Dépouillements

Boys with autism spectrum disorders show superior performance on the adult Embedded Figures Test / Wim A. J. M. SCHLOOZ in Research in Autism Spectrum Disorders, 8-1 (January 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-1 (January 2014) . - p.1-7 Titre : Boys with autism spectrum disorders show superior performance on the adult Embedded Figures Test Type de document : Texte imprimé et/ou numérique Auteurs : Wim A. J. M. SCHLOOZ, Auteur ; Wouter HULSTIJN, Auteur Article en page(s) : p.1-7 Langues : Anglais (eng) Mots-clés : Autism  PDD-NOS  Embedded Figures Test  Central coherence  Cognitive development Index. décimale : PER Périodiques Résumé : Abstract Weak central coherence is frequently studied using the Embedded Figures Test (EFT) yielding mixed and ambiguous results. In this study, the performance of 36 boys (9–14 years) with Autism Spectrum Disorders (ASD) is compared with that of 46 typical peers using both the children's and the adult version of the EFT. Only in the adult version did the ASD group outperform the controls in terms of accuracy. Corrected for age and pIQ, a subgroup of boys with Autistic Disorder (AD) showed superior perceptual processing capacities, while the performance of boys with PDD-NOS and Asperger Syndrome was in between that of those with AD and the controls. The findings strongly suggest that children and adolescents with ASD will only show superior results on visual-perceptual tests if the task complexity and thus their sensitivity is sufficiently high to challenge typically developing age-matched peers. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Boys with autism spectrum disorders show superior performance on the adult Embedded Figures Test [Texte imprimé et/ou numérique] / Wim A. J. M. SCHLOOZ, Auteur ; Wouter HULSTIJN, Auteur . - p.1-7. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-1 (January 2014) . - p.1-7 Mots-clés : Autism  PDD-NOS  Embedded Figures Test  Central coherence  Cognitive development Index. décimale : PER Périodiques Résumé : Abstract Weak central coherence is frequently studied using the Embedded Figures Test (EFT) yielding mixed and ambiguous results. In this study, the performance of 36 boys (9–14 years) with Autism Spectrum Disorders (ASD) is compared with that of 46 typical peers using both the children's and the adult version of the EFT. Only in the adult version did the ASD group outperform the controls in terms of accuracy. Corrected for age and pIQ, a subgroup of boys with Autistic Disorder (AD) showed superior perceptual processing capacities, while the performance of boys with PDD-NOS and Asperger Syndrome was in between that of those with AD and the controls. The findings strongly suggest that children and adolescents with ASD will only show superior results on visual-perceptual tests if the task complexity and thus their sensitivity is sufficiently high to challenge typically developing age-matched peers. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

The effects of balance training intervention on postural control of children with autism spectrum disorder: Role of sensory information / Hakim CHELDAVI in Research in Autism Spectrum Disorders, 8-1 (January 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-1 (January 2014) . - p.8-14 Titre : The effects of balance training intervention on postural control of children with autism spectrum disorder: Role of sensory information Type de document : Texte imprimé et/ou numérique Auteurs : Hakim CHELDAVI, Auteur ; Saeid SHAKERIAN, Auteur ; Seyedeh Nahid SHETAB BOSHEHRI, Auteur ; Mehdi ZARGHAMI, Auteur Article en page(s) : p.8-14 Langues : Anglais (eng) Mots-clés : Autism  Postural control  Compliant surface  Sensory  Balance training Index. décimale : PER Périodiques Résumé : AbstractPurpose The aim of this study was to investigate the effect of balance training intervention in children with autism spectrum disorder (ASD), and to explore the relative role of the sensory systems in such kids. Methodology We recruited 20 school children (IQ gt; 80) diagnosed with ASD, and categorized them in two groups; a 10-member training group (average age: 7.70 ± 1.05) and a 10-member control group (average age: 7.90 ± 1.10). Thus, following a six-week-long balance training intervention in four conditions of bipedal upright stance [compliant (Foam) vs. non-compliant (Hard) with eyes-open (EO) vs. eyes-closed (EC)], we examined measures such as mean velocity (V), anteroposterior (AP) and mediolateral (ML) axis displacement, and compared the results to those calculated prior to the initiation of the intervention using MANOVA test. Results This study showed that the balance training program efficiently improved the postural control in ASD suffering children, and that removing the visual and plantar proprioceptive information led to increased sway in both groups. The training group performed significantly better than the control group in all conditions. Conclusion It is thus concludable that children suffering from ASD can benefit from such balance training programs to improve their balance and postural control. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 [article] The effects of balance training intervention on postural control of children with autism spectrum disorder: Role of sensory information [Texte imprimé et/ou numérique] / Hakim CHELDAVI, Auteur ; Saeid SHAKERIAN, Auteur ; Seyedeh Nahid SHETAB BOSHEHRI, Auteur ; Mehdi ZARGHAMI, Auteur . - p.8-14. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-1 (January 2014) . - p.8-14 Mots-clés : Autism  Postural control  Compliant surface  Sensory  Balance training Index. décimale : PER Périodiques Résumé : AbstractPurpose The aim of this study was to investigate the effect of balance training intervention in children with autism spectrum disorder (ASD), and to explore the relative role of the sensory systems in such kids. Methodology We recruited 20 school children (IQ gt; 80) diagnosed with ASD, and categorized them in two groups; a 10-member training group (average age: 7.70 ± 1.05) and a 10-member control group (average age: 7.90 ± 1.10). Thus, following a six-week-long balance training intervention in four conditions of bipedal upright stance [compliant (Foam) vs. non-compliant (Hard) with eyes-open (EO) vs. eyes-closed (EC)], we examined measures such as mean velocity (V), anteroposterior (AP) and mediolateral (ML) axis displacement, and compared the results to those calculated prior to the initiation of the intervention using MANOVA test. Results This study showed that the balance training program efficiently improved the postural control in ASD suffering children, and that removing the visual and plantar proprioceptive information led to increased sway in both groups. The training group performed significantly better than the control group in all conditions. Conclusion It is thus concludable that children suffering from ASD can benefit from such balance training programs to improve their balance and postural control. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220

Group-based social skills treatment: A methodological review / Aaron J. KAAT in Research in Autism Spectrum Disorders, 8-1 (January 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-1 (January 2014) . - p.15-24 Titre : Group-based social skills treatment: A methodological review Type de document : Texte imprimé et/ou numérique Auteurs : Aaron J. KAAT, Auteur ; Luc LECAVALIER, Auteur Article en page(s) : p.15-24 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Social skills training  Intervention  Methodology Index. décimale : PER Périodiques Résumé : Abstract Group-based social skills training (SST) is a common treatment for children with autism spectrum disorders (ASD). There has been exponential growth in group-based SST in recent years. This review evaluated the SST literature published between 2000 and 2012 on a number of methodological variables. Key quality indicators included conducting a randomized controlled trial (RCT), having a well-characterized sample, using a manualized intervention, and using validated outcome measures. We identified a total of 48 studies. Thirteen studies (27%) were RCTs. Twenty-two studies (46%) had well-characterized samples, but only four (8%) explicitly allowed eligibility for individuals with intellectual disability. Eighteen (38%) had 10 or fewer participants in each active treatment condition. Most studies used or adapted a manual (71%), and had validated outcome measures (92%). Several rating scales and performance measures have seen widespread use. Methodological rigor has been improving as the field grows, especially with regard to the key quality indicators. We provide additional recommendations for future trials regarding study design, expanding participant characterization, statistical methods and analyses, and outcome measures. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 [article] Group-based social skills treatment: A methodological review [Texte imprimé et/ou numérique] / Aaron J. KAAT, Auteur ; Luc LECAVALIER, Auteur . - p.15-24. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-1 (January 2014) . - p.15-24 Mots-clés : Autism spectrum disorders  Social skills training  Intervention  Methodology Index. décimale : PER Périodiques Résumé : Abstract Group-based social skills training (SST) is a common treatment for children with autism spectrum disorders (ASD). There has been exponential growth in group-based SST in recent years. This review evaluated the SST literature published between 2000 and 2012 on a number of methodological variables. Key quality indicators included conducting a randomized controlled trial (RCT), having a well-characterized sample, using a manualized intervention, and using validated outcome measures. We identified a total of 48 studies. Thirteen studies (27%) were RCTs. Twenty-two studies (46%) had well-characterized samples, but only four (8%) explicitly allowed eligibility for individuals with intellectual disability. Eighteen (38%) had 10 or fewer participants in each active treatment condition. Most studies used or adapted a manual (71%), and had validated outcome measures (92%). Several rating scales and performance measures have seen widespread use. Methodological rigor has been improving as the field grows, especially with regard to the key quality indicators. We provide additional recommendations for future trials regarding study design, expanding participant characterization, statistical methods and analyses, and outcome measures. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220

