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
-
Résultat de la recherche
3 recherche sur le mot-clé 'Higher functioning autism'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
The Costs and Benefits of Self-monitoring for Higher Functioning Children and Adolescents with Autism / Heather A. HENDERSON in Journal of Autism and Developmental Disorders, 45-2 (February 2015)
[article]
Titre : The Costs and Benefits of Self-monitoring for Higher Functioning Children and Adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Heather A. HENDERSON, Auteur ; Kim E. ONO, Auteur ; Camilla M. MCMAHON, Auteur ; Caley B. SCHWARTZ, Auteur ; Lauren V. USHER, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.548-559 Langues : Anglais (eng) Mots-clés : Response monitoring ERN Higher functioning autism Internalizing Index. décimale : PER Périodiques Résumé : The ability to regulate behaviors and emotions depends in part on the ability to flexibly monitor one’s own progress toward a goal. Atypical patterns of response monitoring have been reported in individuals with autism spectrum disorders (ASD). In the current study we examined the error related negativity (ERN), an electrophysiological index of response monitoring, in relation to behavioral, social cognitive, and emotional presentation in higher functioning children (8–16 years) diagnosed with autism (HFA: N = 38) and an age- and IQ-matched sample of children without autism (COM: N = 36). Both HFA and COM participants displayed larger amplitude responses to error compared to correct response trials and these amplitudes did not differ by diagnostic group. For participants with HFA, larger ERN amplitudes were associated with more parent-reported autistic symptoms and more self-reported internalizing problems. However, across the full sample, larger ERN amplitudes were associated with better performance on theory of mind tasks. The results are discussed in terms of the utility of electrophysiological measures for understanding essential moderating processes that contribute to the spectrum of behavioral expression in the development of ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1968-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.548-559[article] The Costs and Benefits of Self-monitoring for Higher Functioning Children and Adolescents with Autism [Texte imprimé et/ou numérique] / Heather A. HENDERSON, Auteur ; Kim E. ONO, Auteur ; Camilla M. MCMAHON, Auteur ; Caley B. SCHWARTZ, Auteur ; Lauren V. USHER, Auteur ; Peter C. MUNDY, Auteur . - p.548-559.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.548-559
Mots-clés : Response monitoring ERN Higher functioning autism Internalizing Index. décimale : PER Périodiques Résumé : The ability to regulate behaviors and emotions depends in part on the ability to flexibly monitor one’s own progress toward a goal. Atypical patterns of response monitoring have been reported in individuals with autism spectrum disorders (ASD). In the current study we examined the error related negativity (ERN), an electrophysiological index of response monitoring, in relation to behavioral, social cognitive, and emotional presentation in higher functioning children (8–16 years) diagnosed with autism (HFA: N = 38) and an age- and IQ-matched sample of children without autism (COM: N = 36). Both HFA and COM participants displayed larger amplitude responses to error compared to correct response trials and these amplitudes did not differ by diagnostic group. For participants with HFA, larger ERN amplitudes were associated with more parent-reported autistic symptoms and more self-reported internalizing problems. However, across the full sample, larger ERN amplitudes were associated with better performance on theory of mind tasks. The results are discussed in terms of the utility of electrophysiological measures for understanding essential moderating processes that contribute to the spectrum of behavioral expression in the development of ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1968-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity / Nancy S. MCINTYRE in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
[article]
Titre : A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity Type de document : Texte imprimé et/ou numérique Auteurs : Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Ryan P. GRIMM, Auteur ; Lindsay E. LERRO, Auteur ; Joseph E. GONZALES, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.1086-1101 Langues : Anglais (eng) Mots-clés : Reading Language Reading profiles Higher functioning autism Index. décimale : PER Périodiques Résumé : The goal of this study was to identify unique profiles of readers in a sample of 8–16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-017-3029-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1086-1101[article] A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity [Texte imprimé et/ou numérique] / Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Ryan P. GRIMM, Auteur ; Lindsay E. LERRO, Auteur ; Joseph E. GONZALES, Auteur ; Peter C. MUNDY, Auteur . - p.1086-1101.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1086-1101
Mots-clés : Reading Language Reading profiles Higher functioning autism Index. décimale : PER Périodiques Résumé : The goal of this study was to identify unique profiles of readers in a sample of 8–16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-017-3029-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 The relation between text reading fluency and reading comprehension for students with autism spectrum disorders / Emily J. SOLARI in Research in Autism Spectrum Disorders, 41-42 (September 2017)
[article]
Titre : The relation between text reading fluency and reading comprehension for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Emily J. SOLARI, Auteur ; Ryan GRIMM, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.8-19 Langues : Anglais (eng) Mots-clés : Higher functioning autism Reading comprehension Reading fluency Index. décimale : PER Périodiques Résumé : Abstract Deficits in reading comprehension have been well documented in individuals with autism. Researchers have begun to identify predictors of reading comprehension; we sought to add to this knowledge base by investigating the role of text reading fluency in the prediction of reading comprehension in a sample of individuals with higher functioning autism (HFASD). A comprehensive reading battery was administered to students with HFASD (N = 68) and age- matched typically developing (TD) students (N = 38). Significant differences were detected between the HFASD and TD samples on every reading measure, favoring the TD sample. Structural Equation Models with the HFASD indicates that text reading fluency significantly predicts reading comprehension above and beyond the contribution of other reading variables which have been shown to be significant predictors in previous studies. This finding has important implications for the treatment of reading deficits in individuals with HFASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.8-19[article] The relation between text reading fluency and reading comprehension for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Emily J. SOLARI, Auteur ; Ryan GRIMM, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Peter C. MUNDY, Auteur . - p.8-19.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 41-42 (September 2017) . - p.8-19
Mots-clés : Higher functioning autism Reading comprehension Reading fluency Index. décimale : PER Périodiques Résumé : Abstract Deficits in reading comprehension have been well documented in individuals with autism. Researchers have begun to identify predictors of reading comprehension; we sought to add to this knowledge base by investigating the role of text reading fluency in the prediction of reading comprehension in a sample of individuals with higher functioning autism (HFASD). A comprehensive reading battery was administered to students with HFASD (N = 68) and age- matched typically developing (TD) students (N = 38). Significant differences were detected between the HFASD and TD samples on every reading measure, favoring the TD sample. Structural Equation Models with the HFASD indicates that text reading fluency significantly predicts reading comprehension above and beyond the contribution of other reading variables which have been shown to be significant predictors in previous studies. This finding has important implications for the treatment of reading deficits in individuals with HFASD. En ligne : https://doi.org/10.1016/j.rasd.2017.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321