Directional effects between rapid auditory processing and phonological awareness in children / Erin PHINNEY JOHNSON in Journal of Child Psychology and Psychiatry, 50-8 (August 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.902-910 Titre : Directional effects between rapid auditory processing and phonological awareness in children Type de document : Texte imprimé et/ou numérique Auteurs : Erin PHINNEY JOHNSON, Auteur ; Bruce F. PENNINGTON, Auteur ; Richard BOADA, Auteur ; Nancy RAITANO LEE, Auteur Année de publication : 2009 Article en page(s) : p.902-910 Langues : Anglais (eng) Mots-clés : Rapid-auditory-processing phoneme-awareness reading-ability Index. décimale : PER Périodiques Résumé : Background: Deficient rapid auditory processing (RAP) has been associated with early language impairment and dyslexia. Using an auditory masking paradigm, children with language disabilities perform selectively worse than controls at detecting a tone in a backward masking (BM) condition (tone followed by white noise) compared to a forward masking (FM) condition (tone preceded by white noise). Tallal's (1980) auditory processing hypothesis posits that abnormal RAP leads to reduced (or impaired) phonological awareness (PA), resulting in reading and language difficulties. Alternative theories suggest that impaired PA may have more of a top-down effect on auditory processing. Methods: The current study examines RAP in children tested at two time points, average age 5.6 and average age 8.3, in order to test causal relations between RAP and PA in a path analysis. Additional hierarchical regressions examine how well RAP predicts reading ability when accounting for PA and vocabulary. Results: The path analysis indicates a top-down effect, such that PA has a larger impact on BM over time than the reverse. Regressions indicate no direct impact of RAP on reading ability. Discussion: The path analysis provides evidence against the auditory processing hypothesis and instead suggests that between the ages of 5 and 8 it is variability in early phonological representations that predicts subsequent lower-level rapid auditory processing. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02064.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=787 [article] Directional effects between rapid auditory processing and phonological awareness in children [Texte imprimé et/ou numérique] / Erin PHINNEY JOHNSON, Auteur ; Bruce F. PENNINGTON, Auteur ; Richard BOADA, Auteur ; Nancy RAITANO LEE, Auteur . - 2009 . - p.902-910. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.902-910 Mots-clés : Rapid-auditory-processing phoneme-awareness reading-ability Index. décimale : PER Périodiques Résumé : Background: Deficient rapid auditory processing (RAP) has been associated with early language impairment and dyslexia. Using an auditory masking paradigm, children with language disabilities perform selectively worse than controls at detecting a tone in a backward masking (BM) condition (tone followed by white noise) compared to a forward masking (FM) condition (tone preceded by white noise). Tallal's (1980) auditory processing hypothesis posits that abnormal RAP leads to reduced (or impaired) phonological awareness (PA), resulting in reading and language difficulties. Alternative theories suggest that impaired PA may have more of a top-down effect on auditory processing. Methods: The current study examines RAP in children tested at two time points, average age 5.6 and average age 8.3, in order to test causal relations between RAP and PA in a path analysis. Additional hierarchical regressions examine how well RAP predicts reading ability when accounting for PA and vocabulary. Results: The path analysis indicates a top-down effect, such that PA has a larger impact on BM over time than the reverse. Regressions indicate no direct impact of RAP on reading ability. Discussion: The path analysis provides evidence against the auditory processing hypothesis and instead suggests that between the ages of 5 and 8 it is variability in early phonological representations that predicts subsequent lower-level rapid auditory processing. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02064.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=787

Divergence of Age-Related Differences in Social-Communication: Improvements for Typically Developing Youth but Declines for Youth with Autism Spectrum Disorder / Gregory L. WALLACE in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.472-479 Titre : Divergence of Age-Related Differences in Social-Communication: Improvements for Typically Developing Youth but Declines for Youth with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gregory L. WALLACE, Auteur ; Katerina DUDLEY, Auteur ; Laura G. ANTHONY, Auteur ; Cara E. PUGLIESE, Auteur ; Bako ORIONZI, Auteur ; Liv CLASEN, Auteur ; Nancy RAITANO LEE, Auteur ; Jay N. GIEDD, Auteur ; Alex MARTIN, Auteur ; Armin RAZNAHAN, Auteur ; Lauren KENWORTHY, Auteur Article en page(s) : p.472-479 Langues : Anglais (eng) Mots-clés : Autism  Social  Communication  Repetitive behavior  Age  Social Responsiveness Scale Index. décimale : PER Périodiques Résumé : Although social-communication difficulties and repetitive behaviors are hallmark features of autism spectrum disorder (ASD) and persist across the lifespan, very few studies have compared age-related differences in these behaviors between youth with ASD and same-age typically developing (TD) peers. We examined this issue using SRS-2 (Social Responsiveness Scale-Second Edition) measures of social-communicative functioning and repetitive behaviors in a stratified cross-sectional sample of 324 youth with ASD in the absence of intellectual disability, and 438 TD youth (aged 4–29 years). An age-by-group interaction emerged indicating that TD youth exhibited age-related improvements in social-communication scores while the ASD group demonstrated age-related declines in these scores. This suggests that adolescents/adults with ASD may fall increasingly behind their same-age peers in social-communicative skills. En ligne : http://dx.doi.org/10.1007/s10803-016-2972-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Divergence of Age-Related Differences in Social-Communication: Improvements for Typically Developing Youth but Declines for Youth with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Gregory L. WALLACE, Auteur ; Katerina DUDLEY, Auteur ; Laura G. ANTHONY, Auteur ; Cara E. PUGLIESE, Auteur ; Bako ORIONZI, Auteur ; Liv CLASEN, Auteur ; Nancy RAITANO LEE, Auteur ; Jay N. GIEDD, Auteur ; Alex MARTIN, Auteur ; Armin RAZNAHAN, Auteur ; Lauren KENWORTHY, Auteur . - p.472-479. