Do children with and without autism spectrum disorder use different visuospatial processing skills to perform the Rey-Osterrieth complex figure test? / Ramona CARDILLO in Autism Research, 15-7 (July 2022)  

Public ISBD [article]  inAutism Research > 15-7 (July 2022) . - p.1311-1323 Titre : Do children with and without autism spectrum disorder use different visuospatial processing skills to perform the Rey-Osterrieth complex figure test? Type de document : Texte imprimé et/ou numérique Auteurs : Ramona CARDILLO, Auteur ; Rachele LIEVORE, Auteur ; Irene C. MAMMARELLA, Auteur Article en page(s) : p.1311-1323 Langues : Anglais (eng) Mots-clés : Rey-Osterrieth complex figure  autism spectrum disorder  local/global processing  visuospatial organization abilities  visuospatial skills Index. décimale : PER Périodiques Résumé : Visuospatial organization abilities are closely related to other visuospatial processing skills, such as visuomotor coordination, perceptual abilities, mental rotation, and working memory (WM). One task that enables visuospatial organization abilities to be investigated is the Rey-Osterrieth complex figure test (ROCFT). When examining visuospatial functioning, individuals with autism spectrum disorder (ASD) have proved capable of operating both locally and globally, depending on the sub-domain embraced, with a preference for a locally-oriented processing of visuospatial information. The present research aimed to establish whether different underlying visuospatial skills might account for performance in the ROCFT in children and adolescents with ASD, compared with typically developing (TD), by considering the role of local/global visuospatial processing. The study involved 39 participants who have ASD without intellectual disability, and 57 TD aged 8-16?years. The participants were administered tasks assessing visuospatial organization abilities, manual dexterity, visual perception, mental rotation, spatial-sequential, spatial-simultaneous WM, and visuospatial processing. Our results suggest that manual dexterity and visuospatial processing similarly explain performance in both groups, while differences in visuospatial WM account for the two groups' visuospatial organization abilities. Spatial-simultaneous WM predicted performance in copy and recall conditions in the TD group but not in the ASD group, while spatial-sequential WM only did so in the latter group, reinforcing the tendency of children with ASD towards local bias in the visuospatial organization domain. The implications of these findings are discussed. LAY SUMMARY: The visuospatial organization abilities of children and adolescents with and without autism were compared, considering their underlying visuospatial skills. Visuospatial organization impairments emerged for children with autism, who differed from typically developing children in the underlying visuospatial skills involved. Given the crucial role of visuospatial organization abilities in everyday life, our results could inspire practitioners to develop training interventions that take into account the strengths and weaknesses of individuals with autism. En ligne : http://dx.doi.org/10.1002/aur.2717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Do children with and without autism spectrum disorder use different visuospatial processing skills to perform the Rey-Osterrieth complex figure test? [Texte imprimé et/ou numérique] / Ramona CARDILLO, Auteur ; Rachele LIEVORE, Auteur ; Irene C. MAMMARELLA, Auteur . - p.1311-1323. Langues : Anglais (eng) in Autism Research > 15-7 (July 2022) . - p.1311-1323 Mots-clés : Rey-Osterrieth complex figure  autism spectrum disorder  local/global processing  visuospatial organization abilities  visuospatial skills Index. décimale : PER Périodiques Résumé : Visuospatial organization abilities are closely related to other visuospatial processing skills, such as visuomotor coordination, perceptual abilities, mental rotation, and working memory (WM). One task that enables visuospatial organization abilities to be investigated is the Rey-Osterrieth complex figure test (ROCFT). When examining visuospatial functioning, individuals with autism spectrum disorder (ASD) have proved capable of operating both locally and globally, depending on the sub-domain embraced, with a preference for a locally-oriented processing of visuospatial information. The present research aimed to establish whether different underlying visuospatial skills might account for performance in the ROCFT in children and adolescents with ASD, compared with typically developing (TD), by considering the role of local/global visuospatial processing. The study involved 39 participants who have ASD without intellectual disability, and 57 TD aged 8-16?years. The participants were administered tasks assessing visuospatial organization abilities, manual dexterity, visual perception, mental rotation, spatial-sequential, spatial-simultaneous WM, and visuospatial processing. Our results suggest that manual dexterity and visuospatial processing similarly explain performance in both groups, while differences in visuospatial WM account for the two groups' visuospatial organization abilities. Spatial-simultaneous WM predicted performance in copy and recall conditions in the TD group but not in the ASD group, while spatial-sequential WM only did so in the latter group, reinforcing the tendency of children with ASD towards local bias in the visuospatial organization domain. The implications of these findings are discussed. LAY SUMMARY: The visuospatial organization abilities of children and adolescents with and without autism were compared, considering their underlying visuospatial skills. Visuospatial organization impairments emerged for children with autism, who differed from typically developing children in the underlying visuospatial skills involved. Given the crucial role of visuospatial organization abilities in everyday life, our results could