Dépouillements

Inattention and hyperactivity in association with autism spectrum disorders in the CHARGE study / Kristen LYALL in Research in Autism Spectrum Disorders, 35 (March 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 35 (March 2017) . - p.1-12 Titre : Inattention and hyperactivity in association with autism spectrum disorders in the CHARGE study Type de document : Texte imprimé et/ou numérique Auteurs : Kristen LYALL, Auteur ; Julie B. SCHWEITZER, Auteur ; Rebecca J. SCHMIDT, Auteur ; Irva HERTZ-PICCIOTTO, Auteur ; Marjorie SOLOMON, Auteur Article en page(s) : p.1-12 Langues : Anglais (eng) Mots-clés : ASD  ADHD  Inattention  Comorbidity  Adaptive functioning Index. décimale : PER Périodiques Résumé : Attention deficits in young children with autism spectrum disorder (ASD) are not well understood. This study sought to determine: 1) the prevalence of ADHD symptoms in young children with ASD, typical development (TD), and developmental delay (DD) and 2) the association between ADHD symptoms and cognitive and behavioral functioning in children with ASD. Method ADHD symptoms, defined according to Aberrant Behavior Checklist (ABC) hyperactivity subscale scores, were compared across children aged 2–5 from a large case-control study with ASD (n = 548), TD (n = 423), and DD (n = 180). Inattention and hyperactivity items within this subscale were also explored. Within the ASD group, linear and logistic regression were used to examine how ADHD symptoms were associated with cognition as assessed by the Mullen Scales of Early Learning and adaptive functioning as assessed by the Vineland Adaptive Behavior Scales. Results Mean hyperactivity subscale scores were lowest in children with TD (mean = 3.19), higher in children with DD (12.3), and highest in children with ASD (18.2; between-group p < 0.001). Among children with ASD, significant associations were observed with higher ADHD symptoms and poorer adaptive and cognitive functioning (adjusted beta for hyperactivity score in association with: Vineland composite = ?5.63, p = 0.0005; Mullen visual reception scale = ?2.94, p = 0.02; for the highest vs. lowest quartile of hyperactivity score, odds of lowest quintile of these scores was approximately doubled). Exploratory analyses highlighted associations with inattention-related items specifically. These results suggest ADHD symptoms may play a key role in the functioning of young children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.11.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Inattention and hyperactivity in association with autism spectrum disorders in the CHARGE study [Texte imprimé et/ou numérique] / Kristen LYALL, Auteur ; Julie B. SCHWEITZER, Auteur ; Rebecca J. SCHMIDT, Auteur ; Irva HERTZ-PICCIOTTO, Auteur ; Marjorie SOLOMON, Auteur . - p.1-12. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 35 (March 2017) . - p.1-12 Mots-clés : ASD  ADHD  Inattention  Comorbidity  Adaptive functioning Index. décimale : PER Périodiques Résumé : Attention deficits in young children with autism spectrum disorder (ASD) are not well understood. This study sought to determine: 1) the prevalence of ADHD symptoms in young children with ASD, typical development (TD), and developmental delay (DD) and 2) the association between ADHD symptoms and cognitive and behavioral functioning in children with ASD. Method ADHD symptoms, defined according to Aberrant Behavior Checklist (ABC) hyperactivity subscale scores, were compared across children aged 2–5 from a large case-control study with ASD (n = 548), TD (n = 423), and DD (n = 180). Inattention and hyperactivity items within this subscale were also explored. Within the ASD group, linear and logistic regression were used to examine how ADHD symptoms were associated with cognition as assessed by the Mullen Scales of Early Learning and adaptive functioning as assessed by the Vineland Adaptive Behavior Scales. Results Mean hyperactivity subscale scores were lowest in children with TD (mean = 3.19), higher in children with DD (12.3), and highest in children with ASD (18.2; between-group p < 0.001). Among children with ASD, significant associations were observed with higher ADHD symptoms and poorer adaptive and cognitive functioning (adjusted beta for hyperactivity score in association with: Vineland composite = ?5.63, p = 0.0005; Mullen visual reception scale = ?2.94, p = 0.02; for the highest vs. lowest quartile of hyperactivity score, odds of lowest quintile of these scores was approximately doubled). Exploratory analyses highlighted associations with inattention-related items specifically. These results suggest ADHD symptoms may play a key role in the functioning of young children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.11.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

