Early Gesture and Vocabulary Development in Infant Siblings of Children with Autism Spectrum Disorder / J. M. IVERSON in Journal of Autism and Developmental Disorders, 48-1 (January 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.55-71 Titre : Early Gesture and Vocabulary Development in Infant Siblings of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. M. IVERSON, Auteur ; Jessie B. NORTHRUP, Auteur ; N. B. LEEZENBAUM, Auteur ; Meaghan V. PARLADE, Auteur ; E. A. KOTERBA, Auteur ; K. L. WEST, Auteur Article en page(s) : p.55-71 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Gesture  Infant siblings  Vocabulary development Index. décimale : PER Périodiques Résumé : This study examined longitudinal growth in gestures and words in infants at heightened (HR) versus low risk (LR) for ASD. The MacArthur-Bates Communicative Development Inventory was administered monthly from 8 to 14 months and at 18 and 24 months to caregivers of 14 HR infants diagnosed with ASD (HR-ASD), 27 HR infants with language delay (HR-LD), 51 HR infants with no diagnosis (HR-ND), and 28 LR infants. Few differences were obtained between LR and HR-ND infants, but HR-LD and HR-ASD groups differed in initial skill levels and growth patterns. While HR-LD infants grew at rates comparable to LR and HR-ND infants, growth was attenuated in the HR-ASD group, with trajectories progressively diverging from all other groups. En ligne : https://doi.org/10.1007/s10803-017-3297-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] Early Gesture and Vocabulary Development in Infant Siblings of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. M. IVERSON, Auteur ; Jessie B. NORTHRUP, Auteur ; N. B. LEEZENBAUM, Auteur ; Meaghan V. PARLADE, Auteur ; E. A. KOTERBA, Auteur ; K. L. WEST, Auteur . - p.55-71. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.55-71 Mots-clés : Autism spectrum disorder  Gesture  Infant siblings  Vocabulary development Index. décimale : PER Périodiques Résumé : This study examined longitudinal growth in gestures and words in infants at heightened (HR) versus low risk (LR) for ASD. The MacArthur-Bates Communicative Development Inventory was administered monthly from 8 to 14 months and at 18 and 24 months to caregivers of 14 HR infants diagnosed with ASD (HR-ASD), 27 HR infants with language delay (HR-LD), 51 HR infants with no diagnosis (HR-ND), and 28 LR infants. Few differences were obtained between LR and HR-ND infants, but HR-LD and HR-ASD groups differed in initial skill levels and growth patterns. While HR-LD infants grew at rates comparable to LR and HR-ND infants, growth was attenuated in the HR-ASD group, with trajectories progressively diverging from all other groups. En ligne : https://doi.org/10.1007/s10803-017-3297-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

Multilingualism impacts children's executive function and core autism symptoms / Celia ROMERO in Autism Research, 17-12 (December 2024)  

