Associating Neural Alterations and Genotype in Autism and Fragile X Syndrome: Incorporating Perceptual Phenotypes in Causal Modeling / Armando BERTONE in Journal of Autism and Developmental Disorders, 40-12 (December 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-12 (December 2010) . - p.1541-1548 Titre : Associating Neural Alterations and Genotype in Autism and Fragile X Syndrome: Incorporating Perceptual Phenotypes in Causal Modeling Type de document : Texte imprimé et/ou numérique Auteurs : Armando BERTONE, Auteur ; Julie HANCK, Auteur ; Cary KOGAN, Auteur ; Avi CHAUDHURI, Auteur ; Kim CORNISH, Auteur Année de publication : 2010 Article en page(s) : p.1541-1548 Langues : Anglais (eng) Mots-clés : Autism  Fragile X syndrome  Vision  Neural networks  Causal model  Genetics Index. décimale : PER Périodiques Résumé : We have previously described (see companion paper, this issue) the utility of using perceptual signatures for defining and dissociating condition-specific neural functioning underlying early visual processes in autism and FXS. These perceptually-driven hypotheses are based on differential performance evidenced only at the earliest stages of visual information processing, mediated by local neural network functioning. In this paper, we first review how most large-scale neural models are unable to address atypical low-level perceptual functioning in autism, and then suggest how condition-specific, local neural endophenotypes (described in our companion paper) can be incorporated into causal models to infer target candidate gene or gene clusters that are implicated in autism’s pathogenesis. The usefulness of such a translational research approach is discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-1110-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Associating Neural Alterations and Genotype in Autism and Fragile X Syndrome: Incorporating Perceptual Phenotypes in Causal Modeling [Texte imprimé et/ou numérique] / Armando BERTONE, Auteur ; Julie HANCK, Auteur ; Cary KOGAN, Auteur ; Avi CHAUDHURI, Auteur ; Kim CORNISH, Auteur . - 2010 . - p.1541-1548. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-12 (December 2010) . - p.1541-1548 Mots-clés : Autism  Fragile X syndrome  Vision  Neural networks  Causal model  Genetics Index. décimale : PER Périodiques Résumé : We have previously described (see companion paper, this issue) the utility of using perceptual signatures for defining and dissociating condition-specific neural functioning underlying early visual processes in autism and FXS. These perceptually-driven hypotheses are based on differential performance evidenced only at the earliest stages of visual information processing, mediated by local neural network functioning. In this paper, we first review how most large-scale neural models are unable to address atypical low-level perceptual functioning in autism, and then suggest how condition-specific, local neural endophenotypes (described in our companion paper) can be incorporated into causal models to infer target candidate gene or gene clusters that are implicated in autism’s pathogenesis. The usefulness of such a translational research approach is discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-1110-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Attention across modalities as a longitudinal predictor of early outcomes: the case of fragile X syndrome / Gaia SCERIF in Journal of Child Psychology and Psychiatry, 53-6 (June 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-6 (June 2012) . - p.641–650 Titre : Attention across modalities as a longitudinal predictor of early outcomes: the case of fragile X syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Gaia SCERIF, Auteur ; Elena LONGHI, Auteur ; Victoria COLE, Auteur ; Annette KARMILOFF-SMITH, Auteur ; Kim CORNISH, Auteur Année de publication : 2012 Article en page(s) : p.641–650 Langues : Anglais (eng) Mots-clés : Fragile X syndrome  attention deficits  longitudinal predictors of outcomes Index. décimale : PER Périodiques Résumé : Background:  Fragile X syndrome (FXS) is an early diagnosed monogenic disorder, associated with a striking pattern of cognitive/attentional difficulties and a high risk of poor behavioural outcomes. FXS therefore represents an ideal model disorder to study prospectively the impact of early attention deficits on behaviour. Methods:  Thirty-seven boys with FXS aged 4–10 years and 74 typically developing (TD) boys took part. Study 1 was designed to assess visual and auditory attention at two time-points, 1 year apart. Study 2 investigated attention to multimodal information. Both tested attention markers as longitudinal predictors of risk for poor behaviour in FXS. Results:  Children with FXS attended less well than mental-age matched TD boys and experienced greater difficulties with auditory compared to visual stimuli. In addition, unlike TD children, they did not benefit from multimodal information. Attention markers were significant predictors of later behavioural difficulties in boys with FXS. Conclusions:  Findings demonstrate, for the first time, greater difficulties with auditory attention and atypical processing of multimodal information, in addition to pervasive global attentional difficulties in boys with FXS. Attention predicted outcomes longitudinally, underscoring the need to dissect what drives differing developmental trajectories for individual children within a seemingly homogeneous group. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02515.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157 [article] Attention across modalities as a longitudinal predictor of early outcomes: the case of fragile X syndrome [Texte imprimé et/ou numérique] / Gaia SCERIF, Auteur ; Elena LONGHI, Auteur ; Victoria COLE, Auteur ; Annette KARMILOFF-SMITH, Auteur ; Kim CORNISH, Auteur . - 2012 . - p.641–650. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-6 (June 2012) . - p.641–650 Mots-clés : Fragile X syndrome  attention deficits  longitudinal predictors of outcomes Index. décimale : PER Périodiques Résumé : Background:  Fragile X syndrome (FXS) is an early diagnosed monogenic disorder, associated with a striking pattern of cognitive/attentional difficulties and a high risk of poor behavioural outcomes. FXS therefore represents an ideal model disorder to study prospectively the impact of early attention deficits on behaviour. Methods:  Thirty-seven boys with FXS aged 4–10 years and 74 typically developing (TD) boys took part. Study 1 was designed to assess visual and auditory attention at two time-points, 1 year apart. Study 2 investigated attention to multimodal information. Both tested attention markers as longitudinal predictors of risk for poor behaviour in FXS. Results:  Children with FXS attended less well than mental-age matched TD boys and experienced greater difficulties with auditory compared to visual stimuli. In addition, unlike TD children, they did not benefit from multimodal information. Attention markers were significant predictors of later behavioural difficulties in boys with FXS. Conclusions:  Findings demonstrate, for the first time, greater difficulties with auditory attention and atypical processing of multimodal information, in addition to pervasive global attentional difficulties in boys with FXS. Attention predicted outcomes longitudinally, underscoring the need to dissect what drives differing developmental trajectories for individual children within a seemingly homogeneous group. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02515.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157

Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: A one-year follow-up study / T. MAY in Research in Autism Spectrum Disorders, 9 (January 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 9 (January 2015) . - p.193-201 Titre : Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: A one-year follow-up study Type de document : Texte imprimé et/ou numérique Auteurs : T. MAY, Auteur ; Nicole J. RINEHART, Auteur ; J. WILDING, Auteur ; Kim CORNISH, Auteur Année de publication : 2015 Article en page(s) : p.193-201 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Literacy  Numeracy  Attention switching Index. décimale : PER Périodiques Résumé : Abstract Little is known about the link between Executive Functioning (EF) and academic performance in children with Autism Spectrum Disorder (ASD) and how such links develop over time. This study examined word reading, basic mathematics, attention switching, sustained attention and their development. Two age, gender and perceptual IQ matched groups of cognitively able 7–12 year olds (ASD N = 40; typical developing [TYP] N = 40) were assessed at baseline and one year later, completing Word Reading and Numerical Operations tests and computerized tasks tapping attention switching and sustained attention. Children with ASD had similar word reading and numerical operations performance and similar development of these skills relative to TYP children. A delay in attention switching but similar development was found in children with ASD relative to TYP children. The EF tasks were correlated with reading and mathematics in ASD children only, however, in regression analyses these factors were not significant predictors of Time 2 reading and mathematics after accounting for Time 1 reading and mathematics scores. These findings indicate similar word reading and mathematics development but atypical attention profiles in cognitively able children with ASD. Implications for educators are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Attention and basic literacy and numeracy in children with Autism Spectrum Disorder: A one-year follow-up study [Texte imprimé et/ou numérique] / T. MAY, Auteur ; Nicole J. RINEHART, Auteur ; J. WILDING, Auteur ; Kim CORNISH, Auteur . - 2015 . - p.193-201. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.193-201 Mots-clés : Autism Spectrum Disorder  Literacy  Numeracy  Attention switching Index. décimale : PER Périodiques Résumé : Abstract Little is known about the link between Executive Functioning (EF) and academic performance in children with Autism Spectrum Disorder (ASD) and how such links develop over time. This study examined word reading, basic mathematics, attention switching, sustained attention and their development. Two age, gender and perceptual IQ matched groups of cognitively able 7–12 year olds (ASD N = 40; typical developing [TYP] N = 40) were assessed at baseline and one year later, completing Word Reading and Numerical Operations tests and computerized tasks tapping attention switching and sustained attention. Children with ASD had similar word reading and numerical operations performance and similar development of these skills relative to TYP children. A delay in attention switching but similar development was found in children with ASD relative to TYP children. The EF tasks were correlated with reading and mathematics in ASD children only, however, in regression analyses these factors were not significant predictors of Time 2 reading and mathematics after accounting for Time 1 reading and mathematics scores. These findings indicate similar word reading and mathematics development but atypical attention profiles in cognitively able children with ASD. Implications for educators are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

