Attention and social problems are uniquely associated with academic achievement beyond overall psychopathology: multicohort replication in 3,800 participants / George TRAGOUDAS in Journal of Child Psychology and Psychiatry, 67-10 (October 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-10 (October 2026) . - p. 1664-1679 Titre : Attention and social problems are uniquely associated with academic achievement beyond overall psychopathology: multicohort replication in 3,800 participants Type de document : texte imprimé Auteurs : George TRAGOUDAS, Auteur ; Zehra E. ÃœNAL, Auteur ; David C. GEARY, Auteur ; Vinod MENON, Auteur Article en page(s) : p. 1664-1679 Langues : Anglais (eng) Mots-clés : Child psychopathology  social problems  attention problems  academic achievement  replication Index. décimale : PER Périodiques Résumé : Background Understanding which specific behavioral and emotional problems are uniquely associated with achievement and thus potential targets for developing educational interventions. Methods Child Behavior Checklist syndrome scales and standardized measures of mathematics and reading achievement were analyzed using structural equation modeling in a community California cohort (N?=?252) and the clinically diverse Healthy Brain Network cohort (N?=?3,583). Results Attention and social problems were uniquely associated with lower achievement beyond overall psychopathology levels defined by the covariances among syndrome scores. Attention problems were consistently related to poorer mathematics and reading achievement across clinical status, development, and sex. Social problems showed age- and sex-specific patterns and were associated with lower achievement throughout development for girls but only during adolescence for boys. Models examining achievement-to-psychopathology relationships resulted in poorer fits than psychopathology-to-achievement models in typically developing children and adolescents. However, bidirectional relationships emerged in clinical samples, particularly between attention problems and mathematics achievement and between social problems and reading achievement. Conclusions Specific behavioral problems, rather than overall psychopathology, are consistently associated with academic difficulties. Educational screening and interventions should prioritize attention regulation across all developmental stages and implement sex-differentiated social skill support, beginning earlier for girls and during adolescence for boys. These findings replicate across independent samples, demonstrating robust relationships with direct implications for school-based educational and mental health services. En ligne : https://doi.org/10.1111/jcpp.70168 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Attention and social problems are uniquely associated with academic achievement beyond overall psychopathology: multicohort replication in 3,800 participants [texte imprimé] / George TRAGOUDAS, Auteur ; Zehra E. ÃœNAL, Auteur ; David C. GEARY, Auteur ; Vinod MENON, Auteur . - p. 1664-1679. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-10 (October 2026) . - p. 1664-1679 Mots-clés : Child psychopathology  social problems  attention problems  academic achievement  replication Index. décimale : PER Périodiques Résumé : Background Understanding which specific behavioral and emotional problems are uniquely associated with achievement and thus potential targets for developing educational interventions. Methods Child Behavior Checklist syndrome scales and standardized measures of mathematics and reading achievement were analyzed using structural equation modeling in a community California cohort (N?=?252) and the clinically diverse Healthy Brain Network cohort (N?=?3,583). Results Attention and social problems were uniquely associated with lower achievement beyond overall psychopathology levels defined by the covariances among syndrome scores. Attention problems were consistently related to poorer mathematics and reading achievement across clinical status, development, and sex. Social problems showed age- and sex-specific patterns and were associated with lower achievement throughout development for girls but only during adolescence for boys. Models examining achievement-to-psychopathology relationships resulted in poorer fits than psychopathology-to-achievement models in typically developing children and adolescents. However, bidirectional relationships emerged in clinical samples, particularly between attention problems and mathematics achievement and between social problems and reading achievement. Conclusions Specific behavioral problems, rather than overall psychopathology, are consistently associated with academic difficulties. Educational screening and interventions should prioritize attention regulation across all developmental stages and implement sex-differentiated social skill support, beginning earlier for girls and during adolescence for boys. These findings replicate across independent samples, demonstrating robust relationships with direct implications for school-based educational and mental health services. En ligne : https://doi.org/10.1111/jcpp.70168 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Atypical pattern separation memory and its association with restricted interests and repetitive behaviors in autistic children / Lang CHEN in Autism, 28-6 (June 2024)  

