Dépouillements

Strong Bias Towards Analytic Perception in ASD Does not Necessarily Come at the Price of Impaired Integration Skills / Bat-Sheva HADAD in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1499-1512 Titre : Strong Bias Towards Analytic Perception in ASD Does not Necessarily Come at the Price of Impaired Integration Skills Type de document : Texte imprimé et/ou numérique Auteurs : Bat-Sheva HADAD, Auteur ; Yair ZIV, Auteur Article en page(s) : p.1499-1512 Langues : Anglais (eng) Mots-clés : Global–local processing  Weak central coherence (WCC)  Enhanced perceptual functioning (EPF)  ASD  Holistic-analytic processing  Contour integration Index. décimale : PER Périodiques Résumé : We first demonstrated analytic processing in ASD under conditions in which integral processing seems mandatory in TD observers, a pattern that is often taken to indicate a local default processing in ASD. However, this processing bias does not inevitably come at the price of impaired integration skills. Indeed, examining the same group of individuals with ASD on a task with explicit demands for integrated representations, Experiment 2 showed that the same observers with ASD demonstrated intact spatial integration. The results further showed that performance was not only quantitatively, but also qualitatively comparable to that of TD observers, demonstrating the sensitivity of integration in ASD to the same interactive effects of Gestalt cues. En ligne : http://dx.doi.org/10.1007/s10803-014-2293-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Strong Bias Towards Analytic Perception in ASD Does not Necessarily Come at the Price of Impaired Integration Skills [Texte imprimé et/ou numérique] / Bat-Sheva HADAD, Auteur ; Yair ZIV, Auteur . - p.1499-1512. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1499-1512 Mots-clés : Global–local processing  Weak central coherence (WCC)  Enhanced perceptual functioning (EPF)  ASD  Holistic-analytic processing  Contour integration Index. décimale : PER Périodiques Résumé : We first demonstrated analytic processing in ASD under conditions in which integral processing seems mandatory in TD observers, a pattern that is often taken to indicate a local default processing in ASD. However, this processing bias does not inevitably come at the price of impaired integration skills. Indeed, examining the same group of individuals with ASD on a task with explicit demands for integrated representations, Experiment 2 showed that the same observers with ASD demonstrated intact spatial integration. The results further showed that performance was not only quantitatively, but also qualitatively comparable to that of TD observers, demonstrating the sensitivity of integration in ASD to the same interactive effects of Gestalt cues. En ligne : http://dx.doi.org/10.1007/s10803-014-2293-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies / Kelly J. WHALON in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1513-1531 Titre : School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies Type de document : Texte imprimé et/ou numérique Auteurs : Kelly J. WHALON, Auteur ; Maureen A. CONROY, Auteur ; Jose R. MARTINEZ, Auteur ; Brittany L. WERCH, Auteur Article en page(s) : p.1513-1531 Langues : Anglais (eng) Mots-clés : Social competence  Social communication  Autism spectrum disorder  Literature review  Meta-analysis Index. décimale : PER Périodiques Résumé : The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3–12 years old with an ASD, and took place in school settings. Articles were analyzed descriptively and using the evaluative method to determine study quality. Additionally, effect size estimates were calculated using nonoverlap of all pairs method and Tau-U. A total of 37 studies including 105 children were reviewed. Overall, ES estimates ranged from weak to strong, but on average, the reviewed interventions produced a moderate to strong effect, and quality ratings were generally in the acceptable to high range. Findings suggest that children with ASD can benefit from social skill interventions implemented with peers in school settings. En ligne : http://dx.doi.org/10.1007/s10803-015-2373-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies [Texte imprimé et/ou numérique] / Kelly J. WHALON, Auteur ; Maureen A. CONROY, Auteur ; Jose R. MARTINEZ, Auteur ; Brittany L. WERCH, Auteur . - p.1513-1531. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1513-1531 Mots-clés : Social competence  Social communication  Autism spectrum disorder  Literature review  Meta-analysis Index. décimale : PER Périodiques Résumé : The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3–12 years old with an ASD, and took place in school settings. Articles were analyzed descriptively and using the evaluative method to determine study quality. Additionally, effect size estimates were calculated using nonoverlap of all pairs method and Tau-U. A total of 37 studies including 105 children were reviewed. Overall, ES estimates ranged from weak to strong, but on average, the reviewed interventions produced a moderate to strong effect, and quality ratings were generally in the acceptable to high range. Findings suggest that children with ASD can benefit from social skill interventions implemented with peers in school settings. En ligne : http://dx.doi.org/10.1007/s10803-015-2373-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Improving Psychosexual Knowledge in Adolescents with Autism Spectrum Disorder: Pilot of the Tackling Teenage Training Program / Linda P. DEKKER in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1532-1540 Titre : Improving Psychosexual Knowledge in Adolescents with Autism Spectrum Disorder: Pilot of the Tackling Teenage Training Program Type de document : Texte imprimé et/ou numérique Auteurs : Linda P. DEKKER, Auteur ; Esther J. M. VAN DER VEGT, Auteur ; Kirsten VISSER, Auteur ; Nouchka TICK, Auteur ; Frieda BOUDESTEIJN, Auteur ; Frank C. VERHULST, Auteur ; Athanasios MARAS, Auteur ; Kirstin GREAVES-LORD, Auteur Article en page(s) : p.1532-1540 Langues : Anglais (eng) Mots-clés : Psychosexual functioning  Autism spectrum disorder  Psychosexual knowledge  Training program Index. décimale : PER Périodiques Résumé : Previous studies have shown that psychosexual functioning in adolescents with autism spectrum disorder (ASD) is hampered and emphasize the need for a specialized training program tailored to their needs. Therefore, an individual training program was developed; the Tackling Teenage Training (TTT) program. The current pilot study systematically evaluated whether psychosexual knowledge increased after taking part in the TTT program, using a pre- and post-training design in 30 adolescents with ASD (77 % male, mean age = 14.80 years, mean intelligence = 96.96). Psychosexual knowledge increased significantly (pre-training total score: M = 25.74, SD = 6.20; post-training total score: M = 33.52 (SD = 2.78); F(1,29) = 65.20, p < .001). The TTT program may be useful to improve psychosexual knowledge and functioning in adolescents with ASD, yet these findings are preliminary, and a more elaborate controlled trial is needed. En ligne : http://dx.doi.org/10.1007/s10803-014-2301-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Improving Psychosexual Knowledge in Adolescents with Autism Spectrum Disorder: Pilot of the Tackling Teenage Training Program [Texte imprimé et/ou numérique] / Linda P. DEKKER, Auteur ; Esther J. M. VAN DER VEGT, Auteur ; Kirsten VISSER, Auteur ; Nouchka TICK, Auteur ; Frieda BOUDESTEIJN, Auteur ; Frank C. VERHULST, Auteur ; Athanasios MARAS, Auteur ; Kirstin GREAVES-LORD, Auteur . - p.1532-1540. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1532-1540 Mots-clés : Psychosexual functioning  Autism spectrum disorder  Psychosexual knowledge  Training program Index. décimale : PER Périodiques Résumé : Previous studies have shown that psychosexual functioning in adolescents with autism spectrum disorder (ASD) is hampered and emphasize the need for a specialized training program tailored to their needs. Therefore, an individual training program was developed; the Tackling Teenage Training (TTT) program. The current pilot study systematically evaluated whether psychosexual knowledge increased after taking part in the TTT program, using a pre- and post-training design in 30 adolescents with ASD (77 % male, mean age = 14.80 years, mean intelligence = 96.96). Psychosexual knowledge increased significantly (pre-training total score: M = 25.74, SD = 6.20; post-training total score: M = 33.52 (SD = 2.78); F(1,29) = 65.20, p < .001). The TTT program may be useful to improve psychosexual knowledge and functioning in adolescents with ASD, yet these findings are preliminary, and a more elaborate controlled trial is needed. En ligne : http://dx.doi.org/10.1007/s10803-014-2301-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Multidisciplinary Assessment and Treatment of Self-Injurious Behavior in Autism Spectrum Disorder and Intellectual Disability: Integration of Psychological and Biological Theory and Approach / Noha F. MINSHAWI in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1541-1568 Titre : Multidisciplinary Assessment and Treatment of Self-Injurious Behavior in Autism Spectrum Disorder and Intellectual Disability: Integration of Psychological and Biological Theory and Approach Type de document : Texte imprimé et/ou numérique Auteurs : Noha F. MINSHAWI, Auteur ; Sarah HURWITZ, Auteur ; Danielle MORRISS, Auteur ; Christopher J. MCDOUGLE, Auteur Article en page(s) : p.1541-1568 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Intellectual disability  Self-injurious behavior  Behavior therapy  Pharmacotherapy Index. décimale : PER Périodiques Résumé : The objective of this review is to consider the psychological (largely behavioral) and biological [neurochemical, medical (including genetic), and pharmacological] theories and approaches that contribute to current thinking about the etiology and treatment of self-injurious behavior (SIB) in individuals with autism spectrum disorder and/or intellectual disability. Algorithms for the assessment and treatment of SIB in this context, respectively, from a multidisciplinary, integrative perspective are proposed and challenges and opportunities that exist in clinical and research settings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2307-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Multidisciplinary Assessment and Treatment of Self-Injurious Behavior in Autism Spectrum Disorder and Intellectual Disability: Integration of Psychological and Biological Theory and Approach [Texte imprimé et/ou numérique] / Noha F. MINSHAWI, Auteur ; Sarah HURWITZ, Auteur ; Danielle MORRISS, Auteur ; Christopher J. MCDOUGLE, Auteur . - p.1541-1568. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1541-1568 Mots-clés : Autism spectrum disorder  Intellectual disability  Self-injurious behavior  Behavior therapy  Pharmacotherapy Index. décimale : PER Périodiques Résumé : The objective of this review is to consider the psychological (largely behavioral) and biological [neurochemical, medical (including genetic), and pharmacological] theories and approaches that contribute to current thinking about the etiology and treatment of self-injurious behavior (SIB) in individuals with autism spectrum disorder and/or intellectual disability. Algorithms for the assessment and treatment of SIB in this context, respectively, from a multidisciplinary, integrative perspective are proposed and challenges and opportunities that exist in clinical and research settings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2307-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Increased Exposure to Rigid Routines can Lead to Increased Challenging Behavior Following Changes to Those Routines / Leah E. BULL in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1569-1578 Titre : Increased Exposure to Rigid Routines can Lead to Increased Challenging Behavior Following Changes to Those Routines Type de document : Texte imprimé et/ou numérique Auteurs : Leah E. BULL, Auteur ; Chris OLIVER, Auteur ; Eleanor CALLAGHAN, Auteur ; Kate Anne WOODCOCK, Auteur Article en page(s) : p.1569-1578 Langues : Anglais (eng) Mots-clés : Resistance to change  Restricted preferences  Preference for routine  Challenging behavior  Temper tantrums  Prader–Willi syndrome Index. décimale : PER Périodiques Résumé : Several neurodevelopmental disorders are associated with preference for routine and challenging behavior following changes to routines. We examine individuals with Prader–Willi syndrome, who show elevated levels of this behavior, to better understand how previous experience of a routine can affect challenging behavior elicited by disruption to that routine. Play based challenges exposed 16 participants to routines, which were either adhered to or changed. Temper outburst behaviors, heart rate and movement were measured. As participants were exposed to routines for longer before a change (between 10 and 80 min; within participants), more temper outburst behaviors were elicited by changes. Increased emotional arousal was also elicited, which was indexed by heart rate increases not driven by movement. Further study will be important to understand whether current intervention approaches that limit exposure to changes, may benefit from the structured integration of flexibility to ensure that the opportunity for routine establishment is also limited. En ligne : http://dx.doi.org/10.1007/s10803-014-2308-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Increased Exposure to Rigid Routines can Lead to Increased Challenging Behavior Following Changes to Those Routines [Texte imprimé et/ou numérique] / Leah E. BULL, Auteur ; Chris OLIVER, Auteur ; Eleanor CALLAGHAN, Auteur ; Kate Anne WOODCOCK, Auteur . - p.1569-1578. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1569-1578 Mots-clés : Resistance to change  Restricted preferences  Preference for routine  Challenging behavior  Temper tantrums  Prader–Willi syndrome Index. décimale : PER Périodiques Résumé : Several neurodevelopmental disorders are associated with preference for routine and challenging behavior following changes to routines. We examine individuals with Prader–Willi syndrome, who show elevated levels of this behavior, to better understand how previous experience of a routine can affect challenging behavior elicited by disruption to that routine. Play based challenges exposed 16 participants to routines, which were either adhered to or changed. Temper outburst behaviors, heart rate and movement were measured. As participants were exposed to routines for longer before a change (between 10 and 80 min; within participants), more temper outburst behaviors were elicited by changes. Increased emotional arousal was also elicited, which was indexed by heart rate increases not driven by movement. Further study will be important to understand whether current intervention approaches that limit exposure to changes, may benefit from the structured integration of flexibility to ensure that the opportunity for routine establishment is also limited. En ligne : http://dx.doi.org/10.1007/s10803-014-2308-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Increasing Adaptive Behavior Skill Deficits From Childhood to Adolescence in Autism Spectrum Disorder: Role of Executive Function / Cara E. PUGLIESE in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1579-1587 Titre : Increasing Adaptive Behavior Skill Deficits From Childhood to Adolescence in Autism Spectrum Disorder: Role of Executive Function Type de document : Texte imprimé et/ou numérique Auteurs : Cara E. PUGLIESE, Auteur ; Laura G. ANTHONY, Auteur ; John F. STRANG, Auteur ; Katerina DUDLEY, Auteur ; Gregory L. WALLACE, Auteur ; Lauren KENWORTHY, Auteur Article en page(s) : p.1579-1587 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Adaptive behavior  Executive function  Cognitive ability Index. décimale : PER Périodiques Résumé : Almost half of all children with autism spectrum disorder have average cognitive abilities, yet outcome remains poor. Because outcome in HFASD is more related to adaptive behavior skills than cognitive level it is important to identify predictors of adaptive behavior. This study examines cognitive and demographic factors related to adaptive behavior, with specific attention to the role of executive function (EF) in youth with HFASD aged 4–23. There was a negative relationship between age and adaptive behavior and the discrepancy between IQ and adaptive behavior increased with age. EF problems contributed to lower adaptive behavior scores across domains. As such, it is important to target adaptive skills, and the EF problems that may contribute to them, in youth with HFASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2309-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Increasing Adaptive Behavior Skill Deficits From Childhood to Adolescence in Autism Spectrum Disorder: Role of Executive Function [Texte imprimé et/ou numérique] / Cara E. PUGLIESE, Auteur ; Laura G. ANTHONY, Auteur ; John F. STRANG, Auteur ; Katerina DUDLEY, Auteur ; Gregory L. WALLACE, Auteur ; Lauren KENWORTHY, Auteur . - p.1579-1587. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1579-1587 Mots-clés : Autism spectrum disorder  Adaptive behavior  Executive function  Cognitive ability Index. décimale : PER Périodiques Résumé : Almost half of all children with autism spectrum disorder have average cognitive abilities, yet outcome remains poor. Because outcome in HFASD is more related to adaptive behavior skills than cognitive level it is important to identify predictors of adaptive behavior. This study examines cognitive and demographic factors related to adaptive behavior, with specific attention to the role of executive function (EF) in youth with HFASD aged 4–23. There was a negative relationship between age and adaptive behavior and the discrepancy between IQ and adaptive behavior increased with age. EF problems contributed to lower adaptive behavior scores across domains. As such, it is important to target adaptive skills, and the EF problems that may contribute to them, in youth with HFASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2309-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Impact of Choice on Social Outcomes of Adults with ASD / Margaret H. MEHLING in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1588-1602 Titre : Impact of Choice on Social Outcomes of Adults with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Margaret H. MEHLING, Auteur ; Marc J. TASSE, Auteur Article en page(s) : p.1588-1602 Langues : Anglais (eng) Mots-clés : Autism  Social relationships  Social participation  Access to services  Personal control  National core indicators Index. décimale : PER Périodiques Résumé : This study explores social outcomes for adults with autism spectrum disorder (ASD) in comparison to adults with developmental disabilities other than ASD by investigating the relationships between the constructs Social Participation and Relationships, Social Determination, and Personal Control. Structural equation modeling (SEM) was used to test a model of the relationships among constructs of interest and structured means analysis was used to test for mean group differences on these constructs. Results indicated that individuals with ASD had lower levels of Social Determination and Friendships than individuals with other developmental disabilities. SEM analyses yielded significant relationships between constructs. Results provide insight with regards to novel statistical, theoretical, and practical approaches to the study of social outcomes for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2312-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Impact of Choice on Social Outcomes of Adults with ASD [Texte imprimé et/ou numérique] / Margaret H. MEHLING, Auteur ; Marc J. TASSE, Auteur . - p.1588-1602. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1588-1602 Mots-clés : Autism  Social relationships  Social participation  Access to services  Personal control  National core indicators Index. décimale : PER Périodiques Résumé : This study explores social outcomes for adults with autism spectrum disorder (ASD) in comparison to adults with developmental disabilities other than ASD by investigating the relationships between the constructs Social Participation and Relationships, Social Determination, and Personal Control. Structural equation modeling (SEM) was used to test a model of the relationships among constructs of interest and structured means analysis was used to test for mean group differences on these constructs. Results indicated that individuals with ASD had lower levels of Social Determination and Friendships than individuals with other developmental disabilities. SEM analyses yielded significant relationships between constructs. Results provide insight with regards to novel statistical, theoretical, and practical approaches to the study of social outcomes for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2312-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Decision-Making in a Changing World: A Study in Autism Spectrum Disorders / S. ROBIC in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1603-1613 Titre : Decision-Making in a Changing World: A Study in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : S. ROBIC, Auteur ; Sandrine SONIE, Auteur ; P. FONLUPT, Auteur ; M. A. HENAFF, Auteur ; Nathalie TOUIL, Auteur ; G. CORICELLI, Auteur ; J. MATTOUT, Auteur ; C. SCHMITZ, Auteur Article en page(s) : p.1603-1613 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Social  Instability  Decision-making Index. décimale : PER Périodiques Résumé : To learn to deal with the unexpected is essential to adaptation to a social, therefore often unpredictable environment. Fourteen adults with autism spectrum disorders (ASD) and 15 controls underwent a decision-making task aimed at investigating the influence of either a social or a non-social environment, and its interaction with either a stable (with constant probabilities) or an unstable (with changing probabilities) context on their performance. Participants with ASD presented with difficulties in accessing underlying statistical rules in an unstable context, a deficit especially enhanced in the social environment. These results point out that the difficulties people with ASD encounter in their social life might be caused by impaired social cues processing and by the unpredictability associated with the social world. En ligne : http://dx.doi.org/10.1007/s10803-014-2311-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Decision-Making in a Changing World: A Study in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / S. ROBIC, Auteur ; Sandrine SONIE, Auteur ; P. FONLUPT, Auteur ; M. A. HENAFF, Auteur ; Nathalie TOUIL, Auteur ; G. CORICELLI, Auteur ; J. MATTOUT, Auteur ; C. SCHMITZ, Auteur . - p.1603-1613. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1603-1613 Mots-clés : Autism spectrum disorders  Social  Instability  Decision-making Index. décimale : PER Périodiques Résumé : To learn to deal with the unexpected is essential to adaptation to a social, therefore often unpredictable environment. Fourteen adults with autism spectrum disorders (ASD) and 15 controls underwent a decision-making task aimed at investigating the influence of either a social or a non-social environment, and its interaction with either a stable (with constant probabilities) or an unstable (with changing probabilities) context on their performance. Participants with ASD presented with difficulties in accessing underlying statistical rules in an unstable context, a deficit especially enhanced in the social environment. These results point out that the difficulties people with ASD encounter in their social life might be caused by impaired social cues processing and by the unpredictability associated with the social world. En ligne : http://dx.doi.org/10.1007/s10803-014-2311-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Knowledge and Use of Intervention Practices by Community-Based Early Intervention Service Providers / Jessica M. PAYNTER in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1614-1623 Titre : Knowledge and Use of Intervention Practices by Community-Based Early Intervention Service Providers Type de document : Texte imprimé et/ou numérique Auteurs : Jessica M. PAYNTER, Auteur ; Deb KEEN, Auteur Article en page(s) : p.1614-1623 Langues : Anglais (eng) Mots-clés : Evidence-based practice  Implementation  Knowledge transfer  Early intervention  Research-practice gap Index. décimale : PER Périodiques Résumé : This study investigated staff attitudes, knowledge and use of evidence-based practices (EBP) and links to organisational culture in a community-based autism early intervention service. An EBP questionnaire was completed by 99 metropolitan and regionally-based professional and paraprofessional staff. Participants reported greater knowledge and use of EBPs compared to emerging and unsupported practices. Knowledge and use of EBPs were linked to each other independent of significant correlations with organisational culture and attitudes. Knowledge and use of EBPs was greater in metropolitan than regional locations and paraprofessionals reported greater use of unsupported practices and lower levels of knowledge and use of EBPs than professionals. The implications of these findings for the facilitation of knowledge transfer are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2316-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Knowledge and Use of Intervention Practices by Community-Based Early Intervention Service Providers [Texte imprimé et/ou numérique] / Jessica M. PAYNTER, Auteur ; Deb KEEN, Auteur . - p.1614-1623. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1614-1623 Mots-clés : Evidence-based practice  Implementation  Knowledge transfer  Early intervention  Research-practice gap Index. décimale : PER Périodiques Résumé : This study investigated staff attitudes, knowledge and use of evidence-based practices (EBP) and links to organisational culture in a community-based autism early intervention service. An EBP questionnaire was completed by 99 metropolitan and regionally-based professional and paraprofessional staff. Participants reported greater knowledge and use of EBPs compared to emerging and unsupported practices. Knowledge and use of EBPs were linked to each other independent of significant correlations with organisational culture and attitudes. Knowledge and use of EBPs was greater in metropolitan than regional locations and paraprofessionals reported greater use of unsupported practices and lower levels of knowledge and use of EBPs than professionals. The implications of these findings for the facilitation of knowledge transfer are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2316-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Teaching Children with Autism in Small Groups with Students Who are At-Risk for Academic Problems: Effects on Academic and Social Behaviors / Jennifer R. LEDFORD in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1624-1635 Titre : Teaching Children with Autism in Small Groups with Students Who are At-Risk for Academic Problems: Effects on Academic and Social Behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; Joseph H. WEHBY, Auteur Article en page(s) : p.1624-1635 Langues : Anglais (eng) Mots-clés : Small group instruction  Social skills  Progressive time delay Index. décimale : PER Périodiques Résumé : Students with ASD are often taught in individual instructional arrangements, even when they receive educational services in inclusive settings. Providing intervention in small group arrangements may increase opportunities for social interactions, particularly when these opportunities are systematically planned. In this study, academic instruction was conducted in small groups consisting of one student with ASD and peers who were socially competent but at risk for academic failure. All students learned targeted academic behaviors and increased their use of targeted social behaviors during instructional sessions. Generalization of social behaviors to a less-structured context was variable. Results suggest that small group instruction may be a feasible and preferred alternative to individual instruction for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2317-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Teaching Children with Autism in Small Groups with Students Who are At-Risk for Academic Problems: Effects on Academic and Social Behaviors [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Joseph H. WEHBY, Auteur . - p.1624-1635. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1624-1635 Mots-clés : Small group instruction  Social skills  Progressive time delay Index. décimale : PER Périodiques Résumé : Students with ASD are often taught in individual instructional arrangements, even when they receive educational services in inclusive settings. Providing intervention in small group arrangements may increase opportunities for social interactions, particularly when these opportunities are systematically planned. In this study, academic instruction was conducted in small groups consisting of one student with ASD and peers who were socially competent but at risk for academic failure. All students learned targeted academic behaviors and increased their use of targeted social behaviors during instructional sessions. Generalization of social behaviors to a less-structured context was variable. Results suggest that small group instruction may be a feasible and preferred alternative to individual instruction for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2317-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Support Needs of Fathers and Mothers of Children and Adolescents with Autism Spectrum Disorder / Sigan L. HARTLEY in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1636-1648 Titre : Support Needs of Fathers and Mothers of Children and Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sigan L. HARTLEY, Auteur ; Haley M. SCHULTZ, Auteur Article en page(s) : p.1636-1648 Langues : Anglais (eng) Mots-clés : Autism  Support  Services  Parent  Father Index. décimale : PER Périodiques Résumé : Little research has examined the support needs of mothers versus fathers of children and adolescents with autism spectrum disorder (ASD). We identified and compared the important and unmet support needs of mothers and fathers, and evaluated their association with family and child factors, within 73 married couples who had a child or adolescent with ASD. Mothers had a higher number of important support needs and higher proportion of important support needs that are unmet than fathers. Multilevel modeling indicated that child age, co-occurring behavior problems, presence of intellectual disability, parent education, and household income were related to support needs. Findings offer insight into the overlapping and unique support needs of mothers and fathers of children and adolescents with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2318-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Support Needs of Fathers and Mothers of Children and Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sigan L. HARTLEY, Auteur ; Haley M. SCHULTZ, Auteur . - p.1636-1648. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1636-1648 Mots-clés : Autism  Support  Services  Parent  Father Index. décimale : PER Périodiques Résumé : Little research has examined the support needs of mothers versus fathers of children and adolescents with autism spectrum disorder (ASD). We identified and compared the important and unmet support needs of mothers and fathers, and evaluated their association with family and child factors, within 73 married couples who had a child or adolescent with ASD. Mothers had a higher number of important support needs and higher proportion of important support needs that are unmet than fathers. Multilevel modeling indicated that child age, co-occurring behavior problems, presence of intellectual disability, parent education, and household income were related to support needs. Findings offer insight into the overlapping and unique support needs of mothers and fathers of children and adolescents with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2318-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Autism Spectrum Disorder Profile in Neurofibromatosis Type I / Shruti GARG in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1649-1657 Titre : Autism Spectrum Disorder Profile in Neurofibromatosis Type I Type de document : Texte imprimé et/ou numérique Auteurs : Shruti GARG, Auteur ; Ellen PLASSCHAERT, Auteur ; Mie-Jef DESCHEEMAEKER, Auteur ; Susan HUSON, Auteur ; Martine BORGHGRAEF, Auteur ; Annick VOGELS, Auteur ; D. Gareth EVANS, Auteur ; Eric LEGIUS, Auteur ; Jonathan GREEN, Auteur Article en page(s) : p.1649-1657 Langues : Anglais (eng) Mots-clés : NF1  ASD  Neurofibromatosis Type 1  Autism spectrum disorder  SRS  ADOS Index. décimale : PER Périodiques Résumé : Neurofibromatosis Type 1 (NF1) is a common autosomal dominant single-gene disorder, in which the co-occurrence of autism spectrum disorder (ASD) has attracted considerable research interest recently with prevalence estimates of 21–40 %. However, detailed characterization of the ASD behavioral phenotype in NF1 is still lacking. This study characterized the phenotypic profile of ASD symptomatology presenting in 4–16 year old children with NF1 (n = 36) using evidence from parent-rated Social Responsiveness Scale and researcher autism diagnostic observation Scale-2. Compared to IQ-matched reference groups of children with autism and ASD, the NF1 profile shows overall similarity but improved eye contact, less repetitive behaviors and better language skills. En ligne : http://dx.doi.org/10.1007/s10803-014-2321-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Autism Spectrum Disorder Profile in Neurofibromatosis Type I [Texte imprimé et/ou numérique] / Shruti GARG, Auteur ; Ellen PLASSCHAERT, Auteur ; Mie-Jef DESCHEEMAEKER, Auteur ; Susan HUSON, Auteur ; Martine BORGHGRAEF, Auteur ; Annick VOGELS, Auteur ; D. Gareth EVANS, Auteur ; Eric LEGIUS, Auteur ; Jonathan GREEN, Auteur . - p.1649-1657. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1649-1657 Mots-clés : NF1  ASD  Neurofibromatosis Type 1  Autism spectrum disorder  SRS  ADOS Index. décimale : PER Périodiques Résumé : Neurofibromatosis Type 1 (NF1) is a common autosomal dominant single-gene disorder, in which the co-occurrence of autism spectrum disorder (ASD) has attracted considerable research interest recently with prevalence estimates of 21–40 %. However, detailed characterization of the ASD behavioral phenotype in NF1 is still lacking. This study characterized the phenotypic profile of ASD symptomatology presenting in 4–16 year old children with NF1 (n = 36) using evidence from parent-rated Social Responsiveness Scale and researcher autism diagnostic observation Scale-2. Compared to IQ-matched reference groups of children with autism and ASD, the NF1 profile shows overall similarity but improved eye contact, less repetitive behaviors and better language skills. En ligne : http://dx.doi.org/10.1007/s10803-014-2321-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

