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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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)  

Public ISBD [article]  inAutism > 24-8 (November 2020) . - p.1980-1994 Titre : Mentalising and conversation-following in autism Type de document : Texte imprimé et/ou numérique Auteurs : Hsuan-Chen WU, Auteur ; Francesca BIONDO, Auteur ; Ciara O'MAHONY, Auteur ; Sarah WHITE, Auteur ; Flora THIEBAUT, Auteur ; Geraint REES, Auteur ; Paul W. BURGESS, Auteur Article en page(s) : p.1980-1994 Langues : Anglais (eng) Mots-clés : *autism  *conversation  *heterogeneity  *mentalising  *social interaction Index. décimale : PER Périodiques Résumé : Some people with autism spectrum disorders have been observed to experience difficulties with making correct inferences in conversations in social situations. However, the nature and origin of their problem is rarely investigated. This study used manipulations of video stimuli to investigate two questions. The first question was whether it is the number of people involved in social situations, that is, the source of problems in following conversations, or whether it is the increased mentalising demands required to comprehend interactions between several people. The second question asked was whether the nature and pattern of the errors that autism spectrum disorder participants show are the same as typically developing people make when they make an error. In total, 43 typically developed adults and 30 adults diagnosed with autism spectrum disorder were studied. We found that it was the amount of mentalising required, rather than the number of people involved, which caused problems for people with autism spectrum disorder in following conversations. Furthermore, the autism spectrum disorder participants showed a more heterogeneous pattern of errors, showing less agreement among themselves than the typically developed group as to which test items were hardest. So, fully understanding the observed behaviour consequent upon weakness in mentalising ability in people with autism spectrum disorders requires consideration of factors other than mentalising. En ligne : http://dx.doi.org/10.1177/1362361320935690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Mentalising and conversation-following in autism [Texte imprimé et/ou numérique] / Hsuan-Chen WU, Auteur ; Francesca BIONDO, Auteur ; Ciara O'MAHONY, Auteur ; Sarah WHITE, Auteur ; Flora THIEBAUT, Auteur ; Geraint REES, Auteur ; Paul W. BURGESS, Auteur . - p.1980-1994. Langues : Anglais (eng) in Autism > 24-8 (November 2020) . - p.1980-1994 Mots-clés : *autism  *conversation  *heterogeneity  *mentalising  *social interaction Index. décimale : PER Périodiques Résumé : Some people with autism spectrum disorders have been observed to experience difficulties with making correct inferences in conversations in social situations. However, the nature and origin of their problem is rarely investigated. This study used manipulations of video stimuli to investigate two questions. The first question was whether it is the number of people involved in social situations, that is, the source of problems in following conversations, or whether it is the increased mentalising demands required to comprehend interactions between several people. The second question asked was whether the nature and pattern of the errors that autism spectrum disorder participants show are the same as typically developing people make when they make an error. In total, 43 typically developed adults and 30 adults diagnosed with autism spectrum disorder were studied. We found that it was the amount of mentalising required, rather than the number of people involved, which caused problems for people with autism spectrum disorder in following conversations. Furthermore, the autism spectrum disorder participants showed a more heterogeneous pattern of errors, showing less agreement among themselves than the typically developed group as to which test items were hardest. So, fully understanding the observed behaviour consequent upon weakness in mentalising ability in people with autism spectrum disorders requires consideration of factors other than mentalising. En ligne : http://dx.doi.org/10.1177/1362361320935690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

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

Public ISBD [article]  inMolecular Autism > (September 2013) Titre : A potentiated startle study of uncertainty and contextual anxiety in adolescents diagnosed with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Paul D. CHAMBERLAIN, Auteur ; Jacqui RODGERS, Auteur ; Michael J. CROWLEY, Auteur ; Sarah WHITE, Auteur ; Mark FREESTON, Auteur ; Mikle SOUTH, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Beyond the core symptoms of autism spectrum disorder (ASD), associated symptoms of anxiety can cause substantial impairment for individuals affected by ASD and those who care for them. We utilized a potentiated startle paradigm with a puff of air to the neck as the unconditioned stimulus in order to investigate differences between response to cued fear and contextual anxiety among cognitively able adolescents diagnosed with ASD and an age- and IQ-matched typically developing group. In a threat-modulated startle paradigm, response patterns to neutral, predictable, and unpredictable conditions were comparable across typically developing and ASD youth in terms of startle response magnitude and latency. However, the ASD group showed significantly greater absolute startle responsivity at baseline and throughout the experiment, suggesting possibly enhanced general sensitivity to threatening contexts. The ASD group, but not the control group, demonstrated moderate to strong negative correlations between psychophysiological response to unpredictable threats (uncertainty) and questionnaire measures of generalized anxiety, intolerance of uncertainty, and repetitive behavior. Our data suggest enhanced general reactivity among the ASD group, possibly reflecting greater sensitivity to the threatening context of the startle paradigm. Associations with the response to uncertainty may help explain shared neurobehavioral mechanisms in ASD and anxiety. This task can provide useful targets for future neuroimaging and genetics studies as well as specific avenues for intervention. We emphasize the importance of further basic and clinical research into links among these important constructs. En ligne : http://dx.doi.org/10.1186/2040-2392-4-31 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=227 [article] A potentiated startle study of uncertainty and contextual anxiety in adolescents diagnosed with autism spectrum disorder [Texte imprimé et/ou numérique] / Paul D. CHAMBERLAIN, Auteur ; Jacqui RODGERS, Auteur ; Michael J. CROWLEY, Auteur ; Sarah WHITE, Auteur ; Mark FREESTON, Auteur ; Mikle SOUTH, Auteur. Langues : Anglais (eng) in Molecular Autism > (September 2013) Index. décimale : PER Périodiques Résumé : Beyond the core symptoms of autism spectrum disorder (ASD), associated symptoms of anxiety can cause substantial impairment for individuals affected by ASD and those who care for them. We utilized a potentiated startle paradigm with a puff of air to the neck as the unconditioned stimulus in order to investigate differences between response to cued fear and contextual anxiety among cognitively able adolescents diagnosed with ASD and an age- and IQ-matched typically developing group. In a threat-modulated startle paradigm, response patterns to neutral, predictable, and unpredictable conditions were comparable across typically developing and ASD youth in terms of startle response magnitude and latency. However, the ASD group showed significantly greater absolute startle responsivity at baseline and throughout the experiment, suggesting possibly enhanced general sensitivity to threatening contexts. The ASD group, but not the control group, demonstrated moderate to strong negative correlations between psychophysiological response to unpredictable threats (uncertainty) and questionnaire measures of generalized anxiety, intolerance of uncertainty, and repetitive behavior. Our data suggest enhanced general reactivity among the ASD group, possibly reflecting greater sensitivity to the threatening context of the startle paradigm. Associations with the response to uncertainty may help explain shared neurobehavioral mechanisms in ASD and anxiety. This task can provide useful targets for future neuroimaging and genetics studies as well as specific avenues for intervention. We emphasize the importance of further basic and clinical research into links among these important constructs. En ligne : http://dx.doi.org/10.1186/2040-2392-4-31 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=227

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)  

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