Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement / So Hyun KIM in Autism, 24-3 (April 2020)  

Public ISBD [article]  inAutism > 24-3 (April 2020) . - p.780-794 Titre : Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement Type de document : Texte imprimé et/ou numérique Auteurs : So Hyun KIM, Auteur ; George BUZZELL, Auteur ; Susan FAJA, Auteur ; Yeo Bi CHOI, Auteur ; Hannah R. THOMAS, Auteur ; Natalie Hiromi BRITO, Auteur ; Lauren C. SHUFFREY, Auteur ; William P. FIFER, Auteur ; Frederick D. MORRISON, Auteur ; Catherine LORD, Auteur ; Nathan FOX, Auteur Article en page(s) : p.780-794 Langues : Anglais (eng) Mots-clés : academic achievement  autism spectrum disorder  executive function Index. décimale : PER Périodiques Résumé : Although electrophysiological (electroencephalography) measures of executive functions (e.g. error monitoring) have been used to predict academic achievement in typically developing children, work investigating a link between error monitoring and academic skills in children with autism spectrum disorder is limited. In this study, we employed traditional electrophysiological and advanced time-frequency methods, combined with principal component analyses, to extract neural activity related to error monitoring and tested their relations to academic achievement in cognitively able kindergarteners with autism spectrum disorder. In total, 35 cognitively able kindergarteners with autism spectrum disorder completed academic assessments and the child-friendly "Zoo Game" Go/No-go task at school entry. The Go/No-go task successfully elicited an error-related negativity and error positivity in children with autism spectrum disorder as young as 5 years at fronto-central and posterior electrode sites, respectively. We also observed increased response-related theta power during errors relative to correct trials at fronto-central sites. Both larger error positivity and theta power significantly predicted concurrent academic achievement after controlling for behavioral performance on the Zoo Game and intelligence quotient. These results suggest that the use of time-frequency electroencephalography analyses, combined with traditional event-related potential measures, may provide new opportunities to investigate neurobiological mechanisms of executive function and academic achievement in young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319874920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement [Texte imprimé et/ou numérique] / So Hyun KIM, Auteur ; George BUZZELL, Auteur ; Susan FAJA, Auteur ; Yeo Bi CHOI, Auteur ; Hannah R. THOMAS, Auteur ; Natalie Hiromi BRITO, Auteur ; Lauren C. SHUFFREY, Auteur ; William P. FIFER, Auteur ; Frederick D. MORRISON, Auteur ; Catherine LORD, Auteur ; Nathan FOX, Auteur . - p.780-794. Langues : Anglais (eng) in Autism > 24-3 (April 2020) . - p.780-794 Mots-clés : academic achievement  autism spectrum disorder  executive function Index. décimale : PER Périodiques Résumé : Although electrophysiological (electroencephalography) measures of executive functions (e.g. error monitoring) have been used to predict academic achievement in typically developing children, work investigating a link between error monitoring and academic skills in children with autism spectrum disorder is limited. In this study, we employed traditional electrophysiological and advanced time-frequency methods, combined with principal component analyses, to extract neural activity related to error monitoring and tested their relations to academic achievement in cognitively able kindergarteners with autism spectrum disorder. In total, 35 cognitively able kindergarteners with autism spectrum disorder completed academic assessments and the child-friendly "Zoo Game" Go/No-go task at school entry. The Go/No-go task successfully elicited an error-related negativity and error positivity in children with autism spectrum disorder as young as 5 years at fronto-central and posterior electrode sites, respectively. We also observed increased response-related theta power during errors relative to correct trials at fronto-central sites. Both larger error positivity and theta power significantly predicted concurrent academic achievement after controlling for behavioral performance on the Zoo Game and intelligence quotient. These results suggest that the use of time-frequency electroencephalography analyses, combined with traditional event-related potential measures, may provide new opportunities to investigate neurobiological mechanisms of executive function and academic achievement in young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319874920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Spontaneous Expressive Language Profiles in a Clinically Ascertained Sample of Children With Autism Spectrum Disorder / Hannah R. THOMAS in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.720-732 Titre : Spontaneous Expressive Language Profiles in a Clinically Ascertained Sample of Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Hannah R. THOMAS, Auteur ; Tara ROONEY, Auteur ; Morgan COHEN, Auteur ; Somer L. BISHOP, Auteur ; Catherine LORD, Auteur ; So Hyun KIM, Auteur Article en page(s) : p.720-732 