The Screening Accuracy of the Parent and Teacher-Reported Social Responsiveness Scale (SRS): Comparison with the 3Di and ADOS / Jorieke DUVEKOT in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1658-1672 Titre : The Screening Accuracy of the Parent and Teacher-Reported Social Responsiveness Scale (SRS): Comparison with the 3Di and ADOS Type de document : Texte imprimé et/ou numérique Auteurs : Jorieke DUVEKOT, Auteur ; Jan VAN DER ENDE, Auteur ; Frank C. VERHULST, Auteur ; Kirstin GREAVES-LORD, Auteur Article en page(s) : p.1658-1672 Langues : Anglais (eng) Mots-clés : Social Responsiveness Scale (SRS)  Autism spectrum disorder (ASD)  Screening  Multi-informant Index. décimale : PER Périodiques Résumé : The screening accuracy of the parent and teacher-reported Social Responsiveness Scale (SRS) was compared with an autism spectrum disorder (ASD) classification according to (1) the Developmental, Dimensional, and Diagnostic Interview (3Di), (2) the Autism Diagnostic Observation Schedule (ADOS), (3) both the 3Di and ADOS, in 186 children referred to six mental health centers. The parent report showed excellent correspondence to an ASD classification according to the 3Di and both the 3Di and ADOS. The teacher report added significantly to the screening accuracy over and above the parent report when compared with the ADOS classification. Findings support the screening utility of the parent-reported SRS among clinically referred children and indicate that different informants may provide unique information relevant for ASD assessment. En ligne : http://dx.doi.org/10.1007/s10803-014-2323-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] The Screening Accuracy of the Parent and Teacher-Reported Social Responsiveness Scale (SRS): Comparison with the 3Di and ADOS [Texte imprimé et/ou numérique] / Jorieke DUVEKOT, Auteur ; Jan VAN DER ENDE, Auteur ; Frank C. VERHULST, Auteur ; Kirstin GREAVES-LORD, Auteur . - p.1658-1672. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1658-1672 Mots-clés : Social Responsiveness Scale (SRS)  Autism spectrum disorder (ASD)  Screening  Multi-informant Index. décimale : PER Périodiques Résumé : The screening accuracy of the parent and teacher-reported Social Responsiveness Scale (SRS) was compared with an autism spectrum disorder (ASD) classification according to (1) the Developmental, Dimensional, and Diagnostic Interview (3Di), (2) the Autism Diagnostic Observation Schedule (ADOS), (3) both the 3Di and ADOS, in 186 children referred to six mental health centers. The parent report showed excellent correspondence to an ASD classification according to the 3Di and both the 3Di and ADOS. The teacher report added significantly to the screening accuracy over and above the parent report when compared with the ADOS classification. Findings support the screening utility of the parent-reported SRS among clinically referred children and indicate that different informants may provide unique information relevant for ASD assessment. En ligne : http://dx.doi.org/10.1007/s10803-014-2323-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs / Valérie VAN HEES in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1673-1688 Titre : Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs Type de document : Texte imprimé et/ou numérique Auteurs : Valérie VAN HEES, Auteur ; Tinneke MOYSON, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.1673-1688 Langues : Anglais (eng) Mots-clés : ASD  Higher education  Qualitative research  Students’ challenges  Benefits  Support needs and recommendations Index. décimale : PER Périodiques Résumé : The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students’ well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings. En ligne : http://dx.doi.org/10.1007/s10803-014-2324-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs [Texte imprimé et/ou numérique] / Valérie VAN HEES, Auteur ; Tinneke MOYSON, Auteur ; Herbert ROEYERS, Auteur . - p.1673-1688. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1673-1688 Mots-clés : ASD  Higher education  Qualitative research  Students’ challenges  Benefits  Support needs and recommendations Index. décimale : PER Périodiques Résumé : The transition into higher education constitutes a precarious life stage for students with autism spectrum disorder (ASD). Research on how students with ASD navigate college life is needed for the development of adequate support. This study investigated the challenges and support needs of 23 students with ASD in higher education through semi-structured interviews. Data were analyzed following the principles of Grounded Theory. Students faced difficulties with new situations and unexpected changes, social relationships, problems with information processing and time management and had doubts about disclosure. Facing these challenges simultaneously in the domains of education, student life and daily (independent) living, had a major impact on students’ well being. Besides these challenges, students also reported benefits that contributed to success in the three domains. They pointed out to a set of recommendations for support. These findings are linked with previous research and implications for higher education institutions are extrapolated on the basis of these findings. En ligne : http://dx.doi.org/10.1007/s10803-014-2324-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Maternal Smoking and Autism Spectrum Disorder: A Meta-analysis / Brittany N. ROSEN in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1689-1698 Titre : Maternal Smoking and Autism Spectrum Disorder: A Meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Brittany N. ROSEN, Auteur ; Brian K. LEE, Auteur ; Nora L. LEE, Auteur ; Yunwen YANG, Auteur ; Igor BURSTYN, Auteur Article en page(s) : p.1689-1698 Langues : Anglais (eng) Mots-clés : Autism  Tobacco smoke  Epidemiology  Systematic review  In-utero exposure  Environmental risk  Exposure misclassification Index. décimale : PER Périodiques Résumé : We conducted a meta-analysis of 15 studies on maternal prenatal smoking and ASD risk in offspring. Using a random-effects model, we found no evidence of an association (summary OR 1.02, 95 % CI 0.93–1.12). Stratifying by study design, birth year, type of healthcare system, and adjustment for socioeconomic status or psychiatric history did not alter the findings. There was evidence that ascertaining exposure at the time of birth produced a lower summary OR than when this information was gathered after birth. There was no evidence of publication bias. Non-differential exposure misclassification was shown to have the potential for negligible influence on the results. We found no evidence to support a measurable association between maternal prenatal smoking and ASD in offspring. En ligne : http://dx.doi.org/10.1007/s10803-014-2327-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Maternal Smoking and Autism Spectrum Disorder: A Meta-analysis [Texte imprimé et/ou numérique] / Brittany N. ROSEN, Auteur ; Brian K. LEE, Auteur ; Nora L. LEE, Auteur ; Yunwen YANG, Auteur ; Igor BURSTYN, Auteur . - p.1689-1698. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1689-1698 Mots-clés : Autism  Tobacco smoke  Epidemiology  Systematic review  In-utero exposure  Environmental risk  Exposure misclassification Index. décimale : PER Périodiques Résumé : We conducted a meta-analysis of 15 studies on maternal prenatal smoking and ASD risk in offspring. Using a random-effects model, we found no evidence of an association (summary OR 1.02, 95 % CI 0.93–1.12). Stratifying by study design, birth year, type of healthcare system, and adjustment for socioeconomic status or psychiatric history did not alter the findings. There was evidence that ascertaining exposure at the time of birth produced a lower summary OR than when this information was gathered after birth. There was no evidence of publication bias. Non-differential exposure misclassification was shown to have the potential for negligible influence on the results. We found no evidence to support a measurable association between maternal prenatal smoking and ASD in offspring. En ligne : http://dx.doi.org/10.1007/s10803-014-2327-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Reading and Phonological Skills in Boys with Fragile X Syndrome / Jessica KLUSEK in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1699-1711 Titre : Reading and Phonological Skills in Boys with Fragile X Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Jessica KLUSEK, Auteur ; Anna W. HUNT, Auteur ; Penny L. MIRRETT, Auteur ; Deborah D. HATTON, Auteur ; Stephen R. HOOPER, Auteur ; Jane E. ROBERTS, Auteur ; Donald B. Jr BAILEY, Auteur Article en page(s) : p.1699-1711 Langues : Anglais (eng) Mots-clés : Fragile X syndrome  Autism spectrum disorder  Literacy  Reading  Phonological skills  Phonological awareness Index. décimale : PER Périodiques Résumé : Although reading skills are critical for the success of individuals with intellectual disabilities, literacy has received little attention in fragile X syndrome (FXS). This study examined the literacy profile of FXS. Boys with FXS (n = 51; mean age 10.2 years) and mental age-matched boys with typical development (n = 35) participated in standardized assessments of reading and phonological skills. Phonological skills were impaired in FXS, while reading was on-par with that of controls. Phonological awareness predicted reading ability and ASD severity predicted poorer phonological abilities in FXS. Boys with FXS are capable of attaining reading skills that are commensurate with developmental level and phonological awareness skills may play a critical role in reading achievement in FXS. En ligne : http://dx.doi.org/10.1007/s10803-014-2328-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Reading and Phonological Skills in Boys with Fragile X Syndrome [Texte imprimé et/ou numérique] / Jessica KLUSEK, Auteur ; Anna W. HUNT, Auteur ; Penny L. MIRRETT, Auteur ; Deborah D. HATTON, Auteur ; Stephen R. HOOPER, Auteur ; Jane E. ROBERTS, Auteur ; Donald B. Jr BAILEY, Auteur . - p.1699-1711. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1699-1711 Mots-clés : Fragile X syndrome  Autism spectrum disorder  Literacy  Reading  Phonological skills  Phonological awareness Index. décimale : PER Périodiques Résumé : Although reading skills are critical for the success of individuals with intellectual disabilities, literacy has received little attention in fragile X syndrome (FXS). This study examined the literacy profile of FXS. Boys with FXS (n = 51; mean age 10.2 years) and mental age-matched boys with typical development (n = 35) participated in standardized assessments of reading and phonological skills. Phonological skills were impaired in FXS, while reading was on-par with that of controls. Phonological awareness predicted reading ability and ASD severity predicted poorer phonological abilities in FXS. Boys with FXS are capable of attaining reading skills that are commensurate with developmental level and phonological awareness skills may play a critical role in reading achievement in FXS. En ligne : http://dx.doi.org/10.1007/s10803-014-2328-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Parents’ Adoption of Social Communication Intervention Strategies: Families Including Children with Autism Spectrum Disorder Who are Minimally Verbal / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1712-1724 Titre : Parents’ Adoption of Social Communication Intervention Strategies: Families Including Children with Autism Spectrum Disorder Who are Minimally Verbal Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Kelly GOODS, Auteur ; Wendy SHIH, Auteur ; Charlotte DISTEFANO, Auteur ; Ann P. KAISER, Auteur ; Courtney WRIGHT, Auteur ; Pamela MATHY, Auteur ; Rebecca LANDA, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1712-1724 Langues : Anglais (eng) Mots-clés : Parent training  Autism  Minimally verbal  Intervention  Coaching Index. décimale : PER Périodiques Résumé : Notably absent from the intervention literature are parent training programs targeting school-aged children with autism who have limited communication skills (Tager-Flusberg and Kasari in Autism Res 6:468–478, 2013). Sixty-one children with autism age 5–8 with minimal spontaneous communication received a 6-month social communication intervention including parent training. Parent–child play interactions were coded for parents’ strategy implementation and children’s time jointly engaged (Adamson et al. in J Autism Dev Disord 39:84–96, 2009). Parents mastered an average of 70 % of the strategies. Further analyses indicated some gains in implementation occurred from mere observation of sessions, while the greatest gains occurred in the first month of active coaching and workshops. Children’s joint engagement was associated with parents’ implementation success across time demonstrating parents’ implementation was relevant to children’s social engagement. En ligne : http://dx.doi.org/10.1007/s10803-014-2329-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Parents’ Adoption of Social Communication Intervention Strategies: Families Including Children with Autism Spectrum Disorder Who are Minimally Verbal [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Kelly GOODS, Auteur ; Wendy SHIH, Auteur ; Charlotte DISTEFANO, Auteur ; Ann P. KAISER, Auteur ; Courtney WRIGHT, Auteur ; Pamela MATHY, Auteur ; Rebecca LANDA, Auteur ; Connie KASARI, Auteur . - p.1712-1724. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1712-1724 Mots-clés : Parent training  Autism  Minimally verbal  Intervention  Coaching Index. décimale : PER Périodiques Résumé : Notably absent from the intervention literature are parent training programs targeting school-aged children with autism who have limited communication skills (Tager-Flusberg and Kasari in Autism Res 6:468–478, 2013). Sixty-one children with autism age 5–8 with minimal spontaneous communication received a 6-month social communication intervention including parent training. Parent–child play interactions were coded for parents’ strategy implementation and children’s time jointly engaged (Adamson et al. in J Autism Dev Disord 39:84–96, 2009). Parents mastered an average of 70 % of the strategies. Further analyses indicated some gains in implementation occurred from mere observation of sessions, while the greatest gains occurred in the first month of active coaching and workshops. Children’s joint engagement was associated with parents’ implementation success across time demonstrating parents’ implementation was relevant to children’s social engagement. En ligne : http://dx.doi.org/10.1007/s10803-014-2329-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Typical and Atypical Neurodevelopment for Face Specialization: An fMRI Study / Jane E. JOSEPH in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1725-1741 Titre : Typical and Atypical Neurodevelopment for Face Specialization: An fMRI Study Type de document : Texte imprimé et/ou numérique Auteurs : Jane E. JOSEPH, Auteur ; Xun ZHU, Auteur ; Andrew GUNDRAN, Auteur ; Faraday DAVIES, Auteur ; Jonathan D. CLARK, Auteur ; Lisa RUBLE, Auteur ; Paul GLASER, Auteur ; Ramesh S. BHATT, Auteur Article en page(s) : p.1725-1741 Langues : Anglais (eng) Mots-clés : Face processing  Typical development  Autism spectrum disorder  Undiagnosed siblings  fMRI Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) and their relatives process faces differently from typically developed (TD) individuals. In an fMRI face-viewing task, TD and undiagnosed sibling (SIB) children (5–18 years) showed face specialization in the right amygdala and ventromedial prefrontal cortex, with left fusiform and right amygdala face specialization increasing with age in TD subjects. SIBs showed extensive antero-medial temporal lobe activation for faces that was not present in any other group, suggesting a potential compensatory mechanism. In ASD, face specialization was minimal but increased with age in the right fusiform and decreased with age in the left amygdala, suggesting atypical development of a frontal–amygdala–fusiform system which is strongly linked to detecting salience and processing facial information. En ligne : http://dx.doi.org/10.1007/s10803-014-2330-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Typical and Atypical Neurodevelopment for Face Specialization: An fMRI Study [Texte imprimé et/ou numérique] / Jane E. JOSEPH, Auteur ; Xun ZHU, Auteur ; Andrew GUNDRAN, Auteur ; Faraday DAVIES, Auteur ; Jonathan D. CLARK, Auteur ; Lisa RUBLE, Auteur ; Paul GLASER, Auteur ; Ramesh S. BHATT, Auteur . - p.1725-1741. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1725-1741 Mots-clés : Face processing  Typical development  Autism spectrum disorder  Undiagnosed siblings  fMRI Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) and their relatives process faces differently from typically developed (TD) individuals. In an fMRI face-viewing task, TD and undiagnosed sibling (SIB) children (5–18 years) showed face specialization in the right amygdala and ventromedial prefrontal cortex, with left fusiform and right amygdala face specialization increasing with age in TD subjects. SIBs showed extensive antero-medial temporal lobe activation for faces that was not present in any other group, suggesting a potential compensatory mechanism. In ASD, face specialization was minimal but increased with age in the right fusiform and decreased with age in the left amygdala, suggesting atypical development of a frontal–amygdala–fusiform system which is strongly linked to detecting salience and processing facial information. En ligne : http://dx.doi.org/10.1007/s10803-014-2330-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Autism Spectrum Disorder Risk Factors and Autistic Traits in Gender Dysphoric Children / Doug P. VANDERLAAN in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1742-1750 Titre : Autism Spectrum Disorder Risk Factors and Autistic Traits in Gender Dysphoric Children Type de document : Texte imprimé et/ou numérique Auteurs : Doug P. VANDERLAAN, Auteur ; Jonathan H. LEEF, Auteur ; Hayley WOOD, Auteur ; S. Kathleen HUGHES, Auteur ; Kenneth J. ZUCKER, Auteur Article en page(s) : p.1742-1750 Langues : Anglais (eng) Mots-clés : Gender dysphoria  Autism spectrum disorder  Birth weight  Parental age  Sibling sex ratio Index. décimale : PER Périodiques Résumé : Gender dysphoria (GD) and autism spectrum disorder (ASD) are associated. In 49 GD children (40 natal males), we examined ASD risk factors (i.e., birth weight, parental age, sibling sex ratio) in relation to autistic traits. Data were gathered on autistic traits, birth weight, parents’ ages at birth, sibling sex ratio, gender nonconformity, age, maternal depression, general behavioral and emotional problems, and IQ. High birth weight was associated with both high gender nonconformity and autistic traits among GD children. Developmental processes associated with high birth weight are, therefore, likely to underlie the GD–ASD link either directly or indirectly. The present study is the first to provide quantitative data bearing on possible mechanisms that lead GD and ASD to co-occur. En ligne : http://dx.doi.org/10.1007/s10803-014-2331-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Autism Spectrum Disorder Risk Factors and Autistic Traits in Gender Dysphoric Children [Texte imprimé et/ou numérique] / Doug P. VANDERLAAN, Auteur ; Jonathan H. LEEF, Auteur ; Hayley WOOD, Auteur ; S. Kathleen HUGHES, Auteur ; Kenneth J. ZUCKER, Auteur . - p.1742-1750. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1742-1750 Mots-clés : Gender dysphoria  Autism spectrum disorder  Birth weight  Parental age  Sibling sex ratio Index. décimale : PER Périodiques Résumé : Gender dysphoria (GD) and autism spectrum disorder (ASD) are associated. In 49 GD children (40 natal males), we examined ASD risk factors (i.e., birth weight, parental age, sibling sex ratio) in relation to autistic traits. Data were gathered on autistic traits, birth weight, parents’ ages at birth, sibling sex ratio, gender nonconformity, age, maternal depression, general behavioral and emotional problems, and IQ. High birth weight was associated with both high gender nonconformity and autistic traits among GD children. Developmental processes associated with high birth weight are, therefore, likely to underlie the GD–ASD link either directly or indirectly. The present study is the first to provide quantitative data bearing on possible mechanisms that lead GD and ASD to co-occur. En ligne : http://dx.doi.org/10.1007/s10803-014-2331-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Sketching to Remember: Episodic Free Recall Task Support for Child Witnesses and Victims with Autism Spectrum Disorder / Michelle L. A. MATTISON in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1751-1765 Titre : Sketching to Remember: Episodic Free Recall Task Support for Child Witnesses and Victims with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Michelle L. A. MATTISON, Auteur ; Coral J. DANDO, Auteur ; Thomas C. ORMEROD, Auteur Article en page(s) : p.1751-1765 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Cognitive interview  Drawing  Free recall  Eyewitness Index. décimale : PER Périodiques Résumé : Deficits in episodic free-recall memory performance have been reported in children with autism spectrum disorder (ASD), yet best practice dictates that child witness/victim interviews commence with a free-recall account. No ‘tools’ exist to support children with ASD to freely recall episodic information. Here, the efficacy of a novel retrieval technique, Sketch reinstatement of context (Sketch-RC), is compared with mental reinstatement of context and a no support control. Ninety children (45 with ASD; 45 matched typically developing) viewed a stimulus film, and were interviewed using one of the aforementioned techniques. The Sketch-RC technique was most effective, improving ASD participants’ remembering without a concomitant increase in intrusions. This procedure offers a population-appropriate method for supporting free recall in criminal justice settings. En ligne : http://dx.doi.org/10.1007/s10803-014-2335-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Sketching to Remember: Episodic Free Recall Task Support for Child Witnesses and Victims with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Michelle L. A. MATTISON, Auteur ; Coral J. DANDO, Auteur ; Thomas C. ORMEROD, Auteur . - p.1751-1765. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1751-1765 Mots-clés : Autism spectrum disorder  Cognitive interview  Drawing  Free recall  Eyewitness Index. décimale : PER Périodiques Résumé : Deficits in episodic free-recall memory performance have been reported in children with autism spectrum disorder (ASD), yet best practice dictates that child witness/victim interviews commence with a free-recall account. No ‘tools’ exist to support children with ASD to freely recall episodic information. Here, the efficacy of a novel retrieval technique, Sketch reinstatement of context (Sketch-RC), is compared with mental reinstatement of context and a no support control. Ninety children (45 with ASD; 45 matched typically developing) viewed a stimulus film, and were interviewed using one of the aforementioned techniques. The Sketch-RC technique was most effective, improving ASD participants’ remembering without a concomitant increase in intrusions. This procedure offers a population-appropriate method for supporting free recall in criminal justice settings. En ligne : http://dx.doi.org/10.1007/s10803-014-2335-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Changes in Prevalence of Autism Spectrum Disorders in 2001–2011: Findings from the Stockholm Youth Cohort / Selma IDRING in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1766-1773 Titre : Changes in Prevalence of Autism Spectrum Disorders in 2001–2011: Findings from the Stockholm Youth Cohort Type de document : Texte imprimé et/ou numérique Auteurs : Selma IDRING, Auteur ; Michael LUNDBERG, Auteur ; Harald STURM, Auteur ; Christina DALMAN, Auteur ; Clara GUMPERT, Auteur ; Dheeraj RAI, Auteur ; Brian K. LEE, Auteur ; Cecilia MAGNUSSON, Auteur Article en page(s) : p.1766-1773 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Intellectual disability  Prevalence  Time trend  Stockholm  Sweden Index. décimale : PER Périodiques Résumé : In a record-linkage study in Stockholm, Sweden, the year 2011 prevalence of diagnosed autism spectrum disorders (ASD) was found to be 0.40, 1.74, 2.46, and 1.76 % among 0–5, 6–12, 13–17, and 18–27 year olds, respectively. The corresponding proportion of cases with a recorded diagnosis of intellectual disability was 17.4, 22.1, 26.1 and 29.4 %. Between 2001 and 2011, ASD prevalence increased almost 3.5 fold among children aged 2–17 years. The increase was mainly accounted for by an eightfold increase of ASD without intellectual disability (from 0.14 to 1.10 %), while the prevalence of ASD with intellectual disability increased only slightly (from 0.28 to 0.34 %). The increase in ASD prevalence is likely contributed to by extrinsic factors such as increased awareness and diagnostics. En ligne : http://dx.doi.org/10.1007/s10803-014-2336-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Changes in Prevalence of Autism Spectrum Disorders in 2001–2011: Findings from the Stockholm Youth Cohort [Texte imprimé et/ou numérique] / Selma IDRING, Auteur ; Michael LUNDBERG, Auteur ; Harald STURM, Auteur ; Christina DALMAN, Auteur ; Clara GUMPERT, Auteur ; Dheeraj RAI, Auteur ; Brian K. LEE, Auteur ; Cecilia MAGNUSSON, Auteur . - p.1766-1773. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1766-1773 Mots-clés : Autism spectrum disorders  Intellectual disability  Prevalence  Time trend  Stockholm  Sweden Index. décimale : PER Périodiques Résumé : In a record-linkage study in Stockholm, Sweden, the year 2011 prevalence of diagnosed autism spectrum disorders (ASD) was found to be 0.40, 1.74, 2.46, and 1.76 % among 0–5, 6–12, 13–17, and 18–27 year olds, respectively. The corresponding proportion of cases with a recorded diagnosis of intellectual disability was 17.4, 22.1, 26.1 and 29.4 %. Between 2001 and 2011, ASD prevalence increased almost 3.5 fold among children aged 2–17 years. The increase was mainly accounted for by an eightfold increase of ASD without intellectual disability (from 0.14 to 1.10 %), while the prevalence of ASD with intellectual disability increased only slightly (from 0.28 to 0.34 %). The increase in ASD prevalence is likely contributed to by extrinsic factors such as increased awareness and diagnostics. En ligne : http://dx.doi.org/10.1007/s10803-014-2336-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Reduced Recognition of Dynamic Facial Emotional Expressions and Emotion-Specific Response Bias in Children with an Autism Spectrum Disorder / Kris EVERS in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1774-1784 Titre : Reduced Recognition of Dynamic Facial Emotional Expressions and Emotion-Specific Response Bias in Children with an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kris EVERS, Auteur ; Jean STEYAERT, Auteur ; Ilse NOENS, Auteur ; Johan WAGEMANS, Auteur Article en page(s) : p.1774-1784 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Dynamic facial expressions  Emotion recognition  Face perception  Response bias  Theory of mind Index. décimale : PER Périodiques Résumé : Emotion labelling was evaluated in two matched samples of 6–14-year old children with and without an autism spectrum disorder (ASD; N = 45 and N = 50, resp.), using six dynamic facial expressions. The Emotion Recognition Task proved to be valuable demonstrating subtle emotion recognition difficulties in ASD, as we showed a general poorer emotion recognition performance, in addition to some emotion-specific impairments in the ASD group. Participants’ preference for selecting a certain emotion label, irrespective of the stimulus presented, played an important role in our results: response bias-corrected data still showed an overall decreased emotion recognition performance in ASD, but no emotion-specific impairments anymore. Moreover, ASD traits and empathy were correlated with emotion recognition performance. En ligne : http://dx.doi.org/10.1007/s10803-014-2337-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Reduced Recognition of Dynamic Facial Emotional Expressions and Emotion-Specific Response Bias in Children with an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kris EVERS, Auteur ; Jean STEYAERT, Auteur ; Ilse NOENS, Auteur ; Johan WAGEMANS, Auteur . - p.1774-1784. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1774-1784 Mots-clés : Autism spectrum disorder (ASD)  Dynamic facial expressions  Emotion recognition  Face perception  Response bias  Theory of mind Index. décimale : PER Périodiques Résumé : Emotion labelling was evaluated in two matched samples of 6–14-year old children with and without an autism spectrum disorder (ASD; N = 45 and N = 50, resp.), using six dynamic facial expressions. The Emotion Recognition Task proved to be valuable demonstrating subtle emotion recognition difficulties in ASD, as we showed a general poorer emotion recognition performance, in addition to some emotion-specific impairments in the ASD group. Participants’ preference for selecting a certain emotion label, irrespective of the stimulus presented, played an important role in our results: response bias-corrected data still showed an overall decreased emotion recognition performance in ASD, but no emotion-specific impairments anymore. Moreover, ASD traits and empathy were correlated with emotion recognition performance. En ligne : http://dx.doi.org/10.1007/s10803-014-2337-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Emotion Recognition in Animated Compared to Human Stimuli in Adolescents with Autism Spectrum Disorder / Mark BROSNAN in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1785-1796 Titre : Emotion Recognition in Animated Compared to Human Stimuli in Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Mark BROSNAN, Auteur ; Hilary JOHNSON, Auteur ; Beate GRAWMEYER, Auteur ; Emma CHAPMAN, Auteur ; Laura BENTON, Auteur Article en page(s) : p.1785-1796 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Emotion recognition  Multimodal  Animated cartoon stimuli Index. décimale : PER Périodiques Résumé : There is equivocal evidence as to whether there is a deficit in recognising emotional expressions in Autism spectrum disorder (ASD). This study compared emotion recognition in ASD in three types of emotion expression media (still image, dynamic image, auditory) across human stimuli (e.g. photo of a human face) and animated stimuli (e.g. cartoon face). Participants were 37 adolescents (age 11–16) with a diagnosis of ASD (33 male, 4 female). 42 males and 39 females served as typically developing, age-matched controls. Overall there was significant advantage for control groups over the ASD group for emotion recognition in human stimuli but not animated stimuli, across modalities. For static animated images specifically, those with ASD significantly outperformed controls. The findings are consistent with the ASD group using atypical explicit strategies. En ligne : http://dx.doi.org/10.1007/s10803-014-2338-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Emotion Recognition in Animated Compared to Human Stimuli in Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Mark BROSNAN, Auteur ; Hilary JOHNSON, Auteur ; Beate GRAWMEYER, Auteur ; Emma CHAPMAN, Auteur ; Laura BENTON, Auteur . - p.1785-1796. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1785-1796 Mots-clés : Autism spectrum disorder  Emotion recognition  Multimodal  Animated cartoon stimuli Index. décimale : PER Périodiques Résumé : There is equivocal evidence as to whether there is a deficit in recognising emotional expressions in Autism spectrum disorder (ASD). This study compared emotion recognition in ASD in three types of emotion expression media (still image, dynamic image, auditory) across human stimuli (e.g. photo of a human face) and animated stimuli (e.g. cartoon face). Participants were 37 adolescents (age 11–16) with a diagnosis of ASD (33 male, 4 female). 42 males and 39 females served as typically developing, age-matched controls. Overall there was significant advantage for control groups over the ASD group for emotion recognition in human stimuli but not animated stimuli, across modalities. For static animated images specifically, those with ASD significantly outperformed controls. The findings are consistent with the ASD group using atypical explicit strategies. En ligne : http://dx.doi.org/10.1007/s10803-014-2338-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Sociodemographic Barriers to Early Detection of Autism: Screening and Evaluation Using the M-CHAT, M-CHAT-R, and Follow-Up / Meena K. KHOWAJA in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1797-1808 Titre : Sociodemographic Barriers to Early Detection of Autism: Screening and Evaluation Using the M-CHAT, M-CHAT-R, and Follow-Up Type de document : Texte imprimé et/ou numérique Auteurs : Meena K. KHOWAJA, Auteur ; Ann P. HAZZARD, Auteur ; Diana L. ROBINS, Auteur Article en page(s) : p.1797-1808 Langues : Anglais (eng) Mots-clés : Screening  Disparities  Socioeconomic status  Maternal education  Race  Autism Index. décimale : PER Périodiques Résumé : Parents (n = 11,845) completed the Modified Checklist for Autism in Toddlers (or its latest revision) at pediatric visits. Using sociodemographic predictors of maternal education and race, binary logistic regressions were utilized to examine differences in autism screening, diagnostic evaluation participation rates and outcomes, and reasons for non-participation. Families of lower maternal education and racial minorities exhibited inflated initial screen positive rates and lower participation at Follow-Up, although not at the evaluation. Economic challenges, such as invalid phone numbers, were identified as barriers to reaching these families. Families of higher education and White race were more likely to decline participation in evaluation. Results suggest the need for increased public education about childhood development to enhance awareness, reduce stigma, and streamline screening. En ligne : http://dx.doi.org/10.1007/s10803-014-2339-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Sociodemographic Barriers to Early Detection of Autism: Screening and Evaluation Using the M-CHAT, M-CHAT-R, and Follow-Up [Texte imprimé et/ou numérique] / Meena K. KHOWAJA, Auteur ; Ann P. HAZZARD, Auteur ; Diana L. ROBINS, Auteur . - p.1797-1808. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1797-1808 Mots-clés : Screening  Disparities  Socioeconomic status  Maternal education  Race  Autism Index. décimale : PER Périodiques Résumé : Parents (n = 11,845) completed the Modified Checklist for Autism in Toddlers (or its latest revision) at pediatric visits. Using sociodemographic predictors of maternal education and race, binary logistic regressions were utilized to examine differences in autism screening, diagnostic evaluation participation rates and outcomes, and reasons for non-participation. Families of lower maternal education and racial minorities exhibited inflated initial screen positive rates and lower participation at Follow-Up, although not at the evaluation. Economic challenges, such as invalid phone numbers, were identified as barriers to reaching these families. Families of higher education and White race were more likely to decline participation in evaluation. Results suggest the need for increased public education about childhood development to enhance awareness, reduce stigma, and streamline screening. En ligne : http://dx.doi.org/10.1007/s10803-014-2339-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade / Debra M. KAMPS in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1809-1824 Titre : A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade Type de document : Texte imprimé et/ou numérique Auteurs : Debra M. KAMPS, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Linda HEITZMAN-POWELL, Auteur ; Ilene S. SCHWARTZ, Auteur ; Nancy ROSENBERG, Auteur ; Rose MASON, Auteur ; Suzanne COX, Auteur Article en page(s) : p.1809-1824 Langues : Anglais (eng) Mots-clés : Peer networks  Social-communication skills  Text cues Index. décimale : PER Périodiques Résumé : The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group. En ligne : http://dx.doi.org/10.1007/s10803-014-2340-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade [Texte imprimé et/ou numérique] / Debra M. KAMPS, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Linda HEITZMAN-POWELL, Auteur ; Ilene S. SCHWARTZ, Auteur ; Nancy ROSENBERG, Auteur ; Rose MASON, Auteur ; Suzanne COX, Auteur . - p.1809-1824. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1809-1824 Mots-clés : Peer networks  Social-communication skills  Text cues Index. décimale : PER Périodiques Résumé : The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group. En ligne : http://dx.doi.org/10.1007/s10803-014-2340-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Variation in the Profile of Anxiety Disorders in Boys with an ASD According to Method and Source of Assessment / Vicki BITSIKA in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1825-1835 Titre : Variation in the Profile of Anxiety Disorders in Boys with an ASD According to Method and Source of Assessment Type de document : Texte imprimé et/ou numérique Auteurs : Vicki BITSIKA, Auteur ; Christopher F. SHARPLEY, Auteur Article en page(s) : p.1825-1835 Langues : Anglais (eng) Mots-clés : ASD  Anxiety  Assessment  Parent Index. décimale : PER Périodiques Résumé : To determine any variation that might occur due to the type of assessment and source used to assess them, the prevalence of 7 anxiety disorders were investigated in a sample of 140 boys with an Autism spectrum disorder (ASD) and 50 non-ASD (NASD) boys via the Child and Adolescent Symptom Inventory and the KIDSCID Clinical Interview. Boys with an ASD were significantly more anxious than their NASD peers. Data collected from the boys with an ASD themselves showed differences in the severity and diagnostic criterion of anxiety disorders to data collected from the boys’ parents. There were age-related variations to the pattern of anxiety disorder differences across reports from the boys with an ASD and reports from their parents. En ligne : http://dx.doi.org/10.1007/s10803-014-2343-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Variation in the Profile of Anxiety Disorders in Boys with an ASD According to Method and Source of Assessment [Texte imprimé et/ou numérique] / Vicki BITSIKA, Auteur ; Christopher F. SHARPLEY, Auteur . - p.1825-1835. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1825-1835 Mots-clés : ASD  Anxiety  Assessment  Parent Index. décimale : PER Périodiques Résumé : To determine any variation that might occur due to the type of assessment and source used to assess them, the prevalence of 7 anxiety disorders were investigated in a sample of 140 boys with an Autism spectrum disorder (ASD) and 50 non-ASD (NASD) boys via the Child and Adolescent Symptom Inventory and the KIDSCID Clinical Interview. Boys with an ASD were significantly more anxious than their NASD peers. Data collected from the boys with an ASD themselves showed differences in the severity and diagnostic criterion of anxiety disorders to data collected from the boys’ parents. There were age-related variations to the pattern of anxiety disorder differences across reports from the boys with an ASD and reports from their parents. En ligne : http://dx.doi.org/10.1007/s10803-014-2343-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