The effect of emotional intensity on responses to joint attention in preschoolers with an autism spectrum disorder / Martina FRANCHINI in Research in Autism Spectrum Disorders, 35 (March 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 35 (March 2017) . - p.13-24 Titre : The effect of emotional intensity on responses to joint attention in preschoolers with an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Martina FRANCHINI, Auteur ; Bronwyn GLASER, Auteur ; Edouard GENTAZ, Auteur ; Hilary WOOD, Auteur ; Stephan ELIEZ, Auteur ; Marie SCHAER, Auteur Article en page(s) : p.13-24 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Eye-tracking  Response to joint attention (RJA)  Emotional expressions  Gestural pointing Index. décimale : PER Périodiques Résumé : Responding to joint attention (RJA) is reduced in young children with ASD despite being vital to the early development of social communication. For this reason, RJA is a frequent target in early intervention programs. Clinical guidelines suggest that exaggerating facial expressions or gestural pointing may improve RJA in children with autism by clarifying the meaning of the gaze or gesture. In the current study, we investigate the effect of intensity of emotional expression on RJA in preschoolers with ASD. Method Twenty-five preschoolers with ASD and 21 typically developing peers were administered a specifically designed eye-tracking task in which an actor directs attention to a moving object by looking at it with an expression that was either neutral, mildly surprised or intensely surprised. In a supplementary condition, gestural pointing was accompanied by a neutral gaze shift. Results Commensurate with previous studies, children with ASD oriented less to the face of the actor and were less responsive to RJA when compared to their typically developing peers. However, children with autism differed in their response to RJA according to the different task conditions. They demonstrated more frequent responses to RJA when the actor’s facial expression was either intense or supported by gestural pointing. We report initial evidence for the importance of clarifying content cues in order to help preschoolers with autism adhere to receptive joint attention (RJA) opportunities. Our findings inform knowledge about early treatment and attention to emotional expressions in autism and improve our understanding of how early interventions may work to increase RJA in young children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.11.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] The effect of emotional intensity on responses to joint attention in preschoolers with an autism spectrum disorder [Texte imprimé et/ou numérique] / Martina FRANCHINI, Auteur ; Bronwyn GLASER, Auteur ; Edouard GENTAZ, Auteur ; Hilary WOOD, Auteur ; Stephan ELIEZ, Auteur ; Marie SCHAER, Auteur . - p.13-24. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 35 (March 2017) . - p.13-24 Mots-clés : Autism spectrum disorders  Eye-tracking  Response to joint attention (RJA)  Emotional expressions  Gestural pointing Index. décimale : PER Périodiques Résumé : Responding to joint attention (RJA) is reduced in young children with ASD despite being vital to the early development of social communication. For this reason, RJA is a frequent target in early intervention programs. Clinical guidelines suggest that exaggerating facial expressions or gestural pointing may improve RJA in children with autism by clarifying the meaning of the gaze or gesture. In the current study, we investigate the effect of intensity of emotional expression on RJA in preschoolers with ASD. Method Twenty-five preschoolers with ASD and 21 typically developing peers were administered a specifically designed eye-tracking task in which an actor directs attention to a moving object by looking at it with an expression that was either neutral, mildly surprised or intensely surprised. In a supplementary condition, gestural pointing was accompanied by a neutral gaze shift. Results Commensurate with previous studies, children with ASD oriented less to the face of the actor and were less responsive to RJA when compared to their typically developing peers. However, children with autism differed in their response to RJA according to the different task conditions. They demonstrated more frequent responses to RJA when the actor’s facial expression was either intense or supported by gestural pointing. We report initial evidence for the importance of clarifying content cues in order to help preschoolers with autism adhere to receptive joint attention (RJA) opportunities. Our findings inform knowledge about early treatment and attention to emotional expressions in autism and improve our understanding of how early interventions may work to increase RJA in young children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.11.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Correlates of social functioning in autism spectrum disorder: The role of social cognition / Lauren BISHOP-FITZPATRICK in Research in Autism Spectrum Disorders, 35 (March 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 35 (March 2017) . - p.25-34 Titre : Correlates of social functioning in autism spectrum disorder: The role of social cognition Type de document : Texte imprimé et/ou numérique Auteurs : Lauren BISHOP-FITZPATRICK, Auteur ; Carla A. MAZEFSKY, Auteur ; Shaun M. EACK, Auteur ; Nancy J. MINSHEW, Auteur Article en page(s) : p.25-34 Langues : Anglais (eng) Mots-clés : Theory of mind  Motor function  Second-order false belief  Adaptive behavior  Social impairment  Manipulative dexterity Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) experience marked challenges with social function