Brief Report: An Autistic Spectrum Subtype Revealed Through Familial Psychopathology Coupled with Cognition in ASD / Renée LAJINESS-O’NEILL in Journal of Autism and Developmental Disorders, 38-5 (May 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-5 (May 2008) . - p.982-987 Titre : Brief Report: An Autistic Spectrum Subtype Revealed Through Familial Psychopathology Coupled with Cognition in ASD Type de document : Texte imprimé et/ou numérique Auteurs : Renée LAJINESS-O’NEILL, Auteur ; Philip MENARD, Auteur Année de publication : 2008 Article en page(s) : p.982-987 Langues : Anglais (eng) Mots-clés : Pervasive-development-disorder Autistic-disorder Asperger-syndrome Neuropsychology Cognition Phenotype Endophenotype Index. décimale : PER Périodiques Résumé : This study identified a possible autistic spectrum subtype expressed through family psychopathology coupled with autistic probands’ cognitive functioning (i.e., an endophenotypic profile). Participants included 24 children with Autism Spectrum Disorder (ASD) and 49 children with Learning Disorder (LD). There were significantly higher rates of Mood and Anxiety Disorder in first degree maternal relatives and of LD and Attention-Deficit Hyperactivity Disorder in first degree paternal relatives of ASD probands. Significantly higher visuospatial functioning was noted in all ASD probands for which there were higher rates of Mood Disorder on the maternal side suggesting a possible marker for an ASD subtype and indicating that maternal psychopathology may have a neuroprotective effect on visuospatial functioning. En ligne : http://dx.doi.org/10.1007/s10803-007-0464-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 [article] Brief Report: An Autistic Spectrum Subtype Revealed Through Familial Psychopathology Coupled with Cognition in ASD [Texte imprimé et/ou numérique] / Renée LAJINESS-O’NEILL, Auteur ; Philip MENARD, Auteur . - 2008 . - p.982-987. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-5 (May 2008) . - p.982-987 Mots-clés : Pervasive-development-disorder Autistic-disorder Asperger-syndrome Neuropsychology Cognition Phenotype Endophenotype Index. décimale : PER Périodiques Résumé : This study identified a possible autistic spectrum subtype expressed through family psychopathology coupled with autistic probands’ cognitive functioning (i.e., an endophenotypic profile). Participants included 24 children with Autism Spectrum Disorder (ASD) and 49 children with Learning Disorder (LD). There were significantly higher rates of Mood and Anxiety Disorder in first degree maternal relatives and of LD and Attention-Deficit Hyperactivity Disorder in first degree paternal relatives of ASD probands. Significantly higher visuospatial functioning was noted in all ASD probands for which there were higher rates of Mood Disorder on the maternal side suggesting a possible marker for an ASD subtype and indicating that maternal psychopathology may have a neuroprotective effect on visuospatial functioning. En ligne : http://dx.doi.org/10.1007/s10803-007-0464-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418

Learning Curve Analyses in Neurodevelopmental Disorders: Are Children with Autism Spectrum Disorder Truly Visual Learners? / Lászl? ERDODI in Journal of Autism and Developmental Disorders, 43-4 (April 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.880-890 Titre : Learning Curve Analyses in Neurodevelopmental Disorders: Are Children with Autism Spectrum Disorder Truly Visual Learners? Type de document : Texte imprimé et/ou numérique Auteurs : Lászl? ERDODI, Auteur ; Renée LAJINESS-O’NEILL, Auteur ; Thomas A. SCHMITT, Auteur Article en page(s) : p.880-890 Langues : Anglais (eng) Mots-clés : Autism  VCFS  ADHD  Learning curves  Memory consolidation Index. décimale : PER Périodiques Résumé : Visual and auditory verbal learning using a selective reminding format was studied in a mixed clinical sample of children with autism spectrum disorder (ASD) (n = 42), attention-deficit hyperactivity disorder (n = 83), velocardiofacial syndrome (n = 17) and neurotypicals (n = 38) using the Test of Memory and Learning to (1) more thoroughly characterize and examine the integrity of learning and memory processes, (2) to better understand the mechanisms of learning impairment, and (3) to inform instructional practices in ASD. Contrary to expectations, children with ASD demonstrated a relative weakness in the rate of acquisition of visual in contrast to verbal learning compared to neurotypicals. They also showed a complex pattern of consolidation. Overall, between-group differences were more likely to emerge during the visual learning task, suggesting that it may be more sensitive for detecting neurodevelopmental differences. The heuristic value of assessing memory and learning across multiple trials and comparing performance during immediate and delayed recall is discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1630-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194 [article] Learning Curve Analyses in Neurodevelopmental Disorders: Are Children with Autism Spectrum Disorder Truly Visual Learners? [Texte imprimé et/ou numérique] / Lászl? ERDODI, Auteur ; Renée LAJINESS-O’NEILL, Auteur ; Thomas A. SCHMITT, Auteur . - p.880-890. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.880-890 Mots-clés : Autism  VCFS  ADHD  Learning curves  Memory consolidation Index. décimale : PER Périodiques Résumé : Visual and auditory verbal learning using a selective reminding format was studied in a mixed clinical sample of children with autism spectrum disorder (ASD) (n = 42), attention-deficit hyperactivity disorder (n = 83), velocardiofacial syndrome (n = 17) and neurotypicals (n = 38) using the Test of Memory and Learning to (1) more thoroughly characterize and examine the integrity of learning and memory processes, (2) to better understand the mechanisms of learning impairment, and (3) to inform instructional practices in ASD. Contrary to expectations, children with ASD demonstrated a relative weakness in the rate of acquisition of visual in contrast to verbal learning compared to neurotypicals. They also showed a complex pattern of consolidation. Overall, between-group differences were more likely to emerge during the visual learning task, suggesting that it may be more sensitive for detecting neurodevelopmental differences. The heuristic value of assessing memory and learning across multiple trials and comparing performance during immediate and delayed recall is discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1630-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194

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