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Auteur Emily SIMONOFF |
Documents disponibles écrits par cet auteur (59)
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Language growth in children with heterogeneous language disorders: a population study / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)
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[article]
Titre : Language growth in children with heterogeneous language disorders: a population study Type de document : Texte imprimé et/ou numérique Auteurs : Courtenay F. NORBURY, Auteur ; George VAMVAKAS, Auteur ; Debbie GOOCH, Auteur ; Gillian BAIRD, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur Article en page(s) : p.1092-1105 Langues : Anglais (eng) Mots-clés : Language disorder language trajectories longitudinal study comorbidity Index. décimale : PER Périodiques Résumé : Background Language development has been characterised by significant individual stability from school entry. However, the extent to which trajectories of language growth vary in children with language disorder as a function of co-occurring developmental challenges is a question of theoretical import, with implications for service provision. Methods SCALES employed a population-based survey design with sample weighting procedures to estimate growth in core language skills over the first three years of school. A stratified sample (n = 529) received comprehensive assessment of language, nonverbal IQ, and social, emotional and behavioural difficulties at 5–6 years of age and 95% of the sample (n = 499) were assessed again at ages 7–8. Language growth was measured using both raw and standard scores in children with typical development, children with language disorder of unknown origin, and children with language disorders associated with a known clinical condition and/or intellectual disability. Results Overall, language was stable at the individual level (estimated ICC = 0.95) over the first three years of school. Linear mixed effects models highlighted steady growth in language raw scores across all three groups, including those with multiple developmental challenges. There was little evidence, however, that children with language disorders were narrowing the gap with peers (z-scores). Adjusted models indicated that while nonverbal ability, socioeconomic status and social, emotional and behavioural deficits predicted initial language score (intercept), none predicted language growth (slope). Conclusions These findings corroborate previous studies suggesting stable language trajectories after ages 5–6 years, but add considerably to previous work by demonstrating similar developmental patterns in children with additional nonverbal cognitive deficits, social, emotional, and behavioural challenges, social disadvantage or clinical diagnoses. En ligne : http://dx.doi.org/10.1111/jcpp.12793 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1092-1105[article] Language growth in children with heterogeneous language disorders: a population study [Texte imprimé et/ou numérique] / Courtenay F. NORBURY, Auteur ; George VAMVAKAS, Auteur ; Debbie GOOCH, Auteur ; Gillian BAIRD, Auteur ; Tony CHARMAN, Auteur ; Emily SIMONOFF, Auteur ; Andrew PICKLES, Auteur . - p.1092-1105.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1092-1105
Mots-clés : Language disorder language trajectories longitudinal study comorbidity Index. décimale : PER Périodiques Résumé : Background Language development has been characterised by significant individual stability from school entry. However, the extent to which trajectories of language growth vary in children with language disorder as a function of co-occurring developmental challenges is a question of theoretical import, with implications for service provision. Methods SCALES employed a population-based survey design with sample weighting procedures to estimate growth in core language skills over the first three years of school. A stratified sample (n = 529) received comprehensive assessment of language, nonverbal IQ, and social, emotional and behavioural difficulties at 5–6 years of age and 95% of the sample (n = 499) were assessed again at ages 7–8. Language growth was measured using both raw and standard scores in children with typical development, children with language disorder of unknown origin, and children with language disorders associated with a known clinical condition and/or intellectual disability. Results Overall, language was stable at the individual level (estimated ICC = 0.95) over the first three years of school. Linear mixed effects models highlighted steady growth in language raw scores across all three groups, including those with multiple developmental challenges. There was little evidence, however, that children with language disorders were narrowing the gap with peers (z-scores). Adjusted models indicated that while nonverbal ability, socioeconomic status and social, emotional and behavioural deficits predicted initial language score (intercept), none predicted language growth (slope). Conclusions These findings corroborate previous studies suggesting stable language trajectories after ages 5–6 years, but add considerably to previous work by demonstrating similar developmental patterns in children with additional nonverbal cognitive deficits, social, emotional, and behavioural challenges, social disadvantage or clinical diagnoses. En ligne : http://dx.doi.org/10.1111/jcpp.12793 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 Loss of language in early development of autism and specific language impairment / Andrew PICKLES in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)
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Titre : Loss of language in early development of autism and specific language impairment Type de document : Texte imprimé et/ou numérique Auteurs : Andrew PICKLES, Auteur ; Tony CHARMAN, Auteur ; Gina CONTI-RAMSDEN, Auteur ; Zoë SIMKIN, Auteur ; Emily SIMONOFF, Auteur ; Gillian BAIRD, Auteur ; Tom LOUCAS, Auteur ; Susie CHANDLER, Auteur ; Milena FALCARO, Auteur Année de publication : 2009 Article en page(s) : p.843-852 Langues : Anglais (eng) Mots-clés : Language-loss autism specific-language-impairment-(SLI) early-language-development SNAP Index. décimale : PER Périodiques Résumé : Background: Several authors have highlighted areas of overlap in symptoms and impairment among children with autism spectrum disorder (ASD) and children with specific language impairment (SLI). By contrast, loss of language and broadly defined regression have been reported as relatively specific to autism. We compare the incidence of language loss and language progression of children with autism and SLI.
