Beyond group differences: Exploring the preliminary signals of target engagement of an executive function training for autistic children / Sarah R. EDMUNDS in Autism Research, 15-7 (July 2022)  

Public ISBD [article]  inAutism Research > 15-7 (July 2022) . - p.1261-1273 Titre : Beyond group differences: Exploring the preliminary signals of target engagement of an executive function training for autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. EDMUNDS, Auteur ; Gabrielle A. MACNAUGHTON, Auteur ; M. Rosario RUEDA, Auteur ; Lina M. COMBITA, Auteur ; Susan FAJA, Auteur Article en page(s) : p.1261-1273 Langues : Anglais (eng) Mots-clés : Adhd  anxiety  autism spectrum disorders  executive function training  inhibitory control  moderation  target engagement Index. décimale : PER Périodiques Résumé : Understanding both for whom and how interventions work is a crucial next step in providing personalized care to children with autism spectrum disorder (ASD). Autistic children present with heterogeneity both within core ASD criteria and with respect to co-occurring mental health challenges, which may affect their ability to benefit from intervention. In a secondary data analysis of a randomized control trial evaluating an executive function (EF) training with 70 7- to 11-year-old autistic children, we explored: (1) whether co-occurring attention-deficit/hyperactivity disorder (ADHD) features or anxiety features at baseline moderated the extent to which children benefited from the EF training. In other words, we asked, "For whom is training effective?" We also explored: (2) the extent to which changes in a brain-based measure of target engagement predicted the clinical outcomes of the EF training. This is a step towards asking, "How is training effective?" We found that EF training improved behavioral inhibition only for children with clinically significant co-occurring ADHD features. Anxiety features, while prevalent, did not moderate EF training efficacy. Finally, for the EF training group only, there was a significant correlation between pre-to-post change in an EEG-based measure of target engagement, N2 incongruent amplitude during a flanker task, and change in repetitive behaviors, a behavioral outcome that was reported in the parent RCT to have improved with training compared to waitlist control. This study provides preliminary evidence that EF training may differentially affect subgroups of autistic children and that changes at the neural level may precede changes in behavior. LAY SUMMARY: Understanding both for whom and how interventions work will help us provide personalized care to children with autism spectrum disorder (ASD). Autistic children present with many different strengths and challenges. Co-occurring mental health challenges may affect how much autistic children benefit from intervention. We analyzed secondary data from a rigorously designed pilot intervention study, a randomized control trial (RCT), that enrolled 70 7- to 11-year-old autistic children to assess whether a set of computer-based executive function (EF) training games improved their performance. Executive functions include being able to shift between tasks, inhibit a response, and keep information in working memory. In the current study, we explored: (1) whether children's co-occurring attention-deficit/hyperactivity disorder (ADHD) features or anxiety features, measured before the EF training began, affected how much they benefited from the EF training. In other words, we asked, "For whom is training effective?" We also explored: (2) whether children's brain-based changes in EF predicted their performance in everyday life (e.g., parent report on a survey). This is a step toward asking, "How is training effective?" We found that EF training improved children's inhibition ability, but only for children with clinically significant ADHD features. While many children in our sample also had anxiety features, we found that anxiety levels did not affect how well the EF training worked. Finally, for children who received the EF training, changes in a brain-based measure of conflict monitoring (i.e., being able to noticing differences in stimuli) predicted changes in children's repetitive behaviors. This study provides early evidence that EF training may be more effective for some autistic children than others, especially those with ADHD features. En ligne : http://dx.doi.org/10.1002/aur.2735 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Beyond group differences: Exploring the preliminary signals of target engagement of an executive function training for autistic children [Texte imprimé et/ou numérique] / Sarah R. EDMUNDS, Auteur ; Gabrielle A. MACNAUGHTON, Auteur ; M. Rosario RUEDA, Auteur ; Lina M. COMBITA, Auteur ; Susan FAJA, Auteur . - p.1261-1273. Langues : Anglais (eng) in Autism Research > 15-7 (July 2022) . - p.1261-1273 Mots-clés : Adhd  anxiety  autism spectrum disorders  executive function training  inhibitory control  moderation  target engagement Index. décimale : PER Périodiques Résumé : Understanding both for whom and how interventions work is a crucial next step in providing personalized care to children with autism spectrum disorder (ASD). Autistic children present with heterogeneity both within core ASD criteria and with respect to co-occurring mental health challenges, which may affect their