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Auteur K. IBRAHIM |
Documents disponibles écrits par cet auteur (3)
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Anger Rumination is Associated with Restricted and Repetitive Behaviors in Children with Autism Spectrum Disorder / K. IBRAHIM in Journal of Autism and Developmental Disorders, 49-9 (September 2019)
[article]
Titre : Anger Rumination is Associated with Restricted and Repetitive Behaviors in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : K. IBRAHIM, Auteur ; C. KALVIN, Auteur ; C. L. MARSH, Auteur ; A. ANZANO, Auteur ; L. GORYNOVA, Auteur ; K. CIMINO, Auteur ; D. G. SUKHODOLSKY, Auteur Article en page(s) : p.3656-3668 Langues : Anglais (eng) Mots-clés : Aggression Anger rumination Autism spectrum disorder Emotion regulation Restricted and repetitive behaviors Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are reported to have greater levels of anger rumination than typically developing children. This study examined anger rumination in children with ASD in comparison to children with disruptive behavior disorder without ASD. We also tested if anger rumination is associated with aggression and the core ASD symptoms of restricted and repetitive behaviors (RRBs). This study included three groups of children aged 8-16 years: 63 had ASD (ASD group), 79 had disruptive behavior disorder (DB group), and 40 healthy controls (HC). ASD and DB groups showed greater anger rumination relative to the HC group. Anger rumination was associated with RRBs in children with ASD, suggesting the link to core ASD symptoms. En ligne : http://dx.doi.org/10.1007/s10803-019-04085-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3656-3668[article] Anger Rumination is Associated with Restricted and Repetitive Behaviors in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / K. IBRAHIM, Auteur ; C. KALVIN, Auteur ; C. L. MARSH, Auteur ; A. ANZANO, Auteur ; L. GORYNOVA, Auteur ; K. CIMINO, Auteur ; D. G. SUKHODOLSKY, Auteur . - p.3656-3668.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3656-3668
Mots-clés : Aggression Anger rumination Autism spectrum disorder Emotion regulation Restricted and repetitive behaviors Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) are reported to have greater levels of anger rumination than typically developing children. This study examined anger rumination in children with ASD in comparison to children with disruptive behavior disorder without ASD. We also tested if anger rumination is associated with aggression and the core ASD symptoms of restricted and repetitive behaviors (RRBs). This study included three groups of children aged 8-16 years: 63 had ASD (ASD group), 79 had disruptive behavior disorder (DB group), and 40 healthy controls (HC). ASD and DB groups showed greater anger rumination relative to the HC group. Anger rumination was associated with RRBs in children with ASD, suggesting the link to core ASD symptoms. En ligne : http://dx.doi.org/10.1007/s10803-019-04085-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 Conducting CBT for Anxiety in Children with Autism Spectrum Disorder During COVID-19 Pandemic / Carla B. KALVIN in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
[article]
Titre : Conducting CBT for Anxiety in Children with Autism Spectrum Disorder During COVID-19 Pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Carla B. KALVIN, Auteur ; R. P. JORDAN, Auteur ; S. N. ROWLEY, Auteur ; A. WEIS, Auteur ; K. S. WOOD, Auteur ; J. J. WOOD, Auteur ; K. IBRAHIM, Auteur ; D. G. SUKHODOLSKY, Auteur Article en page(s) : p.4239-4247 Langues : Anglais (eng) Mots-clés : Anxiety/epidemiology/therapy Autism Spectrum Disorder/epidemiology/therapy Covid-19 Child Cognitive Behavioral Therapy Humans Pandemics SARS-CoV-2 Telemedicine Treatment Outcome Anxiety Autism spectrum disorder COVID-19 pandemic Cognitive-behavior therapy Telehealth for anger and aggression in children. Drs. Wood developed the CBT program for autism and anxiety discussed herein this program is available free of charge on the internet and the authors have no financial conflict of interest associated with it. Other authors (CBK, RPJ, SNR, AW, and KI) have no biomedical financial interests or potential conflict of interest to declare related to this present study. Index. décimale : PER Périodiques Résumé : This commentary describes the transition to remote delivery of cognitive-behavioral therapy (CBT) for anxiety in children with autism spectrum disorder (ASD) who participates in a clinical trial during the COVID-19 pandemic. The effects of COVID-19 on children's anxiety and on the family functioning are discussed. Modifications to CBT necessitated by telehealth delivery were aimed at maximizing