Brief Report: Test-Retest Reliability of Cognitive, Affective, and Spontaneous Theory of Mind Tasks Among School-Aged Children with Autism Spectrum Disorder / Melody R. ALTSCHULER in Journal of Autism and Developmental Disorders, 52-4 (April 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1890-1895 Titre : Brief Report: Test-Retest Reliability of Cognitive, Affective, and Spontaneous Theory of Mind Tasks Among School-Aged Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Melody R. ALTSCHULER, Auteur ; Susan FAJA, Auteur Article en page(s) : p.1890-1895 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/psychology  Child  Cognition  Humans  Reproducibility of Results  Theory of Mind  Autism spectrum disorder  Interventions  Social cognition  Test?retest reliability Index. décimale : PER Périodiques Résumé : The present study evaluates the test-retest reliability of six theory of mind (ToM) tasks that measured cognitive, affective, and spontaneous ToM in 7 to 11 year-old children with autism spectrum disorder. Our results revealed considerable variation in test-retest reliability depending on the type of ToM task, which ranged from poor to good with the majority of the measures exhibiting moderate reliability. Results inform which common measures of cognitive ToM should be selected versus avoided in future intervention work, suggest our measure of spontaneous ToM should be used more widely in intervention and ToM research more broadly, and indicate more work is needed to develop reliable measures of affective ToM. Implications for research and clinical practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05040-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Brief Report: Test-Retest Reliability of Cognitive, Affective, and Spontaneous Theory of Mind Tasks Among School-Aged Children with Autism Spectrum Disorder [texte imprimé] / Melody R. ALTSCHULER, Auteur ; Susan FAJA, Auteur . - p.1890-1895. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1890-1895 Mots-clés : Autism Spectrum Disorder/diagnosis/psychology  Child  Cognition  Humans  Reproducibility of Results  Theory of Mind  Autism spectrum disorder  Interventions  Social cognition  Test?retest reliability Index. décimale : PER Périodiques Résumé : The present study evaluates the test-retest reliability of six theory of mind (ToM) tasks that measured cognitive, affective, and spontaneous ToM in 7 to 11 year-old children with autism spectrum disorder. Our results revealed considerable variation in test-retest reliability depending on the type of ToM task, which ranged from poor to good with the majority of the measures exhibiting moderate reliability. Results inform which common measures of cognitive ToM should be selected versus avoided in future intervention work, suggest our measure of spontaneous ToM should be used more widely in intervention and ToM research more broadly, and indicate more work is needed to develop reliable measures of affective ToM. Implications for research and clinical practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05040-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Cataloguing and characterizing interests in typically developing toddlers and toddlers who develop ASD / Catherine A. BURROWS in Autism Research, 14-8 (August 2021)  

Public ISBD [article]  inAutism Research > 14-8 (August 2021) . - p.1710-1723 Titre : Cataloguing and characterizing interests in typically developing toddlers and toddlers who develop ASD Type de document : texte imprimé Auteurs : Catherine A. BURROWS, Auteur ; James W. BODFISH, Auteur ; Jason J. WOLFF, Auteur ; Elayne P. VOLLMAN, Auteur ; Melody R. ALTSCHULER, Auteur ; Kelly N. BOTTERON, Auteur ; Stephen R. DAGER, Auteur ; Annette M. ESTES, Auteur ; Heather C. HAZLETT, Auteur ; John R. PRUETT, Auteur ; Robert T. SCHULTZ, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Joseph PIVEN, Auteur ; Jed T. ELISON, Auteur Article en page(s) : p.1710-1723 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child, Preschool  Family  Humans  Infant  Male  Phenotype  Risk  Siblings  attention  intense interests  problem behavior  restricted interests  toddlers Index. décimale : PER Périodiques Résumé : Intense interests are common in children with and without autism spectrum disorder (ASD), and little research has characterized aspects of interests that are unique to or shared among children with and without ASD. We aimed to characterize interests in a sample of infants at high-familial-risk (HR) and low-familial-risk (LR) for ASD using a novel interview. Participants included HR siblings who were diagnosed with ASD at 24 months (HR-ASD, n = 56), HR siblings who did not receive an ASD diagnosis at 24 months (HR-Neg, n = 187), and a LR comparison group (n = 109). We developed and collected data with the Intense Interests Inventory at 18- and 24-months of age, a semi-structured interview that measures intensity and peculiarity of interests in toddlers and preschool-aged children. Intensity of interests differed by familial risk at 24 months, with HR-ASD and HR-Neg groups demonstrating equivalent intensity of interests that were higher than the LR group. By contrast, peculiarity of interest differed by ASD diagnosis, with the HR-ASD group showing more peculiar interests than the HR-Neg and LR groups at 24 months. At 18 months the HR-ASD group had more peculiar interests than the LR group, though no differences emerged in intensity of interests. This measure may be useful in identifying clinically-relevant features of interests in young children with ASD. We also replicated previous findings of males showing more intense interests at 18 months in our non-ASD sample. These results reveal new information about the nature of interests and preoccupations in the early autism phenotype. LAY SUMMARY: Intense interests are common in young children with autism and their family members. Intense interests are also prevalent among typically-developing children, and especially boys. Here we catalog interests and features of these interests in a large sample of toddlers enriched for autism risk. Children who had family members with autism had more intense interests, and those who developed autism themselves had more unusual interests at 24 months. These results highlight the importance of different aspects of interest in autism. En ligne : http://dx.doi.org/10.1002/aur.2543 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Cataloguing and characterizing interests in typically developing toddlers and toddlers who develop ASD [texte imprimé] / Catherine A. BURROWS, Auteur ; James W. BODFISH, Auteur ; Jason J. WOLFF, Auteur ; Elayne P. VOLLMAN, Auteur ; Melody R. ALTSCHULER, Auteur ; Kelly N. BOTTERON, Auteur ; Stephen R. DAGER, Auteur ; Annette M. ESTES, Auteur ; Heather C. HAZLETT, Auteur ; John R. PRUETT, Auteur ; Robert T. SCHULTZ, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Joseph PIVEN, Auteur ; Jed T. ELISON, Auteur . - p.1710-1723. Langues : Anglais (eng) in Autism Research > 14-8 (August 2021) . - p.1710-1723 Mots-clés : Autism Spectrum Disorder  Child, Preschool  Family  Humans  Infant  Male  Phenotype  Risk  Siblings  attention  intense interests  problem behavior  restricted interests  toddlers Index. décimale : PER Périodiques Résumé : Intense interests are common in children with and without autism spectrum disorder (ASD), and little research has characterized aspects of interests that are unique to or shared among children with and without ASD. We aimed to characterize interests in a sample of infants at high-familial-risk (HR) and low-familial-risk (LR) for ASD using a novel interview. Participants included HR siblings who were diagnosed with ASD at 24 months (HR-ASD, n = 56), HR siblings who did not receive an ASD diagnosis at 24 months (HR-Neg, n = 187), and a LR comparison group (n = 109). We developed and collected data with the Intense Interests Inventory at 18- and 24-months of age, a semi-structured interview that measures intensity and peculiarity of interests in toddlers and preschool-aged children. Intensity of interests differed by familial risk at 24 months, with HR-ASD and HR-Neg groups demonstrating equivalent intensity of interests that were higher than the LR group. By contrast, peculiarity of interest differed by ASD diagnosis, with the HR-ASD group showing more peculiar interests than the HR-Neg and LR groups at 24 months. At 18 months the HR-ASD group had more peculiar interests than the LR group, though no differences emerged in intensity of interests. This measure may be useful in identifying clinically-relevant features of interests in young children with ASD. We also replicated previous findings of males showing more intense interests at 18 months in our non-ASD sample. These results reveal new information about the nature of interests and preoccupations in the early autism phenotype. LAY SUMMARY: Intense interests are common in young children with autism and their family members. Intense interests are also prevalent among typically-developing children, and especially boys. Here we catalog interests and features of these interests in a large sample of toddlers enriched for autism risk. Children who had family members with autism had more intense interests, and those who developed autism themselves had more unusual interests at 24 months. These results highlight the importance of different aspects of interest in autism. En ligne : http://dx.doi.org/10.1002/aur.2543 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