inspire practitioners to develop training interventions that take into account the strengths and weaknesses of individuals with autism. En ligne : http://dx.doi.org/10.1002/aur.2717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Let?s face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders / Rachele LIEVORE ; Ramona CARDILLO ; Irene C. MAMMARELLA in Development and Psychopathology, 37-1 (February 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-1 (February 2025) . - p.451-463 Titre : Let?s face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders : Development and Psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Rachele LIEVORE, Auteur ; Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur Article en page(s) : p.451-463 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  executive functions  facial emotion recognition  social anxiety  specific learning disorders Index. décimale : PER Périodiques Résumé : Youth with different developmental disorders might experience challenges when dealing with facial emotion recognition (FER). By comparing FER and related emotional and cognitive factors across developmental disorders, researchers can gain a better understanding of challenges and strengths associated with each condition. The aim of the present study was to investigate how social anxiety and executive functioning might underlie FER in youth with and without autism spectrum disorders (ASD) and specific learning disorders (SLD). The study involved 263 children and adolescents between 8 and 16 years old divided into three groups matched for age, sex, and IQ: 60 (52 M) with ASD without intellectual disability, 63 (44 M) with SLD, and 140 (105 M) non-diagnosed. Participants completed an FER test, three executive functions' tasks (inhibition, updating, and set-shifting), and parents filled in a questionnaire reporting their children?s social anxiety. Our results suggest that better FER was consistent with higher social anxiety and better updating skills in ASD, while with lower social anxiety in SLD. Clinical practice should focus on coping strategies in autistic youth who could feel anxiety when facing social cues, and on self-efficacy and social worries in SLD. Executive functioning should also be addressed to support social learning in autism. En ligne : https://dx.doi.org/10.1017/S0954579424000038 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Let?s face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders : Development and Psychopathology [Texte imprimé et/ou numérique] / Rachele LIEVORE, Auteur ; Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur . - p.451-463. Langues : Anglais (eng) in Development and Psychopathology > 37-1 (February 2025) . - p.451-463 Mots-clés : autism spectrum disorders  executive functions  facial emotion recognition  social anxiety  specific learning disorders Index. décimale : PER Périodiques Résumé : Youth with different developmental disorders might experience challenges when dealing with facial emotion recognition (FER). By comparing FER and related emotional and cognitive factors across developmental disorders, researchers can gain a better understanding of challenges and strengths associated with each condition. The aim of the present study was to investigate how social anxiety and executive functioning might underlie FER in youth with and without autism spectrum disorders (ASD) and specific learning disorders (SLD). The study involved 263 children and adolescents between 8 and 16 years old divided into three groups matched for age, sex, and IQ: 60 (52 M) with ASD without intellectual disability, 63 (44 M) with SLD, and 140 (105 M) non-diagnosed. Participants completed an FER test, three executive functions' tasks (inhibition, updating, and set-shifting), and parents filled in a questionnaire reporting their children?s social anxiety. Our results suggest that better FER was consistent with higher social anxiety and better updating skills in ASD, while with lower social anxiety in SLD. Clinical practice should focus on coping strategies in autistic youth who could feel anxiety when facing social cues, and on self-efficacy and social worries in SLD. Executive functioning should also be addressed to support social learning in autism. En ligne : https://dx.doi.org/10.1017/S0954579424000038 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Trait and state mathematics anxiety in autistic and non-autistic school-aged boys / Rachele LIEVORE in Autism, 29-5 (May 2025)  

Public ISBD [article]  inAutism > 29-5 (May 2025) . - p.1209-1223 Titre : Trait and state mathematics anxiety in autistic and non-autistic school-aged boys Type de document : Texte imprimé et/ou numérique Auteurs : Rachele LIEVORE, Auteur ; Irene C. MAMMARELLA, Auteur Article en page(s) : p.1209-1223 Langues : Anglais (eng) Mots-clés : adolescents  autism  children  state mathematics anxiety  trait mathematics anxiety Index. décimale : PER Périodiques Résumé : The aim of the study was to investigate mathematics anxiety in autistic school-aged boys compared with non-autistic peers, by considering the distinction between trait and state components of mathematics anxiety. The study involved 110 boys aged between 8 and 16?years old: 50 autistic participants without intellectual disability and 60 non-autistic peers. The two groups were matched for age and full-scale intelligence quotient. Trait mathematics anxiety was assessed with a self-report measure, whereas state components of mathematics anxiety were measured in the context of a real-time assessment, in which participants had to report their emotional (valence, arousal) and cognitive (perception of competence, worries) responses before and after completing a math task with time pressure. Findings revealed no significant group differences for trait mathematics anxiety. However, autistic participants performed worse in the timed math test than non-autistic peers. After controlling