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

Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism / Alyssa R. HENRY in Journal of Autism and Developmental Disorders, 53-5 (May 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1862-1872 Titre : Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Alyssa R. HENRY, Auteur ; Carlin CONNER, Auteur ; Matthew C. ZAJIC, Auteur ; Emily J. SOLARI, Auteur Article en page(s) : p.1862-1872 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study evaluates the feasibility and initial efficacy of an 11-week listening comprehension intervention, Building Vocabulary and Early Reading Strategies (BVERS) that was delivered remotely to 14 elementary-aged children with autism spectrum disorder. Children were randomly assigned to one of two groups: BVERS only, or BVERS with a parent instructional component (BVERS?+?PC). Results indicate that the intervention was feasible to implement. All parents were satisfied with intervention implementation, and 8 of 10 stated that they were satisfied with their child?s outcomes following the intervention. Results of a Wilcoxon signed-rank test showed growth in listening comprehension following the intervention, but no growth in narrative retell or vocabulary. There were no group differences in change scores from pre- to post-test. En ligne : https://doi.org/10.1007/s10803-022-05474-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism [Texte imprimé et/ou numérique] / Alyssa R. HENRY, Auteur ; Carlin CONNER, Auteur ; Matthew C. ZAJIC, Auteur ; Emily J. SOLARI, Auteur . - p.1862-1872. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1862-1872 Index. décimale : PER Périodiques Résumé : This study evaluates the feasibility and initial efficacy of an 11-week listening comprehension intervention, Building Vocabulary and Early Reading Strategies (BVERS) that was delivered remotely to 14 elementary-aged children with autism spectrum disorder. Children were randomly assigned to one of two groups: BVERS only, or BVERS with a parent instructional component (BVERS?+?PC). Results indicate that the intervention was feasible to implement. All parents were satisfied with intervention implementation, and 8 of 10 stated that they were satisfied with their child?s outcomes following the intervention. Results of a Wilcoxon signed-rank test showed growth in listening comprehension following the intervention, but no growth in narrative retell or vocabulary. There were no group differences in change scores from pre- to post-test. En ligne : https://doi.org/10.1007/s10803-022-05474-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

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

Writing Self-Concept, Text Engagement, and Writing Practices Across Contexts: Comparisons Between School-Age Children on the Autism Spectrum and Their Non-Autistic Peers / Matthew C. ZAJIC 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.3792-3807 Titre : Writing Self-Concept, Text Engagement, and Writing Practices Across Contexts: Comparisons Between School-Age Children on the Autism Spectrum and Their Non-Autistic Peers Type de document : Texte imprimé et/ou numérique Auteurs : Matthew C. ZAJIC, Auteur ; James B. MCCAULEY, Auteur ; Nancy S. MCINTYRE, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.3792-3807 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic children demonstrate highly variable written language skills. Existing research has focused on examining autistic children?s performance on direct assessments of written language. In contrast, few studies have sought to understand how autistic children conceptualize their writing abilities or engage with writing across different contexts compared to non-autistic peers. En ligne : https://doi.org/10.1007/s10803-023-06080-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Writing Self-Concept, Text Engagement, and Writing Practices Across Contexts: Comparisons Between School-Age Children on the Autism Spectrum and Their Non-Autistic Peers [Texte imprimé et/ou numérique] / Matthew C. ZAJIC, Auteur ; James B. MCCAULEY, Auteur ; Nancy S. MCINTYRE, Auteur ; Peter C. MUNDY, Auteur . - p.3792-3807. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-10 (October 2024) . - p.3792-3807 Index. décimale : PER Périodiques Résumé : Autistic children demonstrate highly variable written language skills. Existing research has focused on examining autistic children?s performance on direct assessments of written language. In contrast, few studies have sought to understand how autistic children conceptualize their writing abilities or engage with writing across different contexts compared to non-autistic peers. En ligne : https://doi.org/10.1007/s10803-023-06080-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

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