Development of Emotion Self-Regulation Among Young Children with Autism Spectrum Disorders: The Role of Parents / Amy C. LAURENT in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1249-1260 Titre : Development of Emotion Self-Regulation Among Young Children with Autism Spectrum Disorders: The Role of Parents Type de document : texte imprimé Auteurs : Amy C. LAURENT, Auteur ; Kyle GORMAN, Auteur Article en page(s) : p.1249-1260 Langues : Anglais (eng) Mots-clés : Autism  Emotional self-regulation  Parent behaviors  Sensory processing  Social communication Index. décimale : PER Périodiques Résumé : Emotional self-regulation (ESR) challenges are well-documented in the diagnostic profiles of children with Autism; however, less is known about the development of ESR and the role of parents in ESR development for this population. Thirty-seven young children with autism and one of their parents participated in a home-based, observational study exploring the associations between the children's social communication and sensory processing characteristics and their parents' behaviors associated with ESR development. Findings revealed that parent use of physical and language behaviors were associated with child social communication abilities. No associations between child sensory processing and parent behaviors were found. Understanding the interactive processes between parents and children with ASD has implications for the development of parent-based interventions that increase child ESR. En ligne : http://dx.doi.org/10.1007/s10803-017-3430-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352 [article] Development of Emotion Self-Regulation Among Young Children with Autism Spectrum Disorders: The Role of Parents [texte imprimé] / Amy C. LAURENT, Auteur ; Kyle GORMAN, Auteur . - p.1249-1260. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1249-1260 Mots-clés : Autism  Emotional self-regulation  Parent behaviors  Sensory processing  Social communication Index. décimale : PER Périodiques Résumé : Emotional self-regulation (ESR) challenges are well-documented in the diagnostic profiles of children with Autism; however, less is known about the development of ESR and the role of parents in ESR development for this population. Thirty-seven young children with autism and one of their parents participated in a home-based, observational study exploring the associations between the children's social communication and sensory processing characteristics and their parents' behaviors associated with ESR development. Findings revealed that parent use of physical and language behaviors were associated with child social communication abilities. No associations between child sensory processing and parent behaviors were found. Understanding the interactive processes between parents and children with ASD has implications for the development of parent-based interventions that increase child ESR. En ligne : http://dx.doi.org/10.1007/s10803-017-3430-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352

Memory in language-impaired children with and without autism / Alison Presmanes HILL in Journal of Neurodevelopmental Disorders, 7-1 (December 2015)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.19 Titre : Memory in language-impaired children with and without autism Type de document : texte imprimé Auteurs : Alison Presmanes HILL, Auteur ; Jan P.H. VAN SANTEN, Auteur ; Kyle GORMAN, Auteur ; Beth Hoover LANGHORST, Auteur ; Eric FOMBONNE, Auteur Article en page(s) : p.19 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Narrative  Nonword repetition  Processing speed  Specific language impairment  Verbal memory  Verbal working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: A subgroup of young children with autism spectrum disorders (ASD) have significant language impairments (phonology, grammar, vocabulary), although such impairments are not considered to be core symptoms of and are not unique to ASD. Children with specific language impairment (SLI) display similar impairments in language. Given evidence for phenotypic and possibly etiologic overlap between SLI and ASD, it has been suggested that language-impaired children with ASD (ASD + language impairment, ALI) may be characterized as having both ASD and SLI. However, the extent to which the language phenotypes in SLI and ALI can be viewed as similar or different depends in part upon the age of the individuals studied. The purpose of the current study is to examine differences in memory abilities, specifically those that are key "markers" of heritable SLI, among young school-age children with SLI, ALI, and ALN (ASD + language normal). METHODS: In this cross-sectional study, three groups of children between ages 5 and 8 years participated: SLI (n = 18), ALI (n = 22), and ALN (n = 20). A battery of cognitive, language, and ASD assessments was administered as well as a nonword repetition (NWR) test and measures of verbal memory, visual memory, and processing speed. RESULTS: NWR difficulties were more severe in SLI than in ALI, with the largest effect sizes in response to nonwords with the shortest syllable lengths. Among children with ASD, NWR difficulties were not associated with the presence of impairments in multiple ASD domains, as reported previously. Verbal memory difficulties were present in both SLI and ALI groups relative to children with ALN. Performance on measures related to verbal but not visual memory or processing speed were significantly associated with the relative degree of language impairment in children with ASD, supporting the role of verbal memory difficulties in language impairments among early school-age children with ASD. CONCLUSIONS: The primary difference between children with SLI and ALI was in NWR performance, particularly in repeating two- and three-syllable nonwords, suggesting that shared difficulties in early language learning found in previous studies do not necessarily reflect the same underlying mechanisms. En ligne : http://dx.doi.org/10.1186/s11689-015-9111-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347 [article] Memory in language-impaired children with and without autism [texte imprimé] / Alison Presmanes HILL, Auteur ; Jan P.H. VAN SANTEN, Auteur ; Kyle GORMAN, Auteur ; Beth Hoover LANGHORST, Auteur ; Eric FOMBONNE, Auteur . - p.19. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.19 Mots-clés : Autism spectrum disorders  Narrative  Nonword repetition  Processing speed  Specific language impairment  Verbal memory  Verbal working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: A subgroup of young children with autism spectrum disorders (ASD) have significant language impairments (phonology, grammar, vocabulary), although such impairments are not considered to be core symptoms of and are not unique to ASD. Children with specific language impairment (SLI) display similar impairments in language. Given evidence for phenotypic and possibly etiologic overlap between SLI and ASD, it has been suggested that language-impaired children with ASD (ASD + language impairment, ALI) may be characterized as having both ASD and SLI. However, the extent to which the language phenotypes in SLI and ALI can be viewed as similar or different depends in part upon the age of the individuals studied. The purpose of the current study is to examine differences in memory abilities, specifically those that are key "markers" of heritable SLI, among young school-age children with SLI, ALI, and ALN (ASD + language normal). METHODS: In this cross-sectional study, three groups of children between ages 5 and 8 years participated: SLI (n = 18), ALI (n = 22), and ALN (n = 20). A battery of cognitive, language, and ASD assessments was administered as well as a nonword repetition (NWR) test and measures of verbal memory, visual memory, and processing speed. RESULTS: NWR difficulties were more severe in SLI than in ALI, with the largest effect sizes in response to nonwords with the shortest syllable lengths. Among children with ASD, NWR difficulties were not associated with the presence of impairments in multiple ASD domains, as reported previously. Verbal memory difficulties were present in both SLI and ALI groups relative to children with ALN. Performance on measures related to verbal but not visual memory or processing speed were significantly associated with the relative degree of language impairment in children with ASD, supporting the role of verbal memory difficulties in language impairments among early school-age children with ASD. CONCLUSIONS: The primary difference between children with SLI and ALI was in NWR performance, particularly in repeating two- and three-syllable nonwords, suggesting that shared difficulties in early language learning found in previous studies do not necessarily reflect the same underlying mechanisms. En ligne : http://dx.doi.org/10.1186/s11689-015-9111-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347

