Characterising the relationship between theory of mind and anxiety in children with Autism Spectrum Disorder and typically developing children / Jiedi LEI in Research in Autism Spectrum Disorders, 49 (May 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 49 (May 2018) . - p.1-12 Titre : Characterising the relationship between theory of mind and anxiety in children with Autism Spectrum Disorder and typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Pamela VENTOLA, Auteur Article en page(s) : p.1-12 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorders (ASD)  Theory of Mind (ToM)  Joint attention  Anxiety Index. décimale : PER Périodiques Résumé : Background: Social communication impairments associated with Autism Spectrum Disorder (ASD) is a multi-faceted phenomenon that encapsulates a broad range of skills with Theory of Mind (ToM) as a key component. Early Theory of Mind (ToM) skills, such as joint attention, typically develop during infancy and provide a foundation for the co-emergence of affect regulation via social referencing. Children with Autism Spectrum Disorder (ASD) demonstrate delays and impairments in the development of ToM, and up to 40% of children with ASD also experience co-occurring symptoms of anxiety and poor affect regulation. Method: Using parent report, this cross-sectional study aimed to characterise the relationship between ToM competency and anxiety, and explore how specific ToM deficits may confer vulnerability to anxiety in children (4–8 years old) with ASD. Results: Early ToM skills, such as joint attention and social referencing, mediated the relationship between broader social communication impairments and anxiety symptom severity in children with ASD. Conclusions: Increasing competency of early ToM skills might provide additional therapeutic benefits for clinical interventions targeting anxiety in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340 [article] Characterising the relationship between theory of mind and anxiety in children with Autism Spectrum Disorder and typically developing children [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Pamela VENTOLA, Auteur . - p.1-12. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 49 (May 2018) . - p.1-12 Mots-clés : Autism Spectrum Disorders (ASD)  Theory of Mind (ToM)  Joint attention  Anxiety Index. décimale : PER Périodiques Résumé : Background: Social communication impairments associated with Autism Spectrum Disorder (ASD) is a multi-faceted phenomenon that encapsulates a broad range of skills with Theory of Mind (ToM) as a key component. Early Theory of Mind (ToM) skills, such as joint attention, typically develop during infancy and provide a foundation for the co-emergence of affect regulation via social referencing. Children with Autism Spectrum Disorder (ASD) demonstrate delays and impairments in the development of ToM, and up to 40% of children with ASD also experience co-occurring symptoms of anxiety and poor affect regulation. Method: Using parent report, this cross-sectional study aimed to characterise the relationship between ToM competency and anxiety, and explore how specific ToM deficits may confer vulnerability to anxiety in children (4–8 years old) with ASD. Results: Early ToM skills, such as joint attention and social referencing, mediated the relationship between broader social communication impairments and anxiety symptom severity in children with ASD. Conclusions: Increasing competency of early ToM skills might provide additional therapeutic benefits for clinical interventions targeting anxiety in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340

Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university / Jiedi LEI in Autism, 24-5 (July 2020)  