Public ISBD [article]  inAutism > 28-6 (June 2024) . - p.1503-1518 Titre : Atypical pattern separation memory and its association with restricted interests and repetitive behaviors in autistic children Type de document : texte imprimé Auteurs : Lang CHEN, Auteur ; Jin LIU, Auteur ; Julia Boram KANG, Auteur ; Miriam ROSENBERG-LEE, Auteur ; Daniel A. ABRAMS, Auteur ; Vinod MENON, Auteur Article en page(s) : p.1503-1518 Langues : Anglais (eng) Mots-clés : ASD  heterogeneity  pattern separation  recognition memory  RRIB Index. décimale : PER Périodiques Résumé : Emerging research suggests that episodic memory challenges are commonly encountered by autistic individuals; however, the specific nature of these memory challenges remains elusive. Here, we address critical gaps in the literature by examining pattern separation memory, the ability to store distinct memories of similar stimuli, and its links to the core autistic trait of repetitive, restricted interests and behaviors. Utilizing a large sample of over 120 autistic children and well-matched non-autistic peers, we found that autistic children showed significantly reduced performance on pattern separation memory. A clustering analysis identified three distinct pattern separation memory profiles in autism, each characterized by reduced or increased generalization abilities. Importantly, pattern separation memory was negatively correlated with the severity of repetitive, restricted interest and behavior symptoms in autism. These findings offer new evidence for challenges in pattern separation memory in autism and emphasize the need to consider these challenges when assessing and supporting autistic individuals in educational and clinical settings. Lay abstract Memory challenges remain understudied in childhood autism. Our study investigates one specific aspect of memory function, known as pattern separation memory, in autistic children. Pattern separation memory refers to the critical ability to store unique memories of similar stimuli; however, its role in childhood autism remains largely uncharted. Our study first uncovered that the pattern separation memory was significantly reduced in autistic children, and then showed that reduced memory performance was linked to their symptoms of repetitive, restricted interest and behavior. We also identified distinct subgroups with profiles of reduced and increased generalization for pattern separation memory. More than 72% of autistic children showed a tendency to reduce memory generalization, focusing heavily on unique details of objects for memorization. This focus made it challenging for them to identify commonalities across similar entities. Interestingly, a smaller proportion of autistic children displayed an opposite pattern of increased generalization, marked by challenges in differentiating between similar yet distinct objects. Our findings advance the understanding of memory function in autism and have practical implications for devising personalized learning strategies that align with the unique memory patterns exhibited by autistic children. This study will be of broad interest to researchers in psychology, psychiatry, and brain development as well as teachers, parents, clinicians, and the wider public. En ligne : https://dx.doi.org/10.1177/13623613231223354 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Atypical pattern separation memory and its association with restricted interests and repetitive behaviors in autistic children [texte imprimé] / Lang CHEN, Auteur ; Jin LIU, Auteur ; Julia Boram KANG, Auteur ; Miriam ROSENBERG-LEE, Auteur ; Daniel A. ABRAMS, Auteur ; Vinod MENON, Auteur . - p.1503-1518. Langues : Anglais (eng) in Autism > 28-6 (June 2024) . - p.1503-1518 Mots-clés : ASD  heterogeneity  pattern separation  recognition memory  RRIB Index. décimale : PER Périodiques Résumé : Emerging research suggests that episodic memory challenges are commonly encountered by autistic individuals; however, the specific nature of these memory challenges remains elusive. Here, we address critical gaps in the literature by examining pattern separation memory, the ability to store distinct memories of similar stimuli, and its links to the core autistic trait of repetitive, restricted interests