Concurrent predictors of behavioral inflexibility in minimally verbal and verbal autistic children / Charlotte GAYNOR in Autism Research, 17-12 (December 2024)  

Public ISBD [article]  inAutism Research > 17-12 (December 2024) . - p.2602-2613 Titre : Concurrent predictors of behavioral inflexibility in minimally verbal and verbal autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte GAYNOR, Auteur ; Yanru CHEN, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.2602-2613 Langues : Anglais (eng) Mots-clés : anxiety  autism  behavioral inflexibility  mental health  minimally verbal Index. décimale : PER Périodiques Résumé : Abstract Behavioral inflexibility (BI) refers to the rigid and inflexible patterns of behaviors that are a core aspect of autism. Few studies have investigated BI in autism separately from other restricted and repetitive behaviors (RRBs). The present study used a relatively new measure, the behavioral inflexibility scale (BIS; Lecavalier, L., Bodfish, J., Harrop, C., Whitten, A., Jones, D., Pritchett, J., Faldowski, R., & Boyd, B. (2020). Autism Research, 13(3), 489?499), to examine the relationship of BI and variables that are both core symptoms in autism as well as symptoms associated with cooccurring mental health conditions, atypical sensory experiences, and adaptive functioning in a sample of 87 children with autism. Additionally, we aimed to understand how these relationships may be related to autistic individuals' verbal status: minimally verbal (MV) or verbal. Results revealed that anxiety, attention deficit/hyperactive, depressive, oppositional defiance problems, and sensory differences were all significantly correlated with BI in the MV group. In contrast, only anxiety, depressive, and oppositional defiance problems were significantly correlated with BI in the verbal group. Linear regression analyses showed that oppositional defiance problems and atypical sensory experiences explained a significant proportion of the variance of BI in the MV group, whereas only depressive problems were significant in the verbal group after accounting for other mental health conditions. Overall, our findings demonstrate that multiple aspects of psychopathology are significantly related to BI and can have broader implications for interventions and mental health care in autistic children. En ligne : https://dx.doi.org/10.1002/aur.3251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Concurrent predictors of behavioral inflexibility in minimally verbal and verbal autistic children [Texte imprimé et/ou numérique] / Charlotte GAYNOR, Auteur ; Yanru CHEN, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.2602-2613. Langues : Anglais (eng) in Autism Research > 17-12 (December 2024) . - p.2602-2613 Mots-clés : anxiety  autism  behavioral inflexibility  mental health  minimally verbal Index. décimale : PER Périodiques Résumé : Abstract Behavioral inflexibility (BI) refers to the rigid and inflexible patterns of behaviors that are a core aspect of autism. Few studies have investigated BI in autism separately from other restricted and repetitive behaviors (RRBs). The present study used a relatively new measure, the behavioral inflexibility scale (BIS; Lecavalier, L., Bodfish, J., Harrop, C., Whitten, A., Jones, D., Pritchett, J., Faldowski, R., & Boyd, B. (2020). Autism Research, 13(3), 489?499), to examine the relationship of BI and variables that are both core symptoms in autism as well as symptoms associated with cooccurring mental health conditions, atypical sensory experiences, and adaptive functioning in a sample of 87 children with autism. Additionally, we aimed to understand how these relationships may be related to autistic individuals' verbal status: minimally verbal (MV) or verbal. Results revealed that anxiety, attention deficit/hyperactive, depressive, oppositional defiance problems, and sensory differences were all significantly correlated with BI in the MV group. In contrast, only anxiety, depressive, and oppositional defiance problems were significantly correlated with BI in the verbal group. Linear regression analyses showed that oppositional defiance problems and atypical sensory experiences explained a significant proportion of the variance of BI in the MV group, whereas only depressive problems were significant in the verbal group after accounting for other mental health conditions. Overall, our findings demonstrate that multiple aspects of psychopathology are significantly related to BI and can have broader implications for interventions and mental health care in autistic children. En ligne : https://dx.doi.org/10.1002/aur.3251 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