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.472-479 Mots-clés : Autism  Social  Communication  Repetitive behavior  Age  Social Responsiveness Scale Index. décimale : PER Périodiques Résumé : Although social-communication difficulties and repetitive behaviors are hallmark features of autism spectrum disorder (ASD) and persist across the lifespan, very few studies have compared age-related differences in these behaviors between youth with ASD and same-age typically developing (TD) peers. We examined this issue using SRS-2 (Social Responsiveness Scale-Second Edition) measures of social-communicative functioning and repetitive behaviors in a stratified cross-sectional sample of 324 youth with ASD in the absence of intellectual disability, and 438 TD youth (aged 4–29 years). An age-by-group interaction emerged indicating that TD youth exhibited age-related improvements in social-communication scores while the ASD group demonstrated age-related declines in these scores. This suggests that adolescents/adults with ASD may fall increasingly behind their same-age peers in social-communicative skills. En ligne : http://dx.doi.org/10.1007/s10803-016-2972-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Dosage effects of X and Y chromosomes on language and social functioning in children with supernumerary sex chromosome aneuploidies: implications for idiopathic language impairment and autism spectrum disorders / Nancy RAITANO LEE in Journal of Child Psychology and Psychiatry, 53-10 (October 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-10 (October 2012) . - p.1072-81 Titre : Dosage effects of X and Y chromosomes on language and social functioning in children with supernumerary sex chromosome aneuploidies: implications for idiopathic language impairment and autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Nancy RAITANO LEE, Auteur ; Gregory L. WALLACE, Auteur ; Elizabeth I. ADEYEMI, Auteur ; Katherine C. LOPEZ, Auteur ; Jonathan D. BLUMENTHAL, Auteur ; Liv S. CLASEN, Auteur ; Jay N. GIEDD, Auteur Année de publication : 2012 Article en page(s) : p.1072-81 Langues : Anglais (eng) Mots-clés : Chromosome anomalies  social cognition  language disorder  autistic disorder  sex differences  Cognition sociale Index. décimale : PER Périodiques Résumé : Background:  Supernumerary sex chromosome aneuploidies (X/Y-aneuploidies), the presence of extra X and/or Y chromosomes, are associated with heightened rates of language impairments and social difficulties. However, no single study has examined different language domains and social functioning in the same sample of children with tri-, tetra-, and pentasomy X/Y-aneuploidy. The current research sought to fill this gap in the literature and to examine dosage effects of X and Y chromosomes on language and social functioning. Methods:  Participants included 110 youth with X/Y-aneuploidies (32 female) and 52 with typical development (25 female) matched on age (mean ∼12 years; range 4–22) and maternal education. Participants completed the Wechsler intelligence scales, and parents completed the Children’s Communication Checklist-2 and the Social Responsiveness Scale to assess language skills and autistic traits, respectively. Results:  Both supernumerary X and Y chromosomes were related to depressed structural and pragmatic language skills and increased autistic traits. The addition of a Y chromosome had a disproportionately greater impact on pragmatic language; the addition of one or more X chromosomes had a disproportionately greater impact on structural language. Conclusions:  Given that we link extra X chromosomes with structural language impairments and an extra Y chromosome with pragmatic language impairments, X/Y-aneuploidies may provide clues to genetic mechanisms contributing to idiopathic language impairment and autism spectrum disorders. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02573.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181 [article] Dosage effects of X and Y chromosomes on language and social functioning in children with supernumerary sex chromosome aneuploidies: implications for idiopathic language impairment and autism spectrum disorders [Texte imprimé et/ou numérique] / Nancy RAITANO LEE, Auteur ; Gregory L. WALLACE, Auteur ; Elizabeth I. ADEYEMI, Auteur ; Katherine C. LOPEZ, Auteur ; Jonathan D. BLUMENTHAL, Auteur ; Liv S. CLASEN, Auteur ; Jay N. GIEDD, Auteur . - 2012 . - p.1072-81. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-10 (October 2012) . - p.1072-81 Mots-clés : Chromosome anomalies  social cognition  language disorder  autistic disorder  sex differences  Cognition sociale Index. décimale : PER Périodiques Résumé : Background:  Supernumerary sex chromosome aneuploidies (X/Y-aneuploidies), the presence of extra X and/or Y chromosomes, are associated with heightened rates of language impairments and social difficulties. However, no single study has examined different language domains and social functioning in the same sample of children with tri-, tetra-, and pentasomy X/Y-aneuploidy. The current research sought to fill this gap in the literature and to examine dosage effects of X and Y chromosomes on language and social functioning. Methods:  Participants included 110 youth with X/Y-aneuploidies (32 female) and 52 with typical development (25 female) matched on age (mean ∼12 years; range 4–22) and maternal education. Participants completed the Wechsler intelligence scales, and parents completed the Children’s Communication Checklist-2 and the Social Responsiveness Scale to assess language skills and autistic traits, respectively. Results:  Both supernumerary X and Y chromosomes were related to depressed structural and pragmatic language skills and increased autistic traits. The addition of a Y chromosome had a disproportionately greater impact on pragmatic language; the addition of one or more X chromosomes had a disproportionately greater impact on structural language. Conclusions:  Given that we link extra X chromosomes with structural language impairments and an extra Y chromosome with pragmatic language impairments, X/Y-aneuploidies may provide clues to genetic mechanisms contributing to idiopathic language impairment and autism spectrum disorders. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02573.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181

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