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 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] / 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 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] / 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 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] / 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 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] / 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

For which younger siblings of children with autism spectrum disorder does parent-mediated intervention work? / Paul J. YODER in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.58-69 Titre : For which younger siblings of children with autism spectrum disorder does parent-mediated intervention work? Type de document : texte imprimé Auteurs : Paul J. YODER, Auteur ; Wendy L. STONE, Auteur ; Sarah R. EDMUNDS, Auteur Article en page(s) : p.58-69 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication and language  interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : In this second of two primary papers, we examined two pre-intervention characteristics that might describe for whom a parent-implemented intervention, "Improving Parents As Communication Teachers," worked. Investigators randomized 97 high-risk siblings and their primary parent to either the Improving Parents As Communication Teachers or control group, used intent-to-treat analysis, and used assessors and coders who were blinded to group assignment. We predicted that a combined risk score (incorporating young siblings' sex, multiplex status, and behavioral risk) would describe the subgroup for whom Improving Parents As Communication Teachers affected the targeted skills related to reducing communication challenges. We also predicted that pre-intervention level of parents' depressive symptoms would describe the parents whose parenting stress and effectiveness as parents would be improved by learning to use Improving Parents As Communication Teachers. In girls with only one older sibling with autism spectrum disorder and who scored at low risk on an autism spectrum disorder screen, parental receipt of Improving Parents As Communication Teachers training had an indirect effect on children's expressive language ability or autism spectrum disorder diagnosis through earlier effects on high-risk siblings' intentional communication or expressive vocabulary. We did not confirm our prediction regarding Improving Parents As Communication Teachers' effect on parenting-related stress or sense of parenting effectiveness. En ligne : http://dx.doi.org/10.1177/1362361320943373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] For which younger siblings of children with autism spectrum disorder does parent-mediated intervention work? [texte imprimé] / Paul J. YODER, Auteur ; Wendy L. STONE, Auteur ; Sarah R. EDMUNDS, Auteur . - p.58-69. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.58-69 Mots-clés : autism spectrum disorders  communication and language  interventions—psychosocial/behavioral Index. décimale : PER Périodiques Résumé : In this second of two primary papers, we examined two pre-intervention characteristics that might describe for whom a parent-implemented intervention, "Improving Parents As Communication Teachers," worked. Investigators randomized 97 high-risk siblings and their primary parent to either the Improving Parents As Communication Teachers or control group, used intent-to-treat analysis, and used assessors and coders who were blinded to group assignment. We predicted that a combined risk score (incorporating young siblings' sex, multiplex status, and behavioral risk) would describe the subgroup for whom Improving Parents As Communication Teachers affected the targeted skills related to reducing communication challenges. We also predicted that pre-intervention level of parents' depressive symptoms would describe the parents whose parenting stress and effectiveness as parents would be improved by learning to use Improving Parents As Communication Teachers. In girls with only one older sibling with autism spectrum disorder and who scored at low risk on an autism spectrum disorder screen, parental receipt of Improving Parents As Communication Teachers training had an indirect effect on children's expressive language ability or autism spectrum disorder diagnosis through earlier effects on high-risk siblings' intentional communication or expressive vocabulary. We did not confirm our prediction regarding Improving Parents As Communication Teachers' effect on parenting-related stress or sense of parenting effectiveness. En ligne : http://dx.doi.org/10.1177/1362361320943373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

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)  

Permalink

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

Mind the Gap: Executive Function Is Associated with the Discrepancy Between Cognitive and Adaptive Functioning in Autistic Children Without Cognitive Delay / Sarah R. EDMUNDS ; Ingrid HASTEDT ; Susan FAJA in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Permalink

Parent utilization of ImPACT intervention strategies is a mediator of proximal then distal social communication outcomes in younger siblings of children with ASD / Paul J. YODER in Autism, 25-1 (January 2021)  

Permalink

Parenting stress in caregivers of young children with ASD concerns prior to a formal diagnosis / Trent D. DESCHAMPS in Autism Research, 13-1 (January 2020)  

Permalink

The relation between parent verbal responsiveness and child communication in young children with or at risk for autism spectrum disorder: A systematic review and meta-analysis / Sarah R. EDMUNDS in Autism Research, 12-5 (May 2019)  

Permalink

---

1 (1 - 11 / 11) Par page : 25 50 100 200