Comparison of Form and Motion Coherence Processing in Autistic Spectrum Disorders and Dyslexia / Stella TSERMENTSELI in Journal of Autism and Developmental Disorders, 38-7 (August 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1201-1210 Titre : Comparison of Form and Motion Coherence Processing in Autistic Spectrum Disorders and Dyslexia Type de document : Texte imprimé et/ou numérique Auteurs : Stella TSERMENTSELI, Auteur ; Justin M. O'BRIEN, Auteur ; Janine V. SPENCER, Auteur Année de publication : 2008 Article en page(s) : p.1201-1210 Langues : Anglais (eng) Mots-clés : High-functioning-autism Asperger’s-disorder Dyslexia Visual-system Motion-processing Form-processing Index. décimale : PER Périodiques Résumé : A large body of research has reported visual perception deficits in both people with dyslexia and autistic spectrum disorders. In this study, we compared form and motion coherence detection between a group of adults with high-functioning autism, a group with Asperger’s disorder, a group with dyslexia, and a matched control group. It was found that motion detection was intact in dyslexia and Asperger. Individuals with high-functioning autism showed a general impaired ability to detect coherent form and motion. Participants with Asperger’s syndrome showed lower form coherence thresholds than the dyslexic and normally developing adults. The results are discussed with respect to the involvement of the dorsal and ventral pathways in developmental disorders. En ligne : http://dx.doi.org/10.1007/s10803-007-0500-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535 [article] Comparison of Form and Motion Coherence Processing in Autistic Spectrum Disorders and Dyslexia [Texte imprimé et/ou numérique] / Stella TSERMENTSELI, Auteur ; Justin M. O'BRIEN, Auteur ; Janine V. SPENCER, Auteur . - 2008 . - p.1201-1210. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1201-1210 Mots-clés : High-functioning-autism Asperger’s-disorder Dyslexia Visual-system Motion-processing Form-processing Index. décimale : PER Périodiques Résumé : A large body of research has reported visual perception deficits in both people with dyslexia and autistic spectrum disorders. In this study, we compared form and motion coherence detection between a group of adults with high-functioning autism, a group with Asperger’s disorder, a group with dyslexia, and a matched control group. It was found that motion detection was intact in dyslexia and Asperger. Individuals with high-functioning autism showed a general impaired ability to detect coherent form and motion. Participants with Asperger’s syndrome showed lower form coherence thresholds than the dyslexic and normally developing adults. The results are discussed with respect to the involvement of the dorsal and ventral pathways in developmental disorders. En ligne : http://dx.doi.org/10.1007/s10803-007-0500-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535

Developmental trends of hot and cool executive function in school-aged children with and without autism spectrum disorder: Links with theory of mind / Evangelia-Chrysanthi KOUKLARI in Development and Psychopathology, 31-2 (May 2019)  

Public ISBD [article]  inDevelopment and Psychopathology > 31-2 (May 2019) . - p.541-556 Titre : Developmental trends of hot and cool executive function in school-aged children with and without autism spectrum disorder: Links with theory of mind Type de document : Texte imprimé et/ou numérique Auteurs : Evangelia-Chrysanthi KOUKLARI, Auteur ; Stella TSERMENTSELI, Auteur ; Claire P. MONKS, Auteur Article en page(s) : p.541-556 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The development of executive function (EF) in autism spectrum disorder (ASD) has been investigated using only “cool”-cognitive EF tasks while there is limited knowledge regarding the development of “hot”-affective EF. Although cool EF development and its links to theory of mind (ToM) have been widely examined, understanding of the influence of hot EF to ToM mechanisms is minimal. The present study introduced a longitudinal design to examine the developmental changes in cool and hot EF of children with ASD (n = 45) and matched (to age and IQ) controls (n = 37) as well as the impact of EF on ToM development over a school year. For children with ASD, although selective cool (working memory and inhibition) and hot (affective decision making) EF domains presented age-related improvements, they never reached the performance level of the control group. Early cool working memory predicted later ToM in both groups but early hot delay discounting predicted later ToM only in the ASD group. No evidence was found for the reverse pattern (early ToM predicting later EF). These findings suggest that improvements in some EF aspects are evident in school age in ASD and highlight the crucial role that both cool and hot EF play in ToM development. En ligne : http://dx.doi.org/10.1017/S0954579418000081 