Examining Autistic Traits in Children with ADHD: Does the Autism Spectrum Extend to ADHD? / Rebecca GRZADZINSKI in Journal of Autism and Developmental Disorders, 41-9 (September 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-9 (September 2011) . - p.1178-1191 Titre : Examining Autistic Traits in Children with ADHD: Does the Autism Spectrum Extend to ADHD? Type de document : texte imprimé Auteurs : Rebecca GRZADZINSKI, Auteur ; Adriana DI MARTINO, Auteur ; Emily BRADY, Auteur ; Maria Angeles MAIRENA, Auteur ; Matthew O’NEALE, Auteur ; Eva PETKOVA, Auteur ; Catherine LORD, Auteur ; Francisco Xavier CASTELLANOS, Auteur Année de publication : 2011 Article en page(s) : p.1178-1191 Langues : Anglais (eng) Mots-clés : Autism  Autism spectrum disorders  Attention-deficit/hyperactivity disorder  Social reciprocity  Social responsiveness scale  Children’s communication checklist-2 Index. décimale : PER Périodiques Résumé : We examined to what extent increased parent reports of autistic traits in some children with Attention Deficit Hyperactivity Disorder (ADHD) are the result of ADHD-related symptoms or qualitatively similar to the core characteristics of autism spectrum disorders (ASD). Results confirm the presence of a subgroup of children with ADHD and elevated ratings of core ASD traits (ADHD+) not accounted for by ADHD or behavioral symptoms. Further, analyses revealed greater oppositional behaviors, but not greater ADHD severity or anxiety, in the ADHD+ subgroup compared to those with ADHD only. These results highlight the importance of specifically examining autistic traits in children with ADHD for better characterization in studies of the underlying physiopathology and treatment. En ligne : http://dx.doi.org/10.1007/s10803-010-1135-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142 [article] Examining Autistic Traits in Children with ADHD: Does the Autism Spectrum Extend to ADHD? [texte imprimé] / Rebecca GRZADZINSKI, Auteur ; Adriana DI MARTINO, Auteur ; Emily BRADY, Auteur ; Maria Angeles MAIRENA, Auteur ; Matthew O’NEALE, Auteur ; Eva PETKOVA, Auteur ; Catherine LORD, Auteur ; Francisco Xavier CASTELLANOS, Auteur . - 2011 . - p.1178-1191. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-9 (September 2011) . - p.1178-1191 Mots-clés : Autism  Autism spectrum disorders  Attention-deficit/hyperactivity disorder  Social reciprocity  Social responsiveness scale  Children’s communication checklist-2 Index. décimale : PER Périodiques Résumé : We examined to what extent increased parent reports of autistic traits in some children with Attention Deficit Hyperactivity Disorder (ADHD) are the result of ADHD-related symptoms or qualitatively similar to the core characteristics of autism spectrum disorders (ASD). Results confirm the presence of a subgroup of children with ADHD and elevated ratings of core ASD traits (ADHD+) not accounted for by ADHD or behavioral symptoms. Further, analyses revealed greater oppositional behaviors, but not greater ADHD severity or anxiety, in the ADHD+ subgroup compared to those with ADHD only. These results highlight the importance of specifically examining autistic traits in children with ADHD for better characterization in studies of the underlying physiopathology and treatment. En ligne : http://dx.doi.org/10.1007/s10803-010-1135-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142

A full-body interactive videogame used as a tool to foster social initiation conducts in children with Autism Spectrum Disorders / Maria Angeles MAIRENA in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101438 Titre : A full-body interactive videogame used as a tool to foster social initiation conducts in children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Maria Angeles MAIRENA, Auteur ; Joan MORA-GUIARD, Auteur ; Laura MALINVERNI, Auteur ; Vanesa PADILLO, Auteur ; Lilia VALERO, Auteur ; Amaia HERVAS, Auteur ; Narcis PARES, Auteur Article en page(s) : p.101438 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Social skills  Full-body interaction  Observational scale Index. décimale : PER Périodiques Résumé : Background Game-based interventions that involve the use of technology have shown to facilitate motivation and learning processes in children with Autism Spectrum Disorders (ASD). The purpose of this observational study project was to conduct a feasibility study to compare the amount of social initiation conducts performed during a full-body interaction videogame versus the amount of social initiation conducts occurred during a free-play activity in children with ASD. We hypothesized that the videogame could elicit a higher number of these conducts and therefore could be proposed as a tool to promote social initiation skills. Method A total of 15 children (ages 4–6) participated in four sessions with two sections: playing with the videogame Pico’s Adventure and free play time. Social skills conducts were codified according to an observational scale. Results Results show that the videogame elicited more social initiation conducts than free play in children with ASD when they were playing alone or playing with a peer. Furthermore, it showed to be as effective as free play in promoting social initiation while playing with parents. The videogame was also effective in reducing repetitive behaviors and increasing gestures. Conclusions Considering all these results, the videogame could be considered as an appropriate tool to foster social behaviors but future work is needed in order to obtain further data that supports this hypothesis. Finding new attractive types of treatment would be useful to complement more traditional therapies. En ligne : https://doi.org/10.1016/j.rasd.2019.101438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] A full-body interactive videogame used as a tool to foster social initiation conducts in children with Autism Spectrum Disorders [texte imprimé] / Maria Angeles MAIRENA, Auteur ; Joan MORA-GUIARD, Auteur ; Laura MALINVERNI, Auteur ; Vanesa PADILLO, Auteur ; Lilia VALERO, Auteur ; Amaia HERVAS, Auteur ; Narcis PARES, Auteur . - p.101438. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101438 Mots-clés : Autism Spectrum Disorder  Social skills  Full-body interaction  Observational scale Index. décimale : PER Périodiques Résumé : Background Game-based interventions that involve the use of technology have shown to facilitate motivation and learning processes in children with Autism Spectrum Disorders (ASD). The purpose of this observational study project was to conduct a feasibility study to compare the amount of social initiation conducts performed during a full-body interaction videogame versus the amount of social initiation conducts occurred during a free-play activity in children with ASD. We hypothesized that the videogame could elicit a higher number of these conducts and therefore could be proposed as a tool to promote social initiation skills. Method A total of 15 children (ages 4–6) participated in four sessions with two sections: playing with the videogame Pico’s Adventure and free play time. Social skills conducts were codified according to an observational scale. Results Results show that the videogame elicited more social initiation conducts than free play in children with ASD when they were playing alone or playing with a peer. Furthermore, it showed to be as effective as free play in promoting social initiation while playing with parents. The videogame was also effective in reducing repetitive behaviors and increasing gestures. Conclusions Considering all these results, the videogame could be considered as an appropriate tool to foster social behaviors but future work is needed in order to obtain further data that supports this hypothesis. Finding new attractive types of treatment would be useful to complement more traditional therapies. En ligne : https://doi.org/10.1016/j.rasd.2019.101438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Measuring Changes in Social Skills Throughout an Intervention Program for Children with ASD, Contributions from Polar Coordinate Analysis / Carlota ALCOVER ; M. Ángeles MAIRENA ; Jairo RODRIGUEZ-MEDINA ; Marcela MEZZATESTA ; Gemma BALAÑÁ ; Neus ELIAS ; Maria ELIAS ; Eulàlia ARIAS-PUJOL in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2246-2260 Titre : Measuring Changes in Social Skills Throughout an Intervention Program for Children with ASD, Contributions from Polar Coordinate Analysis : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Carlota ALCOVER, Auteur ; M. Ángeles MAIRENA, Auteur ; Jairo RODRIGUEZ-MEDINA, Auteur ; Marcela MEZZATESTA, Auteur ; Gemma BALAÑÁ, Auteur ; Neus ELIAS, Auteur ; Maria ELIAS, Auteur ; Eulàlia ARIAS-PUJOL, Auteur Article en page(s) : p.2246-2260 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The demand of social skills interventions for people with ASD has grown in recent years. The main goal of this research was to study social skills: "responding to interaction" and "initiating interaction", and to capture whether there were differences between an initial and a final session in a program for children with ASD. Additionally, we aimed to compare social skills patterns according to the VIQ level. The sample (N=20) was divided into 2 subgroups depending on whether the VIQ was>90 or<90. We employed a mixed methods approach based on a systematic observation of social behaviors. The observational design was nomothetic, follow-up, and multidimensional. Once we confirmed inter-observer reliability for the ad hoc observational instrument we performed descriptive statistics and polar coordinate analysis using LINCE software. The results show high intragroup and intergroup variability. In general, participants with VIQ<90 showed a better improvement in responding to interaction, whereas participants with VIQ>90 showed more complex patterns to initiate interactions. The polar coordinate technique was useful for detecting significant relationships between autism?s social micro-behaviors. Results and information obtained through observational methodology could allow professionals to understand communication and interaction of participants. En ligne : https://doi.org/10.1007/s10803-022-05496-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Measuring Changes in Social Skills Throughout an Intervention Program for Children with ASD, Contributions from Polar Coordinate Analysis : Journal of Autism and Developmental Disorders [texte imprimé] / Carlota ALCOVER, Auteur ; M. Ángeles MAIRENA, Auteur ; Jairo RODRIGUEZ-MEDINA, Auteur ; Marcela MEZZATESTA, Auteur ; Gemma BALAÑÁ, Auteur ; Neus ELIAS, Auteur ; Maria ELIAS, Auteur ; Eulàlia ARIAS-PUJOL, Auteur . - p.2246-2260. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2246-2260 Index. décimale : PER Périodiques Résumé : The demand of social skills interventions for people with ASD has grown in recent years. The main goal of this research was to study social skills: "responding to interaction" and "initiating interaction", and to capture whether there were differences between an initial and a final session in a program for children with ASD. Additionally, we aimed to compare social skills patterns according to the VIQ level. The sample (N=20) was divided into 2 subgroups depending on whether the VIQ was>90 or<90. We employed a mixed methods approach based on a systematic observation of social behaviors. The observational design was nomothetic, follow-up, and multidimensional. Once we confirmed inter-observer reliability for the ad hoc observational instrument we performed descriptive statistics and polar coordinate analysis using LINCE software. The results show high intragroup and intergroup variability. In general, participants with VIQ<90 showed a better improvement in responding to interaction, whereas participants with VIQ>90 showed more complex patterns to initiate interactions. The polar coordinate technique was useful for detecting significant relationships between autism?s social micro-behaviors. Results and information obtained through observational methodology could allow professionals to understand communication and interaction of participants. En ligne : https://doi.org/10.1007/s10803-022-05496-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

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