Abstract Analogical Reasoning in High-Functioning Children with Autism Spectrum Disorders / Adam E. GREEN in Autism Research, 7-6 (December 2014)  

Public ISBD [article]  inAutism Research > 7-6 (December 2014) . - p.677-686 Titre : Abstract Analogical Reasoning in High-Functioning Children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Adam E. GREEN, Auteur ; Lauren KENWORTHY, Auteur ; Maya G. MOSNER, Auteur ; Natalie M. GALLAGHER, Auteur ; Edward W. FEARON, Auteur ; Carlos D. BALHANA, Auteur ; Benjamin E. YERYS, Auteur Article en page(s) : p.677-686 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  analogical reasoning  development  social cognition Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) exhibit a deficit in spontaneously recognizing abstract similarities that are crucial for generalizing learning to new situations. This may contribute to deficits in the development of appropriate schemas for navigating novel situations, including social interactions. Analogical reasoning is the central cognitive mechanism that enables typically developing children to understand abstract similarities between different situations. Intriguingly, studies of high-functioning children with ASD point to a relative cognitive strength in basic, nonabstract forms of analogical reasoning. If this analogical reasoning ability extends to abstract analogical reasoning (i.e., between superficially dissimilar situations), it may provide a bridge between a cognitive capability and core ASD deficits in areas such as generalization and categorization. This study tested whether preserved analogical reasoning abilities in ASD can be extended to abstract analogical reasoning, using photographs of real-world items and situations. Abstractness of the analogies was determined via a quantitative measure of semantic distance derived from latent semantic analysis. Children with ASD performed as well as typically developing children at identifying abstract analogical similarities when explicitly instructed to apply analogical reasoning. Individual differences in abstract analogical reasoning ability predicted individual differences in a measure of social function in the ASD group. Preliminary analyses indicated that children with ASD, but not typically developing children, showed an effect of age on abstract analogical reasoning. These results provide new evidence that children with ASD are capable of identifying abstract similarities through analogical reasoning, pointing to abstract analogical reasoning as a potential lever for improving generalization skills and social function in ASD. En ligne : http://dx.doi.org/10.1002/aur.1411 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Abstract Analogical Reasoning in High-Functioning Children with Autism Spectrum Disorders [texte imprimé] / Adam E. GREEN, Auteur ; Lauren KENWORTHY, Auteur ; Maya G. MOSNER, Auteur ; Natalie M. GALLAGHER, Auteur ; Edward W. FEARON, Auteur ; Carlos D. BALHANA, Auteur ; Benjamin E. YERYS, Auteur . - p.677-686. Langues : Anglais (eng) in Autism Research > 7-6 (December 2014) . - p.677-686 Mots-clés : autism spectrum disorders  analogical reasoning  development  social cognition Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) exhibit a deficit in spontaneously recognizing abstract similarities that are crucial for generalizing learning to new situations. This may contribute to deficits in the development of appropriate schemas for navigating novel situations, including social interactions. Analogical reasoning is the central cognitive mechanism that enables typically developing children to understand abstract similarities between different situations. Intriguingly, studies of high-functioning children with ASD point to a relative cognitive strength in basic, nonabstract forms of analogical reasoning. If this analogical reasoning ability extends to abstract analogical reasoning (i.e., between superficially dissimilar situations), it may provide a bridge between a cognitive capability and core ASD deficits in areas such as generalization and categorization. This study tested whether preserved analogical reasoning abilities in ASD can be extended to abstract analogical reasoning, using photographs of real-world items and situations. Abstractness of the analogies was determined via a quantitative measure of semantic distance derived from latent semantic analysis. Children with ASD performed as well as typically developing children at identifying abstract analogical similarities when explicitly instructed to apply analogical reasoning. Individual differences in abstract analogical reasoning ability predicted individual differences in a measure of social function in the ASD group. Preliminary analyses indicated that children with ASD, but not typically developing children, showed an effect of age on abstract analogical reasoning. These results provide new evidence that children with ASD are capable of identifying abstract similarities through analogical reasoning, pointing to abstract analogical reasoning as a potential lever for improving generalization skills and social function in ASD. En ligne : http://dx.doi.org/10.1002/aur.1411 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Adaptive Behavior in Youth with Autism Spectrum Disorder: The Role of Flexibility / Jennifer R. BERTOLLO in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.42-50 Titre : Adaptive Behavior in Youth with Autism Spectrum Disorder: The Role of Flexibility Type de document : texte imprimé Auteurs : Jennifer R. BERTOLLO, Auteur ; John F. STRANG, Auteur ; Laura G. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; Benjamin E. YERYS, Auteur Article en page(s) : p.42-50 Langues : Anglais (eng) Mots-clés : Adaptive behavior  Autism spectrum disorder  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Cognitive and behavioral flexibility are important predictors of adaptive behavior in school-age autistic youth. While prior research has utilized broad measures of flexibility, the current study uses the multi-dimensional Flexibility Scale-Revised to examine which specific flexibility skills relate to adaptive functioning. Through parent-report measures on 216 autistic youth, flexibility explained 22.2% of variance in adaptive socialization skills (p < 0.001). Specifically, Social Flexibility accounted for significant variance in adaptive socialization skills, while Transitions/Change approached significance. In exploratory analyses, flexibility explained 11.5% of variance in Communication skills (p < 0.001). This pattern remained after controlling for co-occurring ADHD symptoms. The current study helps to refine the relationship between flexibility and adaptive behavior, which may ultimately help to inform more targeted interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-04220-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Adaptive Behavior in Youth with Autism Spectrum Disorder: The Role of Flexibility [texte imprimé] / Jennifer R. BERTOLLO, Auteur ; John F. STRANG, Auteur ; Laura G. ANTHONY, Auteur ; Lauren KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; Benjamin E. YERYS, Auteur . - p.42-50. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.42-50 Mots-clés : Adaptive behavior  Autism spectrum disorder  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Cognitive and behavioral flexibility are important predictors of adaptive behavior in school-age autistic youth. While prior research has utilized broad measures of flexibility, the current study uses the multi-dimensional Flexibility Scale-Revised to examine which specific flexibility skills relate to adaptive functioning. Through parent-report measures on 216 autistic youth, flexibility explained 22.2% of variance in adaptive socialization skills (p < 0.001). Specifically, Social Flexibility accounted for significant variance in adaptive socialization skills, while Transitions/Change approached significance. In exploratory analyses, flexibility explained 11.5% of variance in Communication skills (p < 0.001). This pattern remained after controlling for co-occurring ADHD symptoms. The current study helps to refine the relationship between flexibility and adaptive behavior, which may ultimately help to inform more targeted interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-04220-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Adaptive Behavior Ratings Correlate With Symptomatology and IQ Among Individuals With High-Functioning Autism Spectrum Disorders / Lauren KENWORTHY in Journal of Autism and Developmental Disorders, 40-4 (April 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.416-423 Titre : Adaptive Behavior Ratings Correlate With Symptomatology and IQ Among Individuals With High-Functioning Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Lauren KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; Alex MARTIN, Auteur ; Laura CASE, Auteur ; Madeline B. HARMS, Auteur Année de publication : 2010 Article en page(s) : p.416-423 Langues : Anglais (eng) Mots-clés : Autism Adaptive-behavior Social-skills IQ Symptomatology Asperger’s-syndrome Index. décimale : PER Périodiques Résumé : Caregiver report on the Adaptive Behavior Assessment System-II (ABAS) for 40 high-functioning individuals with Autism Spectrum Disorders (ASD) and 30 typically developing (TD) individuals matched for age, IQ, and sex ratio revealed global adaptive behavior deficits in ASD, with social skills impairments particularly prominent. Within the ASD group, adaptive communication skills were positively related to IQ while global adaptive functioning was negatively associated with autism symptomatology. Autistic behavior ratings related negatively to ABAS scores in the TD but not the ASD group. This investigation demonstrates: the utility of an adaptive functioning checklist for capturing impairments, even in high-functioning individuals with ASD; and that a relationship between social abilities and autism exists independently of intelligence. En ligne : http://dx.doi.org/10.1007/s10803-009-0911-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=991 [article] Adaptive Behavior Ratings Correlate With Symptomatology and IQ Among Individuals With High-Functioning Autism Spectrum Disorders [texte imprimé] / Lauren KENWORTHY, Auteur ; Gregory L. WALLACE, Auteur ; Alex MARTIN, Auteur ; Laura CASE, Auteur ; Madeline B. HARMS, Auteur . - 2010 . - p.416-423. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.416-423 Mots-clés : Autism Adaptive-behavior Social-skills IQ Symptomatology Asperger’s-syndrome Index. décimale : PER Périodiques Résumé : Caregiver report on the Adaptive Behavior Assessment System-II (ABAS) for 40 high-functioning individuals with Autism Spectrum Disorders (ASD) and 30 typically developing (TD) individuals matched for age, IQ, and sex ratio revealed global adaptive behavior deficits in ASD, with social skills impairments particularly prominent. Within the ASD group, adaptive communication skills were positively related to IQ while global adaptive functioning was negatively associated with autism symptomatology. Autistic behavior ratings related negatively to ABAS scores in the TD but not the ASD group. This investigation demonstrates: the utility of an adaptive functioning checklist for capturing impairments, even in high-functioning individuals with ASD; and that a relationship between social abilities and autism exists independently of intelligence. En ligne : http://dx.doi.org/10.1007/s10803-009-0911-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=991

