Autism and Hierarchical Models of Intelligence / Huan CHEN ; Ericka L. WODKA ; Brian S. CAFFO ; Joshua B. EWEN in Journal of Autism and Developmental Disorders, 55-6 (June 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-6 (June 2025) . - p.2034-2042 Titre : Autism and Hierarchical Models of Intelligence Type de document : texte imprimé Auteurs : Huan CHEN, Auteur ; Ericka L. WODKA, Auteur ; Brian S. CAFFO, Auteur ; Joshua B. EWEN, Auteur Article en page(s) : p.2034-2042 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Wechsler Intelligence Scale for Children (WISC) employs a hierarchical model of general intelligence in which index scores separate out different clinically-relevant aspects of intelligence; the test is designed such that index scores are statistically independent from one another within the normative sample. Whether or not the existing index scores meet the desired psychometric property of being statistically independent within autistic samples is unknown. En ligne : https://doi.org/10.1007/s10803-023-05984-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=556 [article] Autism and Hierarchical Models of Intelligence [texte imprimé] / Huan CHEN, Auteur ; Ericka L. WODKA, Auteur ; Brian S. CAFFO, Auteur ; Joshua B. EWEN, Auteur . - p.2034-2042. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-6 (June 2025) . - p.2034-2042 Index. décimale : PER Périodiques Résumé : The Wechsler Intelligence Scale for Children (WISC) employs a hierarchical model of general intelligence in which index scores separate out different clinically-relevant aspects of intelligence; the test is designed such that index scores are statistically independent from one another within the normative sample. Whether or not the existing index scores meet the desired psychometric property of being statistically independent within autistic samples is unknown. En ligne : https://doi.org/10.1007/s10803-023-05984-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=556

Evidence for Specificity of Motor Impairments in Catching and Balance in Children with Autism / Katarina AMENT in Journal of Autism and Developmental Disorders, 45-3 (March 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.742-751 Titre : Evidence for Specificity of Motor Impairments in Catching and Balance in Children with Autism Type de document : texte imprimé Auteurs : Katarina AMENT, Auteur ; Amanda MEJIA, Auteur ; Rebecca BUHLMAN, Auteur ; Shannon ERKLIN, Auteur ; Brian S. CAFFO, Auteur ; Stewart MOSTOFSKY, Auteur ; Ericka WODKA, Auteur Article en page(s) : p.742-751 Langues : Anglais (eng) Mots-clés : Autism  Attention-deficit/hyperactivity disorder  Motor impairment  Specificity Index. décimale : PER Périodiques Résumé : To evaluate evidence for motor impairment specificity in autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD). Children completed performance-based assessment of motor functioning (Movement Assessment Battery for Children: MABC-2). Logistic regression models were used to predict group membership. In the models comparing typically developing and developmental disability (DD), all three MABC subscale scores were significantly negatively associated with having a DD. In the models comparing ADHD and ASD, catching and static balance items were associated with ASD group membership, with a 1 point decrease in performance increasing odds of ASD by 36 and 39 %, respectively. Impairments in motor skills requiring the coupling of visual and temporal feedback to guide and adjust movement appear specifically deficient in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2229-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Evidence for Specificity of Motor Impairments in Catching and Balance in Children with Autism [texte imprimé] / Katarina AMENT, Auteur ; Amanda MEJIA, Auteur ; Rebecca BUHLMAN, Auteur ; Shannon ERKLIN, Auteur ; Brian S. CAFFO, Auteur ; Stewart MOSTOFSKY, Auteur ; Ericka WODKA, Auteur . - p.742-751. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.742-751 Mots-clés : Autism  Attention-deficit/hyperactivity disorder  Motor impairment  Specificity Index. décimale : PER Périodiques Résumé : To evaluate evidence for motor impairment specificity in autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD). Children completed performance-based assessment of motor functioning (Movement Assessment Battery for Children: MABC-2). Logistic regression models were used to predict group membership. In the models comparing typically developing and developmental disability (DD), all three MABC subscale scores were significantly negatively associated with having a DD. In the models comparing ADHD and ASD, catching and static balance items were associated with ASD group membership, with a 1 point decrease in performance increasing odds of ASD by 36 and 39 %, respectively. Impairments in motor skills requiring the coupling of visual and temporal feedback to guide and adjust movement appear specifically deficient in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2229-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Learning of skilled movements via imitation in ASD / Danielle MCAULIFFE in Autism Research, 13-5 (May 2020)  

