Abstract Reasoning and Friendship in High Functioning Preadolescents with Autism Spectrum Disorders / Marjorie SOLOMON in Journal of Autism and Developmental Disorders, 41-1 (January 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-1 (January 2011) . - p.32-43 Titre : Abstract Reasoning and Friendship in High Functioning Preadolescents with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Marjorie SOLOMON, Auteur ; Nirit BAUMINGER, Auteur ; Sally J. ROGERS, Auteur Année de publication : 2011 Article en page(s) : p.32-43 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Asperger Syndrome  Friendship  Abstract reasoning  Intimacy  Responsiveness Index. décimale : PER Périodiques Résumé : To investigate the relationship between cognitive and social functioning, 20 Israeli individuals with HFASD aged 8–12 and 22 age, maternal education, and receptive vocabulary–matched preadolescents with typical development (TYP) came to the lab with a close friend. Measures of abstract reasoning, friendship quality, and dyadic interaction during a play session were obtained. As hypothesized, individuals with HFASD were significantly impaired in abstract reasoning, and there were significant group differences in friend and observer reports of friendship quality. There also was consistency in reports between friends. Two factors—“relationship appearance” and “relationship quality” described positive aspects of the relationships. Disability status and age related to relationship appearance. Proband abstract reasoning was related to relationship quality. En ligne : http://dx.doi.org/10.1007/s10803-010-1017-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Abstract Reasoning and Friendship in High Functioning Preadolescents with Autism Spectrum Disorders [texte imprimé] / Marjorie SOLOMON, Auteur ; Nirit BAUMINGER, Auteur ; Sally J. ROGERS, Auteur . - 2011 . - p.32-43. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-1 (January 2011) . - p.32-43 Mots-clés : Autism spectrum disorder  Asperger Syndrome  Friendship  Abstract reasoning  Intimacy  Responsiveness Index. décimale : PER Périodiques Résumé : To investigate the relationship between cognitive and social functioning, 20 Israeli individuals with HFASD aged 8–12 and 22 age, maternal education, and receptive vocabulary–matched preadolescents with typical development (TYP) came to the lab with a close friend. Measures of abstract reasoning, friendship quality, and dyadic interaction during a play session were obtained. As hypothesized, individuals with HFASD were significantly impaired in abstract reasoning, and there were significant group differences in friend and observer reports of friendship quality. There also was consistency in reports between friends. Two factors—“relationship appearance” and “relationship quality” described positive aspects of the relationships. Disability status and age related to relationship appearance. Proband abstract reasoning was related to relationship quality. En ligne : http://dx.doi.org/10.1007/s10803-010-1017-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Autism Symptoms and Internalizing Psychopathology in Girls and Boys with Autism Spectrum Disorders / Marjorie SOLOMON in Journal of Autism and Developmental Disorders, 42-1 (January 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-1 (January 2012) . - p.48-59 Titre : Autism Symptoms and Internalizing Psychopathology in Girls and Boys with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Marjorie SOLOMON, Auteur ; Meghan MILLER, Auteur ; Sandra L. TAYLOR, Auteur ; Stephen P. HINSHAW, Auteur Année de publication : 2012 Article en page(s) : p.48-59 Langues : Anglais (eng) Mots-clés : Sex differences  Autism  Girls  Internalizing psychopathology  Gender paradox Index. décimale : PER Périodiques Résumé : Findings regarding phenotypic differences between boys and girls with ASD are mixed. We compared autism and internalizing symptoms in a sample of 8-18 year-old girls ( n = 20) and boys ( n = 20) with ASD and typically developing (TYP) girls ( n = 19) and boys ( n = 17). Girls with ASD were more impaired than TYP girls but did not differ from boys with ASD in autism symptoms. In adolescence, girls with ASD had higher internalizing symptoms than boys with ASD and TYP girls, and higher symptoms of depression than TYP girls. Girls ages 8-18 with ASD resemble boys with ASD and not TYP girls, and appear to be at increased risk for affective symptoms in the teen years. En ligne : http://dx.doi.org/10.1007/s10803-011-1215-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Autism Symptoms and Internalizing Psychopathology in Girls and Boys with Autism Spectrum Disorders [texte imprimé] / Marjorie SOLOMON, Auteur ; Meghan MILLER, Auteur ; Sandra L. TAYLOR, Auteur ; Stephen P. HINSHAW, Auteur . - 2012 . - p.48-59. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-1 (January 2012) . - p.48-59 Mots-clés : Sex differences  Autism  Girls  Internalizing psychopathology  Gender paradox Index. décimale : PER Périodiques Résumé : Findings regarding phenotypic differences between boys and girls with ASD are mixed. We compared autism and internalizing symptoms in a sample of 8-18 year-old girls ( n = 20) and boys ( n = 20) with ASD and typically developing (TYP) girls ( n = 19) and boys ( n = 17). Girls with ASD were more impaired than TYP girls but did not differ from boys with ASD in autism symptoms. In adolescence, girls with ASD had higher internalizing symptoms than boys with ASD and TYP girls, and higher symptoms of depression than TYP girls. Girls ages 8-18 with ASD resemble boys with ASD and not TYP girls, and appear to be at increased risk for affective symptoms in the teen years. En ligne : http://dx.doi.org/10.1007/s10803-011-1215-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder / James B. MCCAULEY in Journal of Autism and Developmental Disorders, 48-5 (May 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1825-1832 Titre : Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : James B. MCCAULEY, Auteur ; Matthew ZAJIC, Auteur ; Tasha M. OSWALD, Auteur ; Lindsay E. LERRO, Auteur ; Nancy C. MCINTYRE, Auteur ; M.A. HARRIS, Auteur ; K. TRZESNIEWSKI, Auteur ; Peter C. MUNDY, Auteur ; Marjorie SOLOMON, Auteur Article en page(s) : p.1825-1832 Langues : Anglais (eng) Mots-clés : Academic performance  Academic self-concept  Autism spectrum disorders  Learning  Math competency  Reading competency Index. décimale : PER Périodiques Résumé : A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3403-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355 [article] Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder [texte imprimé] / James B. MCCAULEY, Auteur ; Matthew ZAJIC, Auteur ; Tasha M. OSWALD, Auteur ; Lindsay E. LERRO, Auteur ; Nancy C. MCINTYRE, Auteur ; M.A. HARRIS, Auteur ; K. TRZESNIEWSKI, Auteur ; Peter C. MUNDY, Auteur ; Marjorie SOLOMON, Auteur . - p.1825-1832. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1825-1832 Mots-clés : Academic performance  Academic self-concept  Autism spectrum disorders  Learning  Math competency  Reading competency Index. décimale : PER Périodiques Résumé : A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance, 44 school-aged children and adolescents with ASD and 36 age-matched individuals with typical development (TYP) rated their perceived math and reading abilities and were administered standardized achievement measures. Results showed self-concept was predictive of performance in math and reading in the TYP group. For youth with ASD, there was agreement between self-concept and performance only in math. These findings suggest that educators should be cautious when interpreting the self-assessments of reading ability in students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-017-3403-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355

