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Détail de l'auteur
Auteur Alissa F. DOOBAY |
Documents disponibles écrits par cet auteur (2)



Cognitive, Adaptive, and Psychosocial Differences Between High Ability Youth With and Without Autism Spectrum Disorder / Alissa F. DOOBAY in Journal of Autism and Developmental Disorders, 44-8 (August 2014)
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[article]
inJournal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.2026-2040
Titre : Cognitive, Adaptive, and Psychosocial Differences Between High Ability Youth With and Without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Alissa F. DOOBAY, Auteur ; Megan FOLEY-NICPON, Auteur ; Saba R. ALI, Auteur ; Susan G. ASSOULINE, Auteur Article en page(s) : p.2026-2040 Langues : Anglais (eng) Mots-clés : Autism Gifted Intelligence Adaptive functioning Psychosocial Index. décimale : PER Périodiques Résumé : Research on Autism Spectrum Disorder (ASD) is thriving; however, scant empirical research has investigated how ASD manifests in high ability youth. Further research is necessary to accurately differentiate high ability students with ASD from those without the disorder, and thus decrease the risk of misdiagnosis. The purpose of the present study is to provide an empirical account of the intellectual, adaptive, and psychosocial functioning of high ability youth with and without ASD utilizing a group study design. Forty youth with high cognitive ability and ASD and a control group of 41 youth with high cognitive ability and no psychological diagnosis were included in the study. In comparison to the control group, the ASD group showed poorer functioning on measures of processing speed, adaptive skills, and broad psychological functioning, as perceived by parents and teachers. These findings have significant implications for diagnosing ASD among those with high ability, and the development of related psychological and educational interventions to address talent domains and areas of concern. En ligne : http://dx.doi.org/10.1007/s10803-014-2082-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 [article] Cognitive, Adaptive, and Psychosocial Differences Between High Ability Youth With and Without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Alissa F. DOOBAY, Auteur ; Megan FOLEY-NICPON, Auteur ; Saba R. ALI, Auteur ; Susan G. ASSOULINE, Auteur . - p.2026-2040.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.2026-2040
Mots-clés : Autism Gifted Intelligence Adaptive functioning Psychosocial Index. décimale : PER Périodiques Résumé : Research on Autism Spectrum Disorder (ASD) is thriving; however, scant empirical research has investigated how ASD manifests in high ability youth. Further research is necessary to accurately differentiate high ability students with ASD from those without the disorder, and thus decrease the risk of misdiagnosis. The purpose of the present study is to provide an empirical account of the intellectual, adaptive, and psychosocial functioning of high ability youth with and without ASD utilizing a group study design. Forty youth with high cognitive ability and ASD and a control group of 41 youth with high cognitive ability and no psychological diagnosis were included in the study. In comparison to the control group, the ASD group showed poorer functioning on measures of processing speed, adaptive skills, and broad psychological functioning, as perceived by parents and teachers. These findings have significant implications for diagnosing ASD among those with high ability, and the development of related psychological and educational interventions to address talent domains and areas of concern. En ligne : http://dx.doi.org/10.1007/s10803-014-2082-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 Parent, Teacher, and Self Perceptions of Psychosocial Functioning in Intellectually Gifted Children and Adolescents with Autism Spectrum Disorder / Megan FOLEY NICPON in Journal of Autism and Developmental Disorders, 40-8 (August 2010)
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[article]
inJournal of Autism and Developmental Disorders > 40-8 (August 2010) . - p.1028-1038
Titre : Parent, Teacher, and Self Perceptions of Psychosocial Functioning in Intellectually Gifted Children and Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Megan FOLEY NICPON, Auteur ; Alissa F. DOOBAY, Auteur ; Susan G. ASSOULINE, Auteur Année de publication : 2010 Article en page(s) : p.1028-1038 Langues : Anglais (eng) Mots-clés : High-functioning-autism Asperger-syndrome Psychosocial-functioning Intellectually-gifted Behavioral-assessment-scales-for-children second-edition Index. décimale : PER Périodiques Résumé : Parent, teacher, and self-perceptions of 54 high ability students with autism spectrum disorder (ASD) were assessed through administration of the Behavioral Assessment Scales for Children, Second Edition. Parent reports resulted in clinically elevated scores on the Atypicality, Attention Problems, Depression, Hyperactivity, Withdrawal, Activities of Daily Living, Adaptability, and Social Skills subscales, and teacher reports resulted in clinically elevated scores on the Atypicality, Depression, Withdrawal, and Adaptability subscales. Self-report scores were in the average range. Parents and teachers of adolescents reported greater adaptability and fewer symptoms of atypicality than parents and teachers of children. Psychosocial functioning appears impacted in high ability students with ASD and developmental differences in severity may exist. En ligne : http://dx.doi.org/10.1007/s10803-010-0952-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Parent, Teacher, and Self Perceptions of Psychosocial Functioning in Intellectually Gifted Children and Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Megan FOLEY NICPON, Auteur ; Alissa F. DOOBAY, Auteur ; Susan G. ASSOULINE, Auteur . - 2010 . - p.1028-1038.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-8 (August 2010) . - p.1028-1038
Mots-clés : High-functioning-autism Asperger-syndrome Psychosocial-functioning Intellectually-gifted Behavioral-assessment-scales-for-children second-edition Index. décimale : PER Périodiques Résumé : Parent, teacher, and self-perceptions of 54 high ability students with autism spectrum disorder (ASD) were assessed through administration of the Behavioral Assessment Scales for Children, Second Edition. Parent reports resulted in clinically elevated scores on the Atypicality, Attention Problems, Depression, Hyperactivity, Withdrawal, Activities of Daily Living, Adaptability, and Social Skills subscales, and teacher reports resulted in clinically elevated scores on the Atypicality, Depression, Withdrawal, and Adaptability subscales. Self-report scores were in the average range. Parents and teachers of adolescents reported greater adaptability and fewer symptoms of atypicality than parents and teachers of children. Psychosocial functioning appears impacted in high ability students with ASD and developmental differences in severity may exist. En ligne : http://dx.doi.org/10.1007/s10803-010-0952-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108