Public ISBD [article]  inAutism Research > 13-5 (May 2020) . - p.777-784 Titre : Learning of skilled movements via imitation in ASD Type de document : texte imprimé Auteurs : Danielle MCAULIFFE, Auteur ; Yi ZHAO, Auteur ; Ajay S. PILLAI, Auteur ; Katarina AMENT, Auteur ; Jack ADAMEK, Auteur ; Brian S. CAFFO, Auteur ; Stewart H. MOSTOFSKY, Auteur ; Joshua B. EWEN, Auteur Article en page(s) : p.777-784 Langues : Anglais (eng) Mots-clés : autism  dyspraxia  imitation  learning  motor control  skill learning Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) consists of altered performance of a range of skills, including social/communicative and motor skills. It is unclear whether this altered performance results from atypical acquisition or learning of the skills or from atypical "online" performance of the skills. Atypicalities of skilled actions that require both motor and cognitive resources, such as abnormal gesturing, are highly prevalent in ASD and are easier to study in a laboratory context than are social/communicative skills. Imitation has long been known to be impaired in ASD; because learning via imitation is a prime method by which humans acquire skills, we tested the hypothesis that children with ASD show alterations in learning novel gestures via imitation. Eighteen participants with ASD and IQ > 80, ages 8-12.9 years, and 19 typically developing peers performed a task in which they watched a video of a model performing a novel, meaningless arm/hand gesture and copied the gesture. Each gesture video/copy sequence was repeated 4-6 times. Eight gestures were analyzed. Examination of learning trajectories revealed that while children with ASD made nearly as much progress in learning from repetition 1 to repetition 4, the shape of the learning curves differed. Causal modeling demonstrated the shape of the learning curve influenced both the performance of overlearned gestures and autism severity, suggesting that it is in the index of learning mechanisms relevant both to motor skills and to autism core features. Autism Res 2020, 13: 777-784.. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Imitation is a route by which humans learn a wide range of skills, naturally and in therapies. Imitation is known to be altered in autism spectrum disorder (ASD), but learning via imitation has not been rigorously examined. We found that the shape of the learning curve is altered in ASD, in a way that has a significant impact both on measures of autism severity and of other motor skills. En ligne : http://dx.doi.org/10.1002/aur.2253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Learning of skilled movements via imitation in ASD [texte imprimé] / Danielle MCAULIFFE, Auteur ; Yi ZHAO, Auteur ; Ajay S. PILLAI, Auteur ; Katarina AMENT, Auteur ; Jack ADAMEK, Auteur ; Brian S. CAFFO, Auteur ; Stewart H. MOSTOFSKY, Auteur ; Joshua B. EWEN, Auteur . - p.777-784. Langues : Anglais (eng) in Autism Research > 13-5 (May 2020) . - p.777-784 Mots-clés : autism  dyspraxia  imitation  learning  motor control  skill learning Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) consists of altered performance of a range of skills, including social/communicative and motor skills. It is unclear whether this altered performance results from atypical acquisition or learning of the skills or from atypical "online" performance of the skills. Atypicalities of skilled actions that require both motor and cognitive resources, such as abnormal gesturing, are highly prevalent in ASD and are easier to study in a laboratory context than are social/communicative skills. Imitation has long been known to be impaired in ASD; because learning via imitation is a prime method by which humans acquire skills, we tested the hypothesis that children with ASD show alterations in learning novel gestures via imitation. Eighteen participants with ASD and IQ > 80, ages 8-12.9 years, and 19 typically developing peers performed a task in which they watched a video of a model performing a novel, meaningless arm/hand gesture and copied the gesture. Each gesture video/copy sequence was repeated 4-6 times. Eight gestures were analyzed. Examination of learning trajectories revealed that while children with ASD made nearly as much progress in learning from repetition 1 to repetition 4, the shape of the learning curves differed. Causal modeling demonstrated the shape of the learning curve influenced both the performance of overlearned gestures and autism severity, suggesting that it is in the index of learning mechanisms relevant both to motor skills and to autism core features. Autism Res 2020, 13: 777-784.. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Imitation is a route by which humans learn a wide range of skills, naturally and in therapies. Imitation is known to be altered in autism spectrum disorder (ASD), but learning via imitation has not been rigorously examined. We found that the shape of the learning curve is altered in ASD, in a way that has a significant impact both on measures of autism severity and of other motor skills. En ligne : http://dx.doi.org/10.1002/aur.2253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Mechanisms of Altered Imitation in Autism Spectrum Disorders / Ata KOLDAY ; Ericka L. WODKA ; Stewart H. MOSTOFSKY ; Brian S. CAFFO ; Joshua B. EWEN in Autism Research, 18-7 (July 2025)  