engagement of children and their parents while maintaining treatment fidelity and adhering to the research protocol. Treatment targets were updated to address new sources of anxiety and CBT exposure exercises were modified to accommodate the new reality of quarantine restrictions. If the COVID-19 pandemic continues to affect treatment delivery it may require a widespread utilization of telehealth for treating anxiety in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04845-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4239-4247[article] Conducting CBT for Anxiety in Children with Autism Spectrum Disorder During COVID-19 Pandemic [Texte imprimé et/ou numérique] / Carla B. KALVIN, Auteur ; R. P. JORDAN, Auteur ; S. N. ROWLEY, Auteur ; A. WEIS, Auteur ; K. S. WOOD, Auteur ; J. J. WOOD, Auteur ; K. IBRAHIM, Auteur ; D. G. SUKHODOLSKY, Auteur . - p.4239-4247.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4239-4247
Mots-clés : Anxiety/epidemiology/therapy Autism Spectrum Disorder/epidemiology/therapy Covid-19 Child Cognitive Behavioral Therapy Humans Pandemics SARS-CoV-2 Telemedicine Treatment Outcome Anxiety Autism spectrum disorder COVID-19 pandemic Cognitive-behavior therapy Telehealth for anger and aggression in children. Drs. Wood developed the CBT program for autism and anxiety discussed herein this program is available free of charge on the internet and the authors have no financial conflict of interest associated with it. Other authors (CBK, RPJ, SNR, AW, and KI) have no biomedical financial interests or potential conflict of interest to declare related to this present study. Index. décimale : PER Périodiques Résumé : This commentary describes the transition to remote delivery of cognitive-behavioral therapy (CBT) for anxiety in children with autism spectrum disorder (ASD) who participates in a clinical trial during the COVID-19 pandemic. The effects of COVID-19 on children's anxiety and on the family functioning are discussed. Modifications to CBT necessitated by telehealth delivery were aimed at maximizing engagement of children and their parents while maintaining treatment fidelity and adhering to the research protocol. Treatment targets were updated to address new sources of anxiety and CBT exposure exercises were modified to accommodate the new reality of quarantine restrictions. If the COVID-19 pandemic continues to affect treatment delivery it may require a widespread utilization of telehealth for treating anxiety in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04845-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Social cognitive skills groups increase medial prefrontal cortex activity in children with autism spectrum disorder / K. IBRAHIM in Autism Research, 14-12 (December 2021)
[article]
Titre : Social cognitive skills groups increase medial prefrontal cortex activity in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : K. IBRAHIM, Auteur ; L. V. SOORYA, Auteur ; Danielle B. HALPERN, Auteur ; M. GORENSTEIN, Auteur ; P. M. SIPER, Auteur ; A. Ting WANG, Auteur Article en page(s) : p.2495-2511 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnostic imaging Brain Child Cognition Humans Prefrontal Cortex/diagnostic imaging Social Skills Asd eye gaze fMRI irony medial prefrontal cortex social cognitive skills groups Index. décimale : PER Périodiques Résumé : Few studies have examined the neural mechanisms of change following social skills interventions for children with autism spectrum disorder (ASD). This study examined the neural effects of social cognitive skills groups during functional MRI (fMRI) tasks of irony comprehension and eye gaze processing in school-aged children with ASD. Verbally fluent children (ages 8-11) were randomized to social cognitive skills groups or facilitated play comparison groups. Behavioral assessments and fMRI scans were obtained at baseline and endpoint (12?weeks). During fMRI, children completed two separate tasks to engage social cognition circuitry: comprehension of potentially ironic scenarios (n =?34) and viewing emotionally expressive faces with direct or averted gaze (n =?24). Whole-brain analyses were conducted to examine neural changes following treatment. Regression analyses were also conducted to explore the relationship between neural and behavioral changes. When comparing the two groups directly, the social cognitive skills group showed greater increases in activity in the medial prefrontal cortex (mPFC), implicated in theory of mind, relative to the comparison group for both irony comprehension and gaze processing tasks. Increased mPFC activity during the irony task was associated with improvement in social functioning on the Social Responsiveness Scale across both groups. Findings indicate