Public ISBD [article]  inAutism Research > 17-12 (December 2024) . - p.2645-2661 Titre : Multilingualism impacts children's executive function and core autism symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Celia ROMERO, Auteur ; Zachary T. GOODMAN, Auteur ; Lauren KUPIS, Auteur ; Bryce DIRKS, Auteur ; Meaghan V. PARLADE, Auteur ; Amy L. BEAUMONT, Auteur ; Sandra M. CARDONA, Auteur ; Jason S. NOMI, Auteur ; Michael ALESSANDRI, Auteur ; Lynn K. PERRY, Auteur ; Lucina Q. UDDIN, Auteur Article en page(s) : p.2645-2661 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  bilingualism  executive function  inhibition  multilingualism Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is associated with marked heterogeneity in executive function (EF) abilities. EF components including inhibition and shifting are related to ASD core symptoms such as perspective taking, social communication, and repetitive behavior. Recent research suggests that multilingualism may have a beneficial impact on EF abilities, especially in children with ASD. However, there remains a lack of comprehensive understanding regarding the relationships between multilingualism, EF, and core symptoms in children with ASD. Here, we examined these associations in 7?12-year-old children with and without ASD (N?=?116; 53 ASD, Mean age?=?9.94?years). Results suggest that multilingual children have stronger parent-reported inhibition, shifting, and perspective-taking skills than monolingual children. Furthermore, we found a significant interaction between diagnosis and multilingual status on inhibition, such that the effects of multilingualism were stronger for children with ASD than typically developing (TD) children. Finally, we found indirect effects of multilingualism on perspective taking, social communication, and repetitive behaviors mediated by EF skills. These results demonstrate the supportive influences multilingual experience might have on bolstering EF and reducing ASD-related symptoms. En ligne : https://dx.doi.org/10.1002/aur.3260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Multilingualism impacts children's executive function and core autism symptoms [Texte imprimé et/ou numérique] / Celia ROMERO, Auteur ; Zachary T. GOODMAN, Auteur ; Lauren KUPIS, Auteur ; Bryce DIRKS, Auteur ; Meaghan V. PARLADE, Auteur ; Amy L. BEAUMONT, Auteur ; Sandra M. CARDONA, Auteur ; Jason S. NOMI, Auteur ; Michael ALESSANDRI, Auteur ; Lynn K. PERRY, Auteur ; Lucina Q. UDDIN, Auteur . - p.2645-2661. Langues : Anglais (eng) in Autism Research > 17-12 (December 2024) . - p.2645-2661 Mots-clés : autism spectrum disorder  bilingualism  executive function  inhibition  multilingualism Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is associated with marked heterogeneity in executive function (EF) abilities. EF components including inhibition and shifting are related to ASD core symptoms such as perspective taking, social communication, and repetitive behavior. Recent research suggests that multilingualism may have a beneficial impact on EF abilities, especially in children with ASD. However, there remains a lack of comprehensive understanding regarding the relationships between multilingualism, EF, and core symptoms in children with ASD. Here, we examined these associations in 7?12-year-old children with and without ASD (N?=?116; 53 ASD, Mean age?=?9.94?years). Results suggest that multilingual children have stronger parent-reported inhibition, shifting, and perspective-taking skills than monolingual children. Furthermore, we found a significant interaction between diagnosis and multilingual status on inhibition, such that the effects of multilingualism were stronger for children with ASD than typically developing (TD) children. Finally, we found indirect effects of multilingualism on perspective taking, social communication, and repetitive behaviors mediated by EF skills. These results demonstrate the supportive influences multilingual experience might have on bolstering EF and reducing ASD-related symptoms. En ligne : https://dx.doi.org/10.1002/aur.3260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Neural Responses to a Putative Set-shifting Task in Children with Autism Spectrum Disorder / Bryce DIRKS in Autism Research, 13-9 (September 2020)  

