Camouflaging in Autism: Examining Sex-Based and Compensatory Models in Social Cognition and Communication / Blythe A. CORBETT in Autism Research, 14-1 (January 2021)  

Public ISBD [article]  inAutism Research > 14-1 (January 2021) . - p.127-142 Titre : Camouflaging in Autism: Examining Sex-Based and Compensatory Models in Social Cognition and Communication Type de document : texte imprimé Auteurs : Blythe A. CORBETT, Auteur ; Jessica M. SCHWARTZMAN, Auteur ; Erin J. LIBSACK, Auteur ; Rachael A. MUSCATELLO, Auteur ; Matthew D. LERNER, Auteur ; Grace L. SIMMONS, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.127-142 Langues : Anglais (eng) Mots-clés : anxiety  autism  camouflage  compensation  female  sex Index. décimale : PER Périodiques Résumé : Camouflaging refers to behavioral adaptations that individuals with autism spectrum disorder (ASD), especially females, use to mask symptoms during social situations. Compensation is a component of camouflaging in which an individual's observed behavior is considerably better than actual ability. The study explored diagnostic, sex-based, and compensatory differences using the Contextual Assessment of Social Skills (CASS). The sample included 161 youth 10:0-to-16:11 years (115 males, 46 females). T-tests were performed based on sex (female, male) or High (good ADOS + poor Theory of Mind (TOM)) compared to Low (poor ADOS + poor TOM) Compensation groups. Comparisons were examined for Social Affect (SA), Restricted Repetitive Behavior, (RRB), IQ, social behavior (Positive Affect, Overall Involvement) and communication (Vocal Expression, Gestures). Females exhibited fewer RRB t(158) = 3.05, P = 0.003, d = 0.54. For the CASS, females evidenced more Vocal Expressiveness t(157) = -2.03, P = 0.05, d = 0.35, which corroborates sex-based differences in the literature. Compensation group differences indicated the High compared to Low group showed stronger Social and Communication behaviors on the CASS for Vocal Expression t(72) = 2.56, P = 0.01, d = 0.62, and overall rapport t(72) = 2.36, P = 0.02, d = 0.56. Several differences were observed when the groups were stratified based on level of compensation, with the High compensation participants showing stronger social engagement and communication behaviors. Findings may inform efforts to understand camouflaging, compensation, and clinical practices for male and female adolescents with ASD. A more nuanced consideration of camouflaging alongside compensation models reveals subtle differences in cognition, behavior, and affect that may reflect underlying profiles of challenge and strength in youth with ASD. LAY SUMMARY: Camouflaging refers to ways individuals with autism spectrum disorder (ASD), especially females, mask symptoms. Compensation occurs when a person's observed behavior appears more typical than what would be expected based on underlying ability and symptoms. The study explored camouflaging and compensation differences in 161 youth with ASD. Findings suggest sex-based differences with females showing better vocal expression. However, several compensation differences were observed with the High compensators showing stronger social communication and rapport. A more nuanced consideration of camouflaging using compensation models reveal subtle differences in underlying challenge and strength. En ligne : http://dx.doi.org/10.1002/aur.2440 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Camouflaging in Autism: Examining Sex-Based and Compensatory Models in Social Cognition and Communication [texte imprimé] / Blythe A. CORBETT, Auteur ; Jessica M. SCHWARTZMAN, Auteur ; Erin J. LIBSACK, Auteur ; Rachael A. MUSCATELLO, Auteur ; Matthew D. LERNER, Auteur ; Grace L. SIMMONS, Auteur ; Susan W. WHITE, Auteur . - p.127-142. Langues : Anglais (eng) in Autism Research > 14-1 (January 2021) . - p.127-142 Mots-clés : anxiety  autism  camouflage  compensation  female  sex Index. décimale : PER Périodiques Résumé : Camouflaging refers to behavioral adaptations that individuals with autism spectrum disorder (ASD), especially females, use to mask symptoms during social situations. Compensation is a component of camouflaging in which an individual's observed behavior is considerably better than actual ability. The study explored diagnostic, sex-based, and compensatory differences using the Contextual Assessment of Social Skills (CASS). The sample included 161 youth 10:0-to-16:11 years (115 males, 46 females). T-tests were performed based on sex (female, male) or High (good ADOS + poor Theory of Mind (TOM)) compared to Low (poor ADOS + poor TOM) Compensation groups. Comparisons were examined for Social Affect (SA), Restricted Repetitive Behavior, (RRB), IQ, social behavior (Positive Affect, Overall Involvement) and communication (Vocal Expression, Gestures). Females exhibited fewer RRB t(158) = 3.05, P = 0.003, d = 0.54. For the CASS, females evidenced more Vocal Expressiveness t(157) = -2.03, P = 0.05, d = 0.35, which corroborates sex-based differences in the literature. Compensation group differences indicated the High compared to Low group showed stronger Social and Communication behaviors on the CASS for Vocal Expression t(72) = 2.56, P = 0.01, d = 0.62, and overall rapport t(72) = 2.36, P = 0.02, d = 0.56. Several differences were observed when the groups were stratified based on level of compensation, with the High compensation participants showing stronger social engagement and communication behaviors. Findings may inform efforts to understand camouflaging, compensation, and clinical practices for male and female adolescents with ASD. A more nuanced consideration of camouflaging alongside compensation models reveals subtle differences in cognition, behavior, and affect that may reflect underlying profiles of challenge and strength in youth with ASD. LAY SUMMARY: Camouflaging refers to ways individuals with autism spectrum disorder (ASD), especially females, mask symptoms. Compensation occurs when a person's observed behavior appears more typical than what would be expected based on underlying ability and symptoms. The study explored camouflaging and compensation differences in 161 youth with ASD. Findings suggest sex-based differences with females showing better vocal expression. However, several compensation differences were observed with the High compensators showing stronger social communication and rapport. A more nuanced consideration of camouflaging using compensation models reveal subtle differences in underlying challenge and strength. En ligne : http://dx.doi.org/10.1002/aur.2440 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