for age and trait mathematics anxiety, lower valence, higher pre-test emotional arousal, and higher worries were reported by the autistic boys compared with the non-autistic counterparts. No group differences emerged for perception of competence. This study emphasizes the importance of considering the distinction between trait and state mathematics anxiety, in addition to acknowledging the impact that emotional aspects, thoughts, and worries may have on the school experience of autistic students.Lay abstract Autistic children and adolescents may encounter difficulties at school, especially in mathematics, experiencing a pattern of negative feelings, distress, and concerns, which has been called mathematics anxiety. We asked 110 boys (50 autistic, 60 non-autistic) aged between 8 and 16?years old to report their feelings toward mathematics. Specifically, we asked them to fill in a questionnaire on their levels of mathematics anxiety at school and to report their emotional (valence, arousal) and cognitive (perception of competence, worries) responses before and after completing a mathematical task with time pressure. Mathematics anxiety might be an important factor to consider when assessing academic functioning of autistic children and adolescents, to understand whether it can interfere with their school success and well-being. In our sample, no significant group differences emerged for mathematics anxiety experienced at school. However, autistic children and adolescents performed worse in the timed math test than non-autistic peers. Regarding emotional and cognitive factors, lower valence, higher arousal, and higher worries were reported by the autistic participants compared with non-autistic peers. No group differences emerged for perception of competence. Teachers and clinicians should be aware that time pressure could be a negative factor in terms of proficiency and worries in autistic children and adolescents. Furthermore, it is essential to discourage the development of resignation toward academic learning and to improve positive feelings, self-esteem, and self-awareness for a more supportive learning environment. En ligne : https://dx.doi.org/10.1177/13623613241299881 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] Trait and state mathematics anxiety in autistic and non-autistic school-aged boys [Texte imprimé et/ou numérique] / Rachele LIEVORE, Auteur ; Irene C. MAMMARELLA, Auteur . - p.1209-1223. Langues : Anglais (eng) in Autism > 29-5 (May 2025) . - p.1209-1223 Mots-clés : adolescents  autism  children  state mathematics anxiety  trait mathematics anxiety Index. décimale : PER Périodiques Résumé : The aim of the study was to investigate mathematics anxiety in autistic school-aged boys compared with non-autistic peers, by considering the distinction between trait and state components of mathematics anxiety. The study involved 110 boys aged between 8 and 16?years old: 50 autistic participants without intellectual disability and 60 non-autistic peers. The two groups were matched for age and full-scale intelligence quotient. Trait mathematics anxiety was assessed with a self-report measure, whereas state components of mathematics anxiety were measured in the context of a real-time assessment, in which participants had to report their emotional (valence, arousal) and cognitive (perception of competence, worries) responses before and after completing a math task with time pressure. Findings revealed no significant group differences for trait mathematics anxiety. However, autistic participants performed worse in the timed math test than non-autistic peers. After controlling for age and trait mathematics anxiety, lower valence, higher pre-test emotional arousal, and higher worries were reported by the autistic boys compared with the non-autistic counterparts. No group differences emerged for perception of competence. This study emphasizes the importance of considering the distinction between trait and state mathematics anxiety, in addition to acknowledging the impact that emotional aspects, thoughts, and worries may have on the school experience of autistic students.Lay abstract Autistic children and adolescents may encounter difficulties at school, especially in mathematics, experiencing a pattern of negative feelings, distress, and concerns, which has been called mathematics anxiety. We asked 110 boys (50 autistic, 60 non-autistic) aged between 8 and 16?years old to report their feelings toward mathematics. Specifically, we asked them to fill in a questionnaire on their levels of mathematics anxiety at school and to report their emotional (valence, arousal) and cognitive (perception of competence, worries) responses before and after completing a mathematical task with time pressure. Mathematics anxiety might be an important factor to consider when assessing academic functioning of autistic children and adolescents, to understand whether it can interfere with their school success and well-being. In our sample, no significant group differences emerged for mathematics anxiety experienced at school. However, autistic children and adolescents performed worse in the timed math test than non-autistic peers. Regarding emotional and cognitive factors, lower valence, higher arousal, and higher worries were reported by the autistic participants compared with non-autistic peers. No group differences emerged for perception of competence. Teachers and clinicians should be aware that time pressure could be a negative factor in terms of proficiency and worries in autistic children and adolescents. Furthermore, it is essential to discourage the development of resignation toward academic learning and to improve positive feelings, self-esteem, and self-awareness for a more supportive learning environment. En ligne : https://dx.doi.org/10.1177/13623613241299881 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

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