Public ISBD [article]  inAutism Research > 13-9 (September 2020) . - p.1501-1515 Titre : Neural Responses to a Putative Set-shifting Task in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Bryce DIRKS, Auteur ; Celia ROMERO, Auteur ; Willa VOORHIES, Auteur ; Lauren KUPIS, Auteur ; Jason S. NOMI, Auteur ; Dina R. DAJANI, Auteur ; Paola ODRIOZOLA, Auteur ; Catherine A. BURROWS, Auteur ; Amy L. BEAUMONT, Auteur ; Sandra M. CARDONA, Auteur ; Meaghan V. PARLADE, Auteur ; Michael ALESSANDRI, Auteur ; Jennifer C. BRITTON, Auteur ; Lucina Q. UDDIN, Auteur Article en page(s) : p.1501-1515 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : While much progress has been made toward understanding the neurobiology of social and communication deficits associated with autism spectrum disorder (ASD), less is known regarding the neurobiological basis of restricted and repetitive behaviors (RRBs) central to the ASD diagnosis. Symptom severity for RRBs in ASD is associated with cognitive inflexibility. Thus, understanding the neural mechanisms underlying cognitive inflexibility in ASD is critical for tailoring therapies to treat this understudied yet pervasive symptom. Here we used a set-shifting paradigm adopted from the developmental cognitive neuroscience literature involving flexible switching between stimulus categories to examine task performance and neural responses in children with ASD. Behaviorally, we found little evidence for group differences in performance on the set-shifting task. Compared with typically developing children, children with ASD exhibited greater activation of the parahippocampal gyrus during performance on trials requiring switching. These findings suggest that children with ASD may need to recruit memory-based neural systems to a greater degree when learning to flexibly associate stimuli with responses. Lay Summary Children with autism often struggle to behave in a flexible way when faced with unexpected challenges. We examined brain responses during a task thought to involve flexible thinking and found that compared with typically developing children, those with autism relied more on brain areas involved in learning and memory to complete the task. This study helps us to understand what types of cognitive tasks are best suited for exploring the neural basis of cognitive flexibility in children with autism. Autism Res 2020, 13: 1501–1515. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2347 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Neural Responses to a Putative Set-shifting Task in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Bryce DIRKS, Auteur ; Celia ROMERO, Auteur ; Willa VOORHIES, Auteur ; Lauren KUPIS, Auteur ; Jason S. NOMI, Auteur ; Dina R. DAJANI, Auteur ; Paola ODRIOZOLA, Auteur ; Catherine A. BURROWS, Auteur ; Amy L. BEAUMONT, Auteur ; Sandra M. CARDONA, Auteur ; Meaghan V. PARLADE, Auteur ; Michael ALESSANDRI, Auteur ; Jennifer C. BRITTON, Auteur ; Lucina Q. UDDIN, Auteur . - p.1501-1515. Langues : Anglais (eng) in Autism Research > 13-9 (September 2020) . - p.1501-1515 Index. décimale : PER Périodiques Résumé : While much progress has been made toward understanding the neurobiology of social and communication deficits associated with autism spectrum disorder (ASD), less is known regarding the neurobiological basis of restricted and repetitive behaviors (RRBs) central to the ASD diagnosis. Symptom severity for RRBs in ASD is associated with cognitive inflexibility. Thus, understanding the neural mechanisms underlying cognitive inflexibility in ASD is critical for tailoring therapies to treat this understudied yet pervasive symptom. Here we used a set-shifting paradigm adopted from the developmental cognitive neuroscience literature involving flexible switching between stimulus categories to examine task performance and neural responses in children with ASD. Behaviorally, we found little evidence for group differences in performance on the set-shifting task. Compared with typically developing children, children with ASD exhibited greater activation of the parahippocampal gyrus during performance on trials requiring switching. These findings suggest that children with ASD may need to recruit memory-based neural systems to a greater degree when learning to flexibly associate stimuli with responses. Lay Summary Children with autism often struggle to behave in a flexible way when faced with unexpected challenges. We examined brain responses during a task thought to involve flexible thinking and found that compared with typically developing children, those with autism relied more on brain areas involved in learning and memory to complete the task. This study helps us to understand what types of cognitive tasks are best suited for exploring the neural basis of cognitive flexibility in children with autism. Autism Res 2020, 13: 1501–1515. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2347 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Objective measurement of vocalizations in the assessment of autism spectrum disorder symptoms in preschool age children / Jacquelyn M. MOFFITT in Autism Research, 15-9 (September 2022)  