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

Towards a contemporary approach for understanding personality pathology in developmental context: An integrative model / Melody R. ALTSCHULER in Development and Psychopathology, 33-5 (December 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-5 (December 2021) . - p.1793-1802 Titre : Towards a contemporary approach for understanding personality pathology in developmental context: An integrative model Type de document : texte imprimé Auteurs : Melody R. ALTSCHULER, Auteur ; Robert F. KRUEGER, Auteur Article en page(s) : p.1793-1802 Langues : Anglais (eng) Mots-clés : development  dimension  personality disorders  personality pathology  Research Domain Criteria (RDoC) Index. décimale : PER Périodiques Résumé : Traditional categorical approaches to classifying personality disorders are limited in important ways, leading to a shift in the field to dimensional approaches to conceptualizing personality pathology. Different areas of psychology – personality, developmental, and psychopathology – can be leveraged to understand personality pathology by examining its structure, development, and underlying mechanisms. However, an integrative model that encompasses these distinct lines of inquiry has not yet been proposed. In order to address this gap, we review the latest evidence for dimensional classification of personality disorders based on structural models of maladaptive personality traits, provide an overview of developmental theories of pathological personality, and summarize the Research Domain Criteria (RDoC) initiative, which seeks to understand underlying mechanisms of psychopathology. We conclude by proposing an integrative model of personality pathology development that aims to elucidate the developmental pathways of personality pathology and its underlying mechanisms. En ligne : http://dx.doi.org/10.1017/S0954579421000869 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Towards a contemporary approach for understanding personality pathology in developmental context: An integrative model [texte imprimé] / Melody R. ALTSCHULER, Auteur ; Robert F. KRUEGER, Auteur . - p.1793-1802. Langues : Anglais (eng) in Development and Psychopathology > 33-5 (December 2021) . - p.1793-1802 Mots-clés : development  dimension  personality disorders  personality pathology  Research Domain Criteria (RDoC) Index. décimale : PER Périodiques Résumé : Traditional categorical approaches to classifying personality disorders are limited in important ways, leading to a shift in the field to dimensional approaches to conceptualizing personality pathology. Different areas of psychology – personality, developmental, and psychopathology – can be leveraged to understand personality pathology by examining its structure, development, and underlying mechanisms. However, an integrative model that encompasses these distinct lines of inquiry has not yet been proposed. In order to address this gap, we review the latest evidence for dimensional classification of personality disorders based on structural models of maladaptive personality traits, provide an overview of developmental theories of pathological personality, and summarize the Research Domain Criteria (RDoC) initiative, which seeks to understand underlying mechanisms of psychopathology. We conclude by proposing an integrative model of personality pathology development that aims to elucidate the developmental pathways of personality pathology and its underlying mechanisms. En ligne : http://dx.doi.org/10.1017/S0954579421000869 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Transdiagnostic neurocognitive compensatory strategies / Melody R. ALTSCHULER in Research in Autism, 131 (March 2026)  

Public ISBD [article]  inResearch in Autism > 131 (March 2026) . - 202787 Titre : Transdiagnostic neurocognitive compensatory strategies Type de document : texte imprimé Auteurs : Melody R. ALTSCHULER, Auteur ; Susan FAJA, Auteur Article en page(s) : 202787 Langues : Anglais (eng) Mots-clés : Compensation  Autism Spectrum Disorder  Attention-Deficit Hyperactivity Disorder  Resilience  Adaptation  Neurodiversity  Neuroscience Index. décimale : PER Périodiques Résumé : Background Some neurodivergent children, such as those with autism spectrum disorder (ASD) or attention-deficit hyperactivity disorder (ADHD) diagnoses, may “compensate” by using executive function skills to support social behaviors despite underlying difficulties in social cognition. However, it is unknown whether compensation (e.g., demonstrating real-world adaptive social behavior despite social cognition difficulties) is