Adults with Asperger syndrome with and without a cognitive profile associated with “non-verbal learning disability.” A brief report / Agneta NYDEN in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.612-618 Titre : Adults with Asperger syndrome with and without a cognitive profile associated with “non-verbal learning disability.” A brief report Type de document : Texte imprimé et/ou numérique Auteurs : Agneta NYDEN, Auteur ; Maria RASTAM, Auteur ; Annika DAHLGREN SANDBERG, Auteur ; Henrik ANCKARSATER, Auteur ; Lena NIKLASSON, Auteur ; Ola STAHLBERG, Auteur ; Elisabeth WENTZ, Auteur Année de publication : 2010 Article en page(s) : p.612-618 Langues : Anglais (eng) Mots-clés : Adults Asperger-syndrome Neuropsychology Non-verbal-learning-disability Index. décimale : PER Périodiques Résumé : Asperger syndrome (AS) and non-verbal learning disability (NLD) are both characterized by impairments in motor coordination, visuo-perceptual abilities, pragmatics and comprehension of language and social understanding. NLD is also defined as a learning disorder affecting functions in the right cerebral hemisphere. The present study investigates if individuals with AS and a cognitive profile consistent with NLD (i.e. verbal IQ > performance IQ) would also have other problems inherent in NLD, visual memory and attention, reading/writing ability and arithmetic in the presence of preserved verbal memory and attention. Forty-four individuals with AS were assessed with a battery of neuropsychological tests. Reading/writing and arithmetic abilities were investigated. Education and global social adaptive levels were studied. Very few AS participants, even though with NLD cognitive profile showed problems with any of the neurocognitive abilities or academic achievements. However, all had poor global social adaptive functioning and few had paid employment, regardless of their cognitive profile. The present study suggests that AS and NLD are two different conditions even though some individuals in both groups have the verbal IQ > performance IQ profile that has been proposed to be typical of both AS and NLD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Adults with Asperger syndrome with and without a cognitive profile associated with “non-verbal learning disability.” A brief report [Texte imprimé et/ou numérique] / Agneta NYDEN, Auteur ; Maria RASTAM, Auteur ; Annika DAHLGREN SANDBERG, Auteur ; Henrik ANCKARSATER, Auteur ; Lena NIKLASSON, Auteur ; Ola STAHLBERG, Auteur ; Elisabeth WENTZ, Auteur . - 2010 . - p.612-618. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.612-618 Mots-clés : Adults Asperger-syndrome Neuropsychology Non-verbal-learning-disability Index. décimale : PER Périodiques Résumé : Asperger syndrome (AS) and non-verbal learning disability (NLD) are both characterized by impairments in motor coordination, visuo-perceptual abilities, pragmatics and comprehension of language and social understanding. NLD is also defined as a learning disorder affecting functions in the right cerebral hemisphere. The present study investigates if individuals with AS and a cognitive profile consistent with NLD (i.e. verbal IQ > performance IQ) would also have other problems inherent in NLD, visual memory and attention, reading/writing ability and arithmetic in the presence of preserved verbal memory and attention. Forty-four individuals with AS were assessed with a battery of neuropsychological tests. Reading/writing and arithmetic abilities were investigated. Education and global social adaptive levels were studied. Very few AS participants, even though with NLD cognitive profile showed problems with any of the neurocognitive abilities or academic achievements. However, all had poor global social adaptive functioning and few had paid employment, regardless of their cognitive profile. The present study suggests that AS and NLD are two different conditions even though some individuals in both groups have the verbal IQ > performance IQ profile that has been proposed to be typical of both AS and NLD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder / Jakob ASBERG in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.95-109 Titre : Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jakob ASBERG, Auteur ; SvenOlof DAHLGREN, Auteur ; Annika DAHLGREN SANDBERG, Auteur Année de publication : 2008 Article en page(s) : p.95-109 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Attention-disorders Word-decoding Reading-comprehension Index. décimale : PER Périodiques Résumé : High-functioning children with autism spectrum disorders (ASD) have been reported to have an early success in reading. Children with attention disorders such as DAMP or ADHD, on the other hand, often struggle acquiring reading skills. The primary aim of the study was two-fold: (a) to compare reading performance of children with ASD, DAMP and typical development; (b) to examine whether memory functions and verbal and performance IQ related differently to the reading performance depending on diagnosis. Striking similarities were found between clinical groups on performance level and patterns of reading ability. Decoding and reading comprehension difficulties were common in both clinical groups relative to the comparison group matched for mental age. There was a strong association between word decoding fluency and sentence reading comprehension in the clinical groups even after the effect of age and VIQ was partialled out. Further research on cognition, linguistic abilities and educational milieu is warranted to explore the reasons for the word decoding difficulties. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 [article] Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder [Texte imprimé et/ou numérique] / Jakob ASBERG, Auteur ; SvenOlof DAHLGREN, Auteur ; Annika DAHLGREN SANDBERG, Auteur . - 2008 . - p.95-109. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.95-109 Mots-clés : Autism-spectrum-disorders Attention-disorders Word-decoding Reading-comprehension Index. décimale : PER Périodiques Résumé : High-functioning children with autism spectrum disorders (ASD) have been reported to have an early success in reading. Children with attention disorders such as DAMP or ADHD, on the other hand, often struggle acquiring reading skills. The primary aim of the study was two-fold: (a) to compare reading performance of children with ASD, DAMP and typical development; (b) to examine whether memory functions and verbal and performance IQ related differently to the reading performance depending on diagnosis. Striking similarities were found between clinical groups on performance level and patterns of reading ability. Decoding and reading comprehension difficulties were common in both clinical groups relative to the comparison group matched for mental age. There was a strong association between word decoding fluency and sentence reading comprehension in the clinical groups even after the effect of age and VIQ was partialled out. Further research on cognition, linguistic abilities and educational milieu is warranted to explore the reasons for the word decoding difficulties. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330

