Brief Report: Joint Attention and Information Processing in Children with Higher Functioning Autism Spectrum Disorders / Peter C. MUNDY 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.2555-2560 Titre : Brief Report: Joint Attention and Information Processing in Children with Higher Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur ; Kwanguk KIM, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; William JARROLD, Auteur Article en page(s) : p.2555-2560 Langues : Anglais (eng) Mots-clés : Joint attention  Information processing  Social cognition  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Theory suggests that information processing during joint attention may be atypical in children with Autism Spectrum Disorder (ASD). This hypothesis was tested in a study of school-aged children with higher functioning ASD and groups of children with symptoms of ADHD or typical development. The results indicated that the control groups displayed significantly better recognition memory for pictures studied in an initiating joint attention (IJA) rather than responding to joint attention (RJA) condition. This effect was not evident in the ASD group. The ASD group also recognized fewer pictures from the IJA condition than controls, but not the RJA condition. Atypical information processing may be a marker of the continued effects of joint attention disturbance in school aged children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2785-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Brief Report: Joint Attention and Information Processing in Children with Higher Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur ; Kwanguk KIM, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; William JARROLD, Auteur . - p.2555-2560. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2555-2560 Mots-clés : Joint attention  Information processing  Social cognition  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Theory suggests that information processing during joint attention may be atypical in children with Autism Spectrum Disorder (ASD). This hypothesis was tested in a study of school-aged children with higher functioning ASD and groups of children with symptoms of ADHD or typical development. The results indicated that the control groups displayed significantly better recognition memory for pictures studied in an initiating joint attention (IJA) rather than responding to joint attention (RJA) condition. This effect was not evident in the ASD group. The ASD group also recognized fewer pictures from the IJA condition than controls, but not the RJA condition. Atypical information processing may be a marker of the continued effects of joint attention disturbance in school aged children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2785-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Observing Visual Attention and Writing Behaviors During a Writing Assessment: Comparing Children with Autism Spectrum Disorder to Peers with Attention-Deficit/Hyperactivity Disorder and Typically Developing Peers / Matthew ZAJIC in Autism Research, 14-2 (February 2021)  

Public ISBD [article]  inAutism Research > 14-2 (February 2021) . - p.356-368 Titre : Observing Visual Attention and Writing Behaviors During a Writing Assessment: Comparing Children with Autism Spectrum Disorder to Peers with Attention-Deficit/Hyperactivity Disorder and Typically Developing Peers Type de document : Texte imprimé et/ou numérique Auteurs : Matthew ZAJIC, Auteur ; Emily Jane SOLARI, Auteur ; Nancy Susan MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.356-368 Langues : Anglais (eng) Mots-clés : attention-deficit/hyperactivity disorder  autism spectrum disorder  education  engagement  writing Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) demonstrate heterogeneous writing skills that are generally lower than their typically developing (TD) peers and similar to peers with attention difficulties like attention-deficit/hyperactivity disorder (ADHD). Recent evidence suggests children with ASD spend less time engaging in writing tasks compared to their peers, but previous studies have not examined engagement specifically within the writing task environment. This study used video observation data collected from 121 school-age children (60 children with ASD, 32 children with ADHD, and 29 TD children) to compare differences in visual attention and writing task behaviors and relationships between task behaviors and age, cognitive skills, and ASD and ADHD symptom severity. Findings indicated that groups mostly spent time looking at and writing on the draft, though this was lowest in the ASD group. No differences were found between the ASD and ADHD groups after accounting for task behavior durations as percentages of total used task time. Groups spent little time looking at their outlines and looking away from the task, with all groups spending relatively more time looking at the task picture. Time spent engaged with the draft showed a positive relationship with writing performance across groups, but a negative relationship between time spent looking at the task picture and writing performance only appeared for the ADHD group. The ASD and ADHD groups showed negative associations between draft engagement and ASD symptom severity but not ADHD symptom severity. Implications are discussed for understanding writing task engagement in research and instructional contexts. LAY SUMMARY: Children with autism spectrum disorder (ASD) demonstrate variable writing skills. Here, we examine how children with ASD engage during a writing task by using video observation data to compare their engagement to peers with and without attention difficulties. Findings indicate (a) lower draft engagement and