Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study / Mayra Muller SPANIOL in Journal of Autism and Developmental Disorders, 48-2 (February 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.592-610 Titre : Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study Type de document : texte imprimé Auteurs : Mayra Muller SPANIOL, Auteur ; Lilach SHALEV, Auteur ; Lila KOSSYVAKI, Auteur ; Carmel MEVORACH, Auteur Article en page(s) : p.592-610 Langues : Anglais (eng) Mots-clés : Academic performance  Attention training  Autism  Computerized training  School-based intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population. En ligne : https://doi.org/10.1007/s10803-017-3371-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Attention Training in Autism as a Potential Approach to Improving Academic Performance: A School-Based Pilot Study [texte imprimé] / Mayra Muller SPANIOL, Auteur ; Lilach SHALEV, Auteur ; Lila KOSSYVAKI, Auteur ; Carmel MEVORACH, Auteur . - p.592-610. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.592-610 Mots-clés : Academic performance  Attention training  Autism  Computerized training  School-based intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population. En ligne : https://doi.org/10.1007/s10803-017-3371-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

Attention training in children with autism spectrum disorder improves academic performance: A double-blind pilot application of the computerized progressive attentional training program / Mayra Muller SPANIOL in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1769-1776 Titre : Attention training in children with autism spectrum disorder improves academic performance: A double-blind pilot application of the computerized progressive attentional training program Type de document : texte imprimé Auteurs : Mayra Muller SPANIOL, Auteur ; Carmel MEVORACH, Auteur ; Lilach SHALEV, Auteur ; Maria Cristina T.V. TEIXEIRA, Auteur ; Rosane LOWENTHAL, Auteur ; Cristiane Silvestre DE PAULA, Auteur Article en page(s) : p.1769-1776 Langues : Anglais (eng) Mots-clés : Attention Deficit Disorder with Hyperactivity/therapy  Autism Spectrum Disorder/complications/therapy  Brazil  Child  Humans  Pilot Projects  Reading  attention  autism spectrum disorders  cognitive training  intervention  school performance Index. décimale : PER Périodiques Résumé : Atypical attention has been reported in individuals with autism spectrum disorder (ASD) with studies pointing to an increase in attention deficit and hyperactivity disorder-like symptomatology. Individuals with ASD may also present academic difficulties and it is possible that they face a double-barrier for academic attainment from both core ASD symptomatology and from attention atypicalities, which are directly linked to academic performance. This raises the possibility that academic difficulties in ASD may benefit from cognitive training targeting attention. To test this possibility, we used the computerized progressive attentional training (CPAT) intervention in a double-blind, active control with follow-up intervention study in Brazil. The CPAT is a computerized attention training program that was recently piloted with schoolchildren with ASD in the UK. Twenty-six participants (8-14 years) with ASD in the São Paulo's ASD Reference Unit were assigned to either the CPAT (n = 14) or active control group (n = 12), which were matched at baseline. Two 45-min intervention sessions per week were conducted over a 2-month period. School performance, attention, fluid intelligence, and behavior were assessed before, immediately after and 3 months following the intervention. Significant group by time interactions show improvements in math, reading, writing and attention that were maintained at follow-up for the CPAT (but not the active control) group, while parents of children from both groups tended to report behavioral improvements. We conclude that attention training has the potential to reduce obstacles for academic attainment in ASD. Combined with the previous pilot study, the current results point to the generality of the approach, which leads to similar outcomes in different cultural and social contexts. LAY ABSTRACT: Attention difficulties tend to occur in ASD and are linked to academic performance. In this study, we demonstrate that school performance in math, reading and writing in children with ASD can improve following an intervention that trains basic attention skills (the CPAT intervention). The improvements we report are stable and were maintained 3-months following the intervention. This study, which was conducted in a public-health setting in Brazil, extends previous research in schools in the UK pointing to the cross-cultural and cross-settings efficacy of the intervention. En ligne : http://dx.doi.org/10.1002/aur.2566 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Attention training in children with autism spectrum disorder improves academic performance: A double-blind pilot application of the computerized progressive attentional training program [texte imprimé] / Mayra Muller SPANIOL, Auteur ; Carmel MEVORACH, Auteur ; Lilach SHALEV, Auteur ; Maria Cristina T.V. TEIXEIRA, Auteur ; Rosane LOWENTHAL, Auteur ; Cristiane Silvestre DE PAULA, Auteur . - p.1769-1776. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1769-1776 Mots-clés : Attention Deficit Disorder with Hyperactivity/therapy  Autism Spectrum Disorder/complications/therapy  Brazil  Child  Humans  Pilot Projects  Reading  attention  autism spectrum disorders  cognitive training  intervention  school performance Index. décimale : PER Périodiques Résumé : Atypical attention has been reported in individuals with autism spectrum disorder (ASD) with studies pointing to an increase in attention deficit and hyperactivity disorder-like symptomatology. Individuals with ASD may also present academic difficulties and it is possible that they face a double-barrier for academic attainment from both core ASD symptomatology and from attention atypicalities, which are directly linked to academic performance. This raises the possibility that academic difficulties in ASD may benefit from cognitive training targeting attention. To test this possibility, we used the computerized progressive attentional training (CPAT) intervention in a double-blind, active control with follow-up intervention study in Brazil. The CPAT is a computerized attention training program that was recently piloted with schoolchildren with ASD in the UK. Twenty-six participants (8-14 years) with ASD in the São Paulo's ASD Reference Unit were assigned to either the CPAT (n = 14) or active control group (n = 12), which were matched at baseline. Two 45-min intervention sessions per week were conducted over a 2-month period. School performance, attention, fluid intelligence, and behavior were assessed before, immediately after and 3 months following the intervention. Significant group by time interactions show improvements in math, reading, writing and attention that were maintained at follow-up for the CPAT (but not the active control) group, while parents of children from both groups tended to report behavioral improvements. We conclude that attention training has the potential to reduce obstacles for academic attainment in ASD. Combined with the previous pilot study, the current results point to the generality of the approach, which leads to similar outcomes in different cultural and social contexts. LAY ABSTRACT: Attention difficulties tend to occur in ASD and are linked to academic performance. In this study, we demonstrate that school performance in math, reading and writing in children with ASD can improve following an intervention that trains basic attention skills (the CPAT intervention). The improvements we report are stable and were maintained 3-months following the intervention. This study, which was conducted in a public-health setting in Brazil, extends previous research in schools in the UK pointing to the cross-cultural and cross-settings efficacy of the intervention. En ligne : http://dx.doi.org/10.1002/aur.2566 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Cross-Cultural Comparison of the Contexts Associated with Emotional Outbursts / Justin Cheuk Yin CHUNG in Journal of Autism and Developmental Disorders, 53-11 (November 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4229-4242 Titre : Cross-Cultural Comparison of the Contexts Associated with Emotional Outbursts Type de document : texte imprimé Auteurs : Justin Cheuk Yin CHUNG, Auteur ; Rosane LOWENTHAL, Auteur ; Carmel MEVORACH, Auteur ; Cristiane S. PAULA, Auteur ; Maria Cristina Triguero Veloz TEIXEIRA, Auteur ; Kate Anne WOODCOCK, Auteur Article en page(s) : p.4229-4242 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The causal relationship between emotional outbursts and emotion dysregulation is proposed to be heterogeneous, but cultural influences have not been considered despite established cultural differences in emotional processes (e.g., increased motivation to suppress emotions in interdependent cultures). Responses to the Brazilian Portuguese version of the Emotional Outburst Questionnaire were collected from 327 caregivers of young people (6-25 years) with autism spectrum disorder, Down s syndrome, or intellectual disability. Responses were compared to a previous sample of 268 responses from the English version of the questionnaire. The latent factor structure of the contextual items was measurement invariant across both versions. The Brazilian responses were classified into three distinct clusters (Sensory Sensitivity; Perceived Safety; Perceived Unsafety) which considerably overlapped with the English clusters. En ligne : https://doi.org/10.1007/s10803-022-05708-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Cross-Cultural Comparison of the Contexts Associated with Emotional Outbursts [texte imprimé] / Justin Cheuk Yin CHUNG, Auteur ; Rosane LOWENTHAL, Auteur ; Carmel MEVORACH, Auteur ; Cristiane S. PAULA, Auteur ; Maria Cristina Triguero Veloz TEIXEIRA, Auteur ; Kate Anne WOODCOCK, Auteur . - p.4229-4242. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-11 (November 2023) . - p.4229-4242 Index. décimale : PER Périodiques Résumé : The causal relationship between emotional outbursts and emotion dysregulation is proposed to be heterogeneous, but cultural influences have not been considered despite established cultural differences in emotional processes (e.g., increased motivation to suppress emotions in interdependent cultures). Responses to the Brazilian Portuguese version of the Emotional Outburst Questionnaire were collected from 327 caregivers of young people (6-25 years) with autism spectrum disorder, Down s syndrome, or intellectual disability. Responses were compared to a previous sample of 268 responses from the English version of the questionnaire. The latent factor structure of the contextual items was measurement invariant across both versions. The Brazilian responses were classified into three distinct clusters (Sensory Sensitivity; Perceived Safety; Perceived Unsafety) which considerably overlapped with the English clusters. En ligne : https://doi.org/10.1007/s10803-022-05708-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

Dynamic functional connectivity in the right temporoparietal junction captures variations in male autistic trait expression / Laura BRAVO BALSA in Autism Research, 17-4 (April 2024)  

Public ISBD [article]  inAutism Research > 17-4 (April 2024) . - p.702-715 Titre : Dynamic functional connectivity in the right temporoparietal junction captures variations in male autistic trait expression Type de document : texte imprimé Auteurs : Laura BRAVO BALSA, Auteur ; Ahmad ABU-AKEL, Auteur ; Carmel MEVORACH, Auteur Article en page(s) : p.702-715 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Autistic individuals can experience difficulties with attention reorienting and Theory of Mind (ToM), which are closely associated with anterior and posterior subdivisions of the right temporoparietal junction. While the link between these processes remains unclear, it is likely subserved by a dynamic crosstalk between these two subdivisions. We, therefore, examined the dynamic functional connectivity (dFC) between the anterior and posterior temporoparietal junction, as a biological marker of attention and ToM, to test its contribution to the manifestation of autistic trait expression in Autism Spectrum Condition (ASC). Two studies were conducted, exploratory (14 ASC, 15 TD) and replication (29 ASC, 29 TD), using resting-state fMRI data and the Social Responsiveness Scale (SRS) from the Autism Brain Imaging Data Exchange repository. Dynamic Independent Component Analysis was performed in both datasets using the CONN toolbox. An additional sliding-window analysis was performed in the replication study to explore different connectivity states (from highly negatively to highly positively correlated). Dynamic FC was reduced in ASC compared to TD adults in both the exploratory and replication datasets and was associated with increased SRS scores (especially in ASC). Regression analyses revealed that decreased SRS autistic expression was predicted by engagement of highly negatively correlated states, while engagement of highly positively correlated states predicted increased expression. These findings provided consistent evidence that the difficulties observed in ASC are associated with altered patterns of dFC between brain regions subserving attention reorienting and ToM processes and may serve as a biomarker of autistic trait expression. En ligne : https://doi.org/10.1002/aur.3117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526 [article] Dynamic functional connectivity in the right temporoparietal junction captures variations in male autistic trait expression [texte imprimé] / Laura BRAVO BALSA, Auteur ; Ahmad ABU-AKEL, Auteur ; Carmel MEVORACH, Auteur . - p.702-715. Langues : Anglais (eng) in Autism Research > 17-4 (April 2024) . - p.702-715 Index. décimale : PER Périodiques Résumé : Abstract Autistic individuals can experience difficulties with attention reorienting and Theory of Mind (ToM), which are closely associated with anterior and posterior