Adolescents with Autism Spectrum Disorder Show a Circumspect Reasoning Bias Rather than ‘Jumping-to-Conclusions’ / Mark BROSNAN in Journal of Autism and Developmental Disorders, 44-3 (March 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.513-520 Titre : Adolescents with Autism Spectrum Disorder Show a Circumspect Reasoning Bias Rather than ‘Jumping-to-Conclusions’ Type de document : Texte imprimé et/ou numérique Auteurs : Mark BROSNAN, Auteur ; Emma CHAPMAN, Auteur ; Chris ASHWIN, Auteur Article en page(s) : p.513-520 Langues : Anglais (eng) Mots-clés : Autism  Jumping-to-conclusions  Reasoning bias  Decision-making Index. décimale : PER Périodiques Résumé : People with autism spectrum disorders (ASD) often take longer to make decisions. The Autism-Psychosis Model proposes that people with autism and psychosis show the opposite pattern of results on cognitive tasks. As those with psychosis show a jump-to-conclusions reasoning bias, those with ASD should show a circumspect reasoning bias. Jumping-to-conclusions was assessed in a sample of 20 adolescents with ASD and 23 age-matched controls using the jumping-to-conclusions beads task. Both groups demonstrated equivalent levels of confidence in decision-making, however the ASD group required more beads than controls before making their decision. Furthermore, there was a positive correlation between the beads required and degree of autism symptoms. Consistent with the Autism-Psychosis Model, a more circumspect reasoning bias was evident in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1897-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 [article] Adolescents with Autism Spectrum Disorder Show a Circumspect Reasoning Bias Rather than ‘Jumping-to-Conclusions’ [Texte imprimé et/ou numérique] / Mark BROSNAN, Auteur ; Emma CHAPMAN, Auteur ; Chris ASHWIN, Auteur . - p.513-520. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.513-520 Mots-clés : Autism  Jumping-to-conclusions  Reasoning bias  Decision-making Index. décimale : PER Périodiques Résumé : People with autism spectrum disorders (ASD) often take longer to make decisions. The Autism-Psychosis Model proposes that people with autism and psychosis show the opposite pattern of results on cognitive tasks. As those with psychosis show a jump-to-conclusions reasoning bias, those with ASD should show a circumspect reasoning bias. Jumping-to-conclusions was assessed in a sample of 20 adolescents with ASD and 23 age-matched controls using the jumping-to-conclusions beads task. Both groups demonstrated equivalent levels of confidence in decision-making, however the ASD group required more beads than controls before making their decision. Furthermore, there was a positive correlation between the beads required and degree of autism symptoms. Consistent with the Autism-Psychosis Model, a more circumspect reasoning bias was evident in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1897-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

Atypical integration of social cues for orienting to gaze direction in adults with autism / Chris ASHWIN in Molecular Autism, (January 2015)  

Public ISBD [article]  inMolecular Autism > (January 2015) . - p.1-10 Titre : Atypical integration of social cues for orienting to gaze direction in adults with autism Type de document : Texte imprimé et/ou numérique Auteurs : Chris ASHWIN, Auteur ; Jari K. HIETANEN, Auteur ; Simon BARON-COHEN, Auteur Article en page(s) : p.1-10 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Gaze direction provides important information about social attention, and people tend to reflexively orient in the direction others are gazing. Perceiving the gaze of others relies on the integration of multiple social cues, which include perceptual information related to the eyes, gaze direction, head position, and body orientation of others. Autism spectrum conditions (ASC) are characterised by social and emotional deficits, including atypical gaze behaviour. The social-emotional deficits may emerge from a reliance on perceptual information involving details and features, at the expense of more holistic processing, which includes the integration of features. While people with ASC are often able to physically compute gaze direction and show intact reflexive orienting to others’ gaze, they show deficits in reading mental states from the eyes. En ligne : http://dx.doi.org/10.1186/2040-2392-6-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 [article] Atypical integration of social cues for orienting to gaze direction in adults with autism [Texte imprimé et/ou numérique] / Chris ASHWIN, Auteur ; Jari K. HIETANEN, Auteur ; Simon BARON-COHEN, Auteur . - p.1-10. Langues : Anglais (eng) in Molecular Autism > (January 2015) . - p.1-10 Index. décimale : PER Périodiques Résumé : Gaze direction provides important information about social attention, and people tend to reflexively orient in the direction others are gazing. Perceiving the gaze of others relies on the integration of multiple social cues, which include perceptual information related to the eyes, gaze direction, head position, and body orientation of others. Autism spectrum conditions (ASC) are characterised by social and emotional deficits, including atypical gaze behaviour. The social-emotional deficits may emerge from a reliance on perceptual information involving details and features, at the expense of more holistic processing, which includes the integration of features. While people with ASC are often able to physically compute gaze direction and show intact reflexive orienting to others’ gaze, they show deficits in reading mental states from the eyes. En ligne : http://dx.doi.org/10.1186/2040-2392-6-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277

