Adolescent-Specific Motivation Deficits in Autism Versus Typical Development / Dienke J. BOS 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.364-372 Titre : Adolescent-Specific Motivation Deficits in Autism Versus Typical Development Type de document : texte imprimé Auteurs : Dienke J. BOS, Auteur ; Benjamin M. SILVER, Auteur ; Emily D. BARNES, Auteur ; Eliana L. AJODAN, Auteur ; Melanie R. SILVERMAN, Auteur ; Elysha CLARK-WHITNEY, Auteur ; Thaddeus TARPEY, Auteur ; Rebecca M. JONES, Auteur Article en page(s) : p.364-372 Langues : Anglais (eng) Mots-clés : Adolescence  Autism  Cognitive control  Development Index. décimale : PER Périodiques Résumé : Differences in motivation during adolescence relative to childhood and adulthood in autism was tested in a cross-sectional study. 156 Typically developing individuals and 79 individuals with autism ages 10-30 years of age completed a go/nogo task with social and non-social cues. To assess age effects, linear and quadratic models were used. Consistent with prior studies, typically developing adolescents and young adults demonstrated more false alarms for positive relative to neutral social cues. In autism, there were no changes in attention across age for social or non-social cues. Findings suggest reduced orienting to motivating cues during late adolescence and early adulthood in autism. The findings provide a unique perspective to explain the challenges for adolescents with autism transitioning to adulthood. En ligne : http://dx.doi.org/10.1007/s10803-019-04258-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 [article] Adolescent-Specific Motivation Deficits in Autism Versus Typical Development [texte imprimé] / Dienke J. BOS, Auteur ; Benjamin M. SILVER, Auteur ; Emily D. BARNES, Auteur ; Eliana L. AJODAN, Auteur ; Melanie R. SILVERMAN, Auteur ; Elysha CLARK-WHITNEY, Auteur ; Thaddeus TARPEY, Auteur ; Rebecca M. JONES, Auteur . - p.364-372. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.364-372 Mots-clés : Adolescence  Autism  Cognitive control  Development Index. décimale : PER Périodiques Résumé : Differences in motivation during adolescence relative to childhood and adulthood in autism was tested in a cross-sectional study. 156 Typically developing individuals and 79 individuals with autism ages 10-30 years of age completed a go/nogo task with social and non-social cues. To assess age effects, linear and quadratic models were used. Consistent with prior studies, typically developing adolescents and young adults demonstrated more false alarms for positive relative to neutral social cues. In autism, there were no changes in attention across age for social or non-social cues. Findings suggest reduced orienting to motivating cues during late adolescence and early adulthood in autism. The findings provide a unique perspective to explain the challenges for adolescents with autism transitioning to adulthood. En ligne : http://dx.doi.org/10.1007/s10803-019-04258-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415