Methods: We used two complementary studies: the Special Needs and Autism Project (SNAP) and the Manchester Language Study (MLS) involving children with SLI. This yielded a combined sample of 368 children (305 males and 63 females) assessed in late childhood for autism, history of language loss, epilepsy, language abilities and nonverbal IQ.
Results: language loss occurred in just 1% of children with SLI but in 15% of children classified as having autism or autism spectrum disorder. Loss was more common among children with autism rather than milder ASD and is much less frequently reported when language development is delayed. For children who lost language skills before their first phrases, the phrased speech milestone was postponed but long-term language skills were not significantly lower than children with autism but without loss. For the few who experienced language loss after acquiring phrased speech, subsequent cognitive performance is more uncertain.
Conclusions: Language loss is highly specific to ASD. The underlying developmental abnormality may be more prevalent than raw data might suggest, its possible presence being hidden for children whose language development is delayed.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02032.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771
in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.843-852[article] Loss of language in early development of autism and specific language impairment [Texte imprimé et/ou numérique] / Andrew PICKLES, Auteur ; Tony CHARMAN, Auteur ; Gina CONTI-RAMSDEN, Auteur ; Zoë SIMKIN, Auteur ; Emily SIMONOFF, Auteur ; Gillian BAIRD, Auteur ; Tom LOUCAS, Auteur ; Susie CHANDLER, Auteur ; Milena FALCARO, Auteur . - 2009 . - p.843-852.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.843-852
Mots-clés : Language-loss autism specific-language-impairment-(SLI) early-language-development SNAP Index. décimale : PER Périodiques Résumé : Background: Several authors have highlighted areas of overlap in symptoms and impairment among children with autism spectrum disorder (ASD) and children with specific language impairment (SLI). By contrast, loss of language and broadly defined regression have been reported as relatively specific to autism. We compare the incidence of language loss and language progression of children with autism and SLI.
Methods: We used two complementary studies: the Special Needs and Autism Project (SNAP) and the Manchester Language Study (MLS) involving children with SLI. This yielded a combined sample of 368 children (305 males and 63 females) assessed in late childhood for autism, history of language loss, epilepsy, language abilities and nonverbal IQ.
Results: language loss occurred in just 1% of children with SLI but in 15% of children classified as having autism or autism spectrum disorder. Loss was more common among children with autism rather than milder ASD and is much less frequently reported when language development is delayed. For children who lost language skills before their first phrases, the phrased speech milestone was postponed but long-term language skills were not significantly lower than children with autism but without loss. For the few who experienced language loss after acquiring phrased speech, subsequent cognitive performance is more uncertain.
Conclusions: Language loss is highly specific to ASD. The underlying developmental abnormality may be more prevalent than raw data might suggest, its possible presence being hidden for children whose language development is delayed.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02032.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 Maternal eating disorders and infant feeding difficulties: maternal and child mediators in a longitudinal general population study / Nadia MICALI in Journal of Child Psychology and Psychiatry, 52-7 (July 2011)
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Titre : Maternal eating disorders and infant feeding difficulties: maternal and child mediators in a longitudinal general population study Type de document : Texte imprimé et/ou numérique Auteurs : Nadia MICALI, Auteur ; Emily SIMONOFF, Auteur ; Daniel STAHL, Auteur ; Janet TREASURE, Auteur Année de publication : 2011 Article en page(s) : p.800-807 Langues : Anglais (eng) Mots-clés : ALSPAC eating disorders feeding anxiety depression;infants Index. décimale : PER Périodiques Résumé : Background: Maternal eating disorders (ED) have been shown to increase the risk of feeding difficulties in the offspring. Very few studies, however, have investigated whether the effect of a maternal ED on childhood feeding is a direct effect or whether it can be ascribed to other child or maternal factors. We aimed to determine the role of maternal anxiety and depression in mediating the risk for feeding difficulties in infants of women with ED.
