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 et/ou numérique 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 et/ou numérique] / 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

Examining the Process and Impact of Social Problem Solving in Autistic Children / Morgan L. MCNAIR in Journal of Autism and Developmental Disorders, 55-3 (March 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.789-802 Titre : Examining the Process and Impact of Social Problem Solving in Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Morgan L. MCNAIR, Auteur ; Victoria MONDEJAR, Auteur ; Erin J. LIBSACK, Auteur ; Nicole H. MORDEKAI, Auteur ; Clark MCKOWN, Auteur ; Nicole M. RUSSO-PONSARAN, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.789-802 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social problem solving (SPS) represents a social cognitive reasoning process that gives way to behavior when individuals are navigating challenging social situations. Autistic individuals have been shown to struggle with specific aspects of SPS, which, in turn, has been related to social difficulties in children. However, no previous work has measured how SPS components not only relate to one another but also discretely and conjointly predict autism-related symptoms and social difficulties in autistic children, specifically. Fifty-eight autistic children (44 male; 6-10 years old, Mage=8.67, SDage=1.31) completed a self-administered, computerized assessment of SPS. To elucidate how SPS components discretely, and combined, contribute to autism-related symptoms and social difficulties, commonality analyses were conducted for each measure assessing autism-related symptoms and social difficulties. Socially normative problem identification, goal preference, and solution preference were related to fewer parent-reported autism-related social difficulties. Measures related to autism symptomatology, social perspective taking, and emotion recognition were not significantly associated with discrete SPS components in this sample. The problem identification aspect of SPS contributed the most unique variance to parent-reported autism-related social difficulties, while shared variance across all SPS components accounted for substantial variance in both parent-reported autism-related social difficulties models. Results suggest that SPS components are interrelated, but distinct, constructs in the autistic population. These findings not only further clarify the impact of SPS components on autism-related symptoms and social difficulties, but also have implications for refining SPS-focused interventions in the autistic population. En ligne : https://doi.org/10.1007/s10803-024-06261-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Examining the Process and Impact of Social Problem Solving in Autistic Children [Texte imprimé et/ou numérique] / Morgan L. MCNAIR, Auteur ; Victoria MONDEJAR, Auteur ; Erin J. LIBSACK, Auteur ; Nicole H. MORDEKAI, Auteur ; Clark MCKOWN, Auteur ; Nicole M. RUSSO-PONSARAN, Auteur ; Matthew D. LERNER, Auteur . - p.789-802. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.789-802 Index. décimale : PER Périodiques Résumé : Social problem solving (SPS) represents a social cognitive reasoning process that gives way to behavior when individuals are navigating challenging social situations. Autistic individuals have been shown to struggle with specific aspects of SPS, which, in turn, has been related to social difficulties in children. However, no previous work has measured how SPS components not only relate to one another but also discretely and conjointly predict autism-related symptoms and social difficulties in autistic children, specifically. Fifty-eight autistic children (44 male; 6-10 years old, Mage=8.67, SDage=1.31) completed a self-administered, computerized assessment of SPS. To elucidate how SPS components discretely, and combined, contribute to autism-related symptoms and social difficulties, commonality analyses were conducted for each measure assessing autism-related symptoms and social difficulties. Socially normative problem identification, goal preference, and solution preference were related to fewer parent-reported autism-related social difficulties. Measures related to autism symptomatology, social perspective taking, and emotion recognition were not significantly associated with discrete SPS components in this sample. The problem identification aspect of SPS contributed the most unique variance to parent-reported autism-related social difficulties, while shared variance across all SPS components accounted for substantial variance in both parent-reported autism-related social difficulties models. Results suggest that SPS components are interrelated, but distinct, constructs in the autistic population. These findings not only further clarify the impact of SPS components on autism-related symptoms and social difficulties, but also have implications for refining SPS-focused interventions in the autistic population. En ligne : https://doi.org/10.1007/s10803-024-06261-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition / Cara M. KEIFER in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1758-1772 Titre : Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition Type de document : Texte imprimé et/ou numérique Auteurs : Cara M. KEIFER, Auteur ; Amori Yee MIKAMI, Auteur ; James P. MORRIS, Auteur ; Erin J. LIBSACK, Auteur ; Matthew D LERNER, Auteur Article en page(s) : p.1758-1772 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *electroencephalography  *event-related potential  *partial least squares regression  *social cognition  *social perception  interest. Amori Mikami declares that she has no conflict of interest. James Morris  declares that he has no conflict of interest. Erin Libsack declares that she has no  conflict of interest. Matthew Lerner declares that he has no conflict of interest. Index. décimale : PER Périodiques Résumé : Difficulties with social communication and interaction are a hallmark feature of autism spectrum disorder. These difficulties may be the result of problems with explicit social cognition (effortful and largely conscious processes) such as learning and recalling social norms or rules. Alternatively, social deficits may stem from problems with implicit social cognition (rapid and largely unconscious processes) such as the efficient integration of social information. The goal of this study was to determine how problems in explicit