Dépouillements

Comparing cognitive functioning in schizophrenia and autism using WAIS-III / Marion DE BOER in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.737-745 Titre : Comparing cognitive functioning in schizophrenia and autism using WAIS-III Type de document : Texte imprimé et/ou numérique Auteurs : Marion DE BOER, Auteur ; Annelies A. SPEK, Auteur ; Jill LOBBESTAEL, Auteur Article en page(s) : p.737-745 Langues : Anglais (eng) Mots-clés : Schizophrenia  Autism  Cognitive functioning  WAIS-III  Processing speed Index. décimale : PER Périodiques Résumé : Abstract The main goal of this study was to investigate differences and similarities in general cognitive functioning between adults with schizophrenia and autism, because this has not been systematically investigated. We used a cross-sectional design to compare adults with schizophrenia (n = 27), with autism (n = 114) and a healthy control group (n = 30). Schizophrenia diagnoses were based on the Structured Clinical Interview for the DSM-IV Axis I (SCID-I) and behavioral symptoms were assessed with the Positive and Negative Syndrome Scale (PANSS). Autism was diagnosed with a DSM-IV questionnaire for autism spectrum disorders and the Autistic Diagnostic Interview, revised version. The Wechsler Adult Intelligence Scale, third version (WAIS-III) was used to assess cognitive functions. All participants were between 18 and 65 years of age and had a minimum full scale intelligence of 80. Results showed that patients with schizophrenia scored significantly lower on processing speed than patients with autism and the healthy control group. Differences on other index scales were not found. In participants with schizophrenia a correlation was found between processing speed impairment and negative symptoms. Diagnosis could be predicted correctly with WAIS-III profile in 70.4% of the cases with schizophrenia compared to 56.7% of the healthy control group and 22.8% of the autism group. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Comparing cognitive functioning in schizophrenia and autism using WAIS-III [Texte imprimé et/ou numérique] / Marion DE BOER, Auteur ; Annelies A. SPEK, Auteur ; Jill LOBBESTAEL, Auteur . - p.737-745. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.737-745 Mots-clés : Schizophrenia  Autism  Cognitive functioning  WAIS-III  Processing speed Index. décimale : PER Périodiques Résumé : Abstract The main goal of this study was to investigate differences and similarities in general cognitive functioning between adults with schizophrenia and autism, because this has not been systematically investigated. We used a cross-sectional design to compare adults with schizophrenia (n = 27), with autism (n = 114) and a healthy control group (n = 30). Schizophrenia diagnoses were based on the Structured Clinical Interview for the DSM-IV Axis I (SCID-I) and behavioral symptoms were assessed with the Positive and Negative Syndrome Scale (PANSS). Autism was diagnosed with a DSM-IV questionnaire for autism spectrum disorders and the Autistic Diagnostic Interview, revised version. The Wechsler Adult Intelligence Scale, third version (WAIS-III) was used to assess cognitive functions. All participants were between 18 and 65 years of age and had a minimum full scale intelligence of 80. Results showed that patients with schizophrenia scored significantly lower on processing speed than patients with autism and the healthy control group. Differences on other index scales were not found. In participants with schizophrenia a correlation was found between processing speed impairment and negative symptoms. Diagnosis could be predicted correctly with WAIS-III profile in 70.4% of the cases with schizophrenia compared to 56.7% of the healthy control group and 22.8% of the autism group. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

An analysis and review of the literature and a three-tier video modeling intervention model / Hui-Ting WANG in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.746-758 Titre : An analysis and review of the literature and a three-tier video modeling intervention model Type de document : Texte imprimé et/ou numérique Auteurs : Hui-Ting WANG, Auteur ; Takanori KOYAMA, Auteur Article en page(s) : p.746-758 Langues : Anglais (eng) Mots-clés : Video modeling  Autism  Three-tier model Index. décimale : PER Périodiques Résumé : Abstract Many video modeling (VM) studies for teaching learners with autism have been published. Most studies have investigated the effectiveness of intervention; however, not all learners with autism respond to intervention in the same manner, and not all families and educators can afford such treatments. It is equally critical to address the delivery type of VM and the resources and support involved. This paper had 2 purposes: first, to review and analyze the literature regarding the characteristics of VM intervention and the video components for assisting practice and research; second, to develop a 3-tier VM intervention model (self-administered generic VM, group-based instruction, and individually administered individualized VM), based on the delivery types of intervention and the allocation of resources and support to address the factors that influence learners. Seven intervention characteristics and 7 video components were identified, and implications for future research regarding the 3-tier model were discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] An analysis and review of the literature and a three-tier video modeling intervention model [Texte imprimé et/ou numérique] / Hui-Ting WANG, Auteur ; Takanori KOYAMA, Auteur . - p.746-758. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.746-758 Mots-clés : Video modeling  Autism  Three-tier model Index. décimale : PER Périodiques Résumé : Abstract Many video modeling (VM) studies for teaching learners with autism have been published. Most studies have investigated the effectiveness of intervention; however, not all learners with autism respond to intervention in the same manner, and not all families and educators can afford such treatments. It is equally critical to address the delivery type of VM and the resources and support involved. This paper had 2 purposes: first, to review and analyze the literature regarding the characteristics of VM intervention and the video components for assisting practice and research; second, to develop a 3-tier VM intervention model (self-administered generic VM, group-based instruction, and individually administered individualized VM), based on the delivery types of intervention and the allocation of resources and support to address the factors that influence learners. Seven intervention characteristics and 7 video components were identified, and implications for future research regarding the 3-tier model were discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Motor network activation during human action observation and imagery: Mu rhythm EEG evidence on typical and atypical neurodevelopment / Olivia Morgan LAPENTA in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.759-766 Titre : Motor network activation during human action observation and imagery: Mu rhythm EEG evidence on typical and atypical neurodevelopment Type de document : Texte imprimé et/ou numérique Auteurs : Olivia Morgan LAPENTA, Auteur ; Paulo Sérgio BOGGIO, Auteur Article en page(s) : p.759-766 Langues : Anglais (eng) Mots-clés : Motor imagery  Action observation  Mu rhythm  Mirror neuron system  Autism  EEG Index. décimale : PER Périodiques Résumé : Abstract The mental simulation theory suggests activation of the motor network during imagery and observation of human movements, similarly to the activation during action execution and is proposed to be mediated by the mirror neuron system. This activation can be measured by several technologies such as electroencephalography, magnetoencephalography, functional magnetic resonance imaging and positron emission tomography. It is proposed that motor network activation and therefore increased cortical excitability of primary motor cortex occur due to premotor mirror neuron system inputs. This mechanism has been demonstrated as important for planning actions and seems relevant for anticipating others actions and for empathy establishing as well as for language development. In this review we focused on studies relative to electroencephalography data of motor neural network activation during movement observation and imagery in typical and atypical development. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Motor network activation during human action observation and imagery: Mu rhythm EEG evidence on typical and atypical neurodevelopment [Texte imprimé et/ou numérique] / Olivia Morgan LAPENTA, Auteur ; Paulo Sérgio BOGGIO, Auteur . - p.759-766. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.759-766 Mots-clés : Motor imagery  Action observation  Mu rhythm  Mirror neuron system  Autism  EEG Index. décimale : PER Périodiques Résumé : Abstract The mental simulation theory suggests activation of the motor network during imagery and observation of human movements, similarly to the activation during action execution and is proposed to be mediated by the mirror neuron system. This activation can be measured by several technologies such as electroencephalography, magnetoencephalography, functional magnetic resonance imaging and positron emission tomography. It is proposed that motor network activation and therefore increased cortical excitability of primary motor cortex occur due to premotor mirror neuron system inputs. This mechanism has been demonstrated as important for planning actions and seems relevant for anticipating others actions and for empathy establishing as well as for language development. In this review we focused on studies relative to electroencephalography data of motor neural network activation during movement observation and imagery in typical and atypical development. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Language comprehension of children with Asperger's disorder and children with autistic disorder / Yueh-Hsien LIN in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.767-774 Titre : Language comprehension of children with Asperger's disorder and children with autistic disorder Type de document : Texte imprimé et/ou numérique Auteurs : Yueh-Hsien LIN, Auteur ; Hsu-Min CHIANG, Auteur Article en page(s) : p.767-774 Langues : Anglais (eng) Mots-clés : Asperger's disorder  Autistic disorder  Typical development  Language comprehension  Mandarin Token Test  Middle childhood Index. décimale : PER Périodiques Résumé : Abstract This study investigated language comprehension of Mandarin-speaking children with Asperger's disorder (AspD) (n = 88) and children with autistic disorder (AD) (n = 136) and compared their language comprehension to that of children with typical development (TD) (n = 832). The Mandarin Token Test was used in this study. This study found that (a) when IQ was not controlled, children with AspD showed higher language comprehension than did children with AD. But, when IQ was controlled, there was no significant difference between the two groups; (b) children with AspD did not differ from children with TD in language comprehension; (c) gender difference was found in the AspD group at the middle childhood age level (10–12 years). En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Language comprehension of children with Asperger's disorder and children with autistic disorder [Texte imprimé et/ou numérique] / Yueh-Hsien LIN, Auteur ; Hsu-Min CHIANG, Auteur . - p.767-774. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.767-774 Mots-clés : Asperger's disorder  Autistic disorder  Typical development  Language comprehension  Mandarin Token Test  Middle childhood Index. décimale : PER Périodiques Résumé : Abstract This study investigated language comprehension of Mandarin-speaking children with Asperger's disorder (AspD) (n = 88) and children with autistic disorder (AD) (n = 136) and compared their language comprehension to that of children with typical development (TD) (n = 832). The Mandarin Token Test was used in this study. This study found that (a) when IQ was not controlled, children with AspD showed higher language comprehension than did children with AD. But, when IQ was controlled, there was no significant difference between the two groups; (b) children with AspD did not differ from children with TD in language comprehension; (c) gender difference was found in the AspD group at the middle childhood age level (10–12 years). En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Perception of the prosody and content of sentences in an unfamiliar language in children with autism spectrum disorders / Bertram O. PLOOG in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.775-787 Titre : Perception of the prosody and content of sentences in an unfamiliar language in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Bertram O. PLOOG, Auteur ; Patricia J. BROOKS, Auteur ; Alexa SCHARF, Auteur ; SangWeon AUM, Auteur Article en page(s) : p.775-787 Langues : Anglais (eng) Mots-clés : Autism  Receptive prosody  Language  Computer game  Attention  Prioritization deficit hypothesis Index. décimale : PER Périodiques Résumé : Abstract Prior research suggests that children with autism spectrum disorders (ASD) show atypical patterns of attention to the prosody (intonation and emotional tone of voice) and content (words) of spoken sentences. Using a discrimination-choice procedure embedded in a custom-made videogame, we examined attention to these features of sentences in 15 children with ASD (ages 5 years, 5 months–18 years) and 15 age-matched typical controls (TYP). Using an unfamiliar language (German) to remove semantics, we assessed the role of meaning in promoting attention to content over prosody. As in a previous study with English sentences, TYP children attended to content to a greater extent than children with ASD while maintaining equivalent levels of discrimination based on prosody. However, in contrast to previous results, TYP children did not show a preference for enthusiastic over grouchy tone of voice, which suggests that the unfamiliar language rendered affective valence less salient. The results confirm intact perception of prosody in children with ASD, and a more selective pattern of attention to content in TYP children. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Perception of the prosody and content of sentences in an unfamiliar language in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Bertram O. PLOOG, Auteur ; Patricia J. BROOKS, Auteur ; Alexa SCHARF, Auteur ; SangWeon AUM, Auteur . - p.775-787. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.775-787 Mots-clés : Autism  Receptive prosody  Language  Computer game  Attention  Prioritization deficit hypothesis Index. décimale : PER Périodiques Résumé : Abstract Prior research suggests that children with autism spectrum disorders (ASD) show atypical patterns of attention to the prosody (intonation and emotional tone of voice) and content (words) of spoken sentences. Using a discrimination-choice procedure embedded in a custom-made videogame, we examined attention to these features of sentences in 15 children with ASD (ages 5 years, 5 months–18 years) and 15 age-matched typical controls (TYP). Using an unfamiliar language (German) to remove semantics, we assessed the role of meaning in promoting attention to content over prosody. As in a previous study with English sentences, TYP children attended to content to a greater extent than children with ASD while maintaining equivalent levels of discrimination based on prosody. However, in contrast to previous results, TYP children did not show a preference for enthusiastic over grouchy tone of voice, which suggests that the unfamiliar language rendered affective valence less salient. The results confirm intact perception of prosody in children with ASD, and a more selective pattern of attention to content in TYP children. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

