Assessing the convergence of self-report and informant measures for adults with autism spectrum disorder / Rachel K. SANDERCOCK in Autism, 24-8 (November 2020)  

Public ISBD [article]  inAutism > 24-8 (November 2020) . - p.2256-2268 Titre : Assessing the convergence of self-report and informant measures for adults with autism spectrum disorder Type de document : texte imprimé Auteurs : Rachel K. SANDERCOCK, Auteur ; Elena LAMARCHE, Auteur ; Mark R. KLINGER, Auteur ; Laura G. KLINGER, Auteur Article en page(s) : p.2256-2268 Langues : Anglais (eng) Mots-clés : *adults  *assessment  *autism spectrum disorder  *self-report Index. décimale : PER Périodiques Résumé : Self-report measures are frequently used for research and clinical assessments of adults with autism spectrum disorder. However, there has been little research examining agreement between self-report and informant-report in this population. Valid self-report measures are essential for conducting research with and providing high quality clinical services for adults with autism spectrum disorder. This study collected measures from 40 pairs of adults with autism spectrum disorder and their caregivers on measures of symptom severity, daily living skills, quality of life, and unmet service needs. Caregiver and self-report responses were highly associated with one another on all measures, though there were significant gaps between scores on the measures of daily living skills and quality of life. It is also important to understand how each informant's responses relate to outcomes in the areas of employment and independent living. Using self-report and caregiver-report together better predicted outcomes for the adult with autism spectrum disorder than scores from either individual reporter alone. These findings show that there is unique and valuable information provided by both adults with autism spectrum disorder and their caregivers; a multi-informant approach is important for obtaining the most comprehensive picture of current functioning, identifying unmet service needs, and creating treatment plans. This research also highlights the importance of including and prioritizing self-report perspectives in shaping service planning. En ligne : http://dx.doi.org/10.1177/1362361320942981 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Assessing the convergence of self-report and informant measures for adults with autism spectrum disorder [texte imprimé] / Rachel K. SANDERCOCK, Auteur ; Elena LAMARCHE, Auteur ; Mark R. KLINGER, Auteur ; Laura G. KLINGER, Auteur . - p.2256-2268. Langues : Anglais (eng) in Autism > 24-8 (November 2020) . - p.2256-2268 Mots-clés : *adults  *assessment  *autism spectrum disorder  *self-report Index. décimale : PER Périodiques Résumé : Self-report measures are frequently used for research and clinical assessments of adults with autism spectrum disorder. However, there has been little research examining agreement between self-report and informant-report in this population. Valid self-report measures are essential for conducting research with and providing high quality clinical services for adults with autism spectrum disorder. This study collected measures from 40 pairs of adults with autism spectrum disorder and their caregivers on measures of symptom severity, daily living skills, quality of life, and unmet service needs. Caregiver and self-report responses were highly associated with one another on all measures, though there were significant gaps between scores on the measures of daily living skills and quality of life. It is also important to understand how each informant's responses relate to outcomes in the areas of employment and independent living. Using self-report and caregiver-report together better predicted outcomes for the adult with autism spectrum disorder than scores from either individual reporter alone. These findings show that there is unique and valuable information provided by both adults with autism spectrum disorder and their caregivers; a multi-informant approach is important for obtaining the most comprehensive picture of current functioning, identifying unmet service needs, and creating treatment plans. This research also highlights the importance of including and prioritizing self-report perspectives in shaping service planning. En ligne : http://dx.doi.org/10.1177/1362361320942981 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Attention and Working Memory in ASD / Brittany G. TRAVERS

Public ISBD in The Neuropsychology of Autism / Deborah A. FEIN Titre : Attention and Working Memory in ASD Type de document : texte imprimé Auteurs : Brittany G. TRAVERS, Auteur ; Mark R. KLINGER, Auteur ; Laura G. KLINGER, Auteur Année de publication : 2011 Importance : p.161-184 Langues : Anglais (eng) Index. décimale : SCI-C SCI-C - Neuropsychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140 in The Neuropsychology of Autism / Deborah A. FEIN Attention and Working Memory in ASD [texte imprimé] / Brittany G. TRAVERS, Auteur ; Mark R. KLINGER, Auteur ; Laura G. KLINGER, Auteur . - 2011 . - p.161-184. Langues : Anglais (eng) Index. décimale : SCI-C SCI-C - Neuropsychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140

