Adolescent-Specific Motivation Deficits in Autism Versus Typical Development / Dienke J. BOS in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.364-372 Titre : Adolescent-Specific Motivation Deficits in Autism Versus Typical Development Type de document : texte imprimé Auteurs : Dienke J. BOS, Auteur ; Benjamin M. SILVER, Auteur ; Emily D. BARNES, Auteur ; Eliana L. AJODAN, Auteur ; Melanie R. SILVERMAN, Auteur ; Elysha CLARK-WHITNEY, Auteur ; Thaddeus TARPEY, Auteur ; Rebecca M. JONES, Auteur Article en page(s) : p.364-372 Langues : Anglais (eng) Mots-clés : Adolescence  Autism  Cognitive control  Development Index. décimale : PER Périodiques Résumé : Differences in motivation during adolescence relative to childhood and adulthood in autism was tested in a cross-sectional study. 156 Typically developing individuals and 79 individuals with autism ages 10-30 years of age completed a go/nogo task with social and non-social cues. To assess age effects, linear and quadratic models were used. Consistent with prior studies, typically developing adolescents and young adults demonstrated more false alarms for positive relative to neutral social cues. In autism, there were no changes in attention across age for social or non-social cues. Findings suggest reduced orienting to motivating cues during late adolescence and early adulthood in autism. The findings provide a unique perspective to explain the challenges for adolescents with autism transitioning to adulthood. En ligne : http://dx.doi.org/10.1007/s10803-019-04258-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 [article] Adolescent-Specific Motivation Deficits in Autism Versus Typical Development [texte imprimé] / Dienke J. BOS, Auteur ; Benjamin M. SILVER, Auteur ; Emily D. BARNES, Auteur ; Eliana L. AJODAN, Auteur ; Melanie R. SILVERMAN, Auteur ; Elysha CLARK-WHITNEY, Auteur ; Thaddeus TARPEY, Auteur ; Rebecca M. JONES, Auteur . - p.364-372. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.364-372 Mots-clés : Adolescence  Autism  Cognitive control  Development Index. décimale : PER Périodiques Résumé : Differences in motivation during adolescence relative to childhood and adulthood in autism was tested in a cross-sectional study. 156 Typically developing individuals and 79 individuals with autism ages 10-30 years of age completed a go/nogo task with social and non-social cues. To assess age effects, linear and quadratic models were used. Consistent with prior studies, typically developing adolescents and young adults demonstrated more false alarms for positive relative to neutral social cues. In autism, there were no changes in attention across age for social or non-social cues. Findings suggest reduced orienting to motivating cues during late adolescence and early adulthood in autism. The findings provide a unique perspective to explain the challenges for adolescents with autism transitioning to adulthood. En ligne : http://dx.doi.org/10.1007/s10803-019-04258-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415

Statistical Learning is Associated with Autism Symptoms and Verbal Abilities in Young Children with Autism / Rebecca M. JONES in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3551-3561 Titre : Statistical Learning is Associated with Autism Symptoms and Verbal Abilities in Young Children with Autism Type de document : texte imprimé Auteurs : Rebecca M. JONES, Auteur ; Thaddeus TARPEY, Auteur ; Amarelle HAMO, Auteur ; Caroline CARBERRY, Auteur ; Gijs BROUWER, Auteur ; Catherine LORD, Auteur Article en page(s) : p.3551-3561 Langues : Anglais (eng) Mots-clés : Autism  Bayes classification  Cognitive abilities  Social communication  Statistical learning Index. décimale : PER Périodiques Résumé : Statistical learning-extracting regularities in the environment-may underlie complex social behavior. 124 children, 56 with autism and 68 typically developing, ages 2-8 years, completed a novel visual statistical learning task on an iPad. Averaged together, children with autism demonstrated less learning on the task compared to typically developing children. However, multivariate classification analyses characterized individual behavior patterns, and demonstrated a subset of children with autism had similar learning patterns to typically developing children and that subset of children had less severe autism symptoms. Therefore, statistically averaging data resulted in missing critical heterogeneity. Variability in statistical learning may help to understand differences in autism symptoms across individuals and could be used to tailor and inform treatment decisions. En ligne : http://dx.doi.org/10.1007/s10803-018-3625-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Statistical Learning is Associated with Autism Symptoms and Verbal Abilities in Young Children with Autism [texte imprimé] / Rebecca M. JONES, Auteur ; Thaddeus TARPEY, Auteur ; Amarelle HAMO, Auteur ; Caroline CARBERRY, Auteur ; Gijs BROUWER, Auteur ; Catherine LORD, Auteur . - p.3551-3561. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3551-3561 Mots-clés : Autism  Bayes classification  Cognitive abilities  Social communication  Statistical learning Index. décimale : PER Périodiques Résumé : Statistical learning-extracting regularities in the environment-may underlie complex social behavior. 124 children, 56 with autism and 68 typically developing, ages 2-8 years, completed a novel visual statistical learning task on an iPad. Averaged together, children with autism demonstrated less learning on the task compared to typically developing children. However, multivariate classification analyses characterized individual behavior patterns, and demonstrated a subset of children with autism had similar learning patterns to typically developing children and that subset of children had less severe autism symptoms. Therefore, statistically averaging data resulted in missing critical heterogeneity. Variability in statistical learning may help to understand differences in autism symptoms across individuals and could be used to tailor and inform treatment decisions. En ligne : http://dx.doi.org/10.1007/s10803-018-3625-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

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