Public ISBD [article]  inAutism Research > 18-7 (July 2025) . - p.1397-1411 Titre : Mechanisms of Altered Imitation in Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Ata KOLDAY, Auteur ; Ericka L. WODKA, Auteur ; Stewart H. MOSTOFSKY, Auteur ; Brian S. CAFFO, Auteur ; Joshua B. EWEN, Auteur Article en page(s) : p.1397-1411 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorder  cognition  executive function  mediation analysis  movement Index. décimale : PER Périodiques Résumé : ABSTRACT Imitation plays a critical role in enhancing social reciprocity and social/non-social skill learning. Accordingly, impaired imitation may have downstream implications on skill acquisition in autism. Social, motor, representational, and executive processes contribute to imitation performance, but it is unknown the degree to which differences in these domains contribute to imitation differences in autism. In the present study, we evaluated the role of various psychological mechanisms of autism-related imitation differences using mediation models. We assessed autistic and non-autistic 7 12-year-old children (n 708) with FSIQ ? 80, using a wide battery of performance-based and parent-report tests that measured meaningful and non-meaningful gesture imitation performance, motor execution, action representation, social motivation, and executive function processes. Multiple marginal mediation analyses revealed that motor execution tests most strongly mediated imitation deficits in autism, though effects from social motivation, action representation, and executive function also partially mediated the relationship between autism diagnosis and imitation performance. Using cross-validated regression models, the domains tested here accounted for 39% of the variation in imitation performance. Results are contextualized across a broad range of experimental and observational studies with respect to the prompted imitation task utilized here. Future research will require longitudinal data, particularly from earlier stages of development. En ligne : https://doi.org/10.1002/aur.70046 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Mechanisms of Altered Imitation in Autism Spectrum Disorders [texte imprimé] / Ata KOLDAY, Auteur ; Ericka L. WODKA, Auteur ; Stewart H. MOSTOFSKY, Auteur ; Brian S. CAFFO, Auteur ; Joshua B. EWEN, Auteur . - p.1397-1411. Langues : Anglais (eng) in Autism Research > 18-7 (July 2025) . - p.1397-1411 Mots-clés : autism  autism spectrum disorder  cognition  executive function  mediation analysis  movement Index. décimale : PER Périodiques Résumé : ABSTRACT Imitation plays a critical role in enhancing social reciprocity and social/non-social skill learning. Accordingly, impaired imitation may have downstream implications on skill acquisition in autism. Social, motor, representational, and executive processes contribute to imitation performance, but it is unknown the degree to which differences in these domains contribute to imitation differences in autism. In the present study, we evaluated the role of various psychological mechanisms of autism-related imitation differences using mediation models. We assessed autistic and non-autistic 7 12-year-old children (n 708) with FSIQ ? 80, using a wide battery of performance-based and parent-report tests that measured meaningful and non-meaningful gesture imitation performance, motor execution, action representation, social motivation, and executive function processes. Multiple marginal mediation analyses revealed that motor execution tests most strongly mediated imitation deficits in autism, though effects from social motivation, action representation, and executive function also partially mediated the relationship between autism diagnosis and imitation performance. Using cross-validated regression models, the domains tested here accounted for 39% of the variation in imitation performance. Results are contextualized across a broad range of experimental and observational studies with respect to the prompted imitation task utilized here. Future research will require longitudinal data, particularly from earlier stages of development. En ligne : https://doi.org/10.1002/aur.70046 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