and implicit social cognition relate to social behavior in 34 youth with autism spectrum disorder. We measured aspects of implicit and explicit social cognition abilities in the laboratory using behavioral, cognitive, and brain (electrophysiological) measures. We then used those measures to predict "real-world" social behavior as reported by parents, clinicians, and independent observers. Results showed that overall better aspects of implicit and explicit social cognition predicted more competent social behavior. In addition, the ability to fluidly integrate social information (implicit social cognition) was more frequently related to competent social behavior that merely knowing what to do in social situations (explicit social cognition). These findings may help with the development of interventions focusing on improving social deficits. En ligne : http://dx.doi.org/10.1177/1362361320922058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition [Texte imprimé et/ou numérique] / Cara M. KEIFER, Auteur ; Amori Yee MIKAMI, Auteur ; James P. MORRIS, Auteur ; Erin J. LIBSACK, Auteur ; Matthew D LERNER, Auteur . - p.1758-1772. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1758-1772 Mots-clés : *autism spectrum disorder  *electroencephalography  *event-related potential  *partial least squares regression  *social cognition  *social perception  interest. Amori Mikami declares that she has no conflict of interest. James Morris  declares that he has no conflict of interest. Erin Libsack declares that she has no  conflict of interest. Matthew Lerner declares that he has no conflict of interest. Index. décimale : PER Périodiques Résumé : Difficulties with social communication and interaction are a hallmark feature of autism spectrum disorder. These difficulties may be the result of problems with explicit social cognition (effortful and largely conscious processes) such as learning and recalling social norms or rules. Alternatively, social deficits may stem from problems with implicit social cognition (rapid and largely unconscious processes) such as the efficient integration of social information. The goal of this study was to determine how problems in explicit and implicit social cognition relate to social behavior in 34 youth with autism spectrum disorder. We measured aspects of implicit and explicit social cognition abilities in the laboratory using behavioral, cognitive, and brain (electrophysiological) measures. We then used those measures to predict "real-world" social behavior as reported by parents, clinicians, and independent observers. Results showed that overall better aspects of implicit and explicit social cognition predicted more competent social behavior. In addition, the ability to fluidly integrate social information (implicit social cognition) was more frequently related to competent social behavior that merely knowing what to do in social situations (explicit social cognition). These findings may help with the development of interventions focusing on improving social deficits. En ligne : http://dx.doi.org/10.1177/1362361320922058 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Predictors of Treatment Response to a Community-Delivered Group Social Skills Intervention for Youth with ASD / Alan H. GERBER in Journal of Autism and Developmental Disorders, 53-10 (October 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3741-3754 Titre : Predictors of Treatment Response to a Community-Delivered Group Social Skills Intervention for Youth with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Alan H. GERBER, Auteur ; Erin KANG, Auteur ; Allison S. NAHMIAS, Auteur ; Erin J. LIBSACK, Auteur ; Caitlin SIMSON, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.3741-3754 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Group social skills interventions (GSSIs) are among the most commonly used treatments for improving social competence in youth with ASD, however, results remain variable. The current study examined predictors of treatment response to an empirically-supported GSSI for youth with ASD delivered in the community (Ntotal=75). Participants completed a computer-based emotion recognition task and their parents completed measures of broad psychopathology, ASD symptomatology, and social skills. We utilized generalized estimating equations in an ANCOVA-of-change framework to account for nesting. Results indicate differential improvements in emotion recognition by sex as well as ADHD-specific improvements in adaptive functioning. Youth with both co-occurring anxiety and ADHD experienced iatrogenic effects, suggesting that SDARI may be most effective for youth with ASD without multiple co-occurring issues. Findings provide important directions for addressing variability in treatment outcomes for youth with ASD. En ligne : https://doi.org/10.1007/s10803-022-05559-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Predictors of Treatment Response to a Community-Delivered Group Social Skills Intervention for Youth with ASD [Texte imprimé et/ou numérique] / Alan H. GERBER, Auteur ; Erin KANG, Auteur ; Allison S. NAHMIAS, Auteur ; Erin J. LIBSACK, Auteur ; Caitlin SIMSON, Auteur ; Matthew D. LERNER, Auteur . - p.3741-3754. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3741-3754 Index. décimale : PER Périodiques Résumé : Group social skills interventions (GSSIs) are among the most commonly used treatments for improving social competence in youth with ASD, however, results remain variable. The current study examined predictors of treatment response to an empirically-supported GSSI for youth with ASD delivered in the community (Ntotal=75). Participants completed a computer-based emotion recognition task and their parents completed measures of broad psychopathology, ASD symptomatology, and social skills. We utilized generalized estimating equations in an ANCOVA-of-change framework to account for nesting. Results indicate differential improvements in emotion recognition by sex as well as ADHD-specific improvements in adaptive functioning. Youth with both co-occurring anxiety and ADHD experienced iatrogenic effects, suggesting that SDARI may be most effective for youth with ASD without multiple co-occurring issues. Findings provide important directions for addressing variability in treatment outcomes for youth with ASD. En ligne : https://doi.org/10.1007/s10803-022-05559-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

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