Dépouillements

Prediction in Autism Spectrum Disorder: A Systematic Review of Empirical Evidence / Jonathan CANNON in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.604-630 Titre : Prediction in Autism Spectrum Disorder: A Systematic Review of Empirical Evidence Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan CANNON, Auteur ; Amanda M. O'BRIEN, Auteur ; Lindsay BUNGERT, Auteur ; Pawan SINHA, Auteur Article en page(s) : p.604-630 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  brain  learning  perception  prediction Index. décimale : PER Périodiques Résumé : According to a recent influential proposal, several phenotypic features of autism spectrum disorder (ASD) may be accounted for by differences in predictive skills between individuals with ASD and neurotypical individuals. In this systematic review, we describe results from 47 studies that have empirically tested this hypothesis. We assess the results based on two observable aspects of prediction: learning a pairing between an antecedent and a consequence and responding to an antecedent in a predictive manner. Taken together, these studies suggest distinct differences in both predictive learning and predictive response. Studies documenting differences in learning predictive pairings indicate challenges in detecting such relationships especially when predictive features of an antecedent have low salience or consistency, and studies showing differences in habituation and perceptual adaptation suggest low-level predictive processing differences in ASD. These challenges may account for the observed differences in the influence of predictive priors, in spontaneous predictive movement or gaze, and in social prediction. An important goal for future research will be to better define and constrain the broad domain-general hypothesis by testing multiple types of prediction within the same individuals. Additional promising avenues include studying prediction within naturalistic contexts and assessing the effect of prediction-based intervention on supporting functional outcomes for individuals with ASD. LAY SUMMARY: Researchers have suggested that many features of autism spectrum disorder (ASD) may be explained by differences in the prediction skills of people with ASD. We review results from 47 studies. These studies suggest that ASD may be associated with differences in the learning of predictive pairings (e.g., learning cause and effect) and in low-level predictive processing in the brain (e.g., processing repeated sounds). These findings lay the groundwork for research that can improve our understanding of ASD and inform interventions. Autism Res 2021, 14: 604-630. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Prediction in Autism Spectrum Disorder: A Systematic Review of Empirical Evidence [Texte imprimé et/ou numérique] / Jonathan CANNON, Auteur ; Amanda M. O'BRIEN, Auteur ; Lindsay BUNGERT, Auteur ; Pawan SINHA, Auteur . - p.604-630. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.604-630 Mots-clés : autism spectrum disorder  brain  learning  perception  prediction Index. décimale : PER Périodiques Résumé : According to a recent influential proposal, several phenotypic features of autism spectrum disorder (ASD) may be accounted for by differences in predictive skills between individuals with ASD and neurotypical individuals. In this systematic review, we describe results from 47 studies that have empirically tested this hypothesis. We assess the results based on two observable aspects of prediction: learning a pairing between an antecedent and a consequence and responding to an antecedent in a predictive manner. Taken together, these studies suggest distinct differences in both predictive learning and predictive response. Studies documenting differences in learning predictive pairings indicate challenges in detecting such relationships especially when predictive features of an antecedent have low salience or consistency, and studies showing differences in habituation and perceptual adaptation suggest low-level predictive processing differences in ASD. These challenges may account for the observed differences in the influence of predictive priors, in spontaneous predictive movement or gaze, and in social prediction. An important goal for future research will be to better define and constrain the broad domain-general hypothesis by testing multiple types of prediction within the same individuals. Additional promising avenues include studying prediction within naturalistic contexts and assessing the effect of prediction-based intervention on supporting functional outcomes for individuals with ASD. LAY SUMMARY: Researchers have suggested that many features of autism spectrum disorder (ASD) may be explained by differences in the prediction skills of people with ASD. We review results from 47 studies. These studies suggest that ASD may be associated with differences in the learning of predictive pairings (e.g., learning cause and effect) and in low-level predictive processing in the brain (e.g., processing repeated sounds). These findings lay the groundwork for research that can improve our understanding of ASD and inform interventions. Autism Res 2021, 14: 604-630. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Comprehensive Integrative Analyses Identify TIGD5 rs75547282 as a Risk Variant for Autism Spectrum Disorder / Xinyan XIE in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.631-644 Titre : Comprehensive Integrative Analyses Identify TIGD5 rs75547282 as a Risk Variant for Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Xinyan XIE, Auteur ; Li LI, Auteur ; Hao WU, Auteur ; Fang HOU, Auteur ; Yanlin CHEN, Auteur ; Qi XUE, Auteur ; Yu ZHOU, Auteur ; Jiajia ZHANG, Auteur ; Jianhua GONG, Auteur ; Ranran SONG, Auteur Article en page(s) : p.631-644 Langues : Anglais (eng) Mots-clés : Tigd5  autism spectrum disorder  integrative analysis  polymorphism  rs75547282 Index. décimale : PER Périodiques Résumé : Although recent genome-wide association studies have identified risk loci that strongly associates with autism spectrum disorder (ASD), how to pinpoint the causal genes remains a challenge. We aimed to pinpoint the potential causal genes and explore the possible susceptibility and mechanism. A convergent functional genomics (CFG) method was used to prioritize the candidate genes by combining lines of evidence, including Sherlock analysis, spatio-temporal expression patterns, expression analysis, protein-protein interactions, co-expression and association with brain structure. A higher score in the CFG approach suggested that more evidence supported this gene as an ASD risk gene. We screened genes with higher CFG scores for candidate functional single nucleotide polymorphisms (SNPs). A genotyping experiment (602 ASD children and 604 healthy sex-matched children) and the dual-luciferase reporter gene assay were followed to validate the effects of SNPs. We identified three genes (MAPT, ZNF285, and TIGD5) as candidate causal genes using the CFG approach. The genotyping experiment showed that TIGD5 rs75547282 was associated with an increased risk of ASD under the dominant model (OR = 1.37, 95% CI = 1.09-1.72, P = 0.006) though the statistical power was limited (5.2%). The T allele of rs75547282 activated the expression of TIGD5 compared with the C allele in the dual-luciferase reporter assay. Our study indicates that such comprehensive integrative analyses may be an effective way to explore promising ASD susceptibility variants and needs to be further investigated in future research. Genotyping experiments should, however, be based on a larger population sample to increase statistical power. LAY SUMMARY: We set out to pinpoint the potential causal genes of ASD and explore the possible susceptibility and mechanism by combining lines of evidence from different analyses. Our results show that TIGD5 rs75547282 is associated with the risk of ASD in the Han Chinese population. In addition, a similar framework to seek promising ASD risk variants could be further investigated in future research Autism Res 2021, 14: 631-644. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2466 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Comprehensive Integrative Analyses Identify TIGD5 rs75547282 as a Risk Variant for Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Xinyan XIE, Auteur ; Li LI, Auteur ; Hao WU, Auteur ; Fang HOU, Auteur ; Yanlin CHEN, Auteur ; Qi XUE, Auteur ; Yu ZHOU, Auteur ; Jiajia ZHANG, Auteur ; Jianhua GONG, Auteur ; Ranran SONG, Auteur . - p.631-644. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.631-644 Mots-clés : Tigd5  autism spectrum disorder  integrative analysis  polymorphism  rs75547282 Index. décimale : PER Périodiques Résumé : Although recent genome-wide association studies have identified risk loci that strongly associates with autism spectrum disorder (ASD), how to pinpoint the causal genes remains a challenge. We aimed to pinpoint the potential causal genes and explore the possible susceptibility and mechanism. A convergent functional genomics (CFG) method was used to prioritize the candidate genes by combining lines of evidence, including Sherlock analysis, spatio-temporal expression patterns, expression analysis, protein-protein interactions, co-expression and association with brain structure. A higher score in the CFG approach suggested that more evidence supported this gene as an ASD risk gene. We screened genes with higher CFG scores for candidate functional single nucleotide polymorphisms (SNPs). A genotyping experiment (602 ASD children and 604 healthy sex-matched children) and the dual-luciferase reporter gene assay were followed to validate the effects of SNPs. We identified three genes (MAPT, ZNF285, and TIGD5) as candidate causal genes using the CFG approach. The genotyping experiment showed that TIGD5 rs75547282 was associated with an increased risk of ASD under the dominant model (OR = 1.37, 95% CI = 1.09-1.72, P = 0.006) though the statistical power was limited (5.2%). The T allele of rs75547282 activated the expression of TIGD5 compared with the C allele in the dual-luciferase reporter assay. Our study indicates that such comprehensive integrative analyses may be an effective way to explore promising ASD susceptibility variants and needs to be further investigated in future research. Genotyping experiments should, however, be based on a larger population sample to increase statistical power. LAY SUMMARY: We set out to pinpoint the potential causal genes of ASD and explore the possible susceptibility and mechanism by combining lines of evidence from different analyses. Our results show that TIGD5 rs75547282 is associated with the risk of ASD in the Han Chinese population. In addition, a similar framework to seek promising ASD risk variants could be further investigated in future research Autism Res 2021, 14: 631-644. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2466 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Identification of UBE3A Protein in CSF and Extracellular Space of the Hippocampus Suggest a Potential Novel Function in Synaptic Plasticity / Andie DODGE in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.645-655 Titre : Identification of UBE3A Protein in CSF and Extracellular Space of the Hippocampus Suggest a Potential Novel Function in Synaptic Plasticity Type de document : Texte imprimé et/ou numérique Auteurs : Andie DODGE, Auteur ; Jonathan WILLMAN, Auteur ; Matthew WILLMAN, Auteur ; Austin W NENNINGER, Auteur ; Nicole K. MORRILL, Auteur ; Kristina LAMENS, Auteur ; Hayden GREENE, Auteur ; Edwin J. WEEBER, Auteur ; Kevin R. NASH, Auteur Article en page(s) : p.645-655 Langues : Anglais (eng) Mots-clés : Angelman syndrome  Csf  E6ap  Ube3a  rat model Index. décimale : PER Périodiques Résumé : Disruptions to the maternally inherited allele UBE3A, encoding for an E3 ubiquitin ligase, leads to the manifestation of Angelman Syndrome (AS). While this disorder is rare, the symptoms are severe and lifelong including but not limited to: intractable seizures, abnormal EEG's, ataxic gait, lack of speech, and most notably an abnormally happy demeanor with easily provoked laughter. Currently, little is known about the neurophysiological underpinnings of UBE3A leading to such globally severe phenotypes. Utilizing the newest AS rat model, comprised of a full UBE3A deletion, we aimed to elucidate novel mechanistic actions and potential therapeutic targets. This report demonstrates for the first time that catalytically active UBE3A protein is detectable within cerebrospinal fluid (CSF) of wild type rats but distinctly absent in AS rat CSF. Microdialysis within the rat hippocampus also showed that UBE3A protein is located in the interstitial fluid of wild type rat brains but absent in AS animals. This protein maintains catalytic activity and appears to be regulated in a dynamic activity-dependent manner. LAY SUMMARY: Angelman syndrome (AS) is a rare genetic disorder caused by the loss of the UBE3A gene within the central nervous system. Although we have identified the gene responsible for AS, we still have a long way to go to fully understand its function in vivo. Here we report that UBE3A is present within normal cerebrospinal fluid (CSF) but distinctly absent in AS CSF. Furthermore, we demonstrate that UBE3A is secreted and that this may occur in a dynamic activity-dependent fashion. Extracellular UBE3A maintained its ubiquitinating activity, thus suggesting that UBE3A may have a novel role outside of neurons. Autism Res 2021, 14: 645-655. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2475 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Identification of UBE3A Protein in CSF and Extracellular Space of the Hippocampus Suggest a Potential Novel Function in Synaptic Plasticity [Texte imprimé et/ou numérique] / Andie DODGE, Auteur ; Jonathan WILLMAN, Auteur ; Matthew WILLMAN, Auteur ; Austin W NENNINGER, Auteur ; Nicole K. MORRILL, Auteur ; Kristina LAMENS, Auteur ; Hayden GREENE, Auteur ; Edwin J. WEEBER, Auteur ; Kevin R. NASH, Auteur . - p.645-655. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.645-655 Mots-clés : Angelman syndrome  Csf  E6ap  Ube3a  rat model Index. décimale : PER Périodiques Résumé : Disruptions to the maternally inherited allele UBE3A, encoding for an E3 ubiquitin ligase, leads to the manifestation of Angelman Syndrome (AS). While this disorder is rare, the symptoms are severe and lifelong including but not limited to: intractable seizures, abnormal EEG's, ataxic gait, lack of speech, and most notably an abnormally happy demeanor with easily provoked laughter. Currently, little is known about the neurophysiological underpinnings of UBE3A leading to such globally severe phenotypes. Utilizing the newest AS rat model, comprised of a full UBE3A deletion, we aimed to elucidate novel mechanistic actions and potential therapeutic targets. This report demonstrates for the first time that catalytically active UBE3A protein is detectable within cerebrospinal fluid (CSF) of wild type rats but distinctly absent in AS rat CSF. Microdialysis within the rat hippocampus also showed that UBE3A protein is located in the interstitial fluid of wild type rat brains but absent in AS animals. This protein maintains catalytic activity and appears to be regulated in a dynamic activity-dependent manner. LAY SUMMARY: Angelman syndrome (AS) is a rare genetic disorder caused by the loss of the UBE3A gene within the central nervous system. Although we have identified the gene responsible for AS, we still have a long way to go to fully understand its function in vivo. Here we report that UBE3A is present within normal cerebrospinal fluid (CSF) but distinctly absent in AS CSF. Furthermore, we demonstrate that UBE3A is secreted and that this may occur in a dynamic activity-dependent fashion. Extracellular UBE3A maintained its ubiquitinating activity, thus suggesting that UBE3A may have a novel role outside of neurons. Autism Res 2021, 14: 645-655. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2475 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Somatosensory Temporal Discrimination in Autism Spectrum Disorder / Dicle BUYUKTASKIN in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.656-667 Titre : Somatosensory Temporal Discrimination in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Dicle BUYUKTASKIN, Auteur ; Elvan ISERI, Auteur ; Esra GUNEY, Auteur ; Zafer GUNENDI, Auteur ; Bulent CENGIZ, Auteur Article en page(s) : p.656-667 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  neurophysiology  sensory processing  sensory profile  somatosensory temporal discrimination (STD) Index. décimale : PER Périodiques Résumé : Sensory differences are common in Autism Spectrum Disorder (ASD). While there is no well-accepted method to measure sensory differences objectively, there is accumulating evidence from recent years concerning sensory perception, including data concerning temporal discrimination thresholds of individuals with ASD as measured by different measures. The somatosensory temporal discrimination (STD) test measures the threshold at which an individual can temporally discriminate multiple tactile stimuli delivered in succession. We aimed to investigate tactile perception in ASD and hypothesized that children with ASD have impaired STD related to their subjective sensory symptoms and daily difficulties. Thirty adolescents with ASD and 30 typically developed subjects were recruited. The Childhood Autism Rating Scale, Strengths and Difficulties Questionnaire, and Adolescent/Adult Sensory Profile were implemented before STD evaluation. Average somatosensory detection (1.48?±?0.42) and discrimination thresholds (112.70?±?43.45) of the children with ASD were significantly higher (P =?0.010, P =?0.001, respectively) than those of the controls (1.18?±?0.42, 79.95?±?31.60, respectively). Sensory seeking scores of the ASD group (40.8?±?7.60) were significantly lower (P =?0.024) than those of the control group (45.83?±?9.17). However, the psychophsycal thresholds did not have any statistically significant relationships with subjective sensory symptoms or daily difficulties. This study demonstrates impaired sensory processing in ASD evaluated by STD and its lack of relationship with subjective sensory symptoms and daily difficulties. This psychophysical evidence of increased STD thresholds and decreased sensory seeking profile supports the disturbances in the regulation of sensory processing in ASD. LAY SUMMARY: Sensory differences are common in autism; however, there is no well-accepted method to measure them objectively. This study aims to investigate somatosensory differences and their relation with sensory and emotional/behavioral difficulties of children with autism. We show that autistic children have higher tactile discrimination thresholds and fewer sensory seeking behaviors. This supports the presence of impairments in sensory processing in autism. Measuring the sensory differences may help understanding clinical symptoms and neurobiological underpinings of autism. Autism Res 2021, 14: 656-667. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2479 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Somatosensory Temporal Discrimination in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Dicle BUYUKTASKIN, Auteur ; Elvan ISERI, Auteur ; Esra GUNEY, Auteur ; Zafer GUNENDI, Auteur ; Bulent CENGIZ, Auteur . - p.656-667. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.656-667 Mots-clés : autism spectrum disorders  neurophysiology  sensory processing  sensory profile  somatosensory temporal discrimination (STD) Index. décimale : PER Périodiques Résumé : Sensory differences are common in Autism Spectrum Disorder (ASD). While there is no well-accepted method to measure sensory differences objectively, there is accumulating evidence from recent years concerning sensory perception, including data concerning temporal discrimination thresholds of individuals with ASD as measured by different measures. The somatosensory temporal discrimination (STD) test measures the threshold at which an individual can temporally discriminate multiple tactile stimuli delivered in succession. We aimed to investigate tactile perception in ASD and hypothesized that children with ASD have impaired STD related to their subjective sensory symptoms and daily difficulties. Thirty adolescents with ASD and 30 typically developed subjects were recruited. The Childhood Autism Rating Scale, Strengths and Difficulties Questionnaire, and Adolescent/Adult Sensory Profile were implemented before STD evaluation. Average somatosensory detection (1.48?±?0.42) and discrimination thresholds (112.70?±?43.45) of the children with ASD were significantly higher (P =?0.010, P =?0.001, respectively) than those of the controls (1.18?±?0.42, 79.95?±?31.60, respectively). Sensory seeking scores of the ASD group (40.8?±?7.60) were significantly lower (P =?0.024) than those of the control group (45.83?±?9.17). However, the psychophsycal thresholds did not have any statistically significant relationships with subjective sensory symptoms or daily difficulties. This study demonstrates impaired sensory processing in ASD evaluated by STD and its lack of relationship with subjective sensory symptoms and daily difficulties. This psychophysical evidence of increased STD thresholds and decreased sensory seeking profile supports the disturbances in the regulation of sensory processing in ASD. LAY SUMMARY: Sensory differences are common in autism; however, there is no well-accepted method to measure them objectively. This study aims to investigate somatosensory differences and their relation with sensory and emotional/behavioral difficulties of children with autism. We show that autistic children have higher tactile discrimination thresholds and fewer sensory seeking behaviors. This supports the presence of impairments in sensory processing in autism. Measuring the sensory differences may help understanding clinical symptoms and neurobiological underpinings of autism. Autism Res 2021, 14: 656-667. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2479 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Neural Correlates of Audiovisual Temporal Binding Window in Individuals With Schizotypal and Autistic Traits: Evidence From Resting-State Functional Connectivity / Han-Yu ZHOU in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.668-680 Titre : Neural Correlates of Audiovisual Temporal Binding Window in Individuals With Schizotypal and Autistic Traits: Evidence From Resting-State Functional Connectivity Type de document : Texte imprimé et/ou numérique Auteurs : Han-Yu ZHOU, Auteur ; Yong-Ming WANG, Auteur ; Rui-Ting ZHANG, Auteur ; Eric F. C. CHEUNG, Auteur ; Christos PANTELIS, Auteur ; Raymond C. K. CHAN, Auteur Article en page(s) : p.668-680 Langues : Anglais (eng) Mots-clés : audiovisual  autistic traits  resting-state functional connectivity  schizotypal traits  temporal binding window Index. décimale : PER Périodiques Résumé : Temporal proximity is an important clue for multisensory integration. Previous evidence indicates that individuals with autism and schizophrenia are more likely to integrate multisensory inputs over a longer temporal binding window (TBW). However, whether such deficits in audiovisual temporal integration extend to subclinical populations with high schizotypal and autistic traits are unclear. Using audiovisual simultaneity judgment (SJ) tasks for nonspeech and speech stimuli, our results suggested that the width of the audiovisual TBW was not significantly correlated with self-reported schizotypal and autistic traits in a group of young adults. Functional magnetic resonance imaging (fMRI) resting-state activity was also acquired to explore the neural correlates underlying inter-individual variability of TBW width. Across the entire sample, stronger resting-state functional connectivity (rsFC) between the left superior temporal cortex and the left precuneus, and weaker rsFC between the left cerebellum and the right dorsal lateral prefrontal cortex were correlated with a narrower TBW for speech stimuli. Meanwhile, stronger rsFC between the left anterior superior temporal gyrus and the right inferior temporal gyrus was correlated with a wider audiovisual TBW for non-speech stimuli. The TBW-related rsFC was not affected by levels of subclinical traits. In conclusion, this study indicates that audiovisual temporal processing may not be affected by autistic and schizotypal traits and rsFC between brain regions responding to multisensory information and timing may account for the inter-individual difference in TBW width. LAY SUMMARY: Individuals with ASD and schizophrenia are more likely to perceive asynchronous auditory and visual events as occurring simultaneously even if they are well separated in time. We investigated whether similar difficulties in audiovisual temporal processing were present in subclinical populations with high autistic and schizotypal traits. We found that the ability to detect audiovisual asynchrony was not affected by different levels of autistic and schizotypal traits. We also found that connectivity of some brain regions engaging in multisensory and timing tasks might explain an individual's tendency to bind multisensory information within a wide or narrow time window. Autism Res 2021, 14: 668-680. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2456 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Neural Correlates of Audiovisual Temporal Binding Window in Individuals With Schizotypal and Autistic Traits: Evidence From Resting-State Functional Connectivity [Texte imprimé et/ou numérique] / Han-Yu ZHOU, Auteur ; Yong-Ming WANG, Auteur ; Rui-Ting ZHANG, Auteur ; Eric F. C. CHEUNG, Auteur ; Christos PANTELIS, Auteur ; Raymond C. K. CHAN, Auteur . - p.668-680. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.668-680 Mots-clés : audiovisual  autistic traits  resting-state functional connectivity  schizotypal traits  temporal binding window Index. décimale : PER Périodiques Résumé : Temporal proximity is an important clue for multisensory integration. Previous evidence indicates that individuals with autism and schizophrenia are more likely to integrate multisensory inputs over a longer temporal binding window (TBW). However, whether such deficits in audiovisual temporal integration extend to subclinical populations with high schizotypal and autistic traits are unclear. Using audiovisual simultaneity judgment (SJ) tasks for nonspeech and speech stimuli, our results suggested that the width of the audiovisual TBW was not significantly correlated with self-reported schizotypal and autistic traits in a group of young adults. Functional magnetic resonance imaging (fMRI) resting-state activity was also acquired to explore the neural correlates underlying inter-individual variability of TBW width. Across the entire sample, stronger resting-state functional connectivity (rsFC) between the left superior temporal cortex and the left precuneus, and weaker rsFC between the left cerebellum and the right dorsal lateral prefrontal cortex were correlated with a narrower TBW for speech stimuli. Meanwhile, stronger rsFC between the left anterior superior temporal gyrus and the right inferior temporal gyrus was correlated with a wider audiovisual TBW for non-speech stimuli. The TBW-related rsFC was not affected by levels of subclinical traits. In conclusion, this study indicates that audiovisual temporal processing may not be affected by autistic and schizotypal traits and rsFC between brain regions responding to multisensory information and timing may account for the inter-individual difference in TBW width. LAY SUMMARY: Individuals with ASD and schizophrenia are more likely to perceive asynchronous auditory and visual events as occurring simultaneously even if they are well separated in time. We investigated whether similar difficulties in audiovisual temporal processing were present in subclinical populations with high autistic and schizotypal traits. We found that the ability to detect audiovisual asynchrony was not affected by different levels of autistic and schizotypal traits. We also found that connectivity of some brain regions engaging in multisensory and timing tasks might explain an individual's tendency to bind multisensory information within a wide or narrow time window. Autism Res 2021, 14: 668-680. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2456 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics / Michal ILAN in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.699-708 Titre : Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics Type de document : Texte imprimé et/ou numérique Auteurs : Michal ILAN, Auteur ; Gal MEIRI, Auteur ; Liora MANELIS-BARAM, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKI, Auteur ; Hagit FLUSSER, Auteur ; Hagar BINOUN-CHAKI, Auteur ; Ronit SEGEV-COJOCARU, Auteur ; Orly DOTAN, Auteur ; Hen SCHTAIERMAN, Auteur ; Idan MENASHE, Auteur ; Ilan DINSTEIN, Auteur Article en page(s) : p.699-708 Langues : Anglais (eng) Mots-clés : Asd  Autism  daycare  inclusion  mainstream education  pre-school  special education Index. décimale : PER Périodiques Résumé : In many countries, parents can place autism spectrum disorder (ASD) children in either mainstream or special education settings, which differ in their ability to provide structured early intervention programs. There are no clear guidelines for how to make initial placement decisions and ongoing debate about the benefits and drawbacks of each educational setting. Previous studies have mostly examined placement of school-age children and reported that those with poorer cognitive abilities and more severe ASD symptoms tend to be placed in special education. The placement of younger children has rarely been studied. Here, we utilized the database at the National Autism Research Center of Israel to examine whether ASD severity, cognitive abilities, and parent education influenced the placement of 242 children. We performed the analyses separately for 1-3-year-old children who were placed in daycare centers and 3-5-year-old children who were placed in pre-school kindergartens. Our analyses revealed surprisingly small differences across special and mainstream education settings, particularly in daycare centers. Cognitive scores and parent education were significantly higher in ASD children placed in mainstream education, but these differences were of moderate effect size and explained a relatively small percentage of the variability in placement choices (<15%). Indeed, we found considerable overlap in the characteristics of ASD children across educational settings, which suggests that initial placement decisions are performed with little regard to the children's abilities. Given the importance of optimal early intervention, further studies are warranted to determine whether children with specific abilities and needs benefit more from placement in either educational setting. LAY SUMMARY: Currently, there are no clear recommendations for placing young children with ASD in special versus mainstream education settings. We examined the influence of ASD severity, cognitive abilities, and parent education on the initial placement of 242 children. While we found significantly higher cognitive scores and parental education in children placed in mainstream education, there was a remarkable overlap in the characteristics of children across both settings, suggesting that initial placement is performed with limited regard to the children's abilities. Autism Res 2021, 14: 699-708. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics [Texte imprimé et/ou numérique] / Michal ILAN, Auteur ; Gal MEIRI, Auteur ; Liora MANELIS-BARAM, Auteur ; Michal FAROY, Auteur ; Analya MICHAELOVSKI, Auteur ; Hagit FLUSSER, Auteur ; Hagar BINOUN-CHAKI, Auteur ; Ronit SEGEV-COJOCARU, Auteur ; Orly DOTAN, Auteur ; Hen SCHTAIERMAN, Auteur ; Idan MENASHE, Auteur ; Ilan DINSTEIN, Auteur . - p.699-708. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.699-708 Mots-clés : Asd  Autism  daycare  inclusion  mainstream education  pre-school  special education Index. décimale : PER Périodiques Résumé : In many countries, parents can place autism spectrum disorder (ASD) children in either mainstream or special education settings, which differ in their ability to provide structured early intervention programs. There are no clear guidelines for how to make initial placement decisions and ongoing debate about the benefits and drawbacks of each educational setting. Previous studies have mostly examined placement of school-age children and reported that those with poorer cognitive abilities and more severe ASD symptoms tend to be placed in special education. The placement of younger children has rarely been studied. Here, we utilized the database at the National Autism Research Center of Israel to examine whether ASD severity, cognitive abilities, and parent education influenced the placement of 242 children. We performed the analyses separately for 1-3-year-old children who were placed in daycare centers and 3-5-year-old children who were placed in pre-school kindergartens. Our analyses revealed surprisingly small differences across special and mainstream education settings, particularly in daycare centers. Cognitive scores and parent education were significantly higher in ASD children placed in mainstream education, but these differences were of moderate effect size and explained a relatively small percentage of the variability in placement choices (<15%). Indeed, we found considerable overlap in the characteristics of ASD children across educational settings, which suggests that initial placement decisions are performed with little regard to the children's abilities. Given the importance of optimal early intervention, further studies are warranted to determine whether children with specific abilities and needs benefit more from placement in either educational setting. LAY SUMMARY: Currently, there are no clear recommendations for placing young children with ASD in special versus mainstream education settings. We examined the influence of ASD severity, cognitive abilities, and parent education on the initial placement of 242 children. While we found significantly higher cognitive scores and parental education in children placed in mainstream education, there was a remarkable overlap in the characteristics of children across both settings, suggesting that initial placement is performed with limited regard to the children's abilities. Autism Res 2021, 14: 699-708. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2400 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Utility of an Observational Social Skill Assessment as a Measure of Social Cognition in Autism / Grace Lee SIMMONS in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.709-719 Titre : Utility of an Observational Social Skill Assessment as a Measure of Social Cognition in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Grace Lee SIMMONS, Auteur ; Sara IOANNOU, Auteur ; Jessica V. SMITH, Auteur ; Blythe A. CORBETT, Auteur ; Matthew D LERNER, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.709-719 Langues : Anglais (eng) Mots-clés : adolescents  children  face processing  social cognition  social cognition and theory of mind Index. décimale : PER Périodiques Résumé : Models of impaired social competence in autism spectrum disorder (ASD) highlight deficits in social cognition and social behavior. The Contextual Assessment of Social Skills (CASS) is a laboratory-based assessment of conversation ability in which participants interact with trained confederates who act interested (CASS-I) and bored (CASS-B), sequentially. The increased ecological validity of the CASS allows for better generalization to real-world social situations. Participants' perceptions of confederate behavior, assessed by the CASS Conversation Rating Scale (CRS), might offer additional utility as a metric of social cognition. The current study examined CASS confederate behavior (adherence to interested or bored condition) and both internal validity and convergent validity of the CASS as a measure of social behavior and social cognition. Fifty adolescents with ASD participated as part of a multisite randomized clinical trial. Adherence ratings were consistent across gender and site, with interested confederates significantly out-performing bored confederates. The ability to distinguish between interested and bored confederates was positively associated with CASS social behavior and social cognition tasks, although social behavior during the CASS was not consistently associated with parent-rated social behavior. Controlling for confederate behavior did not significantly alter these associations. Findings demonstrate strong internal validity of the CASS and, partially, external validity of the CASS as a measure of social cognition. Findings highlight nuanced differences in social behavior and social cognition. The CASS shows promise as an outcome measure for clinical interventions and should be incorporated into a multimethod battery to assess social competence in individuals with ASD. LAY SUMMARY: Social cognition and social behavior should be studied together to examine social competence in youth with autism. The Contextual Assessment of Social Skills (CASS), a behavioral observation measure, shows promise toward this end; findings suggest the CASS taps social cognition and social behavior when administered alongside a participant rating scale of their conversation partner's engagement. Continued research, including examination of the CASS, may inform best practices in comprehensive assessment of social competence in autism. Autism Res 2021, 14: 709-719. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2404 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Utility of an Observational Social Skill Assessment as a Measure of Social Cognition in Autism [Texte imprimé et/ou numérique] / Grace Lee SIMMONS, Auteur ; Sara IOANNOU, Auteur ; Jessica V. SMITH, Auteur ; Blythe A. CORBETT, Auteur ; Matthew D LERNER, Auteur ; Susan W. WHITE, Auteur . - p.709-719. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.709-719 Mots-clés : adolescents  children  face processing  social cognition  social cognition and theory of mind Index. décimale : PER Périodiques Résumé : Models of impaired social competence in autism spectrum disorder (ASD) highlight deficits in social cognition and social behavior. The Contextual Assessment of Social Skills (CASS) is a laboratory-based assessment of conversation ability in which participants interact with trained confederates who act interested (CASS-I) and bored (CASS-B), sequentially. The increased ecological validity of the CASS allows for better generalization to real-world social situations. Participants' perceptions of confederate behavior, assessed by the CASS Conversation Rating Scale (CRS), might offer additional utility as a metric of social cognition. The current study examined CASS confederate behavior (adherence to interested or bored condition) and both internal validity and convergent validity of the CASS as a measure of social behavior and social cognition. Fifty adolescents with ASD participated as part of a multisite randomized clinical trial. Adherence ratings were consistent across gender and site, with interested confederates significantly out-performing bored confederates. The ability to distinguish between interested and bored confederates was positively associated with CASS social behavior and social cognition tasks, although social behavior during the CASS was not consistently associated with parent-rated social behavior. Controlling for confederate behavior did not significantly alter these associations. Findings demonstrate strong internal validity of the CASS and, partially, external validity of the CASS as a measure of social cognition. Findings highlight nuanced differences in social behavior and social cognition. The CASS shows promise as an outcome measure for clinical interventions and should be incorporated into a multimethod battery to assess social competence in individuals with ASD. LAY SUMMARY: Social cognition and social behavior should be studied together to examine social competence in youth with autism. The Contextual Assessment of Social Skills (CASS), a behavioral observation measure, shows promise toward this end; findings suggest the CASS taps social cognition and social behavior when administered alongside a participant rating scale of their conversation partner's engagement. Continued research, including examination of the CASS, may inform best practices in comprehensive assessment of social competence in autism. Autism Res 2021, 14: 709-719. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2404 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Spontaneous Expressive Language Profiles in a Clinically Ascertained Sample of Children With Autism Spectrum Disorder / Hannah R. THOMAS in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.720-732 Titre : Spontaneous Expressive Language Profiles in a Clinically Ascertained Sample of Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Hannah R. THOMAS, Auteur ; Tara ROONEY, Auteur ; Morgan COHEN, Auteur ; Somer L. BISHOP, Auteur ; Catherine LORD, Auteur ; So Hyun KIM, Auteur Article en page(s) : p.720-732 Langues : Anglais (eng) Mots-clés : instrument  language  psychometrics Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have varying degrees of language impairment across multiple domains, which may include deficits in syntactic, pragmatic, and/or semantic skills. The heterogeneity of language profiles within ASD, coupled with the limited scope of existing standardized language measures, makes a comprehensive assessment of language impairments in ASD challenging. The Observation of Spontaneous Expressive Language (OSEL) is a new measure developed to capture children's spontaneous use of language in a naturalistic setting. The current study used the OSEL to examine the patterns of spontaneous expressive language abilities of 87 clinically ascertained children with ASD from 2 to 12?years. As expected, children with ASD were significantly more impaired in their spontaneous use of language compared to typically developing peers. Syntax and narrative skills continued to increase with age from toddler to elementary school years in cross-sectional comparisons. Pragmatic skills improved form toddler to preschool years but remained stable from preschool to elementary school years. Preliminary data also demonstrated significant improvements in OSEL syntax scores over time for a subset of children followed longitudinally (n = 8). Children with ASD consistently showed more impairments in spontaneous expressive language captured on the OSEL compared to language skills measured by other more structured standardized assessments, despite moderate convergent validity among those measures. Results suggest that impairments in the spontaneous and functional use of expressive language persist into middle childhood for many children with ASD, and a comprehensive assessment approach can lead to more precisely targeted treatment addressing specific language profiles. LAY SUMMARY: This study aimed to examine the variable language profiles in children with ASD. Children with ASD were shown to have impairments in the structure, meaning, and social use of language. These challenges were captured best by a measure that was created to assess the spontaneous use of language in a naturalistic environment. The results of this study emphasize the importance of a comprehensive assessment of language in ASD to inform treatment. Autism Res 2021, 14: 720-732. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Spontaneous Expressive Language Profiles in a Clinically Ascertained Sample of Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Hannah R. THOMAS, Auteur ; Tara ROONEY, Auteur ; Morgan COHEN, Auteur ; Somer L. BISHOP, Auteur ; Catherine LORD, Auteur ; So Hyun KIM, Auteur . - p.720-732. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.720-732 Mots-clés : instrument  language  psychometrics Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have varying degrees of language impairment across multiple domains, which may include deficits in syntactic, pragmatic, and/or semantic skills. The heterogeneity of language profiles within ASD, coupled with the limited scope of existing standardized language measures, makes a comprehensive assessment of language impairments in ASD challenging. The Observation of Spontaneous Expressive Language (OSEL) is a new measure developed to capture children's spontaneous use of language in a naturalistic setting. The current study used the OSEL to examine the patterns of spontaneous expressive language abilities of 87 clinically ascertained children with ASD from 2 to 12?years. As expected, children with ASD were significantly more impaired in their spontaneous use of language compared to typically developing peers. Syntax and narrative skills continued to increase with age from toddler to elementary school years in cross-sectional comparisons. Pragmatic skills improved form toddler to preschool years but remained stable from preschool to elementary school years. Preliminary data also demonstrated significant improvements in OSEL syntax scores over time for a subset of children followed longitudinally (n = 8). Children with ASD consistently showed more impairments in spontaneous expressive language captured on the OSEL compared to language skills measured by other more structured standardized assessments, despite moderate convergent validity among those measures. Results suggest that impairments in the spontaneous and functional use of expressive language persist into middle childhood for many children with ASD, and a comprehensive assessment approach can lead to more precisely targeted treatment addressing specific language profiles. LAY SUMMARY: This study aimed to examine the variable language profiles in children with ASD. Children with ASD were shown to have impairments in the structure, meaning, and social use of language. These challenges were captured best by a measure that was created to assess the spontaneous use of language in a naturalistic environment. The results of this study emphasize the importance of a comprehensive assessment of language in ASD to inform treatment. Autism Res 2021, 14: 720-732. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Comparison of Adaptive Functioning in Children with Williams Beuren Syndrome and Autism Spectrum Disorder: A Cross-Syndrome Study / Paolo ALFIERI in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.748-758 Titre : Comparison of Adaptive Functioning in Children with Williams Beuren Syndrome and Autism Spectrum Disorder: A Cross-Syndrome Study Type de document : Texte imprimé et/ou numérique Auteurs : Paolo ALFIERI, Auteur ; Francesco SCIBELLI, Auteur ; Maria C. DIGILIO, Auteur ; Roberta L. NOVELLO, Auteur ; Cristina CACIOLO, Auteur ; Giovanni VALERI, Auteur ; Stefano VICARI, Auteur Article en page(s) : p.748-758 Langues : Anglais (eng) Mots-clés : Williams Beuren syndrome  adaptive profile  autism spectrum disorder  communication  cross-syndrome comparison  expressive  socialization Index. décimale : PER Périodiques Résumé : Williams Beuren syndrome (WBS) and autism spectrum disorder (ASD) have been long considered as "polar opposite" disorders. Although children with WBS appears to be hypersociable, recent researches have revealed difficulties in socio-communicative skills such as shared attention, showing or giving objects, social relationships comprehension, pragmatic use of language, and emotion's recognition. The aim of this cross-syndrome study is to compare clinician-report adaptive profiles of two wide developmental range children by means of Vineland Adaptive Behavior Scales-Interview Edition, Survey Form. Eighty individuals, 40 with WBS and 40 with ASD (31 preschoolers and 49 scholars) with ASD and WBS matched for chronological age and developmental/cognitive level were recruited. Analysis of domains and subdomains have been reported. Results showed no significant difference in global adaptive level between WBS and ASD in both preschooler and scholar children. Communication domain significantly differ in preschoolers (higher in WBS children), but not in scholars. Expressive subdomain significantly differ in both preschoolers and scholars (higher in WBS children). Play and Leisure subdomain significantly differ in scholars (higher in WBS children), but not in preschoolers. Our results support hypothesis on a shared global adaptive impairment in children with WBS and ASD, by extending this findings to scholar-age children. Analysis of domains and subdomains differences highlight the need for interventions targeting social-pragmatic skills since first years of life. Differences in preschoolers and scholars adaptive profiles could be explained through a developmental perspective. LAY SUMMARY: Little is known about differences in adaptive profiles between Williams Beuren syndrome and autism spectrum disorder. Our results show similarities in global adaptive level and difference in communication level. Furthermore, expressive skills seem to be higher in Williams Beuren Syndrome. Autism Res 2021, 14: 748-758. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2455 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Comparison of Adaptive Functioning in Children with Williams Beuren Syndrome and Autism Spectrum Disorder: A Cross-Syndrome Study [Texte imprimé et/ou numérique] / Paolo ALFIERI, Auteur ; Francesco SCIBELLI, Auteur ; Maria C. DIGILIO, Auteur ; Roberta L. NOVELLO, Auteur ; Cristina CACIOLO, Auteur ; Giovanni VALERI, Auteur ; Stefano VICARI, Auteur . - p.748-758. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.748-758 Mots-clés : Williams Beuren syndrome  adaptive profile  autism spectrum disorder  communication  cross-syndrome comparison  expressive  socialization Index. décimale : PER Périodiques Résumé : Williams Beuren syndrome (WBS) and autism spectrum disorder (ASD) have been long considered as "polar opposite" disorders. Although children with WBS appears to be hypersociable, recent researches have revealed difficulties in socio-communicative skills such as shared attention, showing or giving objects, social relationships comprehension, pragmatic use of language, and emotion's recognition. The aim of this cross-syndrome study is to compare clinician-report adaptive profiles of two wide developmental range children by means of Vineland Adaptive Behavior Scales-Interview Edition, Survey Form. Eighty individuals, 40 with WBS and 40 with ASD (31 preschoolers and 49 scholars) with ASD and WBS matched for chronological age and developmental/cognitive level were recruited. Analysis of domains and subdomains have been reported. Results showed no significant difference in global adaptive level between WBS and ASD in both preschooler and scholar children. Communication domain significantly differ in preschoolers (higher in WBS children), but not in scholars. Expressive subdomain significantly differ in both preschoolers and scholars (higher in WBS children). Play and Leisure subdomain significantly differ in scholars (higher in WBS children), but not in preschoolers. Our results support hypothesis on a shared global adaptive impairment in children with WBS and ASD, by extending this findings to scholar-age children. Analysis of domains and subdomains differences highlight the need for interventions targeting social-pragmatic skills since first years of life. Differences in preschoolers and scholars adaptive profiles could be explained through a developmental perspective. LAY SUMMARY: Little is known about differences in adaptive profiles between Williams Beuren syndrome and autism spectrum disorder. Our results show similarities in global adaptive level and difference in communication level. Furthermore, expressive skills seem to be higher in Williams Beuren Syndrome. Autism Res 2021, 14: 748-758. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2455 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

The Revised Children's Communication Checklist-2 (CCC-R): Factor Structure and Psychometric Evaluation / Sophia A. C. WELLNITZ in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.759-772 Titre : The Revised Children's Communication Checklist-2 (CCC-R): Factor Structure and Psychometric Evaluation Type de document : Texte imprimé et/ou numérique Auteurs : Sophia A. C. WELLNITZ, Auteur ; Isabella S. KÄSTEL, Auteur ; Leonora VLLASALIU, Auteur ; Hannah CHOLEMKERY, Auteur ; Christine M. FREITAG, Auteur ; Nico BAST, Auteur Article en page(s) : p.759-772 Langues : Anglais (eng) Mots-clés : Ccc-2  autism  intellectual disability  language impairment  social communication Index. décimale : PER Périodiques Résumé : The Children's Communication Checklist-2 (CCC-2) is often applied to assess pragmatic language impairment which is highly prevalent in autism spectrum disorder (ASD) and several mental health conditions. We replicated previous findings on the limited applicability of the CCC-2 in clinical samples and the inconsistent findings concerning the factor structure. The aim of the present study was, thus, to develop a concise, simplified, and revised version of the CCC-2 in a large German-speaking sample. Four groups of children and adolescents aged 4 to 17?years were included: ASD (n = 195), intellectual disability (ID, n = 83), diverse mental health conditions (MHC, n = 144) and a typically developing control group (TD, n = 417). We reduced the original number of items from 70 to 39, based on item analysis, exploratory factor analysis and the exclusion of communication-unrelated items. The revised version, CCC-R (? = 0.96), consists of two empirically derived factors: a pragmatic-language (? = 0.96) and a grammatical-semantic-language factor (? = 0.93). All clinical groups (ASD, ID, and MHC) had significantly increased CCC-R total scores, with the highest scores being in the neurodevelopmental disorder groups (ASD and ID). In addition, we found group-specific patterns of elevated pragmatic-language scores in the ASD group and grammatical-semantic scores in the ID group. The CCC-R was comparable to the CCC-2 in distinguishing ASD from the other groups. The CCC-R is proposed as a simplified and easily applied, clinical questionnaire for caregivers, assessing pragmatic language impairments across neurodevelopmental disorders and mental health conditions. LAY SUMMARY: The CCC-2 is a questionnaire designed to identify children who have problems in the social use of language, however, it is limited in its clinical application and exhibits inconsistent factors. We have created a shorter and simpler version of the CCC-2 that we have called the CCC-R which overcomes the previous limitations of the CCC-2. It consists of two subscales: pragmatic language and grammatical-semantic language. The CCC-R can be used as a short and clinically relevant caregiver questionnaire which assesses pragmatic language impairments in children and adolescents. Autism Res 2021, 14: 759-772. © 2021 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2467 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] The Revised Children's Communication Checklist-2 (CCC-R): Factor Structure and Psychometric Evaluation [Texte imprimé et/ou numérique] / Sophia A. C. WELLNITZ, Auteur ; Isabella S. KÄSTEL, Auteur ; Leonora VLLASALIU, Auteur ; Hannah CHOLEMKERY, Auteur ; Christine M. FREITAG, Auteur ; Nico BAST, Auteur . - p.759-772. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.759-772 Mots-clés : Ccc-2  autism  intellectual disability  language impairment  social communication Index. décimale : PER Périodiques Résumé : The Children's Communication Checklist-2 (CCC-2) is often applied to assess pragmatic language impairment which is highly prevalent in autism spectrum disorder (ASD) and several mental health conditions. We replicated previous findings on the limited applicability of the CCC-2 in clinical samples and the inconsistent findings concerning the factor structure. The aim of the present study was, thus, to develop a concise, simplified, and revised version of the CCC-2 in a large German-speaking sample. Four groups of children and adolescents aged 4 to 17?years were included: ASD (n = 195), intellectual disability (ID, n = 83), diverse mental health conditions (MHC, n = 144) and a typically developing control group (TD, n = 417). We reduced the original number of items from 70 to 39, based on item analysis, exploratory factor analysis and the exclusion of communication-unrelated items. The revised version, CCC-R (? = 0.96), consists of two empirically derived factors: a pragmatic-language (? = 0.96) and a grammatical-semantic-language factor (? = 0.93). All clinical groups (ASD, ID, and MHC) had significantly increased CCC-R total scores, with the highest scores being in the neurodevelopmental disorder groups (ASD and ID). In addition, we found group-specific patterns of elevated pragmatic-language scores in the ASD group and grammatical-semantic scores in the ID group. The CCC-R was comparable to the CCC-2 in distinguishing ASD from the other groups. The CCC-R is proposed as a simplified and easily applied, clinical questionnaire for caregivers, assessing pragmatic language impairments across neurodevelopmental disorders and mental health conditions. LAY SUMMARY: The CCC-2 is a questionnaire designed to identify children who have problems in the social use of language, however, it is limited in its clinical application and exhibits inconsistent factors. We have created a shorter and simpler version of the CCC-2 that we have called the CCC-R which overcomes the previous limitations of the CCC-2. It consists of two subscales: pragmatic language and grammatical-semantic language. The CCC-R can be used as a short and clinically relevant caregiver questionnaire which assesses pragmatic language impairments in children and adolescents. Autism Res 2021, 14: 759-772. © 2021 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2467 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Parent-reported Autism Diagnostic Stability and Trajectories in the Longitudinal Study of Australian Children / Tamara MAY in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.773-786 Titre : Parent-reported Autism Diagnostic Stability and Trajectories in the Longitudinal Study of Australian Children Type de document : Texte imprimé et/ou numérique Auteurs : Tamara MAY, Auteur ; Amanda BRIGNELL, Auteur ; Katrina WILLIAMS, Auteur Article en page(s) : p.773-786 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  diagnostic persistence  diagnostic stability  diagnostic trajectories Index. décimale : PER Périodiques Résumé : This study aimed to explore the stability of parent-reported diagnosis of Autism Spectrum Disorder (ASD) and factors influencing the trajectories in two cohorts from the prospective Longitudinal Study of Australian Children (LSAC). Parent-reported ASD diagnosis was collected for children from 6?years of age in a Birth cohort and 10?years of age in a Kinder cohort; allowing for exploration