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 et/ou numérique 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 et/ou numérique] / 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

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)  

Public ISBD [article]  inAutism Research > 17-2 (February 2024) . - p.355-365 Titre : Sleep problems in children with autism spectrum disorder and attention-deficit/hyperactivity disorder: A comparative study and effects on communication skills Type de document : Texte imprimé et/ou numérique Auteurs : Carmen BERENGUER, Auteur ; Inmaculada BAIXAULI, Auteur ; Eva ROSA, Auteur ; Simona DE STASIO, Auteur Article en page(s) : p.355-365 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Sleep disturbances are highly prevalent among children with neurodevelopmental disorders, like Autism Spectrum Disorder (ASD) and Attention-Deficit/Hiperactivity Disorder (ADHD). The first objective of this study is to examine the differences in sleep problems between a group of children with ASD without intellectual disabilities, a group with ADHD and a typically developing (TD) group. A second objective is aimed at analyzing the effects of sleep problems and symptom severity on their communication skills. Participants were 122 children between 7 and 12?years old distributed in three groups: 32 TD children, 47 children with ASD and 43 children with ADHD, matched on age and intelligence. Parents completed different questionnaires that measured sleep disturbances and communication skills. Findings show significant differences between the clinical groups and the TD group in most types of sleep disorders. Moreover, the group with ADHD showed significantly more sleep breathing disorders and hyperhidrosis in comparison with ASD and TD, as well as more total sleep problems. In contrast to ASD, the predictive power of sleep problems on communication difficulties was greater in the group with ADHD. The results of the mediation analysis indicate that in both groups, sleep problems partially mediate the relationship between symptoms and communication. This investigation highlights the need of considering sleep disorders when assessing communication skills in ASD and ADHD, given its indirect influence in this domain. Understanding the sleep dysfunctions of both conditions and their repercussions is crucial to develop adjusted interventions. En ligne : https://doi.org/10.1002/aur.3077 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=522 [article] Sleep problems in children with autism spectrum disorder and attention-deficit/hyperactivity disorder: A comparative study and effects on communication skills [Texte imprimé et/ou numérique] / Carmen BERENGUER, Auteur ; Inmaculada BAIXAULI, Auteur ; Eva ROSA, Auteur ; Simona DE STASIO, Auteur . - p.355-365. Langues : Anglais (eng) in Autism Research > 17-2 (February 2024) . - p.355-365 Index. décimale : PER Périodiques Résumé : Abstract Sleep disturbances are highly prevalent among children with neurodevelopmental disorders, like Autism Spectrum Disorder (ASD) and Attention-Deficit/Hiperactivity Disorder (ADHD). The first objective of this study is to examine the differences in sleep problems between a group of children with ASD without intellectual disabilities, a group with ADHD and a typically developing (TD) group. A second objective is aimed at analyzing the effects of sleep problems and symptom severity on their communication skills. Participants were 122 children between 7 and 12?years old distributed in three groups: 32 TD children, 47 children with ASD and 43 children with ADHD, matched on age and intelligence. Parents completed different questionnaires that measured sleep disturbances and communication skills. Findings show significant differences between the clinical groups and the TD group in most types of sleep disorders. Moreover, the group with ADHD showed significantly more sleep breathing disorders and hyperhidrosis in comparison with ASD and TD, as well as more total sleep problems. In contrast to ASD, the predictive power of sleep problems on communication difficulties was greater in the group with ADHD. The results of the mediation analysis indicate that in both groups, sleep problems partially mediate the relationship between symptoms and communication. This investigation highlights the need of considering sleep disorders when assessing communication skills in ASD and ADHD, given its indirect influence in this domain. Understanding the sleep dysfunctions of both conditions and their repercussions is crucial to develop adjusted interventions. En ligne : https://doi.org/10.1002/aur.3077 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=522

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