Brief Report: The Relationship Between Language Skills, Adaptive Behavior, and Emotional and Behavior Problems in Pre-schoolers with Autism / Carlie J. PARK in Journal of Autism and Developmental Disorders, 42-12 (December 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2761-2766 Titre : Brief Report: The Relationship Between Language Skills, Adaptive Behavior, and Emotional and Behavior Problems in Pre-schoolers with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Carlie J. PARK, Auteur ; Gregory W. YELLAND, Auteur ; John R. TAFFE, Auteur ; Kylie M. GRAY, Auteur Année de publication : 2012 Article en page(s) : p.2761-2766 Langues : Anglais (eng) Mots-clés : Autism  Language  Adaptive behavior  Behavior problems Index. décimale : PER Périodiques Résumé : This study investigated the relationship between structural language skills, and communication skills, adaptive behavior, and emotional and behavior problems in pre-school children with autism. Participants were aged 3'5 years with autism (n = 27), and two comparison groups of children with developmental delay without autism (n = 12) and typically developing children (n = 20). The participants were administered standardised tests of structural language skills, and parents completed the Vineland Adaptive Behavior Scales and the Developmental Behaviour Checklist. Results indicated that for children with autism, communication skills, and in particular receptive communication skills, were associated with social and daily living skills, and behavior problems. Receptive structural language skills were associated with expressive communication skills. There were no associations found between structural language skills and social or daily living skills, nor behavior problems. The results of this study suggest that communication skills are more closely linked to functional and behavioral outcomes in autism than structural language skills. En ligne : http://dx.doi.org/10.1007/s10803-012-1534-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Brief Report: The Relationship Between Language Skills, Adaptive Behavior, and Emotional and Behavior Problems in Pre-schoolers with Autism [Texte imprimé et/ou numérique] / Carlie J. PARK, Auteur ; Gregory W. YELLAND, Auteur ; John R. TAFFE, Auteur ; Kylie M. GRAY, Auteur . - 2012 . - p.2761-2766. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2761-2766 Mots-clés : Autism  Language  Adaptive behavior  Behavior problems Index. décimale : PER Périodiques Résumé : This study investigated the relationship between structural language skills, and communication skills, adaptive behavior, and emotional and behavior problems in pre-school children with autism. Participants were aged 3'5 years with autism (n = 27), and two comparison groups of children with developmental delay without autism (n = 12) and typically developing children (n = 20). The participants were administered standardised tests of structural language skills, and parents completed the Vineland Adaptive Behavior Scales and the Developmental Behaviour Checklist. Results indicated that for children with autism, communication skills, and in particular receptive communication skills, were associated with social and daily living skills, and behavior problems. Receptive structural language skills were associated with expressive communication skills. There were no associations found between structural language skills and social or daily living skills, nor behavior problems. The results of this study suggest that communication skills are more closely linked to functional and behavioral outcomes in autism than structural language skills. En ligne : http://dx.doi.org/10.1007/s10803-012-1534-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

Efficacy of Cognitive Processes in Young People with High-Functioning Autism Spectrum Disorder Using a Novel Visual Information-Processing Task / Samantha J. SPEIRS in Journal of Autism and Developmental Disorders, 44-11 (November 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2809-2819 Titre : Efficacy of Cognitive Processes in Young People with High-Functioning Autism Spectrum Disorder Using a Novel Visual Information-Processing Task Type de document : Texte imprimé et/ou numérique Auteurs : Samantha J. SPEIRS, Auteur ; Nicole J. RINEHART, Auteur ; Stephen R. ROBINSON, Auteur ; Bruce TONGE, Auteur ; Gregory W. YELLAND, Auteur Article en page(s) : p.2809-2819 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Cognitive processing  Processing efficacy  Subtle Cognitive Impairment Test  Speed of processing Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASD) are characterised by a unique pattern of preserved abilities and deficits within and across cognitive domains. The Complex Information Processing Theory proposes this pattern reflects an altered capacity to respond to cognitive demands. This study compared how complexity induced by time constraints on processing affect cognitive function in individuals with ASD and typically-developing individuals. On a visual information-processing task, the Subtle Cognitive Impairment Test, both groups exhibited sensitivity to time-constraints. Further, 65 % of individuals with ASD demonstrated deficits in processing efficiency, possibly attributable to the effects of age and clinical comorbidities, like attention deficit hyperactivity disorder. These findings suggest that for some ASD individuals there are significant impairments in processing efficiency, which may have implications for education and interventions. En ligne : http://dx.doi.org/10.1007/s10803-014-2140-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 [article] Efficacy of Cognitive Processes in Young People with High-Functioning Autism Spectrum Disorder Using a Novel Visual Information-Processing Task [Texte imprimé et/ou numérique] / Samantha J. SPEIRS, Auteur ; Nicole J. RINEHART, Auteur ; Stephen R. ROBINSON, Auteur ; Bruce TONGE, Auteur ; Gregory W. YELLAND, Auteur . - p.2809-2819. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2809-2819 Mots-clés : Autism spectrum disorder  Cognitive processing  Processing efficacy  Subtle Cognitive Impairment Test  Speed of processing Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASD) are characterised by a unique pattern of preserved abilities and deficits within and across cognitive domains. The Complex Information Processing Theory proposes this pattern reflects an altered capacity to respond to cognitive demands. This study compared how complexity induced by time constraints on processing affect cognitive function in individuals with ASD and typically-developing individuals. On a visual information-processing task, the Subtle Cognitive Impairment Test, both groups exhibited sensitivity to time-constraints. Further, 65 % of individuals with ASD demonstrated deficits in processing efficiency, possibly attributable to the effects of age and clinical comorbidities, like attention deficit hyperactivity disorder. These findings suggest that for some ASD individuals there are significant impairments in processing efficiency, which may have implications for education and interventions. En ligne : http://dx.doi.org/10.1007/s10803-014-2140-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241

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