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Auteur Elizabeth PELLICANO |
Documents disponibles écrits par cet auteur (67)
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Processing Slow and Fast Motion in Children With Autism Spectrum Conditions / Catherine MANNING in Autism Research, 6-6 (December 2013)
[article]
Titre : Processing Slow and Fast Motion in Children With Autism Spectrum Conditions Type de document : Texte imprimé et/ou numérique Auteurs : Catherine MANNING, Auteur ; Tony CHARMAN, Auteur ; Elizabeth PELLICANO, Auteur Année de publication : 2013 Article en page(s) : p.531-541 Langues : Anglais (eng) Mots-clés : autism speed discrimination motion coherence visual motion processing Index. décimale : PER Périodiques Résumé : Consistent with the dorsal stream hypothesis, difficulties processing dynamic information have previously been reported in individuals with autism spectrum conditions (ASC). However, no research has systematically compared motion processing abilities for slow and fast speeds. Here, we measured speed discrimination thresholds and motion coherence thresholds in slow (1.5?deg/sec) and fast (6?deg/sec) speed conditions in children with an ASC aged 7 to 14 years, and age- and ability-matched typically developing children. Unexpectedly, children with ASC were as sensitive as typically developing children to differences in speed at both slow and fast reference speeds. Yet, elevated motion coherence thresholds were found in children with ASC, but in the slow stimulus speed condition only. Rather than having pervasive difficulties in motion processing, as predicted by the dorsal stream hypothesis, these results suggest that children with ASC have a selective difficulty in extracting coherent motion information specifically at slow speeds. Understanding the effects of stimulus parameters such as stimulus speed will be important for resolving discrepancies between previous studies examining motion coherence thresholds in ASC and also for refining theoretical models of altered autistic perception. En ligne : http://dx.doi.org/10.1002/aur.1309 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221
in Autism Research > 6-6 (December 2013) . - p.531-541[article] Processing Slow and Fast Motion in Children With Autism Spectrum Conditions [Texte imprimé et/ou numérique] / Catherine MANNING, Auteur ; Tony CHARMAN, Auteur ; Elizabeth PELLICANO, Auteur . - 2013 . - p.531-541.
Langues : Anglais (eng)
in Autism Research > 6-6 (December 2013) . - p.531-541
Mots-clés : autism speed discrimination motion coherence visual motion processing Index. décimale : PER Périodiques Résumé : Consistent with the dorsal stream hypothesis, difficulties processing dynamic information have previously been reported in individuals with autism spectrum conditions (ASC). However, no research has systematically compared motion processing abilities for slow and fast speeds. Here, we measured speed discrimination thresholds and motion coherence thresholds in slow (1.5?deg/sec) and fast (6?deg/sec) speed conditions in children with an ASC aged 7 to 14 years, and age- and ability-matched typically developing children. Unexpectedly, children with ASC were as sensitive as typically developing children to differences in speed at both slow and fast reference speeds. Yet, elevated motion coherence thresholds were found in children with ASC, but in the slow stimulus speed condition only. Rather than having pervasive difficulties in motion processing, as predicted by the dorsal stream hypothesis, these results suggest that children with ASC have a selective difficulty in extracting coherent motion information specifically at slow speeds. Understanding the effects of stimulus parameters such as stimulus speed will be important for resolving discrepancies between previous studies examining motion coherence thresholds in ASC and also for refining theoretical models of altered autistic perception. En ligne : http://dx.doi.org/10.1002/aur.1309 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 Psychological models of autism: an overview / Elizabeth PELLICANO
Titre : Psychological models of autism: an overview Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth PELLICANO, Auteur Année de publication : 2011 Importance : p.219-265 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140 Psychological models of autism: an overview [Texte imprimé et/ou numérique] / Elizabeth PELLICANO, Auteur . - 2011 . - p.219-265.