transdiagnostic across neurodivergent and neurotypical (NT) development, and whether compensation is evident with meaningful discrepancies between neurobiological, cognitive, and behavioral factors. Methods A total of 74 children between 7–12 years-old with diagnostic classification of ASD (n = 33), ADHD (n = 10), ASD+ADHD (n = 20), and NT (n = 11) completed a range of neural, cognitive, and behavioral tasks. Children were assigned compensation group status; High Compensators demonstrated more real-world social skills despite spontaneous social cognition difficulties, while Low Compensators demonstrated similar social cognition difficulties accompanied by fewer real-world social skills. Results Compared to Low Compensators, High Compensators demonstrated better neurocognitive and electrophysiological inhibition including conflict monitoring, response inhibition, shorter stop-signal reaction times in a Stop-Change Task, and smaller N2 and larger P3 amplitudes in the No-go condition of a cued event-related potential Go/Nogo task. High Compensators did not differ from Low Compensators in intelligence, internalizing and externalizing symptoms, caregiver-reported behavioral regulation, or proportion of diagnostic group classification. Conclusions Adaptive social skills behavior despite underlying challenges with spontaneous social cognition may be supported by stronger neurocognitive and electrophysiological executive function skills (i.e., social compensation). Transdiagnostic neurocognitive compensatory strategies are consistent with strength-based and developmental models of neurodiversity and advance the field of neurodiversity. En ligne : https://doi.org/10.1016/j.reia.2026.202787 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581 [article] Transdiagnostic neurocognitive compensatory strategies [texte imprimé] / Melody R. ALTSCHULER, Auteur ; Susan FAJA, Auteur . - 202787. Langues : Anglais (eng) in Research in Autism > 131 (March 2026) . - 202787 Mots-clés : Compensation  Autism Spectrum Disorder  Attention-Deficit Hyperactivity Disorder  Resilience  Adaptation  Neurodiversity  Neuroscience Index. décimale : PER Périodiques Résumé : Background Some neurodivergent children, such as those with autism spectrum disorder (ASD) or attention-deficit hyperactivity disorder (ADHD) diagnoses, may “compensate” by using executive function skills to support social behaviors despite underlying difficulties in social cognition. However, it is unknown whether compensation (e.g., demonstrating real-world adaptive social behavior despite social cognition difficulties) is transdiagnostic across neurodivergent and neurotypical (NT) development, and whether compensation is evident with meaningful discrepancies between neurobiological, cognitive, and behavioral factors. Methods A total of 74 children between 7–12 years-old with diagnostic classification of ASD (n = 33), ADHD (n = 10), ASD+ADHD (n = 20), and NT (n = 11) completed a range of neural, cognitive, and behavioral tasks. Children were assigned compensation group status; High Compensators demonstrated more real-world social skills despite spontaneous social cognition difficulties, while Low Compensators demonstrated similar social cognition difficulties accompanied by fewer real-world social skills. Results Compared to Low Compensators, High Compensators demonstrated better neurocognitive and electrophysiological inhibition including conflict monitoring, response inhibition, shorter stop-signal reaction times in a Stop-Change Task, and smaller N2 and larger P3 amplitudes in the No-go condition of a cued event-related potential Go/Nogo task. High Compensators did not differ from Low Compensators in intelligence, internalizing and externalizing symptoms, caregiver-reported behavioral regulation, or proportion of diagnostic group classification. Conclusions Adaptive social skills behavior despite underlying challenges with spontaneous social cognition may be supported by stronger neurocognitive and electrophysiological executive function skills (i.e., social compensation). Transdiagnostic neurocognitive compensatory strategies are consistent with strength-based and developmental models of neurodiversity and advance the field of neurodiversity. En ligne : https://doi.org/10.1016/j.reia.2026.202787 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581

Why are only some children with autism spectrum disorder misclassified by the social communication questionnaire? An empirical investigation of individual differences in sensitivity and specificity in a clinic-referred sample / Chimei M. LEE in Journal of Neurodevelopmental Disorders, 15 (2023)  

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