Actual and perceived speedy diagnoses are associated with mothers' unresolved reactions to a diagnosis of autism spectrum disorder for a child / Phil REED in Autism, 23-7 (October 2019)  

Public ISBD [article]  inAutism > 23-7 (October 2019) . - p.1843-1852 Titre : Actual and perceived speedy diagnoses are associated with mothers' unresolved reactions to a diagnosis of autism spectrum disorder for a child Type de document : texte imprimé Auteurs : Phil REED, Auteur ; Ashleigh GILES, Auteur ; Sarah WHITE, Auteur ; Lisa A. OSBORNE, Auteur Article en page(s) : p.1843-1852 Langues : Anglais (eng) Mots-clés : autism diagnosis  autism spectrum disorder  parent mental health  professional interpersonal skills  reaction to diagnosis  speed of diagnosis Index. décimale : PER Périodiques Résumé : Reaction to a child's diagnosis can strongly affect the parent, but little is known about the aspects of the diagnostic process associated with such reactions. The pre-diagnostic levels of anxiety, depression, and parenting stress of 67 volunteer mothers of children subsequently diagnosed with autism spectrum disorder were assessed, along with the children's functioning. The speed and number of professionals involved in the diagnosis were recorded, and mothers completed a post-diagnosis assessment of their perceptions of the process. Longer actual and perceived diagnosis speeds predicted resolved reactions to diagnosis. Mothers' psychological states pre-diagnosis did not predict reactions to diagnosis. Providing a measured diagnostic process, and strong relationship with mothers, rather than aiming for speed alone, may well be more productive for the parent and child. En ligne : http://dx.doi.org/10.1177/1362361319833676 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Actual and perceived speedy diagnoses are associated with mothers' unresolved reactions to a diagnosis of autism spectrum disorder for a child [texte imprimé] / Phil REED, Auteur ; Ashleigh GILES, Auteur ; Sarah WHITE, Auteur ; Lisa A. OSBORNE, Auteur . - p.1843-1852. Langues : Anglais (eng) in Autism > 23-7 (October 2019) . - p.1843-1852 Mots-clés : autism diagnosis  autism spectrum disorder  parent mental health  professional interpersonal skills  reaction to diagnosis  speed of diagnosis Index. décimale : PER Périodiques Résumé : Reaction to a child's diagnosis can strongly affect the parent, but little is known about the aspects of the diagnostic process associated with such reactions. The pre-diagnostic levels of anxiety, depression, and parenting stress of 67 volunteer mothers of children subsequently diagnosed with autism spectrum disorder were assessed, along with the children's functioning. The speed and number of professionals involved in the diagnosis were recorded, and mothers completed a post-diagnosis assessment of their perceptions of the process. Longer actual and perceived diagnosis speeds predicted resolved reactions to diagnosis. Mothers' psychological states pre-diagnosis did not predict reactions to diagnosis. Providing a measured diagnostic process, and strong relationship with mothers, rather than aiming for speed alone, may well be more productive for the parent and child. En ligne : http://dx.doi.org/10.1177/1362361319833676 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

Do cognitive deficits persist into adolescence in autism? / Cathriona CANTIO in Autism Research, 11-9 (September 2018)  

