A cross-task comparison on visuospatial processing in autism spectrum disorders / Ramona CARDILLO in Autism, 24-3 (April 2020)  

Public ISBD [article]  inAutism > 24-3 (April 2020) . - p.765-779 Titre : A cross-task comparison on visuospatial processing in autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ramona CARDILLO, Auteur ; Silvia LANFRANCHI, Auteur ; Irene C. MAMMARELLA, Auteur Article en page(s) : p.765-779 Langues : Anglais (eng) Mots-clés : Perceptual Reasoning Index  autism spectrum disorder  global versus local processing  visuospatial intelligence Index. décimale : PER Périodiques Résumé : This study aimed to draw a cross-task comparison on visuospatial processing in autism spectrum disorder without intellectual disability. Participants with autism spectrum disorder were matched with typically developing individuals on general intelligence and perceptual reasoning index. The two groups were subsequently compared on visuospatial processing speed, visuo-perceptual, visuo-constructive, and visuospatial working memory tasks. Our results revealed similar performances between autism spectrum disorder and typically developing individuals on measures of visuospatial processing speed and visuospatial working memory. The autism spectrum disorder group showed slower reaction times than the typically developing group in the visuo-perceptual task, when stimuli were characterized by a minimum level of perceptual cohesiveness, revealing weaker spatial integration abilities. Concerning the visuo-constructive domain, no differences between the autism spectrum disorder and the typically developing group emerged for the unsegmented condition, revealing that our participants with autism spectrum disorder were similar to the typically developing group in the local analysis of the stimuli. The discussion takes into account the role of individual differences on visuospatial intelligence, task requirements, and cognitive domains to clarify the visuospatial processing skills of individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319888341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] A cross-task comparison on visuospatial processing in autism spectrum disorders [Texte imprimé et/ou numérique] / Ramona CARDILLO, Auteur ; Silvia LANFRANCHI, Auteur ; Irene C. MAMMARELLA, Auteur . - p.765-779. Langues : Anglais (eng) in Autism > 24-3 (April 2020) . - p.765-779 Mots-clés : Perceptual Reasoning Index  autism spectrum disorder  global versus local processing  visuospatial intelligence Index. décimale : PER Périodiques Résumé : This study aimed to draw a cross-task comparison on visuospatial processing in autism spectrum disorder without intellectual disability. Participants with autism spectrum disorder were matched with typically developing individuals on general intelligence and perceptual reasoning index. The two groups were subsequently compared on visuospatial processing speed, visuo-perceptual, visuo-constructive, and visuospatial working memory tasks. Our results revealed similar performances between autism spectrum disorder and typically developing individuals on measures of visuospatial processing speed and visuospatial working memory. The autism spectrum disorder group showed slower reaction times than the typically developing group in the visuo-perceptual task, when stimuli were characterized by a minimum level of perceptual cohesiveness, revealing weaker spatial integration abilities. Concerning the visuo-constructive domain, no differences between the autism spectrum disorder and the typically developing group emerged for the unsegmented condition, revealing that our participants with autism spectrum disorder were similar to the typically developing group in the local analysis of the stimuli. The discussion takes into account the role of individual differences on visuospatial intelligence, task requirements, and cognitive domains to clarify the visuospatial processing skills of individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319888341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Do children with and without autism spectrum disorder use different visuospatial processing skills to perform the Rey-Osterrieth complex figure test? / Ramona CARDILLO in Autism Research, 15-7 (July 2022)  

Public ISBD [article]  inAutism Research > 15-7 (July 2022) . - p.1311-1323 Titre : Do children with and without autism spectrum disorder use different visuospatial processing skills to perform the Rey-Osterrieth complex figure test? Type de document : Texte imprimé et/ou numérique Auteurs : Ramona CARDILLO, Auteur ; Rachele LIEVORE, Auteur ; Irene C. MAMMARELLA, Auteur Article en page(s) : p.1311-1323 Langues : Anglais (eng) Mots-clés : Rey-Osterrieth complex figure  autism spectrum disorder  local/global processing  visuospatial organization abilities  visuospatial skills Index. décimale : PER Périodiques Résumé : Visuospatial organization abilities are closely related to other visuospatial processing skills, such as visuomotor coordination, perceptual abilities, mental rotation, and working memory (WM). One task that enables