Changes in the Sulcal Size Associated With Autism Spectrum Disorder Revealed by Sulcal Morphometry / Mahsa SHOKOUHI in Autism Research, 5-4 (August 2012)  

Public ISBD [article]  inAutism Research > 5-4 (August 2012) . - p.245-52 Titre : Changes in the Sulcal Size Associated With Autism Spectrum Disorder Revealed by Sulcal Morphometry Type de document : Texte imprimé et/ou numérique Auteurs : Mahsa SHOKOUHI, Auteur ; Justin H.G. WILLIAMS, Auteur ; Gordon D. WAITER, Auteur ; Barrie CONDON, Auteur Année de publication : 2012 Article en page(s) : p.245-52 Langues : Anglais (eng) Mots-clés : autism  sulcal morphometry  MRI  Brainvisa Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a complex, neurodevelopmental disorder with various structural abnormalities for different patient groups. Because of the heterogeneity of the disorder, several biomarkers have been suggested so far. Here, we explore the potential of sulcal surface and length as biomarkers. Three-dimensional T1-weighted images of 15 adolescents of normal intelligence with ASD and 15 age-, sex-, and intelligence quotient-matched control adolescents were analysed using Brainvisa 4.0 (http://www.brainvisa.info), which automatically extracts the cortical folds and labels them as 59 sulcal pieces. For each sulcus, the surface, length, and mean geodesic depth were computed using morphometry analysis within this software package. General linear model was conducted to compare the estimated values for the two groups, ASD and control. In the ASD group, the left insula and the right intraparietal sulcus (IPS) had significantly higher values for surface and length, respectively. Nonetheless for all sulcal pieces, the mean geodesic depth was not significantly different between the two groups. Our results suggest that sulcal surface and length can have correlation with morphological changes of cortex in ASD. Greater surface area and length in insula and IPS, respectively, may reflect greater folding. This could result in greater separation of functions with an impact upon the integrative functions of these regions. En ligne : http://dx.doi.org/10.1002/aur.1232 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Changes in the Sulcal Size Associated With Autism Spectrum Disorder Revealed by Sulcal Morphometry [Texte imprimé et/ou numérique] / Mahsa SHOKOUHI, Auteur ; Justin H.G. WILLIAMS, Auteur ; Gordon D. WAITER, Auteur ; Barrie CONDON, Auteur . - 2012 . - p.245-52. Langues : Anglais (eng) in Autism Research > 5-4 (August 2012) . - p.245-52 Mots-clés : autism  sulcal morphometry  MRI  Brainvisa Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a complex, neurodevelopmental disorder with various structural abnormalities for different patient groups. Because of the heterogeneity of the disorder, several biomarkers have been suggested so far. Here, we explore the potential of sulcal surface and length as biomarkers. Three-dimensional T1-weighted images of 15 adolescents of normal intelligence with ASD and 15 age-, sex-, and intelligence quotient-matched control adolescents were analysed using Brainvisa 4.0 (http://www.brainvisa.info), which automatically extracts the cortical folds and labels them as 59 sulcal pieces. For each sulcus, the surface, length, and mean geodesic depth were computed using morphometry analysis within this software package. General linear model was conducted to compare the estimated values for the two groups, ASD and control. In the ASD group, the left insula and the right intraparietal sulcus (IPS) had significantly higher values for surface and length, respectively. Nonetheless for all sulcal pieces, the mean geodesic depth was not significantly different between the two groups. Our results suggest that sulcal surface and length can have correlation with morphological changes of cortex in ASD. Greater surface area and length in insula and IPS, respectively, may reflect greater folding. This could result in greater separation of functions with an impact upon the integrative functions of these regions. En ligne : http://dx.doi.org/10.1002/aur.1232 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Characteristics of socially successful elementary school-aged children with autism / Jill LOCKE in Journal of Child Psychology and Psychiatry, 58-1 (January 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-1 (January 2017) . - p.94-102 Titre : Characteristics of socially successful elementary school-aged children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Justin H.G. WILLIAMS, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur Article en page(s) : p.94-102 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  individual characteristics  school  social skills Index. décimale : PER Périodiques Résumé : Background The extant literature demonstrates that children with autism spectrum disorder (ASD) often have difficulty interacting and socially connecting with typically developing classmates. However, some children with ASD have social outcomes that are consistent with their typically developing counterparts. Little is known about this subgroup of children with ASD. This study examined the stable (unlikely to change) and malleable (changeable) characteristics of socially successful children with ASD. Methods This study used baseline data from three intervention studies performed in public schools in the Southwestern United States. A total of 148 elementary-aged children with ASD in 130 classrooms in 47 public schools participated. Measures of playground peer engagement and social network salience (inclusion in informal peer groups) were obtained. Results The results demonstrated that a number of malleable factors significantly predicted playground peer engagement (class size, autism symptom severity, peer connections) and social network salience (autism symptom severity, peer connections, received friendships). In addition, age was the only stable factor that significantly predicted social network salience. Interestingly, two malleable (i.e., peer connections and received friendships) and no stable factors (i.e., age, IQ, sex) predicted overall social success (e.g., high playground peer engagement and social network salience) in children with ASD. Conclusions School-based interventions should address malleable factors such as the number of peer connections and received friendships that predict the best social outcomes for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Characteristics of socially successful elementary school-aged children with autism [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Justin H.G. WILLIAMS, Auteur ; Wendy SHIH, Auteur ; Connie KASARI, Auteur . - p.94-102. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-1 (January 2017) . - p.94-102 Mots-clés : Autism spectrum disorder  individual characteristics  school  social skills Index. décimale : PER Périodiques Résumé : Background The extant literature demonstrates that children with autism spectrum disorder (ASD) often have difficulty interacting and socially connecting with typically developing classmates. However, some children with ASD have social outcomes that are consistent with their typically developing counterparts. Little is known about this subgroup of children with ASD. This study examined the stable (unlikely to change) and malleable (changeable) characteristics of socially successful children with ASD. Methods This study used baseline data from three intervention studies performed in public schools in the Southwestern United States. A total of 148 elementary-aged children with ASD in 130 classrooms in 47 public schools participated. Measures of playground peer engagement and social network salience (inclusion in informal peer groups) were obtained. Results The results demonstrated that a number of malleable factors significantly predicted playground peer engagement (class size, autism symptom severity, peer connections) and social network salience (autism symptom severity, peer connections, received friendships). In addition, age was the only stable factor that significantly predicted social network salience. Interestingly, two malleable (i.e., peer connections and received friendships) and no stable factors (i.e., age, IQ, sex) predicted overall social success (e.g., high playground peer engagement and social network salience) in children with ASD. Conclusions School-based interventions should address malleable factors such as the number of peer connections and received friendships that predict the best social outcomes for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

