Cognitive indicators of different levels of special educational support needs in autism / Mariam ALJUNIED in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.368-376 Titre : Cognitive indicators of different levels of special educational support needs in autism Type de document : Texte imprimé et/ou numérique Auteurs : Mariam ALJUNIED, Auteur ; Norah FREDERICKSON, Auteur Année de publication : 2011 Article en page(s) : p.368-376 Langues : Anglais (eng) Mots-clés : Autism Educational-provision Inclusion Cognitive-indicators Index. décimale : PER Périodiques Résumé : Potential cognitive indicators of the level of special educational needs (SEN) were investigated in 52 children with autism. Two general indicators (intelligence quotient and cognitive modifiability) and three specific indicators (theory of mind, executive functioning and central coherence) were evaluated for their ability to discriminate three groups of children requiring different levels of special education support. General intelligence, cognitive modifiability and theory of mind each contributed significantly to the discrimination of the three groups. Only theory of mind was found to significantly discriminate children with autism in mainstream schools who did not receive additional support from those in schools for mild special needs where additional social-behavioral support was provided. Only intelligence was found to discriminate children in special schools for mild as opposed to moderate special needs, where additional support was provided for both learning and social-behavioral needs. These findings support the role of theory of mind in relation to social-behavioral difficulties in autism and suggest its value as an indicator of SEN in making timely decisions about the type of support required by children with this diagnosis. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 [article] Cognitive indicators of different levels of special educational support needs in autism [Texte imprimé et/ou numérique] / Mariam ALJUNIED, Auteur ; Norah FREDERICKSON, Auteur . - 2011 . - p.368-376. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.368-376 Mots-clés : Autism Educational-provision Inclusion Cognitive-indicators Index. décimale : PER Périodiques Résumé : Potential cognitive indicators of the level of special educational needs (SEN) were investigated in 52 children with autism. Two general indicators (intelligence quotient and cognitive modifiability) and three specific indicators (theory of mind, executive functioning and central coherence) were evaluated for their ability to discriminate three groups of children requiring different levels of special education support. General intelligence, cognitive modifiability and theory of mind each contributed significantly to the discrimination of the three groups. Only theory of mind was found to significantly discriminate children with autism in mainstream schools who did not receive additional support from those in schools for mild special needs where additional social-behavioral support was provided. Only intelligence was found to discriminate children in special schools for mild as opposed to moderate special needs, where additional support was provided for both learning and social-behavioral needs. These findings support the role of theory of mind in relation to social-behavioral difficulties in autism and suggest its value as an indicator of SEN in making timely decisions about the type of support required by children with this diagnosis. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111

Does central coherence relate to the cognitive performance of children with autism in dynamic assessments? / Mariam ALJUNIED in Autism, 17-2 (March 2013)  

Public ISBD [article]  inAutism > 17-2 (March 2013) . - p.172-183 Titre : Does central coherence relate to the cognitive performance of children with autism in dynamic assessments? Type de document : Texte imprimé et/ou numérique Auteurs : Mariam ALJUNIED, Auteur ; Norah FREDERICKSON, Auteur Article en page(s) : p.172-183 Mots-clés : autism  central coherence  dynamic assessment Index. décimale : PER Périodiques Résumé : Central coherence refers to an in-built propensity to form meaningful links over a wide range of stimuli and to generalize over as wide a range of contexts as possible. In children with autism this ability is diminished, and the impact of central coherence deficits in children with autism have previously been observed using static measures of learning, such as reading comprehension test performance. In this study, the relationship between central coherence and more dynamic indicators of learning are investigated. The responses of 52 children with autism (mean age 9:10 years) on a test of central coherence and a dynamic assessment task were analysed. All the children showed significant improvements in dynamic assessment test scores after mediation; however, among those with below average nonverbal intelligence scores, weak central coherence was significantly associated with smaller gains in performance after teaching. Implications for the validity of dynamic assessments for children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361311409960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193 [article] Does central coherence relate to the cognitive performance of children with autism in dynamic assessments? [Texte imprimé et/ou numérique] / Mariam ALJUNIED, Auteur ; Norah FREDERICKSON, Auteur . - p.172-183. in Autism > 17-2 (March 2013) . - p.172-183 Mots-clés : autism  central coherence  dynamic assessment Index. décimale : PER Périodiques Résumé : Central coherence refers to an in-built propensity to form meaningful links over a wide range of stimuli and to generalize over as wide a range of contexts as possible. In children with autism this ability is diminished, and the impact of central coherence deficits in children with autism have previously been observed using static measures of learning, such as reading comprehension test performance. In this study, the relationship between central coherence and more dynamic indicators of learning are investigated. The responses of 52 children with autism (mean age 9:10 years) on a test of central coherence and a dynamic assessment task were analysed. All the children showed significant improvements in dynamic assessment test scores after mediation; however, among those with below average nonverbal intelligence scores, weak central coherence was significantly associated with smaller gains in performance after teaching. Implications for the validity of dynamic assessments for children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361311409960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=193

