Autism: An Integrated View from Neurocognitive, Clinical, and Intervention Research / Evelyn MCGREGOR

Public ISBD Titre : Autism: An Integrated View from Neurocognitive, Clinical, and Intervention Research Type de document : Texte imprimé et/ou numérique Auteurs : Evelyn MCGREGOR, Directeur de publication ; Juan-Carlos GOMEZ, Directeur de publication ; Katie CEBULA, Directeur de publication ; Maria NUNEZ, Directeur de publication Editeur : Oxford [Royaume-Uni] : Blackwell Publishing Année de publication : 2008 Importance : 352 p. Présentation : ill. Format : 16cm x 24cm x 2,5cm ISBN/ISSN/EAN : 978-1-4051-5695-0 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : SCI-D SCI-D - Neurosciences Résumé : "Autism is one of the most heterogeneous conditions there is, and this is matched by a proliferation of theories that try to explain it. Can ideas about the brain derived form neuroscience and ideas about treatments derived from best practice ever speak to each other? This book proves that they can. It not only provides state of the art reviews by the leading proponents of a whole range of theories, but also tries to integrate the new knowledge. The result is an exhilarating journey through all that is best in current thinking about autism." Uta Frith, University College London Research on autism has flourished in recent years. As a result, specialism has developed and lines of research have become specialized and isolated. This collection of research on autism spectrum disorders investigates and cross-references a wide range of neurocognitive, clinical, and interventionist perspectives on autistic spectrum disorders research – from functional Magnetic Resonance Imaging (MRI) studies to naturalistic intervention. Accessible to students, parents and practitioners, Autism provides an overview of high profile research Features contributions from teams at the forefront of research output in the UK, Europe and the United States Introductory and concluding chapters highlighting major research themes while exploring broader issues on the integration of autism research. Evelyn McGregor is a Lecturer in Developmental Psychology at the University of St Andrews. She is a founder of the Scottish Autism Research Group. Her research interests in autism include cognitive intervention, narrative ability and attitudes to inclusion. María Núñez is a Lecturer in the Department of Psychology at Glasgow Caledonian University. Her current research in relation to autism includes the cognitive basis of reasoning in interpersonal exchange. Katie Cebula currently holds a Leverhulme Early Career Fellowship in the School of Education at the University of Edinburgh. Her research is in exploring the impact of interventions for children with autism on the wider family. Juan Carlos Gómez is a Lecturer in the School of Psychology at the University of St. Andrews. His current research in relation to autism includes development of prelinguistic communication and early theories of mind in human infants, primates and children with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710 Autism: An Integrated View from Neurocognitive, Clinical, and Intervention Research [Texte imprimé et/ou numérique] / Evelyn MCGREGOR, Directeur de publication ; Juan-Carlos GOMEZ, Directeur de publication ; Katie CEBULA, Directeur de publication ; Maria NUNEZ, Directeur de publication . - Oxford [Royaume-Uni] : Blackwell Publishing, 2008 . - 352 p. : ill. ; 16cm x 24cm x 2,5cm. ISBN : 978-1-4051-5695-0 Bibliogr., Index Langues : Anglais (eng) Index. décimale : SCI-D SCI-D - Neurosciences Résumé : "Autism is one of the most heterogeneous conditions there is, and this is matched by a proliferation of theories that try to explain it. Can ideas about the brain derived form neuroscience and ideas about treatments derived from best practice ever speak to each other? This book proves that they can. It not only provides state of the art reviews by the leading proponents of a whole range of theories, but also tries to integrate the new knowledge. The result is an exhilarating journey through all that is best in current thinking about autism." Uta Frith, University College London Research on autism has flourished in recent years. As a result, specialism has developed and lines of research have become specialized and isolated. This collection of research on autism spectrum disorders investigates and cross-references a wide range of neurocognitive, clinical, and interventionist perspectives on autistic spectrum disorders research – from functional Magnetic Resonance Imaging (MRI) studies to naturalistic intervention. Accessible to students, parents and practitioners, Autism provides an overview of high profile research Features contributions from teams at the forefront of research output in the UK, Europe and the United States Introductory and concluding chapters highlighting major research themes while exploring broader issues on the integration of autism research. Evelyn McGregor is a Lecturer in Developmental Psychology at the University of St Andrews. She is a founder of the Scottish Autism Research Group. Her research interests in autism include cognitive intervention, narrative ability and attitudes to inclusion. María Núñez is a Lecturer in the Department of Psychology at Glasgow Caledonian University. Her current research in relation to autism includes the cognitive basis of reasoning in interpersonal exchange. Katie Cebula currently holds a Leverhulme Early Career Fellowship in the School of Education at the University of Edinburgh. Her research is in exploring the impact of interventions for children with autism on the wider family. Juan Carlos Gómez is a Lecturer in the School of Psychology at the University of St. Andrews. His current research in relation to autism includes development of prelinguistic communication and early theories of mind in human infants, primates and children with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710