that social cognitive skills interventions may increase activity in regions associated with social cognition and mentalizing abilities. LAY SUMMARY: Social skills groups are a common intervention for school-aged children with ASD. However, few studies have examined the neural response to social skills groups in school-aged children with ASD. Here, we report on a study evaluating neural outcomes from an empirically supported social cognitive skills training curriculum using fMRI. This study seeks to understand the effects of targeting emotion recognition and theory of mind on the brain circuitry involved in social cognition in verbally fluent children ages 8-11. Results indicate increased neural activity in the mPFC, a region considered to be a central hub of the "social brain," in children randomized to social cognitive skills groups relative to a comparison group that received a high-quality, child-directed play approach. In addition, increased activation in the mPFC during an irony comprehension task was associated with gains in social functioning across both groups from pre- to post-treatment. This is the first fMRI study of social skills treatment outcomes following a randomized trial with an active treatment condition in school-aged children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450
in Autism Research > 14-12 (December 2021) . - p.2495-2511[article] Social cognitive skills groups increase medial prefrontal cortex activity in children with autism spectrum disorder [Texte imprimé et/ou numérique] / K. IBRAHIM, Auteur ; L. V. SOORYA, Auteur ; Danielle B. HALPERN, Auteur ; M. GORENSTEIN, Auteur ; P. M. SIPER, Auteur ; A. Ting WANG, Auteur . - p.2495-2511.
Langues : Anglais (eng)
in Autism Research > 14-12 (December 2021) . - p.2495-2511
Mots-clés : Autism Spectrum Disorder/diagnostic imaging Brain Child Cognition Humans Prefrontal Cortex/diagnostic imaging Social Skills Asd eye gaze fMRI irony medial prefrontal cortex social cognitive skills groups Index. décimale : PER Périodiques Résumé : Few studies have examined the neural mechanisms of change following social skills interventions for children with autism spectrum disorder (ASD). This study examined the neural effects of social cognitive skills groups during functional MRI (fMRI) tasks of irony comprehension and eye gaze processing in school-aged children with ASD. Verbally fluent children (ages 8-11) were randomized to social cognitive skills groups or facilitated play comparison groups. Behavioral assessments and fMRI scans were obtained at baseline and endpoint (12?weeks). During fMRI, children completed two separate tasks to engage social cognition circuitry: comprehension of potentially ironic scenarios (n =?34) and viewing emotionally expressive faces with direct or averted gaze (n =?24). Whole-brain analyses were conducted to examine neural changes following treatment. Regression analyses were also conducted to explore the relationship between neural and behavioral changes. When comparing the two groups directly, the social cognitive skills group showed greater increases in activity in the medial prefrontal cortex (mPFC), implicated in theory of mind, relative to the comparison group for both irony comprehension and gaze processing tasks. Increased mPFC activity during the irony task was associated with improvement in social functioning on the Social Responsiveness Scale across both groups. Findings indicate that social cognitive skills interventions may increase activity in regions associated with social cognition and mentalizing abilities. LAY SUMMARY: Social skills groups are a common intervention for school-aged children with ASD. However, few studies have examined the neural response to social skills groups in school-aged children with ASD. Here, we report on a study evaluating neural outcomes from an empirically supported social cognitive skills training curriculum using fMRI. This study seeks to understand the effects of targeting emotion recognition and theory of mind on the brain circuitry involved in social cognition in verbally fluent children ages 8-11. Results indicate increased neural activity in the mPFC, a region considered to be a central hub of the "social brain," in children randomized to social cognitive skills groups relative to a comparison group that received a high-quality, child-directed play approach. In addition, increased activation in the mPFC during an irony comprehension task was associated with gains in social functioning across both groups from pre- to post-treatment. This is the first fMRI study of social skills treatment outcomes following a randomized trial with an active treatment condition in school-aged children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450