Mismatch Negativity in Children with Autism and Typical Development / Michelle A. DUNN in Journal of Autism and Developmental Disorders, 38-1 (January 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-1 (January 2008) . - p.52-71 Titre : Mismatch Negativity in Children with Autism and Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Michelle A. DUNN, Auteur ; Hilary GOMES, Auteur ; Judith GRAVEL, Auteur Année de publication : 2008 Article en page(s) : p.52-71 Langues : Anglais (eng) Mots-clés : Autism Neurophysiology Event-related-potentials Mismatch-negativity Automatic-processing Index. décimale : PER Périodiques Résumé : Children with autism are often characterized as having abnormalities in auditory processing. This study examined automatic and active processing of simple auditory stimuli in children using a component of event related potentials, the mismatch negativity (MMN). Amplitude of MMN in children with autism was significantly smaller than in children with typical development in unattended conditions. However, children with autism exhibited a typical amplitude MMN when attending to the stimuli. Receptive language and MMN were not related in children with autism. Findings support the idea of abnormal automatic auditory processing by children with autism. Auditory discrimination of infrequent changes in streams of sounds appears to be accomplished through a different mechanism than in typical children, specifically through the investment of attention. En ligne : http://dx.doi.org/10.1007/s10803-007-0359-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315 [article] Mismatch Negativity in Children with Autism and Typical Development [Texte imprimé et/ou numérique] / Michelle A. DUNN, Auteur ; Hilary GOMES, Auteur ; Judith GRAVEL, Auteur . - 2008 . - p.52-71. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-1 (January 2008) . - p.52-71 Mots-clés : Autism Neurophysiology Event-related-potentials Mismatch-negativity Automatic-processing Index. décimale : PER Périodiques Résumé : Children with autism are often characterized as having abnormalities in auditory processing. This study examined automatic and active processing of simple auditory stimuli in children using a component of event related potentials, the mismatch negativity (MMN). Amplitude of MMN in children with autism was significantly smaller than in children with typical development in unattended conditions. However, children with autism exhibited a typical amplitude MMN when attending to the stimuli. Receptive language and MMN were not related in children with autism. Findings support the idea of abnormal automatic auditory processing by children with autism. Auditory discrimination of infrequent changes in streams of sounds appears to be accomplished through a different mechanism than in typical children, specifically through the investment of attention. En ligne : http://dx.doi.org/10.1007/s10803-007-0359-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315

Multisensory processing in children with autism: high-density electrical mapping of auditory–somatosensory integration / Natalie RUSSO in Autism Research, 3-5 (October 2010)  

Public ISBD [article]  inAutism Research > 3-5 (October 2010) . - p.253-267 Titre : Multisensory processing in children with autism: high-density electrical mapping of auditory–somatosensory integration Type de document : Texte imprimé et/ou numérique Auteurs : Natalie RUSSO, Auteur ; John J. FOXE, Auteur ; Alice B. BRANDWEIN, Auteur ; Ted ALTSCHULER, Auteur ; Hilary GOMES, Auteur ; Sophie MOLHOLM, Auteur Année de publication : 2010 Article en page(s) : p.253-267 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  electrophysiology  multisensory integration  auditory processing  somatosensory processing  development Index. décimale : PER Périodiques Résumé : Successful integration of signals from the various sensory systems is crucial for normal sensory–perceptual functioning, allowing for the perception of coherent objects rather than a disconnected cluster of fragmented features. Several prominent theories of autism suggest that automatic integration is impaired in this population, but there have been few empirical tests of this thesis. A standard electrophysiological metric of multisensory integration (MSI) was used to test the integrity of auditory–somatosensory integration in children with autism (N=17, aged 6–16 years), compared to age- and IQ-matched typically developing (TD) children. High-density electrophysiology was recorded while participants were presented with either auditory or somatosensory stimuli alone (unisensory conditions), or as a combined auditory–somatosensory stimulus (multisensory condition), in randomized order. Participants watched a silent movie during testing, ignoring concurrent stimulation. Significant differences between neural responses to the multisensory auditory–somatosensory stimulus and the unisensory stimuli (the sum of the responses to the auditory and somatosensory stimuli when presented alone) served as the dependent measure. The data revealed group differences in the integration of auditory and somatosensory information that appeared at around 175 ms, and were characterized by the presence of MSI for the TD but not the autism spectrum disorder (ASD) children. Overall, MSI was less extensive in the ASD group. These findings are discussed within the framework of current knowledge of MSI in typical development as well as in relation to theories of ASD. En ligne : http://dx.doi.org/10.1002/aur.152 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115 [article] Multisensory processing in children with autism: high-density electrical mapping of auditory–somatosensory integration [Texte imprimé et/ou numérique] / Natalie RUSSO, Auteur ; John J. FOXE, Auteur ; Alice B. BRANDWEIN, Auteur ; Ted ALTSCHULER, Auteur ; Hilary GOMES, Auteur ; Sophie MOLHOLM, Auteur . - 2010 . - p.253-267. Langues : Anglais (eng) in Autism Research > 3-5 (October 2010) . - p.253-267 Mots-clés : autism spectrum disorders  electrophysiology  multisensory integration  auditory processing  somatosensory processing  development Index. décimale : PER Périodiques Résumé : Successful integration of signals from the various sensory systems is crucial for normal sensory–perceptual functioning, allowing for the perception of coherent objects rather than a disconnected cluster of fragmented features. Several prominent theories of autism suggest that automatic integration is impaired in this population, but there have been few empirical tests of this thesis. A standard electrophysiological metric of multisensory integration (MSI) was used to test the integrity of auditory–somatosensory integration in children with autism (N=17, aged 6–16 years), compared to age- and IQ-matched typically developing (TD) children. High-density electrophysiology was recorded while participants were presented with either auditory or somatosensory stimuli alone (unisensory conditions), or as a combined auditory–somatosensory stimulus (multisensory condition), in randomized order. Participants watched a silent movie during testing, ignoring concurrent stimulation. Significant differences between neural responses to the multisensory auditory–somatosensory stimulus and the unisensory stimuli (the sum of the responses to the auditory and somatosensory stimuli when presented alone) served as the dependent measure. The data revealed group differences in the integration of auditory and somatosensory information that appeared at around 175 ms, and were characterized by the presence of MSI for the TD but not the autism spectrum disorder (ASD) children. Overall, MSI was less extensive in the ASD group. These findings are discussed within the framework of current knowledge of MSI in typical development as well as in relation to theories of ASD. En ligne : http://dx.doi.org/10.1002/aur.152 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115