Public ISBD [article]  inAutism Research > 15-9 (September 2022) . - p.1665-1674 Titre : Objective measurement of vocalizations in the assessment of autism spectrum disorder symptoms in preschool age children Type de document : Texte imprimé et/ou numérique Auteurs : Jacquelyn M. MOFFITT, Auteur ; Yeojin Amy AHN, Auteur ; Stephanie CUSTODE, Auteur ; Yudong TAO, Auteur ; Emilin MATHEW, Auteur ; Meaghan V. PARLADE, Auteur ; Melissa HALE, Auteur ; Jennifer DUROCHER, Auteur ; Michael ALESSANDRI, Auteur ; Lynn K. PERRY, Auteur ; Daniel S. MESSINGER, Auteur Article en page(s) : p.1665-1674 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Humans  Male  audio processing  objective measurement  vocalization Index. décimale : PER Périodiques Résumé : Assessment of autism spectrum disorder (ASD) relies on expert clinician observation and judgment, but objective measurement tools have the potential to provide additional information on ASD symptom severity. Diagnostic evaluations for ASD typically include the autism diagnostic observation schedule (ADOS-2), a semi-structured assessment composed of a series of social presses. The current study examined associations between concurrent objective features of child vocalizations during the ADOS-2 and examiner-rated autism symptom severity. The sample included 66 children (49 male; M = 40months, SD = 10.58) evaluated in a university-based clinic, 61 of whom received an ASD diagnosis. Research reliable administration of the ADOS-2 provided social affect (SA) and restricted and repetitive behavior (RRB) calibrated severity scores (CSS). Audio was recorded from examiner-worn eyeglasses during the ADOS-2 and child and adult speech were differentiated with LENA SP Hub. PRAAT was used to ascertain acoustic features of the audio signal, specifically the mean fundamental vocal frequency (F0) of LENA-identified child speech-like vocalizations (those with phonemic content), child cry vocalizations, and adult speech. Sphinx-4 was employed to estimate child and adult phonological features indexed by the average consonant and vowel count per vocalization. More than a quarter of the variance in ADOS-2 RRB CSS was predicted by the combination of child phoneme count per vocalization and child vocalization F0. Findings indicate that both acoustic and phonological features of child vocalizations are associated with expert clinician ratings of autism symptom severity. LAY SUMMARY: Determination of the severity of autism spectrum disorder is based in part on expert (but subjective) clinician observations during the ADOS-2. Two characteristics of child vocalizations-a smaller number of speech-like sounds per vocalization and higher pitched vocalizations (including cries)-were associated with greater autism symptom severity. The results suggest that objectively ascertained characteristics of children's vocalizations capture variance in children's restricted and repetitive behaviors that are reflected in clinician severity indices. En ligne : http://dx.doi.org/10.1002/aur.2731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 [article] Objective measurement of vocalizations in the assessment of autism spectrum disorder symptoms in preschool age children [Texte imprimé et/ou numérique] / Jacquelyn M. MOFFITT, Auteur ; Yeojin Amy AHN, Auteur ; Stephanie CUSTODE, Auteur ; Yudong TAO, Auteur ; Emilin MATHEW, Auteur ; Meaghan V. PARLADE, Auteur ; Melissa HALE, Auteur ; Jennifer DUROCHER, Auteur ; Michael ALESSANDRI, Auteur ; Lynn K. PERRY, Auteur ; Daniel S. MESSINGER, Auteur . - p.1665-1674. Langues : Anglais (eng) in Autism Research > 15-9 (September 2022) . - p.1665-1674 Mots-clés : Adult  Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Humans  Male  audio processing  objective measurement  vocalization Index. décimale : PER Périodiques Résumé : Assessment of autism spectrum disorder (ASD) relies on expert clinician observation and judgment, but objective measurement tools have the potential to provide additional information on ASD symptom severity. Diagnostic evaluations for ASD typically include the autism diagnostic observation schedule (ADOS-2), a semi-structured assessment composed of a series of social presses. The current study examined associations between concurrent objective features of child vocalizations during the ADOS-2 and examiner-rated autism symptom severity. The sample included 66 children (49 male; M = 40months, SD = 10.58) evaluated in a university-based clinic, 61 of whom received an ASD diagnosis. Research reliable administration of the ADOS-2 provided social affect (SA) and restricted and repetitive behavior (RRB) calibrated severity scores (CSS). Audio was recorded from examiner-worn eyeglasses during the ADOS-2 and child and adult speech were differentiated with LENA SP Hub. PRAAT was used to ascertain acoustic features of the audio signal, specifically the mean fundamental vocal frequency (F0) of LENA-identified child speech-like vocalizations (those with phonemic content), child cry vocalizations, and adult speech. Sphinx-4 was employed to estimate child and adult phonological features indexed by the average consonant and vowel count per vocalization. More than a quarter of the variance in ADOS-2 RRB CSS was predicted by the combination of child phoneme count per vocalization and child vocalization F0. Findings indicate that both acoustic and phonological features of child vocalizations are associated with expert clinician ratings of autism symptom severity. LAY SUMMARY: Determination of the severity of autism spectrum disorder is based in part on expert (but subjective) clinician observations during the ADOS-2. Two characteristics of child vocalizations-a smaller number of speech-like sounds per vocalization and higher pitched vocalizations (including cries)-were associated with greater autism symptom severity. The results suggest that objectively ascertained characteristics of children's vocalizations capture variance in children's restricted and repetitive behaviors that are reflected in clinician severity indices. En ligne : http://dx.doi.org/10.1002/aur.2731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483

Parent-Child Interaction Therapy for children with autism spectrum disorder and a matched case-control sample / Meaghan V. PARLADE in Autism, 24-1 (January 2020)  

