Brief Report: Longitudinal Trajectory of Working Memory in School-Aged Children on the Autism Spectrum: Period of High Plasticity and "Late Bloomers" / Sohyun An KIM 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.1537-1546 Titre : Brief Report: Longitudinal Trajectory of Working Memory in School-Aged Children on the Autism Spectrum: Period of High Plasticity and "Late Bloomers" Type de document : Texte imprimé et/ou numérique Auteurs : Sohyun An KIM, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1537-1546 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : While working memory (WM) is a powerful predictor for children?s school outcomes, autistic children are more likely to experience delays. This study compared autistic children and their neurotypical peers' WM development over their elementary school years, including relative growth and period of plasticity. En ligne : https://doi.org/10.1007/s10803-023-05960-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Brief Report: Longitudinal Trajectory of Working Memory in School-Aged Children on the Autism Spectrum: Period of High Plasticity and "Late Bloomers" [Texte imprimé et/ou numérique] / Sohyun An KIM, Auteur ; Connie KASARI, Auteur . - p.1537-1546. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1537-1546 Index. décimale : PER Périodiques Résumé : While working memory (WM) is a powerful predictor for children?s school outcomes, autistic children are more likely to experience delays. This study compared autistic children and their neurotypical peers' WM development over their elementary school years, including relative growth and period of plasticity. En ligne : https://doi.org/10.1007/s10803-023-05960-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Korean Immigrant Mothers and the Journey to Autism Diagnosis and Services for Their Child in the United States / Hyeyoung KIM in Journal of Autism and Developmental Disorders, 54-12 (December 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4624-4636 Titre : Korean Immigrant Mothers and the Journey to Autism Diagnosis and Services for Their Child in the United States Type de document : Texte imprimé et/ou numérique Auteurs : Hyeyoung KIM, Auteur ; Sohyun An KIM, Auteur ; Han LEE, Auteur ; Robin DODDS, Auteur Article en page(s) : p.4624-4636 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Since autism diagnosis is directly linked to the availability of supportive services, identifying best practices for early diagnosis of autism has long been a concern of professionals and families. Meanwhile, studies show persistent racial disparities in autism diagnosis. Although numerous clinical diagnostic guidelines have been published, there is not enough discussion of diagnostic procedures through the lens of culturally diverse families. Purpose. This study focuses on the autism diagnostic experiences that Korean immigrant mothers had with their children. Methods. Eleven first-generation Korean-American mothers of children with autism were included in the study. The data was collected using semi-structured interviews in Korean. Results. The main five factors (i.e., cultural beliefs and values, language barriers, complex emotions, immigration and navigating systems, and facilitators and assets) that mainly influence the diagnosis process were identified through thematic analysis. Conclusion. Dynamics are interactive within and between the factors, influencing the entire diagnostic process by either delaying or facilitating the identification of a child?s autism and the provision of treatment. En ligne : https://doi.org/10.1007/s10803-023-06145-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Korean Immigrant Mothers and the Journey to Autism Diagnosis and Services for Their Child in the United States [Texte imprimé et/ou numérique] / Hyeyoung KIM, Auteur ; Sohyun An KIM, Auteur ; Han LEE, Auteur ; Robin DODDS, Auteur . - p.4624-4636. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4624-4636 Index. décimale : PER Périodiques Résumé : Since autism diagnosis is directly linked to the availability of supportive services, identifying best practices for early diagnosis of autism has long been a concern of professionals and families. Meanwhile, studies show persistent racial disparities in autism diagnosis. Although numerous clinical diagnostic guidelines have been published, there is not enough discussion of diagnostic procedures through the lens of culturally diverse families. Purpose. This study focuses on the autism diagnostic experiences that Korean immigrant mothers had with their children. Methods. Eleven first-generation Korean-American mothers of children with autism were included in the study. The data was collected using semi-structured interviews in Korean. Results. The main five factors (i.e., cultural beliefs and values, language barriers, complex emotions, immigration and navigating systems, and facilitators and assets) that mainly influence the diagnosis process were identified through thematic analysis. Conclusion. Dynamics are interactive within and between the factors, influencing the entire diagnostic process by either delaying or facilitating the identification of a child?s autism and the provision of treatment. En ligne : https://doi.org/10.1007/s10803-023-06145-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