Contient

• Introduction: Seeking Coherence in Autism: From fMRI to Intervention / Evelyn MCGREGOR
• New Insights From Neuroimaging Into the Emotional Brain in Autism / Bruno WICKER
• Directedness, Egocentrism, and Autism / Justin H.G. WILLIAMS
• Altered Salience in Autism: Developmental Insights, Consequences, and Questions / Warren JONES
• Abnormalities in “Cultural Knowledge” in Autism Spectrum Disorders: A Link Between Behavior and Cognition? / Eva LOTH
• Building the Whole Beyond Its Parts: A Critical Examination of Current Theories of Integration Ability in Autism / Beatriz LOPEZ
• The Influence of Conceptual Knowledge on Perceptual Processing in Autism / Danielle ROPAR
• Executive Functioning in Autism Spectrum Disorder: Where It Fits in the Causal Model / Elisabeth HILL
• How Young Children With Autism Treat Objects and People: Some Insights into Autism in Infancy From Research on Home Movies / Sandra MAESTRO
• Screening for Autism Spectrum Disorders in Primary School Aged Children / Joanna G. WILLIAMS
• The Prosody–Language Relationship in Children With High-Functioning Autism / Joanne MCCANN
• Teaching Adults With Autism Spectrum Conditions to Recognize Emotions: Systematic Training for Empathizing Difficulties / Ofer GOLAN
• Developing Social Interaction and Understanding in High-Functioning Individuals With Autism Spectrum Disorder / Aline-Wendy DUNLOP
• Research Base for Intervention in Autism Spectrum Disorders / Glenys JONES
• Stress in Parents of Children With Autism / Richard P. HASTINGS
• Conclusion: Integrating Neurocognitive, Diagnostic, and Intervention Perspectives in Autism / Susan R. LEEKAM

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0000719	SCI-D GRE	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	SCI - Disciplines Scientifiques	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

Ordonnances en psychiatrie et pédopsychiatrie	BOURLA, Alexis
An Early Start for Your Child with Autism	ROGERS, Sally J
Approche neuropsychologique des troubles des apprentissages	CHOKRON, Sylvie
Questionnaires et échelles d'évaluation de l'enfant et de l'adolescent. Volume 1	BOUVARD, Martine
Educational Interventions for Students with Autism	MUNDY, Peter C.
NeuroTribus	SILBERMAN, Steve

Detecting changes in naturalistic scenes: contextual inconsistency does not influence spontaneous attention in high-functioning people with autism spectrum disorder / Eva LOTH in Autism Research, 1-3 (June 2008)  

Public ISBD [article]  inAutism Research > 1-3 (June 2008) . - p.179-188 Titre : Detecting changes in naturalistic scenes: contextual inconsistency does not influence spontaneous attention in high-functioning people with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Eva LOTH, Auteur ; Francesca HAPPE, Auteur ; Juan-Carlos GOMEZ, Auteur Année de publication : 2008 Article en page(s) : p.179-188 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) are often reported to be good at detecting minute changes in the environment. This study tested two factors in this phenomenon; detail-focus and reduced top-down influence of scene-schema expectations on spontaneous attention to visual scene elements. Using a change blindness paradigm, adults with ASD and matched typically developing (TD) adults were presented with images of naturalistic scenes (e.g., living room). Scene changes involved three types of object substitution: an object was replaced with (i) an unexpected scene-unrelated object, (ii) a scene-related object of a different basic-level category, (iii) or a different exemplar of the original object category. Top-down effects of scene-schema expectations should render scene-unrelated (i) substitutions easiest to recognize; detail focus should increase detection of exemplar changes. The TD group showed the expected condition effects, detecting scene-unrelated substitutions significantly better than both types of scene-related changes. By contrast, the ASD group showed no condition effect, and was only significantly slower and less accurate than the TD group in detecting scene-unrelated objects. These findings suggest reduced influence of schematic expectations on spontaneous attention in individuals with ASD. Together with other factors, this may contribute to the tendency to notice irrelevant changes in the environment. En ligne : http://dx.doi.org/10.1002/aur.19 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=931 [article] Detecting changes in naturalistic scenes: contextual inconsistency does not influence spontaneous attention in high-functioning people with autism spectrum disorder [Texte imprimé et/ou numérique] / Eva LOTH, Auteur ; Francesca HAPPE, Auteur ; Juan-Carlos GOMEZ, Auteur . - 2008 . - p.179-188. Langues : Anglais (eng) in Autism Research > 1-3 (June 2008) . - p.179-188 Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) are often reported to be good at detecting minute changes in the environment. This study tested two factors in this phenomenon; detail-focus and reduced top-down influence of scene-schema expectations on spontaneous attention to visual scene elements. Using a change blindness paradigm, adults with ASD and matched typically developing (TD) adults were presented with images of naturalistic scenes (e.g., living room). Scene changes involved three types of object substitution: an object was replaced with (i) an unexpected scene-unrelated object, (ii) a scene-related object of a different basic-level category, (iii) or a different exemplar of the original object category. Top-down effects of scene-schema expectations should render scene-unrelated (i) substitutions easiest to recognize; detail focus should increase detection of exemplar changes. The TD group showed the expected condition effects, detecting scene-unrelated substitutions significantly better than both types of scene-related changes. By contrast, the ASD group showed no condition effect, and was only significantly slower and less accurate than the TD group in detecting scene-unrelated objects. These findings suggest reduced influence of schematic expectations on spontaneous attention in individuals with ASD. Together with other factors, this may contribute to the tendency to notice irrelevant changes in the environment. En ligne : http://dx.doi.org/10.1002/aur.19 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=931