subdivisions of the right temporoparietal junction. While the link between these processes remains unclear, it is likely subserved by a dynamic crosstalk between these two subdivisions. We, therefore, examined the dynamic functional connectivity (dFC) between the anterior and posterior temporoparietal junction, as a biological marker of attention and ToM, to test its contribution to the manifestation of autistic trait expression in Autism Spectrum Condition (ASC). Two studies were conducted, exploratory (14 ASC, 15 TD) and replication (29 ASC, 29 TD), using resting-state fMRI data and the Social Responsiveness Scale (SRS) from the Autism Brain Imaging Data Exchange repository. Dynamic Independent Component Analysis was performed in both datasets using the CONN toolbox. An additional sliding-window analysis was performed in the replication study to explore different connectivity states (from highly negatively to highly positively correlated). Dynamic FC was reduced in ASC compared to TD adults in both the exploratory and replication datasets and was associated with increased SRS scores (especially in ASC). Regression analyses revealed that decreased SRS autistic expression was predicted by engagement of highly negatively correlated states, while engagement of highly positively correlated states predicted increased expression. These findings provided consistent evidence that the difficulties observed in ASC are associated with altered patterns of dFC between brain regions subserving attention reorienting and ToM processes and may serve as a biomarker of autistic trait expression. En ligne : https://doi.org/10.1002/aur.3117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526

Hierarchical Processing in ASD is Driven by Exaggerated Salience Effects, not Local Bias / Ayelet BAISA in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.666-676 Titre : Hierarchical Processing in ASD is Driven by Exaggerated Salience Effects, not Local Bias Type de document : texte imprimé Auteurs : Ayelet BAISA, Auteur ; Carmel MEVORACH, Auteur ; Lilach SHALEV, Auteur Article en page(s) : p.666-676 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Global perception  Hierarchical perception  Local perception  Navon letters  Salience Index. décimale : PER Périodiques Résumé : The role of relative salience in processing of hierarchical stimuli in individuals with autism spectrum disorder (ASD) was examined in this study. Participants with ASD and typically developing controls performed a Navon letters task under conditions of global salience, local salience or equal salience of both levels. Results revealed no group differences in level of processing (global or local) and no local bias for ASD. Rather, both groups showed better performance when targets were more salient compared to when distractors were more salient. Importantly, participants with ASD exhibited increased sensitivity to salience at the distractor level. We conclude that inconsistent findings in the context of global/local processing in ASD may stem from such exaggerated salience effects. En ligne : http://dx.doi.org/10.1007/s10803-020-04578-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Hierarchical Processing in ASD is Driven by Exaggerated Salience Effects, not Local Bias [texte imprimé] / Ayelet BAISA, Auteur ; Carmel MEVORACH, Auteur ; Lilach SHALEV, Auteur . - p.666-676. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.666-676 Mots-clés : Autism spectrum disorder (ASD)  Global perception  Hierarchical perception  Local perception  Navon letters  Salience Index. décimale : PER Périodiques Résumé : The role of relative salience in processing of hierarchical stimuli in individuals with autism spectrum disorder (ASD) was examined in this study. Participants with ASD and typically developing controls performed a Navon letters task under conditions of global salience, local salience or equal salience of both levels. Results revealed no group differences in level of processing (global or local) and no local bias for ASD. Rather, both groups showed better performance when targets were more salient compared to when distractors were more salient. Importantly, participants with ASD exhibited increased sensitivity to salience at the distractor level. We conclude that inconsistent findings in the context of global/local processing in ASD may stem from such exaggerated salience effects. En ligne : http://dx.doi.org/10.1007/s10803-020-04578-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Reduced distractor interference in neurotypical adults with high expression of autistic traits irrespective of stimulus type / Mayra MULLER SPANIOL in Autism Research, 11-10 (October 2018)  

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