Are There Subgroups within the Autistic Spectrum? A Cluster Analysis of a Group of Children with Autistic Spectrum Disorders / Margot PRIOR in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.893-902 Titre : Are There Subgroups within the Autistic Spectrum? A Cluster Analysis of a Group of Children with Autistic Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Margot PRIOR, Auteur ; Susan R. LEEKAM, Auteur ; Ben ONG, Auteur ; Richard EISENMAJER, Auteur ; Lorna WING, Auteur ; Judith GOULD, Auteur ; David DOWE, Auteur Année de publication : 1998 Article en page(s) : p.893-902 Langues : Anglais (eng) Mots-clés : Asperger syndrome  autism  Pervasive Developmental Disorder  symptomatology  cluster analysis Index. décimale : PER Périodiques Résumé : Comprehensive data on the developmental history and current behaviours of a large sample of high-functioning individuals with diagnoses of autism, Asperger's syndrome, or other related disorder were collected via parent interviews. This provided the basis for a taxonomic analysis to search for subgroups. Most participants also completed theory of mind tasks. Three clusters or subgroups were obtained; these differed on theory of mind performance and on verbal abilities. Although subgroups were identified which bore some relationship to clinical differentiation of autistic, Asperger syndrome, and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) cases, the nature of the differences between them appeared strongly related to ability variables. Examination of the kinds of behaviours that differentiated the groups suggested that a spectrum of autistic disorders on which children differ primarily in term of degrees of social and cognitive impairments could explain the findings. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Are There Subgroups within the Autistic Spectrum? A Cluster Analysis of a Group of Children with Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Margot PRIOR, Auteur ; Susan R. LEEKAM, Auteur ; Ben ONG, Auteur ; Richard EISENMAJER, Auteur ; Lorna WING, Auteur ; Judith GOULD, Auteur ; David DOWE, Auteur . - 1998 . - p.893-902. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.893-902 Mots-clés : Asperger syndrome  autism  Pervasive Developmental Disorder  symptomatology  cluster analysis Index. décimale : PER Périodiques Résumé : Comprehensive data on the developmental history and current behaviours of a large sample of high-functioning individuals with diagnoses of autism, Asperger's syndrome, or other related disorder were collected via parent interviews. This provided the basis for a taxonomic analysis to search for subgroups. Most participants also completed theory of mind tasks. Three clusters or subgroups were obtained; these differed on theory of mind performance and on verbal abilities. Although subgroups were identified which bore some relationship to clinical differentiation of autistic, Asperger syndrome, and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) cases, the nature of the differences between them appeared strongly related to ability variables. Examination of the kinds of behaviours that differentiated the groups suggested that a spectrum of autistic disorders on which children differ primarily in term of degrees of social and cognitive impairments could explain the findings. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Assessing pragmatic language difficulties using the Revised Children's Communication Checklist-2. Exploratory structural equation modeling and associations with restricted and repetitive behaviors / Jennifer KEATING in Autism Research, 17-3 (March 2024)  