Do High-Functioning People with Autism Spectrum Disorder Spontaneously Use Event Knowledge to Selectively Attend to and Remember Context-Relevant Aspects in Scenes? / Eva LOTH in Journal of Autism and Developmental Disorders, 41-7 (July 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-7 (July 2011) . - p.945-961 Titre : Do High-Functioning People with Autism Spectrum Disorder Spontaneously Use Event Knowledge to Selectively Attend to and Remember Context-Relevant Aspects in Scenes? Type de document : Texte imprimé et/ou numérique Auteurs : Eva LOTH, Auteur ; Juan-Carlos GOMEZ, Auteur ; Francesca HAPPE, Auteur Année de publication : 2011 Article en page(s) : p.945-961 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Top-down processes  Event schemas  Gaze-tracking  Memory Index. décimale : PER Périodiques Résumé : This study combined an event schema approach with top-down processing perspectives to investigate whether high-functioning children and adults with autism spectrum disorder (ASD) spontaneously attend to and remember context-relevant aspects of scenes. Participants read one story of story-pairs (e.g., burglary or tea party). They then inspected a scene (living room) of which some objects were relevant in that context, irrelevant (related to the non-emphasized event) or neutral (scene-schema related). During immediate and delayed recall, only the (TD) groups selectively recalled context-relevant objects, and significantly more context-relevant objects than the ASD groups. Gaze-tracking suggests that one factor in these memory differences may be diminished top-down effects of event schemas on initial attention (first ten fixations) to relevant items in ASD. En ligne : http://dx.doi.org/10.1007/s10803-010-1124-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Do High-Functioning People with Autism Spectrum Disorder Spontaneously Use Event Knowledge to Selectively Attend to and Remember Context-Relevant Aspects in Scenes? [Texte imprimé et/ou numérique] / Eva LOTH, Auteur ; Juan-Carlos GOMEZ, Auteur ; Francesca HAPPE, Auteur . - 2011 . - p.945-961. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-7 (July 2011) . - p.945-961 Mots-clés : Autism spectrum disorders  Top-down processes  Event schemas  Gaze-tracking  Memory Index. décimale : PER Périodiques Résumé : This study combined an event schema approach with top-down processing perspectives to investigate whether high-functioning children and adults with autism spectrum disorder (ASD) spontaneously attend to and remember context-relevant aspects of scenes. Participants read one story of story-pairs (e.g., burglary or tea party). They then inspected a scene (living room) of which some objects were relevant in that context, irrelevant (related to the non-emphasized event) or neutral (scene-schema related). During immediate and delayed recall, only the (TD) groups selectively recalled context-relevant objects, and significantly more context-relevant objects than the ASD groups. Gaze-tracking suggests that one factor in these memory differences may be diminished top-down effects of event schemas on initial attention (first ten fixations) to relevant items in ASD. En ligne : http://dx.doi.org/10.1007/s10803-010-1124-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Event Schemas in Autism Spectrum Disorders: The Role of Theory of Mind and Weak Central Coherence / Eva LOTH in Journal of Autism and Developmental Disorders, 38-3 (March 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-3 (March 2008) . - p.449-463 Titre : Event Schemas in Autism Spectrum Disorders: The Role of Theory of Mind and Weak Central Coherence Type de document : Texte imprimé et/ou numérique Auteurs : Eva LOTH, Auteur ; Francesca HAPPE, Auteur ; Juan-Carlos GOMEZ, Auteur Année de publication : 2008 Article en page(s) : p.449-463 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Theory-of-mind Event-schemas Scripts Weak-central-coherence Narratives Index. décimale : PER Périodiques Résumé : Event schemas (generalized knowledge of what happens at common real-life events, e.g., a birthday party) are an important cognitive tool for social understanding: They provide structure for social experiences while accounting for many variable aspects. Using an event narratives task, this study tested the hypotheses that theory of mind (ToM) deficits and weak central coherence (WCC, a local processing bias) undermine different aspects of event knowledge in people with autism spectrum disorder (ASD). Event narratives of ASD ToM-failers were overall significantly impaired. ASD ToM-passers showed more specific abnormalities relating to variable activities, and some of these were significantly associated to WCC. Abnormalities in event knowledge might help linking ASD-typical social deficits in real-life situations and the adherence to inflexible routines. En ligne : http://dx.doi.org/10.1007/s10803-007-0412-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334 [article] Event Schemas in Autism Spectrum Disorders: The Role of Theory of Mind and Weak Central Coherence [Texte imprimé et/ou numérique] / Eva LOTH, Auteur ; Francesca HAPPE, Auteur ; Juan-Carlos GOMEZ, Auteur . - 2008 . - p.449-463. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-3 (March 2008) . - p.449-463 Mots-clés : Autism-spectrum-disorders Theory-of-mind Event-schemas Scripts Weak-central-coherence Narratives Index. décimale : PER Périodiques Résumé : Event schemas (generalized knowledge of what happens at common real-life events, e.g., a birthday party) are an important cognitive tool for social understanding: They provide structure for social experiences while accounting for many variable aspects. Using an event narratives task, this study tested the hypotheses that theory of mind (ToM) deficits and weak central coherence (WCC, a local processing bias) undermine different aspects of event knowledge in people with autism spectrum disorder (ASD). Event narratives of ASD ToM-failers were overall significantly impaired. ASD ToM-passers showed more specific abnormalities relating to variable activities, and some of these were significantly associated to WCC. Abnormalities in event knowledge might help linking ASD-typical social deficits in real-life situations and the adherence to inflexible routines. En ligne : http://dx.doi.org/10.1007/s10803-007-0412-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334