"Education would be step number one": Community mental health clinicians'training and support needs to treat anxiety in autistic youth / Grace Lee SIMMONS ; Julia HEINLY ; Daylin DELGADO ; Whitney S. SHEPHERD ; Lauren BROOKMAN-FRAZEE ; Eric A. STORCH ; Brenna B. MADDOX in Research in Autism Spectrum Disorders, 117 (September 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 117 (September 2024) . - p.102450 Titre : "Education would be step number one": Community mental health clinicians'training and support needs to treat anxiety in autistic youth Type de document : texte imprimé Auteurs : Grace Lee SIMMONS, Auteur ; Julia HEINLY, Auteur ; Daylin DELGADO, Auteur ; Whitney S. SHEPHERD, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Eric A. STORCH, Auteur ; Brenna B. MADDOX, Auteur Article en page(s) : p.102450 Langues : Anglais (eng) Mots-clés : Mental health  Community  Training  Autism  Anxiety Index. décimale : PER Périodiques Résumé : Background Autistic youth experience high rates of anxiety, which has been treated with modified cognitive-behavioral therapy (CBT), often integrating exposure therapy. Such anxiety treatments are effective for this population; however, there remains a gap between these evidence-based mental health interventions and their implementation in community mental health (CMH) services where autistic youth receive care. Method This qualitative study conducted semi-structured interviews with four types of community members in the United States: 15 autistic youth with anxiety, 15 caregivers of autistic youth with anxiety, 11 CMH clinicians, and 8 CMH clinic leaders. Participants identified the training needs of CMH clinicians to support the delivery of CBT for autistic youth with anxiety. Results Through inductive thematic analysis, three themes were found: presentation of autism and anxiety, intervention delivery, and training format. Participants highlighted the need for clinician education to understand the varying presentations of autism and co-occurring anxiety and how to effectively deliver a personalized mental health intervention for autistic youth. Clinicians also desired a clinician training program that includes engaging components and offers individualized, ongoing support while the intervention is delivered. Conclusions Findings from this study will inform the development of a clinician training program to deliver CBT modified for autistic youth with anxiety in CMH contexts. En ligne : https://doi.org/10.1016/j.rasd.2024.102450 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] "Education would be step number one": Community mental health clinicians'training and support needs to treat anxiety in autistic youth [texte imprimé] / Grace Lee SIMMONS, Auteur ; Julia HEINLY, Auteur ; Daylin DELGADO, Auteur ; Whitney S. SHEPHERD, Auteur ; Lauren BROOKMAN-FRAZEE, Auteur ; Eric A. STORCH, Auteur ; Brenna B. MADDOX, Auteur . - p.102450. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 117 (September 2024) . - p.102450 Mots-clés : Mental health  Community  Training  Autism  Anxiety Index. décimale : PER Périodiques Résumé : Background Autistic youth experience high rates of anxiety, which has been treated with modified cognitive-behavioral therapy (CBT), often integrating exposure therapy. Such anxiety treatments are effective for this population; however, there remains a gap between these evidence-based mental health interventions and their implementation in community mental health (CMH) services where autistic youth receive care. Method This qualitative study conducted semi-structured interviews with four types of community members in the United States: 15 autistic youth with anxiety, 15 caregivers of autistic youth with anxiety, 11 CMH clinicians, and 8 CMH clinic leaders. Participants identified the training needs of CMH clinicians to support the delivery of CBT for autistic youth with anxiety. Results Through inductive thematic analysis, three themes were found: presentation of autism and anxiety, intervention delivery, and training format. Participants highlighted the need for clinician education to understand the varying presentations of autism and co-occurring anxiety and how to effectively deliver a personalized mental health intervention for autistic youth. Clinicians also desired a clinician training program that includes engaging components and offers individualized, ongoing support while the intervention is delivered. Conclusions Findings from this study will inform the development of a clinician training program to deliver CBT modified for autistic youth with anxiety in CMH contexts. En ligne : https://doi.org/10.1016/j.rasd.2024.102450 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

