Academic skills in children with autism spectrum disorders with monolingual or bilingual experience / Sandra B. VANEGAS in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Academic skills in children with autism spectrum disorders with monolingual or bilingual experience Type de document : Texte imprimé et/ou numérique Auteurs : Sandra B. VANEGAS, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  bilingualism  reading  literacy  education Index. décimale : PER Périodiques Résumé : Background and aims: The academic development of children with autism spectrum disorders is important to investigate as it can provide opportunities for higher education, independent living, and successful employment in adulthood. Although educational data find that children with autism spectrum disorders can achieve similar levels of academic achievement in inclusive settings as neurotypical children, little is known about how children with diverse language experiences with autism spectrum disorders develop academically. Research on neurotypical, bilingual children finds that although many may lag behind their monolingual peers on measures of academic achievement, these gaps can be minimized with bilingual education programs. Within clinical practice, concerns are still raised about bilingual exposure in children with autism spectrum disorders, with assumptions and recommendations made to limit the language of exposure to minimize risks to development. To improve the evidence-base on bilingual experience in children with autism spectrum disorders, the present study will examine whether basic academic skills (i.e., word reading, numerical operations, spelling) vary as a function of language experience (i.e., monolingual vs. bilingual). Methods: The data presented in this study were based on medical records of children with autism spectrum disorders who visited a clinic in a large, urban city in the United States. Records were included for this study if children had information/data on language status, nonverbal cognition, and standardized scores for reading, math, and spelling on a standardized academic achievement test. The final sample included children with autism spectrum disorders with monolingual language experience (n?=?18) or bilingual language experience (n?=?13). Results : Repeated measures analysis of variance analyses found that children with autism spectrum disorders with monolingual experience had higher scores on word reading skills when compared to children with autism spectrum disorders with bilingual experience. However, a different pattern was found for numerical operations, with children with autism spectrum disorders with bilingual experience outperforming children with autism spectrum disorders with monolingual experience. No differences were found between groups on spelling skills. Conclusions: The preliminary findings suggest that bilingual language experience may be related to early literacy and math skills in children with autism spectrum disorders. It may be that word reading skills are slower to develop among children with autism spectrum disorders with bilingual experience due to the development of two linguistic profiles. Math skills may be enhanced in children with autism spectrum disorders with bilingual experience through the mediation of other cognitive skills (e.g., executive functioning). Implications: This preliminary study demonstrates that bilingual experience does not negatively affect the development of academic skills in children with autism spectrum disorders. Further exploration of how bilingual experience may benefit children with autism spectrum disorders is needed. En ligne : https://doi.org/10.1177/2396941519888170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Academic skills in children with autism spectrum disorders with monolingual or bilingual experience [Texte imprimé et/ou numérique] / Sandra B. VANEGAS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Autism spectrum disorders  bilingualism  reading  literacy  education Index. décimale : PER Périodiques Résumé : Background and aims: The academic development of children with autism spectrum disorders is important to investigate as it can provide opportunities for higher education, independent living, and successful employment in adulthood. Although educational data find that children with autism spectrum disorders can achieve similar levels of academic achievement in inclusive settings as neurotypical children, little is known about how children with diverse language experiences with autism spectrum disorders develop academically. Research on neurotypical, bilingual children finds that although many may lag behind their monolingual peers on measures of academic achievement, these gaps can be minimized with bilingual education programs. Within clinical practice, concerns are still raised about bilingual exposure in children with autism spectrum disorders, with assumptions and recommendations made to limit the language of exposure to minimize risks to development. To improve the evidence-base on bilingual experience in children with autism spectrum disorders, the present study will examine whether basic academic skills (i.e., word reading, numerical operations, spelling) vary as a function of language experience (i.e., monolingual vs. bilingual). Methods: The data presented in this study were based on medical records of children with autism spectrum disorders who visited a clinic in a large, urban city in the United States. Records were included for this study if children had information/data on language status, nonverbal cognition, and standardized scores for reading, math, and spelling on a standardized academic achievement test. The final sample included children with autism spectrum disorders with monolingual language experience (n?