Response to McKenzie et al. 2021: Keep It Simple; Young Adults With Autism Spectrum Disorder Without Intellectual Disability Can Process Basic Emotions / Michal ICHT in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1269-1272 Titre : Response to McKenzie et al. 2021: Keep It Simple; Young Adults With Autism Spectrum Disorder Without Intellectual Disability Can Process Basic Emotions Type de document : Texte imprimé et/ou numérique Auteurs : Michal ICHT, Auteur ; Gil ZUKERMAN, Auteur ; Esther BEN-ITZCHAK, Auteur ; Boaz M. BEN-DAVID, Auteur Article en page(s) : p.1269-1272 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We recently read the interesting and informative paper entitled ''Empathic accuracy and cognitive and affective empathy in young adults with and without autism spectrum disorder'' (McKenzie et al. in Journal of Autism and Developmental Disorders 52: 1-15, 2021). This paper expands recent findings from our lab (Ben-David in Journal of Autism and Developmental Disorders 50: 741-756, 2020a; International Journal of Audiology 60: 319-321, 2020b) and a recent theoretical framework (Icht et al. in Autism Research 14: 1948-1964, 2021) that may suggest a new purview for McKenzie et al.'s results. Namely, these papers suggest that young adults with autism spectrum disorder without intellectual disability can successfully recruit their cognitive abilities to distinguish between different simple spoken emotions, but may still face difficulties processing complex, subtle emotions. McKenzie et al. (Journal of Autism and Developmental Disorders 52: 1-15, 2021) extended these findings to the processing of emotions in video clips, with both visual and auditory information. En ligne : https://doi.org/10.1007/s10803-022-05574-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Response to McKenzie et al. 2021: Keep It Simple; Young Adults With Autism Spectrum Disorder Without Intellectual Disability Can Process Basic Emotions [Texte imprimé et/ou numérique] / Michal ICHT, Auteur ; Gil ZUKERMAN, Auteur ; Esther BEN-ITZCHAK, Auteur ; Boaz M. BEN-DAVID, Auteur . - p.1269-1272. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1269-1272 Index. décimale : PER Périodiques Résumé : We recently read the interesting and informative paper entitled ''Empathic accuracy and cognitive and affective empathy in young adults with and without autism spectrum disorder'' (McKenzie et al. in Journal of Autism and Developmental Disorders 52: 1-15, 2021). This paper expands recent findings from our lab (Ben-David in Journal of Autism and Developmental Disorders 50: 741-756, 2020a; International Journal of Audiology 60: 319-321, 2020b) and a recent theoretical framework (Icht et al. in Autism Research 14: 1948-1964, 2021) that may suggest a new purview for McKenzie et al.'s results. Namely, these papers suggest that young adults with autism spectrum disorder without intellectual disability can successfully recruit their cognitive abilities to distinguish between different simple spoken emotions, but may still face difficulties processing complex, subtle emotions. McKenzie et al. (Journal of Autism and Developmental Disorders 52: 1-15, 2021) extended these findings to the processing of emotions in video clips, with both visual and auditory information. En ligne : https://doi.org/10.1007/s10803-022-05574-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