Public ISBD [article]  inAutism Research > 11-9 (September 2018) . - p.1229-1238 Titre : Do cognitive deficits persist into adolescence in autism? Type de document : texte imprimé Auteurs : Cathriona CANTIO, Auteur ; Sarah WHITE, Auteur ; Gitte Falcher MADSEN, Auteur ; Niels BILENBERG, Auteur ; Jens Richardt MØLLEGAARD JEPSEN, Auteur Article en page(s) : p.1229-1238 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  adolescent development  cognition  executive function  theory of mind Index. décimale : PER Périodiques Résumé : SEVERAL THEORIES HAVE ATTEMPTED TO CHARACTERISE AUTISM SPECTRUM DISORDERS (ASDS) AT THE COGNITIVE LEVEL, MOST NOTABLY: THEORY OF MIND (TOM), EXECUTIVE FUNCTION (EF), AND A LOCAL PROCESSING BIAS (LB). THE AIM OF THIS STUDY WAS TO INVESTIGATE HOW THESE COGNITIVE FUNCTIONS DEVELOP OVER TIME: The three cognitive domains (ToM, EF, and LB) were examined in a group of high-functioning children (age: 8-12, mean 10.85; IQ: 78-139, mean 105.48) with ASD and a matched group of children with neurotypical development (NTD) (IQ: 75-145, mean: 109.47), and several tasks were used within each domain to ensure the validity of the cognitive measures. Approximately 3 years later (mean age: 14.34), all children and their families were invited to participate in the follow-up (ASD, N = 21; NTD, N = 30). While the understanding of other's minds does improve from childhood to adolescence, ToM impairment persists in adolescents with ASD relative to their peers. Likewise, a development in EF was observed in the ASD group, while no significant improvement was seen in the NTD group, leading the ASD group to catch up in this domain. We did not detect any group differences at any time point regarding local bias processing (LB). Individual patterns of development were seen, but remarkably, ToM deficits were present in every child with ASD in whom we could detect any cognitive impairment at baseline, and a similar pattern was found at follow-up. These findings indicate that ToM is a persistent cognitive deficit in ASD. Autism Res 2018, 11: 1229-1238. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This was the first study to investigate the development of three well-known cognitive functions into adolescence: While the understanding of other's minds improves from childhood to adolescence, adolescents with ASD are still impaired relative to their peers. The EFs, however, seem to improve to a neurotypical level in ASD as children enter adolescence, while local processing bias seems to differentiate the groups only in early childhood. En ligne : http://dx.doi.org/10.1002/aur.1976 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Do cognitive deficits persist into adolescence in autism? [texte imprimé] / Cathriona CANTIO, Auteur ; Sarah WHITE, Auteur ; Gitte Falcher MADSEN, Auteur ; Niels BILENBERG, Auteur ; Jens Richardt MØLLEGAARD JEPSEN, Auteur . - p.1229-1238. Langues : Anglais (eng) in Autism Research > 11-9 (September 2018) . - p.1229-1238 Mots-clés : Autism spectrum disorders  adolescent development  cognition  executive function  theory of mind Index. décimale : PER Périodiques Résumé : SEVERAL THEORIES HAVE ATTEMPTED TO CHARACTERISE AUTISM SPECTRUM DISORDERS (ASDS) AT THE COGNITIVE LEVEL, MOST NOTABLY: THEORY OF MIND (TOM), EXECUTIVE FUNCTION (EF), AND A LOCAL PROCESSING BIAS (LB). THE AIM OF THIS STUDY WAS TO INVESTIGATE HOW THESE COGNITIVE FUNCTIONS DEVELOP OVER TIME: The three cognitive domains (ToM, EF, and LB) were examined in a group of high-functioning children (age: 8-12, mean 10.85; IQ: 78-139, mean 105.48) with ASD and a matched group of children with neurotypical development (NTD) (IQ: 75-145, mean: 109.47), and several tasks were used within each domain to ensure the validity of the cognitive measures. Approximately 3 years later (mean age: 14.34), all children and their families were invited to participate in the follow-up (ASD, N = 21; NTD, N = 30). While the understanding of other's minds does improve from childhood to adolescence, ToM impairment persists in adolescents with ASD relative to their peers. Likewise, a development in EF was observed in the ASD group, while no significant improvement was seen in the NTD group, leading the ASD group to catch up in this domain. We did not detect any group differences at any time point regarding local bias processing (LB). Individual patterns of development were seen, but remarkably, ToM deficits were present in every child with ASD in whom we could detect any cognitive impairment at baseline, and a similar pattern was found at follow-up. These findings indicate that ToM is a persistent cognitive deficit in ASD. Autism Res 2018, 11: 1229-1238. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This was the first study to investigate the development of three well-known cognitive functions into adolescence: While the understanding of other's minds improves from childhood to adolescence, adolescents with ASD are still impaired relative to their peers. The EFs, however, seem to improve to a neurotypical level in ASD as children enter adolescence, while local processing bias seems to differentiate the groups only in early childhood. En ligne : http://dx.doi.org/10.1002/aur.1976 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Failure is Not an Option: Risk-Taking is Moderated by Anxiety and Also by Cognitive Ability in Children and Adolescents Diagnosed with an Autism Spectrum Disorder / Mikle SOUTH in Journal of Autism and Developmental Disorders, 41-1 (January 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-1 (January 2011) . - p.55-65 Titre : Failure is Not an Option: Risk-Taking is Moderated by Anxiety and Also by Cognitive Ability in Children and Adolescents Diagnosed with an Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Mikle SOUTH, Auteur ; Julianne DANA, Auteur ; Sarah WHITE, Auteur ; Michael J. CROWLEY, Auteur Année de publication : 2011 Article en page(s) : p.55-65 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Anxiety  Risk-taking  Decision-making  Amygdala  Orbitofrontal cortex Index. décimale : PER Périodiques Résumé : Understanding hetereogeneity in symptom expression across the autism spectrum disorders (ASD) is a major challenge for identifying causes and effective treatments. In 40 children and adolescents diagnosed with ASD and 37 IQ—and age-matched comparison participants (the TYP group), we found no differences in summary measures on an experimental risk-taking task. However, anxiety and IQ predicted risk-taking only in the ASD group. Risk-taking was correlated with behavioral inhibition in the ASD group and behavioral activation in the TYP group. We suggest that performance on the task was motivated by fear of failure in the ASD group and by sensitivity to reward in the TYP group. Behavioral markers of anxiety and cognitive ability may improve conceptualization of heterogeneity in ASD. En ligne : http://dx.doi.org/10.1007/s10803-010-1021-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Failure is Not an Option: Risk-Taking is Moderated by Anxiety and Also by Cognitive Ability in Children and Adolescents Diagnosed with an Autism Spectrum Disorder [texte imprimé] / Mikle SOUTH, Auteur ; Julianne DANA, Auteur ; Sarah WHITE, Auteur ; Michael J. CROWLEY, Auteur . - 2011 . - p.55-65. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-1 (January 2011) . - p.55-65 Mots-clés : Autism spectrum disorders  Anxiety  Risk-taking  Decision-making  Amygdala  Orbitofrontal cortex Index. décimale : PER Périodiques Résumé : Understanding hetereogeneity in symptom expression across the autism spectrum disorders (ASD) is a major challenge for identifying causes and effective treatments. In 40 children and adolescents diagnosed with ASD and 37 IQ—and age-matched comparison participants (the TYP group), we found no differences in summary measures on an experimental risk-taking task. However, anxiety and IQ predicted risk-taking only in the ASD group. Risk-taking was correlated with behavioral inhibition in the ASD group and behavioral activation in the TYP group. We suggest that performance on the task was motivated by fear of failure in the ASD group and by sensitivity to reward in the TYP group. Behavioral markers of anxiety and cognitive ability may improve conceptualization of heterogeneity in ASD. En ligne : http://dx.doi.org/10.1007/s10803-010-1021-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Impairments on "open-ended" executive function tests in autism / Sarah WHITE in Autism Research, 2-3 (June 2009)  

