Brief Report: Visuo-spatial Guidance of Movement during Gesture Imitation and Mirror Drawing in Children with Autism Spectrum Disorders / Nicole M. G. SALOWITZ in Journal of Autism and Developmental Disorders, 43-4 (April 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.985-995 Titre : Brief Report: Visuo-spatial Guidance of Movement during Gesture Imitation and Mirror Drawing in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Nicole M. G. SALOWITZ, Auteur ; Petra ECCARIUS, Auteur ; Jeffrey KARST, Auteur ; Audrey M. CARSON, Auteur ; Kirsten SCHOHL, Auteur ; Sheryl STEVENS, Auteur ; Amy VAUGHAN VAN HECKE, Auteur ; Robert A. SCHEIDT, Auteur Article en page(s) : p.985-995 Langues : Anglais (eng) Mots-clés : Motor control  Sensorimotor transformation  Coordination  Visuospatial information processing  Goal-directed movement Index. décimale : PER Périodiques Résumé : Thirteen autistic and 14 typically developing children (controls) imitated hand/arm gestures and performed mirror drawing; both tasks assessed ability to reorganize the relationship between spatial goals and the motor commands needed to acquire them. During imitation, children with autism were less accurate than controls in replicating hand shape, hand orientation, and number of constituent limb movements. During shape tracing, children with autism performed accurately with direct visual feedback, but when viewing their hand in a mirror, some children with autism generated fewer errors than controls whereas others performed much worse. Large mirror drawing errors correlated with hand orientation and hand shape errors in imitation, suggesting that visuospatial information processing deficits may contribute importantly to functional motor coordination deficits in autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1631-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194 [article] Brief Report: Visuo-spatial Guidance of Movement during Gesture Imitation and Mirror Drawing in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Nicole M. G. SALOWITZ, Auteur ; Petra ECCARIUS, Auteur ; Jeffrey KARST, Auteur ; Audrey M. CARSON, Auteur ; Kirsten SCHOHL, Auteur ; Sheryl STEVENS, Auteur ; Amy VAUGHAN VAN HECKE, Auteur ; Robert A. SCHEIDT, Auteur . - p.985-995. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.985-995 Mots-clés : Motor control  Sensorimotor transformation  Coordination  Visuospatial information processing  Goal-directed movement Index. décimale : PER Périodiques Résumé : Thirteen autistic and 14 typically developing children (controls) imitated hand/arm gestures and performed mirror drawing; both tasks assessed ability to reorganize the relationship between spatial goals and the motor commands needed to acquire them. During imitation, children with autism were less accurate than controls in replicating hand shape, hand orientation, and number of constituent limb movements. During shape tracing, children with autism performed accurately with direct visual feedback, but when viewing their hand in a mirror, some children with autism generated fewer errors than controls whereas others performed much worse. Large mirror drawing errors correlated with hand orientation and hand shape errors in imitation, suggesting that visuospatial information processing deficits may contribute importantly to functional motor coordination deficits in autism. En ligne : http://dx.doi.org/10.1007/s10803-012-1631-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194

