Inhibition in developmental disorders: A comparison of inhibition profiles between children with autism spectrum disorder, attention-deficit/hyperactivity disorder, and comorbid symptom presentation / Amanda CREMONE-CAIRA in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.227-243 Titre : Inhibition in developmental disorders: A comparison of inhibition profiles between children with autism spectrum disorder, attention-deficit/hyperactivity disorder, and comorbid symptom presentation Type de document : texte imprimé Auteurs : Amanda CREMONE-CAIRA, Auteur ; Katherine TRIER, Auteur ; Victoria SANCHEZ, Auteur ; Brooke H. KOHN, Auteur ; Rachel GILBERT, Auteur ; Susan FAJA, Auteur Article en page(s) : p.227-243 Langues : Anglais (eng) Mots-clés : attention-deficit/hyperactivity disorder  autism spectrum disorder  cognition (attention, learning, memory)  executive function  inhibition  interventions—psychosocial/behavioral  psychological theories of autism Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) also have symptoms of attention-deficit hyperactivity disorder (ADHD). Children with ASD and ADHD often experience difficulties with inhibition. This study had the goal of understanding inhibition in children with ASD, ADHD, ASD + ADHD, and children who are typically developing (TD) using tasks that measured several aspects of inhibition. Results indicate that children with ASD + ADHD had greater difficulty inhibiting behavioral responses than TD children. Children with ASD + ADHD also differed from children with ASD and with ADHD in their inhibition of distracting information and strategic slowing of response speed. The four groups did not differ in their avoidance of potential losses. Children with ASD + ADHD exhibit a unique profile of inhibition challenges suggesting they may benefit from targeted intervention matched to their abilities. En ligne : http://dx.doi.org/10.1177/1362361320955107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Inhibition in developmental disorders: A comparison of inhibition profiles between children with autism spectrum disorder, attention-deficit/hyperactivity disorder, and comorbid symptom presentation [texte imprimé] / Amanda CREMONE-CAIRA, Auteur ; Katherine TRIER, Auteur ; Victoria SANCHEZ, Auteur ; Brooke H. KOHN, Auteur ; Rachel GILBERT, Auteur ; Susan FAJA, Auteur . - p.227-243. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.227-243 Mots-clés : attention-deficit/hyperactivity disorder  autism spectrum disorder  cognition (attention, learning, memory)  executive function  inhibition  interventions—psychosocial/behavioral  psychological theories of autism Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) also have symptoms of attention-deficit hyperactivity disorder (ADHD). Children with ASD and ADHD often experience difficulties with inhibition. This study had the goal of understanding inhibition in children with ASD, ADHD, ASD + ADHD, and children who are typically developing (TD) using tasks that measured several aspects of inhibition. Results indicate that children with ASD + ADHD had greater difficulty inhibiting behavioral responses than TD children. Children with ASD + ADHD also differed from children with ASD and with ADHD in their inhibition of distracting information and strategic slowing of response speed. The four groups did not differ in their avoidance of potential losses. Children with ASD + ADHD exhibit a unique profile of inhibition challenges suggesting they may benefit from targeted intervention matched to their abilities. En ligne : http://dx.doi.org/10.1177/1362361320955107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Measuring Individual Differences in Cognitive, Affective, and Spontaneous Theory of Mind Among School-Aged Children with Autism Spectrum Disorder / Melody ALTSCHULER in Journal of Autism and Developmental Disorders, 48-11 (November 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3945-3957 Titre : Measuring Individual Differences in Cognitive, Affective, and Spontaneous Theory of Mind Among School-Aged Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Melody ALTSCHULER, Auteur ; Georgios SIDERIDIS, Auteur ; Shashwat KALA, Auteur ; Megan WARSHAWSKY, Auteur ; Rachel GILBERT, Auteur ; Devon CARROLL, Auteur ; Rebecca BURGER-CAPLAN, Auteur ; Susan FAJA, Auteur Article en page(s) : p.3945-3957 Langues : Anglais (eng) Mots-clés : Affective functioning  Autism spectrum disorder  Social cognition  Symptom severity  Theory of mind Index. décimale : PER Périodiques Résumé : The present study examined individual differences in theory of mind (ToM) among a group of 60 children (7-11 years-old) with autism spectrum disorder (ASD) and average intelligence. Using open-ended and structured tasks to measure affective ToM, cognitive ToM, and spontaneous social attribution, we explored the nature of ToM and assessed whether ToM predicts the phenotypic heterogeneity in ASD through structural equation modeling. Affective ToM uniquely predicted social symptom severity, whereas no ToM types predicted parent reported social functioning. Our findings suggest that differentiating among theoretical components is crucial for future ToM research in ASD, and ToM challenges related to reasoning about others' emotions may be particularly useful in distinguishing children with worse social symptoms of ASD. En ligne : http://dx.doi.org/10.1007/s10803-018-3663-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Measuring Individual Differences in Cognitive, Affective, and Spontaneous Theory of Mind Among School-Aged Children with Autism Spectrum Disorder [texte imprimé] / Melody ALTSCHULER, Auteur ; Georgios SIDERIDIS, Auteur ; Shashwat KALA, Auteur ; Megan WARSHAWSKY, Auteur ; Rachel GILBERT, Auteur ; Devon CARROLL, Auteur ; Rebecca BURGER-CAPLAN, Auteur ; Susan FAJA, Auteur . - p.3945-3957. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3945-3957 Mots-clés : Affective functioning  Autism spectrum disorder  Social cognition  Symptom severity  Theory of mind Index. décimale : PER Périodiques Résumé : The present study examined individual differences in theory of mind (ToM) among a group of 60 children (7-11 years-old) with autism spectrum disorder (ASD) and average intelligence. Using open-ended and structured tasks to measure affective ToM, cognitive ToM, and spontaneous social attribution, we explored the nature of ToM and assessed whether ToM predicts the phenotypic heterogeneity in ASD through structural equation modeling. Affective ToM uniquely predicted social symptom severity, whereas no ToM types predicted parent reported social functioning. Our findings suggest that differentiating among theoretical components is crucial for future ToM research in ASD, and ToM challenges related to reasoning about others' emotions may be particularly useful in distinguishing children with worse social symptoms of ASD. En ligne : http://dx.doi.org/10.1007/s10803-018-3663-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

A preliminary randomized, controlled trial of executive function training for children with autism spectrum disorder / Susan FAJA in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.346-360 Titre : A preliminary randomized, controlled trial of executive function training for children with autism spectrum disorder Type de document : texte imprimé Auteurs : Susan FAJA, Auteur ; Tessa CLARKSON, Auteur ; Rachel GILBERT, Auteur ; Akshita VAIDYANATHAN, Auteur ; Gabriella GRECO, Auteur ; M. Rosario RUEDA, Auteur ; Lina M. COMBITA, Auteur ; Kate DRISCOLL, Auteur Article en page(s) : p.346-360 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  clinical trial  event-related potential  executive function  inhibition Index. décimale : PER Périodiques Résumé : Executive function, which is a set of thinking skills that includes stopping unwanted responses, being flexible, and remembering information needed to solve problems, is a challenge for many children on the autism spectrum. This study tested whether executive function could be improved with a computerized executive function training program under the guidance of a coach who reinforced the use of executive function skills. Seventy children with autism spectrum disorder from age 7 to 11 years of age participated in the study. They were randomly assigned to receive training or to a waiting group. The tests most likely to determine whether the training may be effective were chosen from a larger battery before the study started and included one task measuring brain responses, two measures of executive function in the lab, and a parent questionnaire. Changes in social functioning and repetitive behaviors were also explored. All children assigned to training completed the program and families generally reported the experience was positive. Brain responses of the training group changed following training, but not within the waiting group during a similar time period. Children who received training did not exhibit behavioral changes during the two the lab-based tasks. Parent report on questionnaires indicated that neither group showed a significant change in their broad use of executive function in other settings. Yet, children who received training were reported to have fewer restricted and repetitive behaviors following training. These initial findings suggest that short executive function training activities are feasible and may improve some functioning of school-aged children on the autism spectrum. En ligne : http://dx.doi.org/10.1177/13623613211014990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] A preliminary randomized, controlled trial of executive function training for children with autism spectrum disorder [texte imprimé] / Susan FAJA, Auteur ; Tessa CLARKSON, Auteur ; Rachel GILBERT, Auteur ; Akshita VAIDYANATHAN, Auteur ; Gabriella GRECO, Auteur ; M. Rosario RUEDA, Auteur ; Lina M. COMBITA, Auteur ; Kate DRISCOLL, Auteur . - p.346-360. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.346-360 Mots-clés : autism spectrum disorder  clinical trial  event-related potential  executive function  inhibition Index. décimale : PER Périodiques Résumé : Executive function, which is a set of thinking skills that includes stopping unwanted responses, being flexible, and remembering information needed to solve problems, is a challenge for many children on the autism spectrum. This study tested whether executive function could be improved with a computerized executive function training program under the guidance of a coach who reinforced the use of executive function skills. Seventy children with autism spectrum disorder from age 7 to 11 years of age participated in the study. They were randomly assigned to receive training or to a waiting group. The tests most likely to determine whether the training may be effective were chosen from a larger battery before the study started and included one task measuring brain responses, two measures of executive function in the lab, and a parent questionnaire. Changes in social functioning and repetitive behaviors were also explored. All children assigned to training completed the program and families generally reported the experience was positive. Brain responses of the training group changed following training, but not within the waiting group during a similar time period. Children who received training did not exhibit behavioral changes during the two the lab-based tasks. Parent report on questionnaires indicated that neither group showed a significant change in their broad use of executive function in other settings. Yet, children who received training were reported to have fewer restricted and repetitive behaviors following training. These initial findings suggest that short executive function training activities are feasible and may improve some functioning of school-aged children on the autism spectrum. En ligne : http://dx.doi.org/10.1177/13623613211014990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

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