Atypical Development of Attentional Control Associates with Later Adaptive Functioning, Autism and ADHD Traits / Alexandra HENDRY in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4085-4105 Titre : Atypical Development of Attentional Control Associates with Later Adaptive Functioning, Autism and ADHD Traits Type de document : Texte imprimé et/ou numérique Auteurs : Alexandra HENDRY, Auteur ; Emily J. H. JONES, Auteur ; Rachael BEDFORD, Auteur ; Linn ANDERSSON KONKE, Auteur ; Jannath BEGUM ALI, Auteur ; Sven B?LTE, Auteur ; Karin C. BROCKI, Auteur ; Ellen DEMURIE, Auteur ; Mark H. JOHNSON, Auteur ; Mirjam K. J. PIJL, Auteur ; Herbert ROEYERS, Auteur ; Tony CHARMAN, Auteur Article en page(s) : p.4085-4105 Langues : Anglais (eng) Mots-clés : Adhd  Attention  Atypical development  Autism  Infant  Intermediate phenotype  lecturer for Shire/Takeda, Medice, Roche, Eli Lilly, Prima Psychiatry, and SB  Education and Psychological Consulting AB. He receives royalties for text books and  diagnostic tools from Huber/Hogrefe, Kohlhammer and UTB. Charman discloses that he  has served as a consultant to F. Hoffmann-La Roche Ltd and has received royalties  from Sage Publications and Guilford Publications. All other authors report no  conflict of interest. Index. décimale : PER Périodiques Résumé : Autism is frequently associated with difficulties with top-down attentional control, which impact on individuals' mental health and quality of life. The developmental processes involved in these attentional difficulties are not well understood. Using a data-driven approach, 2 samples (N?=?294 and 412) of infants at elevated and typical likelihood of autism were grouped according to profiles of parent report of attention at 10, 15 and 25 months. In contrast to the normative profile of increases in attentional control scores between infancy and toddlerhood, a minority (7-9%) showed plateauing attentional control scores between 10 and 25 months. Consistent with pre-registered hypotheses, plateaued growth of attentional control was associated with elevated autism and ADHD traits, and lower adaptive functioning at age 3 years. En ligne : http://dx.doi.org/10.1007/s10803-020-04465-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Atypical Development of Attentional Control Associates with Later Adaptive Functioning, Autism and ADHD Traits [Texte imprimé et/ou numérique] / Alexandra HENDRY, Auteur ; Emily J. H. JONES, Auteur ; Rachael BEDFORD, Auteur ; Linn ANDERSSON KONKE, Auteur ; Jannath BEGUM ALI, Auteur ; Sven B?LTE, Auteur ; Karin C. BROCKI, Auteur ; Ellen DEMURIE, Auteur ; Mark H. JOHNSON, Auteur ; Mirjam K. J. PIJL, Auteur ; Herbert ROEYERS, Auteur ; Tony CHARMAN, Auteur . - p.4085-4105. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4085-4105 Mots-clés : Adhd  Attention  Atypical development  Autism  Infant  Intermediate phenotype  lecturer for Shire/Takeda, Medice, Roche, Eli Lilly, Prima Psychiatry, and SB  Education and Psychological Consulting AB. He receives royalties for text books and  diagnostic tools from Huber/Hogrefe, Kohlhammer and UTB. Charman discloses that he  has served as a consultant to F. Hoffmann-La Roche Ltd and has received royalties  from Sage Publications and Guilford Publications. All other authors report no  conflict of interest. Index. décimale : PER Périodiques Résumé : Autism is frequently associated with difficulties with top-down attentional control, which impact on individuals' mental health and quality of life. The developmental processes involved in these attentional difficulties are not well understood. Using a data-driven approach, 2 samples (N?=?294 and 412) of infants at elevated and typical likelihood of autism were grouped according to profiles of parent report of attention at 10, 15 and 25 months. In contrast to the normative profile of increases in attentional control scores between infancy and toddlerhood, a minority (7-9%) showed plateauing attentional control scores between 10 and 25 months. Consistent with pre-registered hypotheses, plateaued growth of attentional control was associated with elevated autism and ADHD traits, and lower adaptive functioning at age 3 years. En ligne : http://dx.doi.org/10.1007/s10803-020-04465-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Common alterations in sensitivity to type but not amount of reward in ADHD and autism spectrum disorders / Ellen DEMURIE in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1164-1173 Titre : Common alterations in sensitivity to type but not amount of reward in ADHD and autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ellen DEMURIE, Auteur ; Herbert ROEYERS, Auteur ; Dieter BAEYENS, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur Année de publication : 2011 Article en page(s) : p.1164-1173 Langues : Anglais (eng) Mots-clés : ADHD  ASD  reward sensitivity  monetary reward  social reward Index. décimale : PER Périodiques Résumé : Background:  Children with attention deficit/hyperactivity disorder (ADHD) display abnormalities in reward processing. Most reward studies have focused on the effects of material or monetary rewards. Studies with autism spectrum disorder (ASD) have focused on social rewards. In this study we compared the effects of amount and type of reward in children with ADHD and those with