Langues : Anglais (eng)
Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Recognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study / Alana WHITLOCK in Autism Research, 13-8 (August 2020)
[article]
Titre : Recognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study Type de document : Texte imprimé et/ou numérique Auteurs : Alana WHITLOCK, Auteur ; Kate FULTON, Auteur ; Meng-Chuan LAI, Auteur ; Elizabeth PELLICANO, Auteur ; William MANDY, Auteur Article en page(s) : p.1358-1372 Langues : Anglais (eng) Mots-clés : autism educator female gender recognition sex stereotype teacher Index. décimale : PER Périodiques Résumé : Autism has long been considered a predominantly male condition. It is increasingly understood, however, that autistic females are under-recognized. This may reflect gender stereotyping, whereby symptoms are missed in females, because it is assumed that autism is mainly a male condition. Also, some autistic girls and women may go unrecognized because there is a "female autism phenotype" (i.e., a female-typical autism presentation), which does not fit current, male-centric views of autism. Potential biases shown by educators, in their role as gatekeepers for an autism assessment, may represent a barrier to the recognition of autism in females. We used vignettes describing autistic children to test: (a) whether gender stereotyping occurs, whereby educators rate males as more likely to be autistic, compared to females with identical symptoms; (b) whether recognition is affected by sex/gender influences on autistic presentation, whereby children showing the male autism phenotype are rated as more likely to be autistic than those with the female phenotype. Ratings by primary school educators showed a significant main effect of both gender and presentation (male phenotype vs. female phenotype) on estimations of the child in the vignette being autistic: respondents showed a bias against girls and the female autism phenotype. There was also an interaction: female gender had an effect on ratings of the female phenotype, but not on the male phenotype vignette. These findings suggest that primary school educators are less sensitive to autism in girls, through under-recognition of the female autism phenotype and a higher sensitivity to autism in males. LAY SUMMARY: Educators have an important role in identifying children who need an autism assessment, so gaps in their knowledge about how autism presents in girls could contribute to the under-diagnosis of autistic girls. By asking educators to identify autism when presented with fictional descriptions of children, this study found that educators were less able to recognize what autism "looks like" in girls. Also, when given identical descriptions of autistic boys and girls, educators were more likely to identify autism in boys. These results suggest that primary school educators might need extra help to improve the recognition of girls on the autism spectrum. Autism Res 2020, 13: 1358-1372. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Autism Research > 13-8 (August 2020) . - p.1358-1372[article] Recognition of Girls on the Autism Spectrum by Primary School Educators: An Experimental Study [Texte imprimé et/ou numérique] / Alana WHITLOCK, Auteur ; Kate FULTON, Auteur ; Meng-Chuan LAI, Auteur ; Elizabeth PELLICANO, Auteur ; William MANDY, Auteur . - p.1358-1372.
Langues : Anglais (eng)
in Autism Research > 13-8 (August 2020) . - p.1358-1372
Mots-clés : autism educator female gender recognition sex stereotype teacher Index. décimale : PER Périodiques Résumé : Autism has long been considered a predominantly male condition. It is increasingly understood, however, that autistic females are under-recognized. This may reflect gender stereotyping, whereby symptoms are missed in females, because it is assumed that autism is mainly a male condition. Also, some autistic girls and women may go unrecognized because there is a "female autism phenotype" (i.e., a female-typical autism presentation), which does not fit current, male-centric views of autism. Potential biases shown by educators, in their role as gatekeepers for an autism assessment, may represent a barrier to the recognition of autism in females. We used vignettes describing autistic children to test: (a) whether gender stereotyping occurs, whereby educators rate males as more likely to be autistic, compared to females with identical symptoms; (b) whether recognition is affected by sex/gender influences on autistic presentation, whereby children showing the male autism phenotype are rated as more likely to be autistic than those with the female phenotype. Ratings by primary school educators showed a significant main effect of both gender and presentation (male phenotype vs. female phenotype) on estimations of the child in the vignette being autistic: respondents showed a bias against girls and the female autism phenotype. There was also an interaction: female gender had an effect on ratings of the female phenotype, but not on the male phenotype vignette. These findings suggest that primary school educators are less sensitive to autism in girls, through under-recognition of the female autism phenotype and a higher sensitivity to autism in males. LAY SUMMARY: Educators have an important role in identifying children who need an autism assessment, so gaps in their knowledge about how autism presents in girls could contribute to the under-diagnosis of autistic girls. By asking educators to identify autism when presented with fictional descriptions of children, this study found that educators were less able to recognize what autism "looks like" in girls. Also, when given identical descriptions of autistic boys and girls, educators were more likely to identify autism in boys. These results suggest that primary school educators might need extra help to improve the recognition of girls on the autism spectrum. Autism Res 2020, 13: 1358-1372. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Reduced differentiation of emotion-associated bodily sensations in autism / Eleanor R. PALSER in Autism, 25-5 (July 2021)
