Childhood language skills as predictors of social, adaptive and behavior outcomes of adolescents with autism spectrum disorder / Ana MIRANDA in Research in Autism Spectrum Disorders, 103 (May 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 103 (May 2023) . - p.102143 Titre : Childhood language skills as predictors of social, adaptive and behavior outcomes of adolescents with autism spectrum disorder Type de document : texte imprimé Auteurs : Ana MIRANDA, Auteur ; Carmen BERENGUER, Auteur ; Inmaculada BAIXAULI, Auteur ; Belén ROSELLÓ, Auteur Article en page(s) : p.102143 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Structural language skills  Pragmatics  Follow-up  Socio-adaptive skills  Behaviour problems Index. décimale : PER Périodiques Résumé : Background Children with autism, including those without intellectual disability (ASD-ID), experience poor social and adaptive development in adolescence. Although language difficulties are commonly identified in children ASD-ID, there has been little empirical research that has analyzed the influence of these difficulties in social, adaptive and behavioural outcomes in adolescence. Methods and procedure Structural and pragmatic language of 45 children with ASD-ID were assessed at childhood (aged 7-11) through The Children Communication Checklist (CCC-2) completed by parents. More than four-years later, in the follow-up, prosocial behaviour and peer relationships, daily living and socialization skills and behavioural difficulties were evaluated. Results Multiple regression analysis exploring the relationships between structural and pragmatic language and the different developmental outcomes, showed that pragmatic language significantly predicted all three domains, especially stereotyped language and use of context. However, structural language (semantics in particular) only accounted for a significant proportion in the variance in prosocial behaviour and socialization skills. Conclusions and implications Taken together, these findings indicate that structural language and, particularly pragmatic language, are relevant predictors of ASD social and behavioural outcomes in adolescence. Therefore, a detailed language assessment might be an important target of ASD diagnostic practice for improving the development of children with ASD-ID. En ligne : https://doi.org/10.1016/j.rasd.2023.102143 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Childhood language skills as predictors of social, adaptive and behavior outcomes of adolescents with autism spectrum disorder [texte imprimé] / Ana MIRANDA, Auteur ; Carmen BERENGUER, Auteur ; Inmaculada BAIXAULI, Auteur ; Belén ROSELLÓ, Auteur . - p.102143. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 103 (May 2023) . - p.102143 Mots-clés : Autism spectrum disorder  Structural language skills  Pragmatics  Follow-up  Socio-adaptive skills  Behaviour problems Index. décimale : PER Périodiques Résumé : Background Children with autism, including those without intellectual disability (ASD-ID), experience poor social and adaptive development in adolescence. Although language difficulties are commonly identified in children ASD-ID, there has been little empirical research that has analyzed the influence of these difficulties in social, adaptive and behavioural outcomes in adolescence. Methods and procedure Structural and pragmatic language of 45 children with ASD-ID were assessed at childhood (aged 7-11) through The Children Communication Checklist (CCC-2) completed by parents. More than four-years later, in the follow-up, prosocial behaviour and peer relationships, daily living and socialization skills and behavioural difficulties were evaluated. Results Multiple regression analysis exploring the relationships between structural and pragmatic language and the different developmental outcomes, showed that pragmatic language significantly predicted all three domains, especially stereotyped language and use of context. However, structural language (semantics in particular) only accounted for a significant proportion in the variance in prosocial behaviour and socialization skills. Conclusions and implications Taken together, these findings indicate that structural language and, particularly pragmatic language, are relevant predictors of ASD social and behavioural outcomes in adolescence. Therefore, a detailed language assessment might be an important target of ASD diagnostic practice for improving the development of children with ASD-ID. En ligne : https://doi.org/10.1016/j.rasd.2023.102143 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