Adding the missing voice: How self-report of autistic youth self-report on an executive functioning rating scale compares to parent report and that of youth with attention deficit hyperactivity disorder or neurotypical development / Lauren KENWORTHY in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.422-433 Titre : Adding the missing voice: How self-report of autistic youth self-report on an executive functioning rating scale compares to parent report and that of youth with attention deficit hyperactivity disorder or neurotypical development Type de document : texte imprimé Auteurs : Lauren KENWORTHY, Auteur ; Alyssa VERBALIS, Auteur ; Julia BASCOM, Auteur ; Sharon DAVANPORT, Auteur ; John F. STRANG, Auteur ; Cara E. PUGLIESE, Auteur ; Abigail FREEMAN, Auteur ; Charlotte JEPPSEN, Auteur ; Anna Chelsea ARMOUR, Auteur ; Geneva JOST, Auteur ; Kristina K. HARDY, Auteur ; Gregory L. WALLACE, Auteur Article en page(s) : p.422-433 Langues : Anglais (eng) Mots-clés : attention deficit hyperactivity disorder  autism  executive function  parent report  psychometrics  self-report  youth  receives financial compensation for use of the First and second editions of the  Behavior Rating of Executive Functions (BRIEF, BRIEF 2). Index. décimale : PER Périodiques Résumé : Executive functions are often impaired in autistic people and relate to important outcomes such as mental health, success in school and work, and quality of life. Evaluating executive functions helps autistic people, clinicians, and families identify targets for external supports and skill building. Youth self-report of executive function has not been studied, yet we know that self-report from autistic youth is key to understanding other cognitive/behavioral phenomena in autism such as anxiety, obsessions/compulsions, sensory sensitivities, and repetitive behaviors. We investigated self- and parent-report of executive function problems in 197 autistic youth without intellectual disability (ages 11-18 years), including the magnitude and profiles of executive function problems autistic youth report across subdomains of executive function. We compared autistic self-report with that of 114 youth with attention deficit hyperactivity disorder without intellectual disability and 197 neurotypical youth. We found that autistic youth report significant executive function problems compared to neurotypical youth and a distinctive profile of challenges in comparison to attention deficit hyperactivity disorder youth. Parents and their autistic children diverged regarding the magnitude of the youth's executive function difficulties, but both identify inflexibility as the most impaired executive function subdomain. Autistic youth and their parents were somewhat more concordant in their report of executive function problems than youth with attention deficit hyperactivity disorder and their parents, but only showed moderate concordance at best. These findings elevate the importance of asking autistic youth directly about their executive functioning when engaging them in assessment and intervention, or researching executive functions in autism. En ligne : http://dx.doi.org/10.1177/13623613211029117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Adding the missing voice: How self-report of autistic youth self-report on an executive functioning rating scale compares to parent report and that of youth with attention deficit hyperactivity disorder or neurotypical development [texte imprimé] / Lauren KENWORTHY, Auteur ; Alyssa VERBALIS, Auteur ; Julia BASCOM, Auteur ; Sharon DAVANPORT, Auteur ; John F. STRANG, Auteur ; Cara E. PUGLIESE, Auteur ; Abigail FREEMAN, Auteur ; Charlotte JEPPSEN, Auteur ; Anna Chelsea ARMOUR, Auteur ; Geneva JOST, Auteur ; Kristina K. HARDY, Auteur ; Gregory L. WALLACE, Auteur . - p.422-433. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.422-433 Mots-clés : attention deficit hyperactivity disorder  autism  executive function  parent report  psychometrics  self-report  youth  receives financial compensation for use of the First and second editions of the  Behavior Rating of Executive Functions (BRIEF, BRIEF 2). Index. décimale : PER Périodiques Résumé : Executive functions are often impaired in autistic people and relate to important outcomes such as mental health, success in school and work, and quality of life. Evaluating executive functions helps autistic people, clinicians, and families identify targets for external supports and skill building. Youth self-report of executive function has not been studied, yet we know that self-report from autistic youth is key to understanding other cognitive/behavioral phenomena in autism such as anxiety, obsessions/compulsions, sensory sensitivities, and repetitive behaviors. We investigated self- and parent-report of executive function problems in 197 autistic youth without intellectual disability (ages 11-18 years), including the magnitude and profiles of executive function problems autistic youth report across subdomains of executive function. We compared autistic self-report with that of 114 youth with attention deficit hyperactivity disorder without intellectual disability and 197 neurotypical youth. We found that autistic youth report significant executive function problems compared