A cross-linguistic examination of language measures in autism: A comparison between Dutch and English / Yanru CHEN ; Ellen DEMURIE ; Maide ERDOGAN ; Sarah SCHAUBROECK ; Helen TAGER-FLUSBERG ; Herbert ROEYERS in Research in Autism Spectrum Disorders, 117 (September 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 117 (September 2024) . - p.102461 Titre : A cross-linguistic examination of language measures in autism: A comparison between Dutch and English Type de document : Texte imprimé et/ou numérique Auteurs : Yanru CHEN, Auteur ; Ellen DEMURIE, Auteur ; Maide ERDOGAN, Auteur ; Sarah SCHAUBROECK, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.102461 Langues : Anglais (eng) Mots-clés : Autism  Language  Development  Assessment modality  Cross-linguistic Index. décimale : PER Périodiques Résumé : Background Language abilities are highly heterogeneous in autism. While a multimodal assessment approach is recommended to capture the language variability, this is not always possible. Therefore, it is important to gain contextual information about different language assessments to determine which assessment is most appropriate for different research questions. As most current work is based on English-speaking populations, this paper compares three language assessment modalities (standardized assessment, parent survey, and a natural language sample) between English-speaking and Dutch-speaking autistic and neurotypical children. Method The Mullen Scales of Early Learning, the Vineland Adaptive Behavior Scales and a naturalistic language sample were employed to measure language in 100 preschool-aged participants. Correlation analyses and mixed-effect regressions were conducted, and Bland-Altman plots were created to examine the similarity between measures. Results English-speaking and Dutch-speaking parents rated their children?s expressive language higher than their receptive language. The best agreement between measures was for standardized language and parent report. Agreement was higher for children with low language scores. Primary language (English vs. Dutch) did not significantly affect the results, but age, nonverbal cognitive abilities and biological sex were shown to predict expressive and receptive language outcome. Conclusions For autistic children with low language levels, parent-reported and standardized language measures provide researchers with similar information. Depending on the available time and resources, researchers may choose to use one of these methods. However, for autistic children with (above) average language abilities, multiple modalities should be considered to gain a comprehensive understanding of their language abilities across different settings. A natural language sample is of most added value next to a standardized assessment or parent report. En ligne : https://doi.org/10.1016/j.rasd.2024.102461 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] A cross-linguistic examination of language measures in autism: A comparison between Dutch and English [Texte imprimé et/ou numérique] / Yanru CHEN, Auteur ; Ellen DEMURIE, Auteur ; Maide ERDOGAN, Auteur ; Sarah SCHAUBROECK, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Herbert ROEYERS, Auteur . - p.102461. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 117 (September 2024) . - p.102461 Mots-clés : Autism  Language  Development  Assessment modality  Cross-linguistic Index. décimale : PER Périodiques Résumé : Background Language abilities are highly heterogeneous in autism. While a multimodal assessment approach is recommended to capture the language variability, this is not always possible. Therefore, it is important to gain contextual information about different language assessments to determine which assessment is most appropriate for different research questions. As most current work is based on English-speaking populations, this paper compares three language assessment modalities (standardized assessment, parent survey, and a natural language sample) between English-speaking and Dutch-speaking autistic and neurotypical children. Method The Mullen Scales of Early Learning, the Vineland Adaptive Behavior Scales and a naturalistic language sample were employed to measure language in 100 preschool-aged participants. Correlation analyses and mixed-effect regressions were conducted, and Bland-Altman plots were created to examine the similarity between measures. Results English-speaking and Dutch-speaking parents rated their children?s expressive language higher than their receptive language. The best agreement between measures was for standardized language and parent report. Agreement was higher for children with low language scores. Primary language (English vs. Dutch) did not significantly affect the results, but age, nonverbal cognitive abilities and biological sex were shown to predict expressive and receptive language outcome. Conclusions For autistic children with low language levels, parent-reported and standardized language measures provide researchers with similar information. Depending on the available time and resources, researchers may choose to use one of these methods. However, for autistic children with (above) average language abilities, multiple modalities should be considered to gain a comprehensive understanding of their language abilities across different settings. A natural language sample is of most added value next to a standardized assessment or parent report. En ligne : https://doi.org/10.1016/j.rasd.2024.102461 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

