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

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 Auteurs : Peter C. MUNDY, Auteur ; Kwanguk KIM, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay E. SWAIN-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] / Peter C. MUNDY, Auteur ; Kwanguk KIM, Auteur ; Nancy S. MCINTYRE, Auteur ; Lindsay E. SWAIN-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

A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity / Nancy S. MCINTYRE in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1086-1101 Titre : A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity Type de document : texte imprimé Auteurs : Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Ryan P. GRIMM, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Joseph E. GONZALES, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.1086-1101 Langues : Anglais (eng) Mots-clés : Reading  Language  Reading profiles  Higher functioning autism Index. décimale : PER Périodiques Résumé : The goal of this study was to identify unique profiles of readers in a sample of 8–16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-017-3029-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity [texte imprimé] / Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Ryan P. GRIMM, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Joseph E. GONZALES, Auteur ; Peter C. MUNDY, Auteur . - p.1086-1101. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1086-1101 Mots-clés : Reading  Language  Reading profiles  Higher functioning autism Index. décimale : PER Périodiques Résumé : The goal of this study was to identify unique profiles of readers in a sample of 8–16 year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-017-3029-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development / Jennifer C. BULLEN in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4463-4476 Titre : A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development Type de document : texte imprimé Auteurs : Jennifer C. BULLEN, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Matthew ZAJIC, Auteur ; Nancy S. MCINTYRE, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.4463-4476 Langues : Anglais (eng) Mots-clés : Adhd  Academic achievement  Autism spectrum disorder  Math achievement Index. décimale : PER Périodiques Résumé : This study examined mathematics achievement in school-aged children with autism spectrum disorder (ASD), symptoms of attention-deficit/hyperactivity disorder (ADHD), or typical development (TD) over a 30-month period and the associations between cognitive and reading abilities with mathematics achievement in children with ASD. Seventy-seven children with ASD without intellectual disability (ASD-WoID), 39 children with ADHD, and 43 children with TD participated in this study. The results revealed that the ASD-WoID and ADHD samples displayed significant and comparable delays in problem solving and calculation abilities. Lower VIQ was related to lower math achievement across all subgroups. The ASD-WoID sample differed from comparison samples in terms of their pattern of mathematical achievement and the role of cognitive abilities in the development of mathematics competence. En ligne : http://dx.doi.org/10.1007/s10803-020-04500-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development [texte imprimé] / Jennifer C. BULLEN, Auteur ; Lindsay E. SWAIN-LERRO, Auteur ; Matthew ZAJIC, Auteur ; Nancy S. MCINTYRE, Auteur ; Peter C. MUNDY, Auteur . - p.4463-4476. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4463-4476 Mots-clés : Adhd  Academic achievement  Autism spectrum disorder  Math achievement Index. décimale : PER Périodiques Résumé : This study examined mathematics achievement in school-aged children with autism spectrum disorder (ASD), symptoms of attention-deficit/hyperactivity disorder (ADHD), or typical development (TD) over a 30-month period and the associations between cognitive and reading abilities with mathematics achievement in children with ASD. Seventy-seven children with ASD without intellectual disability (ASD-WoID), 39 children with ADHD, and 43 children with TD participated in this study. The results revealed that the ASD-WoID and ADHD samples displayed significant and comparable delays in problem solving and calculation abilities. Lower VIQ was related to lower math achievement across all subgroups. The ASD-WoID sample differed from comparison samples in terms of their pattern of mathematical achievement and the role of cognitive abilities in the development of mathematics competence. En ligne : http://dx.doi.org/10.1007/s10803-020-04500-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

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)  

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Longitudinal stability and Autism Diagnostic Observation Scale-2 predictors of the Childhood Joint Attention Rating Scale / Jennifer C. BULLEN in Autism, 29-5 (May 2025)  

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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)  

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Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism / William JARROLD in Autism Research, 6-5 (October 2013)  

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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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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)  

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

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The relation between text reading fluency and reading comprehension for students with autism spectrum disorders / Emily J. SOLARI in Research in Autism Spectrum Disorders, 41-42 (September 2017)  

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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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The Stability of Self-Reported Anxiety in Youth with Autism Versus ADHD or Typical Development / Hillary K. SCHILTZ in Journal of Autism and Developmental Disorders, 47-12 (December 2017)  

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