ASD. Methods:  Two adapted versions of the Monetary Incentive Delay Task were used to study the effects of monetary and social reward anticipation on performance in 40 typically developing (TD) children and adolescents (8–16y), 35 children and adolescents with ADHD and 31 children and adolescents with ASD. Results:  Monetary and social reward improved accuracy and response time (RT) in all groups. The higher the anticipated reward, the more accurate and faster were responses. Independent of these effects, there was a differential effect of reward type. Both clinical groups, but not TD, responded faster for monetary than social rewards. Conclusions:  The results, while not supporting hyposensitivity to changes in reward amount in ADHD and ASD, do suggest that both groups are generally less motivated in settings where social as opposed to monetary rewards can be earned. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02374.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 [article] Common alterations in sensitivity to type but not amount of reward in ADHD and autism spectrum disorders [Texte imprimé et/ou numérique] / Ellen DEMURIE, Auteur ; Herbert ROEYERS, Auteur ; Dieter BAEYENS, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur . - 2011 . - p.1164-1173. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1164-1173 Mots-clés : ADHD  ASD  reward sensitivity  monetary reward  social reward Index. décimale : PER Périodiques Résumé : Background:  Children with attention deficit/hyperactivity disorder (ADHD) display abnormalities in reward processing. Most reward studies have focused on the effects of material or monetary rewards. Studies with autism spectrum disorder (ASD) have focused on social rewards. In this study we compared the effects of amount and type of reward in children with ADHD and those with ASD. Methods:  Two adapted versions of the Monetary Incentive Delay Task were used to study the effects of monetary and social reward anticipation on performance in 40 typically developing (TD) children and adolescents (8–16y), 35 children and adolescents with ADHD and 31 children and adolescents with ASD. Results:  Monetary and social reward improved accuracy and response time (RT) in all groups. The higher the anticipated reward, the more accurate and faster were responses. Independent of these effects, there was a differential effect of reward type. Both clinical groups, but not TD, responded faster for monetary than social rewards. Conclusions:  The results, while not supporting hyposensitivity to changes in reward amount in ADHD and ASD, do suggest that both groups are generally less motivated in settings where social as opposed to monetary rewards can be earned. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02374.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145

A cross-linguistic examination of language measures in autism: A comparison between Dutch and English / Yanru CHEN ; Ellen DEMURIE ; Maide ERDOGAN ; Sarah SCHAUBROECK ; Helen TAGER-FLUSBERG ; Herbert ROEYERS in Research in Autism Spectrum Disorders, 117 (September 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 117 (September 2024) . - p.102461 Titre : A cross-linguistic examination of language measures in autism: A comparison between Dutch and English Type de document : Texte imprimé et/ou numérique Auteurs : Yanru CHEN, Auteur ; Ellen DEMURIE, Auteur ; Maide ERDOGAN, Auteur ; Sarah SCHAUBROECK, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.102461 Langues : Anglais (eng) Mots-clés : Autism  Language  Development  Assessment modality  Cross-linguistic Index. décimale : PER Périodiques Résumé : Background Language abilities are highly heterogeneous in autism. While a multimodal assessment approach is recommended to capture the language variability, this is not always possible. Therefore, it is important to gain contextual information about different language assessments to determine which assessment is most appropriate for different research questions. As most current work is based on English-speaking populations, this paper compares three language assessment modalities (standardized assessment, parent survey, and a natural language sample) between English-speaking and Dutch-speaking autistic and neurotypical children. Method The Mullen Scales of Early Learning, the Vineland Adaptive Behavior Scales and a naturalistic language sample were employed to measure language in 100 preschool-aged participants. Correlation analyses and mixed-effect regressions were conducted, and Bland-Altman plots were created to examine the similarity between measures. Results English-speaking and Dutch-speaking parents rated their children?s expressive language higher than their receptive language. The best agreement between measures was for standardized language and parent report. Agreement was higher for children with low language scores. Primary language (English vs. Dutch) did not significantly affect the results, but age, nonverbal cognitive abilities and biological sex were shown to predict expressive and receptive language outcome. Conclusions For autistic children with low language levels, parent-reported and standardized language measures provide researchers with similar information. Depending on the available time and resources, researchers may choose to use one of these methods. However, for autistic children with (above) average language abilities, multiple modalities should be considered to gain a comprehensive understanding of their language abilities across different settings. A natural language sample is of most added value next to a standardized assessment or parent report. En ligne : https://doi.org/10.1016/j.rasd.2024.102461 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] A cross-linguistic examination of language measures in autism: A comparison between Dutch and English [Texte imprimé et/ou numérique] / Yanru CHEN, Auteur ; Ellen DEMURIE, Auteur ; Maide ERDOGAN, Auteur ; Sarah SCHAUBROECK, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Herbert ROEYERS, Auteur . - p.102461. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 117 (September 2024) . - p.102461 Mots-clés : Autism  Language  Development  Assessment modality  Cross-linguistic Index. décimale : PER Périodiques Résumé : Background Language abilities are highly heterogeneous in autism. While a multimodal assessment approach is recommended to capture the language variability, this is not always possible. Therefore, it is important to gain contextual information about different language assessments to determine which assessment is most appropriate for different research questions. As most current work is based on English-speaking populations, this paper compares three language assessment modalities (standardized assessment, parent survey, and a natural language sample) between English-speaking and Dutch-speaking autistic and neurotypical children. Method The Mullen Scales of Early Learning, the Vineland Adaptive Behavior Scales and a naturalistic language sample were employed to measure language in 100 preschool-aged participants. Correlation analyses and mixed-effect regressions were conducted, and Bland-Altman plots were created to examine the similarity between measures. Results English-speaking and Dutch-speaking parents rated their children?s expressive language higher than their receptive language. The best agreement between measures was for standardized language and parent report. Agreement was higher for children with low language scores. Primary language (English vs. Dutch) did not significantly affect the results, but age, nonverbal cognitive abilities and biological sex were shown to predict expressive and receptive language outcome. Conclusions For autistic children with low language levels, parent-reported and standardized language measures provide researchers with similar information. Depending on the available time and resources, researchers may choose to use one of these methods. However, for autistic children with (above) average language abilities, multiple modalities should be considered to gain a comprehensive understanding of their language abilities across different settings. A natural language sample is of most added value next to a standardized assessment or parent report. En ligne : https://doi.org/10.1016/j.rasd.2024.102461 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

Empathic accuracy in adolescents with autism spectrum disorders and adolescents with attention-deficit/hyperactivity disorder / Ellen DEMURIE in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.126-134 Titre : Empathic accuracy in adolescents with autism spectrum disorders and adolescents with attention-deficit/hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ellen DEMURIE, Auteur ; Herbert ROEYERS, Auteur ; Maaike DE COREL, Auteur Année de publication : 2011 Article en page(s) : p.126-134 Langues : Anglais (eng) Mots-clés : Autism ADHD Empathic-accuracy Perspective-taking Social-cognition Index. décimale : PER Périodiques Résumé : In research on theory of mind (ToM) in individuals with an autism spectrum disorder (ASD) mainly static mind-reading tasks were used. In this study both a static (Eyes Test) and a more naturalistic (empathic accuracy task) ToM measure were used to investigate the perspective taking abilities of adolescents with ASD (n = 13), adolescents with attention-deficit/hyperactivity disorder (ADHD; n = 13) and typically developing adolescents (n = 18). An innovative aspect concerns the standard stimulus tapes of the empathic accuracy task, which showed interactions between dyads of one adolescent with ADHD and one adolescent without ADHD. In this way, we were able to compare the ‘readability’ of the thoughts and feelings of adolescents with and without ADHD. The results clearly demonstrate the impairment in perspective taking abilities of adolescents with ASD, both on the static and naturalistic mind-reading task. Moreover, the empathic accuracy task seems to be a useful and promising method to assess ToM abilities in adolescents, with or without clinical problems. Finally, thoughts and feelings of target persons with ADHD seemed to be less easy to read than the thoughts and feelings of typically developing target persons. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 [article] Empathic accuracy in adolescents with autism spectrum disorders and adolescents with attention-deficit/hyperactivity disorder [Texte imprimé et/ou numérique] / Ellen DEMURIE, Auteur ; Herbert ROEYERS, Auteur ; Maaike DE COREL, Auteur . - 2011 . - p.126-134. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.126-134 Mots-clés : Autism ADHD Empathic-accuracy Perspective-taking Social-cognition Index. décimale : PER Périodiques Résumé : In research on theory of mind (ToM) in individuals with an autism spectrum disorder (ASD) mainly static mind-reading tasks were used. In this study both a static (Eyes Test) and a more naturalistic (empathic accuracy task) ToM measure were used to investigate the perspective taking abilities of adolescents with ASD (n = 13), adolescents with attention-deficit/hyperactivity disorder (ADHD; n = 13) and typically developing adolescents (n = 18). An innovative aspect concerns the standard stimulus tapes of the empathic accuracy task, which showed interactions between dyads of one adolescent with ADHD and one adolescent without ADHD. In this way, we were able to compare the ‘readability’ of the thoughts and feelings of adolescents with and without ADHD. The results clearly demonstrate the impairment in perspective taking abilities of adolescents with ASD, both on the static and naturalistic mind-reading task. Moreover, the empathic accuracy task seems to be a useful and promising method to assess ToM abilities in adolescents, with or without clinical problems. Finally, thoughts and feelings of target persons with ADHD seemed to be less easy to read than the thoughts and feelings of typically developing target persons. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111

Exploring receptive and expressive language components at the age of 36 months in siblings at risk for autism spectrum disorder / Eva BRUYNEEL in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101419 Titre : Exploring receptive and expressive language components at the age of 36 months in siblings at risk for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Eva BRUYNEEL, Auteur ; Ellen DEMURIE, Auteur ; Inge ZINK, Auteur ; Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.101419 Langues : Anglais (eng) Mots-clés : Receptive language  Expressive language  Language components  High-risk siblings  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background Language difficulties are highly prevalent in children with autism spectrum disorder (ASD) as well as in their younger siblings (high-risk (HR) sibs). Children with ASD show substantial heterogeneity in difficulties with different language components, but it remains unknown whether this variability is also present in HR-sibs. Method Receptive (RL) and expressive language (EL) were evaluated in siblings of typically developing children (low-risk (LR) sibs, N?=?33) and HR-sibs (N?=?30) at 36 months, using the Mullen Scales of Early Learning (MSEL), the Dutch version of the Reynell Developmental Language Scales – 2nd edition (RDLS-2) and spontaneous language analysis (SL). Next, composite scores for receptive and expressive phonology, grammar, semantics and pragmatics were formed. Group comparisons were performed and delays in the different language components were explored. Results En ligne : https://doi.org/10.1016/j.rasd.2019.101419 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Exploring receptive and expressive language components at the age of 36 months in siblings at risk for autism spectrum disorder [Texte imprimé et/ou numérique] / Eva BRUYNEEL, Auteur ; Ellen DEMURIE, Auteur ; Inge ZINK, Auteur ; Petra WARREYN, Auteur ; Herbert ROEYERS, Auteur . - p.101419. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101419 Mots-clés : Receptive language  Expressive language  Language components  High-risk siblings  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Background Language difficulties are highly prevalent in children with autism spectrum disorder (ASD) as well as in their younger siblings (high-risk (HR) sibs). Children with ASD show substantial heterogeneity in difficulties with different language components, but it remains unknown whether this variability is also present in HR-sibs. Method Receptive (RL) and expressive language (EL) were evaluated in siblings of typically developing children (low-risk (LR) sibs, N?=?33) and HR-sibs (N?=?30) at 36 months, using the Mullen Scales of Early Learning (MSEL), the Dutch version of the Reynell Developmental Language Scales – 2nd edition (RDLS-2) and spontaneous language analysis (SL). Next, composite scores for receptive and expressive phonology, grammar, semantics and pragmatics were formed. Group comparisons were performed and delays in the different language components were explored. Results En ligne : https://doi.org/10.1016/j.rasd.2019.101419 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Factors associated with receptive and expressive language in autistic children and siblings: A systematic review / Marjolein MUÈS in Autism & Developmental Language Impairments, 9 (January-December 2024)  

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Play in Relation to Autism Traits in Young Children at Elevated Likelihood for Autism Spectrum Disorder / Floor MOERMAN in Journal of Autism and Developmental Disorders, 53-4 (April 2023)  

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Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role? / Ramona CARDILLO in Autism Research, 14-5 (May 2021)  

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