Changes in Electroencephalogram Coherence in Adolescents With Autism Spectrum Disorder After a Social Skills Intervention / Angela D. HAENDEL in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.787-803 Titre : Changes in Electroencephalogram Coherence in Adolescents With Autism Spectrum Disorder After a Social Skills Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Angela D. HAENDEL, Auteur ; Alexander BARRINGTON, Auteur ; Brooke MAGNUS, Auteur ; Alexis A. ARIAS, Auteur ; Alana MCVEY, Auteur ; Sheryl PLEISS, Auteur ; Audrey M. CARSON, Auteur ; Elisabeth M. VOGT, Auteur ; Amy VAUGHAN VAN HECKE, Auteur Article en page(s) : p.787-803 Langues : Anglais (eng) Mots-clés : Eeg  Peers®  autism  coherence  electroencephalogram  social skill intervention Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a developmental condition that affects social communication and behavior. There is consensus that neurological differences are present in ASD. Further, theories emphasize the mixture of hypo- and hyper-connectivity as a neuropathologies in ASD [O'Reilly, Lewis, & Elsabbagh, 2017]; however, there is a paucity of studies specifically testing neurological underpinnings as predictors of success on social skills interventions. This study examined functional neural connectivity (electroencephalogram [EEG], coherence) of adolescents with ASD before and after the Program for the Education and Enrichment of Relational Skills (PEERS®) intervention, using a randomized controlled trial of two groups: an Experimental ASD (EXP) Group and a Waitlist Control ASD (WL) Group. The study had two purposes. First, the study aimed to determine whether changes in EEG coherence differed for adolescents that received PEERS® versus those that did not receive PEERS®. Results revealed a significant increase in connectivity in the occipital left to temporal left pair for the EXP group after intervention. Second, the study aimed to determine if changes in EEG coherence related to changes in behavior, friendships, and social skills measured by questionnaires. At post-intervention, results indicated: (a) positive change in frontal right to parietal right coherence was linked to an increase in social skills scores; and (b) positive changes in occipital right to temporal right coherence and occipital left to parietal left coherence were linked to an increase in the total number of get-togethers. Results of this study support utilizing neurobehavioral domains as indicators of treatment outcome. Lay Summary: This study examined how well various areas of the brain communicate in adolescents with ASD before and after a social skills intervention. Results revealed increased connectivity in the adolescents that received the intervention. Secondly, the study aimed to determine if changes in connectivity of brain areas related to changes in behavior, friendships, and social skills. Results indicated that changes in connectivity were also linked to increased social skills. Autism Res 2021, 14: 787-803. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2459 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Changes in Electroencephalogram Coherence in Adolescents With Autism Spectrum Disorder After a Social Skills Intervention [Texte imprimé et/ou numérique] / Angela D. HAENDEL, Auteur ; Alexander BARRINGTON, Auteur ; Brooke MAGNUS, Auteur ; Alexis A. ARIAS, Auteur ; Alana MCVEY, Auteur ; Sheryl PLEISS, Auteur ; Audrey M. CARSON, Auteur ; Elisabeth M. VOGT, Auteur ; Amy VAUGHAN VAN HECKE, Auteur . - p.787-803. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.787-803 Mots-clés : Eeg  Peers®  autism  coherence  electroencephalogram  social skill intervention Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a developmental condition that affects social communication and behavior. There is consensus that neurological differences are present in ASD. Further, theories emphasize the mixture of hypo- and hyper-connectivity as a neuropathologies in ASD [O'Reilly, Lewis, & Elsabbagh, 2017]; however, there is a paucity of studies specifically testing neurological underpinnings as predictors of success on social skills interventions. This study examined functional neural connectivity (electroencephalogram [EEG], coherence) of adolescents with ASD before and after the Program for the Education and Enrichment of Relational Skills (PEERS®) intervention, using a randomized controlled trial of two groups: an Experimental ASD (EXP) Group and a Waitlist Control ASD (WL) Group. The study had two purposes. First, the study aimed to determine whether changes in EEG coherence differed for adolescents that received PEERS® versus those that did not receive PEERS®. Results revealed a significant increase in connectivity in the occipital left to temporal left pair for the EXP group after intervention. Second, the study aimed to determine if changes in EEG coherence related to changes in behavior, friendships, and social skills measured by questionnaires. At post-intervention, results indicated: (a) positive change in frontal right to parietal right coherence was linked to an increase in social skills scores; and (b) positive changes in occipital right to temporal right coherence and occipital left to parietal left coherence were linked to an increase in the total number of get-togethers. Results of this study support utilizing neurobehavioral domains as indicators of treatment outcome. Lay Summary: This study examined how well various areas of the brain communicate in adolescents with ASD before and after a social skills intervention. Results revealed increased connectivity in the adolescents that received the intervention. Secondly, the study aimed to determine if changes in connectivity of brain areas related to changes in behavior, friendships, and social skills. Results indicated that changes in connectivity were also linked to increased social skills. Autism Res 2021, 14: 787-803. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2459 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Electroencephalogram Coherence in Children With and Without Autism Spectrum Disorders: Decreased Interhemispheric Connectivity in Autism / Audrey M. CARSON in Autism Research, 7-3 (June 2014)  