ability to benefit from intervention. In a secondary data analysis of a randomized control trial evaluating an executive function (EF) training with 70 7- to 11-year-old autistic children, we explored: (1) whether co-occurring attention-deficit/hyperactivity disorder (ADHD) features or anxiety features at baseline moderated the extent to which children benefited from the EF training. In other words, we asked, "For whom is training effective?" We also explored: (2) the extent to which changes in a brain-based measure of target engagement predicted the clinical outcomes of the EF training. This is a step towards asking, "How is training effective?" We found that EF training improved behavioral inhibition only for children with clinically significant co-occurring ADHD features. Anxiety features, while prevalent, did not moderate EF training efficacy. Finally, for the EF training group only, there was a significant correlation between pre-to-post change in an EEG-based measure of target engagement, N2 incongruent amplitude during a flanker task, and change in repetitive behaviors, a behavioral outcome that was reported in the parent RCT to have improved with training compared to waitlist control. This study provides preliminary evidence that EF training may differentially affect subgroups of autistic children and that changes at the neural level may precede changes in behavior. LAY SUMMARY: Understanding both for whom and how interventions work will help us provide personalized care to children with autism spectrum disorder (ASD). Autistic children present with many different strengths and challenges. Co-occurring mental health challenges may affect how much autistic children benefit from intervention. We analyzed secondary data from a rigorously designed pilot intervention study, a randomized control trial (RCT), that enrolled 70 7- to 11-year-old autistic children to assess whether a set of computer-based executive function (EF) training games improved their performance. Executive functions include being able to shift between tasks, inhibit a response, and keep information in working memory. In the current study, we explored: (1) whether children's co-occurring attention-deficit/hyperactivity disorder (ADHD) features or anxiety features, measured before the EF training began, affected how much they benefited from the EF training. In other words, we asked, "For whom is training effective?" We also explored: (2) whether children's brain-based changes in EF predicted their performance in everyday life (e.g., parent report on a survey). This is a step toward asking, "How is training effective?" We found that EF training improved children's inhibition ability, but only for children with clinically significant ADHD features. While many children in our sample also had anxiety features, we found that anxiety levels did not affect how well the EF training worked. Finally, for children who received the EF training, changes in a brain-based measure of conflict monitoring (i.e., being able to noticing differences in stimuli) predicted changes in children's repetitive behaviors. This study provides early evidence that EF training may be more effective for some autistic children than others, especially those with ADHD features. En ligne : http://dx.doi.org/10.1002/aur.2735 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Brief Report: Ages of Language Milestones as Predictors of Developmental Trajectories in Young Children with Autism Spectrum Disorder / Sara T. KOVER in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2501-2507 Titre : Brief Report: Ages of Language Milestones as Predictors of Developmental Trajectories in Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sara T. KOVER, Auteur ; Sarah R. EDMUNDS, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.2501-2507 Langues : Anglais (eng) Mots-clés : First words  Trajectories  Language development Index. décimale : PER Périodiques Résumé : Recognizing early risk markers in young children with autism spectrum disorder (ASD) is critical for timely diagnosis and intervention. The purpose of this study was to extend previous findings regarding language milestones to a longitudinal design, in which ages of expressive language milestones (i.e., first words, first phrases) could serve as predictors of developmental trajectories in a heterogeneous sample of young children with ASD (N = 98; age at first assessment: M = 32 months, SD = 5). Age of first words predicted trajectories of expressive language and adaptive skills; number of words predicted each outcome examined. Because these aspects of early language show promise as potential indicators of later functional outcomes, future research on developmental processes as they relate to individual differences will be particularly informative. En ligne : http://dx.doi.org/10.1007/s10803-016-2756-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Brief Report: Ages of Language Milestones as Predictors of Developmental Trajectories in Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sara T. KOVER, Auteur ; Sarah R. EDMUNDS, Auteur ; Susan ELLIS WEISMER, Auteur . - p.2501-2507. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2501-2507 Mots-clés : First words  Trajectories  Language development Index. décimale : PER Périodiques Résumé : Recognizing early risk markers in young children with autism spectrum disorder (ASD) is critical for timely diagnosis and intervention. The purpose of this study was to extend previous findings regarding language milestones to a longitudinal design, in which ages of expressive language milestones (i.e., first words, first phrases) could serve as predictors of developmental trajectories in a heterogeneous sample of young children with ASD (N = 98; age at first assessment: M = 32 months, SD = 5). Age of first words predicted trajectories of expressive language and adaptive skills; number of words predicted each outcome examined. Because these aspects of early language show promise as potential indicators of later functional outcomes, future research on developmental processes as they relate to individual differences will be particularly informative. En ligne : http://dx.doi.org/10.1007/s10803-016-2756-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Brief Report: Examining the Links Between Language Processes and Working Memory Impairments in Toddlers and Preschoolers with ASD / Sarah R. EDMUNDS in Journal of Autism and Developmental Disorders, 52-4 (April 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1872-1880 Titre : Brief Report: Examining the Links Between Language Processes and Working Memory Impairments in Toddlers and Preschoolers with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. EDMUNDS, Auteur ; Carly COLMAN, Auteur ; Paige VIDAL, Auteur ; Susan FAJA, Auteur Article en page(s) : p.1872-1880 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/complications  Child, Preschool  Cognition  Humans  Language  Memory, Short-Term  Autism spectrum disorder  Executive function  Verbal self-talk  Working memory Index. décimale : PER Périodiques Résumé : Deficits in working memory have not been fully explored in toddlers and preschoolers with autism spectrum disorder (ASD). We investigated the relationship between language (verbal ability, verbal self-talk) and visuospatial working memory in 2- and 4-year-olds with ASD (n=65) and typical development (TD) (n=54). Children with ASD displayed impairments in working memory and verbal ability, but not verbal self-talk, compared to TD peers. Verbal ability and working memory were positively correlated; this association was stronger for children with ASD. For 2-year-olds, self-talk and working memory were negatively correlated. Results suggest that verbal ability and working memory are linked, especially for young children with ASD. Self-talk may be a compensatory strategy for toddlers with less developed working memory. En ligne : http://dx.doi.org/10.1007/s10803-021-05049-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Brief Report: Examining the Links Between Language Processes and Working Memory Impairments in Toddlers and Preschoolers with ASD [Texte imprimé et/ou numérique] / Sarah R. EDMUNDS, Auteur ; Carly COLMAN, Auteur ; Paige VIDAL, Auteur ; Susan FAJA, Auteur . - p.1872-1880. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1872-1880 Mots-clés : Autism Spectrum Disorder/complications  Child, Preschool  Cognition  Humans  Language  Memory, Short-Term  Autism spectrum disorder  Executive function  Verbal self-talk  Working memory Index. décimale : PER Périodiques Résumé : Deficits in working memory have not been fully explored in toddlers and preschoolers with autism spectrum disorder (ASD). We investigated the relationship between language (verbal ability, verbal self-talk) and visuospatial working memory in 2- and 4-year-olds with ASD (n=65) and typical development (TD) (n=54). Children with ASD displayed impairments in working memory and verbal ability, but not verbal self-talk, compared to TD peers. Verbal ability and working memory were positively correlated; this association was stronger for children with ASD. For 2-year-olds, self-talk and working memory were negatively correlated. Results suggest that verbal ability and working memory are linked, especially for young children with ASD. Self-talk may be a compensatory strategy for toddlers with less developed working memory. En ligne : http://dx.doi.org/10.1007/s10803-021-05049-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Brief Report: Using a Point-of-View Camera to Measure Eye Gaze in Young Children with Autism Spectrum Disorder During Naturalistic Social Interactions: A Pilot Study / Sarah R. EDMUNDS in Journal of Autism and Developmental Disorders, 47-3 (March 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.898-904 Titre : Brief Report: Using a Point-of-View Camera to Measure Eye Gaze in Young Children with Autism Spectrum Disorder During Naturalistic Social Interactions: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. EDMUNDS, Auteur ; Agata ROZGA, Auteur ; Yin LI, Auteur ; Elizabeth A. KARP, Auteur ; Lisa V. IBANEZ, Auteur ; James M. REHG, Auteur ; Wendy L. STONE, Auteur Article en page(s) : p.898-904 Langues : Anglais (eng) Mots-clés : Autism  Eye gaze  Behavioral coding  Measurement  Social interaction Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) show reduced gaze to social partners. Eye contact during live interactions is often measured using stationary cameras that capture various views of the child, but determining a child’s precise gaze target within another’s face is nearly impossible. This study compared eye gaze coding derived from stationary cameras to coding derived