Early Childhood Predictors of the Social Competence of Adults with Autism / Kristen GILLESPIE-LYNCH in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.161-174 Titre : Early Childhood Predictors of the Social Competence of Adults with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Leigh SEPATA, Auteur ; Yueyan WANG, Auteur ; Stephanie MARSHALL, Auteur ; Lovella GOMEZ, Auteur ; Marian SIGMAN, Auteur ; Ted HUTMAN, Auteur Année de publication : 2012 Article en page(s) : p.161-174 Langues : Anglais (eng) Mots-clés : Autism  Longitudinal  Outcome  Adulthood  Social functioning Index. décimale : PER Périodiques Résumé : Longitudinal research into adult outcomes in autism remains limited. Unlike previous longitudinal examinations of adult outcome in autism, the twenty participants in this study were evaluated across multiple assessments between early childhood (M = 3.9 years) and adulthood (M = 26.6 years). In early childhood, responsiveness to joint attention (RJA), language, and intelligence were assessed. In adulthood, the parents of participants responded to interviews assessing the adaptive functioning, autistic symptomology and global functioning of their children. RJA and early childhood language predicted a composite measure of adult social functioning and independence. Early childhood language skills and intelligence predicted adult adaptive behaviors. RJA predicted adult non-verbal communication, social skills and symptoms. Adaptive behaviors changed with development, but symptoms of autism did not. Additional factors associated with adult outcomes are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1222-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Early Childhood Predictors of the Social Competence of Adults with Autism [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Leigh SEPATA, Auteur ; Yueyan WANG, Auteur ; Stephanie MARSHALL, Auteur ; Lovella GOMEZ, Auteur ; Marian SIGMAN, Auteur ; Ted HUTMAN, Auteur . - 2012 . - p.161-174. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.161-174 Mots-clés : Autism  Longitudinal  Outcome  Adulthood  Social functioning Index. décimale : PER Périodiques Résumé : Longitudinal research into adult outcomes in autism remains limited. Unlike previous longitudinal examinations of adult outcome in autism, the twenty participants in this study were evaluated across multiple assessments between early childhood (M = 3.9 years) and adulthood (M = 26.6 years). In early childhood, responsiveness to joint attention (RJA), language, and intelligence were assessed. In adulthood, the parents of participants responded to interviews assessing the adaptive functioning, autistic symptomology and global functioning of their children. RJA and early childhood language predicted a composite measure of adult social functioning and independence. Early childhood language skills and intelligence predicted adult adaptive behaviors. RJA predicted adult non-verbal communication, social skills and symptoms. Adaptive behaviors changed with development, but symptoms of autism did not. Additional factors associated with adult outcomes are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1222-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Is early joint attention associated with school-age pragmatic language? / Kristen GILLESPIE-LYNCH in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.168-177 Titre : Is early joint attention associated with school-age pragmatic language? Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Allie KHALULYAN, Auteur ; Mithi DEL ROSARIO, Auteur ; Brigid MCCARTHY, Auteur ; Lovella GOMEZ, Auteur ; Marian SIGMAN, Auteur ; Ted HUTMAN, Auteur Article en page(s) : p.168-177 Langues : Anglais (eng) Mots-clés : Autism  infant siblings  joint attention  pragmatic language  structural language Index. décimale : PER Périodiques Résumé : In order to evaluate evidence for the social–cognitive theory of joint attention, we examined relations between initiation of and response to joint attention at 12 and 18 months of age and pragmatic and structural language approximately 6 years later among children with and without autism spectrum disorder. Initiation of joint attention at 18 months was associated with structural, but not pragmatic, language for children with and without autism spectrum disorder. School-age children with autism exhibited difficulties with structural and pragmatic language relative to non-autistic siblings of children with autism and low-risk controls. No evidence of the broader autism phenotype was observed. These findings do not support the social–cognitive theory of joint attention. En ligne : http://dx.doi.org/10.1177/1362361313515094 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Is early joint attention associated with school-age pragmatic language? [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Allie KHALULYAN, Auteur ; Mithi DEL ROSARIO, Auteur ; Brigid MCCARTHY, Auteur ; Lovella GOMEZ, Auteur ; Marian SIGMAN, Auteur ; Ted HUTMAN, Auteur . - p.168-177. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.168-177 Mots-clés : Autism  infant siblings  joint attention  pragmatic language  structural language Index. décimale : PER Périodiques Résumé : In order to evaluate evidence for the social–cognitive theory of joint attention, we examined relations between initiation of and response to joint attention at 12 and 18 months of age and pragmatic and structural language approximately 6 years later among children with and without autism spectrum disorder. Initiation of joint attention at 18 months was associated with structural, but not pragmatic, language for children with and without autism spectrum disorder. School-age children with autism exhibited difficulties with structural and pragmatic language relative to non-autistic siblings of children with autism and low-risk controls. No evidence of the broader autism phenotype was observed. These findings do not support the social–cognitive theory of joint attention. En ligne : http://dx.doi.org/10.1177/1362361313515094 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

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