Creativity in Autism: An Examination of General and Mathematical Creative Thinking Among Children with Autism Spectrum Disorder and Children with Typical Development / Orit E. HETZRONI in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3833-3844 Titre : Creativity in Autism: An Examination of General and Mathematical Creative Thinking Among Children with Autism Spectrum Disorder and Children with Typical Development Type de document : texte imprimé Auteurs : Orit E. HETZRONI, Auteur ; Hila AGADA, Auteur ; Mark LEIKIN, Auteur Article en page(s) : p.3833-3844 Langues : Anglais (eng) Mots-clés : Asd  General creativity  Mathematical creativity Index. décimale : PER Périodiques Résumé : This study investigated creative thinking abilities among two groups of 20 children with autism spectrum disorders (ASD) compared to 20 children with typical development ages 9-11. The study compared performance on two different creativity tests: general creativity (Pictorial Multiple Solutions-PMS) test versus mathematical creativity (Creating Equal Number-CEN) test, and investigated relationships between general and mathematical creative thinking across various cognitive measures including non-verbal IQ, verbal and non-verbal working memory and Attention. Results of the study demonstrate significant correlations among the measures of creativity indicating that the PMS and the CEN tasks represent different skills, or perhaps, different domains of creativity. Findings suggest that creativity can be found among individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04094-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Creativity in Autism: An Examination of General and Mathematical Creative Thinking Among Children with Autism Spectrum Disorder and Children with Typical Development [texte imprimé] / Orit E. HETZRONI, Auteur ; Hila AGADA, Auteur ; Mark LEIKIN, Auteur . - p.3833-3844. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3833-3844 Mots-clés : Asd  General creativity  Mathematical creativity Index. décimale : PER Périodiques Résumé : This study investigated creative thinking abilities among two groups of 20 children with autism spectrum disorders (ASD) compared to 20 children with typical development ages 9-11. The study compared performance on two different creativity tests: general creativity (Pictorial Multiple Solutions-PMS) test versus mathematical creativity (Creating Equal Number-CEN) test, and investigated relationships between general and mathematical creative thinking across various cognitive measures including non-verbal IQ, verbal and non-verbal working memory and Attention. Results of the study demonstrate significant correlations among the measures of creativity indicating that the PMS and the CEN tasks represent different skills, or perhaps, different domains of creativity. Findings suggest that creativity can be found among individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04094-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Profiles of vocalization change in children with autism receiving early intervention / David TREMBATH in Autism Research, 12-5 (May 2019)  

Public ISBD [article]  inAutism Research > 12-5 (May 2019) . - p.830-842 Titre : Profiles of vocalization change in children with autism receiving early intervention Type de document : texte imprimé Auteurs : David TREMBATH, Auteur ; Marleen F. WESTERVELD, Auteur ; Srinivas TEPPALA, Auteur ; Abirami THIRUMANICKAM, Auteur ; Rhylee SULEK, Auteur ; Veronica ROSE, Auteur ; Madonna TUCKER, Auteur ; Jessica PAYNTER, Auteur ; Orit E. HETZRONI, Auteur ; Deb KEEN, Auteur ; Giacomo VIVANTI, Auteur Article en page(s) : p.830-842 Langues : Anglais (eng) Mots-clés : children  individual variability/heterogeneity  language  longitudinal data analysis  treatment Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) commonly present with comorbid language impairment, negatively impacting their learning and participation across settings. Addressing these needs requires a detailed understanding of their communication trajectories. In this study, we used the language environment and analysis (LENA) system to examine possible changes in children's (a) vocalizations and (b) ratio of speech to nonspeech vocalizations over a 10-month period. Data for 23 children with ASD (17M, 6F; ages 32-67 months) were analyzed, including monthly 3-hr in-class recordings and standardized measures of language, cognition, and ASD characteristics. Using hierarchical generalized linear models, we found significant time-trends for child vocalizations (P En ligne : http://dx.doi.org/10.1002/aur.2075 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Profiles of vocalization change in children with autism receiving early intervention [texte imprimé] / David TREMBATH, Auteur ; Marleen F. WESTERVELD, Auteur ; Srinivas TEPPALA, Auteur ; Abirami THIRUMANICKAM, Auteur ; Rhylee SULEK, Auteur ; Veronica ROSE, Auteur ; Madonna