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 [article] Developmental trends of hot and cool executive function in school-aged children with and without autism spectrum disorder: Links with theory of mind [Texte imprimé et/ou numérique] / Evangelia-Chrysanthi KOUKLARI, Auteur ; Stella TSERMENTSELI, Auteur ; Claire P. MONKS, Auteur . - p.541-556. Langues : Anglais (eng) in Development and Psychopathology > 31-2 (May 2019) . - p.541-556 Index. décimale : PER Périodiques Résumé : The development of executive function (EF) in autism spectrum disorder (ASD) has been investigated using only “cool”-cognitive EF tasks while there is limited knowledge regarding the development of “hot”-affective EF. Although cool EF development and its links to theory of mind (ToM) have been widely examined, understanding of the influence of hot EF to ToM mechanisms is minimal. The present study introduced a longitudinal design to examine the developmental changes in cool and hot EF of children with ASD (n = 45) and matched (to age and IQ) controls (n = 37) as well as the impact of EF on ToM development over a school year. For children with ASD, although selective cool (working memory and inhibition) and hot (affective decision making) EF domains presented age-related improvements, they never reached the performance level of the control group. Early cool working memory predicted later ToM in both groups but early hot delay discounting predicted later ToM only in the ASD group. No evidence was found for the reverse pattern (early ToM predicting later EF). These findings suggest that improvements in some EF aspects are evident in school age in ASD and highlight the crucial role that both cool and hot EF play in ToM development. En ligne : http://dx.doi.org/10.1017/S0954579418000081 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393

Everyday executive function and adaptive skills in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories / Evangelia-Chrysanthi KOUKLARI in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Everyday executive function and adaptive skills in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories Type de document : Texte imprimé et/ou numérique Auteurs : Evangelia-Chrysanthi KOUKLARI, Auteur ; Stella TSERMENTSELI, Auteur ; Claire P. MONKS, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsThe development of Executive Function in Autism Spectrum Disorder has been investigated using mainly performance-based executive function measures. Less is known about the development of everyday executive function skills. The present study aimed to identify the developmental patterns of everyday executive function of children and adolescents with autism spectrum disorder compared to neurotypical controls. The association between executive function and adaptive skills was also investigated.MethodsThe present study used a cross-sectional developmental trajectory approach and data were collected from 57 children and adolescents with autism spectrum disorder, matched to 63 controls of the same age (7?15 years).ResultsResults showed age-related performance declines in most everyday executive function domains (e.g. inhibition, working memory, planning) in autism spectrum disorder, whereas for executive function emotional control and shift, non-significant differences emerged across age in autism spectrum disorder. Everyday executive function predicted adaptive skills over and above age and IQ, in participants overall.Conclusions and implicationsThese results suggest that several everyday executive function problems increase in adolescence in autism spectrum disorder and that these everyday executive function developmental patterns deviate to a great extent from those of typical development. Shedding more light on the developmental course of all types of executive function processes as well as their association with crucial social outcomes in autism spectrum disorder could contribute to a better theoretical understanding of the heterogeneity of the neurocognitive development in autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941518800775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Everyday executive function and adaptive skills in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories [Texte imprimé et/ou numérique] / Evangelia-Chrysanthi KOUKLARI, Auteur ; Stella TSERMENTSELI, Auteur ; Claire P. MONKS, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsThe development of Executive Function in Autism Spectrum Disorder has been investigated using mainly performance-based executive function measures. Less is known about the development of everyday executive function skills. The present study aimed to identify the developmental patterns of everyday executive function of children and adolescents with autism spectrum disorder compared to neurotypical controls. The association between executive function and adaptive skills was also investigated.MethodsThe present