visuospatial organization abilities to be investigated is the Rey-Osterrieth complex figure test (ROCFT). When examining visuospatial functioning, individuals with autism spectrum disorder (ASD) have proved capable of operating both locally and globally, depending on the sub-domain embraced, with a preference for a locally-oriented processing of visuospatial information. The present research aimed to establish whether different underlying visuospatial skills might account for performance in the ROCFT in children and adolescents with ASD, compared with typically developing (TD), by considering the role of local/global visuospatial processing. The study involved 39 participants who have ASD without intellectual disability, and 57 TD aged 8-16?years. The participants were administered tasks assessing visuospatial organization abilities, manual dexterity, visual perception, mental rotation, spatial-sequential, spatial-simultaneous WM, and visuospatial processing. Our results suggest that manual dexterity and visuospatial processing similarly explain performance in both groups, while differences in visuospatial WM account for the two groups' visuospatial organization abilities. Spatial-simultaneous WM predicted performance in copy and recall conditions in the TD group but not in the ASD group, while spatial-sequential WM only did so in the latter group, reinforcing the tendency of children with ASD towards local bias in the visuospatial organization domain. The implications of these findings are discussed. LAY SUMMARY: The visuospatial organization abilities of children and adolescents with and without autism were compared, considering their underlying visuospatial skills. Visuospatial organization impairments emerged for children with autism, who differed from typically developing children in the underlying visuospatial skills involved. Given the crucial role of visuospatial organization abilities in everyday life, our results could inspire practitioners to develop training interventions that take into account the strengths and weaknesses of individuals with autism. En ligne : http://dx.doi.org/10.1002/aur.2717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Do children with and without autism spectrum disorder use different visuospatial processing skills to perform the Rey-Osterrieth complex figure test? [Texte imprimé et/ou numérique] / Ramona CARDILLO, Auteur ; Rachele LIEVORE, Auteur ; Irene C. MAMMARELLA, Auteur . - p.1311-1323. Langues : Anglais (eng) in Autism Research > 15-7 (July 2022) . - p.1311-1323 Mots-clés : Rey-Osterrieth complex figure  autism spectrum disorder  local/global processing  visuospatial organization abilities  visuospatial skills Index. décimale : PER Périodiques Résumé : Visuospatial organization abilities are closely related to other visuospatial processing skills, such as visuomotor coordination, perceptual abilities, mental rotation, and working memory (WM). One task that enables visuospatial organization abilities to be investigated is the Rey-Osterrieth complex figure test (ROCFT). When examining visuospatial functioning, individuals with autism spectrum disorder (ASD) have proved capable of operating both locally and globally, depending on the sub-domain embraced, with a preference for a locally-oriented processing of visuospatial information. The present research aimed to establish whether different underlying visuospatial skills might account for performance in the ROCFT in children and adolescents with ASD, compared with typically developing (TD), by considering the role of local/global visuospatial processing. The study involved 39 participants who have ASD without intellectual disability, and 57 TD aged 8-16?years. The participants were administered tasks assessing visuospatial organization abilities, manual dexterity, visual perception, mental rotation, spatial-sequential, spatial-simultaneous WM, and visuospatial processing. Our results suggest that manual dexterity and visuospatial processing similarly explain performance in both groups, while differences in visuospatial WM account for the two groups' visuospatial organization abilities. Spatial-simultaneous WM predicted performance in copy and recall conditions in the TD group but not in the ASD group, while spatial-sequential WM only did so in the latter group, reinforcing the tendency of children with ASD towards local bias in the visuospatial organization domain. The implications of these findings are discussed. LAY SUMMARY: The visuospatial organization abilities of children and adolescents with and without autism were compared, considering their underlying visuospatial skills. Visuospatial organization impairments emerged for children with autism, who differed from typically developing children in the underlying visuospatial skills involved. Given the crucial role of visuospatial organization abilities in everyday life, our results could inspire practitioners to develop training interventions that take into account the strengths and weaknesses of individuals with autism. En ligne : http://dx.doi.org/10.1002/aur.2717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Let?s