of diagnostic stability at age 6, 8, 10, and 12?years (Birth cohort) and 10, 12, 14, 16?years (Kinder cohort). Children were grouped based on persisting, desisting, inconsistent and late (diagnosis after 6?years-Birth cohort; after 10?years-Kinder) subgroups over four timepoints. Multinomial logistic regression explored predictors of diagnostic trajectories; generalized estimating equations examined trajectories of emotional and behavioral problems. Of 66 Birth cohort children parent-reported to have ASD at age 6, with data at all four time points, 14% did not at 12?years; of 73 Kinder cohort children at age 10?years, 26% no longer had parent-reported ASD at 16?years. Children with late diagnoses showed increasing trajectories of emotional and behavioral problems, while children with persisting or desisting diagnoses showed decreasing trajectories. Between 86% and 74% had a reported ASD diagnosis after 6?years. Findings indicate that children with ASD need services and supports that can adapt to their changing needs, which may be increasing, decreasing or different. This has implications for the provision of services and funding. LAY SUMMARY: This study explored how consistent parent-reported ASD diagnosis is over time in two groups of children from the Longitudinal Study of Australian Children (LSAC). Although up to 26% of children no longer had parent-reported ASD after 6-years follow up, persisting or late trajectories were more common. The outcome of late onset trajectories requires ongoing review. Autism Res 2021, 14: 773-786. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2470 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Parent-reported Autism Diagnostic Stability and Trajectories in the Longitudinal Study of Australian Children [Texte imprimé et/ou numérique] / Tamara MAY, Auteur ; Amanda BRIGNELL, Auteur ; Katrina WILLIAMS, Auteur . - p.773-786. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.773-786 Mots-clés : autism spectrum disorder  diagnostic persistence  diagnostic stability  diagnostic trajectories Index. décimale : PER Périodiques Résumé : This study aimed to explore the stability of parent-reported diagnosis of Autism Spectrum Disorder (ASD) and factors influencing the trajectories in two cohorts from the prospective Longitudinal Study of Australian Children (LSAC). Parent-reported ASD diagnosis was collected for children from 6?years of age in a Birth cohort and 10?years of age in a Kinder cohort; allowing for exploration of diagnostic stability at age 6, 8, 10, and 12?years (Birth cohort) and 10, 12, 14, 16?years (Kinder cohort). Children were grouped based on persisting, desisting, inconsistent and late (diagnosis after 6?years-Birth cohort; after 10?years-Kinder) subgroups over four timepoints. Multinomial logistic regression explored predictors of diagnostic trajectories; generalized estimating equations examined trajectories of emotional and behavioral problems. Of 66 Birth cohort children parent-reported to have ASD at age 6, with data at all four time points, 14% did not at 12?years; of 73 Kinder cohort children at age 10?years, 26% no longer had parent-reported ASD at 16?years. Children with late diagnoses showed increasing trajectories of emotional and behavioral problems, while children with persisting or desisting diagnoses showed decreasing trajectories. Between 86% and 74% had a reported ASD diagnosis after 6?years. Findings indicate that children with ASD need services and supports that can adapt to their changing needs, which may be increasing, decreasing or different. This has implications for the provision of services and funding. LAY SUMMARY: This study explored how consistent parent-reported ASD diagnosis is over time in two groups of children from the Longitudinal Study of Australian Children (LSAC). Although up to 26% of children no longer had parent-reported ASD after 6-years follow up, persisting or late trajectories were more common. The outcome of late onset trajectories requires ongoing review. Autism Res 2021, 14: 773-786. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2470 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Changes in Electroencephalogram Coherence in Adolescents With Autism Spectrum Disorder After a Social Skills Intervention / Angela D. HAENDEL in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.787-803 Titre : Changes in Electroencephalogram Coherence in Adolescents With Autism Spectrum Disorder After a Social Skills Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Angela D. HAENDEL, Auteur ; Alexander BARRINGTON, Auteur ; Brooke MAGNUS, Auteur ; Alexis A. ARIAS, Auteur ; Alana MCVEY, Auteur ; Sheryl PLEISS, Auteur ; Audrey M. CARSON, Auteur ; Elisabeth M. VOGT, Auteur ; Amy VAUGHAN VAN HECKE, Auteur Article en page(s) : p.787-803 Langues : Anglais (eng) Mots-clés : Eeg  Peers®  autism  coherence  electroencephalogram  social skill intervention Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a developmental condition that affects social communication and behavior. There is consensus that neurological differences are present in ASD. Further, theories emphasize the mixture of hypo- and hyper-connectivity as a neuropathologies in ASD [O'Reilly, Lewis, & Elsabbagh, 2017]; however, there is a paucity of studies specifically testing neurological underpinnings as predictors of success on social skills interventions. This study examined functional neural connectivity (electroencephalogram [EEG], coherence) of adolescents with ASD before and after the Program for the Education and Enrichment of Relational Skills (PEERS®) intervention, using a randomized controlled trial of two groups: an Experimental ASD (EXP) Group and a Waitlist Control ASD (WL) Group. The study had two purposes. First, the study aimed to determine whether changes in EEG coherence differed for adolescents that received PEERS® versus those that did not receive PEERS®. Results revealed a significant increase in connectivity in the occipital left to temporal left pair for the EXP group after intervention. Second, the study aimed to determine if changes in EEG coherence related to changes in behavior, friendships, and social skills measured by questionnaires. At post-intervention, results indicated: (a) positive change in frontal right to parietal right coherence was linked to an increase in social skills scores; and (b) positive changes in occipital right to temporal right coherence and occipital left to parietal left coherence were linked to an increase in the total number of get-togethers. Results of this study support utilizing neurobehavioral domains as indicators of treatment outcome. Lay Summary: This study examined how well various areas of the brain communicate in adolescents with ASD before and after a social skills intervention. Results revealed increased connectivity in the adolescents that received the intervention. Secondly, the study aimed to determine if changes in connectivity of brain areas related to changes in behavior, friendships, and social skills. Results indicated that changes in connectivity were also linked to increased social skills. Autism Res 2021, 14: 787-803. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2459 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Changes in Electroencephalogram Coherence in Adolescents With Autism Spectrum Disorder After a Social Skills Intervention [Texte imprimé et/ou numérique] / Angela D. HAENDEL, Auteur ; Alexander BARRINGTON, Auteur ; Brooke MAGNUS, Auteur ; Alexis A. ARIAS, Auteur ; Alana MCVEY, Auteur ; Sheryl PLEISS, Auteur ; Audrey M. CARSON, Auteur ; Elisabeth M. VOGT, Auteur ; Amy VAUGHAN VAN HECKE, Auteur . - p.787-803. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.787-803 Mots-clés : Eeg  Peers®  autism  coherence  electroencephalogram  social skill intervention Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a developmental condition that affects social communication and behavior. There is consensus that neurological differences are present in ASD. Further, theories emphasize the mixture of hypo- and hyper-connectivity as a neuropathologies in ASD [O'Reilly, Lewis, & Elsabbagh, 2017]; however, there is a paucity of studies specifically testing neurological underpinnings as predictors of success on social skills interventions. This study examined functional neural connectivity (electroencephalogram [EEG], coherence) of adolescents with ASD before and after the Program for the Education and Enrichment of Relational Skills (PEERS®) intervention, using a randomized controlled trial of two groups: an Experimental ASD (EXP) Group and a Waitlist Control ASD (WL) Group. The study had two purposes. First, the study aimed to determine whether changes in EEG coherence differed for adolescents that received PEERS® versus those that did not receive PEERS®. Results revealed a significant increase in connectivity in the occipital left to temporal left pair for the EXP group after intervention. Second, the study aimed to determine if changes in EEG coherence related to changes in behavior, friendships, and social skills measured by questionnaires. At post-intervention, results indicated: (a) positive change in frontal right to parietal right coherence was linked to an increase in social skills scores; and (b) positive changes in occipital right to temporal right coherence and occipital left to parietal left coherence were linked to an increase in the total number of get-togethers. Results of this study support utilizing neurobehavioral domains as indicators of treatment outcome. Lay Summary: This study examined how well various areas of the brain communicate in adolescents with ASD before and after a social skills intervention. Results revealed increased connectivity in the adolescents that received the intervention. Secondly, the study aimed to determine if changes in connectivity of brain areas related to changes in behavior, friendships, and social skills. Results indicated that changes in connectivity were also linked to increased social skills. Autism Res 2021, 14: 787-803. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2459 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