Sluggish cognitive tempo: An examination of clinical correlates for adults with autism / Alexis M. BREWE in Autism, 24-6 (August 2020)  

Public ISBD [article]  inAutism > 24-6 (August 2020) . - p.1373-1383 Titre : Sluggish cognitive tempo: An examination of clinical correlates for adults with autism Type de document : texte imprimé Auteurs : Alexis M. BREWE, Auteur ; Grace Lee SIMMONS, Auteur ; Nicole N. CAPRIOLA-HALL, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.1373-1383 Langues : Anglais (eng) Mots-clés : adults  attention-deficit/hyperactivity-disorder  autism spectrum disorder  depression  sluggish cognitive tempo Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorder often experience a range of co-occurring mental health problems such as attention-deficit/hyperactivity-disorder, as well as difficulties with executive function. Sluggish cognitive tempo, a cluster of behaviors including slow processing, daydreaming, and mental fogginess, has been shown to be associated with attention-deficit/hyperactivity-disorder, and limited research has suggested that individuals with autism spectrum disorder may experience sluggish cognitive tempo. We examined co-occurring mental health problems and executive function in 57 young adults with autism spectrum disorder, aged 16-25 years to better understand sluggish cognitive tempo in autism spectrum disorder. Parents of the young adults answered questions about their children's sluggish cognitive tempo, attention-deficit/hyperactivity-disorder, depression, and anxiety symptoms, and the young adults completed tests of their executive function. Results demonstrated that nearly one-third of the sample exhibited clinically impairing levels of sluggish cognitive tempo. Although sluggish cognitive tempo and attention-deficit/hyperactivity-disorder symptoms were related, our findings suggest they are not the same constructs. Increased sluggish cognitive tempo is related to more difficulties with executive function and increased depression, but not anxiety symptoms. Results demonstrate that sluggish cognitive tempo may pose heightened difficulties for adults with autism spectrum disorder, making it an important construct to continue studying. Considerations for assessment and long-term impacts of sluggish cognitive tempo for adults with autism spectrum disorder are discussed. En ligne : http://dx.doi.org/10.1177/1362361319900422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] Sluggish cognitive tempo: An examination of clinical correlates for adults with autism [texte imprimé] / Alexis M. BREWE, Auteur ; Grace Lee SIMMONS, Auteur ; Nicole N. CAPRIOLA-HALL, Auteur ; Susan W. WHITE, Auteur . - p.1373-1383. Langues : Anglais (eng) in Autism > 24-6 (August 2020) . - p.1373-1383 Mots-clés : adults  attention-deficit/hyperactivity-disorder  autism spectrum disorder  depression  sluggish cognitive tempo Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorder often experience a range of co-occurring mental health problems such as attention-deficit/hyperactivity-disorder, as well as difficulties with executive function. Sluggish cognitive tempo, a cluster of behaviors including slow processing, daydreaming, and mental fogginess, has been shown to be associated with attention-deficit/hyperactivity-disorder, and limited research has suggested that individuals with autism spectrum disorder may experience sluggish cognitive tempo. We examined co-occurring mental health problems and executive function in 57 young adults with autism spectrum disorder, aged 16-25 years to better understand sluggish cognitive tempo in autism spectrum disorder. Parents of the young adults answered questions about their children's sluggish cognitive tempo, attention-deficit/hyperactivity-disorder, depression, and anxiety symptoms, and the young adults completed tests of their executive function. Results demonstrated that nearly one-third of the sample exhibited clinically impairing levels of sluggish cognitive tempo. Although sluggish cognitive tempo and attention-deficit/hyperactivity-disorder symptoms were related, our findings suggest they are not the same constructs. Increased sluggish cognitive tempo is related to more difficulties with executive function and increased depression, but not anxiety symptoms. Results demonstrate that sluggish cognitive tempo may pose heightened difficulties for adults with autism spectrum disorder, making it an important construct to continue studying. Considerations for assessment and long-term impacts of sluggish cognitive tempo for adults with autism spectrum disorder are discussed. En ligne : http://dx.doi.org/10.1177/1362361319900422 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

