Attention and written expression in school-age, high-functioning children with autism spectrum disorders / Matthew ZAJIC in Autism, 22-3 (April 2018)  

Public ISBD [article]  inAutism > 22-3 (April 2018) . - p.245-258 Titre : Attention and written expression in school-age, high-functioning children with autism spectrum disorders Type de document : texte imprimé Auteurs : Matthew ZAJIC, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Stephanie NOVOTNY, Auteur ; Tasha M. OSWALD, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.245-258 Langues : Anglais (eng) Mots-clés : academic achievement  attention-deficit/hyperactivity disorder  autism spectrum disorders  cognition (attention, learning, memory)  school-age children  writing processes  written communication  written expression Index. décimale : PER Périodiques Résumé : High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties. En ligne : http://dx.doi.org/10.1177/1362361316675121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 [article] Attention and written expression in school-age, high-functioning children with autism spectrum disorders [texte imprimé] / Matthew ZAJIC, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Stephanie NOVOTNY, Auteur ; Tasha M. OSWALD, Auteur ; Peter C. MUNDY, Auteur . - p.245-258. Langues : Anglais (eng) in Autism > 22-3 (April 2018) . - p.245-258 Mots-clés : academic achievement  attention-deficit/hyperactivity disorder  autism spectrum disorders  cognition (attention, learning, memory)  school-age children  writing processes  written communication  written expression Index. décimale : PER Périodiques Résumé : High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties. En ligne : http://dx.doi.org/10.1177/1362361316675121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358

Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder / James B. MCCAULEY in Journal of Autism and Developmental Disorders, 48-5 (May 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1825-1832 Titre : Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : James B. MCCAULEY, Auteur ; Matthew ZAJIC, Auteur ; Tasha M. OSWALD, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Nancy C. MCINTYRE, Auteur ; M.A. HARRIS, Auteur ; Kali TRZESNIEWSKI, Auteur ; Peter C. MUNDY, Auteur ; Marjorie SOLOMON, Auteur Article en page(s) : p.1825-1832 Langues : Anglais (eng) Mots-clés : Academic performance  Academic self-concept  Autism spectrum disorders  Learning  Math competency  Reading competency Index. décimale : PER Périodiques Résumé : A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3403-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355 [article] Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder [texte imprimé] / James B. MCCAULEY, Auteur ; Matthew ZAJIC, Auteur ; Tasha M. OSWALD, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Nancy C. MCINTYRE, Auteur ; M.A. HARRIS, Auteur ; Kali TRZESNIEWSKI, Auteur ; Peter C. MUNDY, Auteur ; Marjorie SOLOMON, Auteur . - p.1825-1832. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1825-1832 Mots-clés : Academic performance  Academic self-concept  Autism spectrum disorders  Learning  Math competency  Reading competency Index. décimale : PER Périodiques Résumé : A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3403-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355

Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder / Tasha M. OSWALD in Autism Research, 9-4 (April 2016)  

Public ISBD [article]  inAutism Research > 9-4 (April 2016) . - p.480-490 Titre : Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Tasha M. OSWALD, Auteur ; Jonathan S. BECK, Auteur ; Ana-Maria IOSIF, Auteur ; James B. MCCAULEY, Auteur ; Leslie J. GILHOOLY, Auteur ; John C. MATTER, Auteur ; Marjorie SOLOMON, Auteur Article en page(s) : p.480-490 Langues : Anglais (eng) Mots-clés : adolescents  mathematics problem solving  anxiety  working memory  perceptual reasoning Index. décimale : PER Périodiques Résumé : Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics. Autism Res 2016, 9: 480–490. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1524 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287 [article] Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder [texte imprimé] / Tasha M. OSWALD, Auteur ; Jonathan S. BECK, Auteur ; Ana-Maria IOSIF, Auteur ; James B. MCCAULEY, Auteur ; Leslie J. GILHOOLY, Auteur ; John C. MATTER, Auteur ; Marjorie SOLOMON, Auteur . - p.480-490. Langues : Anglais (eng) in Autism Research > 9-4 (April 2016) . - p.480-490 Mots-clés : adolescents  mathematics problem solving  anxiety  working memory  perceptual reasoning Index. décimale : PER Périodiques Résumé : Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics. Autism Res 2016, 9: 480–490. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1524 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287