to neurotypical youth and a distinctive profile of challenges in comparison to attention deficit hyperactivity disorder youth. Parents and their autistic children diverged regarding the magnitude of the youth's executive function difficulties, but both identify inflexibility as the most impaired executive function subdomain. Autistic youth and their parents were somewhat more concordant in their report of executive function problems than youth with attention deficit hyperactivity disorder and their parents, but only showed moderate concordance at best. These findings elevate the importance of asking autistic youth directly about their executive functioning when engaging them in assessment and intervention, or researching executive functions in autism. En ligne : http://dx.doi.org/10.1177/13623613211029117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Anxiety relates to classroom executive function problems in students with ASD, but not ADHD / Mary F.S. DIECKHAUS in Research in Autism Spectrum Disorders, 82 (April 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 82 (April 2021) . - 101739 Titre : Anxiety relates to classroom executive function problems in students with ASD, but not ADHD Type de document : texte imprimé Auteurs : Mary F.S. DIECKHAUS, Auteur ; Kristina K. HARDY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Alyssa VERBALIS, Auteur ; Lauren KENWORTHY, Auteur ; Cara E. PUGLIESE, Auteur Article en page(s) : 101739 Langues : Anglais (eng) Mots-clés : Autism  Attention-deficit/hyperactivity disorder  Anxiety  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Background Anxiety occurs at elevated rates in developmental disorders and has been linked to executive functioning (EF) deficits. EF is strongly related to academic outcomes, but the relationship between anxiety and EF in the classroom has not been examined. Method We explored this relationship in two neurodevelopmental disorders, autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD), in order to evaluate the specificity of associations between parent-reported anxiety and teacher-reported EF deficits in the classroom setting. Results Greater anxiety was associated with more classroom EF-related problems in the ASD group, but not in the ADHD group. Item-level analysis of classroom EF problems in the ASD group revealed associations between anxiety and difficulties with task initiation, attention, and completion. Anxiety was not related to total or item-level teacher-reported EF problems in the ADHD group. Conclusion Further investigation into disorder-specific mechanisms that lead to the manifestation of anxiety symptoms may pave the way for more effective treatment and favorable academic outcome. Anxiety is related to poor EF in the classroom for students with ASD, which has implications for treating anxiety to promote positive academic outcomes and incorporating EF supports and training into treatment models for anxiety. The lack of association between anxiety and EF for students with ADHD was unexpected and warrants further exploration. En ligne : https://doi.org/10.1016/j.rasd.2021.101739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Anxiety relates to classroom executive function problems in students with ASD, but not ADHD [texte imprimé] / Mary F.S. DIECKHAUS, Auteur ; Kristina K. HARDY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Alyssa VERBALIS, Auteur ; Lauren KENWORTHY, Auteur ; Cara E. PUGLIESE, Auteur . - 101739. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 82 (April 2021) . - 101739 Mots-clés : Autism  Attention-deficit/hyperactivity disorder  Anxiety  Executive function  Flexibility Index. décimale : PER Périodiques Résumé : Background Anxiety occurs at elevated rates in developmental disorders and has been linked to executive functioning (EF) deficits. EF is strongly related to academic outcomes, but the relationship between anxiety and EF in the classroom has not been examined. Method We explored this relationship in two neurodevelopmental disorders, autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD), in order to evaluate the specificity of associations between parent-reported anxiety and teacher-reported EF deficits in the classroom setting. Results Greater anxiety was associated with more classroom EF-related problems in the ASD group, but not in the ADHD group. Item-level analysis of classroom EF problems in the ASD group revealed associations between anxiety and difficulties with task initiation, attention, and completion. Anxiety was not related to total or item-level teacher-reported EF problems in the ADHD group. Conclusion Further investigation into disorder-specific mechanisms that lead to the manifestation of anxiety symptoms may pave the way for more effective treatment and favorable academic outcome. Anxiety is related to poor EF in the classroom for students with ASD, which has implications for treating anxiety to promote positive academic outcomes and incorporating EF supports and training into treatment models for anxiety. The lack of association between anxiety and EF for students with ADHD was unexpected and warrants further exploration. En ligne : https://doi.org/10.1016/j.rasd.2021.101739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