Social competence in autism: A structural equation modeling approach / Grace L. SIMMONS in Autism Research, 17-4 (April 2024)  

Public ISBD [article]  inAutism Research > 17-4 (April 2024) . - p.761-774 Titre : Social competence in autism: A structural equation modeling approach Type de document : texte imprimé Auteurs : Grace L. SIMMONS, Auteur ; Blythe A. CORBETT, Auteur ; Matthew D. LERNER, Auteur ; K. WOFFORD, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.761-774 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Autistic individuals present with difficulties in social competence (e.g., navigating social interactions and fostering relationships). Clinical interventions widely target social cognition and social behavior, but there is inconsistent understanding of the underlying components of social competence. The present study used structural equation modeling to examine social cognition and social behavior and explore the relationship between these latent constructs. Autistic youth (ages 10-17; n = 219) and their caregivers participated in this study. Constructs of social cognition and social behavior were captured using caregiver-report and self-report rating scales, as well as observational measures and direct clinical assessments (e.g., NEPSY-II). Measurement models of social cognition and social behavior demonstrated adequate to good fit. Correlational models demonstrated adequate to poor fit, indicating latent constructs of social cognition and social behavior are not closely related in autistic youth. Exploratory examination of a subsample of male youth (n = 157) evidenced improved model fit of social behavior, specifically. Findings tease apart social cognition and social behavior as cohesive and separable constructs; results do not support a structural relationship between social cognition and social behavior. Noted treatment implications include consideration of how targeting social cognition and social behavior together or separately may support autistic youth's progress toward reaching their identified therapeutic goals and supporting their self-directed social development. En ligne : https://doi.org/10.1002/aur.3108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526 [article] Social competence in autism: A structural equation modeling approach [texte imprimé] / Grace L. SIMMONS, Auteur ; Blythe A. CORBETT, Auteur ; Matthew D. LERNER, Auteur ; K. WOFFORD, Auteur ; Susan W. WHITE, Auteur . - p.761-774. Langues : Anglais (eng) in Autism Research > 17-4 (April 2024) . - p.761-774 Index. décimale : PER Périodiques Résumé : Abstract Autistic individuals present with difficulties in social competence (e.g., navigating social interactions and fostering relationships). Clinical interventions widely target social cognition and social behavior, but there is inconsistent understanding of the underlying components of social competence. The present study used structural equation modeling to examine social cognition and social behavior and explore the relationship between these latent constructs. Autistic youth (ages 10-17; n = 219) and their caregivers participated in this study. Constructs of social cognition and social behavior were captured using caregiver-report and self-report rating scales, as well as observational measures and direct clinical assessments (e.g., NEPSY-II). Measurement models of social cognition and social behavior demonstrated adequate to good fit. Correlational models demonstrated adequate to poor fit, indicating latent constructs of social cognition and social behavior are not closely related in autistic youth. Exploratory examination of a subsample of male youth (n = 157) evidenced improved model fit of social behavior, specifically. Findings tease apart social cognition and social behavior as cohesive and separable constructs; results do not support a structural relationship between social cognition and social behavior. Noted treatment implications include consideration of how targeting social cognition and social behavior together or separately may support autistic youth's progress toward reaching their identified therapeutic goals and supporting their self-directed social development. En ligne : https://doi.org/10.1002/aur.3108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526