Methods: A prospective study comparing women with lifetime ED (441) and without any lifetime psychiatric disorder (10,461) and their infants from the Avon Longitudinal Study of Parents and Children (ALSPAC). We investigated the effect of: maternal anxiety and depression in late pregnancy (32 weeks) and the post-partum (8 weeks), child temperament and developmental status on infant feeding difficulties at 1 and 6 months. We also investigated the effect of active pregnancy ED symptoms. We tested 3 models and their fit to the data using structured equation modelling: a direct effect model, a fully mediational model and an integrated (partial meditational) model.
Results: The integrated model including a direct effect of maternal lifetime ED on infant feeding and a mediational path via maternal distress (a latent variable combining anxiety and depression) fitted the data best. This also applied to maternal pregnancy ED symptoms. Feeding difficulties in turn increased maternal distress over time.
Conclusions: Lifetime ED and active pregnancy ED increase the risk for infant feeding difficulties and do so via maternal distress (i.e., depression and anxiety). This has important implications for prevention and early intervention in relation to infant feeding difficulties, as well as for future research in the field.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02341.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126
in Journal of Child Psychology and Psychiatry > 52-7 (July 2011) . - p.800-807[article] Maternal eating disorders and infant feeding difficulties: maternal and child mediators in a longitudinal general population study [Texte imprimé et/ou numérique] / Nadia MICALI, Auteur ; Emily SIMONOFF, Auteur ; Daniel STAHL, Auteur ; Janet TREASURE, Auteur . - 2011 . - p.800-807.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-7 (July 2011) . - p.800-807
Mots-clés : ALSPAC eating disorders feeding anxiety depression;infants Index. décimale : PER Périodiques Résumé : Background: Maternal eating disorders (ED) have been shown to increase the risk of feeding difficulties in the offspring. Very few studies, however, have investigated whether the effect of a maternal ED on childhood feeding is a direct effect or whether it can be ascribed to other child or maternal factors. We aimed to determine the role of maternal anxiety and depression in mediating the risk for feeding difficulties in infants of women with ED.
Methods: A prospective study comparing women with lifetime ED (441) and without any lifetime psychiatric disorder (10,461) and their infants from the Avon Longitudinal Study of Parents and Children (ALSPAC). We investigated the effect of: maternal anxiety and depression in late pregnancy (32 weeks) and the post-partum (8 weeks), child temperament and developmental status on infant feeding difficulties at 1 and 6 months. We also investigated the effect of active pregnancy ED symptoms. We tested 3 models and their fit to the data using structured equation modelling: a direct effect model, a fully mediational model and an integrated (partial meditational) model.
Results: The integrated model including a direct effect of maternal lifetime ED on infant feeding and a mediational path via maternal distress (a latent variable combining anxiety and depression) fitted the data best. This also applied to maternal pregnancy ED symptoms. Feeding difficulties in turn increased maternal distress over time.
Conclusions: Lifetime ED and active pregnancy ED increase the risk for infant feeding difficulties and do so via maternal distress (i.e., depression and anxiety). This has important implications for prevention and early intervention in relation to infant feeding difficulties, as well as for future research in the field.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02341.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 Measurement of urine indolylacroylglycine is not useful in the diagnosis or dietary management of autism / Neil R. DALTON in Autism Research, 10-3 (March 2017)
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Titre : Measurement of urine indolylacroylglycine is not useful in the diagnosis or dietary management of autism Type de document : Texte imprimé et/ou numérique Auteurs : Neil R. DALTON, Auteur ; Susie CHANDLER, Auteur ; Charles TURNER, Auteur ; Tony CHARMAN, Auteur ; Andrew PICKLES, Auteur ; Emily SIMONOFF, Auteur ; Gillian BAIRD, Auteur Article en page(s) : p.408-413 Langues : Anglais (eng) Mots-clés : autism indoleacroylglycine gastrointestinal regression Index. décimale : PER Périodiques Résumé : To measure urine indolylacroylglycine (IAG) excretion using the IAG:creatinine ratio in children with autism spectrum disorder (ASD) compared with two groups of age matched controls, one with special needs but without ASD (SEN) and one typically developing (TD) and in subgroups with/without current gastrointestinal problems and ASD with and without regression. IAG:creatinine ratio was measured in the urine of 279 children aged 10–14 years: 129 children with ASD (28 with and 101 without regression), 62 SEN controls and 88 TD controls. The prevalence of gastro-intestinal symptoms (GIS) was recorded. No differences were found in the urine IAG:creatinine ratio among groups ASD, TD and SEN; nor in the ASD groups with/without regression, nor in those with/without GIS. This study finds no evidence of increased urine IAG excretion in children with ASD, with or without GIS or with or without regression. Urinary IAG measurements in children with ASD offer no support for increased presence of neuroactive peptides proposed to result from increased gut permeability. We found measurement of urinary IAG to have no value in the diagnosis of autism or in the dietary management of children with ASD. En ligne : http://dx.doi.org/10.1002/aur.1688 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Autism Research > 10-3 (March 2017) . - p.408-413[article] Measurement of urine indolylacroylglycine is not useful in the diagnosis or dietary management of autism [Texte imprimé et/ou numérique] / Neil R. DALTON, Auteur ; Susie CHANDLER, Auteur ; Charles TURNER, Auteur ; Tony CHARMAN, Auteur ; Andrew PICKLES, Auteur ; Emily SIMONOFF, Auteur ; Gillian BAIRD, Auteur . - p.408-413.