Public ISBD [article]  inAutism > 24-5 (July 2020) . - p.1138-1151 Titre : Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : p.1138-1151 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  college  perceived social support  social anxiety  social network  university Index. décimale : PER Périodiques Résumé : Transitioning to university can be anxiety-provoking for all students. The relationship between social anxiety, autistic traits and students' social network structure, and perceived support is poorly understood. This study used a group-matched design where autistic students (n?=?28) and typically developing students (n?=?28) were matched on sex, age (17-19?years), ethnicity, pre-university academic performance and degree subject at university. Autistic students reported greater transition to university worries, and a smaller social network size compared to typically developing students, though perceived similar levels of support from their social networks. Autistic and typically developing students showed differential patterns of association with both autistic traits and social anxiety. Broader clinical and practical implications of findings are discussed. En ligne : http://dx.doi.org/10.1177/1362361319894830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur ; Ailsa RUSSELL, Auteur . - p.1138-1151. Langues : Anglais (eng) in Autism > 24-5 (July 2020) . - p.1138-1151 Mots-clés : autism spectrum disorder  college  perceived social support  social anxiety  social network  university Index. décimale : PER Périodiques Résumé : Transitioning to university can be anxiety-provoking for all students. The relationship between social anxiety, autistic traits and students' social network structure, and perceived support is poorly understood. This study used a group-matched design where autistic students (n?=?28) and typically developing students (n?=?28) were matched on sex, age (17-19?years), ethnicity, pre-university academic performance and degree subject at university. Autistic students reported greater transition to university worries, and a smaller social network size compared to typically developing students, though perceived similar levels of support from their social networks. Autistic and typically developing students showed differential patterns of association with both autistic traits and social anxiety. Broader clinical and practical implications of findings are discussed. En ligne : http://dx.doi.org/10.1177/1362361319894830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Evaluating the Role of Autistic Traits, Social Anxiety, and Social Network Changes During Transition to First Year of University in Typically Developing Students and Students on the Autism Spectrum / Jiedi LEI in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2832-2851 Titre : Evaluating the Role of Autistic Traits, Social Anxiety, and Social Network Changes During Transition to First Year of University in Typically Developing Students and Students on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Mark BROSNAN, Auteur ; Chris ASHWIN, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : p.2832-2851 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  College  Perceived social support  Social anxiety  Social network  University Index. décimale : PER Périodiques Résumé : This is the first longitudinal study to quantitatively evaluate changes in social network structure (SNS) and perceived social support (PSS) amongst first-year students on the autism spectrum (n?=?21) and typically developing (TD; n?=?182) students transitioning to university. The relative impact of changes in SNS/PSS, students' social anxiety and autistic traits, on first-year university transition outcomes were also examined. Both groups gained friends over time who provided better support quantity and quality during first year of university. Social anxiety showed long-term differential negative impact on students on the autism spectrum and TD students' academic, social and personal/emotional adjustments, and institutional attachment, suggesting stakeholders should focus on delivering interventions to reduce social anxiety to improve university transition outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04391-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] Evaluating the Role of Autistic Traits, Social Anxiety, and Social Network Changes During Transition to First Year of University in Typically Developing Students and Students on the Autism Spectrum [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Mark BROSNAN, Auteur ; Chris ASHWIN, Auteur ; Ailsa RUSSELL, Auteur . - p.2832-2851. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2832-2851 Mots-clés : Autism spectrum disorder  College  Perceived social support  Social anxiety  Social network  University Index. décimale : PER Périodiques Résumé : This is the first longitudinal study to quantitatively evaluate changes in social network structure (SNS) and perceived social support (PSS) amongst first-year students on the autism spectrum (n?=?21) and typically developing (TD; n?=?182) students transitioning to university. The relative impact of changes in SNS/PSS, students' social anxiety and autistic traits, on first-year university transition outcomes were also examined. Both groups gained friends over time who provided better support quantity and quality during first year of university. Social anxiety showed long-term differential negative impact on students on the autism spectrum and TD students' academic, social and personal/emotional adjustments, and institutional attachment, suggesting stakeholders should focus on delivering interventions to reduce social anxiety to improve university transition outcomes. En ligne : http://dx.doi.org/10.1007/s10803-020-04391-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

