Brief Report: The Factors Associated with Social Cognition in Children with Autism Spectrum Disorder / Anysa SANTINI in Journal of Autism and Developmental Disorders, 54-10 (October 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3964-3970 Titre : Brief Report: The Factors Associated with Social Cognition in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Anysa SANTINI, Auteur ; Jennifer C. BULLEN, Auteur ; Matthew C. ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Peter MUNDY, Auteur Article en page(s) : p.3964-3970 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined whether school-aged autistic children without co-occurring intellectual disabilities (autisticWoID) show similar difficulty on Theory of Mind (ToM) tasks as young autisticWoID children and if these difficulties are related to problems in domain-general aspects of cognition. Eighty-one autisticWoID and 44 neurotypical (NT) children between the ages of 8-16 years participated in this study and were matched on verbal IQ. ToM performance significantly and independently differentiated many, but not all, autisticWoID and NT participants above and beyond the effects of working memory and inferential thinking. However, these cognitive variables did not fully explain difficulties with social cognition in autisticWoID children. These findings have implications for understanding autism, the factors that may impact intervention for social cognition in autism, and the factors that impact the education of autistic children who may struggle in general education classrooms. En ligne : https://doi.org/10.1007/s10803-022-05794-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Brief Report: The Factors Associated with Social Cognition in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Anysa SANTINI, Auteur ; Jennifer C. BULLEN, Auteur ; Matthew C. ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Peter MUNDY, Auteur . - p.3964-3970. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3964-3970 Index. décimale : PER Périodiques Résumé : This study examined whether school-aged autistic children without co-occurring intellectual disabilities (autisticWoID) show similar difficulty on Theory of Mind (ToM) tasks as young autisticWoID children and if these difficulties are related to problems in domain-general aspects of cognition. Eighty-one autisticWoID and 44 neurotypical (NT) children between the ages of 8-16 years participated in this study and were matched on verbal IQ. ToM performance significantly and independently differentiated many, but not all, autisticWoID and NT participants above and beyond the effects of working memory and inferential thinking. However, these cognitive variables did not fully explain difficulties with social cognition in autisticWoID children. These findings have implications for understanding autism, the factors that may impact intervention for social cognition in autism, and the factors that impact the education of autistic children who may struggle in general education classrooms. En ligne : https://doi.org/10.1007/s10803-022-05794-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Research on social attention in autism and the challenges of the research domain criteria (RDoC) framework / Peter MUNDY in Autism Research, 16-4 (April 2023)  

Public ISBD [article]  inAutism Research > 16-4 (April 2023) . - p.697-712 Titre : Research on social attention in autism and the challenges of the research domain criteria (RDoC) framework Type de document : Texte imprimé et/ou numérique Auteurs : Peter MUNDY, Auteur Article en page(s) : p.697-712 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract The fuzzy nature of categories of psychopathology, such as autism, leads to significant research challenges. Alternatively, focusing research on the study of a common set of important and well-defined psychological constructs across psychiatric conditions may make the fundamental etiological processes of psychopathology easier to discern and treat (Cuthbert, 2022). The development of the research domain criteria (RDoC) framework is designed to guide this new research approach (Insel et al., 2010). However, progress in research may be expected to continually refine and reorganize the understanding of the specifics of these mental processes (Cuthbert & Insel, 2013). Moreover, knowledge gleaned from the study of both normative and atypical development can be mutually informative in the evolution of our understanding of these fundamental processes. A case in point is the study of social attention. This Autism 101 commentary provides an educational summary of research over the last few decades indicates that social attention is major construct in the study of human social-cognitive development, autism and other forms of psychopathology. The commentary also describes how this research can inform the Social Process dimension of the RDoC framework. En ligne : https://doi.org/10.1002/aur.2910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Research on social attention in autism and the challenges of the research domain criteria (RDoC) framework [Texte imprimé et/ou numérique] / Peter MUNDY, Auteur . - p.697-712. Langues : Anglais (eng) in Autism Research > 16-4 (April 2023) . - p.697-712 Index. décimale : PER Périodiques Résumé : Abstract The fuzzy nature of categories of psychopathology, such as autism, leads to significant research challenges. Alternatively, focusing research on the study of a common set of important and well-defined psychological constructs across psychiatric conditions may make the fundamental etiological processes of psychopathology easier to discern and treat (Cuthbert, 2022). The development of the research domain criteria (RDoC) framework is designed to guide this new research approach (Insel et al., 2010). However, progress in research may be expected to continually refine and reorganize the understanding of the specifics of these mental processes (Cuthbert & Insel, 2013). Moreover, knowledge gleaned from the study of both normative and atypical development can be mutually informative in the evolution of our understanding of these fundamental processes. A case in point is the study of social attention. This Autism 101 commentary provides an educational summary of research over the last few decades indicates that social attention is major construct in the study of human social-cognitive development, autism and other forms of psychopathology. The commentary also describes how this research can inform the Social Process dimension of the RDoC framework. En ligne : https://doi.org/10.1002/aur.2910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