Public ISBD [article]  inAutism > 24-1 (January 2020) . - p.160-176 Titre : Parent-Child Interaction Therapy for children with autism spectrum disorder and a matched case-control sample Type de document : Texte imprimé et/ou numérique Auteurs : Meaghan V. PARLADE, Auteur ; A. WEINSTEIN, Auteur ; D. GARCIA, Auteur ; A. M. ROWLEY, Auteur ; N. C. GINN, Auteur ; J. F. JENT, Auteur Article en page(s) : p.160-176 Langues : Anglais (eng) Mots-clés : Parent-Child Interaction Therapy  autism spectrum disorder  behavioral parent training  disruptive behavior  evidence-based treatments Index. décimale : PER Périodiques Résumé : Parent-Child Interaction Therapy is an empirically based, behavioral parent training program for young children exhibiting disruptive behaviors. Parent-Child Interaction Therapy shows promise for treating disruptive behaviors in children with autism spectrum disorder. Treatment processes (i.e. treatment length and homework compliance), parenting skills, parenting stress, and behavioral outcomes (i.e. disruptive and externalizing behaviors and executive functioning) were compared in 16 children with autism spectrum disorder and 16 children without autism spectrum disorder matched on gender, age, and initial intensity of disruptive behaviors. Samples were statistically similar in terms of child receptive language, child race and ethnicity, parent age, gender and education, and number of two-parent families in treatment. Families received standard, mastery-based Parent-Child Interaction Therapy. Both groups demonstrated significant and clinically meaningful improvements in child disruptive and externalizing behavior and executive functioning, parenting skills, and parenting stress. Length of treatment, homework compliance, and parent and child outcomes did not differ significantly between groups. A subset of children with autism spectrum disorder also showed significant improvements in social responsiveness, adaptive skills, and restricted/repetitive behaviors. This study replicates and extends prior research by demonstrating that children with and without autism spectrum disorder experience similar benefits following Parent-Child Interaction Therapy. Findings may expand the availability and dissemination of time-limited, evidence-based interventions for autism spectrum disorder and comorbid disruptive behaviors. En ligne : http://dx.doi.org/10.1177/1362361319855851 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Parent-Child Interaction Therapy for children with autism spectrum disorder and a matched case-control sample [Texte imprimé et/ou numérique] / Meaghan V. PARLADE, Auteur ; A. WEINSTEIN, Auteur ; D. GARCIA, Auteur ; A. M. ROWLEY, Auteur ; N. C. GINN, Auteur ; J. F. JENT, Auteur . - p.160-176. Langues : Anglais (eng) in Autism > 24-1 (January 2020) . - p.160-176 Mots-clés : Parent-Child Interaction Therapy  autism spectrum disorder  behavioral parent training  disruptive behavior  evidence-based treatments Index. décimale : PER Périodiques Résumé : Parent-Child Interaction Therapy is an empirically based, behavioral parent training program for young children exhibiting disruptive behaviors. Parent-Child Interaction Therapy shows promise for treating disruptive behaviors in children with autism spectrum disorder. Treatment processes (i.e. treatment length and homework compliance), parenting skills, parenting stress, and behavioral outcomes (i.e. disruptive and externalizing behaviors and executive functioning) were compared in 16 children with autism spectrum disorder and 16 children without autism spectrum disorder matched on gender, age, and initial intensity of disruptive behaviors. Samples were statistically similar in terms of child receptive language, child race and ethnicity, parent age, gender and education, and number of two-parent families in treatment. Families received standard, mastery-based Parent-Child Interaction Therapy. Both groups demonstrated significant and clinically meaningful improvements in child disruptive and externalizing behavior and executive functioning, parenting skills, and parenting stress. Length of treatment, homework compliance, and parent and child outcomes did not differ significantly between groups. A subset of children with autism spectrum disorder also showed significant improvements in social responsiveness, adaptive skills, and restricted/repetitive behaviors. This study replicates and extends prior research by demonstrating that children with and without autism spectrum disorder experience similar benefits following Parent-Child Interaction Therapy. Findings may expand the availability and dissemination of time-limited, evidence-based interventions for autism spectrum disorder and comorbid disruptive behaviors. En ligne : http://dx.doi.org/10.1177/1362361319855851 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Parsing Heterogeneity of Executive Function in Typically and Atypically Developing Children: A Conceptual Replication and Exploration of Social Function / Adriana C. BAEZ in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

Permalink

Pre-pandemic Executive Function Protects Against Pandemic Anxiety in Children with and Without Autism Spectrum Disorder / Celia ROMERO in Journal of Autism and Developmental Disorders, 54-12 (December 2024)  

Permalink

The Development of Coordinated Communication in Infants at Heightened Risk for Autism Spectrum Disorder / Meaghan V. PARLADE in Journal of Autism and Developmental Disorders, 45-7 (July 2015)  

Permalink

Validation of the Pictorial Infant Communication Scale for preschool-aged children with autism spectrum disorder / Christine S. GHILAIN in Autism, 21-2 (February 2017)  

Permalink

---

1 (1 - 9 / 9)