Autism and the transition to university from the student perspective / S. LAMBE in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1531-1541 Titre : Autism and the transition to university from the student perspective Type de document : Texte imprimé et/ou numérique Auteurs : S. LAMBE, Auteur ; A. RUSSELL, Auteur ; C. BUTLER, Auteur ; S. FLETCHER, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.1531-1541 Langues : Anglais (eng) Mots-clés : education services  qualitative research  transition  university  young adult Index. décimale : PER Périodiques Résumé : University provides individuals with the opportunity to develop greater independence in living skills and social networks, while also gaining valuable qualifications. Despite a high proportion of autistic individuals aspiring to attend university, many either do not seek or gain entry or drop out prematurely. Although some steps have been taken to develop effective support, a recent review highlighted the scarcity of research into programmes designed to support autistic students transitioning to university. In addition, few studies have examined the views of autistic students themselves. This study investigated the perspectives of autistic students transitioning to university. Three focus groups were conducted with 25 autistic students preparing to start university. Participants were asked about their hopes for starting university, as well as their worries and concerns. Data were analysed using thematic analysis, from which five main themes were identified: The Social World, Academic Demands, Practicalities of University Living, Leaving the Scaffolding of Home and Transition to Adulthood. The results provide an important account of the challenges autistic students face when transitioning to university, as well as their aspirations. These findings have a number of practical implications. En ligne : http://dx.doi.org/10.1177/1362361318803935 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Autism and the transition to university from the student perspective [Texte imprimé et/ou numérique] / S. LAMBE, Auteur ; A. RUSSELL, Auteur ; C. BUTLER, Auteur ; S. FLETCHER, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur . - p.1531-1541. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1531-1541 Mots-clés : education services  qualitative research  transition  university  young adult Index. décimale : PER Périodiques Résumé : University provides individuals with the opportunity to develop greater independence in living skills and social networks, while also gaining valuable qualifications. Despite a high proportion of autistic individuals aspiring to attend university, many either do not seek or gain entry or drop out prematurely. Although some steps have been taken to develop effective support, a recent review highlighted the scarcity of research into programmes designed to support autistic students transitioning to university. In addition, few studies have examined the views of autistic students themselves. This study investigated the perspectives of autistic students transitioning to university. Three focus groups were conducted with 25 autistic students preparing to start university. Participants were asked about their hopes for starting university, as well as their worries and concerns. Data were analysed using thematic analysis, from which five main themes were identified: The Social World, Academic Demands, Practicalities of University Living, Leaving the Scaffolding of Home and Transition to Adulthood. The results provide an important account of the challenges autistic students face when transitioning to university, as well as their aspirations. These findings have a number of practical implications. En ligne : http://dx.doi.org/10.1177/1362361318803935 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Autonomic dysfunction in autism: The roles of anxiety, depression, and stress / Emily C. TAYLOR in Autism, 25-3 (April 2021)  