The Construct Validity of the Childhood Joint Attention Rating Scale (C-JARS) in School-Aged Autistic Children / Jennifer BULLEN ; Nancy MCINTYRE ; Matthew C. ZAJIC ; Lindsay LERRO ; Marjorie SOLOMON ; Nicole SPARAPANI ; Peter MUNDY in Journal of Autism and Developmental Disorders, 54-9 (September 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3347-3363 Titre : The Construct Validity of the Childhood Joint Attention Rating Scale (C-JARS) in School-Aged Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer BULLEN, Auteur ; Nancy MCINTYRE, Auteur ; Matthew C. ZAJIC, Auteur ; Lindsay LERRO, Auteur ; Marjorie SOLOMON, Auteur ; Nicole SPARAPANI, Auteur ; Peter MUNDY, Auteur Article en page(s) : p.3347-3363 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Preliminary evidence from the Childhood Joint Attention Rating Scale (C-JARS; Mundy et al., 2017) suggests symptoms related to diminished joint attention and the spontaneous sharing of experience with others can be assessed with a parent-report measure in children and adolescents with autism. This study was designed to expand on the previous study by examining the validity of both a Social Symptom (SS) and a Prosocial (PS) scale of the C-JARS in a study of school-aged autistic children (n? =?89) with and without co-occurring intellectual disability (ID), as well as an age matched neurotypical sample (n? =?62). Results indicated that both C-JARS scales were sensitive and specific with respect to identifying the diagnostic status of the children. In addition, the PS scale was sensitive to differences in cognitive abilities (IQ) and sex differences in the autism group. These results are consistent with the hypothesis that joint attention and spontaneous sharing of experience symptoms are not only characteristic of preschool children with autism but may also constitute a developmentally continuous dimension of the social phenotype of autism that can be measured in school-aged children. En ligne : https://doi.org/10.1007/s10803-023-06051-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] The Construct Validity of the Childhood Joint Attention Rating Scale (C-JARS) in School-Aged Autistic Children [Texte imprimé et/ou numérique] / Jennifer BULLEN, Auteur ; Nancy MCINTYRE, Auteur ; Matthew C. ZAJIC, Auteur ; Lindsay LERRO, Auteur ; Marjorie SOLOMON, Auteur ; Nicole SPARAPANI, Auteur ; Peter MUNDY, Auteur . - p.3347-3363. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3347-3363 Index. décimale : PER Périodiques Résumé : Preliminary evidence from the Childhood Joint Attention Rating Scale (C-JARS; Mundy et al., 2017) suggests symptoms related to diminished joint attention and the spontaneous sharing of experience with others can be assessed with a parent-report measure in children and adolescents with autism. This study was designed to expand on the previous study by examining the validity of both a Social Symptom (SS) and a Prosocial (PS) scale of the C-JARS in a study of school-aged autistic children (n? =?89) with and without co-occurring intellectual disability (ID), as well as an age matched neurotypical sample (n? =?62). Results indicated that both C-JARS scales were sensitive and specific with respect to identifying the diagnostic status of the children. In addition, the PS scale was sensitive to differences in cognitive abilities (IQ) and sex differences in the autism group. These results are consistent with the hypothesis that joint attention and spontaneous sharing of experience symptoms are not only characteristic of preschool children with autism but may also constitute a developmentally continuous dimension of the social phenotype of autism that can be measured in school-aged children. En ligne : https://doi.org/10.1007/s10803-023-06051-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

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