The long-lasting benefits of pre-kindergarten education on autistic children?s working memory development / Sohyun An KIM in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.155-168 Titre : The long-lasting benefits of pre-kindergarten education on autistic children?s working memory development Type de document : Texte imprimé et/ou numérique Auteurs : Sohyun An KIM, Auteur Article en page(s) : p.155-168 Langues : Anglais (eng) Mots-clés : autism  early childhood education  executive function  pre-kindergarten  working memory Index. décimale : PER Périodiques Résumé : Working memory functions as an underlying force for school readiness, yet many autistic children have difficulties with it. Similarly, autistic children tend to start kindergarten with less school readiness compared with their peers. In addition, children from lower socioeconomic status (SES) backgrounds face additional barriers in working memory and school readiness. Preschool-age children with autism in the United States are entitled to pre-kindergarten (pre-K) education, yet it is unknown whether pre-K education produces long-lasting benefits in working memory. This study used a nationally representative data set to examine whether pre-K education has immediate and long-term benefits on the working memory development of children in the general sample, and whether it is particularly beneficial for autistic children?s working memory development, when controlling for SES. A series of multiple regression and interaction analyses indicated that, for the general sample, having attended pre-K predicted advanced working memory during the first 2 years of elementary school (K to first grade). Particularly for autistic children, the onset of such benefits started later, in Spring of first grade, but lasted longer, until Spring of third grade (3?years). Practical implications and future directions pertaining to capitalizing on autistic children?s cognitive potential and this protracted window of growth are discussed.Lay abstractWorking memory is an important skill for school success, and it involves holding information in our memory while using it to solve complex problems. However, autistic children often have difficulties with working memory tasks. Also, kindergarteners on the autism spectrum tend to be less school-ready compared with their peers. In addition, children from disadvantaged backgrounds tend to struggle more with working memory and school readiness skills. All preschool-age children on the autism spectrum in the United States are entitled to pre-kindergarten (pre-K) education. However, it is unclear whether attending pre-K helps with children?s working memory development in the long run. This study tested whether attending pre-K benefits children?s working memory development in the long run. It also tested whether pre-K is especially helpful for autistic children?s working memory development. It was found that children who attended pre-K outperformed their peers who did not attend pre-K during the first 2 years of elementary school. However, after first grade, such benefits diminished. Importantly, autistic children who attended pre-K did not demonstrate advanced working memory immediately in kindergarten, but they started to outperform their autistic peers who did not attend pre-K during first grade to third grade. This finding highlights the importance of pre-K education for autistic children in particular. It is also important for educators and parents to understand autistic children?s unique learning paths that may be different from non-autistic children. This article discusses specific ways for educators to take full advantage of the long-lasting benefits of pre-K education in autistic children?s working memory development. En ligne : https://dx.doi.org/10.1177/13623613241265996 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] The long-lasting benefits of pre-kindergarten education on autistic children?s working memory development [Texte imprimé et/ou numérique] / Sohyun An KIM, Auteur . - p.155-168. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.155-168 Mots-clés : autism  early childhood education  executive function  pre-kindergarten  working memory Index. décimale : PER Périodiques Résumé : Working memory functions as an underlying force for school readiness, yet many autistic children have difficulties with it. Similarly, autistic children tend to start kindergarten with less school readiness compared with their peers. In addition, children from lower socioeconomic status (SES) backgrounds face additional barriers in working memory and school readiness. Preschool-age children with autism in the United States are entitled to pre-kindergarten (pre-K) education, yet it is unknown whether pre-K education produces long-lasting benefits in working memory. This study used a nationally representative data set to examine whether pre-K education has immediate and long-term benefits on the working memory development of children in the general sample, and whether it is particularly beneficial for autistic children?s working memory development, when controlling for SES. A series of multiple regression and interaction analyses indicated that, for the general sample, having attended pre-K predicted advanced working memory during the first 2 years of elementary school (K to first grade). Particularly for autistic children, the onset of such benefits started later, in Spring of first grade, but lasted longer, until Spring of third grade (3?years). Practical implications and future directions pertaining to capitalizing on autistic children?s cognitive potential and this protracted window of growth are discussed.Lay abstractWorking memory is an important skill for school success, and it involves holding information in our memory while using it to solve complex problems. However, autistic children often have difficulties with working memory tasks. Also, kindergarteners on the autism spectrum tend to be less school-ready compared with their peers. In addition, children from disadvantaged backgrounds tend to struggle more with working memory and school readiness skills. All preschool-age children on the autism spectrum in the United