Evaluation of a Transition to University Programme for Students with Autism Spectrum Disorder / Jiedi LEI in Journal of Autism and Developmental Disorders, 50-7 (July 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2397-2411 Titre : Evaluation of a Transition to University Programme for Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Steph CALLEY, Auteur ; Mark BROSNAN, Auteur ; Chris ASHWIN, Auteur ; Ailsa RUSSELL, Auteur Article en page(s) : p.2397-2411 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  College  Intervention  Students  Transition  University Index. décimale : PER Périodiques Résumé : Applying to university can be an anxiety-provoking time for many autistic students, though enrolment can be increased by actively involving them in transition planning. We provide an evaluation of a transition to university pilot programme (Autism Summer School) for autistic students (16-19 years) who are seeking to apply/attend university. The content focused on introducing students to various aspects of university life including academic (sample lectures), social (e.g., clubs and societies), and daily living (eating in university canteen and staying in student accommodation). Students' quantitative and qualitative feedback are positive and promising, showing significant reduction across a range of concerns related to transition to university after the programme, as well as general optimism related to starting university. En ligne : http://dx.doi.org/10.1007/s10803-018-3776-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Evaluation of a Transition to University Programme for Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Steph CALLEY, Auteur ; Mark BROSNAN, Auteur ; Chris ASHWIN, Auteur ; Ailsa RUSSELL, Auteur . - p.2397-2411. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2397-2411 Mots-clés : Autism Spectrum Disorder  College  Intervention  Students  Transition  University Index. décimale : PER Périodiques Résumé : Applying to university can be an anxiety-provoking time for many autistic students, though enrolment can be increased by actively involving them in transition planning. We provide an evaluation of a transition to university pilot programme (Autism Summer School) for autistic students (16-19 years) who are seeking to apply/attend university. The content focused on introducing students to various aspects of university life including academic (sample lectures), social (e.g., clubs and societies), and daily living (eating in university canteen and staying in student accommodation). Students' quantitative and qualitative feedback are positive and promising, showing significant reduction across a range of concerns related to transition to university after the programme, as well as general optimism related to starting university. En ligne : http://dx.doi.org/10.1007/s10803-018-3776-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Examining the relationship between cognitive inflexibility and internalizing and externalizing symptoms in autistic children and adolescents: A systematic review and meta-analysis / Jiedi LEI in Autism Research, 15-12 (December 2022)  