Brief Report: Methods for Acquiring Structural MRI Data in Very Young Children with Autism Without the Use of Sedation / Christine W. NORDAHL in Journal of Autism and Developmental Disorders, 38-8 (September 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-8 (September 2008) . - p.1581-1590 Titre : Brief Report: Methods for Acquiring Structural MRI Data in Very Young Children with Autism Without the Use of Sedation Type de document : texte imprimé Auteurs : Christine W. NORDAHL, Auteur ; David G. AMARAL, Auteur ; Marjorie SOLOMON, Auteur ; Tony J. SIMON, Auteur ; Cynthia ZIERHUT, Auteur ; Sally J. ROGERS, Auteur Année de publication : 2008 Article en page(s) : p.1581-1590 Langues : Anglais (eng) Mots-clés : MRI Autism Natural-sleep Sedation Children Toddlers Index. décimale : PER Périodiques Résumé : We describe a protocol with which we achieved a 93% success rate in acquiring high quality MRI scans without the use of sedation in 2.5–4.5 year old children with autism, developmental delays, and typical development. Our main strategy was to conduct MRIs during natural nocturnal sleep in the evenings after the child’s normal bedtime. Alternatively, with some older and higher functioning children, the MRI was conducted while the child was awake and watching a video. Both strategies relied heavily on the creation of a child and family friendly MRI environment and the involvement of parents as collaborators in the project. Scanning very young children with autism, typical development, and developmental delays without the use of sedation or anesthesia was possible in the majority of cases. En ligne : http://dx.doi.org/10.1007/s10803-007-0514-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] Brief Report: Methods for Acquiring Structural MRI Data in Very Young Children with Autism Without the Use of Sedation [texte imprimé] / Christine W. NORDAHL, Auteur ; David G. AMARAL, Auteur ; Marjorie SOLOMON, Auteur ; Tony J. SIMON, Auteur ; Cynthia ZIERHUT, Auteur ; Sally J. ROGERS, Auteur . - 2008 . - p.1581-1590. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-8 (September 2008) . - p.1581-1590 Mots-clés : MRI Autism Natural-sleep Sedation Children Toddlers Index. décimale : PER Périodiques Résumé : We describe a protocol with which we achieved a 93% success rate in acquiring high quality MRI scans without the use of sedation in 2.5–4.5 year old children with autism, developmental delays, and typical development. Our main strategy was to conduct MRIs during natural nocturnal sleep in the evenings after the child’s normal bedtime. Alternatively, with some older and higher functioning children, the MRI was conducted while the child was awake and watching a video. Both strategies relied heavily on the creation of a child and family friendly MRI environment and the involvement of parents as collaborators in the project. Scanning very young children with autism, typical development, and developmental delays without the use of sedation or anesthesia was possible in the majority of cases. En ligne : http://dx.doi.org/10.1007/s10803-007-0514-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Brief Report: Parent–Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder / Camilla M. MCMAHON in Journal of Autism and Developmental Disorders, 45-10 (October 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3396-3403 Titre : Brief Report: Parent–Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Camilla M. MCMAHON, Auteur ; Marjorie SOLOMON, Auteur Article en page(s) : p.3396-3403 Langues : Anglais (eng) Mots-clés : Autism  Social Skills Rating System  Informant discrepancy  Awareness  Social skill importance  Social skill engagement Index. décimale : PER Périodiques Résumé : Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham and Elliott in The social skills rating system, American Guidance Service, Circle Pines, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents reported that social skills were less important. Additionally, adolescents reported that they engaged in social skills more frequently than parents reported them to be engaging in social skills. Parents, but not adolescents, reported a discrepancy between importance and engagement, such that the importance of social skills was rated higher than the frequency of adolescent engagement in social skills. These results suggest that social skills interventions for individuals with ASD may need to target awareness of social skill importance and accurate monitoring of social skill engagement. En ligne : http://dx.doi.org/10.1007/s10803-015-2494-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 [article] Brief Report: Parent–Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder [texte imprimé] / Camilla M. MCMAHON, Auteur ; Marjorie SOLOMON, Auteur . - p.3396-3403. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3396-3403 Mots-clés : Autism  Social Skills Rating System  Informant discrepancy  Awareness  Social skill importance  Social skill engagement Index. décimale : PER Périodiques Résumé : Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham and Elliott in The social skills rating system, American Guidance Service, Circle Pines, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents reported that social skills were less important. Additionally, adolescents reported that they engaged in social skills more frequently than parents reported them to be engaging in social skills. Parents, but not adolescents, reported a discrepancy between importance and engagement, such that the importance of social skills was rated higher than the frequency of adolescent engagement in social skills. These results suggest that social skills interventions for individuals with ASD may need to target awareness of social skill importance and accurate monitoring of social skill engagement. En ligne : http://dx.doi.org/10.1007/s10803-015-2494-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268

