An exploration of diagnostic identity for autistic individuals: A systematic review of existing literature / Carly A. MCMORRIS ; Tanya E. MUDRY ; Adam W. MCCRIMMON in Research in Autism Spectrum Disorders, 114 (June 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 114 (June 2024) . - p.102394 Titre : An exploration of diagnostic identity for autistic individuals: A systematic review of existing literature Type de document : Texte imprimé et/ou numérique Auteurs : Carly A. MCMORRIS, Auteur ; Tanya E. MUDRY, Auteur ; Adam W. MCCRIMMON, Auteur Année de publication : 2024 Article en page(s) : p.102394 Langues : Anglais (eng) Mots-clés : Autism  Diagnostic identity  Systematic review Index. décimale : PER Périodiques Résumé : Researchers have explored long-term outcomes for those diagnosed on the autism spectrum, including how autistic individuals come to develop a diagnostic identity. Establishing an identity around a diagnostic label may lead to positive impacts, including a sense of community for those who experience stigma. The topic of autistic diagnostic identity is relatively new and, as such, a synthesized understanding of this literature has yet to be conducted. This systematic review gathered peer-reviewed literature related to autistic diagnostic identity; 20 articles were included. Data were extracted based on design, funding, location, participant age/demographics, age of diagnosis, and definition, description, and impacts of autistic diagnostic identity. Findings highlight that autistic diagnostic identity formation is a time-sensitive process influenced by factors such as age at reporting and societal considerations. Impacts of autistic diagnostic identity, gaps in the literature, and implications for clinicians and professionals working with autistic individuals are discussed. En ligne : https://doi.org/10.1016/j.rasd.2024.102394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] An exploration of diagnostic identity for autistic individuals: A systematic review of existing literature [Texte imprimé et/ou numérique] / Carly A. MCMORRIS, Auteur ; Tanya E. MUDRY, Auteur ; Adam W. MCCRIMMON, Auteur . - 2024 . - p.102394. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 114 (June 2024) . - p.102394 Mots-clés : Autism  Diagnostic identity  Systematic review Index. décimale : PER Périodiques Résumé : Researchers have explored long-term outcomes for those diagnosed on the autism spectrum, including how autistic individuals come to develop a diagnostic identity. Establishing an identity around a diagnostic label may lead to positive impacts, including a sense of community for those who experience stigma. The topic of autistic diagnostic identity is relatively new and, as such, a synthesized understanding of this literature has yet to be conducted. This systematic review gathered peer-reviewed literature related to autistic diagnostic identity; 20 articles were included. Data were extracted based on design, funding, location, participant age/demographics, age of diagnosis, and definition, description, and impacts of autistic diagnostic identity. Findings highlight that autistic diagnostic identity formation is a time-sensitive process influenced by factors such as age at reporting and societal considerations. Impacts of autistic diagnostic identity, gaps in the literature, and implications for clinicians and professionals working with autistic individuals are discussed. En ligne : https://doi.org/10.1016/j.rasd.2024.102394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Cognitive and emotional intelligence in young adults with Autism Spectrum Disorder without an accompanying intellectual or language disorder / Danielle I. BRADY in Research in Autism Spectrum Disorders, 8-9 (September 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1016-1023 Titre : Cognitive and emotional intelligence in young adults with Autism Spectrum Disorder without an accompanying intellectual or language disorder Type de document : Texte imprimé et/ou numérique Auteurs : Danielle I. BRADY, Auteur ; Donald H. SAKLOFSKE, Auteur ; Vicki L. SCHWEAN, Auteur ; Janine M. MONTGOMERY, Auteur ; Adam W. MCCRIMMON, Auteur ; Keoma J. THORNE, Auteur Article en page(s) : p.1016-1023 Langues : Anglais (eng) Mots-clés : Asperger's syndrome  Autism Spectrum Disorder  Cognitive intelligence  Emotional intelligence  Neuropsychology and young adults Index. décimale : PER Périodiques Résumé : Abstract Research in the neurosciences has identified distinctions between neural structures that subserve cognitive intelligence (CI) and those subserving emotional intelligence (EI). This study