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 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] / 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 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] / 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

Delay of gratification in preschoolers with and without autism spectrum disorder: Individual differences and links to executive function, emotion regulation, and joint attention / Laudan B. JAHROMI in Autism, 23-7 (October 2019)  

Public ISBD [article]  inAutism > 23-7 (October 2019) . - p.1720-1731 Titre : Delay of gratification in preschoolers with and without autism spectrum disorder: Individual differences and links to executive function, emotion regulation, and joint attention Type de document : texte imprimé Auteurs : Laudan B. JAHROMI, Auteur ; Yanru CHEN, Auteur ; Andrew J. DAKOPOLOS, Auteur ; Alice CHORNEAU, Auteur Année de publication : 2019 Article en page(s) : p.1720-1731 Langues : Anglais (eng) Mots-clés : attention control  autism spectrum disorder  delay of gratification  effortful control  emotion regulation  executive function  joint attention Index. décimale : PER Périodiques Résumé : This study examined delay of gratification behaviors in preschool-aged children with and without autism spectrum disorder. Recent research has found that elementary-aged children with autism spectrum disorder showed challenges with delay of gratification and that there were individual differences in terms of children's behaviors during the wait. We extend this work to a younger sample of children with autism spectrum disorder to understand whether these difficulties emerge by the preschool years. Moreover, we assessed whether individual differences in other key self-regulatory capacities (i.e. effortful control, emotion regulation, executive function, and joint attention) were related to delay of gratification wait durations or behavioral strategies. Findings revealed that preschoolers with autism spectrum disorder waited for a shorter duration, demonstrated more temptation-focused behaviors, and expressed less positive affect than their typical peers during the delay of gratification task. At the full-sample level, individual differences in children's temptation-focused behaviors (i.e. visual attention and verbalizations focused on the temptation) were related to children's executive function, joint attention, and parents' ratings of emotion regulation. When we examined associations within groups, the associations were not significant for the autism spectrum disorder group, but for typically developing children, there was a positive association between temptation-focused behaviors and emotion regulation. En ligne : http://dx.doi.org/10.1177/1362361319828678 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 [article] Delay of gratification in preschoolers with and without autism spectrum disorder: Individual differences and links to executive function, emotion regulation, and joint attention [texte imprimé] / Laudan B. JAHROMI, Auteur ; Yanru CHEN, Auteur ; Andrew J. DAKOPOLOS, Auteur ; Alice CHORNEAU, Auteur . - 2019 . - p.1720-1731. Langues : Anglais (eng) in Autism > 23-7 (October 2019) . - p.1720-1731 Mots-clés : attention control  autism spectrum disorder  delay of gratification  effortful control  emotion regulation  executive function  joint attention Index. décimale : PER Périodiques Résumé : This study examined delay of gratification behaviors in preschool-aged children with and without autism spectrum disorder. Recent research has found that elementary-aged children with autism spectrum disorder showed challenges with delay of gratification and that there were individual differences in terms of children's behaviors during the wait. We extend this work to a younger sample of children with autism spectrum disorder to understand whether these difficulties emerge by the preschool years. Moreover, we assessed whether individual differences in other key self-regulatory capacities (i.e. effortful control, emotion regulation, executive function, and joint attention) were related to delay of gratification wait durations or behavioral strategies. Findings revealed that preschoolers with autism spectrum disorder waited for a shorter duration, demonstrated more temptation-focused behaviors, and expressed less positive affect than their typical peers during the delay of gratification task. At the full-sample level, individual differences in children's temptation-focused behaviors (i.e. visual attention and verbalizations focused on the temptation) were related to children's executive function, joint attention, and parents' ratings of emotion regulation. When we examined associations within groups, the associations were not significant for the autism spectrum disorder group, but for typically developing children, there was a positive association between temptation-focused behaviors and emotion regulation. En ligne : http://dx.doi.org/10.1177/1362361319828678 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406

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 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] / 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 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] / 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)  

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