Annual Research Review: Re-thinking the classification of autism spectrum disorders / Catherine LORD in Journal of Child Psychology and Psychiatry, 53-5 (May 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-5 (May 2012) . - p.490-509 Titre : Annual Research Review: Re-thinking the classification of autism spectrum disorders Type de document : texte imprimé Auteurs : Catherine LORD, Auteur ; Rebecca M. JONES, Auteur Année de publication : 2012 Article en page(s) : p.490-509 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  dimensions  classification  diagnosisDSM-IV  DSM-5  development; Index. décimale : PER Périodiques Résumé : Background:  The nosology of autism spectrum disorders (ASD) is at a critical point in history as the field seeks to better define dimensions of social-communication deficits and restricted/repetitive behaviors on an individual level for both clinical and neurobiological purposes. These different dimensions also suggest an increasing need for quantitative measures that accurately map their differences, independent of developmental factors such as age, language level and IQ. Method:  Psychometric measures, clinical observation as well as genetic, neurobiological and physiological research from toddlers, children and adults with ASD are reviewed. Results:  The question of how to conceptualize ASDs along dimensions versus categories is discussed within the nosology of autism and the proposed changes to the DSM-5 and ICD-11. Differences across development are incorporated into the new classification frameworks. Conclusions:  It is crucial to balance the needs of clinical practice in ASD diagnostic systems, with neurobiologically based theories that address the associations between social-communication and restricted/repetitive dimensions in individuals. Clarifying terminology, improving description of the core features of ASD and other dimensions that interact with them and providing more valid and reliable ways to quantify them, both for research and clinical purposes, will move forward both practice and science. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02547.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Annual Research Review: Re-thinking the classification of autism spectrum disorders [texte imprimé] / Catherine LORD, Auteur ; Rebecca M. JONES, Auteur . - 2012 . - p.490-509. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-5 (May 2012) . - p.490-509 Mots-clés : Autism spectrum disorders  dimensions  classification  diagnosisDSM-IV  DSM-5  development; Index. décimale : PER Périodiques Résumé : Background:  The nosology of autism spectrum disorders (ASD) is at a critical point in history as the field seeks to better define dimensions of social-communication deficits and restricted/repetitive behaviors on an individual level for both clinical and neurobiological purposes. These different dimensions also suggest an increasing need for quantitative measures that accurately map their differences, independent of developmental factors such as age, language level and IQ. Method:  Psychometric measures, clinical observation as well as genetic, neurobiological and physiological research from toddlers, children and adults with ASD are reviewed. Results:  The question of how to conceptualize ASDs along dimensions versus categories is discussed within the nosology of autism and the proposed changes to the DSM-5 and ICD-11. Differences across development are incorporated into the new classification frameworks. Conclusions:  It is crucial to balance the needs of clinical practice in ASD diagnostic systems, with neurobiologically based theories that address the associations between social-communication and restricted/repetitive dimensions in individuals. Clarifying terminology, improving description of the core features of ASD and other dimensions that interact with them and providing more valid and reliable ways to quantify them, both for research and clinical purposes, will move forward both practice and science. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02547.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Brief Report: Female-To-Male Transsexual People and Autistic Traits / Rebecca M. JONES in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.301-306 Titre : Brief Report: Female-To-Male Transsexual People and Autistic Traits Type de document : texte imprimé Auteurs : Rebecca M. JONES, Auteur ; Sally WHEELWRIGHT, Auteur ; Krista FARRELL, Auteur ; Emma MARTIN, Auteur ; Richard GREEN, Auteur ; Domenico DI CEGLIE, Auteur ; Simon BARON-COHEN, Auteur Année de publication : 2012 Article en page(s) : p.301-306 Langues : Anglais (eng) Mots-clés : Autism Spectrum Conditions  Gender Identity Disorder  Autism Spectrum Quotient (AQ)  Co-occurrence Index. décimale : PER Périodiques Résumé : The ‘extreme male brain’ theory suggests females with Autism Spectrum Conditions are hyper-masculinized in certain aspects of behavior. We predicted that females with Gender Identity Disorder (who are masculinized) would have elevated Autism Spectrum Quotient (AQ) scores. AQ scores from five groups were compared: (1) n = 61 transmen (female-to-male transsexual people); (2) n = 198 transwomen (male-to-female transsexual people); (3) n = 76 typical males; (4) n = 98 typical females; and (5) n = 125 individuals with Asperger Syndrome (AS). Transmen had a higher mean AQ than typical females, typical males and transwomen, but lower than individuals with AS. Transmen have more autistic traits and may have had difficulty socializing with female peers and thus found it easier to identify with male peer groups. En ligne : http://dx.doi.org/10.1007/s10803-011-1227-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Brief Report: Female-To-Male Transsexual People and Autistic Traits [texte imprimé] / Rebecca M. JONES, Auteur ; Sally WHEELWRIGHT, Auteur ; Krista FARRELL, Auteur ; Emma MARTIN, Auteur ; Richard GREEN, Auteur ; Domenico DI CEGLIE, Auteur ; Simon BARON-COHEN, Auteur . - 2012 . - p.301-306. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.301-306 Mots-clés : Autism Spectrum Conditions  Gender Identity Disorder  Autism Spectrum Quotient (AQ)  Co-occurrence Index. décimale : PER Périodiques Résumé : The ‘extreme male brain’ theory suggests females with Autism Spectrum Conditions are hyper-masculinized in certain aspects of behavior. We predicted that females with Gender Identity Disorder (who are masculinized) would have elevated Autism Spectrum Quotient (AQ) scores. AQ scores from five groups were compared: (1) n = 61 transmen (female-to-male transsexual people); (2) n = 198 transwomen (male-to-female transsexual people); (3) n = 76 typical males; (4) n = 98 typical females; and (5) n = 125 individuals with Asperger Syndrome (AS). Transmen had a higher mean AQ than typical females, typical males and transwomen, but lower than individuals with AS. Transmen have more autistic traits and may have had difficulty socializing with female peers and thus found it easier to identify with male peer groups. En ligne : http://dx.doi.org/10.1007/s10803-011-1227-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Evaluating the quality of peer interactions in children and adolescents with autism with the Penn Interactive Peer Play Scale (PIPPS) / Rebecca M. JONES in Molecular Autism, 8 (2017)  