“Communicative skills in Spanish children with Autism Spectrum Disorder and children with Attention Deficit Hyperactivity Disorder. Analysis through parents’ perceptions and narrative production” / Inmaculada BAIXAULI FORTEA in Research in Autism Spectrum Disorders, 50 (June 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 50 (June 2018) . - p.22-31 Titre : “Communicative skills in Spanish children with Autism Spectrum Disorder and children with Attention Deficit Hyperactivity Disorder. Analysis through parents’ perceptions and narrative production” Type de document : texte imprimé Auteurs : Inmaculada BAIXAULI FORTEA, Auteur ; Carmen BERENGUER FORNER, Auteur ; Carla COLOMER, Auteur ; Ana Miranda CASAS, Auteur ; Belén Roselló MIRANDA, Auteur Année de publication : 2018 Article en page(s) : p.22-31 Langues : Anglais (eng) Mots-clés : Communication  Pragmatics  Narrative  Attention Deficit Hyperactivity Disorder  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Background Communicative skills are one of the main deficits experienced by children with Autism Spectrum Disorder (ASD). The differential diagnosis is a complex issue that clinicians often face. For this reason, this study has two objectives: 1) to analyze the similarities and differences that children with Attention Deficit Hyperactivity Disorder (ADHD) and children with ASD present in their linguistic and communicative skills, through parentś perceptions and narrative production; 2) to identify the relative importance of the skills analyzed in discriminating children with ASD versus children with ADHD, as well as the classification power of each of the two measurement methods used. Method Participants were 37 children with typical development (TD), 52 with ASD, and 35 with ADHD. Their communicative competence was assessed through The Children's Communication Checklist Second Edition (CCC-2) (Bishop, 2003) and a narrative task. Results The results of the family ratings indicated that the difficulties were not as severe in ADHD as in ASD, where the deficit was much more pronounced in the interpretation of the context, non-verbal communication, and stereotyped language. On the narrative task, both groups displayed difficulties on expressing relevant information and inferential comprehension, and they differed on erroneous interpretations, with the children with ASD presenting worse performance. These variables showed a greater capacity to classify participants in the diagnostic categories studied. Conclusions These findings have direct clinical implications for optimizing the assessment process, making it possible to identify which specific language aspects can best differentiate between groups. En ligne : https://doi.org/10.1016/j.rasd.2018.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=356 [article] “Communicative skills in Spanish children with Autism Spectrum Disorder and children with Attention Deficit Hyperactivity Disorder. Analysis through parents’ perceptions and narrative production” [texte imprimé] / Inmaculada BAIXAULI FORTEA, Auteur ; Carmen BERENGUER FORNER, Auteur ; Carla COLOMER, Auteur ; Ana Miranda CASAS, Auteur ; Belén Roselló MIRANDA, Auteur . - 2018 . - p.22-31. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 50 (June 2018) . - p.22-31 Mots-clés : Communication  Pragmatics  Narrative  Attention Deficit Hyperactivity Disorder  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Background Communicative skills are one of the main deficits experienced by children with Autism Spectrum Disorder (ASD). The differential diagnosis is a complex issue that clinicians often face. For this reason, this study has two objectives: 1) to analyze the similarities and differences that children with Attention Deficit Hyperactivity Disorder (ADHD) and children with ASD present in their linguistic and communicative skills, through parentś perceptions and narrative production; 2) to identify the relative importance of the skills analyzed in discriminating children with ASD versus children with ADHD, as well as the classification power of each of the two measurement methods used. Method Participants were 37 children with typical development (TD), 52 with ASD, and 35 with ADHD. Their communicative competence was assessed through The Children's Communication Checklist Second Edition (CCC-2) (Bishop, 2003) and a narrative task. Results The results of the family ratings indicated that the difficulties were not as severe in ADHD as in ASD, where the deficit was much more pronounced in the interpretation of the context, non-verbal communication, and stereotyped language. On the narrative task, both groups displayed difficulties on expressing relevant information and inferential comprehension, and they differed on erroneous interpretations, with the children with ASD presenting worse performance. These variables showed a greater capacity to classify participants in the diagnostic categories studied. Conclusions These findings have direct clinical implications for optimizing the assessment process, making it possible to identify which specific language aspects can best differentiate between groups. En ligne : https://doi.org/10.1016/j.rasd.2018.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=356