Multivariate associations between behavioural dimensions and white matter across children and adolescents with and without attention-deficit/hyperactivity disorder / Xuan BU in Journal of Child Psychology and Psychiatry, 64-2 (February 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-2 (February 2023) . - p.244-253 Titre : Multivariate associations between behavioural dimensions and white matter across children and adolescents with and without attention-deficit/hyperactivity disorder Type de document : texte imprimé Auteurs : Xuan BU, Auteur ; Yingxue GAO, Auteur ; Kaili LIANG, Auteur ; Weijie BAO, Auteur ; Ying CHEN, Auteur ; Lanting GUO, Auteur ; Qiyong GONG, Auteur ; Hanzhang LU, Auteur ; Brian S. CAFFO, Auteur ; Susumu MORI, Auteur ; Xiaoqi HUANG, Auteur Article en page(s) : p.244-253 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Attention deficit/hyperactivity disorder (ADHD) is a heterogeneous neurodevelopmental disorder. Integrity of white matter microstructure plays a key role in the neural mechanism of ADHD presentations. However, the relationships between specific behavioural dimensions and white matter microstructure are less well known. This study aimed to identify associations between white matter and a broad set of clinical features across children and adolescent with and without ADHD using a data-driven multivariate approach. Method We recruited a total of 130 children (62 controls and 68 ADHD) and employed regularized generalized canonical correlation analysis to characterize the associations between white matter and a comprehensive set of clinical measures covering three domains, including symptom, cognition and behaviour. We further applied linear discriminant analysis to integrate these associations to explore potential developmental effects. Results We delineated two brain-behaviour dimensional associations in each domain resulting a total of six multivariate patterns of white matter microstructural alterations linked to hyperactivity-impulsivity and mild affected; executive functions and working memory; externalizing behaviour and social withdrawal, respectively. Apart from executive function and externalizing behaviour sharing similar white matter patterns, all other dimensions linked to a specific pattern of white matter microstructural alterations. The multivariate dimensional association scores showed an overall increase and normalization with age in ADHD group while remained stable in controls. Conclusions We found multivariate neurobehavioral associations exist across ADHD and controls, which suggested that multiple white matter patterns underlie ADHD heterogeneity and provided neural bases for more precise diagnosis and individualized treatment. En ligne : https://doi.org/10.1111/jcpp.13689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 [article] Multivariate associations between behavioural dimensions and white matter across children and adolescents with and without attention-deficit/hyperactivity disorder [texte imprimé] / Xuan BU, Auteur ; Yingxue GAO, Auteur ; Kaili LIANG, Auteur ; Weijie BAO, Auteur ; Ying CHEN, Auteur ; Lanting GUO, Auteur ; Qiyong GONG, Auteur ; Hanzhang LU, Auteur ; Brian S. CAFFO, Auteur ; Susumu MORI, Auteur ; Xiaoqi HUANG, Auteur . - p.244-253. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-2 (February 2023) . - p.244-253 Index. décimale : PER Périodiques Résumé : Background Attention deficit/hyperactivity disorder (ADHD) is a heterogeneous neurodevelopmental disorder. Integrity of white matter microstructure plays a key role in the neural mechanism of ADHD presentations. However, the relationships between specific behavioural dimensions and white matter microstructure are less well known. This study aimed to identify associations between white matter and a broad set of clinical features across children and adolescent with and without ADHD using a data-driven multivariate approach. Method We recruited a total of 130 children (62 controls and 68 ADHD) and employed regularized generalized canonical correlation analysis to characterize the associations between white matter and a comprehensive set of clinical measures covering three domains, including symptom, cognition and behaviour. We further applied linear discriminant analysis to integrate these associations to explore potential developmental effects. Results We delineated two brain-behaviour dimensional associations in each domain resulting a total of six multivariate patterns of white matter microstructural alterations linked to hyperactivity-impulsivity and mild affected; executive functions and working memory; externalizing behaviour and social withdrawal, respectively. Apart from executive function and externalizing behaviour sharing similar white matter patterns, all other dimensions linked to a specific pattern of white matter microstructural alterations. The multivariate dimensional association scores showed an overall increase and normalization with age in ADHD group while remained stable in controls. Conclusions We found multivariate neurobehavioral associations exist across ADHD and controls, which suggested that multiple white matter patterns underlie ADHD heterogeneity and provided neural bases for more precise diagnosis and individualized treatment. En ligne : https://doi.org/10.1111/jcpp.13689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492

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