Public ISBD [article]  inAutism Research > 15-12 (December 2022) . - p.2265-2295 Titre : Examining the relationship between cognitive inflexibility and internalizing and externalizing symptoms in autistic children and adolescents: A systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Jiedi LEI, Auteur ; Tony CHARMAN, Auteur ; Eleanor LEIGH, Auteur ; Ailsa RUSSELL, Auteur ; Zameer MOHAMED, Auteur ; Matthew J. HOLLOCKS, Auteur Article en page(s) : p.2265-2295 Langues : Anglais (eng) Mots-clés : Child  Humans  Adolescent  Autistic Disorder/complications  Autism Spectrum Disorder  Cognition  Databases, Factual  Mental Health  autism spectrum disorder  cognitive flexibility  cognitive inflexibility  externalizing  internalizing  meta-analysis  systematic review Index. décimale : PER Périodiques Résumé : Compared to neurotypical peers, autistic adolescents show greater cognitive inflexibility (CI) which manifests at the behavioral and cognitive level and potentially increases vulnerability for the development of internalizing (INT) and externalizing (EXT) symptoms. This systematic review and meta-analysis explored the association between CI and INT/EXT in autistic adolescents. PubMed, EMBASE, MEDLINE, PsycINFO and Web of Science databases were searched to identify relevant studies until April 2022 (PROSPERO protocol: CRD42021277294). Systematic review included 21 studies (n = 1608) of CI and INT, and 15 studies (n = 1115) of CI and EXT. A pooled effect size using Pearson's correlation between CI and INT/EXT was calculated and the moderating effects of age, sex, IQ and study quality were investigated using meta-regressions. Sensitivity analyses were completed to investigate the impact of measure variance for CI and co-occurring ADHD on the overall effects. Greater CI is associated with increased INT (nine studies; n = 833; r = 0.39 (moderate effect), 95% confidence interval [0.32, 0.46]) and EXT (six studies; n = 295; r = 0.48 (large effect), 95% confidence interval [0.38, 0.58]). Results withheld when only using parental reports of CI and excluding autistic adolescents with co-occurring ADHD. Increased CI may be a transdiagnostic vulnerability factor that can increase autistic adolescents' rigid or perseverative patterns of unhelpful cognition and behaviors and reduce their ability to access psychological interventions. Addressing CI may improve autistic children and adolescents' engagement with psychological therapy for co-occurring mental health difficulties. En ligne : http://dx.doi.org/10.1002/aur.2826 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Examining the relationship between cognitive inflexibility and internalizing and externalizing symptoms in autistic children and adolescents: A systematic review and meta-analysis [Texte imprimé et/ou numérique] / Jiedi LEI, Auteur ; Tony CHARMAN, Auteur ; Eleanor LEIGH, Auteur ; Ailsa RUSSELL, Auteur ; Zameer MOHAMED, Auteur ; Matthew J. HOLLOCKS, Auteur . - p.2265-2295. Langues : Anglais (eng) in Autism Research > 15-12 (December 2022) . - p.2265-2295 Mots-clés : Child  Humans  Adolescent  Autistic Disorder/complications  Autism Spectrum Disorder  Cognition  Databases, Factual  Mental Health  autism spectrum disorder  cognitive flexibility  cognitive inflexibility  externalizing  internalizing  meta-analysis  systematic review Index. décimale : PER Périodiques Résumé : Compared to neurotypical peers, autistic adolescents show greater cognitive inflexibility (CI) which manifests at the behavioral and cognitive level and potentially increases vulnerability for the development of internalizing (INT) and externalizing (EXT) symptoms. This systematic review and meta-analysis explored the association between CI and INT/EXT in autistic adolescents. PubMed, EMBASE, MEDLINE, PsycINFO and Web of Science databases were searched to identify relevant studies until April 2022 (PROSPERO protocol: CRD42021277294). Systematic review included 21 studies (n = 1608) of CI and INT, and 15 studies (n = 1115) of CI and EXT. A pooled effect size using Pearson's correlation between CI and INT/EXT was calculated and the moderating effects of age, sex, IQ and study quality were investigated using meta-regressions. Sensitivity analyses were completed to investigate the impact of measure variance for CI and co-occurring ADHD on the overall effects. Greater CI is associated with increased INT (nine studies; n = 833; r = 0.39 (moderate effect), 95% confidence interval [0.32, 0.46]) and EXT (six studies; n = 295; r = 0.48 (large effect), 95% confidence interval [0.38, 0.58]). Results withheld when only using parental reports of CI and excluding autistic adolescents with co-occurring ADHD. Increased CI may be a transdiagnostic vulnerability factor that can increase autistic adolescents' rigid or perseverative patterns of unhelpful cognition and behaviors and reduce their ability to access psychological interventions. Addressing CI may improve autistic children and adolescents' engagement with psychological therapy for co-occurring mental health difficulties. En ligne : http://dx.doi.org/10.1002/aur.2826 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

Experiences of student and trainee autism researchers during the COVID-19 pandemic / Sowmyashree Mayur KAKU in Autism Research, 15-3 (March 2022)  

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Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use / Jiedi LEI in Autism, 25-5 (July 2021)  

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Exploring an e-learning community's response to the language and terminology use in autism from two massive open online courses on autism education and technology use / Jiedi LEI in Autism, 26-5 (July 2022)  

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Exploring the association between social camouflaging and self- versus caregiver-report discrepancies in anxiety and depressive symptoms in autistic and non-autistic socially anxious adolescents / Jiedi LEI in Autism, 28-10 (October 2024)  

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I Have a Fear of Negative Evaluation, Get Me Out of Here! Examining Latent Constructs of Social Anxiety and Autistic Traits in Neurotypical and Autistic Young People / Jiedi LEI in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

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Parenting a Child with ASD: Comparison of Parenting Style Between ASD, Anxiety, and Typical Development / Pamela VENTOLA in Journal of Autism and Developmental Disorders, 47-9 (September 2017)  

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Reduced anxiety following pivotal response treatment in young children with autism spectrum disorder / Jiedi LEI in Research in Autism Spectrum Disorders, 43-44 (November 2017)  

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The impact of a positive autism identity and autistic community solidarity on social anxiety and mental health in autistic young people / Kate COOPER in Autism, 27-3 (April 2023)  

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Understanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom / Jiedi LEI in Autism, 25-5 (July 2021)  

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Understanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom / Jiedi LEI in Autism, 26-5 (July 2022)  

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