The Relationship Between Developmental Coordination Disorder and Concurrent Deficits in Social Communication and Repetitive Behaviors Among Children with Autism Spectrum Disorder / Leah R. KETCHESON in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.804-816 Titre : The Relationship Between Developmental Coordination Disorder and Concurrent Deficits in Social Communication and Repetitive Behaviors Among Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Leah R. KETCHESON, Auteur ; E. Andrew PITCHFORD, Auteur ; Chandler F. WENTZ, Auteur Article en page(s) : p.804-816 Langues : Anglais (eng) Mots-clés : core deficits  intellectual disability  motor abilities  motor behavior  motor coordination Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD), characterized by core deficits in social communication and restrictive behaviors, can exhibit concurrent motor incoordination and/or intellectual disability (ID). While pervasive delays in motor behavior are common, formal diagnosis of Development Coordination Disorder (DCD) is uncommon. It is not clear how DCD and ID impact core deficits in ASD. This study utilized the Simons Foundation SPARK cohort to describe the scope of motor incoordination among children with ASD and examine the interrelationships between DCD risk, ID, and ASD core deficits. 10,234 children with ASD, between the ages of 5 and 15?years, were included in the analysis. Parents completed online versions of the DCD Questionnaire (DCD-Q), Social Communication Questionnaire (SCQ) and Restrictive Behavior Scale (RBS-R). 85% of children with ASD had DCD-Q scores consistent with being at-risk for DCD, but only 14% reported a formal diagnosis. Children with ID exhibited significantly greater motor incoordination compared to children without ID (P? En ligne : http://dx.doi.org/10.1002/aur.2469 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] The Relationship Between Developmental Coordination Disorder and Concurrent Deficits in Social Communication and Repetitive Behaviors Among Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Leah R. KETCHESON, Auteur ; E. Andrew PITCHFORD, Auteur ; Chandler F. WENTZ, Auteur . - p.804-816. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.804-816 Mots-clés : core deficits  intellectual disability  motor abilities  motor behavior  motor coordination Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD), characterized by core deficits in social communication and restrictive behaviors, can exhibit concurrent motor incoordination and/or intellectual disability (ID). While pervasive delays in motor behavior are common, formal diagnosis of Development Coordination Disorder (DCD) is uncommon. It is not clear how DCD and ID impact core deficits in ASD. This study utilized the Simons Foundation SPARK cohort to describe the scope of motor incoordination among children with ASD and examine the interrelationships between DCD risk, ID, and ASD core deficits. 10,234 children with ASD, between the ages of 5 and 15?years, were included in the analysis. Parents completed online versions of the DCD Questionnaire (DCD-Q), Social Communication Questionnaire (SCQ) and Restrictive Behavior Scale (RBS-R). 85% of children with ASD had DCD-Q scores consistent with being at-risk for DCD, but only 14% reported a formal diagnosis. Children with ID exhibited significantly greater motor incoordination compared to children without ID (P? En ligne : http://dx.doi.org/10.1002/aur.2469 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Understanding the Effects of Naturalistic Developmental Behavioral Interventions: A Project AIM Meta-analysis / Jenna E. CRANK in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.817-834 Titre : Understanding the Effects of Naturalistic Developmental Behavioral Interventions: A Project AIM Meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Jenna E. CRANK, Auteur ; Micheal SANDBANK, Auteur ; Kacie DUNHAM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Jacob FELDMAN, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.817-834 Langues : Anglais (eng) Mots-clés : Naturalistic Developmental Behavioral Intervention  autism  child  meta-analysis  outcome measures  review Index. décimale : PER Périodiques Résumé : We examined the quality of evidence supporting the effects of Naturalistic Developmental Behavioral Interventions (NBDIs) for facilitating change in young children with autism. We also investigated whether effects varied as a function of specific features of the intervention, samples, and outcomes measured. Twenty-seven studies testing the effects of NDBIs were extracted from data collected for the Autism Intervention Meta-analysis (Project AIM), a comprehensive meta-analysis of group design, nonpharmacological intervention studies for children with autism aged 0-8?years. We extracted effect sizes for 454 outcomes from these studies for use in meta-regression analyses testing associations between intervention effects and mean participant chronological age, language age, autism symptomatology, percentage of sample reported as male, cumulative intervention intensity, interventionist, outcome boundedness, outcome proximity, and risk of parent/teacher training correlated measurement error. The extant literature on NDBIs documents effects on social communication, language, play, and cognitive outcomes. However, our confidence in the positive and significant summary effects for these domains is somewhat limited by methodological concerns. Intervention effects were larger for context-bound outcomes (relative to generalized), and for proximal outcomes (relative to distal). Our results indicate that NDBIs have promise as an approach for supporting development for some, but not all of the core and related features of autism in early childhood. Confidence in summary effect estimates is limited by study quality concerns, particularly an overreliance on measures subject to high detection bias. The results of this review support the use of proximity and boundedness as indicators of the limits of intervention effects. LAY SUMMARY: Naturalistic Developmental Behavioral Interventions may increase language, social communication, play skills, and cognition in young children with autism, but these increases are largest for skills directly targeted by the intervention, and in contexts that are similar to that of the intervention. These conclusions are tempered by some concerns regarding research design across the studies that have been conducted to date. Autism Res 2021, 14: 817-834. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2471 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Understanding the Effects of Naturalistic Developmental Behavioral Interventions: A Project AIM Meta-analysis [Texte imprimé et/ou numérique] / Jenna E. CRANK, Auteur ; Micheal SANDBANK, Auteur ; Kacie DUNHAM, Auteur ; Shannon CROWLEY, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Jacob FELDMAN, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.817-834. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.817-834 Mots-clés : Naturalistic Developmental Behavioral Intervention  autism  child  meta-analysis  outcome measures  review Index. décimale : PER Périodiques Résumé : We examined the quality of evidence supporting the effects of Naturalistic Developmental Behavioral Interventions (NBDIs) for facilitating change in young children with autism. We also investigated whether effects varied as a function of specific features of the intervention, samples, and outcomes measured. Twenty-seven studies testing the effects of NDBIs were extracted from data collected for the Autism Intervention Meta-analysis (Project AIM), a comprehensive meta-analysis of group design, nonpharmacological intervention studies for children with autism aged 0-8?years. We extracted effect sizes for 454 outcomes from these studies for use in meta-regression analyses testing associations between intervention effects and mean participant chronological age, language age, autism symptomatology, percentage of sample reported as male, cumulative intervention intensity, interventionist, outcome boundedness, outcome proximity, and risk of parent/teacher training correlated measurement error. The extant literature on NDBIs documents effects on social communication, language, play, and cognitive outcomes. However, our confidence in the positive and significant summary effects for these domains is somewhat limited by methodological concerns. Intervention effects were larger for context-bound outcomes (relative to generalized), and for proximal outcomes (relative to distal). Our results indicate that NDBIs have promise as an approach for supporting development for some, but not all of the core and related features of autism in early childhood. Confidence in summary effect estimates is limited by study quality concerns, particularly an overreliance on measures subject to high detection bias. The results of this review support the use of proximity and boundedness as indicators of the limits of intervention effects. LAY SUMMARY: Naturalistic Developmental Behavioral Interventions may increase language, social communication, play skills, and cognition in young children with autism, but these increases are largest for skills directly targeted by the intervention, and in contexts that are similar to that of the intervention. These conclusions are tempered by some concerns regarding research design across the studies that have been conducted to date. Autism Res 2021, 14: 817-834. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2471 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444