University-Focused Interventions / Grace Lee SIMMONS ; Ashleigh HILLIER ; Susan W. WHITE ; Debbie SPAIN ; Francisco M. MUSICH ; Susan W. WHITE

Public ISBD in Psychological Therapies for Adults with Autism / Debbie SPAIN Titre : University-Focused Interventions Type de document : texte imprimé Auteurs : Grace Lee SIMMONS, Auteur ; Ashleigh HILLIER, Auteur ; Susan W. WHITE, Auteur ; Debbie SPAIN, Auteur ; Francisco M. MUSICH, Auteur ; Susan W. WHITE, Auteur Année de publication : 2022 Importance : p.50-62 Langues : Anglais (eng) Index. décimale : AUT-E AUT-E - L'Autisme - Accompagnement et Qualité de Vie Résumé : The number of college students with autism/ASD is on a steep upward trajectory. These students often face challenges related to age-appropriate adaptive skills, independent living, and co-occurring mental health problems, which can make success in college elusive. Unfortunately, the availability of research-supported services and interventions to support these students is limited. This chapter describes seven different programs developed to support postsecondary students with autism/ASD, summarizes the research supporting their use, and suggests future directions in this area. These programs are designed to either help students transition into postsecondary education or to assist enrolled postsecondary students. The chapter also includes a discussion of commonalities between these programs (such as the frequent use of a ?mentorship? method) as well as a case study. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527 in Psychological Therapies for Adults with Autism / Debbie SPAIN University-Focused Interventions [texte imprimé] / Grace Lee SIMMONS, Auteur ; Ashleigh HILLIER, Auteur ; Susan W. WHITE, Auteur ; Debbie SPAIN, Auteur ; Francisco M. MUSICH, Auteur ; Susan W. WHITE, Auteur . - 2022 . - p.50-62. Langues : Anglais (eng) Index. décimale : AUT-E AUT-E - L'Autisme - Accompagnement et Qualité de Vie Résumé : The number of college students with autism/ASD is on a steep upward trajectory. These students often face challenges related to age-appropriate adaptive skills, independent living, and co-occurring mental health problems, which can make success in college elusive. Unfortunately, the availability of research-supported services and interventions to support these students is limited. This chapter describes seven different programs developed to support postsecondary students with autism/ASD, summarizes the research supporting their use, and suggests future directions in this area. These programs are designed to either help students transition into postsecondary education or to assist enrolled postsecondary students. The chapter also includes a discussion of commonalities between these programs (such as the frequent use of a ?mentorship? method) as well as a case study. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=527

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Utility of an Observational Social Skill Assessment as a Measure of Social Cognition in Autism / Grace Lee SIMMONS in Autism Research, 14-4 (April 2021)  

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