face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders / Rachele LIEVORE ; Ramona CARDILLO ; Irene C. MAMMARELLA in Development and Psychopathology, 37-1 (February 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-1 (February 2025) . - p.451-463 Titre : Let?s face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders : Development and Psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Rachele LIEVORE, Auteur ; Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur Article en page(s) : p.451-463 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  executive functions  facial emotion recognition  social anxiety  specific learning disorders Index. décimale : PER Périodiques Résumé : Youth with different developmental disorders might experience challenges when dealing with facial emotion recognition (FER). By comparing FER and related emotional and cognitive factors across developmental disorders, researchers can gain a better understanding of challenges and strengths associated with each condition. The aim of the present study was to investigate how social anxiety and executive functioning might underlie FER in youth with and without autism spectrum disorders (ASD) and specific learning disorders (SLD). The study involved 263 children and adolescents between 8 and 16 years old divided into three groups matched for age, sex, and IQ: 60 (52 M) with ASD without intellectual disability, 63 (44 M) with SLD, and 140 (105 M) non-diagnosed. Participants completed an FER test, three executive functions' tasks (inhibition, updating, and set-shifting), and parents filled in a questionnaire reporting their children?s social anxiety. Our results suggest that better FER was consistent with higher social anxiety and better updating skills in ASD, while with lower social anxiety in SLD. Clinical practice should focus on coping strategies in autistic youth who could feel anxiety when facing social cues, and on self-efficacy and social worries in SLD. Executive functioning should also be addressed to support social learning in autism. En ligne : https://dx.doi.org/10.1017/S0954579424000038 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Let?s face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders : Development and Psychopathology [Texte imprimé et/ou numérique] / Rachele LIEVORE, Auteur ; Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur . - p.451-463. Langues : Anglais (eng) in Development and Psychopathology > 37-1 (February 2025) . - p.451-463 Mots-clés : autism spectrum disorders  executive functions  facial emotion recognition  social anxiety  specific learning disorders Index. décimale : PER Périodiques Résumé : Youth with different developmental disorders might experience challenges when dealing with facial emotion recognition (FER). By comparing FER and related emotional and cognitive factors across developmental disorders, researchers can gain a better understanding of challenges and strengths associated with each condition. The aim of the present study was to investigate how social anxiety and executive functioning might underlie FER in youth with and without autism spectrum disorders (ASD) and specific learning disorders (SLD). The study involved 263 children and adolescents between 8 and 16 years old divided into three groups matched for age, sex, and IQ: 60 (52 M) with ASD without intellectual disability, 63 (44 M) with SLD, and 140 (105 M) non-diagnosed. Participants completed an FER test, three executive functions' tasks (inhibition, updating, and set-shifting), and parents filled in a questionnaire reporting their children?s social anxiety. Our results suggest that better FER was consistent with higher social anxiety and better updating skills in ASD, while with lower social anxiety in SLD. Clinical practice should focus on coping strategies in autistic youth who could feel anxiety when facing social cues, and on self-efficacy and social worries in SLD. Executive functioning should also be addressed to support social learning in autism. En ligne : https://dx.doi.org/10.1017/S0954579424000038 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role? / Ramona CARDILLO in Autism Research, 14-5 (May 2021)  

Public ISBD [article]  inAutism Research > 14-5 (May 2021) . - p.932-945 Titre : Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role? Type de document : Texte imprimé et/ou numérique Auteurs : Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur ; Ellen DEMURIE, Auteur ; David GIOFRE, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.932-945 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  communication  executive functions  pragmatic language  theory of mind Index. décimale : PER Périodiques Résumé : Pragmatic language (PL) is defined as the ability to use language effectively in communicative exchanges. Previous findings showed that deficits in PL are a core characteristic of the communicative profile of individuals with autism spectrum disorder (ASD). While different lines of research have revealed a close link between PL and theory of mind (ToM), and between