Public ISBD [article]  inAutism Research > 7-3 (June 2014) . - p.334-343 Titre : Electroencephalogram Coherence in Children With and Without Autism Spectrum Disorders: Decreased Interhemispheric Connectivity in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Audrey M. CARSON, Auteur ; Nicole M. G. SALOWITZ, Auteur ; Robert A. SCHEIDT, Auteur ; Bridget K. DOLAN, Auteur ; Amy VAUGHAN VAN HECKE, Auteur Article en page(s) : p.334-343 Langues : Anglais (eng) Mots-clés : electroencephaolography  EEG coherence  school age??pediatrics  social brain Index. décimale : PER Périodiques Résumé : Electroencephalogram coherence was measured in children with autism spectrum disorders (ASD) and control children at baseline and while watching videos of a familiar and unfamiliar person reading a story. Coherence was measured between the left and right hemispheres of the frontal, parietal, and temporal-parietal lobes (interhemispheric) and between the frontal and parietal lobes in each hemisphere (intrahemispheric). A data-reduction technique was employed to identify the frequency (alpha) that yielded significant differences in video conditions. Children with ASD displayed reduced coherence at the alpha frequency between the left and right temporal-parietal lobes in all conditions and reduced coherence at the alpha frequency between left and right frontal lobes during baseline. No group differences in intrahemispheric coherence at the alpha frequency emerged at the chosen statistical threshold. Results suggest decreased interhemispheric connectivity in frontal and temporal-parietal regions in children with ASD compared to controls. Autism Res 2014, 7: 334–343. © 2014 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1367 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=235 [article] Electroencephalogram Coherence in Children With and Without Autism Spectrum Disorders: Decreased Interhemispheric Connectivity in Autism [Texte imprimé et/ou numérique] / Audrey M. CARSON, Auteur ; Nicole M. G. SALOWITZ, Auteur ; Robert A. SCHEIDT, Auteur ; Bridget K. DOLAN, Auteur ; Amy VAUGHAN VAN HECKE, Auteur . - p.334-343. Langues : Anglais (eng) in Autism Research > 7-3 (June 2014) . - p.334-343 Mots-clés : electroencephaolography  EEG coherence  school age??pediatrics  social brain Index. décimale : PER Périodiques Résumé : Electroencephalogram coherence was measured in children with autism spectrum disorders (ASD) and control children at baseline and while watching videos of a familiar and unfamiliar person reading a story. Coherence was measured between the left and right hemispheres of the frontal, parietal, and temporal-parietal lobes (interhemispheric) and between the frontal and parietal lobes in each hemisphere (intrahemispheric). A data-reduction technique was employed to identify the frequency (alpha) that yielded significant differences in video conditions. Children with ASD displayed reduced coherence at the alpha frequency between the left and right temporal-parietal lobes in all conditions and reduced coherence at the alpha frequency between left and right frontal lobes during baseline. No group differences in intrahemispheric coherence at the alpha frequency emerged at the chosen statistical threshold. Results suggest decreased interhemispheric connectivity in frontal and temporal-parietal regions in children with ASD compared to controls. Autism Res 2014, 7: 334–343. © 2014 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1367 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=235

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

A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders / Kirsten A. SCHOHL in Journal of Autism and Developmental Disorders, 44-3 (March 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.532-545 Titre : A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten A. SCHOHL, Auteur ; Amy VAUGHAN VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Bridget DOLAN, Auteur ; Jeffrey KARST, Auteur ; Sheryl STEVENS, Auteur Article en page(s) : p.532-545 Langues : Anglais (eng) Mots-clés : Autism  Asperger’s disorder  ASD  Adolescence  PEERS  Intervention  Social skills  Social anxiety  Friendships Index. décimale : PER Périodiques Résumé : This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4):596–606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11–16 years-old were randomly assigned to either an immediate treatment or waitlist comparison group. Results revealed, in comparison to the waitlist group, that the experimental treatment group significantly improved their knowledge of PEERS concepts and friendship skills, increased in their amount of get-togethers, and decreased in their levels of social anxiety, core autistic symptoms, and problem behaviors from pre-to post-PEERS. This study provides the first independent replication and extension of the empirically-supported PEERS social skills intervention for adolescents with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1900-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 [article] A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kirsten A. SCHOHL, Auteur ; Amy VAUGHAN VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Bridget DOLAN, Auteur ; Jeffrey KARST, Auteur ; Sheryl STEVENS, Auteur . - p.532-545. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.532-545 Mots-clés : Autism  Asperger’s disorder  ASD  Adolescence  PEERS  Intervention  Social skills  Social anxiety  Friendships Index. décimale : PER Périodiques Résumé : This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4):596–606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11–16 years-old were randomly assigned to either an immediate treatment or waitlist comparison group. Results revealed, in comparison to the waitlist group, that the experimental treatment group significantly improved their knowledge of PEERS concepts and friendship skills, increased in their amount of get-togethers, and decreased in their levels of social anxiety, core autistic symptoms, and problem behaviors from pre-to post-PEERS. This study provides the first independent replication and extension of the empirically-supported PEERS social skills intervention for adolescents with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1900-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

Understanding the heterogeneity of anxiety in autistic youth: A person-centered approach / Emily SPACKMAN in Autism Research, 15-9 (September 2022)  

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Utilizing the Child Behavior Checklist (CBCL) as an Autism Spectrum Disorder Preliminary Screener and Outcome Measure for the PEERS® Intervention for Autistic Adolescents / Alexis A. ARIAS in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

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