[article]
Titre : Reduced differentiation of emotion-associated bodily sensations in autism Type de document : Texte imprimé et/ou numérique Auteurs : Eleanor R. PALSER, Auteur ; Alejandro GALVEZ-POL, Auteur ; Clare E. PALMER, Auteur ; Ricci HANNAH, Auteur ; Aikaterini FOTOPOULOU, Auteur ; Elizabeth PELLICANO, Auteur ; James M. KILNER, Auteur Article en page(s) : p.1321-1334 Langues : Anglais (eng) Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Child Emotions Humans Interoception Sensation autism emotion Index. décimale : PER Périodiques Résumé : More research has been conducted on how autistic people understand and interpret other people's emotions, than on how autistic people experience their own emotions. The experience of emotion is important however, because it can relate to difficulties like anxiety and depression, which are common in autism. In neurotypical adults and children, different emotions have been associated with unique maps of activity patterns in the body. Whether these maps of emotion are comparable in autism is currently unknown. Here, we asked 100 children and adolescents, 45 of whom were autistic, to color in outlines of the body to indicate how they experienced seven emotions. Autistic adults and children sometimes report differences in how they experience their internal bodily states, termed interoception, and so we also investigated how this related to the bodily maps of emotion. In this study, the autistic children and adolescents had comparable interoception to the non-autistic children and adolescents, but there was less variability in their maps of emotion. In other words, they showed more similar patterns of activity across the different emotions. This was not related to interoception, however. This work suggests that there are differences in how autistic people experience emotion that are not explained by differences in interoception. In neurotypical people, less variability in emotional experiences is linked to anxiety and depression, and future work should seek to understand if this is a contributing factor to the increased prevalence of these difficulties in autism. En ligne : http://dx.doi.org/10.1177/1362361320987950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 25-5 (July 2021) . - p.1321-1334[article] Reduced differentiation of emotion-associated bodily sensations in autism [Texte imprimé et/ou numérique] / Eleanor R. PALSER, Auteur ; Alejandro GALVEZ-POL, Auteur ; Clare E. PALMER, Auteur ; Ricci HANNAH, Auteur ; Aikaterini FOTOPOULOU, Auteur ; Elizabeth PELLICANO, Auteur ; James M. KILNER, Auteur . - p.1321-1334.
Langues : Anglais (eng)
in Autism > 25-5 (July 2021) . - p.1321-1334
Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Child Emotions Humans Interoception Sensation autism emotion Index. décimale : PER Périodiques Résumé : More research has been conducted on how autistic people understand and interpret other people's emotions, than on how autistic people experience their own emotions. The experience of emotion is important however, because it can relate to difficulties like anxiety and depression, which are common in autism. In neurotypical adults and children, different emotions have been associated with unique maps of activity patterns in the body. Whether these maps of emotion are comparable in autism is currently unknown. Here, we asked 100 children and adolescents, 45 of whom were autistic, to color in outlines of the body to indicate how they experienced seven emotions. Autistic adults and children sometimes report differences in how they experience their internal bodily states, termed interoception, and so we also investigated how this related to the bodily maps of emotion. In this study, the autistic children and adolescents had comparable interoception to the non-autistic children and adolescents, but there was less variability in their maps of emotion. In other words, they showed more similar patterns of activity across the different emotions. This was not related to interoception, however. This work suggests that there are differences in how autistic people experience emotion that are not explained by differences in interoception. In neurotypical people, less variability in emotional experiences is linked to anxiety and depression, and future work should seek to understand if this is a contributing factor to the increased prevalence of these difficulties in autism. En ligne : http://dx.doi.org/10.1177/1362361320987950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Reduced differentiation of emotion-associated bodily sensations in autism / Eleanor R. PALSER in Autism, 26-5 (July 2022)
[article]