explored the performance of young adults with Autism Spectrum Disorder (ASD) without an accompanying intellectual or language disorder relative to typically-developing peers, on indices of CI and EI. Both the ASD and age- and sex-matched typically-developing groups exhibited high average cognitive intellectual abilities. In contrast, the ASD group reported lower levels of EI relative to their typically-developing peers, as expected given the social and emotional challenges faced by individuals with ASD. Importantly, cognitive intelligence did not correlate with EI in either group. Taken together, these findings further support the theory of dissociable neural systems underlying CI and EI. These findings also highlight the need to address not only the intellectual aspects of cognition, but also the emotional components to increase understanding of, and improve treatment for individuals on the autism spectrum. This understanding would enhance our ability to assess and support young adults with ASD, and ultimately ease their transition into adulthood. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Cognitive and emotional intelligence in young adults with Autism Spectrum Disorder without an accompanying intellectual or language disorder [Texte imprimé et/ou numérique] / Danielle I. BRADY, Auteur ; Donald H. SAKLOFSKE, Auteur ; Vicki L. SCHWEAN, Auteur ; Janine M. MONTGOMERY, Auteur ; Adam W. MCCRIMMON, Auteur ; Keoma J. THORNE, Auteur . - p.1016-1023. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1016-1023 Mots-clés : Asperger's syndrome  Autism Spectrum Disorder  Cognitive intelligence  Emotional intelligence  Neuropsychology and young adults Index. décimale : PER Périodiques Résumé : Abstract Research in the neurosciences has identified distinctions between neural structures that subserve cognitive intelligence (CI) and those subserving emotional intelligence (EI). This study explored the performance of young adults with Autism Spectrum Disorder (ASD) without an accompanying intellectual or language disorder relative to typically-developing peers, on indices of CI and EI. Both the ASD and age- and sex-matched typically-developing groups exhibited high average cognitive intellectual abilities. In contrast, the ASD group reported lower levels of EI relative to their typically-developing peers, as expected given the social and emotional challenges faced by individuals with ASD. Importantly, cognitive intelligence did not correlate with EI in either group. Taken together, these findings further support the theory of dissociable neural systems underlying CI and EI. These findings also highlight the need to address not only the intellectual aspects of cognition, but also the emotional components to increase understanding of, and improve treatment for individuals on the autism spectrum. This understanding would enhance our ability to assess and support young adults with ASD, and ultimately ease their transition into adulthood. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Conceptual and Perceptual Set-shifting executive abilities in young adults with Asperger's syndrome / Danielle I. BRADY in Research in Autism Spectrum Disorders, 7-12 (December 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1631-1637 Titre : Conceptual and Perceptual Set-shifting executive abilities in young adults with Asperger's syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Danielle I. BRADY, Auteur ; Vicki L. SCHWEAN, Auteur ; Donald H. SAKLOFSKE, Auteur ; Adam W. MCCRIMMON, Auteur ; Janine M. MONTGOMERY, Auteur ; Keoma J. THORNE, Auteur Article en page(s) : p.1631-1637 Langues : Anglais (eng) Mots-clés : Asperger's Syndrome  Autism spectrum disorder  Executive functions  Extradimensional/Conceptual set-shifting  Frontal-striatal and prefrontal cortex and Neuropsychological Index. décimale : PER Périodiques Résumé : Abstract Neuropsychological models of frontal lobe functioning have led to a greater appreciation of the dissociations among various aspects of executive functions. Theories of executive function have been proposed to account, at least in part, for the unique social and emotional difficulties experienced by individuals with Asperger's syndrome (AS). Given the paucity of research regarding the neural correlates of executive function in AS, this investigation research involves an examination of a well-established measure of executive, fronto-striatal function in young adults with AS. Findings provide preliminary evidence to support a specific type of executive dysfunction and in particular, extradimensional or conceptual set-shifting difficulties in individuals with AS that implicates prefrontal cortex and frontal-striatal function. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Conceptual and Perceptual Set-shifting executive abilities in young adults with Asperger's syndrome [Texte imprimé et/ou numérique] / Danielle I. BRADY, Auteur ; Vicki L. SCHWEAN, Auteur ; Donald H. SAKLOFSKE, Auteur ; Adam W. MCCRIMMON, Auteur ; Janine M. MONTGOMERY, Auteur ; Keoma J. THORNE, Auteur . - p.1631-1637. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1631-1637 Mots-clés : Asperger's Syndrome  Autism spectrum disorder  Executive functions  Extradimensional/Conceptual set-shifting  Frontal-striatal and prefrontal cortex and Neuropsychological Index. décimale : PER Périodiques Résumé : Abstract Neuropsychological models of frontal lobe functioning have led to a greater appreciation of the dissociations among various aspects of executive functions. Theories of executive function have been proposed to account, at least in part, for the unique social and emotional difficulties experienced by individuals with Asperger's syndrome (AS). Given the paucity of research regarding the neural correlates of executive function in AS, this investigation research involves an examination of a well-established measure of executive, fronto-striatal function in young adults with AS. Findings provide preliminary evidence to support a specific type of executive dysfunction and in particular, extradimensional or conceptual set-shifting difficulties in individuals with AS that implicates prefrontal cortex and frontal-striatal function. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Emotional Intelligence, Theory of Mind, and Executive Functions as Predictors of Social Outcomes in Young Adults With Asperger Syndrome / Janine M. MONTGOMERY in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.4-13 Titre : Emotional Intelligence, Theory of Mind, and Executive Functions as Predictors of Social Outcomes in Young Adults With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Janine M. MONTGOMERY, Auteur ; Brenda M. STOESZ, Auteur ; Adam W. MCCRIMMON, Auteur Article en page(s) : p.4-13 Mots-clés : autism spectrum disorders  Asperger’s syndrome  pervasive developmental disorders  social cognition  mindreading Index. décimale : PER Périodiques Résumé : Social difficulties are frequently cited as a core deficit of individuals with Asperger syndrome (AS). This deficit is particularly evident when processing of emotional information is required in social situations. Deficits in theory of mind and executive functions are the two explanatory hypotheses for social deficits in AS that are predominant in the literature; however, each of these explanations has limitations. Emotional intelligence (EI) has emerged as a relatively new explanation for social difficulties in typically developing individuals. Recently, researchers also have demonstrated that EI predicted important social outcomes for individuals with AS. In this study, we explored EI as an alternative or additive explanation for the social deficits observed in young adults with AS in light of the two predominant theories accounting for social difficulties. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612461525 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Emotional Intelligence, Theory of Mind, and Executive Functions as Predictors of Social Outcomes in Young Adults With Asperger Syndrome [Texte imprimé et/ou numérique] / Janine M. MONTGOMERY, Auteur ; Brenda M. STOESZ, Auteur ; Adam W. MCCRIMMON, Auteur . - p.4-13. in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.4-13 Mots-clés : autism spectrum disorders  Asperger’s syndrome  pervasive developmental disorders  social cognition  mindreading Index. décimale : PER Périodiques Résumé : Social difficulties are frequently cited as a core deficit of individuals with Asperger syndrome (AS). This deficit is particularly evident when processing of emotional information is required in social situations. Deficits in theory of mind and executive functions are the two explanatory hypotheses for social deficits in AS that are predominant in the literature; however, each of these explanations has limitations. Emotional intelligence (EI) has emerged as a relatively new explanation for social difficulties in typically developing individuals. Recently, researchers also have demonstrated that EI predicted important social outcomes for individuals with AS. In this study, we explored EI as an alternative or additive explanation for the social deficits observed in young adults with AS in light of the two predominant theories accounting for social difficulties. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612461525 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Executive functions in Asperger's syndrome: An empirical investigation of verbal and nonverbal skills / Adam W. MCCRIMMON in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.224-233 Titre : Executive functions in Asperger's syndrome: An empirical investigation of verbal and nonverbal skills Type de document : Texte imprimé et/ou numérique Auteurs : Adam W. MCCRIMMON, Auteur ; Vicki. L. SCHWEAN, Auteur ; Donald H. SAKLOFSKE, Auteur ; Janine M. MONTGOMERY, Auteur ; Danielle I. BRADY, Auteur Année de publication : 2012 Article en page(s) : p.224-233 Langues : Anglais (eng) Mots-clés : Asperger's syndrome  Adolescents  Executive functioning  Neuropsychological functioning Index. décimale : PER Périodiques Résumé : Deficits in executive functioning (EF) have been proposed to underlie the behavioural patterns of individuals with an autism spectrum disorder. Researchers have shown that the Asperger's syndrome (AS) population performs more poorly than typically developing controls on many EF tasks. However, the research literature is inconsistent in identifying the specific features or aspects of EF that are affected in this population. This study investigated EF in AS using a bottom-up empirical method. Four visually mediated and three verbally mediated EF tasks from the Delis–Kaplan Executive Functioning System were administered to 33 adolescents with AS and 33 age- and gender-matched controls. Two-step cluster analysis was then used to derive subgroups. Diagnostic composition of these subgroups (AS versus control) was examined to provide empirical evidence of a performance bias towards verbal EF for the AS group. A two cluster solution best fits the data with 73% of the AS participants being classified into one cluster and 64% of the control participants classified into another. Assignment into cluster A was based primarily upon low performance on the four visual EF tasks whereas assignment into cluster B was based primarily upon good performance on the four visual EF tasks and one verbal EF task. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.05.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] Executive functions in Asperger's syndrome: An empirical investigation of verbal and nonverbal skills [Texte imprimé et/ou numérique] / Adam W. MCCRIMMON, Auteur ; Vicki. L. SCHWEAN, Auteur ; Donald H. SAKLOFSKE, Auteur ; Janine M. MONTGOMERY, Auteur ; Danielle I. BRADY, Auteur . - 2012 . - p.224-233. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.224-233 Mots-clés : Asperger's syndrome  Adolescents  Executive functioning  Neuropsychological functioning Index. décimale : PER Périodiques Résumé : Deficits in executive functioning (EF) have been proposed to underlie the behavioural patterns of individuals with an autism spectrum disorder. Researchers have shown that the Asperger's syndrome (AS) population performs more poorly than typically developing controls on many EF tasks. However, the research literature is inconsistent in identifying the specific features or aspects of EF that are affected in this population. This study investigated EF in AS using a bottom-up empirical method. Four visually mediated and three verbally mediated EF tasks from the Delis–Kaplan Executive Functioning System were administered to 33 adolescents with AS and 33 age- and gender-matched controls. Two-step cluster analysis was then used to derive subgroups. Diagnostic composition of these subgroups (AS versus control) was examined to provide empirical evidence of a performance bias towards verbal EF for the AS group. A two cluster solution best fits the data with 73% of the AS participants being classified into one cluster and 64% of the control participants classified into another. Assignment into cluster A was based primarily upon low performance on the four visual EF tasks whereas assignment into cluster B was based primarily upon good performance on the four visual EF tasks and one verbal EF task. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.05.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

Executive Functions in Young Adults With Autism Spectrum Disorder / Danielle I. BRADY in Focus on Autism and Other Developmental Disabilities, 32-1 (March 2017)  

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Understanding the Needs of Autistic Post-Secondary Students / Adam W. MCCRIMMON ; Michael L. ZWIERS in Journal of Autism and Developmental Disorders, 54-7 (July 2024)  

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