Early social communicative skills as predictors of symptom severity in autism spectrum disorder / Jan LOBBAN-SHYMKO in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Early social communicative skills as predictors of symptom severity in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jan LOBBAN-SHYMKO, Auteur ; Nancie IM-BOLTER, Auteur ; Nancy FREEMAN, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsEarly diagnosis of autism spectrum disorder, while providing many benefits, also presents challenges. Accurately predicting symptom severity allows clinicians to confidently diagnose and assign the most appropriate intervention. Little available research predicts symptom severity in children with autism spectrum disorder who have not been exposed to significant levels of intervention.MethodsThe present file review study examined preverbal skills as predictors of symptom severity, approximately one year later, in a group of young children (18?64 months) with autism spectrum disorder (n=199).ResultsOf the two core diagnostic features (social communicative deficits and restricted repetitive behaviors), social communicative skills best predicted symptom severity. Furthermore, social communicative gestures predicted symptom severity after age, adaptive behavior, restricted repetitive behaviors, and functional gestures had been accounted for.ConclusionsSocial communicative gestures are excellent predictors of future symptom severity independent of intervention effects in very young children with autism spectrum disorder.ImplicationsPreviously, the social aspect of gestures has been missing in the literature on language and symptom prediction in children with autism spectrum disorder. Careful attention to social communicative gestures in the future may help with early diagnosis and more accurate predictions of symptom and developmental trajectories. En ligne : https://doi.org/10.1177/2396941517743418 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Early social communicative skills as predictors of symptom severity in autism spectrum disorder [Texte imprimé et/ou numérique] / Jan LOBBAN-SHYMKO, Auteur ; Nancie IM-BOLTER, Auteur ; Nancy FREEMAN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsEarly diagnosis of autism spectrum disorder, while providing many benefits, also presents challenges. Accurately predicting symptom severity allows clinicians to confidently diagnose and assign the most appropriate intervention. Little available research predicts symptom severity in children with autism spectrum disorder who have not been exposed to significant levels of intervention.MethodsThe present file review study examined preverbal skills as predictors of symptom severity, approximately one year later, in a group of young children (18?64 months) with autism spectrum disorder (n=199).ResultsOf the two core diagnostic features (social communicative deficits and restricted repetitive behaviors), social communicative skills best predicted symptom severity. Furthermore, social communicative gestures predicted symptom severity after age, adaptive behavior, restricted repetitive behaviors, and functional gestures had been accounted for.ConclusionsSocial communicative gestures are excellent predictors of future symptom severity independent of intervention effects in very young children with autism spectrum disorder.ImplicationsPreviously, the social aspect of gestures has been missing in the literature on language and symptom prediction in children with autism spectrum disorder. Careful attention to social communicative gestures in the future may help with early diagnosis and more accurate predictions of symptom and developmental trajectories. En ligne : https://doi.org/10.1177/2396941517743418 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Higher order language competence and adolescent mental health / Nancy J. COHEN in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.733-744 Titre : Higher order language competence and adolescent mental health Type de document : Texte imprimé et/ou numérique Auteurs : Nancy J. COHEN, Auteur ; Fataneh FARNIA, Auteur ; Nancie IM-BOLTER, Auteur Article en page(s) : p.733-744 Langues : Anglais (eng) Mots-clés : Adolescence  language impairment  higher order language  reading  working memory Index. décimale : PER Périodiques Résumé : Background Clinic and community-based epidemiological studies have shown an association between child psychopathology and language impairment. The demands on language for social and academic adjustment shift dramatically during adolescence and the ability to understand the nonliteral meaning in language represented by higher order language becomes essential. Objectives: This article reports on the association between difficulties in higher order language skills, reading, cognition, and social-emotional adjustment in adolescents. Method: 144 clinic-referred and 186 comparison youth aged 12–18 years were administered a battery of standardized tests of intelligence, working memory, structural and higher order language, and reading achievement. Parent ratings on the Child Behavior Checklist were used as a measure of severity of social-emotional problems. Results: Clinic-referred youth scored significantly lower than comparison youth on measures of structural and higher order language, working memory, and reading. Of the clinic-referred youth, 45% had some type of higher order language impairment, whereas this was the case for 15% of youth in the comparison group. Lower levels of nonverbal ability and working memory as well as lower level of mothers’ education were associated with greater risk of having higher order language impairment. Conclusions: Findings have implications for practitioners’ seeking to understand and treat adolescents since therapeutic techniques rely on skills where higher order language is at play including the ability to discuss opinions flexibly and to weigh interpretations. Therapists must be aware that there are areas that have potential for miscommunication with some adolescents and where inaccurate inferences may be made about their behavior. Furthermore, educators must consider resources for youth who may increasingly struggle in high school because of such difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Higher order language competence and adolescent mental health [Texte imprimé et/ou numérique] / Nancy J. COHEN, Auteur ; Fataneh FARNIA, Auteur ; Nancie IM-BOLTER, Auteur . - p.733-744. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.733-744 Mots-clés : Adolescence  language impairment  higher order language  reading  working memory Index. décimale : PER Périodiques Résumé : Background Clinic and community-based epidemiological studies have shown an association between child psychopathology and language impairment. The demands on language for social and academic adjustment shift dramatically during adolescence and the ability to understand the nonliteral meaning in language represented by higher order language becomes essential. Objectives: This article reports on the association between difficulties in higher order language skills, reading, cognition, and social-emotional adjustment in adolescents. Method: 144 clinic-referred and 186 comparison youth aged 12–18 years were administered a battery of standardized tests of intelligence, working memory, structural and higher order language, and reading achievement. Parent ratings on the Child Behavior Checklist were used as a measure of severity of social-emotional problems. Results: Clinic-referred youth scored significantly lower than comparison youth on measures of structural and higher order language, working memory, and reading. Of the clinic-referred youth, 45% had some type of higher order language impairment, whereas this was the case for 15% of youth in the comparison group. Lower levels of nonverbal ability and working memory as well as lower level of mothers’ education were associated with greater risk of having higher order language impairment. Conclusions: Findings have implications for practitioners’ seeking to understand and treat adolescents since therapeutic techniques rely on skills where higher order language is at play including the ability to discuss opinions flexibly and to weigh interpretations. Therapists must be aware that there are areas that have potential for miscommunication with some adolescents and where inaccurate inferences may be made about their behavior. Furthermore, educators must consider resources for youth who may increasingly struggle in high school because of such difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

I thought we were good: social cognition, figurative language, and adolescent psychopathology / Nancie IM-BOLTER in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.724-732 Titre : I thought we were good: social cognition, figurative language, and adolescent psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Nancie IM-BOLTER, Auteur ; Nancy J. COHEN, Auteur ; Fataneh FARNIA, Auteur Article en page(s) : p.724-732 Langues : Anglais (eng) Mots-clés : Social cognition  structural language  figurative language  adolescence  mental health Index. décimale : PER Périodiques Résumé : Background Language has been shown to play a critical role in social cognitive reasoning in preschool and school-aged children, but little research has been conducted with adolescents. During adolescence, the ability to understand figurative language becomes increasingly important for social relationships and may affect social adjustment. This study investigated the contribution of structural and figurative language to social cognitive skills in adolescents who present for mental health services and those who do not. Method One hundred and thirty-eight adolescents referred to mental health centers (clinic group) and 186 nonreferred adolescents (nonclinic group) aged 12–17 were administered measures of structural and figurative language, working memory, and social cognitive problem solving. Results We found that adolescents in the clinic group demonstrated less mature social problem solving overall, but particularly with respect to anticipating and overcoming potential obstacles and conflict resolution compared with the nonclinic group. In addition, results demonstrated that age, working memory, and structural and figurative language predicted social cognitive maturity in the clinic group, but only structural language was a predictor in the nonclinic group. Conclusions Social problem solving may be particularly difficult for adolescents referred for mental health services and places higher demands on their cognitive and language skills compared with adolescents who have never been referred for mental health services. En ligne : http://dx.doi.org/10.1111/jcpp.12067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] I thought we were good: social cognition, figurative language, and adolescent psychopathology [Texte imprimé et/ou numérique] / Nancie IM-BOLTER, Auteur ; Nancy J. COHEN, Auteur ; Fataneh FARNIA, Auteur . - p.724-732. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.724-732 Mots-clés : Social cognition  structural language  figurative language  adolescence  mental health Index. décimale : PER Périodiques Résumé : Background Language has been shown to play a critical role in social cognitive reasoning in preschool and school-aged children, but little research has been conducted with adolescents. During adolescence, the ability to understand figurative language becomes increasingly important for social relationships and may affect social adjustment. This study investigated the contribution of structural and figurative language to social cognitive skills in adolescents who present for mental health services and those who do not. Method One hundred and thirty-eight adolescents referred to mental health centers (clinic group) and 186 nonreferred adolescents (nonclinic group) aged 12–17 were administered measures of structural and figurative language, working memory, and social cognitive problem solving. Results We found that adolescents in the clinic group demonstrated less mature social problem solving overall, but particularly with respect to anticipating and overcoming potential obstacles and conflict resolution compared with the nonclinic group. In addition, results demonstrated that age, working memory, and structural and figurative language predicted social cognitive maturity in the clinic group, but only structural language was a predictor in the nonclinic group. Conclusions Social problem solving may be particularly difficult for adolescents referred for mental health services and places higher demands on their cognitive and language skills compared with adolescents who have never been referred for mental health services. En ligne : http://dx.doi.org/10.1111/jcpp.12067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

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