PL and executive functions (EFs), to our knowledge, few studies have explored the relationship between these three domains in children with ASD, and their results have been contradictory. The present study thus aimed to contribute to our understanding of PL in children with ASD and to analyze the underlying mediating role of ToM and EFs. PL is a complex and multifaceted construct. In the present study, we focused on two specific aspects, such as the comprehension of nonliteral language, and the ability to make inferences. After testing 143 participants (73 with ASD), our results confirmed that impairments in PL are a crucial feature of the ASD profile. Children with ASD were also more impaired than their typically developing peers in both ToM and EFs. When the mediating role of ToM and EFs on PL was considered, it emerged that only ToM contributed significantly to the relationship between group and PL. We discussed the potential importance of interventions not focused exclusively on PL, but also involving ToM. LAY SUMMARY: In everyday life, we use pragmatic language to interact successfully with others. Individuals with autism experience significant difficulty in pragmatic language, showing consequent impairments in communication. This study compared the comprehension of nonliteral language, and the ability to make inferences of children with autism and children with typical development, focusing on the role of social and cognitive abilities. Children with autism had difficulties in pragmatic language compared to children with typical development. In addition, the capacity to consider the perspective, intentions and beliefs of other people contributed significantly to the pragmatic language. Autism Res 2021, 14: 932-945. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2423 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role? [Texte imprimé et/ou numérique] / Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur ; Ellen DEMURIE, Auteur ; David GIOFRE, Auteur ; Herbert ROEYERS, Auteur . - p.932-945. Langues : Anglais (eng) in Autism Research > 14-5 (May 2021) . - p.932-945 Mots-clés : autism spectrum disorder  communication  executive functions  pragmatic language  theory of mind Index. décimale : PER Périodiques Résumé : Pragmatic language (PL) is defined as the ability to use language effectively in communicative exchanges. Previous findings showed that deficits in PL are a core characteristic of the communicative profile of individuals with autism spectrum disorder (ASD). While different lines of research have revealed a close link between PL and theory of mind (ToM), and between PL and executive functions (EFs), to our knowledge, few studies have explored the relationship between these three domains in children with ASD, and their results have been contradictory. The present study thus aimed to contribute to our understanding of PL in children with ASD and to analyze the underlying mediating role of ToM and EFs. PL is a complex and multifaceted construct. In the present study, we focused on two specific aspects, such as the comprehension of nonliteral language, and the ability to make inferences. After testing 143 participants (73 with ASD), our results confirmed that impairments in PL are a crucial feature of the ASD profile. Children with ASD were also more impaired than their typically developing peers in both ToM and EFs. When the mediating role of ToM and EFs on PL was considered, it emerged that only ToM contributed significantly to the relationship between group and PL. We discussed the potential importance of interventions not focused exclusively on PL, but also involving ToM. LAY SUMMARY: In everyday life, we use pragmatic language to interact successfully with others. Individuals with autism experience significant difficulty in pragmatic language, showing consequent impairments in communication. This study compared the comprehension of nonliteral language, and the ability to make inferences of children with autism and children with typical development, focusing on the role of social and cognitive abilities. Children with autism had difficulties in pragmatic language compared to children with typical development. In addition, the capacity to consider the perspective, intentions and beliefs of other people contributed significantly to the pragmatic language. Autism Res 2021, 14: 932-945. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2423 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis / Enrica DONOLATO in Journal of Child Psychology and Psychiatry, 63-5 (May 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-5 (May 2022) . - p.507-518 Titre : Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Enrica DONOLATO, Auteur ; Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur ; Monica MELBY-LERVÅG, Auteur Article en page(s) : p.507-518 Langues : Anglais (eng) Mots-clés : Child  Humans  Language Development Disorders/diagnosis  Specific Learning Disorder  Specific learning disorders  externalizing problems  internalizing problems  language disorders  meta-analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: Some studies suggest that children with language and learning disorders (LLDs) show more internalizing and externalizing problems than their peers. However, the available evidence remains inconsistent, especially regarding the conditions under which these psychological problems occur. METHODS: We performed a meta-analysis of studies comparing children with LLDs and controls on internalizing (53 independent samples, 135 effect sizes) and externalizing problems (37 independent samples, 61 effect sizes) separately. RESULTS: Children with LLDs showed higher internalizing (Hedges' g=0.36) and externalizing problems (Hedges' g=0.42) than controls did. The group standardized difference in internalizing problems was moderated by the primary disorder, with children with language disorders showing more internalizing problems than those with reading disorders. The severity of the primary disorder, IQ, and age did not moderate Hedge's g between children with LLDs and controls in internalizing and externalizing outcomes. The same pattern was found for gender as a moderator of Hedge's g in internalizing problems, while findings for externalizing problems were inconclusive. The results were consistent when methodological variables were assessed, also for informant, sample size, and geographical area. Clinical samples with LLDs reported higher internalizing problems respect to those with difficulties, but findings on externalizing outcomes were limited. Similarly, results on the presence of additional symptoms in learning and language, self-concept, and socioeconomic status were inconclusive, as few studies reported this information. Results were robust when publication bias, publication year, and study quality were assessed. CONCLUSIONS: There is evidence that children with LLDs report higher internalizing and externalizing problems than controls do. Children with language disorders seemed more vulnerable to report more internalizing problems, and clinical samples reported higher problems than those with difficulties. For clinical practice, assessment and interventions should target socioemotional skills to support the psychological well-being of children with LLDs. En ligne : http://dx.doi.org/10.1111/jcpp.13536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis [Texte imprimé et/ou numérique] / Enrica DONOLATO, Auteur ; Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur ; Monica MELBY-LERVÅG, Auteur . - p.507-518. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-5 (May 2022) . - p.507-518 Mots-clés : Child  Humans  Language Development Disorders/diagnosis  Specific Learning Disorder  Specific learning disorders  externalizing problems  internalizing problems  language disorders  meta-analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: Some studies suggest that children with language and learning disorders (LLDs) show more internalizing and externalizing problems than their peers. However, the available evidence remains inconsistent, especially regarding the conditions under which these psychological problems occur. METHODS: We performed a meta-analysis of studies comparing children with LLDs and controls on internalizing (53 independent samples, 135 effect sizes) and externalizing problems (37 independent samples, 61 effect sizes) separately. RESULTS: Children with LLDs showed higher internalizing (Hedges' g=0.36) and externalizing problems (Hedges' g=0.42) than controls did. The group standardized difference in internalizing problems was moderated by the primary disorder, with children with language disorders showing more internalizing problems than those with reading disorders. The severity of the primary disorder, IQ, and age did not moderate Hedge's g between children with LLDs and controls in internalizing and externalizing outcomes. The same pattern was found for gender as a moderator of Hedge's g in internalizing problems, while findings for externalizing problems were inconclusive. The results were consistent when methodological variables were assessed, also for informant, sample size, and geographical area. Clinical samples with LLDs reported higher internalizing problems respect to those with difficulties, but findings on externalizing outcomes were limited. Similarly, results on the presence of additional symptoms in learning and language, self-concept, and socioeconomic status were inconclusive, as few studies reported this information. Results were robust when publication bias, publication year, and study quality were assessed. CONCLUSIONS: There is evidence that children with LLDs report higher internalizing and externalizing problems than controls do. Children with language disorders seemed more vulnerable to report more internalizing problems, and clinical samples reported higher problems than those with difficulties. For clinical practice, assessment and interventions should target socioemotional skills to support the psychological well-being of children with LLDs. En ligne : http://dx.doi.org/10.1111/jcpp.13536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

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