Contribution of Theory of Mind, Executive Functioning, and Pragmatics to Socialization Behaviors of Children with High-Functioning Autism / Carmen BERENGUER in Journal of Autism and Developmental Disorders, 48-2 (February 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.430-441 Titre : Contribution of Theory of Mind, Executive Functioning, and Pragmatics to Socialization Behaviors of Children with High-Functioning Autism Type de document : texte imprimé Auteurs : Carmen BERENGUER, Auteur ; Ana MIRANDA, Auteur ; Carla COLOMER, Auteur ; Inmaculada BAIXAULI, Auteur ; B. ROSELLO, Auteur Article en page(s) : p.430-441 Langues : Anglais (eng) Mots-clés : Executive functioning  High functioning autism  Pragmatic competence  Social domain  Theory of mind Index. décimale : PER Périodiques Résumé : Social difficulties are a key aspect of autism, but the intervening factors are still poorly understood. This study had two objectives: to compare the profile of ToM skills, executive functioning (EF), and pragmatic competence (PC) of children with high-functioning autism (HFA) and children with typical development (TD), and analyze their mediator role in social functioning. The participants were 52 children with HFA and 37 children with TD matched on age, intelligence quotient, and expressive vocabulary. Significant differences were found on measures of ToM, both explicit and applied, EF, and PC between children with HFA and TD. Multiple mediation analysis revealed that applied ToM skills and PC mediated the relations between autism symptoms and social functioning. Implications for social cognitive interventions to address these findings are discussed. En ligne : https://doi.org/10.1007/s10803-017-3349-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 [article] Contribution of Theory of Mind, Executive Functioning, and Pragmatics to Socialization Behaviors of Children with High-Functioning Autism [texte imprimé] / Carmen BERENGUER, Auteur ; Ana MIRANDA, Auteur ; Carla COLOMER, Auteur ; Inmaculada BAIXAULI, Auteur ; B. ROSELLO, Auteur . - p.430-441. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-2 (February 2018) . - p.430-441 Mots-clés : Executive functioning  High functioning autism  Pragmatic competence  Social domain  Theory of mind Index. décimale : PER Périodiques Résumé : Social difficulties are a key aspect of autism, but the intervening factors are still poorly understood. This study had two objectives: to compare the profile of ToM skills, executive functioning (EF), and pragmatic competence (PC) of children with high-functioning autism (HFA) and children with typical development (TD), and analyze their mediator role in social functioning. The participants were 52 children with HFA and 37 children with TD matched on age, intelligence quotient, and expressive vocabulary. Significant differences were found on measures of ToM, both explicit and applied, EF, and PC between children with HFA and TD. Multiple mediation analysis revealed that applied ToM skills and PC mediated the relations between autism symptoms and social functioning. Implications for social cognitive interventions to address these findings are discussed. En ligne : https://doi.org/10.1007/s10803-017-3349-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337

Family Factors and Communicative Skills in Children with Autism Without Intellectual Disability / Inmaculada BAIXAULI in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.5023-5035 Titre : Family Factors and Communicative Skills in Children with Autism Without Intellectual Disability Type de document : texte imprimé Auteurs : Inmaculada BAIXAULI, Auteur ; A. MIRA, Auteur ; Carmen BERENGUER, Auteur ; B. ROSELLO, Auteur ; Ana MIRANDA, Auteur Article en page(s) : p.5023-5035 Langues : Anglais (eng) Mots-clés : Autism without intellectual disability  Communicative skills  Coping  Family factors  Family subtypes  Parental stress  Social support Index. décimale : PER Périodiques Résumé : The primary objective of this study was to identify the profiles of families of children with autism spectrum disorder (ASD) without intellectual disability (ID) based on several risk indicators: sociodemographic and emotional indicators, parental stress, confidant social support, and coping strategies. A second aim was to determine the differences in communicative skills between children of family subtypes empirically established according to the aforementioned risk factors. Participants were 52 Spanish mothers and their children with ASD. Through cluster analysis, three subtypes of families were identified, classifying them as "high risk, moderate risk, and little risk". The "little risk" profile showed significantly less stress and greater use of coping strategies and confidant social support. Furthermore, the children's communication exhibited better development, compared to children from the other family environments. En ligne : http://dx.doi.org/10.1007/s10803-019-04216-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 [article] Family Factors and Communicative Skills in Children with Autism Without Intellectual Disability [texte imprimé] / Inmaculada BAIXAULI, Auteur ; A. MIRA, Auteur ; Carmen BERENGUER, Auteur ; B. ROSELLO, Auteur ; Ana MIRANDA, Auteur . - p.5023-5035. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.5023-5035 Mots-clés : Autism without intellectual disability  Communicative skills  Coping  Family factors  Family subtypes  Parental stress  Social support Index. décimale : PER Périodiques Résumé : The primary objective of this study was to identify the profiles of families of children with autism spectrum disorder (ASD) without intellectual disability (ID) based on several risk indicators: sociodemographic and emotional indicators, parental stress, confidant social support, and coping strategies. A second aim was to determine the differences in communicative skills between children of family subtypes empirically established according to the aforementioned risk factors. Participants were 52 Spanish mothers and their children with ASD. Through cluster analysis, three subtypes of families were identified, classifying them as "high risk, moderate risk, and little risk". The "little risk" profile showed significantly less stress and greater use of coping strategies and confidant social support. Furthermore, the children's communication exhibited better development, compared to children from the other family environments. En ligne : http://dx.doi.org/10.1007/s10803-019-04216-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411