TUCKER, Auteur ; Jessica PAYNTER, Auteur ; Orit E. HETZRONI, Auteur ; Deb KEEN, Auteur ; Giacomo VIVANTI, Auteur . - p.830-842. Langues : Anglais (eng) in Autism Research > 12-5 (May 2019) . - p.830-842 Mots-clés : children  individual variability/heterogeneity  language  longitudinal data analysis  treatment Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) commonly present with comorbid language impairment, negatively impacting their learning and participation across settings. Addressing these needs requires a detailed understanding of their communication trajectories. In this study, we used the language environment and analysis (LENA) system to examine possible changes in children's (a) vocalizations and (b) ratio of speech to nonspeech vocalizations over a 10-month period. Data for 23 children with ASD (17M, 6F; ages 32-67 months) were analyzed, including monthly 3-hr in-class recordings and standardized measures of language, cognition, and ASD characteristics. Using hierarchical generalized linear models, we found significant time-trends for child vocalizations (P En ligne : http://dx.doi.org/10.1002/aur.2075 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

Sequence Learning in Minimally Verbal Children With ASD and the Beneficial Effect of Vestibular Stimulation / Gili KATZ-NAVE in Autism Research, 13-2 (February 2020)  

Public ISBD [article]  inAutism Research > 13-2 (February 2020) . - p.320-337 Titre : Sequence Learning in Minimally Verbal Children With ASD and the Beneficial Effect of Vestibular Stimulation Type de document : texte imprimé Auteurs : Gili KATZ-NAVE, Auteur ; Yael ADINI, Auteur ; Orit E. HETZRONI, Auteur ; Yoram S. BONNEH, Auteur Article en page(s) : p.320-337 Langues : Anglais (eng) Mots-clés : SRT task  minimally verbal ASD  short learning sessions  skill learning  vestibular stimulation Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) and especially the minimally verbal, often fail to learn basic perceptual and motor skills. This deficit has been demonstrated in several studies, but the findings could have been due to the nonoptimal adaptation of the paradigms. In the current study, we sought to characterize the skill learning deficit in young minimally verbal children with ASD and explore ways for improvement. For this purpose, we used vestibular stimulation (VS) whose beneficial effects have been demonstrated in the typical population, but the data regarding ASD are limited. We trained 36 children ages 6-13 years, ASD (N = 18, 15 of them minimally verbal) and typical development (TD, N = 18), on a touch version of the visual-motor Serial-Reaction-Time sequence-learning task, in 10 short (few minutes) weekly practice sessions. A subgroup of children received VS prior to each training block. All the participants but two ASD children showed gradual median reaction time improvement with significant speed gains across the training period. The ASD children were overall slower (by ~250 msec). Importantly, those who received VS (n = 10) showed speed gains comparable to TD, which were larger (by ~100%) than the ASD controls, and partially sequence-specific. VS had no effect on the TD group. These results suggest that VS has a positive effect on learning in minimally verbal ASD children, which may have important therapeutic implications. Furthermore, contrary to some previous findings, minimally verbal children with ASD can acquire, in optimal conditions, procedural skills with few short training sessions, spread over weeks, and with a similar time course as non-ASD controls. Autism Res 2020, 13: 320-337. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Minimally verbal children with ASD who received specially adjusted learning conditions showed significant learning of a visual-motor sequence across 10 practice days. This learning was considerably improved with vestibular stimulation before each short learning session. This may have important practical implications in the education and treatment of ASD children. En ligne : http://dx.doi.org/10.1002/aur.2237 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Sequence Learning in Minimally Verbal Children With ASD and the Beneficial Effect of Vestibular Stimulation [texte imprimé] / Gili KATZ-NAVE, Auteur ; Yael ADINI, Auteur ; Orit E. HETZRONI, Auteur ; Yoram S. BONNEH, Auteur . - p.320-337. Langues : Anglais (eng) in Autism Research > 13-2 (February 2020) . - p.320-337 Mots-clés : SRT task  minimally verbal ASD  short learning sessions  skill learning  vestibular stimulation Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) and especially the minimally verbal, often fail to learn basic perceptual and motor skills. This deficit has been demonstrated in several studies, but the findings could have been due to the nonoptimal adaptation of the paradigms. In the current study, we sought to characterize the skill learning deficit in young minimally verbal children with ASD and explore ways for