Effects of Background Noise on Cortical Encoding of Speech in Autism Spectrum Disorders / Nicole M. RUSSO in Journal of Autism and Developmental Disorders, 39-8 (August 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-8 (August 2009) . - p.1185-1196 Titre : Effects of Background Noise on Cortical Encoding of Speech in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Nicole M. RUSSO, Auteur ; Steven ZECKER, Auteur ; Barbara TROMMER, Auteur ; Julia CHEN, Auteur ; Nina KRAUS, Auteur Année de publication : 2009 Article en page(s) : p.1185-1196 Langues : Anglais (eng) Mots-clés : Autism Cortical-encoding Speech Background-noise Children Evoked-potentials Index. décimale : PER Périodiques Résumé : This study provides new evidence of deficient auditory cortical processing of speech in noise in autism spectrum disorders (ASD). Speech-evoked responses (~100–300 ms) in quiet and background noise were evaluated in typically-developing (TD) children and children with ASD. ASD responses showed delayed timing (both conditions) and reduced amplitudes (quiet) compared to TD responses. As expected, TD responses in noise were delayed and reduced compared to quiet responses. However, minimal quiet-to-noise response differences were found in children with ASD, presumably because quiet responses were already severely degraded. Moreover, ASD quiet responses resembled TD noise responses, implying that children with ASD process speech in quiet only as well as TD children do in background noise. En ligne : http://dx.doi.org/10.1007/s10803-009-0737-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=789 [article] Effects of Background Noise on Cortical Encoding of Speech in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Nicole M. RUSSO, Auteur ; Steven ZECKER, Auteur ; Barbara TROMMER, Auteur ; Julia CHEN, Auteur ; Nina KRAUS, Auteur . - 2009 . - p.1185-1196. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-8 (August 2009) . - p.1185-1196 Mots-clés : Autism Cortical-encoding Speech Background-noise Children Evoked-potentials Index. décimale : PER Périodiques Résumé : This study provides new evidence of deficient auditory cortical processing of speech in noise in autism spectrum disorders (ASD). Speech-evoked responses (~100–300 ms) in quiet and background noise were evaluated in typically-developing (TD) children and children with ASD. ASD responses showed delayed timing (both conditions) and reduced amplitudes (quiet) compared to TD responses. As expected, TD responses in noise were delayed and reduced compared to quiet responses. However, minimal quiet-to-noise response differences were found in children with ASD, presumably because quiet responses were already severely degraded. Moreover, ASD quiet responses resembled TD noise responses, implying that children with ASD process speech in quiet only as well as TD children do in background noise. En ligne : http://dx.doi.org/10.1007/s10803-009-0737-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=789

Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children / Clark MCKOWN in Journal of Clinical Child & Adolescent Psychology, 38-6 (November-December 2009)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 38-6 (November-December 2009) . - p.858-871 Titre : Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children Type de document : Texte imprimé et/ou numérique Auteurs : Clark MCKOWN, Auteur ; Laura M. GUMBINER, Auteur ; Nicole M. RUSSO, Auteur ; Meryl LIPTON, Auteur Année de publication : 2009 Article en page(s) : p.858-871 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social-emotional learning (SEL) skill includes the ability to encode, interpret, and reason about social and emotional information. In two related studies, we examined the relationship between children's SEL skill, their ability to regulate their own behavior, and the competence of their social interactions. Study 1 included 158 typically developing children ages 4 to 14 years. Study 2 included 126 clinic-referred children ages 5 to 17 years. Findings from both studies supported the conclusion that SEL skill includes three broad factors: awareness of nonverbal cues; the ability to interpret social meaning through theory of mind, empathy, and pragmatic language; and the ability to reason about social problems. Furthermore, the better children perform on measures of SEL skill and the more their parents and teachers report that children can regulate their behavior, the more competent their social interactions. En ligne : http://dx.doi.org/10.1080/15374410903258934 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=881 [article] Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children [Texte imprimé et/ou numérique] / Clark MCKOWN, Auteur ; Laura M. GUMBINER, Auteur ; Nicole M. RUSSO, Auteur ; Meryl LIPTON, Auteur . - 2009 . - p.858-871. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 38-6 (November-December 2009) . - p.858-871 Index. décimale : PER Périodiques Résumé : Social-emotional learning (SEL) skill includes the ability to encode, interpret, and reason about social and emotional information. In two related studies, we examined the relationship between children's SEL skill, their ability to regulate their own behavior, and the competence of their social interactions. Study 1 included 158 typically developing children ages 4 to 14 years. Study 2 included 126 clinic-referred children ages 5 to 17 years. Findings from both studies supported the conclusion that SEL skill includes three broad factors: awareness of nonverbal cues; the ability to interpret social meaning through theory of mind, empathy, and pragmatic language; and the ability to reason about social problems. Furthermore, the better children perform on measures of SEL skill and the more their parents and teachers report that children can regulate their behavior, the more competent their social interactions. En ligne : http://dx.doi.org/10.1080/15374410903258934 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=881

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