Joint-Attention and the Social Phenotype of School-Aged Children with ASD / Peter C. MUNDY 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.1423-1435 Titre : Joint-Attention and the Social Phenotype of School-Aged Children with ASD Type de document : texte imprimé Auteurs : Peter C. MUNDY, Auteur ; Stephanie NOVOTNY, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Nancy S. MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Tasha M. OSWALD, Auteur Article en page(s) : p.1423-1435 Langues : Anglais (eng) Mots-clés : Joint attention  Childhood ASD  Social assessment  Social phenotype  Diagnostic screening  Higher functioning ASD Index. décimale : PER Périodiques Résumé : The validity of joint attention assessment in school-aged children with ASD is unclear (Lord, Jones, Journal of Child Psychology and Psychiatry 53(5):490–509, 2012). This study examined the feasibility and validity of a parent-report measure of joint attention related behaviors in verbal children and adolescents with ASD. Fifty-two children with ASD and 34 controls were assessed with the Childhood Joint Attention Rating Scale (C-JARS). The C-JARS exhibited internally consistency, α = 0.88, and one factor explained 49% of the scale variance. Factor scores correctly identified between 88 and 94% of the children with ASD and 62–82% of controls. These scores were correlated with the ADOS-2, but not other parent-report symptom measures. The C-JARS appears to assess a unique dimension of the social-phenotype of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3061-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Joint-Attention and the Social Phenotype of School-Aged Children with ASD [texte imprimé] / Peter C. MUNDY, Auteur ; Stephanie NOVOTNY, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Nancy S. MCINTYRE, Auteur ; Matthew ZAJIC, Auteur ; Tasha M. OSWALD, Auteur . - p.1423-1435. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1423-1435 Mots-clés : Joint attention  Childhood ASD  Social assessment  Social phenotype  Diagnostic screening  Higher functioning ASD Index. décimale : PER Périodiques Résumé : The validity of joint attention assessment in school-aged children with ASD is unclear (Lord, Jones, Journal of Child Psychology and Psychiatry 53(5):490–509, 2012). This study examined the feasibility and validity of a parent-report measure of joint attention related behaviors in verbal children and adolescents with ASD. Fifty-two children with ASD and 34 controls were assessed with the Childhood Joint Attention Rating Scale (C-JARS). The C-JARS exhibited internally consistency, α = 0.88, and one factor explained 49% of the scale variance. Factor scores correctly identified between 88 and 94% of the children with ASD and 62–82% of controls. These scores were correlated with the ADOS-2, but not other parent-report symptom measures. The C-JARS appears to assess a unique dimension of the social-phenotype of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3061-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

A Pilot Randomized Controlled Trial of the ACCESS Program: A Group Intervention to Improve Social, Adaptive Functioning, Stress Coping, and Self-Determination Outcomes in Young Adults with Autism Spectrum Disorder / Tasha M. OSWALD in Journal of Autism and Developmental Disorders, 48-5 (May 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1742-1760 Titre : A Pilot Randomized Controlled Trial of the ACCESS Program: A Group Intervention to Improve Social, Adaptive Functioning, Stress Coping, and Self-Determination Outcomes in Young Adults with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Tasha M. OSWALD, Auteur ; Breanna WINDER-PATEL, Auteur ; Steven RUDER, Auteur ; G. XING, Auteur ; Aubyn STAHMER, Auteur ; Marjorie SOLOMON, Auteur Article en page(s) : p.1742-1760 Langues : Anglais (eng) Mots-clés : Adults  Autism Spectrum Disorder  CBT for Anxiety  Randomized controlled trial  Self-determination  Social skills Index. décimale : PER Périodiques Résumé : The purpose of this pilot randomized controlled trial was to investigate the acceptability and efficacy of the Acquiring Career, Coping, Executive control, Social Skills (ACCESS) Program, a group intervention tailored for young adults with autism spectrum disorder (ASD) to enhance critical skills and beliefs that promote adult functioning, including social and adaptive skills, self-determination skills, and coping self-efficacy. Forty-four adults with ASD (ages 18-38; 13 females) and their caregivers were randomly assigned to treatment or waitlist control. Compared to controls, adults in treatment significantly improved in adaptive and self-determination skills, per caregiver report, and self-reported greater belief in their ability to access social support to cope with stressors. Results provide evidence for the acceptability and efficacy of the ACCESS Program. En ligne : http://dx.doi.org/10.1007/s10803-017-3421-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355 [article] A Pilot Randomized Controlled Trial of the ACCESS Program: A Group Intervention to Improve Social, Adaptive Functioning, Stress Coping, and Self-Determination Outcomes in Young Adults with Autism Spectrum Disorder [texte imprimé] / Tasha M. OSWALD, Auteur ; Breanna WINDER-PATEL, Auteur ; Steven RUDER, Auteur ; G. XING, Auteur ; Aubyn STAHMER, Auteur ; Marjorie SOLOMON, Auteur . - p.1742-1760. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1742-1760 Mots-clés : Adults  Autism Spectrum Disorder  CBT for Anxiety  Randomized controlled trial  Self-determination  Social skills Index. décimale : PER Périodiques Résumé : The purpose of this pilot randomized controlled trial was to investigate the acceptability and efficacy of the Acquiring Career, Coping, Executive control, Social Skills (ACCESS) Program, a group intervention tailored for young adults with autism spectrum disorder (ASD) to enhance critical skills and beliefs that promote adult functioning, including social and adaptive skills, self-determination skills, and coping self-efficacy. Forty-four adults with ASD (ages 18-38; 13 females) and their caregivers were randomly assigned to treatment or waitlist control. Compared to controls, adults in treatment significantly improved in adaptive and self-determination skills, per caregiver report, and self-reported greater belief in their ability to access social support to cope with stressors. Results provide evidence for the acceptability and efficacy of the ACCESS Program. En ligne : http://dx.doi.org/10.1007/s10803-017-3421-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355

Sex Differences in Internalizing Problems During Adolescence in Autism Spectrum Disorder / Tasha M. OSWALD in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

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Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development / Nancy S. MCINTYRE in Research in Autism Spectrum Disorders, 54 (October 2018)  

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The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder / Nancy S. MCINTYRE in Journal of Autism and Developmental Disorders, 47-9 (September 2017)  

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