improvement. For this purpose, we used vestibular stimulation (VS) whose beneficial effects have been demonstrated in the typical population, but the data regarding ASD are limited. We trained 36 children ages 6-13 years, ASD (N = 18, 15 of them minimally verbal) and typical development (TD, N = 18), on a touch version of the visual-motor Serial-Reaction-Time sequence-learning task, in 10 short (few minutes) weekly practice sessions. A subgroup of children received VS prior to each training block. All the participants but two ASD children showed gradual median reaction time improvement with significant speed gains across the training period. The ASD children were overall slower (by ~250 msec). Importantly, those who received VS (n = 10) showed speed gains comparable to TD, which were larger (by ~100%) than the ASD controls, and partially sequence-specific. VS had no effect on the TD group. These results suggest that VS has a positive effect on learning in minimally verbal ASD children, which may have important therapeutic implications. Furthermore, contrary to some previous findings, minimally verbal children with ASD can acquire, in optimal conditions, procedural skills with few short training sessions, spread over weeks, and with a similar time course as non-ASD controls. Autism Res 2020, 13: 320-337. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Minimally verbal children with ASD who received specially adjusted learning conditions showed significant learning of a visual-motor sequence across 10 practice days. This learning was considerably improved with vestibular stimulation before each short learning session. This may have important practical implications in the education and treatment of ASD children. En ligne : http://dx.doi.org/10.1002/aur.2237 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Structure Mapping in Autism Spectrum Disorder: Levels of Information Processing and Relations to Executive Functions / Orit E. HETZRONI in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.824-833 Titre : Structure Mapping in Autism Spectrum Disorder: Levels of Information Processing and Relations to Executive Functions Type de document : texte imprimé Auteurs : Orit E. HETZRONI, Auteur ; Kiril SHALAHEVICH, Auteur Année de publication : 2018 Article en page(s) : p.824-833 Langues : Anglais (eng) Mots-clés : Asd  Level of processing  Perceptual relations  Structure mapping  Systematicity principle Index. décimale : PER Périodiques Résumé : Analogical reasoning was investigated among children with autism spectrum disorders (ASD) without intellectual disabilities and typical development (TD). Children were asked to select one of two targets in two conditions: (1) with and without spatial structure similarity; (2) with and without a perceptual distractor. Results demonstrate that children with ASD were able to select targets based on structural similarity, but this ability decreased to chance level when presented with a perceptual distractor. Everyday executive functions were positively correlated with structural selections among children with ASD. Results suggest that although children with ASD were able to select based on systematicity principle, perceptual distractor decreased their selection so that their cognitive system produced less structure similarities, that negatively affects spatial analogical reasoning. En ligne : https://doi.org/10.1007/s10803-017-3376-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 [article] Structure Mapping in Autism Spectrum Disorder: Levels of Information Processing and Relations to Executive Functions [texte imprimé] / Orit E. HETZRONI, Auteur ; Kiril SHALAHEVICH, Auteur . - 2018 . - p.824-833. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.824-833 Mots-clés : Asd  Level of processing  Perceptual relations  Structure mapping  Systematicity principle Index. décimale : PER Périodiques Résumé : Analogical reasoning was investigated among children with autism spectrum disorders (ASD) without intellectual disabilities and typical development (TD). Children were asked to select one of two targets in two conditions: (1) with and without spatial structure similarity; (2) with and without a perceptual distractor. Results demonstrate that children with ASD were able to select targets based on structural similarity, but this ability decreased to chance level when presented with a perceptual distractor. Everyday executive functions were positively correlated with structural selections among children with ASD. Results suggest that although children with ASD were able to select based on systematicity principle, perceptual distractor decreased their selection so that their cognitive system produced less structure similarities, that negatively affects spatial analogical reasoning. En ligne : https://doi.org/10.1007/s10803-017-3376-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338

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