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Brief Report: Developmental Trajectories of Adaptive Behavior in Children and Adolescents with ASD / Allison T. MEYER in Journal of Autism and Developmental Disorders, 48-8 (August 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2870-2878 Titre : Brief Report: Developmental Trajectories of Adaptive Behavior in Children and Adolescents with ASD Type de document : texte imprimé Auteurs : Allison T. MEYER, Auteur ; Patrick S. POWELL, Auteur ; Nicole BUTERA, Auteur ; Mark R. KLINGER, Auteur ; Laura G. KLINGER, Auteur Article en page(s) : p.2870-2878 Langues : Anglais (eng) Mots-clés : Adaptive behavior  Autism  Developmental trajectories Index. décimale : PER Périodiques Résumé : Research suggests that individuals with autism spectrum disorder (ASD) have significant difficulties with adaptive behavior skills including daily living and functional communication skills. Few studies have examined the developmental trajectory of adaptive behavior across childhood and adolescence. The present study examined longitudinal trajectories of adaptive behavior in a community-based clinic sample of 186 individuals with ASD. The overall pattern indicated an initial increase in adaptive behavior during early childhood followed by a plateau in skills during adolescence for individuals of all IQ groups. Given the importance of adaptive behavior for employment and quality of life, this study emphasizes the importance of targeting adaptive behavior during adolescence to insure continued gains. En ligne : http://dx.doi.org/10.1007/s10803-018-3538-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Brief Report: Developmental Trajectories of Adaptive Behavior in Children and Adolescents with ASD [texte imprimé] / Allison T. MEYER, Auteur ; Patrick S. POWELL, Auteur ; Nicole BUTERA, Auteur ; Mark R. KLINGER, Auteur ; Laura G. KLINGER, Auteur . - p.2870-2878. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2870-2878 Mots-clés : Adaptive behavior  Autism  Developmental trajectories Index. décimale : PER Périodiques Résumé : Research suggests that individuals with autism spectrum disorder (ASD) have significant difficulties with adaptive behavior skills including daily living and functional communication skills. Few studies have examined the developmental trajectory of adaptive behavior across childhood and adolescence. The present study examined longitudinal trajectories of adaptive behavior in a community-based clinic sample of 186 individuals with ASD. The overall pattern indicated an initial increase in adaptive behavior during early childhood followed by a plateau in skills during adolescence for individuals of all IQ groups. Given the importance of adaptive behavior for employment and quality of life, this study emphasizes the importance of targeting adaptive behavior during adolescence to insure continued gains. En ligne : http://dx.doi.org/10.1007/s10803-018-3538-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Decision-Making Skills in ASD: Performance on the Iowa Gambling Task / Joanna L. MUSSEY in Autism Research, 8-1 (February 2015)  