A comparison of fluency training and discrete trial instruction to teach letter sounds to children with ASD: Acquisition and learning outcomes / Michael NOPPRAPUN in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.788-802 Titre : A comparison of fluency training and discrete trial instruction to teach letter sounds to children with ASD: Acquisition and learning outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Michael NOPPRAPUN, Auteur ; Jennifer HOLLOWAY, Auteur Article en page(s) : p.788-802 Langues : Anglais (eng) Mots-clés : Fluency training (FT)  Discrete trial instruction (DTI)  Autism  Phonics instruction Index. décimale : PER Périodiques Résumé : Abstract The study investigated the efficacy of fluency training (FT) and discrete trial instruction (DTI) to teach phonic reading to individuals with Autism Spectrum Disorder (ASD), with particular emphasis on the acquisition of correct letter-sound correspondence and the learning outcomes of behavioural fluency instruction. An alternating-treatment design was employed to compare the treatment effects of FT versus DTI for the acquisition, retention, stability, endurance, and application of phonics in four children with ASD. The results showed that for two participants, FT was more efficient for the acquisition of correct letter-sound correspondence. For the remaining two participants, DTI resulted in more rapid acquisition. For all four participants, FT produced better results during post-test retention, endurance, stability, and application checks. The implications of these findings are discussed in relation to reading instruction, as well as the use of rate-building procedures with individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] A comparison of fluency training and discrete trial instruction to teach letter sounds to children with ASD: Acquisition and learning outcomes [Texte imprimé et/ou numérique] / Michael NOPPRAPUN, Auteur ; Jennifer HOLLOWAY, Auteur . - p.788-802. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.788-802 Mots-clés : Fluency training (FT)  Discrete trial instruction (DTI)  Autism  Phonics instruction Index. décimale : PER Périodiques Résumé : Abstract The study investigated the efficacy of fluency training (FT) and discrete trial instruction (DTI) to teach phonic reading to individuals with Autism Spectrum Disorder (ASD), with particular emphasis on the acquisition of correct letter-sound correspondence and the learning outcomes of behavioural fluency instruction. An alternating-treatment design was employed to compare the treatment effects of FT versus DTI for the acquisition, retention, stability, endurance, and application of phonics in four children with ASD. The results showed that for two participants, FT was more efficient for the acquisition of correct letter-sound correspondence. For the remaining two participants, DTI resulted in more rapid acquisition. For all four participants, FT produced better results during post-test retention, endurance, stability, and application checks. The implications of these findings are discussed in relation to reading instruction, as well as the use of rate-building procedures with individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Psychopharmacological treatment of challenging behaviours in adults with autism and intellectual disabilities: A systematic review / Amanda SAWYER in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.803-813 Titre : Psychopharmacological treatment of challenging behaviours in adults with autism and intellectual disabilities: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Amanda SAWYER, Auteur ; Johanna K. LAKE, Auteur ; Yona LUNSKY, Auteur ; Shi-Kai LIU, Auteur ; Pushpal DESARKAR, Auteur Article en page(s) : p.803-813 Langues : Anglais (eng) Mots-clés : Autism  Adults  Challenging behaviours  Psychopharmacology  Intellectual disability Index. décimale : PER Périodiques Résumé : AbstractIntroduction Autism is a neurodevelopmental disorder with a high co-occurrence with intellectual disability. Adults with Autism and intellectual disability have a high incidence of challenging behaviour, defined as repetitive self injurious or aggressive behaviour. We underwent a systemic review of the evidence for treating challenging behaviours in adults with Autism and intellectual disability. Methods A literature search was conducted using three large databases to extract studies on the treatment of challenging behaviour among adults with Autism and intellectual disability. Papers, which met this criterion, were reviewed and analysed to assess study evidence and quality. Results Seven articles were selected which included five agents: fluvoxamine, sertraline, clomipramine, risperidone, and ziprasidone. Randomized control studies of fluvoxamine and risperidone, provided efficacy for the treatment of challenging behaviour in adults with Autism and intellectual disability. Open label trials of sertraline, clomipramine and ziprasidone were also effective in treating challenging behaviours for this population. Discussion Risperidone and fluvoxamine provided the best evidence for treating challenging behaviour, and risperidone was the only medication with multiple trials showing its efficacy. Further studies are required to demonstrate the efficacy of psychopharmacology in treating challenging behaviours among adults with Autism and intellectual disability. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.021 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Psychopharmacological treatment of challenging behaviours in adults with autism and intellectual disabilities: A systematic review [Texte imprimé et/ou numérique] / Amanda SAWYER, Auteur ; Johanna K. LAKE, Auteur ; Yona LUNSKY, Auteur ; Shi-Kai LIU, Auteur ; Pushpal DESARKAR, Auteur . - p.803-813. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.803-813 Mots-clés : Autism  Adults  Challenging behaviours  Psychopharmacology  Intellectual disability Index. décimale : PER Périodiques Résumé : AbstractIntroduction Autism is a neurodevelopmental disorder with a high co-occurrence with intellectual disability. Adults with Autism and intellectual disability have a high incidence of challenging behaviour, defined as repetitive self injurious or aggressive behaviour. We underwent a systemic review of the evidence for treating challenging behaviours in adults with Autism and intellectual disability. Methods A literature search was conducted using three large databases to extract studies on the treatment of challenging behaviour among adults with Autism and intellectual disability. Papers, which met this criterion, were reviewed and analysed to assess study evidence and quality. Results Seven articles were selected which included five agents: fluvoxamine, sertraline, clomipramine, risperidone, and ziprasidone. Randomized control studies of fluvoxamine and risperidone, provided efficacy for the treatment of challenging behaviour in adults with Autism and intellectual disability. Open label trials of sertraline, clomipramine and ziprasidone were also effective in treating challenging behaviours for this population. Discussion Risperidone and fluvoxamine provided the best evidence for treating challenging behaviour, and risperidone was the only medication with multiple trials showing its efficacy. Further studies are required to demonstrate the efficacy of psychopharmacology in treating challenging behaviours among adults with Autism and intellectual disability. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.021 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

