Brief Report: Parent–Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder / Camilla M. MCMAHON in Journal of Autism and Developmental Disorders, 45-10 (October 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3396-3403 Titre : Brief Report: Parent–Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Camilla M. MCMAHON, Auteur ; Marjorie SOLOMON, Auteur Article en page(s) : p.3396-3403 Langues : Anglais (eng) Mots-clés : Autism  Social Skills Rating System  Informant discrepancy  Awareness  Social skill importance  Social skill engagement Index. décimale : PER Périodiques Résumé : Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham and Elliott in The social skills rating system, American Guidance Service, Circle Pines, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents reported that social skills were less important. Additionally, adolescents reported that they engaged in social skills more frequently than parents reported them to be engaging in social skills. Parents, but not adolescents, reported a discrepancy between importance and engagement, such that the importance of social skills was rated higher than the frequency of adolescent engagement in social skills. These results suggest that social skills interventions for individuals with ASD may need to target awareness of social skill importance and accurate monitoring of social skill engagement. En ligne : http://dx.doi.org/10.1007/s10803-015-2494-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 [article] Brief Report: Parent–Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder [texte imprimé] / Camilla M. MCMAHON, Auteur ; Marjorie SOLOMON, Auteur . - p.3396-3403. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3396-3403 Mots-clés : Autism  Social Skills Rating System  Informant discrepancy  Awareness  Social skill importance  Social skill engagement Index. décimale : PER Périodiques Résumé : Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham and Elliott in The social skills rating system, American Guidance Service, Circle Pines, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents reported that social skills were less important. Additionally, adolescents reported that they engaged in social skills more frequently than parents reported them to be engaging in social skills. Parents, but not adolescents, reported a discrepancy between importance and engagement, such that the importance of social skills was rated higher than the frequency of adolescent engagement in social skills. These results suggest that social skills interventions for individuals with ASD may need to target awareness of social skill importance and accurate monitoring of social skill engagement. En ligne : http://dx.doi.org/10.1007/s10803-015-2494-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268

Brief Report: Reduced Temporal-Central EEG Alpha Coherence During Joint Attention Perception in Adolescents with Autism Spectrum Disorder / Mark JAIME in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1477-1489 Titre : Brief Report: Reduced Temporal-Central EEG Alpha Coherence During Joint Attention Perception in Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Mark JAIME, Auteur ; Camilla M. MCMAHON, Auteur ; Bridget C. DAVIDSON, Auteur ; Lisa NEWELL, Auteur ; Peter C. MUNDY, Auteur ; Heather A. HENDERSON, Auteur Article en page(s) : p.1477-1489 Langues : Anglais (eng) Mots-clés : EEG coherence  Joint attention  Brain connectivity  Cortical connectivity  Joint attention network connectivity  Neurocognitive features of joint attention in ASD  Adolescents with ASD  Adolescent autistic brain Index. décimale : PER Périodiques Résumé : Although prior studies have demonstrated reduced resting state EEG coherence in adults with autism spectrum disorder (ASD), no studies have explored the nature of EEG coherence during joint attention. We examined the EEG coherence of the joint attention network in adolescents with and without ASD during congruent and incongruent joint attention perception and an eyes-open resting condition. Across conditions, adolescents with ASD showed reduced right hemisphere temporal–central alpha coherence compared to typically developing adolescents. Greater right temporal–central alpha coherence during joint attention was positively associated with social cognitive performance in typical development but not in ASD. These results suggest that, in addition to a resting state, EEG coherence during joint attention perception is reduced in ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2667-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 [article] Brief Report: Reduced Temporal-Central EEG Alpha Coherence During Joint Attention Perception in Adolescents with Autism Spectrum Disorder [texte imprimé] / Mark JAIME, Auteur ; Camilla M. MCMAHON, Auteur ; Bridget C. DAVIDSON, Auteur ; Lisa NEWELL, Auteur ; Peter C. MUNDY, Auteur ; Heather A. HENDERSON, Auteur . - p.1477-1489. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1477-1489 Mots-clés : EEG coherence  Joint attention  Brain connectivity  Cortical connectivity  Joint attention network connectivity  Neurocognitive features of joint attention in ASD  Adolescents with ASD  Adolescent autistic brain Index. décimale : PER Périodiques Résumé : Although prior studies have demonstrated reduced resting state EEG coherence in adults with autism spectrum disorder (ASD), no studies have explored the nature of EEG coherence during joint attention. We examined the EEG coherence of the joint attention network in adolescents with and without ASD during congruent and incongruent joint attention perception and an eyes-open resting condition. Across conditions, adolescents with ASD showed reduced right hemisphere temporal–central alpha coherence compared to typically developing adolescents. Greater right temporal–central alpha coherence during joint attention was positively associated with social cognitive performance in typical development but not in ASD. These results suggest that, in addition to a resting state, EEG coherence during joint attention perception is reduced in ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2667-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284