by definition, but few modifiable predictors of social functioning in ASD have been identified in extant research. This study hypothesized that deficits in social cognition and motor function may help to explain poor social functioning in individuals with ASD. Method Cross-sectional data from 108 individuals with ASD and without intellectual disability ages 9 through 27.5 were used to assess the relationship between social cognition and motor function, and social functioning. Results Results of hierarchical multiple regression analyses revealed that greater social cognition, but not motor function, was significantly associated with better social functioning when controlling for sex, age, and intelligence quotient. Post-hoc analyses revealed that better performance on second-order false belief tasks was associated with higher levels of socially adaptive behavior and lower levels of social problems. Our findings support the development and testing of interventions that target social cognition in order to improve social functioning in individuals with ASD. Interventions that teach generalizable skills to help people with ASD better understand social situations and develop competency in advanced perspective taking have the potential to create more durable change because their effects can be applied to a wide and varied set of situations and not simply a prescribed set of rehearsed situations. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.11.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Correlates of social functioning in autism spectrum disorder: The role of social cognition [Texte imprimé et/ou numérique] / Lauren BISHOP-FITZPATRICK, Auteur ; Carla A. MAZEFSKY, Auteur ; Shaun M. EACK, Auteur ; Nancy J. MINSHEW, Auteur . - p.25-34. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 35 (March 2017) . - p.25-34 Mots-clés : Theory of mind  Motor function  Second-order false belief  Adaptive behavior  Social impairment  Manipulative dexterity Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) experience marked challenges with social function by definition, but few modifiable predictors of social functioning in ASD have been identified in extant research. This study hypothesized that deficits in social cognition and motor function may help to explain poor social functioning in individuals with ASD. Method Cross-sectional data from 108 individuals with ASD and without intellectual disability ages 9 through 27.5 were used to assess the relationship between social cognition and motor function, and social functioning. Results Results of hierarchical multiple regression analyses revealed that greater social cognition, but not motor function, was significantly associated with better social functioning when controlling for sex, age, and intelligence quotient. Post-hoc analyses revealed that better performance on second-order false belief tasks was associated with higher levels of socially adaptive behavior and lower levels of social problems. Our findings support the development and testing of interventions that target social cognition in order to improve social functioning in individuals with ASD. Interventions that teach generalizable skills to help people with ASD better understand social situations and develop competency in advanced perspective taking have the potential to create more durable change because their effects can be applied to a wide and varied set of situations and not simply a prescribed set of rehearsed situations. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.11.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Attachment in children with autism spectrum disorder: A systematic review / Samantha J. TEAGUE in Research in Autism Spectrum Disorders, 35 (March 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 35 (March 2017) . - p.35-50 Titre : Attachment in children with autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Samantha J. TEAGUE, Auteur ; Kylie M. GRAY, Auteur ; Bruce J. TONGE, Auteur ; Louise K. NEWMAN, Auteur Article en page(s) : p.35-50 Langues : Anglais (eng) Mots-clés : Autism  Attachment  Systematic review  Parenting  Child Index. décimale : PER Périodiques Résumé : This paper aims to synthesise the literature on attachment in children with Autism Spectrum Disorder (ASD), highlighting gaps in current research and applications for clinical practice. The research databases PsycINFO, Ovid Medline, and the Cochrane Library were searched for the terms “autism” and “attachment”. Forty papers investigating attachment in children with ASD were identified and narratively reviewed. Seven samples were identified that reported attachment classifications using the Strange Situation Paradigm, with an average of 47% of children with ASD classified as secure (n = 186). With research to date concluding that children with ASD can form secure attachments, studies are now looking at risk and protective factors in the development of attachment, correlates of attachment, attachment disorders in children with ASD, and attachment-based interventions for children with ASD. Many of these studies are preliminary investigations with contradictory findings reported, highlighting important directions for future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Attachment in children with autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / Samantha J. TEAGUE, Auteur ; Kylie M. GRAY, Auteur ; Bruce J. TONGE, Auteur ; Louise K. NEWMAN, Auteur . - p.35-50. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 35 (March 2017) . - p.35-50 Mots-clés : Autism  Attachment  Systematic review  Parenting  Child Index. décimale : PER Périodiques Résumé : This paper aims to synthesise the literature on attachment in children with Autism Spectrum Disorder (ASD), highlighting gaps in current research and applications for clinical practice. The research databases PsycINFO, Ovid Medline, and the Cochrane Library were searched for the terms “autism” and “attachment”. Forty papers investigating attachment in children with ASD were identified and narratively reviewed. Seven samples were identified that reported attachment classifications using the Strange Situation Paradigm, with an average of 47% of children with ASD classified as secure (n = 186). With research to date concluding that children with ASD can form secure attachments, studies are now looking at risk and protective factors in the development of attachment, correlates of attachment, attachment disorders in children with ASD, and attachment-based interventions for children with ASD. Many of these studies are preliminary investigations with contradictory findings reported, highlighting important directions for future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Auditory-motor rhythm synchronization in children with autism spectrum disorder / Ana TRYFON in Research in Autism Spectrum Disorders, 35 (March 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 35 (March 2017) . - p.51-61 Titre : Auditory-motor rhythm synchronization in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ana TRYFON, Auteur ; Nicholas E. FOSTER, Auteur ; Tia OUIMET, Auteur ; Krissy DOYLE-THOMAS, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Megha SHARDA, Auteur ; Krista L. HYDE, Auteur Article en page(s) : p.51-61 Langues : Anglais (eng) Mots-clés : Autism  Auditory  Motor  Rhythm  Synchronization  Development Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is characterized by difficulties in social and communication skills as well as atypical sensory perception and motor skills. Sensorimotor abilities such as auditory-motor integration are essential for social interaction and communication. The goal of this research was to investigate the development of auditory-motor rhythm synchronization for the first time in ASD versus typically-developing (TD) children. Methods Participants were 31 boys with ASD and 23 TD boys that were matched in age and IQ. Participants were tested on an auditory-motor rhythm synchronization task in which they tapped in synchrony with rhythms of varying metrical complexity. Results Both children with ASD and TD performed similarly on this task and both groups performed better with age. This work demonstrates that non-verbal rhythm synchronization is intact in ASD over the course of childhood development. This research serves to better understand sensorimotor interactions in ASD and to better define sensory phenotypes in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Auditory-motor rhythm synchronization in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Ana TRYFON, Auteur ; Nicholas E. FOSTER, Auteur ; Tia OUIMET, Auteur ; Krissy DOYLE-THOMAS, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Megha SHARDA, Auteur ; Krista L. HYDE, Auteur . - p.51-61. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 35 (March 2017) . - p.51-61 Mots-clés : Autism  Auditory  Motor  Rhythm  Synchronization  Development Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is characterized by difficulties in social and communication skills as well as atypical sensory perception and motor skills. Sensorimotor abilities such as auditory-motor integration are essential for social interaction and communication. The goal of this research was to investigate the development of auditory-motor rhythm synchronization for the first time in ASD versus typically-developing (TD) children. Methods Participants were 31 boys with ASD and 23 TD boys that were matched in age and IQ. Participants were tested on an auditory-motor rhythm synchronization task in which they tapped in synchrony with rhythms of varying metrical complexity. Results Both children with ASD and TD performed similarly on this task and both groups performed better with age. This work demonstrates that non-verbal rhythm synchronization is intact in ASD over the course of childhood development. This research serves to better understand sensorimotor interactions in ASD and to better define sensory phenotypes in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Using neuroscience as an outcome measure for behavioral interventions in Autism spectrum disorders (ASD): A review / Katherine KUHL-MELTZOFF STAVROPOULOS in Research in Autism Spectrum Disorders, 35 (March 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 35 (March 2017) . - p.62-73 Titre : Using neuroscience as an outcome measure for behavioral interventions in Autism spectrum disorders (ASD): A review Type de document : Texte imprimé et/ou numérique Auteurs : Katherine KUHL-MELTZOFF