Public ISBD [article]  inAutism Research > 17-3 (March 2024) . - p.584-595 Titre : Assessing pragmatic language difficulties using the Revised Children's Communication Checklist-2. Exploratory structural equation modeling and associations with restricted and repetitive behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer KEATING, Auteur ; Mirko ULJAREVI?, Auteur ; Stephanie H. M. VAN GOOZEN, Auteur ; Kirsten ABBOT-SMITH, Auteur ; Dale F. HAY, Auteur ; Susan R. LEEKAM, Auteur Article en page(s) : p.584-595 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract In this paper, we investigated the psychometric properties of the Child Communication Checklist-Revised (CCC-R) for the first time with an English-speaking sample. We used a confirmatory application of exploratory structural equation modeling (ESEM) to re-evaluate the CCC-R's psychometric properties. We found strong support for its use as an assessment for pragmatic and structural language. Our second main aim was to explore associations between pragmatic and structural language and restricted and repetitive behaviors (RRBs), two hallmark characteristics of autism. We used the CCC-R and Repetitive Behavior Questionnaire (RBQ-2) to investigate these associations in a diverse non-clinical sample of children, taking a transdiagnostic approach. We intentionally excluded autism and other neurodevelopmental diagnoses to test, (1) the CCC-R in a broad sample and (2) the association between pragmatic language and RRB in children not already selected for that association. The sample comprised two groups of children, one was community sampled (n = 123) and the other (n = 143) included children with non-specific behavioral, emotional and/or cognitive difficulties referred to an assessment unit by schools. We found clear associations between pragmatic language difficulties and RRBs in both groups. Regression analysis showed that pragmatic language was the only significant contributor to RRBs even after Grammatical-Semantic score, age, sex, and socioeconomic status were controlled. The pattern was the same for both recruitment groups. However, the effects were stronger for the school-referred group which also had more pragmatic difficulties, grammatical-semantic difficulties and RRBs. A robust link between pragmatic language and RRBs, established in autism, has continuity across the broader non-clinical population. En ligne : https://doi.org/10.1002/aur.3100 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 [article] Assessing pragmatic language difficulties using the Revised Children's Communication Checklist-2. Exploratory structural equation modeling and associations with restricted and repetitive behaviors [Texte imprimé et/ou numérique] / Jennifer KEATING, Auteur ; Mirko ULJAREVI?, Auteur ; Stephanie H. M. VAN GOOZEN, Auteur ; Kirsten ABBOT-SMITH, Auteur ; Dale F. HAY, Auteur ; Susan R. LEEKAM, Auteur . - p.584-595. Langues : Anglais (eng) in Autism Research > 17-3 (March 2024) . - p.584-595 Index. décimale : PER Périodiques Résumé : Abstract In this paper, we investigated the psychometric properties of the Child Communication Checklist-Revised (CCC-R) for the first time with an English-speaking sample. We used a confirmatory application of exploratory structural equation modeling (ESEM) to re-evaluate the CCC-R's psychometric properties. We found strong support for its use as an assessment for pragmatic and structural language. Our second main aim was to explore associations between pragmatic and structural language and restricted and repetitive behaviors (RRBs), two hallmark characteristics of autism. We used the CCC-R and Repetitive Behavior Questionnaire (RBQ-2) to investigate these associations in a diverse non-clinical sample of children, taking a transdiagnostic approach. We intentionally excluded autism and other neurodevelopmental diagnoses to test, (1) the CCC-R in a broad sample and (2) the association between pragmatic language and RRB in children not already selected for that association. The sample comprised two groups of children, one was community sampled (n = 123) and the other (n = 143) included children with non-specific behavioral, emotional and/or cognitive difficulties referred to an assessment unit by schools. We found clear associations between pragmatic language difficulties and RRBs in both groups. Regression analysis showed that pragmatic language was the only significant contributor to RRBs even after Grammatical-Semantic score, age, sex, and socioeconomic status were controlled. The pattern was the same for both recruitment groups. However, the effects were stronger for the school-referred group which also had more pragmatic difficulties, grammatical-semantic difficulties and RRBs. A robust link between pragmatic language and RRBs, established in autism, has continuity across the broader non-clinical population. En ligne : https://doi.org/10.1002/aur.3100 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525

Beyond 'modalarity'and innateness: sensory experience, social interaction and symbolic development in children with autism and blindness / Susan R. LEEKAM

Public ISBD contenu dans Autism and blindness / Linda PRING Titre : Beyond 'modalarity'and innateness: sensory experience, social interaction and symbolic development in children with autism and blindness Type de document : Texte imprimé et/ou numérique Auteurs : Susan R. LEEKAM, Auteur ; Shirley WYVER, Auteur Année de publication : 2005 Importance : p.26-49 Langues : Anglais (eng) Index. décimale : AUT-I AUT-I - L'Autisme - Déficience Visuelle / Auditive Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=820 contenu dans Autism and blindness / Linda PRING Beyond 'modalarity'and innateness: sensory experience, social interaction and symbolic development in children with autism and blindness [Texte imprimé et/ou numérique] / Susan R. LEEKAM, Auteur ; Shirley WYVER, Auteur . - 2005 . - p.26-49. Langues : Anglais (eng) Index. décimale : AUT-I AUT-I - L'Autisme - Déficience Visuelle / Auditive Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=820