Langues : Anglais (eng) Mots-clés : instrument  language  psychometrics Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have varying degrees of language impairment across multiple domains, which may include deficits in syntactic, pragmatic, and/or semantic skills. The heterogeneity of language profiles within ASD, coupled with the limited scope of existing standardized language measures, makes a comprehensive assessment of language impairments in ASD challenging. The Observation of Spontaneous Expressive Language (OSEL) is a new measure developed to capture children's spontaneous use of language in a naturalistic setting. The current study used the OSEL to examine the patterns of spontaneous expressive language abilities of 87 clinically ascertained children with ASD from 2 to 12?years. As expected, children with ASD were significantly more impaired in their spontaneous use of language compared to typically developing peers. Syntax and narrative skills continued to increase with age from toddler to elementary school years in cross-sectional comparisons. Pragmatic skills improved form toddler to preschool years but remained stable from preschool to elementary school years. Preliminary data also demonstrated significant improvements in OSEL syntax scores over time for a subset of children followed longitudinally (n = 8). Children with ASD consistently showed more impairments in spontaneous expressive language captured on the OSEL compared to language skills measured by other more structured standardized assessments, despite moderate convergent validity among those measures. Results suggest that impairments in the spontaneous and functional use of expressive language persist into middle childhood for many children with ASD, and a comprehensive assessment approach can lead to more precisely targeted treatment addressing specific language profiles. LAY SUMMARY: This study aimed to examine the variable language profiles in children with ASD. Children with ASD were shown to have impairments in the structure, meaning, and social use of language. These challenges were captured best by a measure that was created to assess the spontaneous use of language in a naturalistic environment. The results of this study emphasize the importance of a comprehensive assessment of language in ASD to inform treatment. Autism Res 2021, 14: 720-732. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Spontaneous Expressive Language Profiles in a Clinically Ascertained Sample of Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Hannah R. THOMAS, Auteur ; Tara ROONEY, Auteur ; Morgan COHEN, Auteur ; Somer L. BISHOP, Auteur ; Catherine LORD, Auteur ; So Hyun KIM, Auteur . - p.720-732. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.720-732 Mots-clés : instrument  language  psychometrics Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have varying degrees of language impairment across multiple domains, which may include deficits in syntactic, pragmatic, and/or semantic skills. The heterogeneity of language profiles within ASD, coupled with the limited scope of existing standardized language measures, makes a comprehensive assessment of language impairments in ASD challenging. The Observation of Spontaneous Expressive Language (OSEL) is a new measure developed to capture children's spontaneous use of language in a naturalistic setting. The current study used the OSEL to examine the patterns of spontaneous expressive language abilities of 87 clinically ascertained children with ASD from 2 to 12?years. As expected, children with ASD were significantly more impaired in their spontaneous use of language compared to typically developing peers. Syntax and narrative skills continued to increase with age from toddler to elementary school years in cross-sectional comparisons. Pragmatic skills improved form toddler to preschool years but remained stable from preschool to elementary school years. Preliminary data also demonstrated significant improvements in OSEL syntax scores over time for a subset of children followed longitudinally (n = 8). Children with ASD consistently showed more impairments in spontaneous expressive language captured on the OSEL compared to language skills measured by other more structured standardized assessments, despite moderate convergent validity among those measures. Results suggest that impairments in the spontaneous and functional use of expressive language persist into middle childhood for many children with ASD, and a comprehensive assessment approach can lead to more precisely targeted treatment addressing specific language profiles. LAY SUMMARY: This study aimed to examine the variable language profiles in children with ASD. Children with ASD were shown to have impairments in the structure, meaning, and social use of language. These challenges were captured best by a measure that was created to assess the spontaneous use of language in a naturalistic environment. The results of this study emphasize the importance of a comprehensive assessment of language in ASD to inform treatment. Autism Res 2021, 14: 720-732. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

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