States are entitled to pre-kindergarten (pre-K) education. However, it is unclear whether attending pre-K helps with children?s working memory development in the long run. This study tested whether attending pre-K benefits children?s working memory development in the long run. It also tested whether pre-K is especially helpful for autistic children?s working memory development. It was found that children who attended pre-K outperformed their peers who did not attend pre-K during the first 2 years of elementary school. However, after first grade, such benefits diminished. Importantly, autistic children who attended pre-K did not demonstrate advanced working memory immediately in kindergarten, but they started to outperform their autistic peers who did not attend pre-K during first grade to third grade. This finding highlights the importance of pre-K education for autistic children in particular. It is also important for educators and parents to understand autistic children?s unique learning paths that may be different from non-autistic children. This article discusses specific ways for educators to take full advantage of the long-lasting benefits of pre-K education in autistic children?s working memory development. En ligne : https://dx.doi.org/10.1177/13623613241265996 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Transition to Kindergarten for Children on the Autism Spectrum: Perspectives of Korean-American Parents / Sohyun An KIM in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1130-1145 Titre : Transition to Kindergarten for Children on the Autism Spectrum: Perspectives of Korean-American Parents Type de document : Texte imprimé et/ou numérique Auteurs : Sohyun An KIM, Auteur Article en page(s) : p.1130-1145 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study explores Korean-American parents' perceptions on successful transition to kindergarten (TTK) for their child on the autism spectrum. It further examines challenges experienced during this process, and possible predictors for their challenges. Findings from an online survey (N=212) indicate that participants consider their child?s behavioral readiness and cooperation with teachers as the most important school readiness skills for successful TTK. They further consider building positive relationships with teachers and providing support at home as the most important support parents could provide during this process. Moreover, the child being a vocal communicator, higher income and parent?s educational level were found to buffer against their reported challenges, while first-generation immigrant status and restrictive school placement were found to predict more challenges. En ligne : https://doi.org/10.1007/s10803-022-05665-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Transition to Kindergarten for Children on the Autism Spectrum: Perspectives of Korean-American Parents [Texte imprimé et/ou numérique] / Sohyun An KIM, Auteur . - p.1130-1145. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1130-1145 Index. décimale : PER Périodiques Résumé : This study explores Korean-American parents' perceptions on successful transition to kindergarten (TTK) for their child on the autism spectrum. It further examines challenges experienced during this process, and possible predictors for their challenges. Findings from an online survey (N=212) indicate that participants consider their child?s behavioral readiness and cooperation with teachers as the most important school readiness skills for successful TTK. They further consider building positive relationships with teachers and providing support at home as the most important support parents could provide during this process. Moreover, the child being a vocal communicator, higher income and parent?s educational level were found to buffer against their reported challenges, while first-generation immigrant status and restrictive school placement were found to predict more challenges. En ligne : https://doi.org/10.1007/s10803-022-05665-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Working memory of school-aged children on the autism spectrum: Predictors for longitudinal growth / Sohyun An KIM in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2422-2433 Titre : Working memory of school-aged children on the autism spectrum: Predictors for longitudinal growth Type de document : Texte imprimé et/ou numérique Auteurs : Sohyun An KIM, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2422-2433 Mots-clés : approaches to learning  autism  longitudinal development  socioeconomic status  student-teacher relationship  working memory Index. décimale : PER Périodiques Résumé : Working memory is an important component of executive functioning, an area of difficulty for many autistic children. However, executive functioning and working memory are highly malleable throughout childhood, and various student-level and environmental factors play important roles in their development. This study used the Early Childhood Longitudinal Studies-Kindergarten Class of 2011. Conditional latent growth models were constructed to identify possible predictors for autistic children?s working memory performance upon entering kindergarten and their relative growth throughout their elementary school years. Study results indicate that socioeconomic status and students' approaches to learning were positively associated with autistic children?s working memory performance upon school entry. Students' approaches to learning positively predicted their rate of growth during the first 3?years and negatively predicted their rate of growth during the last 3?years of elementary school. Student-teacher relationship was positively associated with the rate of growth during the last 3?years of their