and behaviors. Utilizing a large sample of over 120 autistic children and well-matched non-autistic peers, we found that autistic children showed significantly reduced performance on pattern separation memory. A clustering analysis identified three distinct pattern separation memory profiles in autism, each characterized by reduced or increased generalization abilities. Importantly, pattern separation memory was negatively correlated with the severity of repetitive, restricted interest and behavior symptoms in autism. These findings offer new evidence for challenges in pattern separation memory in autism and emphasize the need to consider these challenges when assessing and supporting autistic individuals in educational and clinical settings. Lay abstract Memory challenges remain understudied in childhood autism. Our study investigates one specific aspect of memory function, known as pattern separation memory, in autistic children. Pattern separation memory refers to the critical ability to store unique memories of similar stimuli; however, its role in childhood autism remains largely uncharted. Our study first uncovered that the pattern separation memory was significantly reduced in autistic children, and then showed that reduced memory performance was linked to their symptoms of repetitive, restricted interest and behavior. We also identified distinct subgroups with profiles of reduced and increased generalization for pattern separation memory. More than 72% of autistic children showed a tendency to reduce memory generalization, focusing heavily on unique details of objects for memorization. This focus made it challenging for them to identify commonalities across similar entities. Interestingly, a smaller proportion of autistic children displayed an opposite pattern of increased generalization, marked by challenges in differentiating between similar yet distinct objects. Our findings advance the understanding of memory function in autism and have practical implications for devising personalized learning strategies that align with the unique memory patterns exhibited by autistic children. This study will be of broad interest to researchers in psychology, psychiatry, and brain development as well as teachers, parents, clinicians, and the wider public. En ligne : https://dx.doi.org/10.1177/13623613231223354 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Distinctive Role of Symbolic Number Sense in Mediating the Mathematical Abilities of Children with Autism / Alexis HINIKER 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.1268-1281 Titre : Distinctive Role of Symbolic Number Sense in Mediating the Mathematical Abilities of Children with Autism Type de document : texte imprimé Auteurs : Alexis HINIKER, Auteur ; Miriam ROSENBERG-LEE, Auteur ; Vinod MENON, Auteur Année de publication : 2016 Article en page(s) : p.1268-1281 Langues : Anglais (eng) Mots-clés : Number sense  Autism spectrum disorders  Math ability  Mathematiques Index. décimale : PER Périodiques Résumé : Despite reports of mathematical talent in autism spectrum disorders (ASD), little is known about basic number processing abilities in affected children. We investigated number sense, the ability to rapidly assess quantity information, in 36 children with ASD and 61 typically developing controls. Numerical acuity was assessed using symbolic (Arabic numerals) as well as non-symbolic (dot array) formats. We found significant impairments in non-symbolic acuity in children with ASD, but symbolic acuity was intact. Symbolic acuity mediated the relationship between non-symbolic acuity and mathematical abilities only in children with ASD, indicating a distinctive role for symbolic number sense in the acquisition of mathematical proficiency in this group. Our findings suggest that symbolic systems may help children with ASD organize imprecise information. En ligne : http://dx.doi.org/10.1007/s10803-015-2666-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 [article] Distinctive Role of Symbolic Number Sense in Mediating the Mathematical Abilities of Children with Autism [texte imprimé] / Alexis HINIKER, Auteur ; Miriam ROSENBERG-LEE, Auteur ; Vinod MENON, Auteur . - 2016 . - p.1268-1281. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1268-1281 Mots-clés : Number sense  Autism spectrum disorders  Math ability  Mathematiques Index. décimale : PER Périodiques Résumé : Despite reports of mathematical talent in autism spectrum disorders (ASD), little is known about basic number processing abilities in affected children. We investigated number sense, the ability to rapidly assess quantity information, in 36 children with ASD and 61 typically developing controls. Numerical acuity was assessed using symbolic (Arabic numerals) as well as non-symbolic (dot array) formats. We found significant impairments in non-symbolic acuity in children with ASD, but symbolic acuity was intact. Symbolic acuity mediated the relationship between non-symbolic acuity and mathematical abilities only in children with ASD, indicating a distinctive role for symbolic number sense in the acquisition of mathematical proficiency in this group. Our findings suggest that symbolic systems may help children with ASD organize imprecise information. En ligne : http://dx.doi.org/10.1007/s10803-015-2666-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284

