Early trajectories of motor skills in infant siblings of children with autism spectrum disorder / James W. PATTERSON in Autism Research, 15-3 (March 2022)  

Public ISBD [article]  inAutism Research > 15-3 (March 2022) . - p.481-492 Titre : Early trajectories of motor skills in infant siblings of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : James W. PATTERSON, Auteur ; Vickie ARMSTRONG, Auteur ; Eric DUKU, Auteur ; Annie RICHARD, Auteur ; Martina FRANCHINI, Auteur ; Jessica BRIAN, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Susan E. BRYSON, Auteur ; Lori-Ann R. SACREY, Auteur ; Caroline RONCADIN, Auteur ; Isabel M. SMITH, Auteur Article en page(s) : p.481-492 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Delays in motor development are not considered a core feature of autism spectrum disorder (ASD). Yet, recent studies of infant siblings of children with ASD suggest that early delays in motor skills may be associated with later delays in developmental areas considered to be core features of an ASD diagnosis. While these studies demonstrate the longitudinal association between core features and motor delays observed at single time points, there is considerable interest in studying the trajectories of motor development over the first 3?years of life. To accomplish this, we investigated early trajectories of motor development in a cohort of 499 infant siblings of children with ASD and 176 children with no family history of ASD. Data for the current study were drawn from the prospective, multi-site, Canadian Infant Sibling Study. We evaluated trajectories of fine and gross motor development over the first 3?years using group-based trajectory modeling. Our results show that membership for both fine and gross motor trajectory groups was related to expressive language skills, receptive language skills, ASD symptom severity scores, and diagnostic classification at age 3. These results provide evidence that the trajectory of a child's early motor development may have important prognostic implications in ASD. En ligne : https://doi.org/10.1002/aur.2641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Early trajectories of motor skills in infant siblings of children with autism spectrum disorder [Texte imprimé et/ou numérique] / James W. PATTERSON, Auteur ; Vickie ARMSTRONG, Auteur ; Eric DUKU, Auteur ; Annie RICHARD, Auteur ; Martina FRANCHINI, Auteur ; Jessica BRIAN, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Susan E. BRYSON, Auteur ; Lori-Ann R. SACREY, Auteur ; Caroline RONCADIN, Auteur ; Isabel M. SMITH, Auteur . - p.481-492. Langues : Anglais (eng) in Autism Research > 15-3 (March 2022) . - p.481-492 Index. décimale : PER Périodiques Résumé : Abstract Delays in motor development are not considered a core feature of autism spectrum disorder (ASD). Yet, recent studies of infant siblings of children with ASD suggest that early delays in motor skills may be associated with later delays in developmental areas considered to be core features of an ASD diagnosis. While these studies demonstrate the longitudinal association between core features and motor delays observed at single time points, there is considerable interest in studying the trajectories of motor development over the first 3?years of life. To accomplish this, we investigated early trajectories of motor development in a cohort of 499 infant siblings of children with ASD and 176 children with no family history of ASD. Data for the current study were drawn from the prospective, multi-site, Canadian Infant Sibling Study. We evaluated trajectories of fine and gross motor development over the first 3?years using group-based trajectory modeling. Our results show that membership for both fine and gross motor trajectory groups was related to expressive language skills, receptive language skills, ASD symptom severity scores, and diagnostic classification at age 3. These results provide evidence that the trajectory of a child's early motor development may have important prognostic implications in ASD. En ligne : https://doi.org/10.1002/aur.2641 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Longitudinal associations between autistic children?s anxiety and social communication differences: The moderating role of executive function behaviours / Elise NG-CORDELL in Autism, 29-4 (April 2025)  