Hand Leading and Hand Taking Gestures in Autism and Typically Developing Children / Juan-Carlos GOMEZ in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.68-74 Titre : Hand Leading and Hand Taking Gestures in Autism and Typically Developing Children Type de document : Texte imprimé et/ou numérique Auteurs : Juan-Carlos GOMEZ, Auteur Article en page(s) : p.68-74 Langues : Anglais (eng) Mots-clés : Gestures  Hand-leading  Joint attention  Communication Index. décimale : PER Périodiques Résumé : Children with autism use hand taking and hand leading gestures to interact with others. This is traditionally considered to be an example of atypical behaviour illustrating the lack of intersubjective understanding in autism. However the assumption that these gestures are atypical is based upon scarce empirical evidence. In this paper I present detailed observations in children with autism and typically developing children, suggesting that hand-leading gestures may be an adaptive form of interaction in typically developing children neglected by mainstream developmental psychology. I conclude that, although there may be features differentiating how these gestures are used in autism and typical children, systematic research on them is needed to clarify their nature and significance for both typical and atypical development. En ligne : http://dx.doi.org/10.1007/s10803-014-2305-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Hand Leading and Hand Taking Gestures in Autism and Typically Developing Children [Texte imprimé et/ou numérique] / Juan-Carlos GOMEZ, Auteur . - p.68-74. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.68-74 Mots-clés : Gestures  Hand-leading  Joint attention  Communication Index. décimale : PER Périodiques Résumé : Children with autism use hand taking and hand leading gestures to interact with others. This is traditionally considered to be an example of atypical behaviour illustrating the lack of intersubjective understanding in autism. However the assumption that these gestures are atypical is based upon scarce empirical evidence. In this paper I present detailed observations in children with autism and typically developing children, suggesting that hand-leading gestures may be an adaptive form of interaction in typically developing children neglected by mainstream developmental psychology. I conclude that, although there may be features differentiating how these gestures are used in autism and typical children, systematic research on them is needed to clarify their nature and significance for both typical and atypical development. En ligne : http://dx.doi.org/10.1007/s10803-014-2305-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Imitation, Theory of Mind, and Cultural Knowledge: Perspectives from Typical Development and Autism / Eva LOTH

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Introduction: Seeking Coherence in Autism: From fMRI to Intervention / Evelyn MCGREGOR

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Perception of Pointing from Biological Motion Point-Light Displays in Typically Developing Children and Children with Autism Spectrum Disorder / John SWETTENHAM in Journal of Autism and Developmental Disorders, 43-6 (June 2013)  

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Thought-Bubbles Help Children with Autism Acquire an Alternative to a Theory of Mind / Henry M. WELLMAN in Autism, 6-4 (December 2002)  

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Variety is Not the Spice of Life for People with Autism Spectrum Disorders: Frequency Ratings of Central, Variable and Inappropriate Aspects of Common Real-life Events / Eva LOTH in Journal of Autism and Developmental Disorders, 40-6 (June 2010)  

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