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Brief Report: Young Adults with Autism Spectrum Disorder Show Normal Attention to Eye-Gaze Information—Evidence from a New Change Blindness Paradigm / Sue FLETCHER-WATSON in Journal of Autism and Developmental Disorders, 38-9 (October 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-9 (October 2008) . - p.1785-1790 Titre : Brief Report: Young Adults with Autism Spectrum Disorder Show Normal Attention to Eye-Gaze Information—Evidence from a New Change Blindness Paradigm Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur ; Susan R. LEEKAM, Auteur ; John M. FINDLAY, Auteur ; Elaine C. STANTON, Auteur Année de publication : 2008 Article en page(s) : p.1785-1790 Langues : Anglais (eng) Mots-clés : Social-attention Change-blindness Eye-gaze-direction Autism Index. décimale : PER Périodiques Résumé : Other people’s eye-gaze is a powerful social stimulus that captures and directs visual attention. There is evidence that this is not the case for children with autism spectrum disorder (ASD), although less is known about attention to eye-gaze in adults. We investigated whether young adults would detect a change to the direction of eye-gaze in another’s face more efficiently than a control change (presence/absence of spectacles). A change blindness method was used in which images showed faces as part of a complex, naturalistic scene. Results showed that adults with ASD, like typically developing controls, were faster and more accurate at detecting eye-gaze than control changes. Results are considered in terms of a developmental account of the relationship between social attention and other skills. En ligne : http://dx.doi.org/10.1007/s10803-008-0548-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=606 [article] Brief Report: Young Adults with Autism Spectrum Disorder Show Normal Attention to Eye-Gaze Information—Evidence from a New Change Blindness Paradigm [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur ; Susan R. LEEKAM, Auteur ; John M. FINDLAY, Auteur ; Elaine C. STANTON, Auteur . - 2008 . - p.1785-1790. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-9 (October 2008) . - p.1785-1790 Mots-clés : Social-attention Change-blindness Eye-gaze-direction Autism Index. décimale : PER Périodiques Résumé : Other people’s eye-gaze is a powerful social stimulus that captures and directs visual attention. There is evidence that this is not the case for children with autism spectrum disorder (ASD), although less is known about attention to eye-gaze in adults. We investigated whether young adults would detect a change to the direction of eye-gaze in another’s face more efficiently than a control change (presence/absence of spectacles). A change blindness method was used in which images showed faces as part of a complex, naturalistic scene. Results showed that adults with ASD, like typically developing controls, were faster and more accurate at detecting eye-gaze than control changes. Results are considered in terms of a developmental account of the relationship between social attention and other skills. En ligne : http://dx.doi.org/10.1007/s10803-008-0548-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=606

Comparison of ICD-10 and Gillberg’s Criteria for Asperger Syndrome / Susan R. LEEKAM in Autism, 4-1 (March 2000)  