The Relationship Between Autistic Symptomatology and Independent Living Skills in Adolescents and Young Adults with Fragile X Syndrome / Kristin M. HUSTYI in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1836-1844 Titre : The Relationship Between Autistic Symptomatology and Independent Living Skills in Adolescents and Young Adults with Fragile X Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Kristin M. HUSTYI, Auteur ; Scott S. HALL, Auteur ; Eve-Marie QUINTIN, Auteur ; Lindsay C. CHROMIK, Auteur ; Amy A. LIGHTBODY, Auteur ; Allan L. REISS, Auteur Article en page(s) : p.1836-1844 Langues : Anglais (eng) Mots-clés : Fragile X syndrome  Functional skills  Independent living skills  Autistic symptomatology Index. décimale : PER Périodiques Résumé : Few studies have examined the relationship between autistic symptomatology and competence in independent living skills in adolescents and young adults with fragile X syndrome (FXS). In this study, 70 individuals with FXS, aged 15–25 years, and 35 matched controls were administered direct measures of independent living skills and autistic symptomatology. Results showed that higher levels of autistic symptomatology were associated with lower levels of competence in independent living skills in individuals with FXS, but not in controls. These data indicated that the relationship between autistic symptomatology and independent living skills was syndrome-specific. Early intervention strategies that address autistic symptomatology are sorely needed to improve functional outcomes in this population. En ligne : http://dx.doi.org/10.1007/s10803-014-2342-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] The Relationship Between Autistic Symptomatology and Independent Living Skills in Adolescents and Young Adults with Fragile X Syndrome [Texte imprimé et/ou numérique] / Kristin M. HUSTYI, Auteur ; Scott S. HALL, Auteur ; Eve-Marie QUINTIN, Auteur ; Lindsay C. CHROMIK, Auteur ; Amy A. LIGHTBODY, Auteur ; Allan L. REISS, Auteur . - p.1836-1844. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1836-1844 Mots-clés : Fragile X syndrome  Functional skills  Independent living skills  Autistic symptomatology Index. décimale : PER Périodiques Résumé : Few studies have examined the relationship between autistic symptomatology and competence in independent living skills in adolescents and young adults with fragile X syndrome (FXS). In this study, 70 individuals with FXS, aged 15–25 years, and 35 matched controls were administered direct measures of independent living skills and autistic symptomatology. Results showed that higher levels of autistic symptomatology were associated with lower levels of competence in independent living skills in individuals with FXS, but not in controls. These data indicated that the relationship between autistic symptomatology and independent living skills was syndrome-specific. Early intervention strategies that address autistic symptomatology are sorely needed to improve functional outcomes in this population. En ligne : http://dx.doi.org/10.1007/s10803-014-2342-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Fragile Spectral and Temporal Auditory Processing in Adolescents with Autism Spectrum Disorder and Early Language Delay / Bart BOETS in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1845-1857 Titre : Fragile Spectral and Temporal Auditory Processing in Adolescents with Autism Spectrum Disorder and Early Language Delay Type de document : Texte imprimé et/ou numérique Auteurs : Bart BOETS, Auteur ; Judith VERHOEVEN, Auteur ; Jan WOUTERS, Auteur ; Jean STEYAERT, Auteur Article en page(s) : p.1845-1857 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Auditory processing  Hemispheric lateralization  Spectral  Temporal  Pitch Index. décimale : PER Périodiques Résumé : We investigated low-level auditory spectral and temporal processing in adolescents with autism spectrum disorder (ASD) and early language delay compared to matched typically developing controls. Auditory measures were designed to target right versus left auditory cortex processing (i.e. frequency discrimination and slow amplitude modulation (AM) detection versus gap-in-noise detection and faster AM detection), and to pinpoint the task and stimulus characteristics underlying putative superior spectral processing in ASD. We observed impaired frequency discrimination in the ASD group and suggestive evidence of poorer temporal resolution as indexed by gap-in-noise detection thresholds. These findings question the evidence of enhanced spectral sensitivity in ASD and do not support the hypothesis of superior right and inferior left hemispheric auditory processing in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2341-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Fragile Spectral and Temporal Auditory Processing in Adolescents with Autism Spectrum Disorder and Early Language Delay [Texte imprimé et/ou numérique] / Bart BOETS, Auteur ; Judith VERHOEVEN, Auteur ; Jan WOUTERS, Auteur ; Jean STEYAERT, Auteur . - p.1845-1857. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1845-1857 Mots-clés : Autism spectrum disorder  Auditory processing  Hemispheric lateralization  Spectral  Temporal  Pitch Index. décimale : PER Périodiques Résumé : We investigated low-level auditory spectral and temporal processing in adolescents with autism spectrum disorder (ASD) and early language delay compared to matched typically developing controls. Auditory measures were designed to target right versus left auditory cortex processing (i.e. frequency discrimination and slow amplitude modulation (AM) detection versus gap-in-noise detection and faster AM detection), and to pinpoint the task and stimulus characteristics underlying putative superior spectral processing in ASD. We observed impaired frequency discrimination in the ASD group and suggestive evidence of poorer temporal resolution as indexed by gap-in-noise detection thresholds. These findings question the evidence of enhanced spectral sensitivity in ASD and do not support the hypothesis of superior right and inferior left hemispheric auditory processing in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2341-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Effectiveness of Community-Based Early Intervention Based on Pivotal Response Treatment / Isabel M. SMITH in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1858-1872 Titre : Effectiveness of Community-Based Early Intervention Based on Pivotal Response Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Isabel M. SMITH, Auteur ; Helen E. FLANAGAN, Auteur ; Nancy GARON, Auteur ; Susan E. BRYSON, Auteur Article en page(s) : p.1858-1872 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Early intervention  Pivotal Response Treatment Index. décimale : PER Périodiques Résumé : Preschoolers (n = 118) with autism spectrum disorder (ASD) participated in this prospective effectiveness study of an early intervention program. Treatment entailed parent training and therapist-implemented components, incorporating Pivotal Response Treatment and Positive Behaviour Support. Standardized ability and behavioural measures were gathered prior to and following the 1-year intervention. Analyses were conducted for three groups based on baseline IQ: Higher IQ (?70; n = 36), Moderately Low IQ (40–69; n = 40), and Very Low IQ (<40, n = 42). Observed gains in key language and cognitive outcomes were significant for all groups. Baseline cognitive scores significantly predicted 1-year outcomes. Results are encouraging for this relatively low-intensity community-based intervention program. En ligne : http://dx.doi.org/10.1007/s10803-014-2345-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Effectiveness of Community-Based Early Intervention Based on Pivotal Response Treatment [Texte imprimé et/ou numérique] / Isabel M. SMITH, Auteur ; Helen E. FLANAGAN, Auteur ; Nancy GARON, Auteur ; Susan E. BRYSON, Auteur . - p.1858-1872. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1858-1872 Mots-clés : Autism spectrum disorder  Early intervention  Pivotal Response Treatment Index. décimale : PER Périodiques Résumé : Preschoolers (n = 118) with autism spectrum disorder (ASD) participated in this prospective effectiveness study of an early intervention program. Treatment entailed parent training and therapist-implemented components, incorporating Pivotal Response Treatment and Positive Behaviour Support. Standardized ability and behavioural measures were gathered prior to and following the 1-year intervention. Analyses were conducted for three groups based on baseline IQ: Higher IQ (?70; n = 36), Moderately Low IQ (40–69; n = 40), and Very Low IQ (<40, n = 42). Observed gains in key language and cognitive outcomes were significant for all groups. Baseline cognitive scores significantly predicted 1-year outcomes. Results are encouraging for this relatively low-intensity community-based intervention program. En ligne : http://dx.doi.org/10.1007/s10803-014-2345-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Adolescent Judgments and Reasoning About the Failure to Include Peers with Social Disabilities / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1873-1886 Titre : Adolescent Judgments and Reasoning About the Failure to Include Peers with Social Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Zhushan LI, Auteur Article en page(s) : p.1873-1886 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Inclusion  Moral reasoning  Domain theory  Adolescents Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder often do not have access to crucial peer social activities. This study examines how typically developing adolescents evaluate decisions not to include a peer based on disability status, and the justifications they apply to these decisions. A clinical interview methodology was used to elicit judgments and justifications across four contexts. We found adolescents are more likely to judge the failure to include as acceptable in personal as compared to public contexts. Using logistic regression, we found that adolescents are more likely to provide moral justifications as to why failure to include is acceptable in a classroom as compared to home, lab group, and soccer practice contexts. Implications for intervention are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2348-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Adolescent Judgments and Reasoning About the Failure to Include Peers with Social Disabilities [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Zhushan LI, Auteur . - p.1873-1886. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1873-1886 Mots-clés : Autism spectrum disorder  Inclusion  Moral reasoning  Domain theory  Adolescents Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder often do not have access to crucial peer social activities. This study examines how typically developing adolescents evaluate decisions not to include a peer based on disability status, and the justifications they apply to these decisions. A clinical interview methodology was used to elicit judgments and justifications across four contexts. We found adolescents are more likely to judge the failure to include as acceptable in personal as compared to public contexts. Using logistic regression, we found that adolescents are more likely to provide moral justifications as to why failure to include is acceptable in a classroom as compared to home, lab group, and soccer practice contexts. Implications for intervention are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2348-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Detail and Gestalt Focus in Individuals with Optimal Outcomes from Autism Spectrum Disorders / Allison FITCH in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1887-1896 Titre : Detail and Gestalt Focus in Individuals with Optimal Outcomes from Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Allison FITCH, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur Article en page(s) : p.1887-1896 Langues : Anglais (eng) Mots-clés : Pragmatic language  Global/local bias  Weak central coherence  Optimal outcomes  Executive function Index. décimale : PER Périodiques Résumé : Individuals with high-functioning autism (HFA) have a cognitive style that privileges local over global or gestalt details. While not a core symptom of autism, individuals with HFA seem to reliably show this bias. Our lab has been studying a sample of children who have overcome their early ASD diagnoses, showing “optimal outcomes” (OO). This study characterizes performance by OO, HFA, and typically developing (TD) adolescents as they describe paintings under cognitive load. Analyses of detail focus in painting descriptions indicated that the HFA group displayed significantly more local focus than both OO and TD groups, while the OO and TD groups did not differ. We discuss implications for the centrality of detail focus to the autism diagnosis. En ligne : http://dx.doi.org/10.1007/s10803-014-2347-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Detail and Gestalt Focus in Individuals with Optimal Outcomes from Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Allison FITCH, Auteur ; Deborah A. FEIN, Auteur ; Inge-Marie EIGSTI, Auteur . - p.1887-1896. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1887-1896 Mots-clés : Pragmatic language  Global/local bias  Weak central coherence  Optimal outcomes  Executive function Index. décimale : PER Périodiques Résumé : Individuals with high-functioning autism (HFA) have a cognitive style that privileges local over global or gestalt details. While not a core symptom of autism, individuals with HFA seem to reliably show this bias. Our lab has been studying a sample of children who have overcome their early ASD diagnoses, showing “optimal outcomes” (OO). This study characterizes performance by OO, HFA, and typically developing (TD) adolescents as they describe paintings under cognitive load. Analyses of detail focus in painting descriptions indicated that the HFA group displayed significantly more local focus than both OO and TD groups, while the OO and TD groups did not differ. We discuss implications for the centrality of detail focus to the autism diagnosis. En ligne : http://dx.doi.org/10.1007/s10803-014-2347-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Brief Report: Lack of Processing Bias for the Objects Other People Attend to in 3-Year-Olds with Autism / Terje FALCK-YTTER in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1897-1904 Titre : Brief Report: Lack of Processing Bias for the Objects Other People Attend to in 3-Year-Olds with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Terje FALCK-YTTER, Auteur ; Emilia THORUP, Auteur ; Sven BÖLTE, Auteur Article en page(s) : p.1897-1904 Langues : Anglais (eng) Mots-clés : Communication  Development  Cognition  Neurodevelopmental disorders  Vision Index. décimale : PER Périodiques Résumé : Whether gaze following—a key component of joint attention—is impaired in children with autism spectrum disorder (ASD) is currently debated. Functional gaze following involves saccading towards the attended rather than unattended targets (accuracy) as well as a subsequent processing bias for attended objects. Using non-invasive eye tracking technology, we show that gaze following accuracy is intact in intellectually low-functioning 3-year-olds with ASD. However, analyses of the duration of first fixations at the objects in the scene revealed markedly weaker initial processing bias for attended objects in children with ASD compared to children with typical development and non-autistic children with developmental delays. Limited processing bias for the objects other people attend to may negatively affect learning opportunities in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2278-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Brief Report: Lack of Processing Bias for the Objects Other People Attend to in 3-Year-Olds with Autism [Texte imprimé et/ou numérique] / Terje FALCK-YTTER, Auteur ; Emilia THORUP, Auteur ; Sven BÖLTE, Auteur . - p.1897-1904. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1897-1904 Mots-clés : Communication  Development  Cognition  Neurodevelopmental disorders  Vision Index. décimale : PER Périodiques Résumé : Whether gaze following—a key component of joint attention—is impaired in children with autism spectrum disorder (ASD) is currently debated. Functional gaze following involves saccading towards the attended rather than unattended targets (accuracy) as well as a subsequent processing bias for attended objects. Using non-invasive eye tracking technology, we show that gaze following accuracy is intact in intellectually low-functioning 3-year-olds with ASD. However, analyses of the duration of first fixations at the objects in the scene revealed markedly weaker initial processing bias for attended objects in children with ASD compared to children with typical development and non-autistic children with developmental delays. Limited processing bias for the objects other people attend to may negatively affect learning opportunities in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2278-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Brief Report: Anomalous Neural Deactivations and Functional Connectivity During Receptive Language in Autism Spectrum Disorder: A Functional MRI Study / Ariel KARTEN in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1905-1914 Titre : Brief Report: Anomalous Neural Deactivations and Functional Connectivity During Receptive Language in Autism Spectrum Disorder: A Functional MRI Study Type de document : Texte imprimé et/ou numérique Auteurs : Ariel KARTEN, Auteur ; Joy HIRSCH, Auteur Article en page(s) : p.1905-1914 Langues : Anglais (eng) Mots-clés : Functional magnetic resonance imaging (fMRI)  Functional connectivity  Psychophysiological interactions (PPI)  Negative BOLD response (NBR)  Neural inhibition  Autism  Receptive language processing Index. décimale : PER Périodiques Résumé : Neural mechanisms that underlie language disability in autism spectrum disorder (ASD) have been associated with reduced excitatory processes observed as positive blood oxygen level dependent (BOLD) responses. However, negative BOLD responses (NBR) associated with language and inhibitory processes have been less studied in ASD. In this study, functional magnetic resonance imaging showed that the NBR in ASD participants was reduced during passive listening to spoken narratives compared to control participants. Further, functional connectivity between the superior temporal gyrus and regions that exhibited a NBR during receptive language in control participants was increased in ASD participants. These findings extend models for receptive language disability in ASD to include anomalous neural deactivations and connectivity consistent with reduced or poorly modulated inhibitory processes. En ligne : http://dx.doi.org/10.1007/s10803-014-2344-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Brief Report: Anomalous Neural Deactivations and Functional Connectivity During Receptive Language in Autism Spectrum Disorder: A Functional MRI Study [Texte imprimé et/ou numérique] / Ariel KARTEN, Auteur ; Joy HIRSCH, Auteur . - p.1905-1914. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1905-1914 Mots-clés : Functional magnetic resonance imaging (fMRI)  Functional connectivity  Psychophysiological interactions (PPI)  Negative BOLD response (NBR)  Neural inhibition  Autism  Receptive language processing Index. décimale : PER Périodiques Résumé : Neural mechanisms that underlie language disability in autism spectrum disorder (ASD) have been associated with reduced excitatory processes observed as positive blood oxygen level dependent (BOLD) responses. However, negative BOLD responses (NBR) associated with language and inhibitory processes have been less studied in ASD. In this study, functional magnetic resonance imaging showed that the NBR in ASD participants was reduced during passive listening to spoken narratives compared to control participants. Further, functional connectivity between the superior temporal gyrus and regions that exhibited a NBR during receptive language in control participants was increased in ASD participants. These findings extend models for receptive language disability in ASD to include anomalous neural deactivations and connectivity consistent with reduced or poorly modulated inhibitory processes. En ligne : http://dx.doi.org/10.1007/s10803-014-2344-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Brief Report: Phenotypic Differences and their Relationship to Paternal Age and Gender in Autism Spectrum Disorder / Esther VIERCK in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1915-1924 Titre : Brief Report: Phenotypic Differences and their Relationship to Paternal Age and Gender in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Esther VIERCK, Auteur ; Jeremy M. SILVERMAN, Auteur Article en page(s) : p.1915-1924 Langues : Anglais (eng) Mots-clés : Autism  De novo mutations  Paternal age  Phenotype  Maternal age Index. décimale : PER Périodiques Résumé : Two modes of inheritance have been proposed in autism spectrum disorder, transmission though pre-existing variants and de novo mutations. Different modes may lead to different symptom expressions in affected individuals. De novo mutations become more likely with advancing paternal age suggesting that paternal age may predict phenotypic differences. To test this possibility we measured IQ, adaptive behavior, and autistic symptoms in 830 probands from simplex families. We conducted multiple linear regression analysis to estimate the predictive value of paternal age, maternal age, and gender on behavioral measures and IQ. We found a differential effect of parental age and sex on repetitive and restricted behaviors. Findings suggest effects of paternal age on phenotypic differences in simplex families with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2346-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Brief Report: Phenotypic Differences and their Relationship to Paternal Age and Gender in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Esther VIERCK, Auteur ; Jeremy M. SILVERMAN, Auteur . - p.1915-1924. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1915-1924 Mots-clés : Autism  De novo mutations  Paternal age  Phenotype  Maternal age Index. décimale : PER Périodiques Résumé : Two modes of inheritance have been proposed in autism spectrum disorder, transmission though pre-existing variants and de novo mutations. Different modes may lead to different symptom expressions in affected individuals. De novo mutations become more likely with advancing paternal age suggesting that paternal age may predict phenotypic differences. To test this possibility we measured IQ, adaptive behavior, and autistic symptoms in 830 probands from simplex families. We conducted multiple linear regression analysis to estimate the predictive value of paternal age, maternal age, and gender on behavioral measures and IQ. We found a differential effect of parental age and sex on repetitive and restricted behaviors. Findings suggest effects of paternal age on phenotypic differences in simplex families with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2346-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259