Sex differences in cortical volume and gyrification in autism / Marie SCHAER in Molecular Autism, (July 2015)  

Public ISBD [article]  inMolecular Autism > (July 2015) . - p.1-14 Titre : Sex differences in cortical volume and gyrification in autism Type de document : texte imprimé Auteurs : Marie SCHAER, Auteur ; John KOCHALKA, Auteur ; Aarthi PADMANABHAN, Auteur ; Kaustubh SUPEKAR, Auteur ; Vinod MENON, Auteur Article en page(s) : p.1-14 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Male predominance is a prominent feature of autism spectrum disorders (ASD), with a reported male to female ratio of 4:1. Because of the overwhelming focus on males, little is known about the neuroanatomical basis of sex differences in ASD. Investigations of sex differences with adequate sample sizes are critical for improving our understanding of the biological mechanisms underlying ASD in females. En ligne : http://dx.doi.org/10.1186/s13229-015-0035-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Sex differences in cortical volume and gyrification in autism [texte imprimé] / Marie SCHAER, Auteur ; John KOCHALKA, Auteur ; Aarthi PADMANABHAN, Auteur ; Kaustubh SUPEKAR, Auteur ; Vinod MENON, Auteur . - p.1-14. Langues : Anglais (eng) in Molecular Autism > (July 2015) . - p.1-14 Index. décimale : PER Périodiques Résumé : Male predominance is a prominent feature of autism spectrum disorders (ASD), with a reported male to female ratio of 4:1. Because of the overwhelming focus on males, little is known about the neuroanatomical basis of sex differences in ASD. Investigations of sex differences with adequate sample sizes are critical for improving our understanding of the biological mechanisms underlying ASD in females. En ligne : http://dx.doi.org/10.1186/s13229-015-0035-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Sex differences in structural organization of motor systems and their dissociable links with repetitive/restricted behaviors in children with autism / Kaustubh SUPEKAR in Molecular Autism, (September 2015)  

Public ISBD [article]  inMolecular Autism > (September 2015) . - p.1-13 Titre : Sex differences in structural organization of motor systems and their dissociable links with repetitive/restricted behaviors in children with autism Type de document : texte imprimé Auteurs : Kaustubh SUPEKAR, Auteur ; Vinod MENON, Auteur Article en page(s) : p.1-13 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is diagnosed much less often in females than males. Emerging behavioral accounts suggest that the clinical presentation of autism is different in females and males, yet research examining sex differences in core symptoms of autism in affected children has been limited. Additionally, to date, there have been no systematic attempts to characterize neuroanatomical differences underlying the distinct behavioral profiles observed in girls and boys with ASD. This is in part because extant ASD studies have included a small number of girls. En ligne : http://dx.doi.org/10.1186/s13229-015-0042-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Sex differences in structural organization of motor systems and their dissociable links with repetitive/restricted behaviors in children with autism [texte imprimé] / Kaustubh SUPEKAR, Auteur ; Vinod MENON, Auteur . - p.1-13. Langues : Anglais (eng) in Molecular Autism > (September 2015) . - p.1-13 Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is diagnosed much less often in females than males. Emerging behavioral accounts suggest that the clinical presentation of autism is different in females and males, yet research examining sex differences in core symptoms of autism in affected children has been limited. Additionally, to date, there have been no systematic attempts to characterize neuroanatomical differences underlying the distinct behavioral profiles observed in girls and boys with ASD. This is in part because extant ASD studies have included a small number of girls. En ligne : http://dx.doi.org/10.1186/s13229-015-0042-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

The influence of sex and age on prevalence rates of comorbid conditions in autism / Kaustubh SUPEKAR in Autism Research, 10-5 (May 2017)  

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