Public ISBD [article]  inAutism > 4-1 (March 2000) . - p.11-28 Titre : Comparison of ICD-10 and Gillberg’s Criteria for Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Susan R. LEEKAM, Auteur ; Sarah LIBBY, Auteur ; Lorna WING, Auteur ; Judith GOULD, Auteur ; Christopher GILLBERG, Auteur Article en page(s) : p.11-28 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this study, algorithms designed for the Diagnostic Interview for Social and Communication Disorders (DISCO) were used to compare the ICD-10 criteria for Asperger syndrome with those suggested by Gillberg. Two hundred children and adults were studied, all of whom met the ICD-10 criteria for childhood autism or atypical autism. Only three (1 percent) met criteria for ICD-10 Asperger syndrome. In contrast, 91 (45 percent) met criteria for Asperger syndrome defined by Gillberg, which more closely resemble Asperger’s own descriptions. Results showed that the discrepancy in diagnosis was due to the ICD-10 requirement for ‘normal’ development of cognitive skills, language, curiosity and self-help skills. When comparisons were based on Gillberg’s criteria only, results showed the participants diagnosed as having Asperger syndrome differed significantly from the rest on all but two of Gillberg’s criteria. However, all of these criteria could be found in some of those not diagnosed as having Asperger syndrome. The results emphasize the differences between the two diagnostic systems. They also question the value of defining a separate subgroup and suggest that a dimensional view of the autistic spectrum is more appropriate than a categorical approach. En ligne : http://dx.doi.org/10.1177/1362361300004001002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208 [article] Comparison of ICD-10 and Gillberg’s Criteria for Asperger Syndrome [Texte imprimé et/ou numérique] / Susan R. LEEKAM, Auteur ; Sarah LIBBY, Auteur ; Lorna WING, Auteur ; Judith GOULD, Auteur ; Christopher GILLBERG, Auteur . - p.11-28. Langues : Anglais (eng) in Autism > 4-1 (March 2000) . - p.11-28 Index. décimale : PER Périodiques Résumé : In this study, algorithms designed for the Diagnostic Interview for Social and Communication Disorders (DISCO) were used to compare the ICD-10 criteria for Asperger syndrome with those suggested by Gillberg. Two hundred children and adults were studied, all of whom met the ICD-10 criteria for childhood autism or atypical autism. Only three (1 percent) met criteria for ICD-10 Asperger syndrome. In contrast, 91 (45 percent) met criteria for Asperger syndrome defined by Gillberg, which more closely resemble Asperger’s own descriptions. Results showed that the discrepancy in diagnosis was due to the ICD-10 requirement for ‘normal’ development of cognitive skills, language, curiosity and self-help skills. When comparisons were based on Gillberg’s criteria only, results showed the participants diagnosed as having Asperger syndrome differed significantly from the rest on all but two of Gillberg’s criteria. However, all of these criteria could be found in some of those not diagnosed as having Asperger syndrome. The results emphasize the differences between the two diagnostic systems. They also question the value of defining a separate subgroup and suggest that a dimensional view of the autistic spectrum is more appropriate than a categorical approach. En ligne : http://dx.doi.org/10.1177/1362361300004001002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208

Conclusion: Integrating Neurocognitive, Diagnostic, and Intervention Perspectives in Autism / Susan R. LEEKAM

Permalink

Describing the Sensory Abnormalities of Children and Adults with Autism / Susan R. LEEKAM in Journal of Autism and Developmental Disorders, 37-5 (May 2007)  

Permalink

Diagnosing Autism Spectrum Disorder: who will get a DSM-5 diagnosis? / Rachel G. KENT in Journal of Child Psychology and Psychiatry, 54-11 (November 2013)  

Permalink

DSM-5 Autism Spectrum Disorder: In search of essential behaviours for diagnosis / Sarah J. CARRINGTON in Research in Autism Spectrum Disorders, 8-6 (June 2014)  

Permalink

Eye Movement Difficulties in Autism Spectrum Disorder: Implications for Implicit Contextual Learning / Anastasia KOURKOULOU in Autism Research, 6-3 (June 2013)  

Permalink

First evidence of sensory atypicality in mothers of children with Autism Spectrum Disorder (ASD) / Mirko ULJAREVIC in Molecular Autism, (April 2014)  

Permalink

How central is central coherence? / Beatriz LOPEZ in Autism, 12-2 (March 2008)  

Permalink

How does restricted and repetitive behavior relate to language and cognition in typical development? / Fionnuala LARKIN in Development and Psychopathology, 29-3 (August 2017)  

Permalink

Implicit Learning of Local Context in Autism Spectrum Disorder / Anastasia KOURKOULOU in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Permalink

Measuring self and informant perspectives of Restricted and Repetitive Behaviours (RRBs): psychometric evaluation of the Repetitive Behaviours Questionnaire-3 (RBQ-3) in adult clinical practice and research settgs / Catherine R. G. JONES in Molecular Autism, 15 (2024)  

Permalink

---

1 2 (1 - 15 / 23) Par page : Tout afficher