Public ISBD [article]  inAutism > 25-3 (April 2021) . - p.744-752 Titre : Autonomic dysfunction in autism: The roles of anxiety, depression, and stress Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. TAYLOR, Auteur ; Lucy A. LIVINGSTON, Auteur ; Mitchell J. CALLAN, Auteur ; Chris ASHWIN, Auteur ; Punit SHAH, Auteur Article en page(s) : p.744-752 Langues : Anglais (eng) Mots-clés : anxiety  autism spectrum disorder  autonomic nervous system  heart rate variability Index. décimale : PER Périodiques Résumé : The autonomic nervous system (ANS) is responsible for the functioning of the heart, bladder, pupils and several other bodily functions. Therefore, when the ANS functions abnormally, individuals can experience a number of physical symptoms, including dizziness, abnormal sweating and digestive difficulties. Currently, it is unclear if autistic adults experience ANS dysfunction. Therefore, in this study, we investigated whether autistic adults report more ANS-related physical symptoms, indicating greater ANS dysfunction, and whether this may be related to autism, or rather anxiety, depression, or stress. The findings suggest that ANS dysfunction, where found in autism, is due to co-occurring stress and anxiety. We therefore propose that treating stress and anxiety may be an effective way to ameliorate ANS-related health problems in autistic adults. En ligne : http://dx.doi.org/10.1177/1362361320985658 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Autonomic dysfunction in autism: The roles of anxiety, depression, and stress [Texte imprimé et/ou numérique] / Emily C. TAYLOR, Auteur ; Lucy A. LIVINGSTON, Auteur ; Mitchell J. CALLAN, Auteur ; Chris ASHWIN, Auteur ; Punit SHAH, Auteur . - p.744-752. Langues : Anglais (eng) in Autism > 25-3 (April 2021) . - p.744-752 Mots-clés : anxiety  autism spectrum disorder  autonomic nervous system  heart rate variability Index. décimale : PER Périodiques Résumé : The autonomic nervous system (ANS) is responsible for the functioning of the heart, bladder, pupils and several other bodily functions. Therefore, when the ANS functions abnormally, individuals can experience a number of physical symptoms, including dizziness, abnormal sweating and digestive difficulties. Currently, it is unclear if autistic adults experience ANS dysfunction. Therefore, in this study, we investigated whether autistic adults report more ANS-related physical symptoms, indicating greater ANS dysfunction, and whether this may be related to autism, or rather anxiety, depression, or stress. The findings suggest that ANS dysfunction, where found in autism, is due to co-occurring stress and anxiety. We therefore propose that treating stress and anxiety may be an effective way to ameliorate ANS-related health problems in autistic adults. En ligne : http://dx.doi.org/10.1177/1362361320985658 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Brief Report: Intuitive and Reflective Reasoning in Autism Spectrum Disorder / Mark BROSNAN in Journal of Autism and Developmental Disorders, 47-8 (August 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2595-2601 Titre : Brief Report: Intuitive and Reflective Reasoning in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Mark BROSNAN, Auteur ; Chris ASHWIN, Auteur ; Marcus LEWTON, Auteur Article en page(s) : p.2595-2601 Langues : Anglais (eng) Mots-clés : Autism  Reasoning  Intuition  Reflection  Dual process theory Index. décimale : PER Périodiques Résumé : Dual Process Theory has recently been applied to Autism spectrum disorder (ASD) to suggest that reasoning by people with ASD and people with higher levels of ASD-like traits can be characterised by reduced intuitive and greater reflective processing. 26 adolescents and adults with ASD and 22 adolescent and adult controls completed an assessment of ASD-like traits, the cognitive reflections test (CRT) to measure intuitive and reflective reasoning and an index of general cognitive ability. The ASD group produced less intuitive responses, and the degree of ASD-like traits showed a negative correlation with intuitive responses and positive correlation with reflective responses on the CRT. Together, these results are consistent with ASD being associated with reduced intuitive reasoning and greater deductive reasoning. En ligne : https://doi.org/10.1007/s10803-017-3131-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315 [article] Brief Report: Intuitive and Reflective Reasoning in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Mark BROSNAN, Auteur ; Chris ASHWIN, Auteur ; Marcus LEWTON, Auteur . - p.2595-2601. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2595-2601 Mots-clés : Autism  Reasoning  Intuition  Reflection  Dual process theory Index. décimale : PER Périodiques Résumé : Dual Process Theory has recently been applied to Autism spectrum disorder (ASD) to suggest that reasoning by people with ASD and people with higher levels of ASD-like traits can be characterised by reduced intuitive and greater reflective processing. 26 adolescents and adults with ASD and 22 adolescent and adult controls completed an assessment of ASD-like traits, the cognitive reflections test (CRT) to measure intuitive and reflective reasoning and an index of general cognitive ability. The ASD group produced less intuitive responses, and the degree of ASD-like traits showed a negative correlation with intuitive responses and positive correlation with reflective responses on the CRT. Together, these results are consistent with ASD being associated with reduced intuitive reasoning and greater deductive reasoning. En ligne : https://doi.org/10.1007/s10803-017-3131-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315

Developing an Online Tool to Measure Social Network Structure and Perceived Social Support Amongst Autistic Students in Higher Education: A Feasibility Study / J. LEI in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

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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)  

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Differences in Art Appreciation in Autism: A Measure of Reduced Intuitive Processing / Mark BROSNAN in Journal of Autism and Developmental Disorders, 53-11 (November 2023)  

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Diminished sensitivity and specificity at recognising facial emotional expressions of varying intensity underlie emotion-specific recognition deficits in autism spectrum disorders / Tanja S. H. WINGENBACH in Research in Autism Spectrum Disorders, 34 (February 2017)  

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Do the traits of autism-spectrum overlap with those of schizophrenia or obsessive-compulsive disorder in the general population? / Akio WAKABAYASHI in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)  

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Electronic communication in autism spectrum conditions / Lucy Anne LIVINGSTON in Molecular Autism, 11 (2020)  

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Empathizing and Systemizing in Autism Spectrum Conditions / Simon BARON-COHEN

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Enhanced olfactory sensitivity in autism spectrum conditions / Chris ASHWIN in Molecular Autism, (November 2014)  

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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)  

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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)  

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