Social competence with an unfamiliar peer in children and adolescents with high functioning autism: Measurement and individual differences / Lauren V. USHER in Research in Autism Spectrum Disorders, 17 (September 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 17 (September 2015) . - p.25-39 Titre : Social competence with an unfamiliar peer in children and adolescents with high functioning autism: Measurement and individual differences Type de document : Texte imprimé et/ou numérique Auteurs : Lauren V. USHER, Auteur ; Catherine A. BURROWS, Auteur ; Caley B. SCHWARTZ, Auteur ; Heather A. HENDERSON, Auteur Année de publication : 2015 Article en page(s) : p.25-39 Langues : Anglais (eng) Mots-clés : High functioning autism  Social competence  Peer interaction  Initiative  Reciprocity  Self-monitoring Index. décimale : PER Périodiques Résumé : Abstract Children and adolescents with high functioning autism (HFA) display heterogeneity in social competence, which may be particularly evident during interactions with unfamiliar peers. The goal of this study was to examine predictors of social competence variability during an unfamiliar peer interaction. Thirty-nine participants with HFA and 39 age-, gender- and IQ-matched comparison participants were observed during dyadic laboratory interactions and detailed behavioral coding revealed three social competence dimensions: social initiative, social reciprocity, and social self-monitoring. Participants with HFA displayed higher social initiative but lower reciprocity than comparison participants. For participants with HFA, theory of mind was positively associated with observed initiative. For COM participants, social anxiety was negatively associated with reciprocity. However, for HFA participants, there was a quadratic relation between parent-reported social anxiety and observed reciprocity, demonstrating that low and high levels of anxiety were associated with low reciprocity. Results demonstrated the utility of our behavioral coding scheme as a valid assessment of social competence for children and adolescents with and without HFA. The curvilinear association between social anxiety and reciprocity highlights the importance of examining nonlinear relations in individuals with HFA, and emphasizes that discrete profiles of social anxiety in individuals with HFA may necessitate different treatment options. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Social competence with an unfamiliar peer in children and adolescents with high functioning autism: Measurement and individual differences [Texte imprimé et/ou numérique] / Lauren V. USHER, Auteur ; Catherine A. BURROWS, Auteur ; Caley B. SCHWARTZ, Auteur ; Heather A. HENDERSON, Auteur . - 2015 . - p.25-39. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 17 (September 2015) . - p.25-39 Mots-clés : High functioning autism  Social competence  Peer interaction  Initiative  Reciprocity  Self-monitoring Index. décimale : PER Périodiques Résumé : Abstract Children and adolescents with high functioning autism (HFA) display heterogeneity in social competence, which may be particularly evident during interactions with unfamiliar peers. The goal of this study was to examine predictors of social competence variability during an unfamiliar peer interaction. Thirty-nine participants with HFA and 39 age-, gender- and IQ-matched comparison participants were observed during dyadic laboratory interactions and detailed behavioral coding revealed three social competence dimensions: social initiative, social reciprocity, and social self-monitoring. Participants with HFA displayed higher social initiative but lower reciprocity than comparison participants. For participants with HFA, theory of mind was positively associated with observed initiative. For COM participants, social anxiety was negatively associated with reciprocity. However, for HFA participants, there was a quadratic relation between parent-reported social anxiety and observed reciprocity, demonstrating that low and high levels of anxiety were associated with low reciprocity. Results demonstrated the utility of our behavioral coding scheme as a valid assessment of social competence for children and adolescents with and without HFA. The curvilinear association between social anxiety and reciprocity highlights the importance of examining nonlinear relations in individuals with HFA, and emphasizes that discrete profiles of social anxiety in individuals with HFA may necessitate different treatment options. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Supporting the Spectrum Hypothesis: Self-Reported Temperament in Children and Adolescents with High Functioning Autism / Catherine A. BURROWS 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.1184-1195 Titre : Supporting the Spectrum Hypothesis: Self-Reported Temperament in Children and Adolescents with High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Catherine A. BURROWS, Auteur ; Lauren V. USHER, Auteur ; Caley B. SCHWARTZ, Auteur ; Peter C. MUNDY, Auteur ; Heather A. HENDERSON, Auteur Année de publication : 2016 Article en page(s) : p.1184-1195 Langues : Anglais (eng) Mots-clés : High-functioning autism  Temperament  Spectrum hypothesis  Self-report Index. décimale : PER Périodiques Résumé : This study tested the spectrum hypothesis, which posits that children and adolescents with high functioning autism (HFA) differ quantitatively but not qualitatively from typically developing peers on self-reported