Higher cognitive ability buffers stress-related depressive symptoms in adolescent girls / Lucy RIGLIN in Development and Psychopathology, 28-1 (February 2016)  

Public ISBD [article]  inDevelopment and Psychopathology > 28-1 (February 2016) . - p.97-109 Titre : Higher cognitive ability buffers stress-related depressive symptoms in adolescent girls Type de document : Texte imprimé et/ou numérique Auteurs : Lucy RIGLIN, Auteur ; Stephan COLLISHAW, Auteur ; Katherine H. SHELTON, Auteur ; I. C. MCMANUS, Auteur ; Terry NG-KNIGHT, Auteur ; Ruth SELLERS, Auteur ; Ajay K. THAPAR, Auteur ; Norah FREDERICKSON, Auteur ; Frances RICE, Auteur Article en page(s) : p.97-109 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Stress has been shown to have a causal effect on risk for depression. We investigated the role of cognitive ability as a moderator of the effect of stressful life events on depressive symptoms and whether this varied by gender. Data were analyzed in two adolescent data sets: one representative community sample aged 11–12 years (n = 460) and one at increased familial risk of depression aged 9–17 years (n = 335). In both data sets, a three-way interaction was found whereby for girls, but not boys, higher cognitive ability buffered the association between stress and greater depressive symptoms. The interaction was replicated when the outcome was a diagnosis of major depressive disorder. This buffering effect in girls was not attributable to coping efficacy. However, a small proportion of the variance was accounted for by sensitivity to environmental stressors. Results suggest that this moderating effect of cognitive ability in girls is largely attributable to greater available resources for cognitive operations that offer protection against stress-induced reductions in cognitive processing and cognitive control which in turn reduces the likelihood of depressive symptomatology. En ligne : http://dx.doi.org/10.1017/S0954579415000310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Higher cognitive ability buffers stress-related depressive symptoms in adolescent girls [Texte imprimé et/ou numérique] / Lucy RIGLIN, Auteur ; Stephan COLLISHAW, Auteur ; Katherine H. SHELTON, Auteur ; I. C. MCMANUS, Auteur ; Terry NG-KNIGHT, Auteur ; Ruth SELLERS, Auteur ; Ajay K. THAPAR, Auteur ; Norah FREDERICKSON, Auteur ; Frances RICE, Auteur . - p.97-109. Langues : Anglais (eng) in Development and Psychopathology > 28-1 (February 2016) . - p.97-109 Index. décimale : PER Périodiques Résumé : Stress has been shown to have a causal effect on risk for depression. We investigated the role of cognitive ability as a moderator of the effect of stressful life events on depressive symptoms and whether this varied by gender. Data were analyzed in two adolescent data sets: one representative community sample aged 11–12 years (n = 460) and one at increased familial risk of depression aged 9–17 years (n = 335). In both data sets, a three-way interaction was found whereby for girls, but not boys, higher cognitive ability buffered the association between stress and greater depressive symptoms. The interaction was replicated when the outcome was a diagnosis of major depressive disorder. This buffering effect in girls was not attributable to coping efficacy. However, a small proportion of the variance was accounted for by sensitivity to environmental stressors. Results suggest that this moderating effect of cognitive ability in girls is largely attributable to greater available resources for cognitive operations that offer protection against stress-induced reductions in cognitive processing and cognitive control which in turn reduces the likelihood of depressive symptomatology. En ligne : http://dx.doi.org/10.1017/S0954579415000310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Multi-Informant Predictors of Social Inclusion for Students with Autism Spectrum Disorders Attending Mainstream School / Alice P. JONES in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1094-1103 Titre : Multi-Informant Predictors of Social Inclusion for Students with Autism Spectrum Disorders Attending Mainstream School Type de document : Texte imprimé et/ou numérique Auteurs : Alice P. JONES, Auteur ; Norah FREDERICKSON, Auteur Année de publication : 2010 Article en page(s) : p.1094-1103 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Social-inclusion Education Index. décimale : PER Périodiques Résumé : This study examined differential profiles of behavioural characteristics predictive of successful inclusion in mainstream education for children with autism spectrum disorders (ASD) and comparison students. Multiple regression analyses using behavioural ratings from parents, teachers and peers found some evidence for differential profiles predicting peer acceptance and rejection. High levels of peer-rated shyness significantly predicted social rejection in comparison students only. Parent-rated prosocial behaviour also differentially predicted social acceptance; high-levels of prosocial behaviour predicted acceptance in comparison students, but low-levels were predictive for students with ASD. These findings suggest that schools may seek to augment traditional social skills programmes with awareness raising about ASD among mainstream pupils to utilise peers’ apparent willingness to discount characteristics such as ‘shyness’. En ligne : http://dx.doi.org/10.1007/s10803-010-0957-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Multi-Informant Predictors of Social Inclusion for Students with Autism Spectrum Disorders Attending Mainstream School [Texte imprimé et/ou numérique] / Alice P. JONES, Auteur ; Norah FREDERICKSON, Auteur . - 2010 . - p.1094-1103. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1094-1103 Mots-clés : Autism-spectrum-disorders Social-inclusion Education Index. décimale : PER Périodiques Résumé : This study examined differential profiles of behavioural characteristics predictive of successful inclusion in mainstream education for children with autism spectrum disorders (ASD) and comparison students. Multiple regression analyses using behavioural ratings from parents, teachers and peers found some evidence for differential profiles predicting peer acceptance and rejection. High levels of peer-rated shyness significantly predicted social rejection in comparison students only. Parent-rated prosocial behaviour also differentially predicted social acceptance; high-levels of prosocial behaviour predicted acceptance in comparison students, but low-levels were predictive for students with ASD. These findings suggest that schools may seek to augment traditional social skills programmes with awareness raising about ASD among mainstream pupils to utilise peers’ apparent willingness to discount characteristics such as ‘shyness’. En ligne : http://dx.doi.org/10.1007/s10803-010-0957-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Profiling depression in childhood and adolescence: the role of conduct problems / Lucy RIGLIN in Journal of Child Psychology and Psychiatry, 57-4 (April 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-4 (April 2016) . - p.481-490 Titre : Profiling depression in childhood and adolescence: the role of conduct problems Type de document : Texte imprimé et/ou numérique Auteurs : Lucy RIGLIN, Auteur ; Anita THAPAR, Auteur ; Katherine H. SHELTON, Auteur ; Kate LANGLEY, Auteur ; Norah FREDERICKSON, Auteur ; Frances RICE, Auteur Article en page(s) : p.481-490 Langues : Anglais (eng) Mots-clés : Depression  aetiology  heterogeneity  conduct problems  genetic Index. décimale : PER Périodiques Résumé : Background Depression is typically more common in females and rates rise around puberty. However, studies of children and adolescents suggest that depression accompanied by conduct problems may represent a different subtype not characterised by a female preponderance, with differing risk factors and genetic architecture compared to pure-depression. This study aimed to identify aetiologically distinct profiles of depressive symptoms, distinguished by the presence or absence of co-occurring conduct problems. Methods Latent profile analysis was conducted on a school sample of 1648 children (11–12 years) and replicated in a sample of 2006 twins (8–17 years). Results In both samples pure-depressive and conduct-depressive profiles were identified. The pure-depressive profile was associated with female gender, while the conduct-depressive profile was associated with lower cognitive ability but not with gender. Twin analyses indicated possible differences in genetic aetiology. Conclusions There was evidence for aetiologically heterogeneous depression symptom profiles based on the presence or absence of co-occurring conduct problems. En ligne : http://dx.doi.org/10.1111/jcpp.12465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] Profiling depression in childhood and adolescence: the role of conduct problems [Texte imprimé et/ou numérique] / Lucy RIGLIN, Auteur ; Anita THAPAR, Auteur ; Katherine H. SHELTON, Auteur ; Kate LANGLEY, Auteur ; Norah FREDERICKSON, Auteur ; Frances RICE, Auteur . - p.481-490. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-4 (April 2016) . - p.481-490 Mots-clés : Depression  aetiology  heterogeneity  conduct problems  genetic Index. décimale : PER Périodiques Résumé : Background Depression is typically more common in females and rates rise around puberty. However, studies of children and adolescents suggest that depression accompanied by conduct problems may represent a different subtype not characterised by a female preponderance, with differing risk factors and genetic architecture compared to pure-depression. This study aimed to identify aetiologically distinct profiles of depressive symptoms, distinguished by the presence or absence of co-occurring conduct problems. Methods Latent profile analysis was conducted on a school sample of 1648 children (11–12 years) and replicated in a sample of 2006 twins (8–17 years). Results In both samples pure-depressive and conduct-depressive profiles were identified. The pure-depressive profile was associated with female gender, while the conduct-depressive profile was associated with lower cognitive ability but not with gender. Twin analyses indicated possible differences in genetic aetiology. Conclusions There was evidence for aetiologically heterogeneous depression symptom profiles based on the presence or absence of co-occurring conduct problems. En ligne : http://dx.doi.org/10.1111/jcpp.12465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

Sociometric Classification Methods in School Peer Groups: A Comparative Investigation / Norah FREDERICKSON in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

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The contribution of callous-unemotional traits and conduct problems to bullying in early adolescence / Essi VIDING in Journal of Child Psychology and Psychiatry, 50-4 (April 2009)  

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Theory of Mind and Executive Control Deficits in Typically Developing Adults and Adolescents with High Levels of Autism Traits / Elif GÖKÇEN in Journal of Autism and Developmental Disorders, 46-6 (June 2016)  

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