Are Non-intellectually Disabled Black Youth with ASD Less Impaired on Parent Report than Their White Peers? / Allison B. RATTO in Journal of Autism and Developmental Disorders, 46-3 (March 2016)  

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Attention deficit/hyperactivity disorder symptoms moderate cognition and behavior in children with autism spectrum disorders / Benjamin E. YERYS in Autism Research, 2-6 (December 2009)  

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Atypical Functional Connectivity of the Amygdala in Childhood Autism Spectrum Disorders during Spontaneous Attention to Eye-Gaze / Eric R. MURPHY in Autism Research and Treatment, (november 2012)  

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BRIEF-2 : Inventaire d'evaluation Comportementale des Fonctions Exécutives. Seconde Edition / Gérard A. GIOIA

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BRIEF : Inventaire d'evaluation Comportementale des Fonctions Exécutives / Gérard A. GIOIA

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Brief Report: Further Evidence for Inner Speech Deficits in Autism Spectrum Disorders / Gregory L. WALLACE in Journal of Autism and Developmental Disorders, 39-12 (December 2009)  

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Brief Report: IQ Split Predicts Social Symptoms and Communication Abilities in High-Functioning Children with Autism Spectrum Disorders / David O. BLACK in Journal of Autism and Developmental Disorders, 39-11 (November 2009)  

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Brief Report: Performance-Based Executive Functioning Abilities are Associated with Caregiver Report of Adaptive Functioning in Autism Spectrum Disorder / Manisha D. UDHNANI in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

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Brief Report: Pilot Study of a Novel Interactive Digital Treatment to Improve Cognitive Control in Children with Autism Spectrum Disorder and Co-occurring ADHD Symptoms / Benjamin E. YERYS in Journal of Autism and Developmental Disorders, 49-4 (April 2019)  

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Characterizing the Factor Structure of Parent Reported Executive Function in Autism Spectrum Disorders: The Impact of Cognitive Inflexibility / Yael GRANADER in Journal of Autism and Developmental Disorders, 44-12 (December 2014)  

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