Public ISBD [article]  inMolecular Autism > 8 (2017) . - 28p. Titre : Evaluating the quality of peer interactions in children and adolescents with autism with the Penn Interactive Peer Play Scale (PIPPS) Type de document : texte imprimé Auteurs : Rebecca M. JONES, Auteur ; Andrew PICKLES, Auteur ; Catherine LORD, Auteur Article en page(s) : 28p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Peer interactions  Penn Interactive Peer Play Scale (PIPPS)  Teacher ratings Index. décimale : PER Périodiques Résumé : BACKGROUND: A core difficulty for individuals with autism is making friends and successfully engaging and interacting with peers. The majority of measures to assess peer interactions are observations in a school setting or self-report. The present study examined the convergent validity of using a teacher rating scale, the Penn Interactive Peer Play Scale (PIPPS), for collecting information about the quality of peer interactions at school. METHODS: Teachers completed the PIPPS for 107 children with ASD when the child was 9 and 13 years of age. Clinicians completed diagnostic and cognitive assessments and caregivers completed the Autism Diagnostic Interview-Revised (ADI-R) when the child was 9. RESULTS: Parent report of reciprocal friendships from the ADI-R was associated with teacher report about how socially connected the child was at school on the PIPPS, indicating strong convergence between teachers and parents. Children with more severe restricted and repetitive behaviors and lower verbal abilities were less connected with peers. Children with access to typical peers had more connections with peers compared to those who were in a special education classroom. CONCLUSIONS: The findings suggest that teacher ratings from the PIPPS can accurately capture the quality of peer interactions in children and adolescents with ASD and may be useful for clinicians and researchers to evaluate peer engagement in the classroom. En ligne : http://dx.doi.org/10.1186/s13229-017-0144-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] Evaluating the quality of peer interactions in children and adolescents with autism with the Penn Interactive Peer Play Scale (PIPPS) [texte imprimé] / Rebecca M. JONES, Auteur ; Andrew PICKLES, Auteur ; Catherine LORD, Auteur . - 28p. Langues : Anglais (eng) in Molecular Autism > 8 (2017) . - 28p. Mots-clés : Autism spectrum disorder (ASD)  Peer interactions  Penn Interactive Peer Play Scale (PIPPS)  Teacher ratings Index. décimale : PER Périodiques Résumé : BACKGROUND: A core difficulty for individuals with autism is making friends and successfully engaging and interacting with peers. The majority of measures to assess peer interactions are observations in a school setting or self-report. The present study examined the convergent validity of using a teacher rating scale, the Penn Interactive Peer Play Scale (PIPPS), for collecting information about the quality of peer interactions at school. METHODS: Teachers completed the PIPPS for 107 children with ASD when the child was 9 and 13 years of age. Clinicians completed diagnostic and cognitive assessments and caregivers completed the Autism Diagnostic Interview-Revised (ADI-R) when the child was 9. RESULTS: Parent report of reciprocal friendships from the ADI-R was associated with teacher report about how socially connected the child was at school on the PIPPS, indicating strong convergence between teachers and parents. Children with more severe restricted and repetitive behaviors and lower verbal abilities were less connected with peers. Children with access to typical peers had more connections with peers compared to those who were in a special education classroom. CONCLUSIONS: The findings suggest that teacher ratings from the PIPPS can accurately capture the quality of peer interactions in children and adolescents with ASD and may be useful for clinicians and researchers to evaluate peer engagement in the classroom. En ligne : http://dx.doi.org/10.1186/s13229-017-0144-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

How effective is LENA in detecting speech vocalizations and language produced by children and adolescents with ASD in different contexts? / Rebecca M. JONES in Autism Research, 12-4 (April 2019)  