Public ISBD [article]  inAutism > 29-4 (April 2025) . - p.1058-1071 Titre : Longitudinal associations between autistic children?s anxiety and social communication differences: The moderating role of executive function behaviours Type de document : Texte imprimé et/ou numérique Auteurs : Elise NG-CORDELL, Auteur ; Hannah PICKARD, Auteur ; Rachael BEDFORD, Auteur ; Annie RICHARD, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Isabel M SMITH, Auteur ; Tracy VAILLANCOURT, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur ; Connor M KERNS, Auteur Article en page(s) : p.1058-1071 Langues : Anglais (eng) Mots-clés : autism  anxiety  social communication  executive function Index. décimale : PER Périodiques Résumé : Anxiety has been associated with social communication and interaction differences among autistic children. We sought to clarify the direction of these associations longitudinally, and test executive function as a moderator. Participants were autistic children (N = 157; 15% female, 85% male) engaged in a longitudinal study. Analyses focused on two timepoints during preadolescence (M ages 9.7 and 10.7?years). A cross-lagged panel model tested whether parent-reported anxiety at age 9?years predicted teacher-reported social communication and interaction differences at age 10?years, and vice versa. Next, multigroup analyses tested for similarity in cross-lagged pathways at different levels of teacher-reported metacognition and behavioural regulation (two facets of executive function). At each time point, respectively, 22% and 21% of children had anxiety exceeding a suggested clinical threshold. Longitudinal associations between parent-reported anxiety and teacher-reported social communication and interaction differences were not significant in the full sample. However, multigroup analyses found lower levels of parent-reported anxiety at age 9?years predicted greater teacher-reported social communication and interaction differences at age 10?years among participants with clinically elevated behavioural dysregulation. Findings indicate low levels of anxiety, coupled with behavioural dysregulation, may signify potential for increasing social communication and interaction differences observed by teachers among autistic children entering adolescence.Lay abstract Anxiety is a mental health concern affecting many autistic children, and has been linked to greater differences in social communication and interaction style. Executive functioning (i.e. the ability to direct and regulate attention and behaviour) plays an important role in autistic children?s social-emotional development. We tested whether anxiety (reported by parents) predicts social communication and interaction differences (reported by teachers) over time or vice versa among autistic preadolescents. We also investigated whether the link between anxiety and social communication and interaction differed depending on children?s EF abilities (reported by teachers). We found less parent-reported anxiety predicted more teacher-reported social communication and interaction differences a year later - but only for children who had heightened behavioural dysregulation (an aspect of executive functioning that includes impulse and emotion control). Our work suggests autistic preadolescents with behavioural dysregulation and limited anxiety may be at greater risk for social difficulties, and may need more support in this area. Executive functioning may be a useful mechanism to target in treatment for this group of children. En ligne : https://dx.doi.org/10.1177/13623613241296589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552 [article] Longitudinal associations between autistic children?s anxiety and social communication differences: The moderating role of executive function behaviours [Texte imprimé et/ou numérique] / Elise NG-CORDELL, Auteur ; Hannah PICKARD, Auteur ; Rachael BEDFORD, Auteur ; Annie RICHARD, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Isabel M SMITH, Auteur ; Tracy VAILLANCOURT, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur ; Connor M KERNS, Auteur . - p.1058-1071. Langues : Anglais (eng) in Autism > 29-4 (April 2025) . - p.1058-1071 Mots-clés : autism  anxiety  social communication  executive function Index. décimale : PER Périodiques Résumé : Anxiety has been associated with social communication and interaction differences among autistic children. We sought to clarify the direction of these associations longitudinally, and test executive function as a moderator. Participants were autistic children (N = 157; 15% female, 85% male) engaged in a longitudinal study. Analyses focused on two timepoints during preadolescence (M ages 9.7 and 10.7?years). A cross-lagged panel model tested whether parent-reported anxiety at age 9?years predicted teacher-reported social communication and interaction differences at age 10?years, and vice versa. Next, multigroup analyses tested for similarity in cross-lagged pathways at different levels of teacher-reported metacognition and behavioural regulation (two facets of executive function). At each time point, respectively, 22% and 21% of children had anxiety exceeding a suggested clinical threshold. Longitudinal associations between parent-reported anxiety and teacher-reported social communication and interaction differences were not significant in the full sample. However, multigroup analyses found lower levels of parent-reported anxiety at age 9?years predicted greater teacher-reported social communication and interaction differences at age 10?years among participants with clinically elevated behavioural dysregulation. Findings indicate low levels of anxiety, coupled with behavioural dysregulation, may signify potential for increasing social communication and interaction differences observed by teachers among autistic children entering adolescence.Lay abstract Anxiety is a mental health concern affecting many autistic children, and has been linked to greater differences in social communication and interaction style. Executive functioning (i.e. the ability to direct and regulate attention and behaviour) plays an important role in autistic children?s social-emotional development. We tested whether anxiety (reported by parents) predicts social communication and interaction differences (reported by teachers) over time or vice versa among autistic preadolescents. We also investigated whether the link between anxiety and social communication and interaction differed depending on children?s EF abilities (reported by teachers). We found less parent-reported anxiety predicted more teacher-reported social communication and interaction differences a year later - but only for children who had heightened behavioural dysregulation (an aspect of executive functioning that includes impulse and emotion control). Our work suggests autistic preadolescents with behavioural dysregulation and limited anxiety may be at greater risk for social difficulties, and may need more support in this area. Executive functioning may be a useful mechanism to target in treatment for this group of children. En ligne : https://dx.doi.org/10.1177/13623613241296589 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552

The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum / Stefano REZZONICO ; Terry BENNETT ; Eric DUKU ; Stelios GEORGIADES ; Connor KERNS ; Pat MIRENDA ; Annie RICHARD ; Isabel M. SMITH ; Peter SZATMARI ; Tracy VAILLANCOURT ; Charlotte WADDELL ; Anat ZAIDMAN-ZAIT ; Lonnie ZWAIGENBAUM ; Mayada ELSABBAGH in Journal of Autism and Developmental Disorders, 53-12 (December 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4577-4590 Titre : The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Stefano REZZONICO, Auteur ; Terry BENNETT, Auteur ; Eric DUKU, Auteur ; Stelios GEORGIADES, Auteur ; Connor KERNS, Auteur ; Pat MIRENDA, Auteur ; Annie RICHARD, Auteur ; Isabel M. SMITH, Auteur ; Peter SZATMARI, Auteur ; Tracy VAILLANCOURT, Auteur ; Charlotte WADDELL, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.4577-4590 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We examined the narrative abilities of bilingual and monolingual children on the autism spectrum (AS), whether bilinguals presented stronger social and pragmatic language abilities compared to monolinguals, and the link between narrative, social, and pragmatic language abilities. En ligne : https://doi.org/10.1007/s10803-022-05678-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Stefano REZZONICO, Auteur ; Terry BENNETT, Auteur ; Eric DUKU, Auteur ; Stelios GEORGIADES, Auteur ; Connor KERNS, Auteur ; Pat MIRENDA, Auteur ; Annie RICHARD, Auteur ; Isabel M. SMITH, Auteur ; Peter SZATMARI, Auteur ; Tracy VAILLANCOURT, Auteur ; Charlotte WADDELL, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Mayada ELSABBAGH, Auteur . - p.4577-4590. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4577-4590 Index. décimale : PER Périodiques Résumé : We examined the narrative abilities of bilingual and monolingual children on the autism spectrum (AS), whether bilinguals presented stronger social and pragmatic language abilities compared to monolinguals, and the link between narrative, social, and pragmatic language abilities. En ligne : https://doi.org/10.1007/s10803-022-05678-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

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