similar task disengagement in children with ASD compared to their peers and (b) moderate-to-strong relationships between writing scores and ASD symptom severity with within-task engagement in children with ASD and their peers with attention difficulties. En ligne : http://dx.doi.org/10.1002/aur.2383 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Observing Visual Attention and Writing Behaviors During a Writing Assessment: Comparing Children with Autism Spectrum Disorder to Peers with Attention-Deficit/Hyperactivity Disorder and Typically Developing Peers [Texte imprimé et/ou numérique] / Matthew ZAJIC, Auteur ; Emily Jane SOLARI, Auteur ; Nancy Susan MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; Peter C. MUNDY, Auteur . - p.356-368. Langues : Anglais (eng) in Autism Research > 14-2 (February 2021) . - p.356-368 Mots-clés : attention-deficit/hyperactivity disorder  autism spectrum disorder  education  engagement  writing Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) demonstrate heterogeneous writing skills that are generally lower than their typically developing (TD) peers and similar to peers with attention difficulties like attention-deficit/hyperactivity disorder (ADHD). Recent evidence suggests children with ASD spend less time engaging in writing tasks compared to their peers, but previous studies have not examined engagement specifically within the writing task environment. This study used video observation data collected from 121 school-age children (60 children with ASD, 32 children with ADHD, and 29 TD children) to compare differences in visual attention and writing task behaviors and relationships between task behaviors and age, cognitive skills, and ASD and ADHD symptom severity. Findings indicated that groups mostly spent time looking at and writing on the draft, though this was lowest in the ASD group. No differences were found between the ASD and ADHD groups after accounting for task behavior durations as percentages of total used task time. Groups spent little time looking at their outlines and looking away from the task, with all groups spending relatively more time looking at the task picture. Time spent engaged with the draft showed a positive relationship with writing performance across groups, but a negative relationship between time spent looking at the task picture and writing performance only appeared for the ADHD group. The ASD and ADHD groups showed negative associations between draft engagement and ASD symptom severity but not ADHD symptom severity. Implications are discussed for understanding writing task engagement in research and instructional contexts. LAY SUMMARY: Children with autism spectrum disorder (ASD) demonstrate variable writing skills. Here, we examine how children with ASD engage during a writing task by using video observation data to compare their engagement to peers with and without attention difficulties. Findings indicate (a) lower draft engagement and similar task disengagement in children with ASD compared to their peers and (b) moderate-to-strong relationships between writing scores and ASD symptom severity with within-task engagement in children with ASD and their peers with attention difficulties. En ligne : http://dx.doi.org/10.1002/aur.2383 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties / Matthew ZAJIC in Research in Autism Spectrum Disorders, 76 (August 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 76 (August 2020) . - p.101590 Titre : Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Matthew ZAJIC, Auteur ; Emily Jane SOLARI, Auteur ; Nancy Susan MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.101590 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder  Autism spectrum disorder  Education  School-age  Task engagement  Written expression Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) demonstrate highly variable writing skills. Few studies have examined if engagement during writing assessments may differ for children with ASD and if task engagement is related to their writing assessment performance. This study examined narrative writing and broad task engagement in children with ASD compared to peers with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) peers. Method Sixty children with ASD, 32 children with ADHD, and 29 TD children completed assessments of cognitive skills, symptom severity, and spontaneous narrative writing. Time spent engaged during writing was assessed during the spontaneous narrative writing task. Results The ASD group performed lowest on text organization and quality scores as well as word production scores while also spending the least time engaged with the writing task. Time spent engaged was most strongly associated with narrative writing scores in the ASD group and explained unique variance in text organization and quality scores and word production scores after controlling for related age, cognitive skills, and symptom severity variables. The ADHD group showed similar associations between time spent engaged and word production scores, and time spent engaged explained unique variance in word production scores. Conclusions Time spent engaged completing the writing task appeared lowest for the ASD group and may suggest writing task engagement to be a more prominent difficulty area for children with ASD compared to peers with ADHD and TD peers. Implications for better understanding and supporting the writing skills of children with ASD are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties [Texte imprimé et/ou numérique] / Matthew ZAJIC, Auteur ; Emily Jane SOLARI, Auteur ; Nancy Susan MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; Peter C. MUNDY, Auteur . - p.101590. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101590 Mots-clés : Attention-deficit/hyperactivity disorder  Autism spectrum disorder  Education  School-age  Task engagement  Written expression Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) demonstrate highly variable writing skills. Few studies have examined if engagement during writing assessments may differ for children with ASD and if task engagement is related to their writing assessment performance. This study examined narrative writing and broad task engagement in children with ASD compared to peers with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) peers. Method Sixty children with ASD, 32 children with ADHD, and 29 TD children completed assessments of cognitive skills, symptom severity, and spontaneous narrative writing. Time spent engaged during writing was assessed during the spontaneous narrative writing task. Results The ASD group performed lowest on text organization and quality scores as well as word production scores while also spending the least time engaged with the writing task. Time spent engaged was most strongly associated with narrative writing scores in the ASD group and explained unique variance in text organization and quality scores and word production scores after controlling for related age, cognitive skills, and symptom severity variables. The ADHD group showed similar associations between time spent engaged and word production scores, and time spent engaged explained unique variance in word production scores. Conclusions Time spent engaged completing the writing task appeared lowest for the ASD group and may suggest writing task engagement to be a more prominent difficulty area for children with ASD compared to peers with ADHD and TD peers. Implications for better understanding and supporting the writing skills of children with ASD are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

The Construct Validity of the Childhood Joint Attention Rating Scale (C-JARS) in School-Aged Autistic Children / Jennifer BULLEN ; Nancy MCINTYRE ; Matthew C. ZAJIC ; Lindsay LERRO ; Marjorie SOLOMON ; Nicole SPARAPANI ; Peter MUNDY in Journal of Autism and Developmental Disorders, 54-9 (September 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3347-3363 Titre : The Construct Validity of the Childhood Joint Attention Rating Scale (C-JARS) in School-Aged Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer BULLEN, Auteur ; Nancy MCINTYRE, Auteur ; Matthew C. ZAJIC, Auteur ; Lindsay LERRO, Auteur ; Marjorie SOLOMON, Auteur ; Nicole SPARAPANI, Auteur ; Peter MUNDY, Auteur Article en page(s) : p.3347-3363 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Preliminary evidence from the Childhood Joint Attention Rating Scale (C-JARS; Mundy et al., 2017) suggests symptoms related to diminished joint attention and the spontaneous sharing of experience with others can be assessed with a parent-report measure in children and adolescents with autism. This study was designed to expand on the previous study by examining the validity of both a Social Symptom (SS) and a Prosocial (PS) scale of the C-JARS in a study of school-aged autistic children (n? =?89) with and without co-occurring intellectual disability (ID), as well as an age matched neurotypical sample (n? =?62). Results indicated that both C-JARS scales were sensitive and specific with respect to identifying the diagnostic status of the children. In addition, the PS scale was sensitive to differences in cognitive abilities (IQ) and sex differences in the autism group. These results are consistent with the hypothesis that joint attention and spontaneous sharing of experience symptoms are not only characteristic of preschool children with autism but may also constitute a developmentally continuous dimension of the social phenotype of autism that can be measured in school-aged children. En ligne : https://doi.org/10.1007/s10803-023-06051-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] The Construct Validity of the Childhood Joint Attention Rating Scale (C-JARS) in School-Aged Autistic Children [Texte imprimé et/ou numérique] / Jennifer BULLEN, Auteur ; Nancy MCINTYRE, Auteur ; Matthew C. ZAJIC, Auteur ; Lindsay LERRO, Auteur ; Marjorie SOLOMON, Auteur ; Nicole SPARAPANI, Auteur ; Peter MUNDY, Auteur . - p.3347-3363. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3347-3363 Index. décimale : PER Périodiques Résumé : Preliminary evidence from the Childhood Joint Attention Rating Scale (C-JARS; Mundy et al., 2017) suggests symptoms related to diminished joint attention and the spontaneous sharing of experience with others can be assessed with a parent-report measure in children and adolescents with autism. This study was designed to expand on the previous study by examining the validity of both a Social Symptom (SS) and a Prosocial (PS) scale of the C-JARS in a study of school-aged autistic children (n? =?89) with and without co-occurring intellectual disability (ID), as well as an age matched neurotypical sample (n? =?62). Results indicated that both C-JARS scales were sensitive and specific with respect to identifying the diagnostic status of the children. In addition, the PS scale was sensitive to differences in cognitive abilities (IQ) and sex differences in the autism group. These results are consistent with the hypothesis that joint attention and spontaneous sharing of experience symptoms are not only characteristic of preschool children with autism but may also constitute a developmentally continuous dimension of the social phenotype of autism that can be measured in school-aged children. En ligne : https://doi.org/10.1007/s10803-023-06051-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

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