Conclusion / Bruce F. PENNINGTON

Public ISBD contenu dans Imitation and the Social Mind : Autism and Typical Development / Sally J ROGERS Titre : Conclusion Type de document : Texte imprimé et/ou numérique Auteurs : Bruce F. PENNINGTON, Auteur ; Justin H.G. WILLIAMS, Auteur ; Sally J ROGERS, Auteur Année de publication : 2006 Importance : p.431-453 Langues : Anglais (eng) Index. décimale : PAR-G PAR-G - Imitation Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=795 contenu dans Imitation and the Social Mind : Autism and Typical Development / Sally J ROGERS Conclusion [Texte imprimé et/ou numérique] / Bruce F. PENNINGTON, Auteur ; Justin H.G. WILLIAMS, Auteur ; Sally J ROGERS, Auteur . - 2006 . - p.431-453. Langues : Anglais (eng) Index. décimale : PAR-G PAR-G - Imitation Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=795

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Directedness, Egocentrism, and Autism / Justin H.G. WILLIAMS

Public ISBD contenu dans Autism: An Integrated View from Neurocognitive, Clinical, and Intervention Research / Evelyn MCGREGOR Titre : Directedness, Egocentrism, and Autism Type de document : Texte imprimé et/ou numérique Auteurs : Justin H.G. WILLIAMS, Auteur Année de publication : 2008 Importance : p.42-61 Langues : Anglais (eng) Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710 contenu dans Autism: An Integrated View from Neurocognitive, Clinical, and Intervention Research / Evelyn MCGREGOR Directedness, Egocentrism, and Autism [Texte imprimé et/ou numérique] / Justin H.G. WILLIAMS, Auteur . - 2008 . - p.42-61. Langues : Anglais (eng) Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Emotional self-awareness in autism: A meta-analysis of group differences and developmental effects / Charlotte F. HUGGINS in Autism, 25-2 (February 2021)  