Parent-rated anxiety in autistic adolescents and young adults: Concurrent links to autism traits and chronic sleep problems / Yanru CHEN in Research in Autism Spectrum Disorders, 101 (March 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 101 (March 2023) . - 102104 Titre : Parent-rated anxiety in autistic adolescents and young adults: Concurrent links to autism traits and chronic sleep problems Type de document : Texte imprimé et/ou numérique Auteurs : Yanru CHEN, Auteur ; Rachel M. HANTMAN, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : 102104 Langues : Anglais (eng) Mots-clés : Anxiety  Autism spectrum disorder  Restricted and repetitive behaviors  Chronic sleep problems Index. décimale : PER Périodiques Résumé : Background Anxiety is prevalent among autistic individuals, but less is known about the different anxiety problems autistic adolescents and young adults experience and the main behavioral manifestations of their anxiety. This study investigated these issues and the relation between the overall level of anxiety and a range of factors in autistic adolescents and young adults, including autism traits, challenging behaviors, adaptive behavior, sleep problems, and gastrointestinal issues. Method 66 parents of autistic adolescents and young adults completed an interview and responded to questionnaires on their children’s anxiety, autism traits, sensory processing, challenging behaviors, adaptive behavior, and medical issues. Results The most frequently parent-endorsed moderate and severe anxiety problems were related to social situations, new situations, upcoming events, loud noises, and changes in routine. In contrast, parents were least likely to endorse anxiety problems related to being separated from others, being noticed, or being late. Regarding anxiety-related behaviors, parents frequently endorsed avoidance, requiring constant reassurance, performing repetitive behaviors, shutting down, and overreacting to changes. Individuals with more severe social cognition difficulties, restricted and repetitive behaviors (RRBs), and chronic sleep problems demonstrated elevated levels of anxiety. Chronic sleep problems emerged as the primary concurrent predictor of anxiety in autistic adolescents and young adults and mediated the association between RRBs and anxiety. Conclusions Future anxiety treatment should consider targeting sleep problems simultaneously for autistic adolescents and young adults. En ligne : https://doi.org/10.1016/j.rasd.2023.102104 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 [article] Parent-rated anxiety in autistic adolescents and young adults: Concurrent links to autism traits and chronic sleep problems [Texte imprimé et/ou numérique] / Yanru CHEN, Auteur ; Rachel M. HANTMAN, Auteur ; Helen TAGER-FLUSBERG, Auteur . - 102104. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 101 (March 2023) . - 102104 Mots-clés : Anxiety  Autism spectrum disorder  Restricted and repetitive behaviors  Chronic sleep problems Index. décimale : PER Périodiques Résumé : Background Anxiety is prevalent among autistic individuals, but less is known about the different anxiety problems autistic adolescents and young adults experience and the main behavioral manifestations of their anxiety. This study investigated these issues and the relation between the overall level of anxiety and a range of factors in autistic adolescents and young adults, including autism traits, challenging behaviors, adaptive behavior, sleep problems, and gastrointestinal issues. Method 66 parents of autistic adolescents and young adults completed an interview and responded to questionnaires on their children’s anxiety, autism traits, sensory processing, challenging behaviors, adaptive behavior, and medical issues. Results The most frequently parent-endorsed moderate and severe anxiety problems were related to social situations, new situations, upcoming events, loud noises, and changes in routine. In contrast, parents were least likely to endorse anxiety problems related to being separated from others, being noticed, or being late. Regarding anxiety-related behaviors, parents frequently endorsed avoidance, requiring constant reassurance, performing repetitive behaviors, shutting down, and overreacting to changes. Individuals with more severe social cognition difficulties, restricted and repetitive behaviors (RRBs), and chronic sleep problems demonstrated elevated levels of anxiety. Chronic sleep problems emerged as the primary concurrent predictor of anxiety in autistic adolescents and young adults and mediated the association between RRBs and anxiety. Conclusions Future anxiety treatment should consider targeting sleep problems simultaneously for autistic adolescents and young adults. En ligne : https://doi.org/10.1016/j.rasd.2023.102104 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492

Receptive language and receptive-expressive discrepancy in minimally verbal autistic children and adolescents / Yanru CHEN in Autism Research, 17-2 (February 2024)  

Public ISBD [article]  inAutism Research > 17-2 (February 2024) . - p.381-394 Titre : Receptive language and receptive-expressive discrepancy in minimally verbal autistic children and adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Yanru CHEN, Auteur ; Brynn SILES, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.381-394 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Among the approximately one-third of autistic individuals who experience considerable challenges in acquiring spoken language and are minimally verbal (MV), relatively little is known about the range of their receptive language abilities. This study included 1579 MV autistic children and adolescents between 5 and 18?years of age drawn from the National Database for Autism Research and the SFARI Base data repository. MV autistic children and adolescents demonstrated significantly lower receptive language compared to the norms on standardized language assessment and parent report measures. Moreover, their receptive language gap widened with age. Overall, our sample demonstrated significantly better receptive than expressive language. However, at the individual level, only about 25% of MV autistic children and adolescents demonstrated significantly better receptive language relative to their minimal expressive levels. Social skills explained a significant proportion of the variance in parent-reported receptive language skills, while motor skills were the most significant predictor of greater receptive-expressive discrepancy. Findings from this study revealed the heterogeneous language profiles in MV autistic children and adolescents, underscoring the importance of individualizing interventions to match their different communication strengths and needs and integrating multiple interconnected areas to optimize their overall development of language comprehension, socialization, and general motor skills. En ligne : https://doi.org/10.1002/aur.3079 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=522 [article] Receptive language and receptive-expressive discrepancy in minimally verbal autistic children and adolescents [Texte imprimé et/ou numérique] / Yanru CHEN, Auteur ; Brynn SILES, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.381-394. Langues : Anglais (eng) in Autism Research > 17-2 (February 2024) . - p.381-394 Index. décimale : PER Périodiques Résumé : Abstract Among the approximately one-third of autistic individuals who experience considerable challenges in acquiring spoken language and are minimally verbal (MV), relatively little is known about the range of their receptive language abilities. This study included 1579 MV autistic children and adolescents between 5 and 18?years of age drawn from the National Database for Autism Research and the SFARI Base data repository. MV autistic children and adolescents demonstrated significantly lower receptive language compared to the norms on standardized language assessment and parent report measures. Moreover, their receptive language gap widened with age. Overall, our sample demonstrated significantly better receptive than expressive language. However, at the individual level, only about 25% of MV autistic children and adolescents demonstrated significantly better receptive language relative to their minimal expressive levels. Social skills explained a significant proportion of the variance in parent-reported receptive language skills, while motor skills were the most significant predictor of greater receptive-expressive discrepancy. Findings from this study revealed the heterogeneous language profiles in MV autistic children and adolescents, underscoring the importance of individualizing interventions to match their different communication strengths and needs and integrating multiple interconnected areas to optimize their overall development of language comprehension, socialization, and general motor skills. En ligne : https://doi.org/10.1002/aur.3079 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=522