Titre : Reduced differentiation of emotion-associated bodily sensations in autism Type de document : Texte imprimé et/ou numérique Auteurs : Eleanor R. PALSER, Auteur ; Alejandro GALVEZ-POL, Auteur ; Clare E. PALMER, Auteur ; Ricci HANNAH, Auteur ; Aikaterini FOTOPOULOU, Auteur ; Elizabeth PELLICANO, Auteur ; James M. KILNER, Auteur Article en page(s) : p.1321-1334 Langues : Anglais (eng) Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Child Emotions Humans Interoception Sensation autism emotion interoception Index. décimale : PER Périodiques Résumé : More research has been conducted on how autistic people understand and interpret other people's emotions, than on how autistic people experience their own emotions. The experience of emotion is important however, because it can relate to difficulties like anxiety and depression, which are common in autism. In neurotypical adults and children, different emotions have been associated with unique maps of activity patterns in the body. Whether these maps of emotion are comparable in autism is currently unknown. Here, we asked 100 children and adolescents, 45 of whom were autistic, to color in outlines of the body to indicate how they experienced seven emotions. Autistic adults and children sometimes report differences in how they experience their internal bodily states, termed interoception, and so we also investigated how this related to the bodily maps of emotion. In this study, the autistic children and adolescents had comparable interoception to the non-autistic children and adolescents, but there was less variability in their maps of emotion. In other words, they showed more similar patterns of activity across the different emotions. This was not related to interoception, however. This work suggests that there are differences in how autistic people experience emotion that are not explained by differences in interoception. In neurotypical people, less variability in emotional experiences is linked to anxiety and depression, and future work should seek to understand if this is a contributing factor to the increased prevalence of these difficulties in autism. En ligne : http://dx.doi.org/10.1177/1362361320987950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism > 26-5 (July 2022) . - p.1321-1334[article] Reduced differentiation of emotion-associated bodily sensations in autism [Texte imprimé et/ou numérique] / Eleanor R. PALSER, Auteur ; Alejandro GALVEZ-POL, Auteur ; Clare E. PALMER, Auteur ; Ricci HANNAH, Auteur ; Aikaterini FOTOPOULOU, Auteur ; Elizabeth PELLICANO, Auteur ; James M. KILNER, Auteur . - p.1321-1334.
Langues : Anglais (eng)
in Autism > 26-5 (July 2022) . - p.1321-1334
Mots-clés : Adolescent Adult Autism Spectrum Disorder Autistic Disorder Child Emotions Humans Interoception Sensation autism emotion interoception Index. décimale : PER Périodiques Résumé : More research has been conducted on how autistic people understand and interpret other people's emotions, than on how autistic people experience their own emotions. The experience of emotion is important however, because it can relate to difficulties like anxiety and depression, which are common in autism. In neurotypical adults and children, different emotions have been associated with unique maps of activity patterns in the body. Whether these maps of emotion are comparable in autism is currently unknown. Here, we asked 100 children and adolescents, 45 of whom were autistic, to color in outlines of the body to indicate how they experienced seven emotions. Autistic adults and children sometimes report differences in how they experience their internal bodily states, termed interoception, and so we also investigated how this related to the bodily maps of emotion. In this study, the autistic children and adolescents had comparable interoception to the non-autistic children and adolescents, but there was less variability in their maps of emotion. In other words, they showed more similar patterns of activity across the different emotions. This was not related to interoception, however. This work suggests that there are differences in how autistic people experience emotion that are not explained by differences in interoception. In neurotypical people, less variability in emotional experiences is linked to anxiety and depression, and future work should seek to understand if this is a contributing factor to the increased prevalence of these difficulties in autism. En ligne : http://dx.doi.org/10.1177/1362361320987950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 Reputation Management: Evidence for Ability But Reduced Propensity in Autism / Eilidh CAGE in Autism Research, 6-5 (October 2013)
PermalinkReputation Management in Children on the Autism Spectrum / Eilidh CAGE in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
Permalink'Somali parents feel like they?re on the outer': Somali mothers' experiences of parent-teacher relationships for their autistic children / Jodie SMITH in Autism, 27-6 (August 2023)
Permalink‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools / Lynsey CALDER in Autism, 17-3 (May 2013)
PermalinkSupporting Minimally Verbal Autistic Girls with Intellectual Disabilities Through Puberty: Perspectives of Parents and Educators / Clare CUMMINS in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
PermalinkTesting the Predictive Power of Cognitive Atypicalities in Autistic Children: Evidence from a 3-Year Follow-Up Study / Elizabeth PELLICANO in Autism Research, 6-4 (August 2013)
PermalinkThe Development of Executive Function in Autism / Elizabeth PELLICANO in Autism Research and Treatment, (May 2012)
PermalinkThe Extent and Nature of Autistic People?s Violence Experiences During Adulthood: A Cross-sectional Study of Victimisation / Vicki GIBBS in Journal of Autism and Developmental Disorders, 53-9 (September 2023)
PermalinkPermalinkThe primary-to-secondary school transition for children on the autism spectrum: A multi-informant mixed-methods study / Chantelle MAKIN in Autism & Developmental Language Impairments, 2 (January-December 2017)
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