Public ISBD [article]  inAutism Research > 12-4 (April 2019) . - p.628-635 Titre : How effective is LENA in detecting speech vocalizations and language produced by children and adolescents with ASD in different contexts? Type de document : texte imprimé Auteurs : Rebecca M. JONES, Auteur ; Daniela PLESA-SKWERER, Auteur ; Rahul PAWAR, Auteur ; Amarelle HAMO, Auteur ; Caroline CARBERRY, Auteur ; Eliana L. AJODAN, Auteur ; Desmond CAULLEY, Auteur ; Melanie R. SILVERMAN, Auteur ; Shannon MCADOO, Auteur ; Steven R. MEYER, Auteur ; Anne YODER, Auteur ; Mark CLEMENTS, Auteur ; Catherine LORD, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.628-635 Langues : Anglais (eng) Mots-clés : Lena  acoustic recordings  autism spectrum disorder  automated language detection  communication Index. décimale : PER Périodiques Résumé : The LENA system was designed and validated to provide information about the language environment in children 0 to 4 years of age and its use has been expanded to populations with a number of communication profiles. Its utility in children 5 years of age and older is not yet known. The present study used acoustic data from two samples of children with autism spectrum disorders (ASD) to evaluate the reliability of LENA automated analyses for detecting speech utterances in older, school age children, and adolescents with ASD, in clinic and home environments. Participants between 5 and 18 years old who were minimally verbal (study 1) or had a range of verbal abilities (study 2) completed standardized assessments in the clinic (study 1 and 2) and in the home (study 2) while speech was recorded from a LENA device. We compared LENA segment labels with manual ground truth coding by human transcribers using two different methods. We found that the automated LENA algorithms were not successful (<50% reliable) in detecting vocalizations from older children and adolescents with ASD, and that the proportion of speaker misclassifications by the automated system increased significantly with the target-child's age. The findings in children and adolescents with ASD suggest possibly misleading results when expanding the use of LENA beyond the age ranges for which it was developed and highlight the need to develop novel automated methods that are more appropriate for older children. Autism Research 2019, 12: 628-635. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Current commercially available speech detection algorithms (LENA system) were previously validated in toddlers and children up to 48 months of age, and it is not known whether they are reliable in older children and adolescents. Our data suggest that LENA does not adequately capture speech in school age children and adolescents with autism and highlights the need to develop new automated methods for older children. En ligne : https://dx.doi.org/10.1002/aur.2071 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 [article] How effective is LENA in detecting speech vocalizations and language produced by children and adolescents with ASD in different contexts? [texte imprimé] / Rebecca M. JONES, Auteur ; Daniela PLESA-SKWERER, Auteur ; Rahul PAWAR, Auteur ; Amarelle HAMO, Auteur ; Caroline CARBERRY, Auteur ; Eliana L. AJODAN, Auteur ; Desmond CAULLEY, Auteur ; Melanie R. SILVERMAN, Auteur ; Shannon MCADOO, Auteur ; Steven R. MEYER, Auteur ; Anne YODER, Auteur ; Mark CLEMENTS, Auteur ; Catherine LORD, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.628-635. Langues : Anglais (eng) in Autism Research > 12-4 (April 2019) . - p.628-635 Mots-clés : Lena  acoustic recordings  autism spectrum disorder  automated language detection  communication Index. décimale : PER Périodiques Résumé : The LENA system was designed and validated to provide information about the language environment in children 0 to 4 years of age and its use has been expanded to populations with a number of communication profiles. Its utility in children 5 years of age and older is not yet known. The present study used acoustic data from two samples of children with autism spectrum disorders (ASD) to evaluate the reliability of LENA automated analyses for detecting speech utterances in older, school age children, and adolescents with ASD, in clinic and home environments. Participants between 5 and 18 years old who were minimally verbal (study 1) or had a range of verbal abilities (study 2) completed standardized assessments in the clinic (study 1 and 2) and in the home (study 2) while speech was recorded from a LENA device. We compared LENA segment labels with manual ground truth coding by human transcribers using two different methods. We found that the automated LENA algorithms were not successful (<50% reliable) in detecting vocalizations from older children and adolescents with ASD, and that the proportion of speaker misclassifications by the automated system increased significantly with the target-child's age. The findings in children and adolescents with ASD suggest possibly misleading results when expanding the use of LENA beyond the age ranges for which it was developed and highlight the need to develop novel automated methods that are more appropriate for older children. Autism Research 2019, 12: 628-635. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Current commercially available speech detection algorithms (LENA system) were previously validated in toddlers and children up to 48 months of age, and it is not known whether they are reliable in older children and adolescents. Our data suggest that LENA does not adequately capture speech in school age children and adolescents with autism and highlights the need to develop new automated methods for older children. En ligne : https://dx.doi.org/10.1002/aur.2071 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389

How interview questions are placed in time influences caregiver description of social communication symptoms on the ADI-R / Rebecca M. JONES in Journal of Child Psychology and Psychiatry, 56-5 (May 2015)  

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Imaging the striatum in autism spectrum disorder / Adriana DI MARTINO

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Increased Eye Contact During Conversation Compared to Play in Children With Autism / Rebecca M. JONES in Journal of Autism and Developmental Disorders, 47-3 (March 2017)  

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Perinatal testosterone exposure and autistic-like traits in the general population: a longitudinal pregnancy-cohort study / Andrew J.O. WHITEHOUSE in Journal of Neurodevelopmental Disorders, 4-1 (December 2012)  

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Placebo-like response in absence of treatment in children with Autism / Rebecca M. JONES in Autism Research, 10-9 (September 2017)  

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Potential role for immune-related genes in autism spectrum disorders: Evidence from genome-wide association meta-analysis of autistic traits / Martina ARENELLA in Autism, 26-2 (February 2022)  

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Statistical Learning is Associated with Autism Symptoms and Verbal Abilities in Young Children with Autism / Rebecca M. JONES in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

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