Public ISBD [article]  inAutism > 25-2 (February 2021) . - p.307-321 Titre : Emotional self-awareness in autism: A meta-analysis of group differences and developmental effects Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte F. HUGGINS, Auteur ; Gemma DONNAN, Auteur ; Isobel M. CAMERON, Auteur ; Justin H.G. WILLIAMS, Auteur Article en page(s) : p.307-321 Langues : Anglais (eng) Mots-clés : alexithymia  autism  development  emotional awareness  mental health Index. décimale : PER Périodiques Résumé : Autistic people are thought to have difficulties with identifying and understanding their own emotions. This is referred to as emotional self-awareness. It is important to study emotional self-awareness as people who are more able to understand their own emotions, whether they are autistic or not, are more able to respond to them appropriately, as well as to identify them in other people. It has not yet been confirmed whether autistic people have difficulties with emotional self-awareness, or if any reported difficulties are actually due to the way in which emotional self-awareness is measured in autistic people. If these difficulties do exist, it is also not known when these difficulties emerge. In this research, we reviewed 47 existing studies that measured emotional self-awareness in autistic and non-autistic adults and children. We also compared studies that measured emotional self-awareness in different ways. We found that autistic adults did seem to have poorer emotional self-awareness compared to their neurotypical peers. However, this was not the case with autistic children of age 12?years and below. Instead, differences in emotional self-awareness only seemed to emerge during adolescence. Moreover, these difficulties seemed to increase with age. These results suggest that difficulties with emotional self-awareness may not be inherent in autism. Instead, they may emerge alongside the greater social and mental health difficulties that are experienced by many autistic people during adolescence. We therefore suggest that it is important to find out more about, and subsequently support, the emotional self-awareness difficulties that autistic adolescents may encounter. En ligne : http://dx.doi.org/10.1177/1362361320964306 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Emotional self-awareness in autism: A meta-analysis of group differences and developmental effects [Texte imprimé et/ou numérique] / Charlotte F. HUGGINS, Auteur ; Gemma DONNAN, Auteur ; Isobel M. CAMERON, Auteur ; Justin H.G. WILLIAMS, Auteur . - p.307-321. Langues : Anglais (eng) in Autism > 25-2 (February 2021) . - p.307-321 Mots-clés : alexithymia  autism  development  emotional awareness  mental health Index. décimale : PER Périodiques Résumé : Autistic people are thought to have difficulties with identifying and understanding their own emotions. This is referred to as emotional self-awareness. It is important to study emotional self-awareness as people who are more able to understand their own emotions, whether they are autistic or not, are more able to respond to them appropriately, as well as to identify them in other people. It has not yet been confirmed whether autistic people have difficulties with emotional self-awareness, or if any reported difficulties are actually due to the way in which emotional self-awareness is measured in autistic people. If these difficulties do exist, it is also not known when these difficulties emerge. In this research, we reviewed 47 existing studies that measured emotional self-awareness in autistic and non-autistic adults and children. We also compared studies that measured emotional self-awareness in different ways. We found that autistic adults did seem to have poorer emotional self-awareness compared to their neurotypical peers. However, this was not the case with autistic children of age 12?years and below. Instead, differences in emotional self-awareness only seemed to emerge during adolescence. Moreover, these difficulties seemed to increase with age. These results suggest that difficulties with emotional self-awareness may not be inherent in autism. Instead, they may emerge alongside the greater social and mental health difficulties that are experienced by many autistic people during adolescence. We therefore suggest that it is important to find out more about, and subsequently support, the emotional self-awareness difficulties that autistic adolescents may encounter. En ligne : http://dx.doi.org/10.1177/1362361320964306 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

Imitation and the Social Mind : Autism and Typical Development / Sally J ROGERS

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Imitation and ‘theory of mind’ competencies in discrimination of autism from other neurodevelopmental disorders / Oliver PERRA in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

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Imitation in Autism: Findings and Controversies / Sally J ROGERS

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Neuroimaging Self-Other Mapping in Autism / Justin H.G. WILLIAMS

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Self-other relations in social development and autism: multiple roles for mirror neurons and other brain bases / Justin H.G. WILLIAMS in Autism Research, 1-2 (April 2008)  

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A Specific Deficit of Imitation in Autism Spectrum Disorder / Hannah J. STEWART in Autism Research, 6-6 (December 2013)  

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Supporting peer engagement for low-income preschool students with autism spectrum disorder during academic instruction: A pilot randomized trial / Jonathan L. PANGANIBAN in Autism, 26-8 (November 2022)  

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