Anxiety in Williams Syndrome: The Role of Social Behaviour, Executive Functions and Change Over Time / Elise NG-CORDELL in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.796-808 Titre : Anxiety in Williams Syndrome: The Role of Social Behaviour, Executive Functions and Change Over Time Type de document : texte imprimé Auteurs : Elise NG-CORDELL, Auteur ; Mary HANLEY, Auteur ; Amy KELLY, Auteur ; Deborah M. RIBY, Auteur Année de publication : 2018 Article en page(s) : p.796-808 Langues : Anglais (eng) Mots-clés : Anxiety  Executive function  Longitudinal  Social functioning  Williams syndrome Index. décimale : PER Périodiques Résumé : Anxiety is a prevalent mental health issue for individuals with Williams syndrome (WS). Relatively little is known about the developmental course of anxiety, or how it links with core features of WS, namely social and executive functioning (EF). In this study, parent-reports of anxiety were compared across a 4-year period (N = 17), and links between anxiety, social and EF were explored from concurrent parent-reports (N = 26). Results indicated that high anxiety persisted over time, and anxiety was related to impairments in both social and executive functioning. Importantly, results indicated that impairments in EFs may drive the links between anxiety and social functioning. This timely investigation provides new insights into anxiety in WS and highlights potential areas for intervention. En ligne : https://doi.org/10.1007/s10803-017-3357-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Anxiety in Williams Syndrome: The Role of Social Behaviour, Executive Functions and Change Over Time [texte imprimé] / Elise NG-CORDELL, Auteur ; Mary HANLEY, Auteur ; Amy KELLY, Auteur ; Deborah M. RIBY, Auteur . - 2018 . - p.796-808. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.796-808 Mots-clés : Anxiety  Executive function  Longitudinal  Social functioning  Williams syndrome Index. décimale : PER Périodiques Résumé : Anxiety is a prevalent mental health issue for individuals with Williams syndrome (WS). Relatively little is known about the developmental course of anxiety, or how it links with core features of WS, namely social and executive functioning (EF). In this study, parent-reports of anxiety were compared across a 4-year period (N = 17), and links between anxiety, social and EF were explored from concurrent parent-reports (N = 26). Results indicated that high anxiety persisted over time, and anxiety was related to impairments in both social and executive functioning. Importantly, results indicated that impairments in EFs may drive the links between anxiety and social functioning. This timely investigation provides new insights into anxiety in WS and highlights potential areas for intervention. En ligne : https://doi.org/10.1007/s10803-017-3357-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition / Mary HANLEY in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.908-924 Titre : Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition Type de document : texte imprimé Auteurs : Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur ; Teresa MCCORMACK, Auteur ; Clare CARTY, Auteur ; Lisa COYLE, Auteur ; Naomi CROZIER, Auteur ; Johanna ROBINSON, Auteur ; Martin MCPHILLIPS, Auteur Article en page(s) : p.908-924 Langues : Anglais (eng) Mots-clés : Autism  Specific language impairment  Eye-tracking  Social interaction  Implicit mentalising Index. décimale : PER Périodiques Résumé : Abstract Eye-tracking studies have shown how people with autism spend significantly less time looking at socially relevant information on-screen compared to those developing typically. This has been suggested to impact on the development of socio-cognitive skills in autism. We present novel evidence of how attention atypicalities in children with autism extend to real-life interaction, in comparison to typically developing (TD) children and children with specific language impairment (SLI). We explored the allocation of attention during social interaction with an interlocutor, and how aspects of attention (awareness checking) related to traditional measures of social cognition (false belief attribution). We found divergent attention allocation patterns across the groups in relation to social cognition ability. Even though children with autism and SLI performed similarly on the socio-cognitive tasks, there were syndrome-specific atypicalities of their attention patterns. Children with SLI were most similar to TD children in terms of prioritising attention to socially pertinent information (eyes, face, awareness checking). Children with autism showed reduced attention to the eyes and face, and slower awareness checking. This study provides unique and timely insight into real-world social gaze (a)typicality in autism, SLI and typical development, its relationship to socio-cognitive ability, and raises important issues for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition [texte imprimé] / Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur ; Teresa MCCORMACK, Auteur ; Clare CARTY, Auteur ; Lisa COYLE, Auteur ; Naomi CROZIER, Auteur ; Johanna ROBINSON, Auteur ; Martin MCPHILLIPS, Auteur . - p.908-924. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.908-924 Mots-clés : Autism  Specific language impairment  Eye-tracking  Social interaction  Implicit mentalising Index. décimale : PER Périodiques Résumé : Abstract Eye-tracking studies have shown how people with autism spend significantly less time looking at socially relevant information on-screen compared to those developing typically. This has been suggested to impact on the development of socio-cognitive skills in autism. We present novel evidence of how attention atypicalities in children with autism extend to real-life interaction, in comparison to typically developing (TD) children and children with specific language impairment (SLI). We explored the allocation of attention during social interaction with an interlocutor, and how aspects of attention (awareness checking) related to traditional measures of social cognition (false belief attribution). We found divergent attention allocation patterns across the groups in relation to social cognition ability. Even though children with autism and SLI performed similarly on the socio-cognitive tasks, there were syndrome-specific atypicalities of their attention patterns. Children with SLI were most similar to TD children in terms of prioritising attention to socially pertinent information (eyes, face, awareness checking). Children with autism showed reduced attention to the eyes and face, and slower awareness checking. This study provides unique and timely insight into real-world social gaze (a)typicality in autism, SLI and typical development, its relationship to socio-cognitive ability, and raises important issues for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Brief Report: Faces Cause Less Distraction in Autism / Deborah M. RIBY in Journal of Autism and Developmental Disorders, 42-4 (April 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-4 (April 2012) . - p.634-639 Titre : Brief Report: Faces Cause Less Distraction in Autism Type de document : texte imprimé Auteurs : Deborah M. RIBY, Auteur ; Philippa H. BROWN, Auteur ; Nicola JONES, Auteur ; Mary HANLEY, Auteur Année de publication : 2012 Article en page(s) : p.634-639 Langues : Anglais (eng) Mots-clés : Face perception  Social attention  Autism Index. décimale : PER Périodiques Résumé : Individuals with autism have difficulties interpreting face cues that contribute to deficits of social communication. When faces need to be processed for meaning they fail to capture and hold the attention of individuals with autism. In the current study we illustrate that faces fail to capture attention in a typical manner even when they are non-functional to task completion. In a visual search task with a present butterfly target an irrelevant face distracter significantly slows performance of typical individuals. However, participants with autism (n = 28; mean 10 years 4 months) of comparable non-verbal ability are not distracted by the faces. Interestingly, there is a significant relationship between level of functioning on the autism spectrum and degree of face capture or distraction. En ligne : http://dx.doi.org/10.1007/s10803-011-1266-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Brief Report: Faces Cause Less Distraction in Autism [texte imprimé] / Deborah M. RIBY, Auteur ; Philippa H. BROWN, Auteur ; Nicola JONES, Auteur ; Mary HANLEY, Auteur . - 2012 . - p.634-639. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-4 (April 2012) . - p.634-639 Mots-clés : Face perception  Social attention  Autism Index. décimale : PER Périodiques Résumé : Individuals with autism have difficulties interpreting face cues that contribute to deficits of social communication. When faces need to be processed for meaning they fail to capture and hold the attention of individuals with autism. In the current study we illustrate that faces fail to capture attention in a typical manner even when they are non-functional to task completion. In a visual search task with a present butterfly target an irrelevant face distracter significantly slows performance of typical individuals. However, participants with autism (n = 28; mean 10 years 4 months) of comparable non-verbal ability are not distracted by the faces. Interestingly, there is a significant relationship between level of functioning on the autism spectrum and degree of face capture or distraction. En ligne : http://dx.doi.org/10.1007/s10803-011-1266-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders / Elizabeth K. JONES in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101515 Titre : Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders Type de document : texte imprimé Auteurs : Elizabeth K. JONES, Auteur ; Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur Article en page(s) : p.101515 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  ASD  Sensory  Education  Classroom  Learning Index. décimale : PER Périodiques Résumé : Background Many individuals with Autism Spectrum Disorders (ASD) experience sensory differences that impact daily functioning. This study aimed to capture parent and teacher perspectives on how sensory differences affect learning and life at school for pupils with ASD. Method Fifty-seven parents and seventy UK teachers completed a bespoke online questionnaire that focused on the type of sensory experiences encountered at school and how these experiences impacted learning and school life for autistic pupils. Results Despite considerable heterogeneity in the experiences perceived as enjoyable or distressing, parents and teachers reported that sensory experiences at school were frequently negative. Data indicate that it was largely negative sensory experiences that impacted learning, in turn causing distraction, anxiety and limited participation. Although five teachers highlighted positive sensory experiences, the examples offered focused on children’s ability to engage in classroom activities, once their sensory needs had been met (e.g. using weighted blankets). Factors including predictability of sensory input, school resources, and staff knowledge minimized sensory disruption. Conclusions According to teachers and parents, sensory experiences significantly impact learning and school life for autistic pupils and these findings can inform teacher training and intervention development. En ligne : https://doi.org/10.1016/j.rasd.2020.101515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders [texte imprimé] / Elizabeth K. JONES, Auteur ; Mary HANLEY, Auteur ; Deborah M. RIBY, Auteur . - p.101515. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101515 Mots-clés : Autism spectrum disorder  ASD  Sensory  Education  Classroom  Learning Index. décimale : PER Périodiques Résumé : Background Many individuals with Autism Spectrum Disorders (ASD) experience sensory differences that impact daily functioning. This study aimed to capture parent and teacher perspectives on how sensory differences affect learning and life at school for pupils with ASD. Method Fifty-seven parents and seventy UK teachers completed a bespoke online questionnaire that focused on the type of sensory experiences encountered at school and how these experiences impacted learning and school life for autistic pupils. Results Despite considerable heterogeneity in the experiences perceived as enjoyable or distressing, parents and teachers reported that sensory experiences at school were frequently negative. Data indicate that it was largely negative sensory experiences that impacted learning, in turn causing distraction, anxiety and limited participation. Although five teachers highlighted positive sensory experiences, the examples offered focused on children’s ability to engage in classroom activities, once their sensory needs had been met (e.g. using weighted blankets). Factors including predictability of sensory input, school resources, and staff knowledge minimized sensory disruption. Conclusions According to teachers and parents, sensory experiences significantly impact learning and school life for autistic pupils and these findings can inform teacher training and intervention development. En ligne : https://doi.org/10.1016/j.rasd.2020.101515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