Public ISBD [article]  inAutism Research > 8-1 (February 2015) . - p.105-114 Titre : Decision-Making Skills in ASD: Performance on the Iowa Gambling Task Type de document : texte imprimé Auteurs : Joanna L. MUSSEY, Auteur ; Brittany G. TRAVERS, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.105-114 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  decision making  Iowa Gambling Task  implicit learning Index. décimale : PER Périodiques Résumé : Decision making plays a key role in daily function, but little is known regarding how individuals with autism spectrum disorder (ASD) make decisions. The present studies examined decision making in persons with ASD using the Iowa Gambling Task (IGT), a computerized card game with the goal of earning money by deciding among decks of cards. To be successful, players need to figure out which decks are associated with winning and which are associated with losing money in the long run. Results of Study 1 indicated that participants with ASD made poorer decisions and showed slower learning of which decks earned more money compared with participants with typical development. Additionally, they made more frequent shifts between decks compared with participants with typical development. In Study 2, undergraduate students with typical development completed the IGT to examine whether instructing them to make frequent shifts between decks early in the IGT would negatively impact their decision making. Results of Study 2 suggested that when participants with typical development were required to make frequent shifts, they exhibited a slower rate of learning and poorer decision making, thus emulating participants with ASD in Study 1. The combined results suggest that the way that persons with ASD explore and attend to their environment may be related to poor decision making. Implications for cognitive learning styles are discussed. Autism Res 2015, 8: 105–114. En ligne : http://dx.doi.org/10.1002/aur.1429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Decision-Making Skills in ASD: Performance on the Iowa Gambling Task [texte imprimé] / Joanna L. MUSSEY, Auteur ; Brittany G. TRAVERS, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur . - p.105-114. Langues : Anglais (eng) in Autism Research > 8-1 (February 2015) . - p.105-114 Mots-clés : autism spectrum disorder  decision making  Iowa Gambling Task  implicit learning Index. décimale : PER Périodiques Résumé : Decision making plays a key role in daily function, but little is known regarding how individuals with autism spectrum disorder (ASD) make decisions. The present studies examined decision making in persons with ASD using the Iowa Gambling Task (IGT), a computerized card game with the goal of earning money by deciding among decks of cards. To be successful, players need to figure out which decks are associated with winning and which are associated with losing money in the long run. Results of Study 1 indicated that participants with ASD made poorer decisions and showed slower learning of which decks earned more money compared with participants with typical development. Additionally, they made more frequent shifts between decks compared with participants with typical development. In Study 2, undergraduate students with typical development completed the IGT to examine whether instructing them to make frequent shifts between decks early in the IGT would negatively impact their decision making. Results of Study 2 suggested that when participants with typical development were required to make frequent shifts, they exhibited a slower rate of learning and poorer decision making, thus emulating participants with ASD in Study 1. The combined results suggest that the way that persons with ASD explore and attend to their environment may be related to poor decision making. Implications for cognitive learning styles are discussed. Autism Res 2015, 8: 105–114. En ligne : http://dx.doi.org/10.1002/aur.1429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Difficulties with multi-sensory fear conditioning in individuals with autism spectrum disorder / Patrick S. POWELL in Research in Autism Spectrum Disorders, 25 (May 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 25 (May 2016) . - p.137-146 Titre : Difficulties with multi-sensory fear conditioning in individuals with autism spectrum disorder Type de document : texte imprimé Auteurs : Patrick S. POWELL, Auteur ; Brittany G. TRAVERS, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.137-146 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Conditioning  Associative learning  Emotion learning Index. décimale : PER Périodiques Résumé : AbstractBackground Classical conditioning represents a fundamental aspect of learning, allowing us to infer relationships between coinciding events in our environment. However, recent evidence has suggested this fundamental form of learning may be compromised in individuals with autism spectrum disorder (ASD). The present study utilized galvanic skin responses to examine classical conditioning in individuals with ASD across sensory modalities. Method Fifteen individuals diagnosed with ASD and 16 age-, gender-, and IQ-matched individuals with typical development participated in this study. Using a differential fear conditioning paradigm, participants were presented with a series of colors and sounds. A subset of these colors and sounds was paired with an aversive loud noise. Learning the contingency between the color and/or sound and the aversive noise was measured by changes in skin conductance. Following this task, an explicit-knowledge test probed participant’s awareness of these contingencies. Results Results indicated that individuals with ASD had a general impairment in fear conditioning compared to individuals with typical development. Additionally, participants with ASD who showed greater explicit awareness of the contingencies showed conditioned responses more similar to participants with typical development. Conclusions Implications for theories of the neurobiological mechanisms associated with learning and social impairments in ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] Difficulties with multi-sensory fear conditioning in individuals with autism spectrum disorder [texte imprimé] / Patrick S. POWELL, Auteur ; Brittany G. TRAVERS, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur . - p.137-146. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 25 (May 2016) . - p.137-146 Mots-clés : Autism spectrum disorder  Conditioning  Associative learning  Emotion learning Index. décimale : PER Périodiques Résumé : AbstractBackground Classical conditioning represents a fundamental aspect of learning, allowing us to infer relationships between coinciding events in our environment. However, recent evidence has suggested this fundamental form of learning may be compromised in individuals with autism spectrum disorder (ASD). The present study utilized galvanic skin responses to examine classical conditioning in individuals with ASD across sensory modalities. Method Fifteen individuals diagnosed with ASD and 16 age-, gender-, and IQ-matched individuals with typical development participated in this study. Using a differential fear conditioning paradigm, participants were presented with a series of colors and sounds. A subset of these colors and sounds was paired with an aversive loud noise. Learning the contingency between the color and/or sound and the aversive noise was measured by changes in skin conductance. Following this task, an explicit-knowledge test probed participant’s awareness of these contingencies. Results Results indicated that individuals with ASD had a general impairment in fear conditioning compared to individuals with typical development. Additionally, participants with ASD who showed greater explicit awareness of the contingencies showed conditioned responses more similar to participants with typical development. Conclusions Implications for theories of the neurobiological mechanisms associated with learning and social impairments in ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

Examining Environmental Predictors of Community Participation for Adults with Autism Spectrum Disorder Using Geographic Information Systems (GIS) / Dara V. CHAN in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

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Motor Difficulties in Autism Spectrum Disorder: Linking Symptom Severity and Postural Stability / Brittany G. TRAVERS in Journal of Autism and Developmental Disorders, 43-7 (July 2013)  

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Motor Learning in Individuals With Autism Spectrum Disorder: Activation in Superior Parietal Lobule Related to Learning and Repetitive Behaviors / Brittany G. TRAVERS in Autism Research, 8-1 (February 2015)  

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Motor-linked implicit learning in persons with autism spectrum disorders / Brittany G. TRAVERS in Autism Research, 3-2 (April 2010)  

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Patterns of Age-Related Cognitive Differences in Adults with Autism Spectrum Disorder / Patrick S. POWELL in Journal of Autism and Developmental Disorders, 47-10 (October 2017)  

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Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder / Brittany G. TRAVERS in Journal of Autism and Developmental Disorders, 43-10 (October 2013)  

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The role of mirroring and mentalizing networks in mediating action intentions in autism / Lauren E. LIBERO in Molecular Autism, (October 2014)  

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Understanding Service Usage and Needs for Adults with ASD: The Importance of Living Situation / Katerina DUDLEY in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

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