Parental retrospective assessment of development and behavior in Asperger syndrome during the first 2 years of life / Petra DEWRANG in Research in Autism Spectrum Disorders, 4-3 (July-September 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.461-473 Titre : Parental retrospective assessment of development and behavior in Asperger syndrome during the first 2 years of life Type de document : Texte imprimé et/ou numérique Auteurs : Petra DEWRANG, Auteur ; Annika DAHLGREN SANDBERG, Auteur Année de publication : 2010 Article en page(s) : p.461-473 Langues : Anglais (eng) Mots-clés : Early-diagnosis Asperger-syndrome Parental-concern Questionnaire SAB-2 Index. décimale : PER Périodiques Résumé : Development and behavior during the first 2 years of life was assessed retrospectively by the parents to 23 adolescents and young adults with Asperger syndrome and 13 typically developing adolescents and young adults. The groups were matched on chronological age and the participants were within the normal range of intelligence. The questionnaire, symptoms of autism before the age of 2 (SAB-2) comprised seven areas: contact and social activity, responses to sensory perceptions, communication and language/speech, food/feeding and sleep, play and fixations/rituals, movements and motor skills, and development and behavior. An eighth area of possible early suspicions was also part of the questionnaire. There were significant differences between the groups in all the areas and that the parents in many cases were well aware of anomalies in their children's behavior at an early age. Food/feeding and sleep and contact and social activity were found to be the areas that caused most concern. The SAB-2 was also judged to be a valid and reliable instrument for retrospective assessment of infants. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.11.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100 [article] Parental retrospective assessment of development and behavior in Asperger syndrome during the first 2 years of life [Texte imprimé et/ou numérique] / Petra DEWRANG, Auteur ; Annika DAHLGREN SANDBERG, Auteur . - 2010 . - p.461-473. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.461-473 Mots-clés : Early-diagnosis Asperger-syndrome Parental-concern Questionnaire SAB-2 Index. décimale : PER Périodiques Résumé : Development and behavior during the first 2 years of life was assessed retrospectively by the parents to 23 adolescents and young adults with Asperger syndrome and 13 typically developing adolescents and young adults. The groups were matched on chronological age and the participants were within the normal range of intelligence. The questionnaire, symptoms of autism before the age of 2 (SAB-2) comprised seven areas: contact and social activity, responses to sensory perceptions, communication and language/speech, food/feeding and sleep, play and fixations/rituals, movements and motor skills, and development and behavior. An eighth area of possible early suspicions was also part of the questionnaire. There were significant differences between the groups in all the areas and that the parents in many cases were well aware of anomalies in their children's behavior at an early age. Food/feeding and sleep and contact and social activity were found to be the areas that caused most concern. The SAB-2 was also judged to be a valid and reliable instrument for retrospective assessment of infants. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.11.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100

Referential communication in children with autism spectrum disorder / SvenOlof DAHLGREN in Autism, 12-4 (July 2008)  

