the scene revealed markedly weaker initial processing bias for attended objects in children with ASD compared to children with typical development and non-autistic children with developmental delays. Limited processing bias for the objects other people attend to may negatively affect learning opportunities in ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2278-4
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2596

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1905-1914

Titre :	Brief Report: Anomalous Neural Deactivations and Functional Connectivity During Receptive Language in Autism Spectrum Disorder: A Functional MRI Study
Type de document :	texte imprimé
Auteurs :	Ariel KARTEN, Auteur ; Joy HIRSCH, Auteur
Article en page(s) :	p.1905-1914
Langues :	Anglais (eng)
Mots-clés :	Functional magnetic resonance imaging (fMRI) Functional connectivity Psychophysiological interactions (PPI) Negative BOLD response (NBR) Neural inhibition Autism Receptive language processing
Index. décimale :	PER Périodiques
Résumé :	Neural mechanisms that underlie language disability in autism spectrum disorder (ASD) have been associated with reduced excitatory processes observed as positive blood oxygen level dependent (BOLD) responses. However, negative BOLD responses (NBR) associated with language and inhibitory processes have been less studied in ASD. In this study, functional magnetic resonance imaging showed that the NBR in ASD participants was reduced during passive listening to spoken narratives compared to control participants. Further, functional connectivity between the superior temporal gyrus and regions that exhibited a NBR during receptive language in control participants was increased in ASD participants. These findings extend models for receptive language disability in ASD to include anomalous neural deactivations and connectivity consistent with reduced or poorly modulated inhibitory processes.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2344-y
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2596

[article]
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1915-1924

Titre :	Brief Report: Phenotypic Differences and their Relationship to Paternal Age and Gender in Autism Spectrum Disorder
Type de document :	texte imprimé
Auteurs :	Esther VIERCK, Auteur ; Jeremy M. SILVERMAN, Auteur
Article en page(s) :	p.1915-1924
Langues :	Anglais (eng)
Mots-clés :	Autism De novo mutations Paternal age Phenotype Maternal age
Index. décimale :	PER Périodiques
Résumé :	Two modes of inheritance have been proposed in autism spectrum disorder, transmission though pre-existing variants and de novo mutations. Different modes may lead to different symptom expressions in affected individuals. De novo mutations become more likely with advancing paternal age suggesting that paternal age may predict phenotypic differences. To test this possibility we measured IQ, adaptive behavior, and autistic symptoms in 830 probands from simplex families. We conducted multiple linear regression analysis to estimate the predictive value of paternal age, maternal age, and gender on behavioral measures and IQ. We found a differential effect of parental age and sex on repetitive and restricted behaviors. Findings suggest effects of paternal age on phenotypic differences in simplex families with ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-014-2346-9
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2597

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