"Intolerance of uncertainty" mediates the relationship between social profile and anxiety in both Williams syndrome and autism / Mikle SOUTH in Autism Research, 14-9 (September 2021)  

Public ISBD [article]  inAutism Research > 14-9 (September 2021) . - p.1986-1995 Titre : "Intolerance of uncertainty" mediates the relationship between social profile and anxiety in both Williams syndrome and autism Type de document : texte imprimé Auteurs : Mikle SOUTH, Auteur ; Mary HANLEY, Auteur ; Karys NORMANSELL-MOSSA, Auteur ; Nicholas C.C. RUSSELL, Auteur ; Thomas CAWTHORNE, Auteur ; Deborah M. RIBY, Auteur Article en page(s) : p.1986-1995 Langues : Anglais (eng) Mots-clés : Adolescent  Adult  Anxiety/complications  Autism Spectrum Disorder/complications  Autistic Disorder/complications  Child  Child, Preschool  Cross-Sectional Studies  Humans  Uncertainty  Williams Syndrome/complications  Young Adult  Intolerance of Uncertainty  Williams syndrome  anxiety  autism  children  social function  social profile Index. décimale : PER Périodiques Résumé : Anxiety is the most significant mental health concern for both Williams syndrome (WS) and autism. Whilst WS and autism are characterized by some syndrome-specific social differences, less is known about cross-syndrome profiles of anxiety symptoms. Previous research has shown that Intolerance of Uncertainty (IU) is a core mechanism of anxiety maintenance for clinically anxious populations and for autistic children, adolescents, and adults. The only published study in this area for WS has shown some similar patterns-with an added emphasis on the role of sensory sensitivities-in a sample of older teens and adults (mean age = 24), with the authors highlighting the need for younger samples to consider developmental influences. Here we report a cross-syndrome, cross-sectional mediation analyses of children diagnosed with WS or autism, including data from parent surveys of 90 children with WS (n = 48) or autism (n = 42). Group differences showed higher trait levels on all measures for the autism group. Importantly, the relationship between social profile and anxiety was fully mediated by IU level for both groups. This suggests possible similar core mechanisms underlying anxiety in these conditions, and the possibility of generalized intervention approaches especially related to managing distress related to uncertainty in multiple contexts. LAY SUMMARY: Autism and Williams Syndrome share some similarities in social profile and also in anxiety traits, but there are also some key differences as well. Comparing them side-by-side at the same time improved identification of ways to reduce feelings of anxiety. We found that the intolerance of uncertainty affected the relationship between social profile and anxiety in the same way for young children diagnosed with autism or Williams syndrome, meaning that intervention approaches could be similar for both. En ligne : http://dx.doi.org/10.1002/aur.2554 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] "Intolerance of uncertainty" mediates the relationship between social profile and anxiety in both Williams syndrome and autism [texte imprimé] / Mikle SOUTH, Auteur ; Mary HANLEY, Auteur ; Karys NORMANSELL-MOSSA, Auteur ; Nicholas C.C. RUSSELL, Auteur ; Thomas CAWTHORNE, Auteur ; Deborah M. RIBY, Auteur . - p.1986-1995. Langues : Anglais (eng) in Autism Research > 14-9 (September 2021) . - p.1986-1995 Mots-clés : Adolescent  Adult  Anxiety/complications  Autism Spectrum Disorder/complications  Autistic Disorder/complications  Child  Child, Preschool  Cross-Sectional Studies  Humans  Uncertainty  Williams Syndrome/complications  Young Adult  Intolerance of Uncertainty  Williams syndrome  anxiety  autism  children  social function  social profile Index. décimale : PER Périodiques Résumé : Anxiety is the most significant mental health concern for both Williams syndrome (WS) and autism. Whilst WS and autism are characterized by some syndrome-specific social differences, less is known about cross-syndrome profiles of anxiety symptoms. Previous research has shown that Intolerance of Uncertainty (IU) is a core mechanism of anxiety maintenance for clinically anxious populations and for autistic children, adolescents, and adults. The only published study in this area for WS has shown some similar patterns-with an added emphasis on the role of sensory sensitivities-in a sample of older teens and adults (mean age = 24), with the authors highlighting the need for younger samples to consider developmental influences. Here we report a cross-syndrome, cross-sectional mediation analyses of children diagnosed with WS or autism, including data from parent surveys of 90 children with WS (n = 48) or autism (n = 42). Group differences showed higher trait levels on all measures for the autism group. Importantly, the relationship between social profile and anxiety was fully mediated by IU level for both groups. This suggests possible similar core mechanisms underlying anxiety in these conditions, and the possibility of generalized intervention approaches especially related to managing distress related to uncertainty in multiple contexts. LAY SUMMARY: Autism and Williams Syndrome share some similarities in social profile and also in anxiety traits, but there are also some key differences as well. Comparing them side-by-side at the same time improved identification of ways to reduce feelings of anxiety. We found that the intolerance of uncertainty affected the relationship between social profile and anxiety in the same way for young children diagnosed with autism or Williams syndrome, meaning that intervention approaches could be similar for both. En ligne : http://dx.doi.org/10.1002/aur.2554 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Motor Deficits in Children With Autism Spectrum Disorder: A Cross-Syndrome Study / Martin MCPHILLIPS in Autism Research, 7-6 (December 2014)  