Changes in the severity of autism symptom domains are related to mental health challenges during middle childhood / Einat WAIZBARD-BARTOV in Autism, 28-5 (May 2024)  

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Children with ASD Show Impaired Item-Space Recollection, But Preserved Item-Color Recollection / Lindsey N. MOONEY in Autism Research, 13-11 (November 2020)  

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Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder / Tasha M. OSWALD in Autism Research, 9-4 (April 2016)  

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Correction: Video Game Use, Aggression, and Social Impairment in Adolescents with Autism Spectrum Disorder / Konnor DAVIS in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

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Cortical Thickness Differences in Autistic Children With and Without Intellectual Disability / Derek S. ANDREWS in Autism Research, 18-3 (March 2025)  

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Developmental-behavioral profiles in children with autism spectrum disorder and co-occurring gastrointestinal symptoms / Bibiana RESTREPO in Autism Research, 13-10 (October 2020)  

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Externalizing and internalizing behaviors in ASD / Nirit BAUMINGER in Autism Research, 3-3 (June 2010)  

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Eye-Tracking Reveals Absent Repetition Learning Across the Autism Spectrum: Evidence From a Passive Viewing Task / Sebastian B. GAIGG in Autism Research, 13-11 (November 2020)  

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Fear Potentiated Startle in Children With Autism Spectrum Disorder: Association With Anxiety Symptoms and Amygdala Volume / David HESSL in Autism Research, 14-3 (March 2021)  

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Formal Thought Disorder and the Autism Spectrum: Relationship with Symptoms, Executive Control, and Anxiety / Marjorie SOLOMON in Journal of Autism and Developmental Disorders, 38-8 (September 2008)  

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