The Gap Between Cognition and Adaptive Behavior in Students with Autism Spectrum Disorder: Implications for Social Anxiety and the Moderating Effect of Autism Traits / Gil ZUKERMAN in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1466-1478 Titre : The Gap Between Cognition and Adaptive Behavior in Students with Autism Spectrum Disorder: Implications for Social Anxiety and the Moderating Effect of Autism Traits Type de document : Texte imprimé et/ou numérique Auteurs : Gil ZUKERMAN, Auteur ; Gili YAHAV, Auteur ; Esther BEN-ITZCHAK, Auteur Article en page(s) : p.1466-1478 Langues : Anglais (eng) Mots-clés : Adaptive behavior  Autism  Autism traits  Cognitive ability  Social anxiety Index. décimale : PER Périodiques Résumé : The gap between cognitive ability and adaptive behavior has been thought to enhance psychopathology among people with autism, particularly among those without intellectual disability. We examined this association by exploring the gap between cognitive understanding of social behavior and socially adaptive behavior, and its impact on social anxiety symptoms, obsessive-compulsive symptoms, and depressive symptoms, among 53 university students with autism (without intellectual disability). A higher cognition-social adaptation discrepancy was associated with more social anxiety, but this effect was moderated by autistic trait (AT) levels; a greater gap was associated with more avoidance symptoms of social anxiety only among students with high AT. Cognitive flexibility and prosocial behavior may mitigate the effects of AT. Potential implications and interventions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04632-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] The Gap Between Cognition and Adaptive Behavior in Students with Autism Spectrum Disorder: Implications for Social Anxiety and the Moderating Effect of Autism Traits [Texte imprimé et/ou numérique] / Gil ZUKERMAN, Auteur ; Gili YAHAV, Auteur ; Esther BEN-ITZCHAK, Auteur . - p.1466-1478. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1466-1478 Mots-clés : Adaptive behavior  Autism  Autism traits  Cognitive ability  Social anxiety Index. décimale : PER Périodiques Résumé : The gap between cognitive ability and adaptive behavior has been thought to enhance psychopathology among people with autism, particularly among those without intellectual disability. We examined this association by exploring the gap between cognitive understanding of social behavior and socially adaptive behavior, and its impact on social anxiety symptoms, obsessive-compulsive symptoms, and depressive symptoms, among 53 university students with autism (without intellectual disability). A higher cognition-social adaptation discrepancy was associated with more social anxiety, but this effect was moderated by autistic trait (AT) levels; a greater gap was associated with more avoidance symptoms of social anxiety only among students with high AT. Cognitive flexibility and prosocial behavior may mitigate the effects of AT. Potential implications and interventions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04632-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

The Perception of Emotions in Spoken Language in Undergraduates with High Functioning Autism Spectrum Disorder: A Preserved Social Skill / Boaz M. BEN-DAVID in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.741-756 Titre : The Perception of Emotions in Spoken Language in Undergraduates with High Functioning Autism Spectrum Disorder: A Preserved Social Skill Type de document : Texte imprimé et/ou numérique Auteurs : Boaz M. BEN-DAVID, Auteur ; Esther BEN-ITZCHAK, Auteur ; Gil ZUKERMAN, Auteur ; Gili YAHAV, Auteur ; Michal ICHT, Auteur Article en page(s) : p.741-756 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Emotion  High-functioning ASD  Lexical content  Prosodic content  Speech Index. décimale : PER Périodiques Résumé : Identifying emotions in speech is based on the interaction of lexical content and prosody. This may be disrupted in individuals with High-Functioning Autism Spectrum Disorder (HF-ASD). Undergraduates with HF-ASD (n = 20) and matched typically developed peers (n = 20) were tested using the (Hebrew) Test for Rating of Emotions in Speech. Participants rated the degree to which a target-emotion is present in spoken sentences, in which the emotional-lexical and -prosodic content appear in different combinations from trial to trial. No group differences were found in measures of emotion-identification, selective-attention (focusing on one target-channel) and integration. These preserved abilities can partially explain the high levels of independence and self-control characterizing students with HF-ASD. Support programs may rely on such skills to improve social interactions. En ligne : http://dx.doi.org/10.1007/s10803-019-04297-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 [article] The Perception of Emotions in Spoken Language in Undergraduates with High Functioning Autism Spectrum Disorder: A Preserved Social Skill [Texte imprimé et/ou numérique] / Boaz M. BEN-DAVID, Auteur ; Esther BEN-ITZCHAK, Auteur ; Gil ZUKERMAN, Auteur ; Gili YAHAV, Auteur ; Michal ICHT, Auteur . - p.741-756. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.741-756 Mots-clés : Autism spectrum disorder  Emotion  High-functioning ASD  Lexical content  Prosodic content  Speech Index. décimale : PER Périodiques Résumé : Identifying emotions in speech is based on the interaction of lexical content and prosody. This may be disrupted in individuals with High-Functioning Autism Spectrum Disorder (HF-ASD). Undergraduates with HF-ASD (n = 20) and matched typically developed peers (n = 20) were tested using the (Hebrew) Test for Rating of Emotions in Speech. Participants rated the degree to which a target-emotion is present in spoken sentences, in which the emotional-lexical and -prosodic content appear in different combinations from trial to trial. No group differences were found in measures of emotion-identification, selective-attention (focusing on one target-channel) and integration. These preserved abilities can partially explain the high levels of independence and self-control characterizing students with HF-ASD. Support programs may rely on such skills to improve social interactions. En ligne : http://dx.doi.org/10.1007/s10803-019-04297-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419

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