Characterizing the Factor Structure of Parent Reported Executive Function in Autism Spectrum Disorders: The Impact of Cognitive Inflexibility / Yael GRANADER in Journal of Autism and Developmental Disorders, 44-12 (December 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-12 (December 2014) . - p.3056-3062 Titre : Characterizing the Factor Structure of Parent Reported Executive Function in Autism Spectrum Disorders: The Impact of Cognitive Inflexibility Type de document : Texte imprimé et/ou numérique Auteurs : Yael GRANADER, Auteur ; Gregory L. WALLACE, Auteur ; Kristina K. HARDY, Auteur ; Benjamin E. YERYS, Auteur ; Rachel A. LAWSON, Auteur ; Michael ROSENTHAL, Auteur ; Meagan C. WILLS, Auteur ; Eunice DIXON, Auteur ; Juhi PANDEY, Auteur ; Rebecca PENNA, Auteur ; Robert T. SCHULTZ, Auteur ; Lauren KENWORTHY, Auteur Article en page(s) : p.3056-3062 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Cognitive flexibility  Executive functioning  Behavior Rating Inventory of Executive Function  Factor analysis Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorders (ASD) consistently report executive functioning (EF) deficits. This study investigates the factor structure of the Behavior Rating Inventory of Executive Function (BRIEF) as reported by parents of children with ASD and typically developing children (TDC). BRIEFs for 411 children with ASD and 467 TDC were examined. Confirmatory factor analysis of a nine-factor model met thresholds for goodness-of-fit in TDC, but not in the ASD sample. We found globally elevated EF problems in the ASD sample, especially on the Shift scale. These findings confirm that children with ASD exhibit significant EF deficits. Further investigation is needed to understand the pervasive nature of cognitive inflexibility in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2169-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Characterizing the Factor Structure of Parent Reported Executive Function in Autism Spectrum Disorders: The Impact of Cognitive Inflexibility [Texte imprimé et/ou numérique] / Yael GRANADER, Auteur ; Gregory L. WALLACE, Auteur ; Kristina K. HARDY, Auteur ; Benjamin E. YERYS, Auteur ; Rachel A. LAWSON, Auteur ; Michael ROSENTHAL, Auteur ; Meagan C. WILLS, Auteur ; Eunice DIXON, Auteur ; Juhi PANDEY, Auteur ; Rebecca PENNA, Auteur ; Robert T. SCHULTZ, Auteur ; Lauren KENWORTHY, Auteur . - p.3056-3062. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-12 (December 2014) . - p.3056-3062 Mots-clés : Autism spectrum disorder  Cognitive flexibility  Executive functioning  Behavior Rating Inventory of Executive Function  Factor analysis Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorders (ASD) consistently report executive functioning (EF) deficits. This study investigates the factor structure of the Behavior Rating Inventory of Executive Function (BRIEF) as reported by parents of children with ASD and typically developing children (TDC). BRIEFs for 411 children with ASD and 467 TDC were examined. Confirmatory factor analysis of a nine-factor model met thresholds for goodness-of-fit in TDC, but not in the ASD sample. We found globally elevated EF problems in the ASD sample, especially on the Shift scale. These findings confirm that children with ASD exhibit significant EF deficits. Further investigation is needed to understand the pervasive nature of cognitive inflexibility in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2169-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

Depression and anxiety symptoms in children and adolescents with autism spectrum disorders without intellectual disability / John F. STRANG 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.406-412 Titre : Depression and anxiety symptoms in children and adolescents with autism spectrum disorders without intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : John F. STRANG, Auteur ; Lauren E. KENWORTHY, Auteur ; Peter DANIOLOS, Auteur ; Laura CASE, Auteur ; Meagan C. WILLS, Auteur ; Alex MARTIN, Auteur ; Gregory L. WALLACE, Auteur Année de publication : 2012 Article en page(s) : p.406-412 Langues : Anglais (eng) Mots-clés : Autism  Children  Adolescents  Depression  Anxiety  IQ Index. décimale : PER Périodiques Résumé : Recent studies have shown that rates of depression and anxiety symptoms are elevated among individuals with autism spectrum disorders (ASDs) of various ages and IQs and that depression/anxiety symptoms are associated with higher IQ and fewer ASD symptoms. In this study which examined correlates of depression and anxiety symptoms in the full school-age range of children and adolescents (age 6–18) with ASDs and IQs ≥ 70 (n = 95), we also observed elevated rates of depression/anxiety symptoms, but we did not find higher IQ or fewer ASD symptoms among individuals with ASDs and depression or anxiety symptoms. These findings indicate an increased risk for depression/anxiety symptoms in children and adolescents with ASDs without intellectual disability, regardless of age, IQ, or ASD symptoms. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.06.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] Depression and anxiety symptoms in children and adolescents with autism spectrum disorders without intellectual disability [Texte imprimé et/ou numérique] / John F. STRANG, Auteur ; Lauren E. KENWORTHY, Auteur ; Peter DANIOLOS, Auteur ; Laura CASE, Auteur ; Meagan C. WILLS, Auteur ; Alex MARTIN, Auteur ; Gregory L. WALLACE, Auteur . - 2012 . - p.406-412. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.406-412 Mots-clés : Autism  Children  Adolescents  Depression  Anxiety  IQ Index. décimale : PER Périodiques Résumé : Recent studies have shown that rates of depression and anxiety symptoms are elevated among individuals with autism spectrum disorders (ASDs) of various ages and IQs and that depression/anxiety symptoms are associated with higher IQ and fewer ASD symptoms. In this study which examined correlates of depression and anxiety symptoms in the full school-age range of children and adolescents (age 6–18) with ASDs and IQs ≥ 70 (n = 95), we also observed elevated rates of depression/anxiety symptoms, but we did not find higher IQ or fewer ASD symptoms among individuals with ASDs and depression or anxiety symptoms. These findings indicate an increased risk for depression/anxiety symptoms in children and adolescents with ASDs without intellectual disability, regardless of age, IQ, or ASD symptoms. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.06.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum / Lauren E. KENWORTHY in Journal of Child Psychology and Psychiatry, 55-4 (April 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-4 (April 2014) . - p.374-383 Titre : Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Lauren E. KENWORTHY, Auteur ; Laura G. ANTHONY, Auteur ; Daniel Q. NAIMAN, Auteur ; Lynn R. CANNON, Auteur ; Meagan C. WILLS, Auteur ; Caroline LUONG-TRAN, Auteur ; Monica Adler WERNER, Auteur ; Katie C. ALEXANDER, Auteur ; John STRANG, Auteur ; Elgiz BAL, Auteur ; Jennifer L. SOKOLOFF, Auteur ; Gregory L. WALLACE, Auteur Article en page(s) : p.374-383 Mots-clés : Autism  executive function  RRBI  intervention  CBT Index. décimale : PER Périodiques Résumé : Background Unstuck and On Target (UOT) is an executive function (EF) intervention for children with autism spectrum disorders (ASD) targeting insistence on sameness, flexibility, goal-setting, and planning through a cognitive-behavioral program of self-regulatory scripts, guided/faded practice, and visual/verbal cueing. UOT is contextually-based because it is implemented in school and at home, the contexts in which a child uses EF skills. Methods To evaluate the effectiveness of UOT compared with a social skills intervention (SS), 3rd–5th graders with ASD (mean IQ = 108; UOT n = 47; SS n = 20) received interventions delivered by school staff in small group sessions. Students were matched for gender, age, race, IQ, ASD symptomotolgy, medication status, and parents' education. Interventions were matched for ‘dose’ of intervention and training. Measures of pre–post change included classroom observations, parent/teacher report, and direct child measures of problem-solving, EF, and social skills. Schools were randomized and evaluators, but not parents or teachers, were blinded to intervention type. Results Interventions were administered with high fidelity. Children in both groups improved with intervention, but mean change scores from pre- to postintervention indicated significantly greater improvements for UOT than SS groups in: problem-solving, flexibility, and planning/organizing. Also, classroom observations revealed that participants in UOT made greater improvements than SS participants in their ability to follow rules, make transitions, and be flexible. Children in both groups made equivalent improvements in social skills. Conclusions These data support the effectiveness of the first contextually-based EF intervention for children with ASD. UOT improved classroom behavior, flexibility, and problem-solving in children with ASD. Individuals with variable background/training in ASD successfully implemented UOT in mainstream educational settings. En ligne : http://dx.doi.org/10.1111/jcpp.12161 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230 [article] Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum [Texte imprimé et/ou numérique] / Lauren E. KENWORTHY, Auteur ; Laura G. ANTHONY, Auteur ; Daniel Q. NAIMAN, Auteur ; Lynn R. CANNON, Auteur ; Meagan C. WILLS, Auteur ; Caroline LUONG-TRAN, Auteur ; Monica Adler WERNER, Auteur ; Katie C. ALEXANDER, Auteur ; John STRANG, Auteur ; Elgiz BAL, Auteur ; Jennifer L. SOKOLOFF, Auteur ; Gregory L. WALLACE, Auteur . - p.374-383. in Journal of Child Psychology and Psychiatry > 55-4 (April 2014) . - p.374-383 Mots-clés : Autism  executive function  RRBI  intervention  CBT Index. décimale : PER Périodiques Résumé : Background