Associations between compulsive internet use and the autism spectrum / Christina SHANE-SIMPSON in Research in Autism Spectrum Disorders, 23 (March 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 23 (March 2016) . - p.152-165 Titre : Associations between compulsive internet use and the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Christina SHANE-SIMPSON, Auteur ; Patricia J. BROOKS, Auteur ; Rita OBEID, Auteur ; Ellen-ge DENTON, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.152-165 Langues : Anglais (eng) Mots-clés : Facebook  Social networking site  Autism  Compulsive Internet use  Restricted interests Index. décimale : PER Périodiques Résumé : Abstract The increasingly complex relationship between individuals and online environments has prompted research exploring the potential for compulsive Internet use (CIU) in varying populations. Identification of the determinants of CIU, such as offline social difficulties associated with autism spectrum disorder (ASD), could clarify whether individuals compensate for offline difficulties through online interactions. In Study 1, 597 undergraduates took an online survey measuring CIU, social symptoms of ASD, restricted interests and repetitive behaviors (RIRB), self-esteem, and Facebook behaviors. A relationship between CIU and autistic traits was attributable to non-social characteristics (RIRB) and a relationship was identified between RIRB and information-seeking behaviors. These results complicate the social compensation hypothesis by suggesting that non-social personality characteristics contribute more strongly to CIU than individuals’ attempts to compensate for offline social challenges. Study 2 matched a sample of students with ASD (n = 33) to neurotypical students (n = 33) and uncovered no significant differences in CIU scores between the matched samples. These results suggest that findings observed by measuring autistic traits in neurotypical samples may not replicate with autistic samples. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Associations between compulsive internet use and the autism spectrum [Texte imprimé et/ou numérique] / Christina SHANE-SIMPSON, Auteur ; Patricia J. BROOKS, Auteur ; Rita OBEID, Auteur ; Ellen-ge DENTON, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.152-165. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.152-165 Mots-clés : Facebook  Social networking site  Autism  Compulsive Internet use  Restricted interests Index. décimale : PER Périodiques Résumé : Abstract The increasingly complex relationship between individuals and online environments has prompted research exploring the potential for compulsive Internet use (CIU) in varying populations. Identification of the determinants of CIU, such as offline social difficulties associated with autism spectrum disorder (ASD), could clarify whether individuals compensate for offline difficulties through online interactions. In Study 1, 597 undergraduates took an online survey measuring CIU, social symptoms of ASD, restricted interests and repetitive behaviors (RIRB), self-esteem, and Facebook behaviors. A relationship between CIU and autistic traits was attributable to non-social characteristics (RIRB) and a relationship was identified between RIRB and information-seeking behaviors. These results complicate the social compensation hypothesis by suggesting that non-social personality characteristics contribute more strongly to CIU than individuals’ attempts to compensate for offline social challenges. Study 2 matched a sample of students with ASD (n = 33) to neurotypical students (n = 33) and uncovered no significant differences in CIU scores between the matched samples. These results suggest that findings observed by measuring autistic traits in neurotypical samples may not replicate with autistic samples. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Attention to emotional tone of voice in speech perception in children with autism / Patricia J. BROOKS in Research in Autism Spectrum Disorders, 7-7 (July 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-7 (July 2013) . - p.845-857 Titre : Attention to emotional tone of voice in speech perception in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Patricia J. BROOKS, Auteur ; Bertram O. PLOOG, Auteur Article en page(s) : p.845-857 Langues : Anglais (eng) Mots-clés : Affective prosody  Selective attention  Speech perception  Video game  Discrimination-choice procedure Index. décimale : PER Périodiques Résumé : A video game was developed to assess speech perception in 13 children with autism spectrum disorders (ASD) and 13 children with typical development (TYP), ages 5–17 years old. Children listened to pre-recorded sentences varying in content (e.g., “Bob parked a van” vs. “Tim shut a door”) and prosody (i.e., enthusiastic vs. grouchy tone of voice). During training, children learned to select one of two sentences differing in both content and prosody (e.g., enthusiastic “Bob parked a van” vs. grouchy “Tim shut a door”). At testing, children listened to test probes comprising re-combinations of the content and prosodic features of the training sentences. Testing indicated that both groups showed accurate discrimination of the training sentences from the re-combined test probes. However, whereas TYP children showed a preference to select the sentence with enthusiastic prosody over its grouchy counterpart, children with ASD did not. Thus, children with ASD show atypical attention to emotional tone of voice, even though they show no deficit in perceiving prosody. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Attention to emotional tone of voice in speech perception in children with autism [Texte imprimé et/ou numérique] / Patricia J. BROOKS, Auteur ; Bertram O. PLOOG, Auteur . - p.845-857. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-7 (July 2013) . - p.845-857 Mots-clés : Affective prosody  Selective attention  Speech perception  Video game  Discrimination-choice procedure Index. décimale : PER Périodiques Résumé : A video game was developed to assess speech perception in 13 children with autism spectrum disorders (ASD) and 13 children with typical development (TYP), ages 5–17 years old. Children listened to pre-recorded sentences varying in content (e.g., “Bob parked a van” vs. “Tim shut a door”) and prosody (i.e., enthusiastic vs. grouchy tone of voice). During training, children learned to select one of two sentences differing in both content and prosody (e.g., enthusiastic “Bob parked a van” vs. grouchy “Tim shut a door”). At testing, children listened to test probes comprising re-combinations of the content and prosodic features of the training sentences. Testing indicated that both groups showed accurate discrimination of the training sentences from the re-combined test probes. However, whereas TYP children showed a preference to select the sentence with enthusiastic prosody over its grouchy counterpart, children with ASD did not. Thus, children with ASD show atypical attention to emotional tone of voice, even though they show no deficit in perceiving prosody. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Attention to prosody (intonation) and content in children with autism and in typical children using spoken sentences in a computer game / Bertram O. PLOOG in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.743-758 Titre : Attention to prosody (intonation) and content in children with autism and in typical children using spoken sentences in a computer game Type de document : Texte imprimé et/ou numérique Auteurs : Bertram O. PLOOG, Auteur ; Snigdha BANERJEE, Auteur ; Patricia J. BROOKS, Auteur Année de publication : 2009 Article en page(s) : p.743-758 Langues : Anglais (eng) Mots-clés : Moderate/severe-autism Language Prosody Attention Overselectivity Weak-central-coherence Enhanced-perceptual-functioning Computer-game Children Index. décimale : PER Périodiques Résumé : This study validated a video game paradigm to explore attention to prosodic and linguistic components of spoken sentences in nine moderate-to-low functioning children with autism and impaired verbal skills. Nine typically developing children were also included. The children listened to pre-recorded sentences varying with respect to content (e.g., “Max ate a grape” vs. “Tom threw a ball”) and prosody (i.e., intonation of statement vs. question). During training, children learned to select one of two sentences differing in both content and prosody. At testing, children listened to stimuli consisting of recombinations of the content and prosodic features of the training stimuli. Testing performance indicated that the children with autism attended to the content and prosodic features of the training stimuli equally, whereas the children with typical development showed a clear preference for content over prosody. Both groups showed accurate discrimination of the training stimuli from the recombined test stimuli. The findings are interpreted in light of three approaches to explain the unusual attention patterns in autism: stimulus overselectivity, weak central coherence, and enhanced perceptual functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] Attention to prosody (intonation) and content in children with autism and in typical children using spoken sentences in a computer game [Texte imprimé et/ou numérique] / Bertram O. PLOOG, Auteur ; Snigdha BANERJEE, Auteur ; Patricia J. BROOKS, Auteur . - 2009 . - p.743-758. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.743-758 Mots-clés : Moderate/severe-autism Language Prosody Attention Overselectivity Weak-central-coherence Enhanced-perceptual-functioning Computer-game Children Index. décimale : PER Périodiques Résumé : This study validated a video game paradigm to explore attention to prosodic and linguistic components of spoken sentences in nine moderate-to-low functioning children with autism and impaired verbal skills. Nine typically developing children were also included. The children listened to pre-recorded sentences varying with respect to content (e.g., “Max ate a grape” vs. “Tom threw a ball”) and prosody (i.e., intonation of statement vs. question). During training, children learned to select one of two sentences differing in both content and prosody. At testing, children listened to stimuli consisting of recombinations of the content and prosodic features of the training stimuli. Testing performance indicated that the children with autism attended to the content and prosodic features of the training stimuli equally, whereas the children with typical development showed a clear preference for content over prosody. Both groups showed accurate discrimination of the training stimuli from the recombined test stimuli. The findings are interpreted in light of three approaches to explain the unusual attention patterns in autism: stimulus overselectivity, weak central coherence, and enhanced perceptual functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730