Public ISBD [article]  inAutism Research > 2-3 (June 2009) . - p.138-147 Titre : Impairments on "open-ended" executive function tests in autism Type de document : texte imprimé Auteurs : Sarah WHITE, Auteur ; Elisabeth HILL, Auteur ; Paul W. BURGESS, Auteur Année de publication : 2009 Article en page(s) : p.138-147 Langues : Anglais (eng) Mots-clés : autism executive-function ecological-validity open-ended implicit Index. décimale : PER Périodiques Résumé : The executive function (EF) theory of autism has received much support recently from a growing number of studies. However, executive impairments have not always been easy to identify consistently and so novel ecologically valid tests have been designed which tap into real-life scenarios that are relevant to and representative of everyday behavior. One characteristic of many of these tasks is that they present the participant with an ill-structured or open-ended situation. Here, we investigated the possibility that tasks with greater degrees of open-endedness might prove more sensitive to detecting executive impairment in autism. Forty-five children with autism spectrum disorder (ASD) were compared to 27 age- and IQ-matched control children on a range of cognitive tests of EF. Group differences were found on half of the tasks, with the greatest degree of impairment detected on the more open-ended tasks. The ASD group also performed more poorly on a simple control condition of a task. Detailed consideration of task performance suggested that the ASD group tended to create fewer spontaneous strategies and exhibit more idiosyncratic behavior, which particularly disadvantaged them on the more open-ended tasks. These kinds of behaviors have been reported in studies of neurological patients with frontal lobe involvement, prima facie suggesting a link between the scientific fields. However, we suggest that this behavior might equally result from a poor understanding of the implicit demands made by the experimenter in open-ended test situations, due to the socio-communicative difficulties of these children. En ligne : http://dx.doi.org/10.1002/aur.78 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=937 [article] Impairments on "open-ended" executive function tests in autism [texte imprimé] / Sarah WHITE, Auteur ; Elisabeth HILL, Auteur ; Paul W. BURGESS, Auteur . - 2009 . - p.138-147. Langues : Anglais (eng) in Autism Research > 2-3 (June 2009) . - p.138-147 Mots-clés : autism executive-function ecological-validity open-ended implicit Index. décimale : PER Périodiques Résumé : The executive function (EF) theory of autism has received much support recently from a growing number of studies. However, executive impairments have not always been easy to identify consistently and so novel ecologically valid tests have been designed which tap into real-life scenarios that are relevant to and representative of everyday behavior. One characteristic of many of these tasks is that they present the participant with an ill-structured or open-ended situation. Here, we investigated the possibility that tasks with greater degrees of open-endedness might prove more sensitive to detecting executive impairment in autism. Forty-five children with autism spectrum disorder (ASD) were compared to 27 age- and IQ-matched control children on a range of cognitive tests of EF. Group differences were found on half of the tasks, with the greatest degree of impairment detected on the more open-ended tasks. The ASD group also performed more poorly on a simple control condition of a task. Detailed consideration of task performance suggested that the ASD group tended to create fewer spontaneous strategies and exhibit more idiosyncratic behavior, which particularly disadvantaged them on the more open-ended tasks. These kinds of behaviors have been reported in studies of neurological patients with frontal lobe involvement, prima facie suggesting a link between the scientific fields. However, we suggest that this behavior might equally result from a poor understanding of the implicit demands made by the experimenter in open-ended test situations, due to the socio-communicative difficulties of these children. En ligne : http://dx.doi.org/10.1002/aur.78 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=937

