Brief Report: Joint Attention and Information Processing in Children with Higher Functioning Autism Spectrum Disorders / Peter C. MUNDY in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2555-2560 Titre : Brief Report: Joint Attention and Information Processing in Children with Higher Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur ; Kwanguk KIM, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; William JARROLD, Auteur Article en page(s) : p.2555-2560 Langues : Anglais (eng) Mots-clés : Joint attention  Information processing  Social cognition  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Theory suggests that information processing during joint attention may be atypical in children with Autism Spectrum Disorder (ASD). This hypothesis was tested in a study of school-aged children with higher functioning ASD and groups of children with symptoms of ADHD or typical development. The results indicated that the control groups displayed significantly better recognition memory for pictures studied in an initiating joint attention (IJA) rather than responding to joint attention (RJA) condition. This effect was not evident in the ASD group. The ASD group also recognized fewer pictures from the IJA condition than controls, but not the RJA condition. Atypical information processing may be a marker of the continued effects of joint attention disturbance in school aged children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2785-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Brief Report: Joint Attention and Information Processing in Children with Higher Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur ; Kwanguk KIM, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; William JARROLD, Auteur . - p.2555-2560. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2555-2560 Mots-clés : Joint attention  Information processing  Social cognition  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Theory suggests that information processing during joint attention may be atypical in children with Autism Spectrum Disorder (ASD). This hypothesis was tested in a study of school-aged children with higher functioning ASD and groups of children with symptoms of ADHD or typical development. The results indicated that the control groups displayed significantly better recognition memory for pictures studied in an initiating joint attention (IJA) rather than responding to joint attention (RJA) condition. This effect was not evident in the ASD group. The ASD group also recognized fewer pictures from the IJA condition than controls, but not the RJA condition. Atypical information processing may be a marker of the continued effects of joint attention disturbance in school aged children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2785-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Brief Report: The Factors Associated with Social Cognition in Children with Autism Spectrum Disorder / Anysa SANTINI in Journal of Autism and Developmental Disorders, 54-10 (October 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3964-3970 Titre : Brief Report: The Factors Associated with Social Cognition in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Anysa SANTINI, Auteur ; Jennifer C. BULLEN, Auteur ; Matthew C. ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Peter MUNDY, Auteur Article en page(s) : p.3964-3970 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined whether school-aged autistic children without co-occurring intellectual disabilities (autisticWoID) show similar difficulty on Theory of Mind (ToM) tasks as young autisticWoID children and if these difficulties are related to problems in domain-general aspects of cognition. Eighty-one autisticWoID and 44 neurotypical (NT) children between the ages of 8-16 years participated in this study and were matched on verbal IQ. ToM performance significantly and independently differentiated many, but not all, autisticWoID and NT participants above and beyond the effects of working memory and inferential thinking. However, these cognitive variables did not fully explain difficulties with social cognition in autisticWoID children. These findings have implications for understanding autism, the factors that may impact intervention for social cognition in autism, and the factors that impact the education of autistic children who may struggle in general education classrooms. En ligne : https://doi.org/10.1007/s10803-022-05794-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Brief Report: The Factors Associated with Social Cognition in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Anysa SANTINI, Auteur ; Jennifer C. BULLEN, Auteur ; Matthew C. ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Peter MUNDY, Auteur . - p.3964-3970. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3964-3970 Index. décimale : PER Périodiques Résumé : This study examined whether school-aged autistic children without co-occurring intellectual disabilities (autisticWoID) show similar difficulty on Theory of Mind (ToM) tasks as young autisticWoID children and if these difficulties are related to problems in domain-general aspects of cognition. Eighty-one autisticWoID and 44 neurotypical (NT) children between the ages of 8-16 years participated in this study and were matched on verbal IQ. ToM performance significantly and independently differentiated many, but not all, autisticWoID and NT participants above and beyond the effects of working memory and inferential thinking. However, these cognitive variables did not fully explain difficulties with social cognition in autisticWoID children. These findings have implications for understanding autism, the factors that may impact intervention for social cognition in autism, and the factors that impact the education of autistic children who may struggle in general education classrooms. En ligne : https://doi.org/10.1007/s10803-022-05794-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Conversation During a Virtual Reality Task Reveals New Structural Language Profiles of Children with ASD, ADHD, and Comorbid Symptoms of Both / Cynthia BOO in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.2970-2983 Titre : Conversation During a Virtual Reality Task Reveals New Structural Language Profiles of Children with ASD, ADHD, and Comorbid Symptoms of Both Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia BOO, Auteur ; Nora ALPERS-LEON, Auteur ; Nancy MCINTYRE, Auteur ; Peter C. MUNDY, Auteur ; Letitia NAIGLES, Auteur Article en page(s) : p.2970-2983 Langues : Anglais (eng) Mots-clés : Attention Deficit Disorder with Hyperactivity/psychology  Autism Spectrum Disorder/psychology  Child  Comorbidity  Humans  Language  Virtual Reality  Attention deficit/hyperactivity disorder  Autism spectrum disorder  Conversational context  Virtual reality paradigm Index. décimale : PER Périodiques Résumé : Many studies have utilized standardized measures and storybook narratives to characterize language profiles of children with Autism Spectrum Disorder (ASD) and Attention Deficit/Hyperactivity Disorder (ADHD). They report that structural language of these children is on par with mental-age-matched typically developing (TD) peers. Few studies have looked at structural language profiles in conversational contexts. This study examines conversational speech produced in a virtual reality (VR) paradigm to investigate the strengths and weaknesses of structural language abilities of these children. The VR paradigm introduced varying social and cognitive demands across phases. Our results indicate that children from these diagnostic groups produced less complex structural language than TD children. Moreover, language complexity decreased in all groups across phases, suggesting a cross-etiology sensitivity to conversational contexts. En ligne : http://dx.doi.org/10.1007/s10803-021-05175-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Conversation During a Virtual Reality Task Reveals New Structural Language Profiles of Children with ASD, ADHD, and Comorbid Symptoms of Both [Texte imprimé et/ou numérique] / Cynthia BOO, Auteur ; Nora ALPERS-LEON, Auteur ; Nancy MCINTYRE, Auteur ; Peter C. MUNDY, Auteur ; Letitia NAIGLES, Auteur . - p.2970-2983. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.2970-2983 Mots-clés : Attention Deficit Disorder with Hyperactivity/psychology  Autism Spectrum Disorder/psychology  Child  Comorbidity  Humans  Language  Virtual Reality  Attention deficit/hyperactivity disorder  Autism spectrum disorder  Conversational context  Virtual reality paradigm Index. décimale : PER Périodiques Résumé : Many studies have utilized standardized measures and storybook narratives to characterize language profiles of children with Autism Spectrum Disorder (ASD) and Attention Deficit/Hyperactivity Disorder (ADHD). They report that structural language of these children is on par with mental-age-matched typically developing (TD) peers. Few studies have looked at structural language profiles in conversational contexts. This study examines conversational speech produced in a virtual reality (VR) paradigm to investigate the strengths and weaknesses of structural language abilities of these children. The VR paradigm introduced varying social and cognitive demands across phases. Our results indicate that children from these diagnostic groups produced less complex structural language than TD children. Moreover, language complexity decreased in all groups across phases, suggesting a cross-etiology sensitivity to conversational contexts. En ligne : http://dx.doi.org/10.1007/s10803-021-05175-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development / Jennifer C. BULLEN in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4463-4476 Titre : A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer C. BULLEN, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.4463-4476 Langues : Anglais (eng) Mots-clés : Adhd  Academic achievement  Autism spectrum disorder  Math achievement Index. décimale : PER Périodiques Résumé : This study examined mathematics achievement in school-aged children with autism spectrum disorder (ASD), symptoms of attention-deficit/hyperactivity disorder (ADHD), or typical development (TD) over a 30-month period and the associations between cognitive and reading abilities with mathematics achievement in children with ASD. Seventy-seven children with ASD without intellectual disability (ASD-WoID), 39 children with ADHD, and 43 children with TD participated in this study. The results revealed that the ASD-WoID and ADHD samples displayed significant and comparable delays in problem solving and calculation abilities. Lower VIQ was related to lower math achievement across all subgroups. The ASD-WoID sample differed from comparison samples in terms of their pattern of mathematical achievement and the role of cognitive abilities in the development of mathematics competence. En ligne : http://dx.doi.org/10.1007/s10803-020-04500-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development [Texte imprimé et/ou numérique] / Jennifer C. BULLEN, Auteur ; Lindsay SWAIN LERRO, Auteur ; Matthew ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Peter C. MUNDY, Auteur . - p.4463-4476. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4463-4476 Mots-clés : Adhd  Academic achievement  Autism spectrum disorder  Math achievement Index. décimale : PER Périodiques Résumé : This study examined mathematics achievement in school-aged children with autism spectrum disorder (ASD), symptoms of attention-deficit/hyperactivity disorder (ADHD), or typical development (TD) over a 30-month period and the associations between cognitive and reading abilities with mathematics achievement in children with ASD. Seventy-seven children with ASD without intellectual disability (ASD-WoID), 39 children with ADHD, and 43 children with TD participated in this study. The results revealed that the ASD-WoID and ADHD samples displayed significant and comparable delays in problem solving and calculation abilities. Lower VIQ was related to lower math achievement across all subgroups. The ASD-WoID sample differed from comparison samples in terms of their pattern of mathematical achievement and the role of cognitive abilities in the development of mathematics competence. En ligne : http://dx.doi.org/10.1007/s10803-020-04500-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Joint-Attention and the Social Phenotype of School-Aged Children with ASD / Peter C. MUNDY in Journal of Autism and Developmental Disorders, 47-5 (May 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1423-1435 Titre : Joint-Attention and the Social Phenotype of School-Aged Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur ; Stephanie NOVOTNY, Auteur ; Lindsey SWAIN-LERRO, Auteur ; Nancy MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Tasha OSWALD, Auteur Article en page(s) : p.1423-1435 Langues : Anglais (eng) Mots-clés : Joint attention  Childhood ASD  Social assessment  Social phenotype  Diagnostic screening  Higher functioning ASD Index. décimale : PER Périodiques Résumé : The validity of joint attention assessment in school-aged children with ASD is unclear (Lord, Jones, Journal of Child Psychology and Psychiatry 53(5):490–509, 2012). This study examined the feasibility and validity of a parent-report measure of joint attention related behaviors in verbal children and adolescents with ASD. Fifty-two children with ASD and 34 controls were assessed with the Childhood Joint Attention Rating Scale (C-JARS). The C-JARS exhibited internally consistency, ? = 0.88, and one factor explained 49% of the scale variance. Factor scores correctly identified between 88 and 94% of the children with ASD and 62–82% of controls. These scores were correlated with the ADOS-2, but not other parent-report symptom measures. The C-JARS appears to assess a unique dimension of the social-phenotype of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3061-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Joint-Attention and the Social Phenotype of School-Aged Children with ASD [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur ; Stephanie NOVOTNY, Auteur ; Lindsey SWAIN-LERRO, Auteur ; Nancy MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Tasha OSWALD, Auteur . - p.1423-1435. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1423-1435 Mots-clés : Joint attention  Childhood ASD  Social assessment  Social phenotype  Diagnostic screening  Higher functioning ASD Index. décimale : PER Périodiques Résumé : The validity of joint attention assessment in school-aged children with ASD is unclear (Lord, Jones, Journal of Child Psychology and Psychiatry 53(5):490–509, 2012). This study examined the feasibility and validity of a parent-report measure of joint attention related behaviors in verbal children and adolescents with ASD. Fifty-two children with ASD and 34 controls were assessed with the Childhood Joint Attention Rating Scale (C-JARS). The C-JARS exhibited internally consistency, ? = 0.88, and one factor explained 49% of the scale variance. Factor scores correctly identified between 88 and 94% of the children with ASD and 62–82% of controls. These scores were correlated with the ADOS-2, but not other parent-report symptom measures. The C-JARS appears to assess a unique dimension of the social-phenotype of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3061-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices / Jessica R. STEINBRENNER in Autism, 26-8 (November 2022)  

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Patterns of math and reading achievement in children and adolescents with autism spectrum disorder / Jennifer C. BULLEN in Research in Autism Spectrum Disorders, 92 (April 2022)  

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Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism / William JARROLD in Autism Research, 6-5 (October 2013)  

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The Construct Validity of the Childhood Joint Attention Rating Scale (C-JARS) in School-Aged Autistic Children / Jennifer BULLEN ; Nancy MCINTYRE ; Matthew C. ZAJIC ; Lindsay LERRO ; Marjorie SOLOMON ; Nicole SPARAPANI ; Peter MUNDY in Journal of Autism and Developmental Disorders, 54-9 (September 2024)  

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A Virtual Joy-Stick Study of Emotional Responses and Social Motivation in Children with Autism Spectrum Disorder / Kwanguk KIM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

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