Uh and um in children with autism spectrum disorders or language impairment / Kyle GORMAN in Autism Research, 9-8 (August 2016)  

Public ISBD [article]  inAutism Research > 9-8 (August 2016) . - p.854-865 Titre : Uh and um in children with autism spectrum disorders or language impairment Type de document : texte imprimé Auteurs : Kyle GORMAN, Auteur ; Lindsay OLSON, Auteur ; Alison P. HILL, Auteur ; Rebecca LUNSFORD, Auteur ; Peter A. HEEMAN, Auteur ; Jan P.H. VAN SANTEN, Auteur Article en page(s) : p.854-865 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  language impairment  social communication  conversational reciprocity  pragmatic language  disfluency  fillers Index. décimale : PER Périodiques Résumé : Atypical pragmatic language is often present in individuals with autism spectrum disorders (ASD), along with delays or deficits in structural language. This study investigated the use of the “fillers” uh and um by children ages 4–8 during the autism diagnostic observation schedule. Fillers reflect speakers' difficulties with planning and delivering speech, but they also serve communicative purposes, such as negotiating control of the floor or conveying uncertainty. We hypothesized that children with ASD would use different patterns of fillers compared to peers with typical development or with specific language impairment (SLI), reflecting differences in social ability and communicative intent. Regression analyses revealed that children in the ASD group were much less likely to use um than children in the other two groups. Filler use is an easy-to-quantify feature of behavior that, in concert with other observations, may help to distinguish ASD from SLI. Autism Res 2016, 9: 854–865. © 2016 En ligne : http://dx.doi.org/10.1002/aur.1578 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] Uh and um in children with autism spectrum disorders or language impairment [texte imprimé] / Kyle GORMAN, Auteur ; Lindsay OLSON, Auteur ; Alison P. HILL, Auteur ; Rebecca LUNSFORD, Auteur ; Peter A. HEEMAN, Auteur ; Jan P.H. VAN SANTEN, Auteur . - p.854-865. Langues : Anglais (eng) in Autism Research > 9-8 (August 2016) . - p.854-865 Mots-clés : autism spectrum disorders  language impairment  social communication  conversational reciprocity  pragmatic language  disfluency  fillers Index. décimale : PER Périodiques Résumé : Atypical pragmatic language is often present in individuals with autism spectrum disorders (ASD), along with delays or deficits in structural language. This study investigated the use of the “fillers” uh and um by children ages 4–8 during the autism diagnostic observation schedule. Fillers reflect speakers' difficulties with planning and delivering speech, but they also serve communicative purposes, such as negotiating control of the floor or conveying uncertainty. We hypothesized that children with ASD would use different patterns of fillers compared to peers with typical development or with specific language impairment (SLI), reflecting differences in social ability and communicative intent. Regression analyses revealed that children in the ASD group were much less likely to use um than children in the other two groups. Filler use is an easy-to-quantify feature of behavior that, in concert with other observations, may help to distinguish ASD from SLI. Autism Res 2016, 9: 854–865. © 2016 En ligne : http://dx.doi.org/10.1002/aur.1578 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

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