Brief Report: Assessment of the Social-Emotional Profile in Children with Autism Spectrum Disorders using a Novel Comic Strip Task / Carmel SIVARATNAM in Journal of Autism and Developmental Disorders, 42-11 (November 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2505-2512 Titre : Brief Report: Assessment of the Social-Emotional Profile in Children with Autism Spectrum Disorders using a Novel Comic Strip Task Type de document : Texte imprimé et/ou numérique Auteurs : Carmel SIVARATNAM, Auteur ; Kim CORNISH, Auteur ; Kylie M. GRAY, Auteur ; Patricia HOWLIN, Auteur ; Nicole J. RINEHART, Auteur Article en page(s) : p.2505-2512 Langues : Anglais (eng) Mots-clés : Theory of Mind  Early to middle childhood  Belief understanding  Intention understanding  Emotion understanding Index. décimale : PER Périodiques Résumé : This study investigated whether the novel Comic Strip Task (CST) could be used to detect Theory-of-Mind impairments (ToM) in 4- to 8-year-old children with high functioning Autism Spectrum Disorders (ASD). Twelve children with either high-functioning autism or Asperger’s Disorder and 12 typically-developing children completed the 21-item measure. The overall CST demonstrated moderate internal consistency but the Belief-understanding subscale was excluded from the test due to poor reliability. As predicted, the ASD group performed significantly more poorly than controls on the overall 2-subscale CST and on the intention-understanding subscale. No group differences were found in emotion-understanding subscale performance. Controlling for age, verbal ability was positively correlated with overall CST performance across groups. CST performance in the ASD group positively correlated with parent-reports of communication difficulties. Despite some limitations with the belief-understanding subscale, the CST has promising psychometric features warranting further development of this measure. En ligne : http://dx.doi.org/10.1007/s10803-012-1498-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183 [article] Brief Report: Assessment of the Social-Emotional Profile in Children with Autism Spectrum Disorders using a Novel Comic Strip Task [Texte imprimé et/ou numérique] / Carmel SIVARATNAM, Auteur ; Kim CORNISH, Auteur ; Kylie M. GRAY, Auteur ; Patricia HOWLIN, Auteur ; Nicole J. RINEHART, Auteur . - p.2505-2512. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2505-2512 Mots-clés : Theory of Mind  Early to middle childhood  Belief understanding  Intention understanding  Emotion understanding Index. décimale : PER Périodiques Résumé : This study investigated whether the novel Comic Strip Task (CST) could be used to detect Theory-of-Mind impairments (ToM) in 4- to 8-year-old children with high functioning Autism Spectrum Disorders (ASD). Twelve children with either high-functioning autism or Asperger’s Disorder and 12 typically-developing children completed the 21-item measure. The overall CST demonstrated moderate internal consistency but the Belief-understanding subscale was excluded from the test due to poor reliability. As predicted, the ASD group performed significantly more poorly than controls on the overall 2-subscale CST and on the intention-understanding subscale. No group differences were found in emotion-understanding subscale performance. Controlling for age, verbal ability was positively correlated with overall CST performance across groups. CST performance in the ASD group positively correlated with parent-reports of communication difficulties. Despite some limitations with the belief-understanding subscale, the CST has promising psychometric features warranting further development of this measure. En ligne : http://dx.doi.org/10.1007/s10803-012-1498-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183