STAVROPOULOS, Auteur Article en page(s) : p.62-73 Langues : Anglais (eng) Mots-clés : Behavioral interventions  Autism spectrum disorder  Neuroscience  Symptom improvement  Brain Index. décimale : PER Périodiques Résumé : Though medications have proven effective in improving associated symptoms of autism spectrum disorder (ASD), behavioral interventions remain the most effective method of improving core symptoms (e.g. social communication, restricted and repetitive behaviors) in this population. Although the cause remains unknown, research provides evidence that ASD is a neurologically based disorder, with differences in brain activity contributing to observed social difficulties. Given the above, along with recent publications underscoring the importance of utilizing neuroscience to measure changes associated with intervention in ASD, it is surprising that studies that measure neurological changes in response to behavioral interventions remain quite rare. Using systematic searches of the PsychINFO and MEDLINE databases, the current review summarizes the extant literature on neural changes in response to behavioral interventions in ASD, and compares the state of the literature in ASD with other disorders such as anxiety, depression, and schizophrenia. We conclude that research utilizing neuroscience to measure changes in response to behavioral interventions in ASD is lacking, and suggest that future research make integrating these two lines of research a priority. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Using neuroscience as an outcome measure for behavioral interventions in Autism spectrum disorders (ASD): A review [Texte imprimé et/ou numérique] / Katherine KUHL-MELTZOFF STAVROPOULOS, Auteur . - p.62-73. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 35 (March 2017) . - p.62-73 Mots-clés : Behavioral interventions  Autism spectrum disorder  Neuroscience  Symptom improvement  Brain Index. décimale : PER Périodiques Résumé : Though medications have proven effective in improving associated symptoms of autism spectrum disorder (ASD), behavioral interventions remain the most effective method of improving core symptoms (e.g. social communication, restricted and repetitive behaviors) in this population. Although the cause remains unknown, research provides evidence that ASD is a neurologically based disorder, with differences in brain activity contributing to observed social difficulties. Given the above, along with recent publications underscoring the importance of utilizing neuroscience to measure changes associated with intervention in ASD, it is surprising that studies that measure neurological changes in response to behavioral interventions remain quite rare. Using systematic searches of the PsychINFO and MEDLINE databases, the current review summarizes the extant literature on neural changes in response to behavioral interventions in ASD, and compares the state of the literature in ASD with other disorders such as anxiety, depression, and schizophrenia. We conclude that research utilizing neuroscience to measure changes in response to behavioral interventions in ASD is lacking, and suggest that future research make integrating these two lines of research a priority. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Understanding the social experiences of adolescent females on the autism spectrum / Rebecca S. VINE FOGGO in Research in Autism Spectrum Disorders, 35 (March 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 35 (March 2017) . - p.74-85 Titre : Understanding the social experiences of adolescent females on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca S. VINE FOGGO, Auteur ; Amanda A. WEBSTER, Auteur Article en page(s) : p.74-85 Langues : Anglais (eng) Mots-clés : Autism  Females  Adolescence  Social experiences  Social expectations Index. décimale : PER Périodiques Résumé : Adolescent females with autism spectrum disorder often face numerous challenges when socially interacting with their same-sex peers. This is an area previously unconsidered in empirical research, due in part to the predominance of males with ASD. However, female teenage relationships constitute a unique culture, necessitating specific social skills. For the adolescent girl on the autism spectrum, varying degrees of difficulties with social communication and social relationships may result in unique perceptions regarding friendships with other girls. Method Utilising a phenomenological approach, an inductive thematic approach was used to analyse the self-described accounts of social experiences and expectations, by adolescent females on the autism spectrum. Results Through written accounts and interviews, participants revealed both a desire for, and a mature understanding of the characteristics of both friendships and best friend relationships. Participants all reported conflict with peers, and had more difficulty ascertaining the expectations of peers or socialising in groups. Findings: from this study contradicts stereotypes that people on the autism spectrum are not capable of developing quality friendships. The participants in this study engage in quality relationships with their female peers, but also require time to de-stress and pursue their own interests. The information disclosed by the participants in this study facilitates an understanding of the social experiences and perceptions of social expectations of adolescent females with ASD, as a unique and often unrecognised phenomenon. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Understanding the social experiences of adolescent females on the autism spectrum [Texte imprimé et/ou numérique] / Rebecca S. VINE FOGGO, Auteur ; Amanda A. WEBSTER, Auteur . - p.74-85. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 35 (March 2017) . - p.74-85 Mots-clés : Autism  Females  Adolescence  Social experiences  Social expectations Index. décimale : PER Périodiques Résumé : Adolescent females with autism spectrum disorder often face numerous challenges when socially interacting with their same-sex peers. This is an area previously unconsidered in empirical research, due in part to the predominance of males with ASD. However, female teenage relationships constitute a unique culture, necessitating specific social skills. For the adolescent girl on the autism spectrum, varying degrees of difficulties with social communication and social relationships may result in unique perceptions regarding friendships with other girls. Method Utilising a phenomenological approach, an inductive thematic approach was used to analyse the self-described accounts of social experiences and expectations, by adolescent females on the autism spectrum. Results Through written accounts and interviews, participants revealed both a desire for, and a mature understanding of the characteristics of both friendships and best friend relationships. Participants all reported conflict with peers, and had more difficulty ascertaining the expectations of peers or socialising in groups. Findings: from this study contradicts stereotypes that people on the autism spectrum are not capable of developing quality friendships. The participants in this study engage in quality relationships with their female peers, but also require time to de-stress and pursue their own interests. The information disclosed by the participants in this study facilitates an understanding of the social experiences and perceptions of social expectations of adolescent females with ASD, as a unique and often unrecognised phenomenon. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Brief Report: Influence of gender and age on parent reported subjective well-being in children with and without autism / Sander BEGEER in Research in Autism Spectrum Disorders, 35 (March 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 35 (March 2017) . - p.86-91 Titre : Brief Report: Influence of gender and age on parent reported subjective well-being in children with and without autism Type de document : Texte imprimé et/ou numérique Auteurs : Sander BEGEER, Auteur ; Yujie MA, Auteur ; Hans M. KOOT, Auteur ; Marlies WIERDA, Auteur ; C. E. M. VAN BEIJSTERVELDT, Auteur ; Dorret I. BOOMSMA, Auteur ; Meike BARTELS, Auteur Article en page(s) : p.86-91 Langues : Anglais (eng) Mots-clés : Autism  Subjective well-being  Happiness  Quality of life  Gender Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASD) are associated with reduced Subjective well-being (SWB). To examine the influence of gender and age on well-being we collected parent reported SWB in children with or without ASD (total n = 1030), aged 8–14 years. Parents reported lower SWB for children with ASD compared to TD children. Gender did not influence SWB, in both ASD and TD groups. Age had no main effect on SWB, but in typically developing children SWB decreased with age while it increased with age in children with ASD. Thus, the difference in SWB between ASD and TD children became smaller throughout development. These findings may reflect different social developmental processes in TD and ASD during early adolescence. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.11.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Brief Report: Influence of gender and age on parent reported subjective well-being in children with and without autism [Texte imprimé et/ou numérique] / Sander BEGEER, Auteur ; Yujie MA, Auteur ; Hans M. KOOT, Auteur ; Marlies WIERDA, Auteur ; C. E. M. VAN BEIJSTERVELDT, Auteur ; Dorret I. BOOMSMA, Auteur ; Meike BARTELS, Auteur . - p.86-91. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 35 (March 2017) . - p.86-91 Mots-clés : Autism  Subjective well-being  Happiness  Quality of life  Gender Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASD) are associated with reduced Subjective well-being (SWB). To examine the influence of gender and age on well-being we collected parent reported SWB in children with or without ASD (total n = 1030), aged 8–14 years. Parents reported lower SWB for children with ASD compared to TD children. Gender did not influence SWB, in both ASD and TD groups. Age had no main effect on SWB, but in typically developing children SWB decreased with age while it increased with age in children with ASD. Thus, the difference in SWB between ASD and TD children became smaller throughout development. These findings may reflect different social developmental processes in TD and ASD during early adolescence. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.11.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304