College Students Recognize Characteristics of Autism, but Struggle to Differentiate Between Characteristics of Autism and Other Disabilities / Camilla M. MCMAHON in Journal of Autism and Developmental Disorders, 56-4 (April 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1516-1525 Titre : College Students Recognize Characteristics of Autism, but Struggle to Differentiate Between Characteristics of Autism and Other Disabilities Type de document : texte imprimé Auteurs : Camilla M. MCMAHON, Auteur Article en page(s) : p.1516-1525 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study evaluates whether college students can identify characteristics of autism as diagnostic for autism, and characteristics of other disabilities as not diagnostic for autism. This study also examines metacognitive awareness of autism knowledge, evaluating whether college students can accurately calibrate their confidence in their beliefs about autistic characteristics. 283 college students completed the Autism Symptomatology Knowledge Assessment (McMahon et al. Research in Autism Spectrum Disorders 71:101499, 2020). In this assessment, participants were presented with characteristics of autism and other disabilities and asked to identify which characteristics could be used to diagnose someone with autism. For each characteristic, participants indicated how certain they were in their response. Participants more accurately categorized characteristics of autism, particularly social interaction and communication challenges, as being consistent with an autism diagnosis. Participants had more difficulty identifying that characteristics of other disabilities, especially anxiety, ADHD, and learning disabilities, were not diagnostic for autism. For autistic characteristics, participants’ confidence and accuracy were positively correlated, such that participants who responded accurately were more confident in their response than those who responded inaccurately. For other disability characteristics, confidence and accuracy were typically not correlated or inversely correlated, indicating poor metacognitive awareness. College students confuse autism with other disabilities, which may have important implications in real-world contexts. Furthermore, individuals with poor metacognitive awareness of their autism knowledge may not realize that they are confusing autism with other disabilities, such that they may not seek out additional corrective information about autism. En ligne : https://doi.org/10.1007/s10803-024-06631-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] College Students Recognize Characteristics of Autism, but Struggle to Differentiate Between Characteristics of Autism and Other Disabilities [texte imprimé] / Camilla M. MCMAHON, Auteur . - p.1516-1525. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-4 (April 2026) . - p.1516-1525 Index. décimale : PER Périodiques Résumé : The current study evaluates whether college students can identify characteristics of autism as diagnostic for autism, and characteristics of other disabilities as not diagnostic for autism. This study also examines metacognitive awareness of autism knowledge, evaluating whether college students can accurately calibrate their confidence in their beliefs about autistic characteristics. 283 college students completed the Autism Symptomatology Knowledge Assessment (McMahon et al. Research in Autism Spectrum Disorders 71:101499, 2020). In this assessment, participants were presented with characteristics of autism and other disabilities and asked to identify which characteristics could be used to diagnose someone with autism. For each characteristic, participants indicated how certain they were in their response. Participants more accurately categorized characteristics of autism, particularly social interaction and communication challenges, as being consistent with an autism diagnosis. Participants had more difficulty identifying that characteristics of other disabilities, especially anxiety, ADHD, and learning disabilities, were not diagnostic for autism. For autistic characteristics, participants’ confidence and accuracy were positively correlated, such that participants who responded accurately were more confident in their response than those who responded inaccurately. For other disability characteristics, confidence and accuracy were typically not correlated or inversely correlated, indicating poor metacognitive awareness. College students confuse autism with other disabilities, which may have important implications in real-world contexts. Furthermore, individuals with poor metacognitive awareness of their autism knowledge may not realize that they are confusing autism with other disabilities, such that they may not seek out additional corrective information about autism. En ligne : https://doi.org/10.1007/s10803-024-06631-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

