Diametrically opposed associations between academic achievement and social anxiety among university students with and without autism spectrum disorder / Gil ZUKERMAN in Autism Research, 12-9 (September 2019)  

Public ISBD [article]  inAutism Research > 12-9 (September 2019) . - p.1376-1385 Titre : Diametrically opposed associations between academic achievement and social anxiety among university students with and without autism spectrum disorder Type de document : texte imprimé Auteurs : Gil ZUKERMAN, Auteur ; Gili YAHAV, Auteur ; Esther BEN-ITZCHAK, Auteur Article en page(s) : p.1376-1385 Langues : Anglais (eng) Mots-clés : Asd  academic  grade point average  social anxiety Index. décimale : PER Périodiques Résumé : Research findings indicate that anxiety, social anxiety in particular, is the most common experience reported by individuals with autism spectrum disorder (ASD) attending postsecondary education. Among students without ASD, higher levels of social anxiety have been postulated to correlate with impaired academic achievement; restriction of one's social network because of anxiety is thought to lead to reduction of access to resources important for learning such as social/emotional support and collaborative learning. However, despite growing interest in the outcomes of young students with ASD, no research has studied the associations between academic achievement and anxiety among students with ASD. This study examined the association between social anxiety and grade point average (GPA) among university students: 55 diagnosed with ASD, 31 without ASD but high levels of social anxiety, and 25 without ASD and with low levels of social anxiety (controls). GPAs were significantly lower for the ASD group than for the two non-ASD groups. Among students without ASD, a negative correlation between social anxiety and grades was observed whereas the reverse pattern was found for the ASD group, meaning that for students with ASD, higher levels of social anxiety were associated with higher grades. Additionally, in a regression analysis, ASD diagnosis, social anxiety, and the interaction of group x social anxiety significantly predicted GPA. Possible explanations for this finding, as well as implications for interventions among this population of high-functioning students with ASD, are discussed. Autism Res 2019, 12: 1376-1385. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study compared the relationship between levels of social anxiety and grades in students with autism spectrum disorder (ASD) and in students without ASD who had either high social anxiety or low social anxiety (controls). Among the group with ASD, higher levels of social anxiety were associated with higher grades, whereas the reverse pattern was found among the other groups. This finding's implications for interventions among students with ASD are discussed. En ligne : http://dx.doi.org/10.1002/aur.2129 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Diametrically opposed associations between academic achievement and social anxiety among university students with and without autism spectrum disorder [texte imprimé] / Gil ZUKERMAN, Auteur ; Gili YAHAV, Auteur ; Esther BEN-ITZCHAK, Auteur . - p.1376-1385. Langues : Anglais (eng) in Autism Research > 12-9 (September 2019) . - p.1376-1385 Mots-clés : Asd  academic  grade point average  social anxiety Index. décimale : PER Périodiques Résumé : Research findings indicate that anxiety, social anxiety in particular, is the most common experience reported by individuals with autism spectrum disorder (ASD) attending postsecondary education. Among students without ASD, higher levels of social anxiety have been postulated to correlate with impaired academic achievement; restriction of one's social network because of anxiety is thought to lead to reduction of access to resources important for learning such as social/emotional support and collaborative learning. However, despite growing interest in the outcomes of young students with ASD, no research has studied the associations between academic achievement and anxiety among students with ASD. This study examined the association between social anxiety and grade point average (GPA) among university students: 55 diagnosed with ASD, 31 without ASD but high levels of social anxiety, and 25 without ASD and with low levels of social anxiety (controls). GPAs were significantly lower for the ASD group than for the two non-ASD groups. Among students without ASD, a negative correlation between social anxiety and grades was observed whereas the reverse pattern was found for the ASD group, meaning that for students with ASD, higher levels of social anxiety were associated with higher grades. Additionally, in a regression analysis, ASD diagnosis, social anxiety, and the interaction of group x social anxiety significantly predicted GPA. Possible explanations for this finding, as well as implications for interventions among this population of high-functioning students with ASD, are discussed. Autism Res 2019, 12: 1376-1385. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study compared the relationship between levels of social anxiety and grades in students with autism spectrum disorder (ASD) and in students without ASD who had either high social anxiety or low social anxiety (controls). Among the group with ASD, higher levels of social anxiety were associated with higher grades, whereas the reverse pattern was found among the other groups. This finding's implications for interventions among students with ASD are discussed. En ligne : http://dx.doi.org/10.1002/aur.2129 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

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 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] / 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 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] / 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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