Knowing me, knowing you: Spontaneous use of mentalistic language for self and other in autism / Alexandra ZINCK in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.164-175 Titre : Knowing me, knowing you: Spontaneous use of mentalistic language for self and other in autism Type de document : texte imprimé Auteurs : Alexandra ZINCK, Auteur ; Uta FRITH, Auteur ; Peter SCHÖNKNECHT, Auteur ; Sarah WHITE, Auteur Article en page(s) : p.164-175 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  explicit mentalizing  implicit mentalizing  language  meta-cognition  theory of own and other minds Index. décimale : PER Périodiques Résumé : Autistic people can have difficulties in understanding non-autistic people's mental states such as beliefs, emotions and intentions. Although autistic adults may learn to overcome difficulties in understanding of explicit (overt) mental states, they may nevertheless struggle with implicit (indirect) understanding of mental states. This study explores how spontaneous language is used in order to specifically point to this implicit (indirect) understanding of mental states. In particular, our study compares the spontaneous statements that were used in descriptions of oneself and a familiar other person. Here, we found that autistic and non-autistic adults were comparable in the number of statements about physical traits they made. In contrast, non-autistic adults made more statements about mentalistic traits (about the mental including psychological traits, relationship traits and statements reflecting about these) both for the self and the other. Non-autistic and autistic adults showed no difference in the number of statements about relationships but in the number of statements about psychological traits and especially in the statements reflecting on these. Each group showed a similar pattern of kinds of statements for the self and for the other person. This suggests that autistic individuals show the same unique pattern of description in mentalistic terms for the self and another person. This study also indicates that investigating spontaneous use of language, especially for statements reflecting about mental states, enables us to look into difficulties with implicit (indirect) understanding of mental states. En ligne : http://dx.doi.org/10.1177/1362361320951017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Knowing me, knowing you: Spontaneous use of mentalistic language for self and other in autism [texte imprimé] / Alexandra ZINCK, Auteur ; Uta FRITH, Auteur ; Peter SCHÖNKNECHT, Auteur ; Sarah WHITE, Auteur . - p.164-175. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.164-175 Mots-clés : autism spectrum disorder  explicit mentalizing  implicit mentalizing  language  meta-cognition  theory of own and other minds Index. décimale : PER Périodiques Résumé : Autistic people can have difficulties in understanding non-autistic people's mental states such as beliefs, emotions and intentions. Although autistic adults may learn to overcome difficulties in understanding of explicit (overt) mental states, they may nevertheless struggle with implicit (indirect) understanding of mental states. This study explores how spontaneous language is used in order to specifically point to this implicit (indirect) understanding of mental states. In particular, our study compares the spontaneous statements that were used in descriptions of oneself and a familiar other person. Here, we found that autistic and non-autistic adults were comparable in the number of statements about physical traits they made. In contrast, non-autistic adults made more statements about mentalistic traits (about the mental including psychological traits, relationship traits and statements reflecting about these) both for the self and the other. Non-autistic and autistic adults showed no difference in the number of statements about relationships but in the number of statements about psychological traits and especially in the statements reflecting on these. Each group showed a similar pattern of kinds of statements for the self and for the other person. This suggests that autistic individuals show the same unique pattern of description in mentalistic terms for the self and another person. This study also indicates that investigating spontaneous use of language, especially for statements reflecting about mental states, enables us to look into difficulties with implicit (indirect) understanding of mental states. En ligne : http://dx.doi.org/10.1177/1362361320951017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Mentalising and conversation-following in autism / Hsuan-Chen WU in Autism, 24-8 (November 2020)  

Permalink

A potentiated startle study of uncertainty and contextual anxiety in adolescents diagnosed with autism spectrum disorder / Paul D. CHAMBERLAIN in Molecular Autism, (September 2013)  

Permalink

A prospective study of fetal head growth, autistic traits and autism spectrum disorder / Laura M.E. BLANKEN in Autism Research, 11-4 (April 2018)  

Permalink

Psychological vulnerability in children next-born after stillbirth: a case–control follow-up study / Penelope TURTON in Journal of Child Psychology and Psychiatry, 50-12 (December 2009)  

Permalink

---

1 (1 - 9 / 9) Par page : 25 50 100 200