Self-Regulation and Academic Learning in Preschoolers with Autism Spectrum Disorder: Links to School Engagement and Levels of Autism Characteristics / Yanru CHEN in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1286-1301 Titre : Self-Regulation and Academic Learning in Preschoolers with Autism Spectrum Disorder: Links to School Engagement and Levels of Autism Characteristics Type de document : Texte imprimé et/ou numérique Auteurs : Yanru CHEN, Auteur ; Laudan B. JAHROMI, Auteur Article en page(s) : p.1286-1301 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder often demonstrate self-regulation challenges and academic difficulties. Although self-regulation has been well documented as an important factor for academic achievement in neurotypical children, little is known about how it is related to academic learning in autistic children, especially during preschool, a critical developmental period for both emergent academic skills and self-regulatory abilities. It is also unclear whether school engagement or autism characteristics influence the relation between self-regulation and academic learning in autistic children during preschool. Thirty-two autistic preschoolers participated in this study. Direct measures and parent reports were used to measure three dimensions of self-regulation, including executive function, effortful control, and emotion regulation. Classroom-based data from multiple academic programs were used to reflect their average rates of achieving new literacy and mathematics learning goals. Teachers reported the participants' levels of school engagement, and their autism characteristics were measured directly. Emotion regulation was significantly linked to the rate of meeting literacy learning goals in autistic preschoolers, whereas multiple executive function skills, including inhibitory and attentional control and working memory, were associated with their mathematics learning rate. Emotion regulation demonstrated a stronger association with literacy learning when autistic children were more engaged in classroom activities. Levels of autism characteristics did not mediate or moderate the association between self-regulation and academic learning. Future interventions and teaching should consider fostering self-regulation and facilitating school engagement for autistic preschoolers besides targeting their learning performance on specific academic content to promote their current and future academic success. En ligne : https://doi.org/10.1007/s10803-024-06288-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Self-Regulation and Academic Learning in Preschoolers with Autism Spectrum Disorder: Links to School Engagement and Levels of Autism Characteristics [Texte imprimé et/ou numérique] / Yanru CHEN, Auteur ; Laudan B. JAHROMI, Auteur . - p.1286-1301. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1286-1301 Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder often demonstrate self-regulation challenges and academic difficulties. Although self-regulation has been well documented as an important factor for academic achievement in neurotypical children, little is known about how it is related to academic learning in autistic children, especially during preschool, a critical developmental period for both emergent academic skills and self-regulatory abilities. It is also unclear whether school engagement or autism characteristics influence the relation between self-regulation and academic learning in autistic children during preschool. Thirty-two autistic preschoolers participated in this study. Direct measures and parent reports were used to measure three dimensions of self-regulation, including executive function, effortful control, and emotion regulation. Classroom-based data from multiple academic programs were used to reflect their average rates of achieving new literacy and mathematics learning goals. Teachers reported the participants' levels of school engagement, and their autism characteristics were measured directly. Emotion regulation was significantly linked to the rate of meeting literacy learning goals in autistic preschoolers, whereas multiple executive function skills, including inhibitory and attentional control and working memory, were associated with their mathematics learning rate. Emotion regulation demonstrated a stronger association with literacy learning when autistic children were more engaged in classroom activities. Levels of autism characteristics did not mediate or moderate the association between self-regulation and academic learning. Future interventions and teaching should consider fostering self-regulation and facilitating school engagement for autistic preschoolers besides targeting their learning performance on specific academic content to promote their current and future academic success. En ligne : https://doi.org/10.1007/s10803-024-06288-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

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