study used a cross-sectional developmental trajectory approach and data were collected from 57 children and adolescents with autism spectrum disorder, matched to 63 controls of the same age (7?15 years).ResultsResults showed age-related performance declines in most everyday executive function domains (e.g. inhibition, working memory, planning) in autism spectrum disorder, whereas for executive function emotional control and shift, non-significant differences emerged across age in autism spectrum disorder. Everyday executive function predicted adaptive skills over and above age and IQ, in participants overall.Conclusions and implicationsThese results suggest that several everyday executive function problems increase in adolescence in autism spectrum disorder and that these everyday executive function developmental patterns deviate to a great extent from those of typical development. Shedding more light on the developmental course of all types of executive function processes as well as their association with crucial social outcomes in autism spectrum disorder could contribute to a better theoretical understanding of the heterogeneity of the neurocognitive development in autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941518800775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Self-esteem moderates the impact of perceived social support on the life satisfaction of adults with autism spectrum disorder / Stella TSERMENTSELI in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Self-esteem moderates the impact of perceived social support on the life satisfaction of adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Stella TSERMENTSELI, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  adults  social support  self-esteem  life satisfaction Index. décimale : PER Périodiques Résumé : Background and aims Although social resources and self-esteem are well-known predictors of subjective well-being in the general population, the relations among these factors have not yet been investigated in autism spectrum disorder (ASD). The present preliminary study sought to compare the levels of life satisfaction, self-esteem and perceived social support between adults with ASD and typically developing volunteers (TYP). It also examined whether self-esteem would moderate the effect of perceived social support on life satisfaction in adults with ASD. Methods Fifty-seven adults with ASD without intellectual disability and 60 age-matched TYP in the United Kingdom (UK) completed self-reported measures of perceived social support, global self-esteem, and life satisfaction. Results Results indicated that adults with ASD reported significantly lower levels of life satisfaction and self-esteem (but not social support) than TYP. Hierarchical regressions revealed that both social support and self-esteem were significant predictors of life satisfaction in adults with ASD. Self-esteem buffered the effect of perceived social support on life satisfaction. Conclusions This study corroborated a growing body of evidence that suggests that adults with ASD report lower levels of self-esteem and life satisfaction than TYP. In addition, it reported for the first time that global self-esteem influences the association between social support and life satisfaction in adults with ASD. Implications The present findings suggest that interventions aimed at enhancing self-esteem and cultivating social relationships could be important areas for intervention to improve the well-being of adults with ASD. En ligne : http://dx.doi.org/10.1177/23969415221147430 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Self-esteem moderates the impact of perceived social support on the life satisfaction of adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Stella TSERMENTSELI, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Autism spectrum disorders  adults  social support  self-esteem  life satisfaction Index. décimale : PER Périodiques Résumé : Background and aims Although social resources and self-esteem are well-known predictors of subjective well-being in the general population, the relations among these factors have not yet been investigated in autism spectrum disorder (ASD). The present preliminary study sought to compare the levels of life satisfaction, self-esteem and perceived social support between adults with ASD and typically developing volunteers (TYP). It also examined whether self-esteem would moderate the effect of perceived social support on life satisfaction in adults with ASD. Methods Fifty-seven adults with ASD without intellectual disability and 60 age-matched TYP in the United Kingdom (UK) completed self-reported measures of perceived social support, global self-esteem, and life satisfaction. Results Results indicated that adults with ASD reported significantly lower levels of life satisfaction and self-esteem (but not social support) than TYP. Hierarchical regressions revealed that both social