Public ISBD [article]  inAutism > 12-4 (July 2008) . - p.335-348 Titre : Referential communication in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : SvenOlof DAHLGREN, Auteur ; Annika DAHLGREN SANDBERG, Auteur Année de publication : 2008 Article en page(s) : p.335-348 Langues : Anglais (eng) Mots-clés : autism-spectrum-disorder memory referential-communication theory-of-mind Index. décimale : PER Périodiques Résumé : Referential communication was studied in children with autism spectrum disorder (ASD) including children with autism and Asperger syndrome. The aim was to study alternative explanations for the children's communicative problems in such situations. Factors studied were theory of mind, IQ, verbal ability and memory. The main results demonstrated diminished performance in children with autism spectrum disorder, mirroring performance in everyday life, in comparison to verbal IQ and mental age matched typically developing children. Among children with autism spectrum disorders, there was a positive relationship between performance in referential communication and theory of mind. Memory capacity also proved to play a role in success in the task. En ligne : http://dx.doi.org/10.1177/1362361308091648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535 [article] Referential communication in children with autism spectrum disorder [Texte imprimé et/ou numérique] / SvenOlof DAHLGREN, Auteur ; Annika DAHLGREN SANDBERG, Auteur . - 2008 . - p.335-348. Langues : Anglais (eng) in Autism > 12-4 (July 2008) . - p.335-348 Mots-clés : autism-spectrum-disorder memory referential-communication theory-of-mind Index. décimale : PER Périodiques Résumé : Referential communication was studied in children with autism spectrum disorder (ASD) including children with autism and Asperger syndrome. The aim was to study alternative explanations for the children's communicative problems in such situations. Factors studied were theory of mind, IQ, verbal ability and memory. The main results demonstrated diminished performance in children with autism spectrum disorder, mirroring performance in everyday life, in comparison to verbal IQ and mental age matched typically developing children. Among children with autism spectrum disorders, there was a positive relationship between performance in referential communication and theory of mind. Memory capacity also proved to play a role in success in the task. En ligne : http://dx.doi.org/10.1177/1362361308091648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535

Repetitive behaviour and obsessive–compulsive features in Asperger syndrome: Parental and self-reports / Petra DEWRANG in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1176-1186 Titre : Repetitive behaviour and obsessive–compulsive features in Asperger syndrome: Parental and self-reports Type de document : Texte imprimé et/ou numérique Auteurs : Petra DEWRANG, Auteur ; Annika DAHLGREN SANDBERG, Auteur Année de publication : 2011 Article en page(s) : p.1176-1186 Langues : Anglais (eng) Mots-clés : Asperger syndrome  Ritualistic behaviour  Obsessive–compulsive features  Self-evaluation  Parental evaluation Index. décimale : PER Périodiques Résumé : Symptoms of repetitive, obsessive and compulsive behaviour were explored in a group of adolescents and young adults with Asperger syndrome and compared to a typically developing group. By means of self-evaluations and an interview regarding such symptoms with the adolescents and young adults and parental evaluations, the parents retrospectively assessed the behaviour of their children from preschool years to middle teens, and the young participants assessed their own behaviour from school years until present time. An anxiety scale was also used. The results revealed no significant differences between the groups on the interview and the anxiety scale. There were, however, significant differences on both the parental and the self-evaluations. Thus, the parents reported that their children had difficulties with repetitive, obsessive–compulsive behaviour, and social interaction from preschool years, and both the parents and the adolescents and young adults reported considerable difficulties in those areas during school years. When comparing the evaluations from the parents and the young participants it was shown that the parents in the Asperger group reported significantly more problems than their children while in the comparison group the parents reported less problems than their children. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Repetitive behaviour and obsessive–compulsive features in Asperger syndrome: Parental and self-reports [Texte imprimé et/ou numérique] / Petra DEWRANG, Auteur ; Annika DAHLGREN SANDBERG, Auteur . - 2011 . - p.1176-1186. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1176-1186 Mots-clés : Asperger syndrome  Ritualistic behaviour  Obsessive–compulsive features  Self-evaluation  Parental evaluation Index. décimale : PER Périodiques Résumé : Symptoms of repetitive, obsessive and compulsive behaviour were explored in a group of adolescents and young adults with Asperger syndrome and compared to a typically developing group. By means of self-evaluations and an interview regarding such symptoms with the adolescents and young adults and parental evaluations, the parents retrospectively assessed the behaviour of their children from preschool years to middle teens, and the young participants assessed their own behaviour from school years until present time. An anxiety scale was also used. The results revealed no significant differences between the groups on the interview and the anxiety scale. There were, however, significant differences on both the parental and the self-evaluations. Thus, the parents reported that their children had difficulties with repetitive, obsessive–compulsive behaviour, and social interaction from preschool years, and both the parents and the adolescents and young adults reported considerable difficulties in those areas during school years. When comparing the evaluations from the parents and the young participants it was shown that the parents in the Asperger group reported significantly more problems than their children while in the comparison group the parents reported less problems than their children. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Speech-Generating Devices Used at Home by Children With Autism Spectrum Disorders: A Preliminary Assessment / Gunilla THUNBERG in Focus on Autism and Other Developmental Disabilities, 24-2 (June 2009)  

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