Do social attribution skills improve with age in children with high functioning autism spectrum disorders? / Elgiz BAL in Research in Autism Spectrum Disorders, 7-1 (January 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-1 (January 2013) . - p.9-16 Titre : Do social attribution skills improve with age in children with high functioning autism spectrum disorders? Type de document : Texte imprimé et/ou numérique Auteurs : Elgiz BAL, Auteur ; Benjamin E. YERYS, Auteur ; Jennifer L. SOKOLOFF, Auteur ; Mark J. CELANO, Auteur ; Lauren E. KENWORTHY, Auteur ; Jay N. GIEDD, Auteur ; Gregory L. WALLACE, Auteur Année de publication : 2013 Article en page(s) : p.9-16 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  High functioning autism  Theory of mind  Social attribution Index. décimale : PER Périodiques Résumé : Age-related changes in social attribution skills were assessed using the “Triangles Playing Tricks” task in 7–17 year old high functioning children with ASDs (n = 41) and in typically developing (TD) children (n = 58) matched on age, IQ, and sex ratio. Children with ASDs gave responses that received lower intentionality and appropriateness ratings than did TD children in both the goal-directed and theory of mind (ToM) conditions. Results remained unchanged when the effects of verbal output (i.e., number of clause produced) and verbal IQ were included as covariates in the analyses. Whereas age was highly associated with ToM performance in the TD children, this relationship was not as strong among children with ASDs. These results indicate not only a diminished tendency among high functioning children with ASDs to attribute social meaning and intentionality to ambiguous visual displays of interactive forms but also an aberrant developmental trajectory. That is, children with ASDs may fall further behind their typically developing peers in social attribution abilities as they get older. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Do social attribution skills improve with age in children with high functioning autism spectrum disorders? [Texte imprimé et/ou numérique] / Elgiz BAL, Auteur ; Benjamin E. YERYS, Auteur ; Jennifer L. SOKOLOFF, Auteur ; Mark J. CELANO, Auteur ; Lauren E. KENWORTHY, Auteur ; Jay N. GIEDD, Auteur ; Gregory L. WALLACE, Auteur . - 2013 . - p.9-16. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.9-16 Mots-clés : Autism spectrum disorders  High functioning autism  Theory of mind  Social attribution Index. décimale : PER Périodiques Résumé : Age-related changes in social attribution skills were assessed using the “Triangles Playing Tricks” task in 7–17 year old high functioning children with ASDs (n = 41) and in typically developing (TD) children (n = 58) matched on age, IQ, and sex ratio. Children with ASDs gave responses that received lower intentionality and appropriateness ratings than did TD children in both the goal-directed and theory of mind (ToM) conditions. Results remained unchanged when the effects of verbal output (i.e., number of clause produced) and verbal IQ were included as covariates in the analyses. Whereas age was highly associated with ToM performance in the TD children, this relationship was not as strong among children with ASDs. These results indicate not only a diminished tendency among high functioning children with ASDs to attribute social meaning and intentionality to ambiguous visual displays of interactive forms but also an aberrant developmental trajectory. That is, children with ASDs may fall further behind their typically developing peers in social attribution abilities as they get older. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Emotion Recognition in Children with Autism Spectrum Disorders: Relations to Eye Gaze and Autonomic State / Elgiz BAL in Journal of Autism and Developmental Disorders, 40-3 (March 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-3 (March 2010) . - p.358-370 Titre : Emotion Recognition in Children with Autism Spectrum Disorders: Relations to Eye Gaze and Autonomic State Type de document : Texte imprimé et/ou numérique Auteurs : Elgiz BAL, Auteur ; Stephen W. PORGES, Auteur ; Emily HARDEN, Auteur ; Damon LAMB, Auteur ; Amy VAUGHAN VAN HECKE, Auteur ; John W. DENVER, Auteur Année de publication : 2010 Article en page(s) : p.358-370 Langues : Anglais (eng) Mots-clés : Autism Emotion-recognition Eye-gaze RSA Social-engagement Polyvagal-Theory Index. décimale : PER Périodiques Résumé : Respiratory Sinus Arrhythmia (RSA), heart rate, and accuracy and latency of emotion recognition were evaluated in children with autism spectrum disorders (ASD) and typically developing children while viewing videos of faces slowly transitioning from a neutral expression to one of six basic emotions (e.g., anger, disgust, fear, happiness, sadness, and surprise). Children with ASD were slower in emotion recognition and selectively made more errors in detecting anger. ASD children had lower amplitude RSA and faster heart rate. Within the ASD group, children with higher amplitude RSA recognized emotions faster. Less severe ASD symptoms and increased gaze to the eye region in children with ASD were related to more accurate emotion recognition. En ligne : http://dx.doi.org/10.1007/s10803-009-0884-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=967 [article] Emotion Recognition in Children with Autism Spectrum Disorders: Relations to Eye Gaze and Autonomic State [Texte imprimé et/ou numérique] / Elgiz BAL, Auteur ; Stephen W. PORGES, Auteur ; Emily HARDEN, Auteur ; Damon LAMB, Auteur ; Amy VAUGHAN VAN HECKE, Auteur ; John W. DENVER, Auteur . - 2010 . - p.358-370. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-3 (March 2010) . - p.358-370 Mots-clés : Autism Emotion-recognition Eye-gaze RSA Social-engagement Polyvagal-Theory Index. décimale : PER Périodiques Résumé : Respiratory Sinus Arrhythmia (RSA), heart rate, and accuracy and latency of emotion recognition were evaluated in children with autism spectrum disorders (ASD) and typically developing children while viewing videos of faces slowly transitioning from a neutral expression to one of six basic emotions (e.g., anger, disgust, fear, happiness, sadness, and surprise). Children with ASD were slower in emotion recognition and selectively made more errors in detecting anger. ASD children had lower amplitude RSA and faster heart rate. Within the ASD group, children with higher amplitude RSA recognized emotions faster. Less severe ASD symptoms and increased gaze to the eye region in children with ASD were related to more accurate emotion recognition. En ligne : http://dx.doi.org/10.1007/s10803-009-0884-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=967

Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum / Lauren E. KENWORTHY in Journal of Child Psychology and Psychiatry, 55-4 (April 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-4 (April 2014) . - p.374-383 Titre : Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Lauren E. KENWORTHY, Auteur ; Laura G. ANTHONY, Auteur ; Daniel Q. NAIMAN, Auteur ; Lynn R. CANNON, Auteur ; Meagan C. WILLS, Auteur ; Caroline LUONG-TRAN, Auteur ; Monica Adler WERNER, Auteur ; Katie C. ALEXANDER, Auteur ; John STRANG, Auteur ; Elgiz BAL, Auteur ; Jennifer L. SOKOLOFF, Auteur ; Gregory L. WALLACE, Auteur Article en page(s) : p.374-383 Mots-clés : Autism  executive function  RRBI  intervention  CBT Index. décimale : PER Périodiques Résumé : Background Unstuck and On Target (UOT) is an executive function (EF) intervention for children with autism spectrum disorders (ASD) targeting insistence on sameness, flexibility, goal-setting, and planning through a cognitive-behavioral program of self-regulatory scripts, guided/faded practice, and visual/verbal cueing. UOT is contextually-based because it is implemented in school and at home, the contexts in which a child uses EF skills. Methods To evaluate the effectiveness of UOT compared with a social skills intervention (SS), 3rd–5th graders with ASD (mean IQ = 108; UOT n = 47; SS n = 20) received interventions delivered by school staff in small group sessions. Students were matched for gender, age, race, IQ, ASD symptomotolgy, medication status, and parents' education. Interventions were matched for ‘dose’ of intervention and training. Measures of pre–post change included classroom observations, parent/teacher report, and direct child measures of problem-solving, EF, and social skills. Schools were randomized and evaluators, but not parents or teachers, were blinded to intervention type. Results Interventions were administered with high fidelity. Children in both groups improved with intervention, but mean change scores from pre- to postintervention indicated significantly greater improvements for UOT than SS groups in: problem-solving, flexibility, and planning/organizing. Also, classroom observations revealed that participants in UOT made greater improvements than SS participants in their ability to follow rules, make transitions, and be flexible. Children in both groups made equivalent improvements in social skills. Conclusions These data support the effectiveness of the first contextually-based EF intervention for children with ASD. UOT improved classroom behavior, flexibility, and problem-solving in children with ASD. Individuals with variable background/training in ASD successfully implemented UOT in mainstream educational settings. En ligne : http://dx.doi.org/10.1111/jcpp.12161 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230 [article] Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum [Texte imprimé et/ou numérique] / Lauren E. KENWORTHY, Auteur ; Laura G. ANTHONY, Auteur ; Daniel Q. NAIMAN, Auteur ; Lynn R. CANNON, Auteur ; Meagan C. WILLS, Auteur ; Caroline LUONG-TRAN, Auteur ; Monica Adler WERNER, Auteur ; Katie C. ALEXANDER, Auteur ; John STRANG, Auteur ; Elgiz BAL, Auteur ; Jennifer L. SOKOLOFF, Auteur ; Gregory L. WALLACE, Auteur . - p.374-383. in Journal of Child Psychology and Psychiatry > 55-4 (April 2014) . - p.374-383 Mots-clés : Autism  executive function  RRBI  intervention  CBT Index. décimale : PER Périodiques Résumé : Background Unstuck and On Target (UOT) is an executive function (EF) intervention for children with autism spectrum disorders (ASD) targeting insistence on sameness, flexibility, goal-setting, and planning through a cognitive-behavioral program of self-regulatory scripts, guided/faded practice, and visual/verbal cueing. UOT is contextually-based because it is implemented in school and at home, the contexts in which a child uses EF skills. Methods To evaluate the effectiveness of UOT compared with a social skills intervention (SS), 3rd–5th graders with ASD (mean IQ = 108; UOT n = 47; SS n = 20) received interventions delivered by school staff in small group sessions. Students were matched for gender, age, race, IQ, ASD symptomotolgy, medication status, and parents' education. Interventions were matched for ‘dose’ of intervention and training. Measures of pre–post change included classroom observations, parent/teacher report, and direct child measures of problem-solving, EF, and social skills. Schools were randomized and evaluators, but not parents or teachers, were blinded to intervention type. Results Interventions were administered with high fidelity. Children in both groups improved with intervention, but mean change scores from pre- to postintervention indicated significantly greater improvements for UOT than SS groups in: problem-solving, flexibility, and planning/organizing. Also, classroom observations revealed that participants in UOT made greater improvements than SS participants in their ability to follow rules, make transitions, and be flexible. Children in both groups made equivalent improvements in social skills. Conclusions These data support the effectiveness of the first contextually-based EF intervention for children with ASD. UOT improved classroom behavior, flexibility, and problem-solving in children with ASD. Individuals with variable background/training in ASD successfully implemented UOT in mainstream educational settings. En ligne : http://dx.doi.org/10.1111/jcpp.12161 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230

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