temperament. Temperament refers to early-appearing, relatively stable behavioral and emotional tendencies, which relate to maladaptive behaviors across clinical populations. Quantitatively, participants with HFA (N = 104, aged 10–16) self-reported less surgency and more negative affect but did not differ from comparison participants (N = 94, aged 10–16) on effortful control or affiliation. Qualitatively, groups demonstrated comparable reliability of self-reported temperament and associations between temperament and parent-reported behavior problems. These findings support the spectrum hypothesis, highlighting the utility of self-report temperament measures for understanding individual differences in comorbid behavior problems among children and adolescents with HFA. En ligne : http://dx.doi.org/10.1007/s10803-015-2653-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 [article] Supporting the Spectrum Hypothesis: Self-Reported Temperament in Children and Adolescents with High Functioning Autism [Texte imprimé et/ou numérique] / Catherine A. BURROWS, Auteur ; Lauren V. USHER, Auteur ; Caley B. SCHWARTZ, Auteur ; Peter C. MUNDY, Auteur ; Heather A. HENDERSON, Auteur . - 2016 . - p.1184-1195. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1184-1195 Mots-clés : High-functioning autism  Temperament  Spectrum hypothesis  Self-report Index. décimale : PER Périodiques Résumé : This study tested the spectrum hypothesis, which posits that children and adolescents with high functioning autism (HFA) differ quantitatively but not qualitatively from typically developing peers on self-reported temperament. Temperament refers to early-appearing, relatively stable behavioral and emotional tendencies, which relate to maladaptive behaviors across clinical populations. Quantitatively, participants with HFA (N = 104, aged 10–16) self-reported less surgency and more negative affect but did not differ from comparison participants (N = 94, aged 10–16) on effortful control or affiliation. Qualitatively, groups demonstrated comparable reliability of self-reported temperament and associations between temperament and parent-reported behavior problems. These findings support the spectrum hypothesis, highlighting the utility of self-report temperament measures for understanding individual differences in comorbid behavior problems among children and adolescents with HFA. En ligne : http://dx.doi.org/10.1007/s10803-015-2653-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.548-559 Titre : The Costs and Benefits of Self-monitoring for Higher Functioning Children and Adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Heather A. HENDERSON, Auteur ; Kim E. ONO, Auteur ; Camilla M. MCMAHON, Auteur ; Caley B. SCHWARTZ, Auteur ; Lauren V. USHER, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.548-559 Langues : Anglais (eng) Mots-clés : Response monitoring  ERN  Higher functioning autism  Internalizing Index. décimale : PER Périodiques Résumé : The ability to regulate behaviors and emotions depends in part on the ability to flexibly monitor one’s own progress toward a goal. Atypical patterns of response monitoring have been reported in individuals with autism spectrum disorders (ASD). In the current study we examined the error related negativity (ERN), an electrophysiological index of response monitoring, in relation to behavioral, social cognitive, and emotional presentation in higher functioning children (8–16 years) diagnosed with autism (HFA: N = 38) and an age- and IQ-matched sample of children without autism (COM: N = 36). Both HFA and COM participants displayed larger amplitude responses to error compared to correct response trials and these amplitudes did not differ by diagnostic group. For participants with HFA, larger ERN amplitudes were associated with more parent-reported autistic symptoms and more self-reported internalizing problems. However, across the full sample, larger ERN amplitudes were associated with better performance on theory of mind tasks. The results are discussed in terms of the utility of electrophysiological measures for understanding essential moderating processes that contribute to the spectrum of behavioral expression in the development of ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1968-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] The Costs and Benefits of Self-monitoring for Higher Functioning Children and Adolescents with Autism [Texte imprimé et/ou numérique] / Heather A. HENDERSON, Auteur ; Kim E. ONO, Auteur ; Camilla M. MCMAHON, Auteur ; Caley B. SCHWARTZ, Auteur ; Lauren V. USHER, Auteur ; Peter C. MUNDY, Auteur . - p.548-559. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.548-559 Mots-clés : Response monitoring  ERN  Higher functioning autism  Internalizing Index. décimale : PER Périodiques Résumé : The ability to regulate behaviors and emotions depends in part on the ability to flexibly monitor one’s own progress toward a goal. Atypical patterns of response monitoring have been reported in individuals with autism spectrum disorders (ASD). In the current study we examined the error related negativity (ERN), an electrophysiological index of response monitoring, in relation to behavioral, social cognitive, and emotional presentation in higher functioning children (8–16 years) diagnosed with autism (HFA: N = 38) and an age- and IQ-matched sample of children without autism (COM: N = 36). Both HFA and COM participants displayed larger amplitude responses to error compared to correct response trials and these amplitudes did not differ by diagnostic group. For participants with HFA, larger ERN amplitudes were associated with more parent-reported autistic symptoms and more self-reported internalizing problems. However, across the full sample, larger ERN amplitudes were associated with better performance on theory of mind tasks. The results are discussed in terms of the utility of electrophysiological measures for understanding essential moderating processes that contribute to the spectrum of behavioral expression in the development of ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1968-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