Pragmatic deficits and social impairment in children with ADHD / Ekaterina STAIKOVA in Journal of Child Psychology and Psychiatry, 54-12 (December 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-12 (December 2013) . - p.1275-1283 Titre : Pragmatic deficits and social impairment in children with ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Ekaterina STAIKOVA, Auteur ; Hilary GOMES, Auteur ; Vivien TARTTER, Auteur ; Allyssa MCCABE, Auteur ; Jeffrey M. HALPERIN, Auteur Article en page(s) : p.1275-1283 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder  ADHD  pragmatic language  social skills Index. décimale : PER Périodiques Résumé : Background Impaired social functioning has been well documented in individuals with attention-deficit/hyperactivity disorder (ADHD). Existing treatments for ADHD are effective for managing core symptoms, but have limited effectiveness at improving social skills, suggesting that social deficits in ADHD may not be directly related to core symptoms of the disorder. Language problems are also common in ADHD, with accumulating evidence of pragmatic language difficulties. Pragmatic deficits are associated with social impairment in several neurodevelopmental disorders. This study systematically examined pragmatic language functioning in children with ADHD and whether social impairment in ADHD is mediated by pragmatic deficits. Method Sixty-three children (28 ADHD; 35 typically developing), ages 7–11 years, underwent a comprehensive assessment of pragmatic language, including parent ratings, standardized tests, and a narrative task. Parents also rated children's social skills on the Social Skills Improvement System. Results Children with ADHD had poorer pragmatic language skills relative to peers across all measures, even after controlling for general language abilities. Furthermore, pragmatic abilities as measured by parent ratings, mediated the relation between ADHD and social skills. Conclusions Pragmatic language skills are impaired in many children with ADHD and may partially account for high rates of social impairment. Implications for treatment and possible prevention of social problems in children with ADHD are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12082 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Pragmatic deficits and social impairment in children with ADHD [Texte imprimé et/ou numérique] / Ekaterina STAIKOVA, Auteur ; Hilary GOMES, Auteur ; Vivien TARTTER, Auteur ; Allyssa MCCABE, Auteur ; Jeffrey M. HALPERIN, Auteur . - p.1275-1283. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-12 (December 2013) . - p.1275-1283 Mots-clés : Attention-deficit/hyperactivity disorder  ADHD  pragmatic language  social skills Index. décimale : PER Périodiques Résumé : Background Impaired social functioning has been well documented in individuals with attention-deficit/hyperactivity disorder (ADHD). Existing treatments for ADHD are effective for managing core symptoms, but have limited effectiveness at improving social skills, suggesting that social deficits in ADHD may not be directly related to core symptoms of the disorder. Language problems are also common in ADHD, with accumulating evidence of pragmatic language difficulties. Pragmatic deficits are associated with social impairment in several neurodevelopmental disorders. This study systematically examined pragmatic language functioning in children with ADHD and whether social impairment in ADHD is mediated by pragmatic deficits. Method Sixty-three children (28 ADHD; 35 typically developing), ages 7–11 years, underwent a comprehensive assessment of pragmatic language, including parent ratings, standardized tests, and a narrative task. Parents also rated children's social skills on the Social Skills Improvement System. Results Children with ADHD had poorer pragmatic language skills relative to peers across all measures, even after controlling for general language abilities. Furthermore, pragmatic abilities as measured by parent ratings, mediated the relation between ADHD and social skills. Conclusions Pragmatic language skills are impaired in many children with ADHD and may partially account for high rates of social impairment. Implications for treatment and possible prevention of social problems in children with ADHD are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12082 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

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