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Perspectives and experiences of physical activity among autistic adults in middle adulthood / James MCLEOD in Autism, 29-12 (December 2025)  

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Spontaneous and cued gaze-following in autism and Williams syndrome / Deborah M. RIBY in Journal of Neurodevelopmental Disorders, 5-1 (December 2013)  

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Spontaneous attention to faces in Asperger syndrome using ecologically valid static stimuli / Mary HANLEY in Autism, 17-6 (November 2013)  

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Teacher insights into the barriers and facilitators of learning in autism / Emily MCDOUGAL in Research in Autism Spectrum Disorders, 79 (November 2020)  

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The Impact of COVID-19 on Anxiety and Worries for Families of Individuals with Special Education Needs and Disabilities in the UK / V. SIDEROPOULOS in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

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The Interplay Between Anxiety and Social Functioning in Williams Syndrome / Deborah M. RIBY in Journal of Autism and Developmental Disorders, 44-5 (May 2014)  

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The use of eye-tracking to explore social difficulties in cognitively able students with autism spectrum disorder: A pilot investigation / Mary HANLEY in Autism, 19-7 (October 2015)  

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University Students with Autism: The Social and Academic Experiences of University in the UK / Emine GURBUZ in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

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Violations of Personal Space in Young People with Autism Spectrum Disorders and Williams Syndrome: Insights from the Social Responsiveness Scale / Emma LOUGH in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

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