The salience of the self: Self-referential processing and internalizing problems in children and adolescents with autism spectrum disorder / Catherine A. BURROWS in Autism Research, 10-5 (May 2017)  

Public ISBD [article]  inAutism Research > 10-5 (May 2017) . - p.949-960 Titre : The salience of the self: Self-referential processing and internalizing problems in children and adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Catherine A. BURROWS, Auteur ; Lauren V. USHER, Auteur ; Peter C. MUNDY, Auteur ; Heather A. HENDERSON, Auteur Article en page(s) : p.949-960 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  self-referenced processing  self-evaluations  memory Index. décimale : PER Périodiques Résumé : Children and adolescents with autism spectrum disorder (ASD) demonstrate atypical processing of, and memory for, self-referenced information, which may contribute to the heightened rates of co-occurring internalizing problems. We assessed affective and cognitive aspects of self-referential processing in verbally-fluent children with ASD (N?=?79), and an age-matched comparison sample (COM, N?=?73) of children without an autism diagnosis. We examined group differences in these two aspects of the self-system, and their joint contributions to individual differnces in internalizing problems. Using a self-referenced memory (SRM) task, participants indicated whether a series of positive and negative trait adjectives described themselves and a well-known fictional character. Participants were then surprised with a recognition memory test on the same adjectives. Overall, individuals with ASD showed a reduction in the extent to which they preferentially endorsed positive over negative trait adjectives about themselves, and a reduction in their preferential memory for self- over other-referenced information. Across the full sample, these two aspects of self-referential processing jointly predicted self-reported internalizing problems. Specifically, self-evaluations were strongly and inversely associated with internalizing problems but only for children with relatively high SRM. These findings suggest that the salience of the self influences the extent to which affective self-evaluations impact emotional functioning for youth both with and without ASD. Implications for basic (e.g., developmental) and translational (e.g., intervention) research are discussed. En ligne : http://dx.doi.org/10.1002/aur.1727 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] The salience of the self: Self-referential processing and internalizing problems in children and adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Catherine A. BURROWS, Auteur ; Lauren V. USHER, Auteur ; Peter C. MUNDY, Auteur ; Heather A. HENDERSON, Auteur . - p.949-960. Langues : Anglais (eng) in Autism Research > 10-5 (May 2017) . - p.949-960 Mots-clés : autism spectrum disorder  self-referenced processing  self-evaluations  memory Index. décimale : PER Périodiques Résumé : Children and adolescents with autism spectrum disorder (ASD) demonstrate atypical processing of, and memory for, self-referenced information, which may contribute to the heightened rates of co-occurring internalizing problems. We assessed affective and cognitive aspects of self-referential processing in verbally-fluent children with ASD (N?=?79), and an age-matched comparison sample (COM, N?=?73) of children without an autism diagnosis. We examined group differences in these two aspects of the self-system, and their joint contributions to individual differnces in internalizing problems. Using a self-referenced memory (SRM) task, participants indicated whether a series of positive and negative trait adjectives described themselves and a well-known fictional character. Participants were then surprised with a recognition memory test on the same adjectives. Overall, individuals with ASD showed a reduction in the extent to which they preferentially endorsed positive over negative trait adjectives about themselves, and a reduction in their preferential memory for self- over other-referenced information. Across the full sample, these two aspects of self-referential processing jointly predicted self-reported internalizing problems. Specifically, self-evaluations were strongly and inversely associated with internalizing problems but only for children with relatively high SRM. These findings suggest that the salience of the self influences the extent to which affective self-evaluations impact emotional functioning for youth both with and without ASD. Implications for basic (e.g., developmental) and translational (e.g., intervention) research are discussed. En ligne : http://dx.doi.org/10.1002/aur.1727 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

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