support and self-esteem were significant predictors of life satisfaction in adults with ASD. Self-esteem buffered the effect of perceived social support on life satisfaction. Conclusions This study corroborated a growing body of evidence that suggests that adults with ASD report lower levels of self-esteem and life satisfaction than TYP. In addition, it reported for the first time that global self-esteem influences the association between social support and life satisfaction in adults with ASD. Implications The present findings suggest that interventions aimed at enhancing self-esteem and cultivating social relationships could be important areas for intervention to improve the well-being of adults with ASD. En ligne : http://dx.doi.org/10.1177/23969415221147430 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

The role of every-day executive function in social impairment and adaptive skills in Autism Spectrum Disorder with intellectual disability / Stella TSERMENTSELI in Research in Autism Spectrum Disorders, 53 (September 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 53 (September 2018) . - p.1-6 Titre : The role of every-day executive function in social impairment and adaptive skills in Autism Spectrum Disorder with intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Stella TSERMENTSELI, Auteur ; Jeannette Farago TABARES, Auteur ; Evangelia Chrysanthi KOUKLARI, Auteur Article en page(s) : p.1-6 Langues : Anglais (eng) Mots-clés : ASD  Intellectual disability  Executive function  Adaptive functioning Index. décimale : PER Périodiques Résumé : Background Although executive function (EF) deficits are a recognised component of the cognitive phenotype of Autism Spectrum Disorder (ASD), particularly in children without general intellectual delay, little is known about ecological measures of EF and their outcome correlates among individuals with ASD and co-occurring intellectual disability. This exploratory study examined every-day EF in the classroom among children and adolescents diagnosed with both ASD and intellectual disability (ASD-ID) and their correlations with social impairment and adaptive functioning. Method Teachers of 40 children and adolescents diagnosed with ASD-ID completed the Behavior Rating Inventory of Executive Function, the Vineland Adaptive Behavior Scales, and the Social Responsiveness Scale. Results A global executive dysfunction profile was found in ASD-ID, with most prominent deficits occurring in shifting. Results also showed that metacognitive executive processes predicted adaptive communication skills above and beyond IQ and social impairment in ASD-ID. Conclusions Our findings corroborate a specific metacognitive executive function-adaptive communication association in ASD. EF interventions might be important treatment targets for improving functioning, especially in the communicative domain, in ASD-ID. En ligne : https://doi.org/10.1016/j.rasd.2018.05.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] The role of every-day executive function in social impairment and adaptive skills in Autism Spectrum Disorder with intellectual disability [Texte imprimé et/ou numérique] / Stella TSERMENTSELI, Auteur ; Jeannette Farago TABARES, Auteur ; Evangelia Chrysanthi KOUKLARI, Auteur . - p.1-6. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 53 (September 2018) . - p.1-6 Mots-clés : ASD  Intellectual disability  Executive function  Adaptive functioning Index. décimale : PER Périodiques Résumé : Background Although executive function (EF) deficits are a recognised component of the cognitive phenotype of Autism Spectrum Disorder (ASD), particularly in children without general intellectual delay, little is known about ecological measures of EF and their outcome correlates among individuals with ASD and co-occurring intellectual disability. This exploratory study examined every-day EF in the classroom among children and adolescents diagnosed with both ASD and intellectual disability (ASD-ID) and their correlations with social impairment and adaptive functioning. Method Teachers of 40 children and adolescents diagnosed with ASD-ID completed the Behavior Rating Inventory of Executive Function, the Vineland Adaptive Behavior Scales, and the Social Responsiveness Scale. Results A global executive dysfunction profile was found in ASD-ID, with most prominent deficits occurring in shifting. Results also showed that metacognitive executive processes predicted adaptive communication skills above and beyond IQ and social impairment in ASD-ID. Conclusions Our findings corroborate a specific metacognitive executive function-adaptive communication association in ASD. EF interventions might be important treatment targets for improving functioning, especially in the communicative domain, in ASD-ID. En ligne : https://doi.org/10.1016/j.rasd.2018.05.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

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