=?18) or bilingual language experience (n?=?13). Results : Repeated measures analysis of variance analyses found that children with autism spectrum disorders with monolingual experience had higher scores on word reading skills when compared to children with autism spectrum disorders with bilingual experience. However, a different pattern was found for numerical operations, with children with autism spectrum disorders with bilingual experience outperforming children with autism spectrum disorders with monolingual experience. No differences were found between groups on spelling skills. Conclusions: The preliminary findings suggest that bilingual language experience may be related to early literacy and math skills in children with autism spectrum disorders. It may be that word reading skills are slower to develop among children with autism spectrum disorders with bilingual experience due to the development of two linguistic profiles. Math skills may be enhanced in children with autism spectrum disorders with bilingual experience through the mediation of other cognitive skills (e.g., executive functioning). Implications: This preliminary study demonstrates that bilingual experience does not negatively affect the development of academic skills in children with autism spectrum disorders. Further exploration of how bilingual experience may benefit children with autism spectrum disorders is needed. En ligne : https://doi.org/10.1177/2396941519888170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Clinical Validity of the ADI-R in a US-Based Latino Population / Sandra B. VANEGAS in Journal of Autism and Developmental Disorders, 46-5 (May 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1623-1635 Titre : Clinical Validity of the ADI-R in a US-Based Latino Population Type de document : Texte imprimé et/ou numérique Auteurs : Sandra B. VANEGAS, Auteur ; Sandra MAGAÑA, Auteur ; Miguel MORALES, Auteur ; Ellyn MCNAMARA, Auteur Article en page(s) : p.1623-1635 Langues : Anglais (eng) Mots-clés : ADI-R  Latino  Spanish version  Autism Index. décimale : PER Périodiques Résumé : The Autism Diagnostic Interview-Revised (ADI-R) has been validated as a tool to aid in the diagnosis of Autism; however, given the growing diversity in the United States, the ADI-R must be validated for different languages and cultures. This study evaluates the validity of the ADI-R in a US-based Latino, Spanish-speaking population of 50 children and adolescents with ASD and developmental disability. Sensitivity and specificity of the ADI-R as a diagnostic tool were moderate, but lower than previously reported values. Validity of the social reciprocity and restrictive and repetitive behaviors domains was high, but low in the communication domain. Findings suggest that language discordance between caregiver and child may influence reporting of communication symptoms and contribute to lower sensitivity and specificity. En ligne : http://dx.doi.org/10.1007/s10803-015-2690-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Clinical Validity of the ADI-R in a US-Based Latino Population [Texte imprimé et/ou numérique] / Sandra B. VANEGAS, Auteur ; Sandra MAGAÑA, Auteur ; Miguel MORALES, Auteur ; Ellyn MCNAMARA, Auteur . - p.1623-1635. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1623-1635 Mots-clés : ADI-R  Latino  Spanish version  Autism Index. décimale : PER Périodiques Résumé : The Autism Diagnostic Interview-Revised (ADI-R) has been validated as a tool to aid in the diagnosis of Autism; however, given the growing diversity in the United States, the ADI-R must be validated for different languages and cultures. This study evaluates the validity of the ADI-R in a US-based Latino, Spanish-speaking population of 50 children and adolescents with ASD and developmental disability. Sensitivity and specificity of the ADI-R as a diagnostic tool were moderate, but lower than previously reported values. Validity of the social reciprocity and restrictive and repetitive behaviors domains was high, but low in the communication domain. Findings suggest that language discordance between caregiver and child may influence reporting of communication symptoms and contribute to lower sensitivity and specificity. En ligne : http://dx.doi.org/10.1007/s10803-015-2690-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

Diagnostic Utility of the ADI-R and DSM-5 in the Assessment of Latino Children and Adolescents / Sandy MAGAÑA 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.1278-1287 Titre : Diagnostic Utility of the ADI-R and DSM-5 in the Assessment of Latino Children and Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Sandy MAGAÑA, Auteur ; Sandra B. VANEGAS, Auteur Article en page(s) : p.1278-1287 Langues : Anglais (eng) Mots-clés : DSM-5  ADI-R  Latino  ASD  Diagnosis Index. décimale : PER Périodiques Résumé : Latino children in the US are systematically underdiagnosed with Autism Spectrum Disorder (ASD); therefore, it is important that recent changes to the diagnostic process do not exacerbate this pattern of under-identification. Previous research has found that the Autism Diagnostic Interview-Revised (ADI-R) algorithm, based on the Diagnostic and Statistical Manual of Mental Disorder, Fourth Edition, Text Revision (DSM-IV-TR), has limitations with Latino children of Spanish speaking parents. We evaluated whether an ADI-R algorithm based on the new DSM-5 classification for ASD would be more sensitive in identifying Latino children of Spanish speaking parents who have a clinical diagnosis of ASD. Findings suggest that the DSM-5 algorithm shows better sensitivity than the DSM-IV-TR algorithm for Latino children. En ligne : http://dx.doi.org/10.1007/s10803-017-3043-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Diagnostic Utility of the ADI-R and DSM-5 in the Assessment of Latino Children and Adolescents [Texte imprimé et/ou numérique] / Sandy MAGAÑA, Auteur ; Sandra B. VANEGAS, Auteur . - p.1278-1287. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1278-1287 Mots-clés : DSM-5  ADI-R  Latino  ASD  Diagnosis Index. décimale : PER Périodiques Résumé : Latino children in the US are systematically underdiagnosed with Autism Spectrum Disorder (ASD); therefore, it is important that recent changes to the diagnostic process do not exacerbate this pattern of under-identification. Previous research has found that the Autism Diagnostic Interview-Revised (ADI-R) algorithm, based on the Diagnostic and Statistical Manual of Mental Disorder, Fourth Edition, Text Revision (DSM-IV-TR), has limitations with Latino children of Spanish speaking parents. We evaluated whether an ADI-R algorithm based on the new DSM-5 classification for ASD would be more sensitive in identifying Latino children of Spanish speaking parents who have a clinical diagnosis of ASD. Findings suggest that the DSM-5 algorithm shows better sensitivity than the DSM-IV-TR algorithm for Latino children. En ligne : http://dx.doi.org/10.1007/s10803-017-3043-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Investigating distinct and related contributions of Weak Central Coherence, Executive Dysfunction, and Systemizing theories to the cognitive profiles of children with Autism Spectrum Disorders and typically developing children / Sandra B. VANEGAS in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.77-92 Titre : Investigating distinct and related contributions of Weak Central Coherence, Executive Dysfunction, and Systemizing theories to the cognitive profiles of children with Autism Spectrum Disorders and typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : Sandra B. VANEGAS, Auteur ; Denise DAVIDSON, Auteur Article en page(s) : p.77-92 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorders  Weak Central Coherence  Executive Dysfunction  Systemizing Index. décimale : PER Périodiques Résumé : Many attempts have been made to explain the cognitive profiles of children and adults with Autism Spectrum Disorders (ASD). The current study investigated three prominent theories of cognitive processing – Weak Central Coherence, Executive Dysfunction, and Systemizing – to determine how they could define the cognitive patterns of performance in children with ASD. Utilizing tasks that tapped into visuospatial and linguistic domains, and both parent-report and child performance, the present research found support for the Weak Central Coherence and Executive Dysfunction theories in accounting for distinct cognitive profiles in children with ASD. No differences were observed between children with ASD and TD children on Systemizing abilities or preferences. The results also indicate that cognitive profiles in ASD may manifest in different ways in children historically considered High-Functioning Autism and Asperger's Syndrome. Additionally, the present research demonstrated the importance of using comprehensive measures to assess cognition and behavior in children with ASD. These results provide support for the consideration of individual differences in cognitive profiles of children with HFA and children with AS when developing educational and therapeutic programming. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Investigating distinct and related contributions of Weak Central Coherence, Executive Dysfunction, and Systemizing theories to the cognitive profiles of children with Autism Spectrum Disorders and typically developing children [Texte imprimé et/ou numérique] / Sandra B. VANEGAS, Auteur ; Denise DAVIDSON, Auteur . - p.77-92. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.77-92 Mots-clés : Autism Spectrum Disorders  Weak Central Coherence  Executive Dysfunction  Systemizing Index. décimale : PER Périodiques Résumé : Many attempts have been made to explain the cognitive profiles of children and adults with Autism Spectrum Disorders (ASD). The current study investigated three prominent theories of cognitive processing – Weak Central Coherence, Executive Dysfunction, and Systemizing – to determine how they could define the cognitive patterns of performance in children with ASD. Utilizing tasks that tapped into visuospatial and linguistic domains, and both parent-report and child performance, the present research found support for the Weak Central Coherence and Executive Dysfunction theories in accounting for distinct cognitive profiles in children with ASD. No differences were observed between children with ASD and TD children on Systemizing abilities or preferences. The results also indicate that cognitive profiles in ASD may manifest in different ways in children historically considered High-Functioning Autism and Asperger's Syndrome. Additionally, the present research demonstrated the importance of using comprehensive measures to assess cognition and behavior in children with ASD. These results provide support for the consideration of individual differences in cognitive profiles of children with HFA and children with AS when developing educational and therapeutic programming. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

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