First impressions of job candidates with and without autistic characteristics: Do first impressions change if an autism diagnosis is disclosed? / Camilla M. MCMAHON in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202690 Titre : First impressions of job candidates with and without autistic characteristics: Do first impressions change if an autism diagnosis is disclosed? Type de document : texte imprimé Auteurs : Camilla M. MCMAHON, Auteur Article en page(s) : p.202690 Langues : Anglais (eng) Mots-clés : Autistic characteristics  Diagnostic disclosure  Employment  First impressions  Autism knowledge  Autism stigma Index. décimale : PER Périodiques Résumé : Autistic individuals need to decide whether and when to disclose their diagnosis. The goal of the current study is to determine whether diagnostic disclosure can influence perceptions of job candidates, if disclosure occurs after first impressions have already been formed. Participants read vignettes about job candidates with or without autistic characteristics and formed an initial first impression of the candidates. Then, additional information was revealed about the candidates: they were autistic (experimental condition) or had brown hair (control condition). Participants rated the job candidates for a second time. Job candidates with autistic characteristics were perceived to have more traits of a poor worker, fewer traits of a good worker, and to be more anxious/introverted/awkward. Participants who were more knowledgeable about autism and female participants perceived candidates to have fewer traits of a poor worker, more traits of a good worker, and to be less anxious/introverted/awkward. When job candidates with autistic characteristics later disclosed an autism diagnosis, they were less likely to be perceived as anxious/introverted/awkward and marginally more likely to be perceived as having traits of a good worker. Diagnostic disclosure may be beneficial in an employment context, even if it occurs later in time, after first impressions have been formed. En ligne : https://doi.org/10.1016/j.reia.2025.202690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] First impressions of job candidates with and without autistic characteristics: Do first impressions change if an autism diagnosis is disclosed? [texte imprimé] / Camilla M. MCMAHON, Auteur . - p.202690. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202690 Mots-clés : Autistic characteristics  Diagnostic disclosure  Employment  First impressions  Autism knowledge  Autism stigma Index. décimale : PER Périodiques Résumé : Autistic individuals need to decide whether and when to disclose their diagnosis. The goal of the current study is to determine whether diagnostic disclosure can influence perceptions of job candidates, if disclosure occurs after first impressions have already been formed. Participants read vignettes about job candidates with or without autistic characteristics and formed an initial first impression of the candidates. Then, additional information was revealed about the candidates: they were autistic (experimental condition) or had brown hair (control condition). Participants rated the job candidates for a second time. Job candidates with autistic characteristics were perceived to have more traits of a poor worker, fewer traits of a good worker, and to be more anxious/introverted/awkward. Participants who were more knowledgeable about autism and female participants perceived candidates to have fewer traits of a poor worker, more traits of a good worker, and to be less anxious/introverted/awkward. When job candidates with autistic characteristics later disclosed an autism diagnosis, they were less likely to be perceived as anxious/introverted/awkward and marginally more likely to be perceived as having traits of a good worker. Diagnostic disclosure may be beneficial in an employment context, even if it occurs later in time, after first impressions have been formed. En ligne : https://doi.org/10.1016/j.reia.2025.202690 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Measuring Changes in Social Behavior During a Social Skills Intervention for Higher-Functioning Children and Adolescents with Autism Spectrum Disorder / Camilla M. MCMAHON in Journal of Autism and Developmental Disorders, 43-8 (August 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1843-1856 Titre : Measuring Changes in Social Behavior During a Social Skills Intervention for Higher-Functioning Children and Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Camilla M. MCMAHON, Auteur ; Laurie A. VISMARA, Auteur ; Marjorie SOLOMON, Auteur Article en page(s) : p.1843-1856 Langues : Anglais (eng) Mots-clés : Autism  Social skills  Behavioral observation  Intervention  Conversation  Peer interaction Index. décimale : PER Périodiques Résumé : The social behavior of children and adolescents with Autism Spectrum Disorder was evaluated weekly over 19 weeks of a social skills training program. Participants’ vocalizations were coded as initiating, responding, or other (e.g., self-talk). Participants’ interactions were coded as dyadic peer interactions, dyadic leader interactions, interactions with a group of peers, interactions with a group of peer(s) and leader(s), or time spent by self. Over the course of the intervention, participants made fewer initiating and other vocalizations, more responding vocalizations, spent more time interacting with a group of peers, and spent marginally less time interacting with a leader. Gender, age, and intervention attendance effects on social behavior are also noted. En ligne : http://dx.doi.org/10.1007/s10803-012-1733-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=205 [article] Measuring Changes in Social Behavior During a Social Skills Intervention for Higher-Functioning Children and Adolescents with Autism Spectrum Disorder [texte imprimé] / Camilla M. MCMAHON, Auteur ; Laurie A. VISMARA, Auteur ; Marjorie SOLOMON, Auteur . - p.1843-1856. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1843-1856 Mots-clés : Autism  Social skills  Behavioral observation  Intervention  Conversation  Peer interaction Index. décimale : PER Périodiques Résumé : The social behavior of children and adolescents with Autism Spectrum Disorder was evaluated weekly over 19 weeks of a social skills training program. Participants’ vocalizations were coded as initiating, responding, or other (e.g., self-talk). Participants’ interactions were coded as dyadic peer interactions, dyadic leader interactions, interactions with a group of peers, interactions with a group of peer(s) and leader(s), or time spent by self. Over the course of the intervention, participants made fewer initiating and other vocalizations, more responding vocalizations, spent more time interacting with a group of peers, and spent marginally less time interacting with a leader. Gender, age, and intervention attendance effects on social behavior are also noted. En ligne : http://dx.doi.org/10.1007/s10803-012-1733-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=205

Metacognitive Awareness of Facial Affect in Higher-Functioning Children and Adolescents with Autism Spectrum Disorder / Camilla M. MCMAHON in Journal of Autism and Developmental Disorders, 46-3 (March 2016)  

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Perceived versus actual autism knowledge in the general population / Camilla M. MCMAHON in Research in Autism Spectrum Disorders, 71 (March 2020)  

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Profiles and Correlates of Parent-Child Agreement on Social Anxiety Symptoms in Youth with Autism Spectrum Disorder / Catherine A. BURROWS in Journal of Autism and Developmental Disorders, 48-6 (June 2018)  

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Re-Evaluating the Appropriateness of the “Don’t Know” Response Option: Guessing Rate as a Source of Systematic Error on Autism Knowledge Assessments / Camilla M. MCMAHON in Journal of Autism and Developmental Disorders, 55-11 (November 2025)  

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The Costs and Benefits of Self-monitoring for Higher Functioning Children and Adolescents with Autism / Heather A. HENDERSON in Journal of Autism and Developmental Disorders, 45-2 (February 2015)  

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