Unstuck and On Target (UOT) is an executive function (EF) intervention for children with autism spectrum disorders (ASD) targeting insistence on sameness, flexibility, goal-setting, and planning through a cognitive-behavioral program of self-regulatory scripts, guided/faded practice, and visual/verbal cueing. UOT is contextually-based because it is implemented in school and at home, the contexts in which a child uses EF skills. Methods To evaluate the effectiveness of UOT compared with a social skills intervention (SS), 3rd–5th graders with ASD (mean IQ = 108; UOT n = 47; SS n = 20) received interventions delivered by school staff in small group sessions. Students were matched for gender, age, race, IQ, ASD symptomotolgy, medication status, and parents' education. Interventions were matched for ‘dose’ of intervention and training. Measures of pre–post change included classroom observations, parent/teacher report, and direct child measures of problem-solving, EF, and social skills. Schools were randomized and evaluators, but not parents or teachers, were blinded to intervention type. Results Interventions were administered with high fidelity. Children in both groups improved with intervention, but mean change scores from pre- to postintervention indicated significantly greater improvements for UOT than SS groups in: problem-solving, flexibility, and planning/organizing. Also, classroom observations revealed that participants in UOT made greater improvements than SS participants in their ability to follow rules, make transitions, and be flexible. Children in both groups made equivalent improvements in social skills. Conclusions These data support the effectiveness of the first contextually-based EF intervention for children with ASD. UOT improved classroom behavior, flexibility, and problem-solving in children with ASD. Individuals with variable background/training in ASD successfully implemented UOT in mainstream educational settings. En ligne : http://dx.doi.org/10.1111/jcpp.12161 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230

Real World Executive Control Impairments in Preschoolers with Autism Spectrum Disorders / Pontea Etemad SMITHSON in Journal of Autism and Developmental Disorders, 43-8 (August 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1967-1975 Titre : Real World Executive Control Impairments in Preschoolers with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Pontea Etemad SMITHSON, Auteur ; Lauren E. KENWORTHY, Auteur ; Meagan C. WILLS, Auteur ; Marian JARRETT, Auteur ; Kathleen ATMORE, Auteur ; Benjamin E. YERYS, Auteur Article en page(s) : p.1967-1975 Langues : Anglais (eng) Mots-clés : Executive control  Cognitive control  Autism  Flexibility  Preschool Index. décimale : PER Périodiques Résumé : This study examined executive control (EC) in preschoolers with and without autism spectrum disorders (ASD) using the Behavior Rating Inventory of Executive Functions-Preschool Version (BRIEF-P). ASD participants were a clinically referred sample of preschoolers; the typically developing control group was selected from the BRIEF-P standardization sample. The ASD group was rated significantly worse on all BRIEF-P scores, and these impairments did not correlate with ASD symptoms. These findings document impairments in real world EC in preschoolers with ASD, and have implications for assessing preschoolers suspected of having an ASD. Furthermore, the findings also converge with BRIEF studies of school-aged children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1747-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206 [article] Real World Executive Control Impairments in Preschoolers with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Pontea Etemad SMITHSON, Auteur ; Lauren E. KENWORTHY, Auteur ; Meagan C. WILLS, Auteur ; Marian JARRETT, Auteur ; Kathleen ATMORE, Auteur ; Benjamin E. YERYS, Auteur . - p.1967-1975. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1967-1975 Mots-clés : Executive control  Cognitive control  Autism  Flexibility  Preschool Index. décimale : PER Périodiques Résumé : This study examined executive control (EC) in preschoolers with and without autism spectrum disorders (ASD) using the Behavior Rating Inventory of Executive Functions-Preschool Version (BRIEF-P). ASD participants were a clinically referred sample of preschoolers; the typically developing control group was selected from the BRIEF-P standardization sample. The ASD group was rated significantly worse on all BRIEF-P scores, and these impairments did not correlate with ASD symptoms. These findings document impairments in real world EC in preschoolers with ASD, and have implications for assessing preschoolers suspected of having an ASD. Furthermore, the findings also converge with BRIEF studies of school-aged children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1747-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206

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