The feature of high reading ability in high-functioning pervasive developmental disorders of childhood: Analysis of the K-ABC and WISC-3rd assessment / Katsuo INOUE in Research in Autism Spectrum Disorders, 8-1 (January 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-1 (January 2014) . - p.25-30 Titre : The feature of high reading ability in high-functioning pervasive developmental disorders of childhood: Analysis of the K-ABC and WISC-3rd assessment Type de document : Texte imprimé et/ou numérique Auteurs : Katsuo INOUE, Auteur ; Mariko WADA, Auteur ; Takashi NATSUYAMA, Auteur ; Syunsuke KAMITANI, Auteur ; Hitoshi MIYAOKA, Auteur Article en page(s) : p.25-30 Langues : Anglais (eng) Mots-clés : HFPDD  Reading ability  K-ABC  WISC-3rd Index. décimale : PER Périodiques Résumé : Abstract We aimed to examine whether children with high-functioning pervasive developmental disorders (HFPDD) have higher reading ability and how their reading ability relates to other cognitive components. Our participants were a HFPDD group (N = 35) and a non-PDD clinical group (N = 25). We assessed reading ability with the “Reading/Decoding” and “Reading/Understanding” subtests of the Kaufman Assessment Battery for Children (K-ABC) Japanese version. To investigate the relationship with other cognitive components, we calculated correlation coefficients between the each subtest and the other K-ABC and WISC-3rd subtests scores. Analysis with a general linear model revealed significantly higher standard scores on the two subtests of the HFPDD group than the non-PDD. Pearson's correlation coefficients showed different patterns between the two groups (the two subtests significantly related to “Word order” and, “Mazes” in the HFPDD group). These results suggest that HFPDD children have higher reading ability, but read words like symbols without adapting for inferring and comprehending contexts through semantic application of the words. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 [article] The feature of high reading ability in high-functioning pervasive developmental disorders of childhood: Analysis of the K-ABC and WISC-3rd assessment [Texte imprimé et/ou numérique] / Katsuo INOUE, Auteur ; Mariko WADA, Auteur ; Takashi NATSUYAMA, Auteur ; Syunsuke KAMITANI, Auteur ; Hitoshi MIYAOKA, Auteur . - p.25-30. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-1 (January 2014) . - p.25-30 Mots-clés : HFPDD  Reading ability  K-ABC  WISC-3rd Index. décimale : PER Périodiques Résumé : Abstract We aimed to examine whether children with high-functioning pervasive developmental disorders (HFPDD) have higher reading ability and how their reading ability relates to other cognitive components. Our participants were a HFPDD group (N = 35) and a non-PDD clinical group (N = 25). We assessed reading ability with the “Reading/Decoding” and “Reading/Understanding” subtests of the Kaufman Assessment Battery for Children (K-ABC) Japanese version. To investigate the relationship with other cognitive components, we calculated correlation coefficients between the each subtest and the other K-ABC and WISC-3rd subtests scores. Analysis with a general linear model revealed significantly higher standard scores on the two subtests of the HFPDD group than the non-PDD. Pearson's correlation coefficients showed different patterns between the two groups (the two subtests significantly related to “Word order” and, “Mazes” in the HFPDD group). These results suggest that HFPDD children have higher reading ability, but read words like symbols without adapting for inferring and comprehending contexts through semantic application of the words. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220

Factors influencing the educational placement of students with autism spectrum disorders / Matthew J. SEGALL in Research in Autism Spectrum Disorders, 8-1 (January 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-1 (January 2014) . - p.31-43 Titre : Factors influencing the educational placement of students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : p.31-43 Langues : Anglais (eng) Mots-clés : Autism  Placement  Teacher attitudes Index. décimale : PER Périodiques Résumé : Abstract Due to legal and therapeutic reasons, children with autism spectrum disorders (ASD) are often educated in general education settings. As such, it is important to understand the variables that might affect a student's placement in inclusive education settings, simultaneously considering student variables (e.g., disability label) and teacher variables (e.g., knowledge of autism). Investigators experimentally manipulated the cognitive ability and diagnostic label of a student with ASD, characteristics and asked first grade teachers to provide their opinion on the student's educational placement. Results suggested that cognitive ability, but not label, significantly impacted decision making. The results hold important implications for special education decision making as well as training for educators. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 [article] Factors influencing the educational placement of students with autism spectrum disorders [Texte imprimé et/ou numérique] / Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur . - p.31-43. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-1 (January 2014) . - p.31-43 Mots-clés : Autism  Placement  Teacher attitudes Index. décimale : PER Périodiques Résumé : Abstract Due to legal and therapeutic reasons, children with autism spectrum disorders (ASD) are often educated in general education settings. As such, it is important to understand the variables that might affect a student's placement in inclusive education settings, simultaneously considering student variables (e.g., disability label) and teacher variables (e.g., knowledge of autism). Investigators experimentally manipulated the cognitive ability and diagnostic label of a student with ASD, characteristics and asked first grade teachers to provide their opinion on the student's educational placement. Results suggested that cognitive ability, but not label, significantly impacted decision making. The results hold important implications for special education decision making as well as training for educators. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220

Metabolic mapping of deep brain structures and associations with symptomatology in autism spectrum disorders / Krissy A. R. DOYLE-THOMAS in Research in Autism Spectrum Disorders, 8-1 (January 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-1 (January 2014) . - p.44-51 Titre : Metabolic mapping of deep brain structures and associations with symptomatology in autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Krissy A. R. DOYLE-THOMAS, Auteur ; Dallas CARD, Auteur ; Latha V. SOORYA, Auteur ; A. TING WANG, Auteur ; Jin FAN, Auteur ; Evdokia ANAGNOSTOU, Auteur Article en page(s) : p.44-51 Langues : Anglais (eng) Mots-clés : Magnetic resonance spectroscopy  Autism spectrum disorders  Deep gray matter  Caudate nucleus  Putamen  Thalamus and social cognition Index. décimale : PER Périodiques Résumé : Abstract Structural neuroimaging studies in autism report atypical volume in deep brain structures which are related to symptomatology. Little is known about metabolic changes in these regions, and how they vary with age and sex, and/or relate to clinical behaviors. Using magnetic resonance spectroscopy we measured N-acetylaspartate, choline, creatine, myoinositol and glutamate in the caudate, putamen, and thalamus of 20 children with autism and 16 typically developing controls (7–18 years). Relative to controls, individuals with autism had elevated glutamate/creatine in the putamen. In addition, both groups showed age-related increases in glutamate in this region. Boys, relative to girls had increased choline/creatine in the thalamus. Lastly, there were correlations between glutamate, choline, and myoinositol in all three regions, and behavioral scores in the ASD group. These findings suggest changes in deep gray matter neurochemistry, which are sensitive to diagnosis, age and sex, and are associated with behavioral differences. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 [article] Metabolic mapping of deep brain structures and associations with symptomatology in autism spectrum disorders [Texte imprimé et/ou numérique] / Krissy A. R. DOYLE-THOMAS, Auteur ; Dallas CARD, Auteur ; Latha V. SOORYA, Auteur ; A. TING WANG, Auteur ; Jin FAN, Auteur ; Evdokia ANAGNOSTOU, Auteur . - p.44-51. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-1 (January 2014) . - p.44-51 Mots-clés : Magnetic resonance spectroscopy  Autism spectrum disorders  Deep gray matter  Caudate nucleus  Putamen  Thalamus and social cognition Index. décimale : PER Périodiques Résumé : Abstract Structural neuroimaging studies in autism report atypical volume in deep brain structures which are related to symptomatology. Little is known about metabolic changes in these regions, and how they vary with age and sex, and/or relate to clinical behaviors. Using magnetic resonance spectroscopy we measured N-acetylaspartate, choline, creatine, myoinositol and glutamate in the caudate, putamen, and thalamus of 20 children with autism and 16 typically developing controls (7–18 years). Relative to controls, individuals with autism had elevated glutamate/creatine in the putamen. In addition, both groups showed age-related increases in glutamate in this region. Boys, relative to girls had increased choline/creatine in the thalamus. Lastly, there were correlations between glutamate, choline, and myoinositol in all three regions, and behavioral scores in the ASD group. These findings suggest changes in deep gray matter neurochemistry, which are sensitive to diagnosis, age and sex, and are associated with behavioral differences. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220