Parenting Stress in Autistic and ADHD Children: Implications of Social Support and Child Characteristics / Eva ROSA-MARTÍNEZ ; Soledad GÓMEZ ; Cristina SANTAMARINA-SIURANA ; Carmen BERENGUER in Journal of Autism and Developmental Disorders, 55-7 (July 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-7 (July 2025) . - p.2284-2293 Titre : Parenting Stress in Autistic and ADHD Children: Implications of Social Support and Child Characteristics Type de document : texte imprimé Auteurs : Eva ROSA-MARTÍNEZ, Auteur ; Soledad GÓMEZ, Auteur ; Cristina SANTAMARINA-SIURANA, Auteur ; Carmen BERENGUER, Auteur Article en page(s) : p.2284-2293 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : High levels of parenting stress have been detected in mothers of children with Autism (ASD) and children with attention deficit hyperactivity disorder (ADHD) comparing with mothers of typically developing (TD) children. The current study explored the implications of social support (confidant and affective support) and child characteristics (emotional, behavioral and sleep problems) on parenting stress in ASD and ADHD. Furthermore, the differences between mothers of children with autism, ADHD and TD on the studied variables were examined.A total of 120 mothers of 30 TD children, 47 with ASD without intellectual disability and 43 with ADHD collaborated in the study. Significant differences were found between clinical and TD groups in parenting stress, social support, and child characteristics.Correlation analysis in the group with ADHD revealed that parental stress correlated significantly with social support and with children s emotional problems. In the ASD group, parental stress also correlated significantly with children s sleep and behavioral problems. Moreover, multiple regressions showed that confidant support was a significant predictor of parenting stress in both clinical groups.The findings provide new insights to consider social support as a fundamental part of treatments for parenting stress in mothers of children with ASD and ADHD. En ligne : https://doi.org/10.1007/s10803-024-06377-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Parenting Stress in Autistic and ADHD Children: Implications of Social Support and Child Characteristics [texte imprimé] / Eva ROSA-MARTÍNEZ, Auteur ; Soledad GÓMEZ, Auteur ; Cristina SANTAMARINA-SIURANA, Auteur ; Carmen BERENGUER, Auteur . - p.2284-2293. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-7 (July 2025) . - p.2284-2293 Index. décimale : PER Périodiques Résumé : High levels of parenting stress have been detected in mothers of children with Autism (ASD) and children with attention deficit hyperactivity disorder (ADHD) comparing with mothers of typically developing (TD) children. The current study explored the implications of social support (confidant and affective support) and child characteristics (emotional, behavioral and sleep problems) on parenting stress in ASD and ADHD. Furthermore, the differences between mothers of children with autism, ADHD and TD on the studied variables were examined.A total of 120 mothers of 30 TD children, 47 with ASD without intellectual disability and 43 with ADHD collaborated in the study. Significant differences were found between clinical and TD groups in parenting stress, social support, and child characteristics.Correlation analysis in the group with ADHD revealed that parental stress correlated significantly with social support and with children s emotional problems. In the ASD group, parental stress also correlated significantly with children s sleep and behavioral problems. Moreover, multiple regressions showed that confidant support was a significant predictor of parenting stress in both clinical groups.The findings provide new insights to consider social support as a fundamental part of treatments for parenting stress in mothers of children with ASD and ADHD. En ligne : https://doi.org/10.1007/s10803-024-06377-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

Sleep disturbances in autistic children and adolescents: A systematic review and meta-analysis of randomized controlled trials / Daniela PAOLETTI ; Simona DE STASIO ; Carmen BERENGUER in Autism, 29-7 (July 2025)  

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Sleep problems in children with autism spectrum disorder and attention-deficit/hyperactivity disorder: A comparative study and effects on communication skills / Carmen BERENGUER in Autism Research, 17-2 (February 2024)  

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