Langues : Anglais (eng)
in Autism Research > 10-3 (March 2017) . - p.408-413
Mots-clés : autism indoleacroylglycine gastrointestinal regression Index. décimale : PER Périodiques Résumé : To measure urine indolylacroylglycine (IAG) excretion using the IAG:creatinine ratio in children with autism spectrum disorder (ASD) compared with two groups of age matched controls, one with special needs but without ASD (SEN) and one typically developing (TD) and in subgroups with/without current gastrointestinal problems and ASD with and without regression. IAG:creatinine ratio was measured in the urine of 279 children aged 10–14 years: 129 children with ASD (28 with and 101 without regression), 62 SEN controls and 88 TD controls. The prevalence of gastro-intestinal symptoms (GIS) was recorded. No differences were found in the urine IAG:creatinine ratio among groups ASD, TD and SEN; nor in the ASD groups with/without regression, nor in those with/without GIS. This study finds no evidence of increased urine IAG excretion in children with ASD, with or without GIS or with or without regression. Urinary IAG measurements in children with ASD offer no support for increased presence of neuroactive peptides proposed to result from increased gut permeability. We found measurement of urinary IAG to have no value in the diagnosis of autism or in the dietary management of children with ASD. En ligne : http://dx.doi.org/10.1002/aur.1688 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 A multimodal approach to emotion recognition ability in autism spectrum disorders / Catherine R. G. JONES in Journal of Child Psychology and Psychiatry, 52-3 (March 2011)
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Titre : A multimodal approach to emotion recognition ability in autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Catherine R. G. JONES, Auteur ; Andrew PICKLES, Auteur ; Milena FALCARO, Auteur ; Anita J.S. MARSDEN, Auteur ; Francesca HAPPE, Auteur ; Sophie K. SCOTT, Auteur ; Disa A. SAUTER, Auteur ; Jenifer TREGAY, Auteur ; Rebecca PHILLIPS, Auteur ; Gillian BAIRD, Auteur ; Emily SIMONOFF, Auteur ; Tony CHARMAN, Auteur Année de publication : 2011 Article en page(s) : p.275-285 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder emotion recognition emotion processing social communication structural equation modelling Index. décimale : PER Périodiques Résumé : Background: Autism spectrum disorders (ASD) are characterised by social and communication difficulties in day-to-day life, including problems in recognising emotions. However, experimental investigations of emotion recognition ability in ASD have been equivocal, hampered by small sample sizes, narrow IQ range and over-focus on the visual modality.
Methods: We tested 99 adolescents (mean age 15;6 years, mean IQ 85) with an ASD and 57 adolescents without an ASD (mean age 15;6 years, mean IQ 88) on a facial emotion recognition task and two vocal emotion recognition tasks (one verbal; one non-verbal). Recognition of happiness, sadness, fear, anger, surprise and disgust were tested. Using structural equation modelling, we conceptualised emotion recognition ability as a multimodal construct, measured by the three tasks. We examined how the mean levels of recognition of the six emotions differed by group (ASD vs. non-ASD) and IQ (≥ 80 vs. < 80).
Results: We found no evidence of a fundamental emotion recognition deficit in the ASD group and analysis of error patterns suggested that the ASD group were vulnerable to the same pattern of confusions between emotions as the non-ASD group. However, recognition ability was significantly impaired in the ASD group for surprise. IQ had a strong and significant effect on performance for the recognition of all six emotions, with higher IQ adolescents outperforming lower IQ adolescents.