Computerised attention training for children with intellectual and developmental disabilities: a randomised controlled trial / Hannah E. KIRK in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1380-1389 Titre : Computerised attention training for children with intellectual and developmental disabilities: a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Hannah E. KIRK, Auteur ; Kylie M. GRAY, Auteur ; Kirsten ELLIS, Auteur ; John R. TAFFE, Auteur ; Kim CORNISH, Auteur Article en page(s) : p.1380-1389 Langues : Anglais (eng) Mots-clés : Attention  cognitive training  developmental disability  intellectual disability Index. décimale : PER Périodiques Résumé : Background Children with intellectual and developmental disabilities (IDD) experience heightened attention difficulties which have been linked to poorer cognitive, academic and social outcomes. Although, increasing research has focused on the potential of computerised cognitive training in reducing attention problems, limited studies have assessed whether this intervention could be utilised for those with IDD. This study aimed to assess the efficacy of a computerised attention training programme in children with IDD. Methods In a double-blind randomised controlled trial, children (n = 76; IQ < 75) aged 4–11 years were assigned to an adaptive attention training condition or a nonadaptive control condition. Both conditions were completed at home over a 5-week period and consisted of 25 sessions, each of 20-min duration. Outcome measures (baseline, posttraining and 3-month follow-up) assessed core attention skills (selective attention, sustained attention and attentional control) and inattentive/hyperactive behaviour. Results Children in the attention training condition showed greater improvement in selective attention performance compared to children in the control condition (SMD = 0.24, 95% CI 0.02, 0.45). These improvements were maintained 3 months after training had ceased (SMD = 0.26, 95% CI 0.04, 0.48). The attention training programme was not effective in promoting improvements in sustained attention, attentional control or inattentive/hyperactive behaviours. Conclusions The findings suggest that attention training may enhance some aspects of attention (selective attention) in children with IDD, but the small to medium effect sizes indicate that further refinement of the training programme is needed to promote larger, more global improvements. En ligne : http://dx.doi.org/10.1111/jcpp.12615 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Computerised attention training for children with intellectual and developmental disabilities: a randomised controlled trial [Texte imprimé et/ou numérique] / Hannah E. KIRK, Auteur ; Kylie M. GRAY, Auteur ; Kirsten ELLIS, Auteur ; John R. TAFFE, Auteur ; Kim CORNISH, Auteur . - p.1380-1389. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1380-1389 Mots-clés : Attention  cognitive training  developmental disability  intellectual disability Index. décimale : PER Périodiques Résumé : Background Children with intellectual and developmental disabilities (IDD) experience heightened attention difficulties which have been linked to poorer cognitive, academic and social outcomes. Although, increasing research has focused on the potential of computerised cognitive training in reducing attention problems, limited studies have assessed whether this intervention could be utilised for those with IDD. This study aimed to assess the efficacy of a computerised attention training programme in children with IDD. Methods In a double-blind randomised controlled trial, children (n = 76; IQ < 75) aged 4–11 years were assigned to an adaptive attention training condition or a nonadaptive control condition. Both conditions were completed at home over a 5-week period and consisted of 25 sessions, each of 20-min duration. Outcome measures (baseline, posttraining and 3-month follow-up) assessed core attention skills (selective attention, sustained attention and attentional control) and inattentive/hyperactive behaviour. Results Children in the attention training condition showed greater improvement in selective attention performance compared to children in the control condition (SMD = 0.24, 95% CI 0.02, 0.45). These improvements were maintained 3 months after training had ceased (SMD = 0.26, 95% CI 0.04, 0.48). The attention training programme was not effective in promoting improvements in sustained attention, attentional control or inattentive/hyperactive behaviours. Conclusions The findings suggest that attention training may enhance some aspects of attention (selective attention) in children with IDD, but the small to medium effect sizes indicate that further refinement of the training programme is needed to promote larger, more global improvements. En ligne : http://dx.doi.org/10.1111/jcpp.12615 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Diagnostic Differentiation of Autism Spectrum Disorders and Pragmatic Language Impairment / Lisa REISINGER in Journal of Autism and Developmental Disorders, 41-12 (December 2011)  

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Does Gender Matter? A One Year Follow-up of Autistic, Attention and Anxiety Symptoms in High-Functioning Children with Autism Spectrum Disorder / Tamara MAY in Journal of Autism and Developmental Disorders, 44-5 (May 2014)  

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E. K. Farran and A. Karmiloff-Smith: Neurodevelopmental Disorders Across the Lifespan: A Neuroconstructivist Approach / Kim CORNISH in Journal of Autism and Developmental Disorders, 43-3 (March 2013)  

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Erratum to: Diagnostic Differentiation of Autism Spectrum Disorders and Pragmatic Language Impairment / Lisa REISINGER in Journal of Autism and Developmental Disorders, 41-12 (December 2011)  

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Incomplete silencing of full mutation alleles in males with fragile X syndrome is associated with autistic features / E. K. BAKER in Molecular Autism, 10 (2019)  

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Learning to read in Williams syndrome and Down syndrome: syndrome-specific precursors and developmental trajectories / Ann STEELE in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

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Mapping developmental trajectories of attention and working memory in fragile X syndrome: Developmental freeze or developmental change? / Kim CORNISH in Development and Psychopathology, 25-2 (May 2013)  

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Mechanisms of Anxiety Related Attentional Biases in Children with Autism Spectrum Disorder / Tamara MAY in Journal of Autism and Developmental Disorders, 45-10 (October 2015)  

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Parent-Child Agreement Using the Spence Children's Anxiety Scale and a Thermometer in Children with Autism Spectrum Disorder / T. MAY in Autism Research and Treatment, 2015 (2015)  

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Sleep patterns predictive of daytime challenging behavior in individuals with low?functioning autism / Simonne COHEN in Autism Research, 11-2 (February 2018)  

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