elementary school years. Furthermore, autistic students who started at a lower standing in working memory upon school entry were more likely to receive special education services during their elementary school years. Practical and policy implications as well as future directions are discussed.Lay abstractWorking memory is an important skill for school success, and it involves holding information in our memory while using it to solve complex problems at the same time. Autistic children often have difficulty with working memory. Because working memory development can be easily influenced by many factors from a young age, it is important to find factors that help with autistic children?s development. This study tested the factors that are related to autistic children?s working memory when they start kindergarten and the factors that can help with rapid improvement throughout their elementary school. We used a nationally representative data set that followed the same group of children from kindergarten to fifth grade. We found that autistic students from backgrounds with more resources and students with advanced learning approaches such as being organized, being excited to learn, and paying careful attention to their work, started school with strong working memory. Autistic students with advanced learning approaches continued to make rapid improvements during the first 3?years, and then their growth slowed down during the last 3?years. Autistic students who had a good relationship with their teachers made rapid improvements during the last 3?years of their elementary school. In addition, autistic children who struggled with working memory upon school entry were more likely to receive special education services at school. These findings suggest that we need effective ways to teach young autistic children important learning-related behaviors from a very young age through the school system, and teachers must prioritize building positive relationships with their students. En ligne : http://dx.doi.org/10.1177/13623613231165599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Working memory of school-aged children on the autism spectrum: Predictors for longitudinal growth [Texte imprimé et/ou numérique] / Sohyun An KIM, Auteur ; Connie KASARI, Auteur . - p.2422-2433. in Autism > 27-8 (November 2023) . - p.2422-2433 Mots-clés : approaches to learning  autism  longitudinal development  socioeconomic status  student-teacher relationship  working memory Index. décimale : PER Périodiques Résumé : Working memory is an important component of executive functioning, an area of difficulty for many autistic children. However, executive functioning and working memory are highly malleable throughout childhood, and various student-level and environmental factors play important roles in their development. This study used the Early Childhood Longitudinal Studies-Kindergarten Class of 2011. Conditional latent growth models were constructed to identify possible predictors for autistic children?s working memory performance upon entering kindergarten and their relative growth throughout their elementary school years. Study results indicate that socioeconomic status and students' approaches to learning were positively associated with autistic children?s working memory performance upon school entry. Students' approaches to learning positively predicted their rate of growth during the first 3?years and negatively predicted their rate of growth during the last 3?years of elementary school. Student-teacher relationship was positively associated with the rate of growth during the last 3?years of their elementary school years. Furthermore, autistic students who started at a lower standing in working memory upon school entry were more likely to receive special education services during their elementary school years. Practical and policy implications as well as future directions are discussed.Lay abstractWorking memory is an important skill for school success, and it involves holding information in our memory while using it to solve complex problems at the same time. Autistic children often have difficulty with working memory. Because working memory development can be easily influenced by many factors from a young age, it is important to find factors that help with autistic children?s development. This study tested the factors that are related to autistic children?s working memory when they start kindergarten and the factors that can help with rapid improvement throughout their elementary school. We used a nationally representative data set that followed the same group of children from kindergarten to fifth grade. We found that autistic students from backgrounds with more resources and students with advanced learning approaches such as being organized, being excited to learn, and paying careful attention to their work, started school with strong working memory. Autistic students with advanced learning approaches continued to make rapid improvements during the first 3?years, and then their growth slowed down during the last 3?years. Autistic students who had a good relationship with their teachers made rapid improvements during the last 3?years of their elementary school. In addition, autistic children who struggled with working memory upon school entry were more likely to receive special education services at school. These findings suggest that we need effective ways to teach young autistic children important learning-related behaviors from a very young age through the school system, and teachers must prioritize building positive relationships with their students. En ligne : http://dx.doi.org/10.1177/13623613231165599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

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