How children with autism spectrum disorder behave and explore the 4-dimensional (spatial 3D#xa0;+#xa0;time) environment during a joint attention induction task with a robot / Salvatore Maria ANZALONE in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.814-826 Titre : How children with autism spectrum disorder behave and explore the 4-dimensional (spatial 3D#xa0;+#xa0;time) environment during a joint attention induction task with a robot Type de document : Texte imprimé et/ou numérique Auteurs : Salvatore Maria ANZALONE, Auteur ; Elodie TILMONT, Auteur ; Sofiane BOUCENNA, Auteur ; Jean XAVIER, Auteur ; Anne-Lise JOUEN, Auteur ; Nicolas BODEAU, Auteur ; Koushik MAHARATNA, Auteur ; Mohamed CHETOUANI, Auteur ; David COHEN, Auteur Article en page(s) : p.814-826 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Development  Social engagement  Joint attention  Social robots Index. décimale : PER Périodiques Résumé : Abstract We aimed to compare, during a joint attention (JA) elicitation task, how children with autism spectrum disorder (ASD) and children with typical development (TD) behave and explore their 4 dimensional (meaning spatial 3D + time) when interacting with a human or with a robotic agent. We built a system that employed a Nao robot and a perception system based on a RGB-D sensor (Kinect) to capture social engagement cues. A JA induction experiment was performed in which children with ASD (N = 16) and matched TD children (N = 16) had a 3-min interaction with the robot or with a therapist. Nao induced JA by gazing; by gazing and pointing; and by gazing, pointing and vocalizing at pictures. Both groups of children performed well with the therapist. However, with Nao, both groups had lower JA scores, and the children with ASD had a significantly lower score than the TD children. We found that (i) multimodal JA induction was more efficient in both groups; (ii) the 3D spatial world gaze exploration showed less accuracy; and (iii) the trunk position in ASD showed less stability in the 4 dimensions compared to TD controls. We conclude that, in ASD, JA skill depends on the interaction partner, and implies a higher motor and cognitive cost. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] How children with autism spectrum disorder behave and explore the 4-dimensional (spatial 3D#xa0;+#xa0;time) environment during a joint attention induction task with a robot [Texte imprimé et/ou numérique] / Salvatore Maria ANZALONE, Auteur ; Elodie TILMONT, Auteur ; Sofiane BOUCENNA, Auteur ; Jean XAVIER, Auteur ; Anne-Lise JOUEN, Auteur ; Nicolas BODEAU, Auteur ; Koushik MAHARATNA, Auteur ; Mohamed CHETOUANI, Auteur ; David COHEN, Auteur . - p.814-826. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.814-826 Mots-clés : Autism spectrum disorder  Development  Social engagement  Joint attention  Social robots Index. décimale : PER Périodiques Résumé : Abstract We aimed to compare, during a joint attention (JA) elicitation task, how children with autism spectrum disorder (ASD) and children with typical development (TD) behave and explore their 4 dimensional (meaning spatial 3D + time) when interacting with a human or with a robotic agent. We built a system that employed a Nao robot and a perception system based on a RGB-D sensor (Kinect) to capture social engagement cues. A JA induction experiment was performed in which children with ASD (N = 16) and matched TD children (N = 16) had a 3-min interaction with the robot or with a therapist. Nao induced JA by gazing; by gazing and pointing; and by gazing, pointing and vocalizing at pictures. Both groups of children performed well with the therapist. However, with Nao, both groups had lower JA scores, and the children with ASD had a significantly lower score than the TD children. We found that (i) multimodal JA induction was more efficient in both groups; (ii) the 3D spatial world gaze exploration showed less accuracy; and (iii) the trunk position in ASD showed less stability in the 4 dimensions compared to TD controls. We conclude that, in ASD, JA skill depends on the interaction partner, and implies a higher motor and cognitive cost. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Theory of own mind and autobiographical memory in adults with ASD / Susanne KRISTEN in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.827-837 Titre : Theory of own mind and autobiographical memory in adults with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Susanne KRISTEN, Auteur ; Franziska ROSSMANN, Auteur ; Beate SODIAN, Auteur Article en page(s) : p.827-837 Langues : Anglais (eng) Mots-clés : Theory of mind  Autobiographical memory  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Abstract While there is solid evidence of other-related theory of mind (ToM) deficits in autism, there is less research addressing self-related ToM impairments. To date, relations between self-related ToM and other cognitive skills related to representing own mental states such as autobiographical memory have scarcely been investigated. Thus, the purpose of this study was to investigate the differential relations of self-and other-related theory of mind skills and autobiographical memory in n = 20 adults with Autism Spectrum Disorder and n = 20 matched controls using standardized measures. The overall results indicated a specific relation between recalled episodic autobiographical memories on the episodic and semantic autobiographical memory interview and the performance on the mind-mindedness for oneself task in adults with ASD, which proved to be largely independent of verbal and nonverbal IQ. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Theory of own mind and autobiographical memory in adults with ASD [Texte imprimé et/ou numérique] / Susanne KRISTEN, Auteur ; Franziska ROSSMANN, Auteur ; Beate SODIAN, Auteur . - p.827-837. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.827-837 Mots-clés : Theory of mind  Autobiographical memory  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Abstract While there is solid evidence of other-related theory of mind (ToM) deficits in autism, there is less research addressing self-related ToM impairments. To date, relations between self-related ToM and other cognitive skills related to representing own mental states such as autobiographical memory have scarcely been investigated. Thus, the purpose of this study was to investigate the differential relations of self-and other-related theory of mind skills and autobiographical memory in n = 20 adults with Autism Spectrum Disorder and n = 20 matched controls using standardized measures. The overall results indicated a specific relation between recalled episodic autobiographical memories on the episodic and semantic autobiographical memory interview and the performance on the mind-mindedness for oneself task in adults with ASD, which proved to be largely independent of verbal and nonverbal IQ. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Comparison of the cognitive profiles and social adjustment between mathematically and scientifically talented students and students with Asperger's syndrome / Ching-Chih KUO in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.838-850 Titre : Comparison of the cognitive profiles and social adjustment between mathematically and scientifically talented students and students with Asperger's syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Ching-Chih KUO, Auteur ; Keng-Chen LIANG, Auteur ; Christine Chifen TSENG, Auteur ; Susan Shur-Fen GAU, Auteur Article en page(s) : p.838-850 Langues : Anglais (eng) Mots-clés : Mathematically and scientifically talented  Asperger's syndrome  Cognitive profiles  Social adjustment  Overexcitability traits Index. décimale : PER Périodiques Résumé : Abstract This study compared the cognitive profiles and social adjustment of mathematically and scientifically talented (MST) students and students with Asperger's syndrome (AS) as compared to typically developing students. The applied instruments were the Wechsler Adult Intelligence Scale, 3rd version, Me Scale II, Social Responsiveness Scale (SRS), Adult Autism Spectrum Quotient (AQ), and autism diagnostic interview-revised. Eighty-four male students, aged 16–26, were assigned to four groups according to a talent in mathematics and science, diagnosis of AS, and the IQ level. The results showed that the high-IQ MST group exhibited balanced development in cognitive and affective aspects, the average-IQ MST group demonstrated weakness in perceptual organization and working memory, and problems with social awareness and socialness, and the AS group had weakness in performance IQ, particularly in digit symbol-coding and symbol search and a wide-range of autistic-like social deficits (SRS) and autistic trait (AQ), and reported lower empathetic and higher emotional and creative overexcitability. Our findings support differential cognitive profiles and social adjustment between the MST and AS groups, and the influence of IQ on these manifestations in MST students. More attention should be paid to the social difficulty of average-IQ MST students in addition to AS students. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Comparison of the cognitive profiles and social adjustment between mathematically and scientifically talented students and students with Asperger's syndrome [Texte imprimé et/ou numérique] / Ching-Chih KUO, Auteur ; Keng-Chen LIANG, Auteur ; Christine Chifen TSENG, Auteur ; Susan Shur-Fen GAU, Auteur . - p.838-850. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.838-850 Mots-clés : Mathematically and scientifically talented  Asperger's syndrome  Cognitive profiles  Social adjustment  Overexcitability traits Index. décimale : PER Périodiques Résumé : Abstract This study compared the cognitive profiles and social adjustment of mathematically and scientifically talented (MST) students and students with Asperger's syndrome (AS) as compared to typically developing students. The applied instruments were the Wechsler Adult Intelligence Scale, 3rd version, Me Scale II, Social Responsiveness Scale (SRS), Adult Autism Spectrum Quotient (AQ), and autism diagnostic interview-revised. Eighty-four male students, aged 16–26, were assigned to four groups according to a talent in mathematics and science, diagnosis of AS, and the IQ level. The results showed that the high-IQ MST group exhibited balanced development in cognitive and affective aspects, the average-IQ MST group demonstrated weakness in perceptual organization and working memory, and problems with social awareness and socialness, and the AS group had weakness in performance IQ, particularly in digit symbol-coding and symbol search and a wide-range of autistic-like social deficits (SRS) and autistic trait (AQ), and reported lower empathetic and higher emotional and creative overexcitability. Our findings support differential cognitive profiles and social adjustment between the MST and AS groups, and the influence of IQ on these manifestations in MST students. More attention should be paid to the social difficulty of average-IQ MST students in addition to AS students. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Empathic resonance in Asperger syndrome / Florence HAGENMULLER in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.851-859 Titre : Empathic resonance in Asperger syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Florence HAGENMULLER, Auteur ; Wulf ROSSLER, Auteur ; Amrei WITTWER, Auteur ; Helene HAKER, Auteur Article en page(s) : p.851-859 Langues : Anglais (eng) Mots-clés : Salivation  Autism spectrum disorder  Perception-action link  Contagion  Coping  Empathy Index. décimale : PER Périodiques Résumé : Abstract Reports on theory-of-mind deficits have led to the common belief that autism spectrum disorders (ASD) are associated with a lack of empathy. Resonance is a basic empathy-related process, linking two interacting individuals at the physiological level. Findings in ASD have been inconclusive regarding basic empathy. We investigated resonance at the autonomic level – the salivation-inducing effect of watching a person eating a lemon. Salivation-induction was assessed in 29 individuals with ASD and 28 control participants. Cotton rolls placed in the mouth were weighed before and after the video stimulation. Orientation to the stimulus was assessed with eye-tracking, autistic and empathic traits through self-reports. Group comparisons revealed lower salivation-induction in individuals with ASD. Linear regressions revealed different predictors of induction in each group: self-reported empathic fantasizing and age in ASD versus self-reported empathic concern plus orientation to the stimulus’ face in the control. In both groups the social component was relevant: in ASD in terms of intellectual involvement with social contents and in controls in terms of the mere presence of a social vis-à-vis. Individuals with ASD may use explicitly acquired intellectual strategies whereas individuals with typical development can rely on intuitive processes for social responsivity. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Empathic resonance in Asperger syndrome [Texte imprimé et/ou numérique] / Florence HAGENMULLER, Auteur ; Wulf ROSSLER, Auteur ; Amrei WITTWER, Auteur ; Helene HAKER, Auteur . - p.851-859. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.851-859 Mots-clés : Salivation  Autism spectrum disorder  Perception-action link  Contagion  Coping  Empathy Index. décimale : PER Périodiques Résumé : Abstract Reports on theory-of-mind deficits have led to the common belief that autism spectrum disorders (ASD) are associated with a lack of empathy. Resonance is a basic empathy-related process, linking two interacting individuals at the physiological level. Findings in ASD have been inconclusive regarding basic empathy. We investigated resonance at the autonomic level – the salivation-inducing effect of watching a person eating a lemon. Salivation-induction was assessed in 29 individuals with ASD and 28 control participants. Cotton rolls placed in the mouth were weighed before and after the video stimulation. Orientation to the stimulus was assessed with eye-tracking, autistic and empathic traits through self-reports. Group comparisons revealed lower salivation-induction in individuals with ASD. Linear regressions revealed different predictors of induction in each group: self-reported empathic fantasizing and age in ASD versus self-reported empathic concern plus orientation to the stimulus’ face in the control. In both groups the social component was relevant: in ASD in terms of intellectual involvement with social contents and in controls in terms of the mere presence of a social vis-à-vis. Individuals with ASD may use explicitly acquired intellectual strategies whereas individuals with typical development can rely on intuitive processes for social responsivity. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism / Russell B. LANG in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.860-872 Titre : Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Nienke PETERS-SCHEFFER, Auteur ; Robert DIDDEN, Auteur Article en page(s) : p.860-872 Langues : Anglais (eng) Mots-clés : Autism  Play  Stereotypy  Lag schedules  Behavioral intervention Index. décimale : PER Périodiques Résumé : Abstract We measured generalization, maintenance and parent reports of child happiness in the context of a behavioral intervention to teach toy-play skills to three young children with autism. Lag schedules of reinforcement were implemented for two participants whose play did not initially generalize. The play skills intervention was conducted within the participants’ early childhood classroom and the utility of teaching play as a means to reduce stereotypy within this setting was also evaluated. A multiple baseline design across participants demonstrated that play taught via behavioral intervention may be maintained after programmed reinforcement is discontinued, generalize across settings and toys (i.e., response and stimulus generalization), and occasion a decrease in stereotypy. Further, the occurrence of play in the absence of socially mediated reinforcement suggested that play taught via behavioral interventions may come to be automatically reinforced. Finally, parent responses on rating scales suggested that two of the participants were happier, in a better mood, and were more interested in appropriate toy-play following behavioral intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Nienke PETERS-SCHEFFER, Auteur ; Robert DIDDEN, Auteur . - p.860-872. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.860-872 Mots-clés : Autism  Play  Stereotypy  Lag schedules  Behavioral intervention Index. décimale : PER Périodiques Résumé : Abstract We measured generalization, maintenance and parent reports of child happiness in the context of a behavioral intervention to teach toy-play skills to three young children with autism. Lag schedules of reinforcement were implemented for two participants whose play did not initially generalize. The play skills intervention was conducted within the participants’ early childhood classroom and the utility of teaching play as a means to reduce stereotypy within this setting was also evaluated. A multiple baseline design across participants demonstrated that play taught via behavioral intervention may be maintained after programmed reinforcement is discontinued, generalize across settings and toys (i.e., response and stimulus generalization), and occasion a decrease in stereotypy. Further, the occurrence of play in the absence of socially mediated reinforcement suggested that play taught via behavioral interventions may come to be automatically reinforced. Finally, parent responses on rating scales suggested that two of the participants were happier, in a better mood, and were more interested in appropriate toy-play following behavioral intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Age of autism spectrum disorder diagnosis is associated with child's variables and parental experience / Ram A. MISHAAL in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.873-880 Titre : Age of autism spectrum disorder diagnosis is associated with child's variables and parental experience Type de document : Texte imprimé et/ou numérique Auteurs : Ram A. MISHAAL, Auteur ; Esther BEN-ITZCHAK, Auteur ; Ditza A. ZACHOR, Auteur Article en page(s) : p.873-880 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Age of diagnosis  Social impairments  Restricted and repetitive behaviors  Developmental regression  Adaptive functioning  First born child Index. décimale : PER Périodiques Résumé : Abstract Early diagnosis of autism spectrum disorder (ASD) is highly important as it enables an early start to intervention. The current study examined familial (parental ages; education; having an older sibling) and child (gender; reported and observed autism symptoms severity; adaptive skills) related variables that might predict the age of ASD diagnosis. The study included 551 participants, age range 15–72 months, diagnosed with ASD who underwent comprehensive medical and behavioral assessment using standardized tests. Of the child's examined variables, the severity of the social interaction impairment reported by the parents and having a history of developmental regression was associated with an earlier age of ASD diagnosis. In contrast, the severity of the restricted and repetitive behaviors was associated with delayed age of ASD diagnosis. Vineland Adaptive Behavior Scales scores lower or higher than the group's mean (70 points) were associated with a relatively delayed age of ASD diagnosis. Of the familial variables, only having an older sibling was associated with an earlier diagnosis. Professionals should be aware that subtle signs of ASD, developmental delay and close to normal adaptive functioning might delay age of ASD diagnosis. Educating parents on “red flags” for ASD and periodic surveillance in early childhood are important. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Age of autism spectrum disorder diagnosis is associated with child's variables and parental experience [Texte imprimé et/ou numérique] / Ram A. MISHAAL, Auteur ; Esther BEN-ITZCHAK, Auteur ; Ditza A. ZACHOR, Auteur . - p.873-880. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.873-880 Mots-clés : Autism spectrum disorder (ASD)  Age of diagnosis  Social impairments  Restricted and repetitive behaviors  Developmental regression  Adaptive functioning  First born child Index. décimale : PER Périodiques Résumé : Abstract Early diagnosis of autism spectrum disorder (ASD) is highly important as it enables an early start to intervention. The current study examined familial (parental ages; education; having an older sibling) and child (gender; reported and observed autism symptoms severity; adaptive skills) related variables that might predict the age of ASD diagnosis. The study included 551 participants, age range 15–72 months, diagnosed with ASD who underwent comprehensive medical and behavioral assessment using standardized tests. Of the child's examined variables, the severity of the social interaction impairment reported by the parents and having a history of developmental regression was associated with an earlier age of ASD diagnosis. In contrast, the severity of the restricted and repetitive behaviors was associated with delayed age of ASD diagnosis. Vineland Adaptive Behavior Scales scores lower or higher than the group's mean (70 points) were associated with a relatively delayed age of ASD diagnosis. Of the familial variables, only having an older sibling was associated with an earlier diagnosis. Professionals should be aware that subtle signs of ASD, developmental delay and close to normal adaptive functioning might delay age of ASD diagnosis. Educating parents on “red flags” for ASD and periodic surveillance in early childhood are important. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Impaired sustained attention, focused attention, and vigilance in youths with autistic disorder and Asperger's disorder / Yi-Ling CHIEN in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.881-889 Titre : Impaired sustained attention, focused attention, and vigilance in youths with autistic disorder and Asperger's disorder Type de document : Texte imprimé et/ou numérique Auteurs : Yi-Ling CHIEN, Auteur ; Susan Shur-Fen GAU, Auteur ; Yen-Nan CHIU, Auteur ; Wen-Che TSAI, Auteur ; Chi-Yung SHANG, Auteur ; Yu-Yu WU, Auteur Article en page(s) : p.881-889 Langues : Anglais (eng) Mots-clés : Autistic disorder  Asperger's disorder  ADHD  Oppositional symptoms  Attention performance  Continuous performance test Index. décimale : PER Périodiques Résumé : Abstract The study compared the attention-deficit/hyperactivity disorder (ADHD) related clinical symptoms and a wide-ranging attention performance in 216 youths with autistic disorder (autism), 138 youths with Asperger's disorder (AD) and 255 typically-developing youths. The diagnosis of autism and AD were made based on the clinical assessments according to the DSM-IV criteria and confirmed by the Autism Diagnostic Interview-Revised. All the participants were assessed with the Conners’ Continuous Performance Test (CCPT) and the questionnaires about ADHD, oppositional, and autistic symptoms. All indices of the CCPT were analyzed based on a recently developed factor structure, including focused attention, cognitive impulsivity, sustained attention, and vigilance. We found that compared with typically-developing youths, youths with autism and AD showed more inattentive, hyperactive/impulsive, and oppositional symptoms, and performed worse in focused attention and sustained attention as assessed by the CCPT. Youths with AD also showed more oppositional symptoms than youths with autism. Moreover, youths with autism had poorer focused attention than youths with AD; but, youths with AD had more impaired sustained attention. Our results validate different manifestations of ADHD-related symptoms and attention performance between youths with autism and youths with AD and suggest intervention for youths with autism spectrum disorders should consider these specific measures. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Impaired sustained attention, focused attention, and vigilance in youths with autistic disorder and Asperger's disorder [Texte imprimé et/ou numérique] / Yi-Ling CHIEN, Auteur ; Susan Shur-Fen GAU, Auteur ; Yen-Nan CHIU, Auteur ; Wen-Che TSAI, Auteur ; Chi-Yung SHANG, Auteur ; Yu-Yu WU, Auteur . - p.881-889. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.881-889 Mots-clés : Autistic disorder  Asperger's disorder  ADHD  Oppositional symptoms  Attention performance  Continuous performance test Index. décimale : PER Périodiques Résumé : Abstract The study compared the attention-deficit/hyperactivity disorder (ADHD) related clinical symptoms and a wide-ranging attention performance in 216 youths with autistic disorder (autism), 138 youths with Asperger's disorder (AD) and 255 typically-developing youths. The diagnosis of autism and AD were made based on the clinical assessments according to the DSM-IV criteria and confirmed by the Autism Diagnostic Interview-Revised. All the participants were assessed with the Conners’ Continuous Performance Test (CCPT) and the questionnaires about ADHD, oppositional, and autistic symptoms. All indices of the CCPT were analyzed based on a recently developed factor structure, including focused attention, cognitive impulsivity, sustained attention, and vigilance. We found that compared with typically-developing youths, youths with autism and AD showed more inattentive, hyperactive/impulsive, and oppositional symptoms, and performed worse in focused attention and sustained attention as assessed by the CCPT. Youths with AD also showed more oppositional symptoms than youths with autism. Moreover, youths with autism had poorer focused attention than youths with AD; but, youths with AD had more impaired sustained attention. Our results validate different manifestations of ADHD-related symptoms and attention performance between youths with autism and youths with AD and suggest intervention for youths with autism spectrum disorders should consider these specific measures. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Developmental regression among children with autism spectrum disorder: Onset, duration, and effects on functional outcomes / Robin P. GOIN-KOCHEL in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.890-898 Titre : Developmental regression among children with autism spectrum disorder: Onset, duration, and effects on functional outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Robin P. GOIN-KOCHEL, Auteur ; Amy ESLER, Auteur ; Stephen M. KANNE, Auteur ; Vanessa HUS, Auteur Article en page(s) : p.890-898 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Regression  Skill loss  Cognition  Adaptive functioning  Outcomes Index. décimale : PER Périodiques Résumé : Abstract Studies using varied methods report that developmental regression occurs in a sizeable proportion of children with autism spectrum disorder (ASD). Findings are equivocal as to whether regression is associated with poorer cognitive and adaptive functioning. This study examined retrospective parent report in 2105 Simons Simplex Collection participants with ASD. Children were classified as having “full” or “subthreshold” losses on language and/or other skills using items from the Autism Diagnostic Interview-Revised (ADI-R) and a supplemental interview to capture more subtle regressions. Overall, 36.9% of children had some type of regression (27.8% language, 27.0% other-skill loss), with the supplemental interview capturing 11.7% of losses that would have been missed using the ADI-R alone. This figure is consistent with previous parent-report studies but lower than clinician-observed rates in prospective investigations. Early language losses—either full or subthreshold—and full other-skill losses appear to be associated with more deleterious outcomes by middle childhood. Findings may signify the need for more immediate and/or intense therapies for children who have even minor skill losses, particularly in language skills. Results further demonstrate the utility of an expanded set of additional queries with slightly modified criteria to capture such early, subtle losses. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Developmental regression among children with autism spectrum disorder: Onset, duration, and effects on functional outcomes [Texte imprimé et/ou numérique] / Robin P. GOIN-KOCHEL, Auteur ; Amy ESLER, Auteur ; Stephen M. KANNE, Auteur ; Vanessa HUS, Auteur . - p.890-898. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.890-898 Mots-clés : Autism spectrum disorder  Regression  Skill loss  Cognition  Adaptive functioning  Outcomes Index. décimale : PER Périodiques Résumé : Abstract Studies using varied methods report that developmental regression occurs in a sizeable proportion of children with autism spectrum disorder (ASD). Findings are equivocal as to whether regression is associated with poorer cognitive and adaptive functioning. This study examined retrospective parent report in 2105 Simons Simplex Collection participants with ASD. Children were classified as having “full” or “subthreshold” losses on language and/or other skills using items from the Autism Diagnostic Interview-Revised (ADI-R) and a supplemental interview to capture more subtle regressions. Overall, 36.9% of children had some type of regression (27.8% language, 27.0% other-skill loss), with the supplemental interview capturing 11.7% of losses that would have been missed using the ADI-R alone. This figure is consistent with previous parent-report studies but lower than clinician-observed rates in prospective investigations. Early language losses—either full or subthreshold—and full other-skill losses appear to be associated with more deleterious outcomes by middle childhood. Findings may signify the need for more immediate and/or intense therapies for children who have even minor skill losses, particularly in language skills. Results further demonstrate the utility of an expanded set of additional queries with slightly modified criteria to capture such early, subtle losses. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

A multisite trial of atomoxetine and parent training in children with autism spectrum disorders: Rationale and design challenges / Laura SILVERMAN in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.899-907 Titre : A multisite trial of atomoxetine and parent training in children with autism spectrum disorders: Rationale and design challenges Type de document : Texte imprimé et/ou numérique Auteurs : Laura SILVERMAN, Auteur ; Jill A. HOLLWAY, Auteur ; Tristram SMITH, Auteur ; Michael G. AMAN, Auteur ; L. Eugene ARNOLD, Auteur ; Xueliang PAN, Auteur ; Xiaobai LI, Auteur ; Benjamin L. HANDEN, Auteur Article en page(s) : p.899-907 Langues : Anglais (eng) Mots-clés : Atomoxetine (Strattera)  ADHD  Autism spectrum disorder  Drug trial  Parent training Index. décimale : PER Périodiques Résumé : Abstract Several randomized controlled trials (RCTs) involving children with autism spectrum disorder (ASD) have examined effectiveness of mono-therapies for problem behavior. However, results have not been as encouraging as in typically developing children. For example, when prescribed stimulants, children with ASD and hyperactivity/inattentiveness, show only moderately reduced symptoms, with frequent side effects. Therefore, alternative treatments or combinations of treatments are needed. The Children's Hyperactivity and Autism Research Treatment Study (CHARTS) is a randomized clinical trial comparing the individual and combined effects of atomoxetine and parent training to treat hyperactivity, inattentiveness, and noncompliance in children with ASD. Design challenges included the overall study design, targeting of different outcomes by different treatments, and data analysis. This article details options for addressing a number of these methodological issues in the context of conducting a large multicenter RCT with an ASD population. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] A multisite trial of atomoxetine and parent training in children with autism spectrum disorders: Rationale and design challenges [Texte imprimé et/ou numérique] / Laura SILVERMAN, Auteur ; Jill A. HOLLWAY, Auteur ; Tristram SMITH, Auteur ; Michael G. AMAN, Auteur ; L. Eugene ARNOLD, Auteur ; Xueliang PAN, Auteur ; Xiaobai LI, Auteur ; Benjamin L. HANDEN, Auteur . - p.899-907. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.899-907 Mots-clés : Atomoxetine (Strattera)  ADHD  Autism spectrum disorder  Drug trial  Parent training Index. décimale : PER Périodiques Résumé : Abstract Several randomized controlled trials (RCTs) involving children with autism spectrum disorder (ASD) have examined effectiveness of mono-therapies for problem behavior. However, results have not been as encouraging as in typically developing children. For example, when prescribed stimulants, children with ASD and hyperactivity/inattentiveness, show only moderately reduced symptoms, with frequent side effects. Therefore, alternative treatments or combinations of treatments are needed. The Children's Hyperactivity and Autism Research Treatment Study (CHARTS) is a randomized clinical trial comparing the individual and combined effects of atomoxetine and parent training to treat hyperactivity, inattentiveness, and noncompliance in children with ASD. Design challenges included the overall study design, targeting of different outcomes by different treatments, and data analysis. This article details options for addressing a number of these methodological issues in the context of conducting a large multicenter RCT with an ASD population. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition / Mary HANLEY in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.908-924 Titre : Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition Type de document : Texte imprimé et/ou numérique Auteurs : Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur ; Teresa MCCORMACK, Auteur ; Clare CARTY, Auteur ; Lisa COYLE, Auteur ; Naomi CROZIER, Auteur ; Johanna ROBINSON, Auteur ; Martin MCPHILLIPS, Auteur Article en page(s) : p.908-924 Langues : Anglais (eng) Mots-clés : Autism  Specific language impairment  Eye-tracking  Social interaction  Implicit mentalising Index. décimale : PER Périodiques Résumé : Abstract Eye-tracking studies have shown how people with autism spend significantly less time looking at socially relevant information on-screen compared to those developing typically. This has been suggested to impact on the development of socio-cognitive skills in autism. We present novel evidence of how attention atypicalities in children with autism extend to real-life interaction, in comparison to typically developing (TD) children and children with specific language impairment (SLI). We explored the allocation of attention during social interaction with an interlocutor, and how aspects of attention (awareness checking) related to traditional measures of social cognition (false belief attribution). We found divergent attention allocation patterns across the groups in relation to social cognition ability. Even though children with autism and SLI performed similarly on the socio-cognitive tasks, there were syndrome-specific atypicalities of their attention patterns. Children with SLI were most similar to TD children in terms of prioritising attention to socially pertinent information (eyes, face, awareness checking). Children with autism showed reduced attention to the eyes and face, and slower awareness checking. This study provides unique and timely insight into real-world social gaze (a)typicality in autism, SLI and typical development, its relationship to socio-cognitive ability, and raises important issues for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition [Texte imprimé et/ou numérique] / Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur ; Teresa MCCORMACK, Auteur ; Clare CARTY, Auteur ; Lisa COYLE, Auteur ; Naomi CROZIER, Auteur ; Johanna ROBINSON, Auteur ; Martin MCPHILLIPS, Auteur . - p.908-924. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.908-924 Mots-clés : Autism  Specific language impairment  Eye-tracking  Social interaction  Implicit mentalising Index. décimale : PER Périodiques Résumé : Abstract Eye-tracking studies have shown how people with autism spend significantly less time looking at socially relevant information on-screen compared to those developing typically. This has been suggested to impact on the development of socio-cognitive skills in autism. We present novel evidence of how attention atypicalities in children with autism extend to real-life interaction, in comparison to typically developing (TD) children and children with specific language impairment (SLI). We explored the allocation of attention during social interaction with an interlocutor, and how aspects of attention (awareness checking) related to traditional measures of social cognition (false belief attribution). We found divergent attention allocation patterns across the groups in relation to social cognition ability. Even though children with autism and SLI performed similarly on the socio-cognitive tasks, there were syndrome-specific atypicalities of their attention patterns. Children with SLI were most similar to TD children in terms of prioritising attention to socially pertinent information (eyes, face, awareness checking). Children with autism showed reduced attention to the eyes and face, and slower awareness checking. This study provides unique and timely insight into real-world social gaze (a)typicality in autism, SLI and typical development, its relationship to socio-cognitive ability, and raises important issues for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

The relationship between ethnicity and age of first concern in toddlers with autism spectrum disorder / Jina JANG in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.925-932 Titre : The relationship between ethnicity and age of first concern in toddlers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jina JANG, Auteur ; Johnny L. MATSON, Auteur ; Paige E. CERVANTES, Auteur ; Matthew J. KONST, Auteur Article en page(s) : p.925-932 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  First concern  Ethnicity/race Index. décimale : PER Périodiques Résumé : Abstract The current study examined the relationship between ethnicity and the age at which parents first become concerned about their children's development in 1478 toddlers with autism spectrum disorder (ASD) and atypical development. Based on the current findings, there were no racial/ethnic differences in age of parent's first concerns. Caregivers of toddlers with ASD first developed concerns around the same time independent of which ethnic groups they belong to. In addition, the age of caregivers’ first concerns was significantly younger for those with ASD compared to those who are atypically developing without an ASD diagnosis. Implications regarding these findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] The relationship between ethnicity and age of first concern in toddlers with autism spectrum disorder [Texte imprimé et/ou numérique] / Jina JANG, Auteur ; Johnny L. MATSON, Auteur ; Paige E. CERVANTES, Auteur ; Matthew J. KONST, Auteur . - p.925-932. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.925-932 Mots-clés : Autism spectrum disorder  First concern  Ethnicity/race Index. décimale : PER Périodiques Résumé : Abstract The current study examined the relationship between ethnicity and the age at which parents first become concerned about their children's development in 1478 toddlers with autism spectrum disorder (ASD) and atypical development. Based on the current findings, there were no racial/ethnic differences in age of parent's first concerns. Caregivers of toddlers with ASD first developed concerns around the same time independent of which ethnic groups they belong to. In addition, the age of caregivers’ first concerns was significantly younger for those with ASD compared to those who are atypically developing without an ASD diagnosis. Implications regarding these findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233