Conclusions: The findings do not suggest a fundamental difficulty with the recognition of basic emotions in adolescents with ASD.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02328.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118
in Journal of Child Psychology and Psychiatry > 52-3 (March 2011) . - p.275-285[article] A multimodal approach to emotion recognition ability in autism spectrum disorders [Texte imprimé et/ou numérique] / Catherine R. G. JONES, Auteur ; Andrew PICKLES, Auteur ; Milena FALCARO, Auteur ; Anita J.S. MARSDEN, Auteur ; Francesca HAPPE, Auteur ; Sophie K. SCOTT, Auteur ; Disa A. SAUTER, Auteur ; Jenifer TREGAY, Auteur ; Rebecca PHILLIPS, Auteur ; Gillian BAIRD, Auteur ; Emily SIMONOFF, Auteur ; Tony CHARMAN, Auteur . - 2011 . - p.275-285.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-3 (March 2011) . - p.275-285
Mots-clés : Autism spectrum disorder emotion recognition emotion processing social communication structural equation modelling Index. décimale : PER Périodiques Résumé : Background: Autism spectrum disorders (ASD) are characterised by social and communication difficulties in day-to-day life, including problems in recognising emotions. However, experimental investigations of emotion recognition ability in ASD have been equivocal, hampered by small sample sizes, narrow IQ range and over-focus on the visual modality.
Methods: We tested 99 adolescents (mean age 15;6 years, mean IQ 85) with an ASD and 57 adolescents without an ASD (mean age 15;6 years, mean IQ 88) on a facial emotion recognition task and two vocal emotion recognition tasks (one verbal; one non-verbal). Recognition of happiness, sadness, fear, anger, surprise and disgust were tested. Using structural equation modelling, we conceptualised emotion recognition ability as a multimodal construct, measured by the three tasks. We examined how the mean levels of recognition of the six emotions differed by group (ASD vs. non-ASD) and IQ (≥ 80 vs. < 80).
Results: We found no evidence of a fundamental emotion recognition deficit in the ASD group and analysis of error patterns suggested that the ASD group were vulnerable to the same pattern of confusions between emotions as the non-ASD group. However, recognition ability was significantly impaired in the ASD group for surprise. IQ had a strong and significant effect on performance for the recognition of all six emotions, with higher IQ adolescents outperforming lower IQ adolescents.
Conclusions: The findings do not suggest a fundamental difficulty with the recognition of basic emotions in adolescents with ASD.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02328.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 No evidence for a fundamental visual motion processing deficit in adolescents with autism spectrum disorders / Catherine R. G. JONES in Autism Research, 4-5 (October 2011)
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PermalinkParent-Reported Gastro-intestinal Symptoms in Children with Autism Spectrum Disorders / Susie CHANDLER in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
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PermalinkParent, Teacher and Observational Reports of Emotional and Behavioral Problems in Young Autistic Children / Melanie PALMER in Journal of Autism and Developmental Disorders, 53-1 (January 2023)
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PermalinkPathways to adaptive functioning in autism from early childhood to adolescence / Susie CHANDLER in Autism Research, 15-10 (October 2022)
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PermalinkPractitioner Review: Clinical utility of the QbTest for the assessment and diagnosis of attention-deficit/hyperactivity disorder - a systematic review and meta-analysis / Charlotte L. HALL ; Madeleine J. GROOM ; Emily SIMONOFF ; Anita THAPAR ; Chris HOLLIS ; Samuele CORTESE in Journal of Child Psychology and Psychiatry, 69-6 (June 2024)
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PermalinkPractitioner Review: Current best practice in the use of parent training and other behavioural interventions in the treatment of children and adolescents with attention deficit hyperactivity disorder / David DALEY in Journal of Child Psychology and Psychiatry, 59-9 (September 2018)
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PermalinkPermalinkPsychopathology, temperament and unintentional injury: cross-sectional and longitudinal relationships / Richard ROWE in Journal of Child Psychology and Psychiatry, 48-1 (January 2007)
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PermalinkRandomized controlled double-blind trial of optimal dose methylphenidate in children and adolescents with severe attention deficit hyperactivity disorder and intellectual disability / Emily SIMONOFF in Journal of Child Psychology and Psychiatry, 54-5 (May 2013)
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PermalinkRegression, Developmental Trajectory and Associated Problems in Disorders in the Autism Spectrum: The SNAP Study / Gillian BAIRD in Journal of Autism and Developmental Disorders, 38-10 (November 2008)
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