Bullying and Identity Development: Insights from Autistic and Non-autistic College Students / Danielle DENIGRIS in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.666-678 Titre : Bullying and Identity Development: Insights from Autistic and Non-autistic College Students Type de document : Texte imprimé et/ou numérique Auteurs : Danielle DENIGRIS, Auteur ; Patricia J. BROOKS, Auteur ; R. OBEID, Auteur ; M. ALARCON, Auteur ; C. SHANE-SIMPSON, Auteur ; K. GILLESPIE-LYNCH, Auteur Année de publication : 2018 Article en page(s) : p.666-678 Langues : Anglais (eng) Mots-clés : Autism  Bullying  College  Identity  Theory of mind  "Double empathy problem" Index. décimale : PER Périodiques Résumé : Reduced cognitive empathy may put autistic people at risk for bullying. We compared interpretations of bullying provided by 22 autistic and 15 non-autistic college students. Autistic (and non-autistic) students reported less severe bullying in college relative to earlier in development. Chronic bullying was associated with improvements in self-descriptions and self-acceptance. Autistic students who were chronically bullied were more likely to self-identify as autistic when asked to explain their disability. Autistic and non-autistic students demonstrated similar levels of cognitive empathy, providing no evidence that a "double empathy problem" contributes to bullying for all autistic individuals. Findings suggest that recovery from bullying can contribute to resilience and that autistic people gain insights about bullying and how to overcome it with development. En ligne : https://doi.org/10.1007/s10803-017-3383-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Bullying and Identity Development: Insights from Autistic and Non-autistic College Students [Texte imprimé et/ou numérique] / Danielle DENIGRIS, Auteur ; Patricia J. BROOKS, Auteur ; R. OBEID, Auteur ; M. ALARCON, Auteur ; C. SHANE-SIMPSON, Auteur ; K. GILLESPIE-LYNCH, Auteur . - 2018 . - p.666-678. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.666-678 Mots-clés : Autism  Bullying  College  Identity  Theory of mind  "Double empathy problem" Index. décimale : PER Périodiques Résumé : Reduced cognitive empathy may put autistic people at risk for bullying. We compared interpretations of bullying provided by 22 autistic and 15 non-autistic college students. Autistic (and non-autistic) students reported less severe bullying in college relative to earlier in development. Chronic bullying was associated with improvements in self-descriptions and self-acceptance. Autistic students who were chronically bullied were more likely to self-identify as autistic when asked to explain their disability. Autistic and non-autistic students demonstrated similar levels of cognitive empathy, providing no evidence that a "double empathy problem" contributes to bullying for all autistic individuals. Findings suggest that recovery from bullying can contribute to resilience and that autistic people gain insights about bullying and how to overcome it with development. En ligne : https://doi.org/10.1007/s10803-017-3383-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma / Kristen GILLESPIE-LYNCH in Journal of Autism and Developmental Disorders, 45-8 (August 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2553-2566 Titre : Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Patricia J. BROOKS, Auteur ; Fumio SOMEKI, Auteur ; Rita OBEID, Auteur ; Christina SHANE-SIMPSON, Auteur ; Steven K. KAPP, Auteur ; Nidal DAOU, Auteur ; David SHANE SMITH, Auteur Année de publication : 2015 Article en page(s) : p.2553-2566 Langues : Anglais (eng) Mots-clés : Stigma associated with autism  Knowledge of autism  Online training  College students  ASD Index. décimale : PER Périodiques Résumé : College students with autism may be negatively impacted by lack of understanding about autism on college campuses. Thus, we developed an online training to improve knowledge and decrease stigma associated with autism among college students. Participants (N = 365) completed a pre-test, online training, and post-test. Women reported lower stigma towards autism than men. Participation in the training was associated with decreased stigma and increased knowledge about autism. Although participants exhibited relatively high baseline knowledge of autism, misconceptions were common, particularly in open-ended responses. Participants commonly confused autism with other disorders, such as learning disabilities. This study suggests that online training may be a cost-effective way to increase college students’ understanding and acceptance of their peers with autism. En ligne : http://dx.doi.org/10.1007/s10803-015-2422-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Patricia J. BROOKS, Auteur ; Fumio SOMEKI, Auteur ; Rita OBEID, Auteur ; Christina SHANE-SIMPSON, Auteur ; Steven K. KAPP, Auteur ; Nidal DAOU, Auteur ; David SHANE SMITH, Auteur . - 2015 . - p.2553-2566. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2553-2566 Mots-clés : Stigma associated with autism  Knowledge of autism  Online training  College students  ASD Index. décimale : PER Périodiques Résumé : College students with autism may be negatively impacted by lack of understanding about autism on college campuses. Thus, we developed an online training to improve knowledge and decrease stigma associated with autism among college students. Participants (N = 365) completed a pre-test, online training, and post-test. Women reported lower stigma towards autism than men. Participation in the training was associated with decreased stigma and increased knowledge about autism. Although participants exhibited relatively high baseline knowledge of autism, misconceptions were common, particularly in open-ended responses. Participants commonly confused autism with other disorders, such as learning disabilities. This study suggests that online training may be a cost-effective way to increase college students’ understanding and acceptance of their peers with autism. En ligne : http://dx.doi.org/10.1007/s10803-015-2422-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

A Cross-Cultural Comparison of Knowledge and Stigma Associated with Autism Spectrum Disorder Among College Students in Lebanon and the United States / Rita OBEID in Journal of Autism and Developmental Disorders, 45-11 (November 2015)  

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Factors underlying cross-cultural differences in stigma toward autism among college students in Lebanon and the United States / K. GILLESPIE-LYNCH in Autism, 23-8 (November 2019)  

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Perception of the prosody and content of sentences in an unfamiliar language in children with autism spectrum disorders / Bertram O. PLOOG in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

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Slower Processing Speed in Autism Spectrum Disorder: A Meta-analytic Investigation of Time-Based Tasks / Patricia J. BROOKS ; Teresa M. OBER in Journal of Autism and Developmental Disorders, 53-12 (December 2023)  

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Use of Computer-Assisted Technologies (CAT) to Enhance Social, Communicative, and Language Development in Children with Autism Spectrum Disorders / Bertram O. PLOOG in Journal of Autism and Developmental Disorders, 43-2 (February 2013)  

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