from a “point-of-view” (PoV) camera on the social partner. Interobserver agreement for gaze targets was higher using PoV cameras relative to stationary cameras. PoV camera codes, but not stationary cameras codes, revealed a difference between gaze targets of children with ASD and typically developing children. PoV cameras may provide a more sensitive method for measuring eye contact in children with ASD during live interactions. En ligne : http://dx.doi.org/10.1007/s10803-016-3002-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Brief Report: Using a Point-of-View Camera to Measure Eye Gaze in Young Children with Autism Spectrum Disorder During Naturalistic Social Interactions: A Pilot Study [Texte imprimé et/ou numérique] / Sarah R. EDMUNDS, Auteur ; Agata ROZGA, Auteur ; Yin LI, Auteur ; Elizabeth A. KARP, Auteur ; Lisa V. IBANEZ, Auteur ; James M. REHG, Auteur ; Wendy L. STONE, Auteur . - p.898-904. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.898-904 Mots-clés : Autism  Eye gaze  Behavioral coding  Measurement  Social interaction Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) show reduced gaze to social partners. Eye contact during live interactions is often measured using stationary cameras that capture various views of the child, but determining a child’s precise gaze target within another’s face is nearly impossible. This study compared eye gaze coding derived from stationary cameras to coding derived from a “point-of-view” (PoV) camera on the social partner. Interobserver agreement for gaze targets was higher using PoV cameras relative to stationary cameras. PoV camera codes, but not stationary cameras codes, revealed a difference between gaze targets of children with ASD and typically developing children. PoV cameras may provide a more sensitive method for measuring eye contact in children with ASD during live interactions. En ligne : http://dx.doi.org/10.1007/s10803-016-3002-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Longitudinal prediction of language emergence in infants at high and low risk for autism spectrum disorder / Sarah R. EDMUNDS in Development and Psychopathology, 29-1 (February 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-1 (February 2017) . - p.319-329 Titre : Longitudinal prediction of language emergence in infants at high and low risk for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. EDMUNDS, Auteur ; Lisa V. IBANEZ, Auteur ; Zachary WARREN, Auteur ; Daniel S. MESSINGER, Auteur ; Wendy L. STONE, Auteur Article en page(s) : p.319-329 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : AbstractThis study used a prospective longitudinal design to examine the early developmental pathways that underlie language growth in infants at high risk (n = 50) and low risk (n = 34) for autism spectrum disorder in the first 18 months of life. While motor imitation and responding to joint attention (RJA) have both been found to predict expressive language in children with autism spectrum disorder and those with typical development, the longitudinal relation between these capacities has not yet been identified. As hypothesized, results revealed that 15-month RJA mediated the association between 12-month motor imitation and 18-month expressive vocabulary, even after controlling for earlier levels of RJA and vocabulary. These results provide new information about the developmental sequencing of skills relevant to language growth that may inform future intervention efforts for children at risk for language delay or other developmental challenges. En ligne : http://dx.doi.org/10.1017/s0954579416000146 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Longitudinal prediction of language emergence in infants at high and low risk for autism spectrum disorder [Texte imprimé et/ou numérique] / Sarah R. EDMUNDS, Auteur ; Lisa V. IBANEZ, Auteur ; Zachary WARREN, Auteur ; Daniel S. MESSINGER, Auteur ; Wendy L. STONE, Auteur . - p.319-329. Langues : Anglais (eng) in Development and Psychopathology > 29-1 (February 2017) . - p.319-329 Index. décimale : PER Périodiques Résumé : AbstractThis study used a prospective longitudinal design to examine the early developmental pathways that underlie language growth in infants at high risk (n = 50) and low risk (n = 34) for autism spectrum disorder in the first 18 months of life. While motor imitation and responding to joint attention (RJA) have both been found to predict expressive language in children with autism spectrum disorder and those with typical development, the longitudinal relation between these capacities has not yet been identified. As hypothesized, results revealed that 15-month RJA mediated the association between 12-month motor imitation and 18-month expressive vocabulary, even after controlling for earlier levels of RJA and vocabulary. These results provide new information about the developmental sequencing of skills relevant to language growth that may inform future intervention efforts for children at risk for language delay or other developmental challenges. En ligne : http://dx.doi.org/10.1017/s0954579416000146 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

A method for defining the CORE of a psychosocial intervention to guide adaptation in practice: Reciprocal imitation teaching as a case example / Sarah R. EDMUNDS in Autism, 26-3 (April 2022)  

Permalink

---

1 (1 - 6 / 6)