Brief Report: Examination of Sex-Based Differences in ASD Symptom Severity Among High-Functioning Children with ASD Using the SRS-2 / Jonathan D. RODGERS in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.781-787 Titre : Brief Report: Examination of Sex-Based Differences in ASD Symptom Severity Among High-Functioning Children with ASD Using the SRS-2 Type de document : texte imprimé Auteurs : Jonathan D. RODGERS, Auteur ; Jennifer LODI-SMITH, Auteur ; James P. DONNELLY, Auteur ; Christopher LOPATA, Auteur ; Christin A. MCDONALD, Auteur ; Marcus L. THOMEER, Auteur ; Alanna M. LIPINSKI, Auteur ; Brian C. NASCA, Auteur ; Adam J. BOOTH, Auteur Article en page(s) : p.781-787 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  High-functioning  Sex-based differences  Social Communication and Interaction  Social Responsiveness Scale-Second Edition Index. décimale : PER Périodiques Résumé : Prior studies of sex-based differences in autism spectrum disorder (ASD) have yielded mixed findings. This study examined ASD symptom severity and functional correlates in a sample of 34 high-functioning females with ASD (HFASD; M age = 8.93; M IQ = 104.64) compared to 34 matched males (M age = 8.96; M IQ = 104.44) using the Social Responsiveness Scale-Second Edition (SRS-2). Results identified non-significant and minimal differences (negligible-to-small) on the SRS-2 total, DSM-5 symptom subscale, and treatment subscale scores. Significant negative (moderate) correlations were found between the SRS-2 Social Cognition subscale and IQ and language scores and between the SRS-2 Social Motivation subscale and receptive language scores for females only; no significant correlations were found for males. En ligne : http://dx.doi.org/10.1007/s10803-018-3733-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 [article] Brief Report: Examination of Sex-Based Differences in ASD Symptom Severity Among High-Functioning Children with ASD Using the SRS-2 [texte imprimé] / Jonathan D. RODGERS, Auteur ; Jennifer LODI-SMITH, Auteur ; James P. DONNELLY, Auteur ; Christopher LOPATA, Auteur ; Christin A. MCDONALD, Auteur ; Marcus L. THOMEER, Auteur ; Alanna M. LIPINSKI, Auteur ; Brian C. NASCA, Auteur ; Adam J. BOOTH, Auteur . - p.781-787. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.781-787 Mots-clés : Autism spectrum disorder  High-functioning  Sex-based differences  Social Communication and Interaction  Social Responsiveness Scale-Second Edition Index. décimale : PER Périodiques Résumé : Prior studies of sex-based differences in autism spectrum disorder (ASD) have yielded mixed findings. This study examined ASD symptom severity and functional correlates in a sample of 34 high-functioning females with ASD (HFASD; M age = 8.93; M IQ = 104.64) compared to 34 matched males (M age = 8.96; M IQ = 104.44) using the Social Responsiveness Scale-Second Edition (SRS-2). Results identified non-significant and minimal differences (negligible-to-small) on the SRS-2 total, DSM-5 symptom subscale, and treatment subscale scores. Significant negative (moderate) correlations were found between the SRS-2 Social Cognition subscale and IQ and language scores and between the SRS-2 Social Motivation subscale and receptive language scores for females only; no significant correlations were found for males. En ligne : http://dx.doi.org/10.1007/s10803-018-3733-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382

Brief Report: Personality Mediates the Relationship between Autism Quotient and Well-Being: A Conceptual Replication using Self-Report / Jonathan D. RODGERS in Journal of Autism and Developmental Disorders, 48-1 (January 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.307-315 Titre : Brief Report: Personality Mediates the Relationship between Autism Quotient and Well-Being: A Conceptual Replication using Self-Report Type de document : texte imprimé Auteurs : Jonathan D. RODGERS, Auteur ; Jennifer LODI-SMITH, Auteur ; Patrick L. HILL, Auteur ; Seth M. SPAIN, Auteur ; Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur Article en page(s) : p.307-315 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Personality traits  Self-concept clarity  Well-being Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) impacts well-being across the lifespan. Individuals with ASD evidence differences in personality traits and self-concept clarity that are predictors of well-being in typically-developing individuals. The current research replicates a growing body of evidence demonstrating differences in well-being and personality between individuals low in ASD characteristics (n = 207) and individuals high in ASD characteristics (n = 46) collected from the general population using an online survey. Results were consistent in a subsample of demographically matched pairs (n = 39 per group) and relative to norms. Further, the current research provides the first evidence that openness, conscientiousness, emotional stability, and self-concept clarity mediate the relationship between ASD characteristics and well-being. En ligne : https://doi.org/10.1007/s10803-017-3290-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 [article] Brief Report: Personality Mediates the Relationship between Autism Quotient and Well-Being: A Conceptual Replication using Self-Report [texte imprimé] / Jonathan D. RODGERS, Auteur ; Jennifer LODI-SMITH, Auteur ; Patrick L. HILL, Auteur ; Seth M. SPAIN, Auteur ; Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur . - p.307-315. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.307-315 Mots-clés : Autism spectrum disorder  Personality traits  Self-concept clarity  Well-being Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) impacts well-being across the lifespan. Individuals with ASD evidence differences in personality traits and self-concept clarity that are predictors of well-being in typically-developing individuals. The current research replicates a growing body of evidence demonstrating differences in well-being and personality between individuals low in ASD characteristics (n = 207) and individuals high in ASD characteristics (n = 46) collected from the general population using an online survey. Results were consistent in a subsample of demographically matched pairs (n = 39 per group) and relative to norms. Further, the current research provides the first evidence that openness, conscientiousness, emotional stability, and self-concept clarity mediate the relationship between ASD characteristics and well-being. En ligne : https://doi.org/10.1007/s10803-017-3290-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337

Longitudinal Follow-Up Study of Social Intervention Outcomes for Children on the Autism Spectrum / Christopher LOPATA ; Marcus L. THOMEER ; Jonathan D. RODGERS ; James P. DONNELLY ; Jennifer LODI-SMITH in Journal of Autism and Developmental Disorders, 55-2 (February 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.393-407 Titre : Longitudinal Follow-Up Study of Social Intervention Outcomes for Children on the Autism Spectrum : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur ; Jonathan D. RODGERS, Auteur ; James P. DONNELLY, Auteur ; Jennifer LODI-SMITH, Auteur Article en page(s) : p.393-407 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A prior randomized trial found a school social intervention yielded significantly better outcomes (social and autism features) immediately following intervention compared to typical school programming (services-as-usual [SAU]) for children on the autism spectrum. In that study, children in the SAU condition subsequently completed a summer social intervention. This study tested longer-term maintenance of effects for children who completed both interventions. A total of 103 children (ages 6-12 years) on the autism spectrum enrolled and 102 completed the initial RCT. Following the summer social intervention, 90 children from the original RCT completed the longer-term follow-up study. In addition to baseline and posttest in the initial RCT, children from both groups were tested at three follow-up points (five total testing points). At the time of first longitudinal follow-up testing, the children were 1.25-4.25 years post-intervention (ages 8-15 years). Longitudinal multilevel model analyses (and follow-up contrasts) revealed significant improvements for both groups post-intervention on measures of emotion recognition, autism features, and social skills, indicating maintenance of post-intervention improvements over the three follow-up testing points. No between-group differences were found for autism features or social skills over time; however, the school social intervention may have yielded somewhat better emotion recognition skills. Exploratory tests found that child IQ, language level, and length of time since completing the intervention did not moderate outcomes. Both social interventions yielded positive and durable longer-term improvements for children on the autism spectrum. [ClinicalTrials.gov, NCT03338530; November 8, 2017; original retrospectively registered trial] En ligne : https://doi.org/10.1007/s10803-023-06221-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Longitudinal Follow-Up Study of Social Intervention Outcomes for Children on the Autism Spectrum : Journal of Autism and Developmental Disorders [texte imprimé] / Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur ; Jonathan D. RODGERS, Auteur ; James P. DONNELLY, Auteur ; Jennifer LODI-SMITH, Auteur . - p.393-407. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.393-407 Index. décimale : PER Périodiques Résumé : A prior randomized trial found a school social intervention yielded significantly better outcomes (social and autism features) immediately following intervention compared to typical school programming (services-as-usual [SAU]) for children on the autism spectrum. In that study, children in the SAU condition subsequently completed a summer social intervention. This study tested longer-term maintenance of effects for children who completed both interventions. A total of 103 children (ages 6-12 years) on the autism spectrum enrolled and 102 completed the initial RCT. Following the summer social intervention, 90 children from the original RCT completed the longer-term follow-up study. In addition to baseline and posttest in the initial RCT, children from both groups were tested at three follow-up points (five total testing points). At the time of first longitudinal follow-up testing, the children were 1.25-4.25 years post-intervention (ages 8-15 years). Longitudinal multilevel model analyses (and follow-up contrasts) revealed significant improvements for both groups post-intervention on measures of emotion recognition, autism features, and social skills, indicating maintenance of post-intervention improvements over the three follow-up testing points. No between-group differences were found for autism features or social skills over time; however, the school social intervention may have yielded somewhat better emotion recognition skills. Exploratory tests found that child IQ, language level, and length of time since completing the intervention did not moderate outcomes. Both social interventions yielded positive and durable longer-term improvements for children on the autism spectrum. [ClinicalTrials.gov, NCT03338530; November 8, 2017; original retrospectively registered trial] En ligne : https://doi.org/10.1007/s10803-023-06221-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

Meta-analysis of Big Five personality traits in autism spectrum disorder / Jennifer LODI-SMITH in Autism, 23-3 (April 2019)  

Public ISBD [article]  inAutism > 23-3 (April 2019) . - p.556-565 Titre : Meta-analysis of Big Five personality traits in autism spectrum disorder Type de document : texte imprimé Auteurs : Jennifer LODI-SMITH, Auteur ; Jonathan D. RODGERS, Auteur ; Sarah A. CUNNINGHAM, Auteur ; Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur Article en page(s) : p.556-565 Langues : Anglais (eng) Mots-clés : Big Five personality  autism spectrum disorders  meta-analysis Index. décimale : PER Périodiques Résumé : The present meta-analysis synthesizes the emerging literature on the relationship of Big Five personality traits to autism spectrum disorder. Studies were included if they (1) either (a) measured autism spectrum disorder characteristics using a metric that yielded a single score quantification of the magnitude of autism spectrum disorder characteristics and/or (b) studied individuals with an autism spectrum disorder diagnosis compared to individuals without an autism spectrum disorder diagnosis and (2) measured Big Five traits in the same sample or samples. Fourteen reviewed studies include both correlational analyses and group comparisons. Eighteen effect sizes per Big Five trait were used to calculate two overall effect sizes per trait. Meta-analytic effects were calculated using random effects models. Twelve effects (per trait) from nine studies reporting correlations yielded a negative association between each Big Five personality trait and autism spectrum disorder characteristics (Fisher's z ranged from -.21 (conscientiousness) to -.50 (extraversion)). Six group contrasts (per trait) from six studies comparing individuals diagnosed with autism spectrum disorder to neurotypical individuals were also substantial (Hedges' g ranged from -.88 (conscientiousness) to -1.42 (extraversion)). The potential impact of personality on important life outcomes and new directions for future research on personality in autism spectrum disorder are discussed in light of results. En ligne : http://dx.doi.org/10.1177/1362361318766571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392 [article] Meta-analysis of Big Five personality traits in autism spectrum disorder [texte imprimé] / Jennifer LODI-SMITH, Auteur ; Jonathan D. RODGERS, Auteur ; Sarah A. CUNNINGHAM, Auteur ; Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur . - p.556-565. Langues : Anglais (eng) in Autism > 23-3 (April 2019) . - p.556-565 Mots-clés : Big Five personality  autism spectrum disorders  meta-analysis Index. décimale : PER Périodiques Résumé : The present meta-analysis synthesizes the emerging literature on the relationship of Big Five personality traits to autism spectrum disorder. Studies were included if they (1) either (a) measured autism spectrum disorder characteristics using a metric that yielded a single score quantification of the magnitude of autism spectrum disorder characteristics and/or (b) studied individuals with an autism spectrum disorder diagnosis compared to individuals without an autism spectrum disorder diagnosis and (2) measured Big Five traits in the same sample or samples. Fourteen reviewed studies include both correlational analyses and group comparisons. Eighteen effect sizes per Big Five trait were used to calculate two overall effect sizes per trait. Meta-analytic effects were calculated using random effects models. Twelve effects (per trait) from nine studies reporting correlations yielded a negative association between each Big Five personality trait and autism spectrum disorder characteristics (Fisher's z ranged from -.21 (conscientiousness) to -.50 (extraversion)). Six group contrasts (per trait) from six studies comparing individuals diagnosed with autism spectrum disorder to neurotypical individuals were also substantial (Hedges' g ranged from -.88 (conscientiousness) to -1.42 (extraversion)). The potential impact of personality on important life outcomes and new directions for future research on personality in autism spectrum disorder are discussed in light of results. En ligne : http://dx.doi.org/10.1177/1362361318766571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=392

Psychometric properties of the Cambridge-Mindreading Face-Voice Battery for Children in children with ASD / Jonathan D. RODGERS in Autism Research, 14-9 (September 2021)  

Public ISBD [article]  inAutism Research > 14-9 (September 2021) . - p.1965-1974 Titre : Psychometric properties of the Cambridge-Mindreading Face-Voice Battery for Children in children with ASD Type de document : texte imprimé Auteurs : Jonathan D. RODGERS, Auteur ; Christopher LOPATA, Auteur ; Adam J. BOOTH, Auteur ; Marcus L. THOMEER, Auteur ; James P. DONNELLY, Auteur ; Christian J. RAJNISZ, Auteur ; Joseph T. WOOD, Auteur ; Jennifer LODI-SMITH, Auteur ; Karl F. KOZLOWSKI, Auteur Article en page(s) : p.1965-1974 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Emotions  Facial Expression  Facial Recognition  Humans  Psychometrics  Reproducibility of Results  Voice  Cambridge-Mindreading Face-Voice Battery for Children  children  facial emotion recognition  psychometrics  social cognition  vocal emotion recognition Index. décimale : PER Périodiques Résumé : This study examined the psychometric characteristics of the Cambridge-Mindreading Face-Voice Battery for Children (CAM-C) for a sample of 333 children, ages 6-12 years with ASD (with no intellectual disability). Internal consistency was very good for the Total score (0.81 for both Faces and Voices) and respectable for the Complex emotions score (0.72 for Faces and 0.74 for Voices); however, internal consistency was lower for Simple emotions (0.65 for Faces and 0.61 for Voices). Test-retest reliability at 18 and 36 weeks was very good for the faces and voices total (0.76-0.81) and good for simple and complex faces and voices (0.53-0.75). Significant correlations were found between CAM-C Faces and scores on another measure of face-emotion recognition (Diagnostic Analysis of Nonverbal Accuracy-Second Edition), and between Faces and Voices scores and child age, IQ (except perceptual IQ and Simple Voice emotions), and language ability. Parent-reported ASD symptom severity and the Emotion Recognition scale on the SRS-2 were not related to CAM-C scores. Suggestions for future studies and further development of the CAM-C are provided. LAY SUMMARY: Facial and vocal emotion recognition are important for social interaction and have been identified as a challenge for individuals with autism spectrum disorder. Emotion recognition is an area frequently targeted by interventions. This study evaluated a measure of emotion recognition (the CAM-C) for its consistency and validity in a large sample of children with autism. The study found the CAM-C showed many strengths needed to accurately measure the change in emotion recognition during intervention. En ligne : http://dx.doi.org/10.1002/aur.2546 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Psychometric properties of the Cambridge-Mindreading Face-Voice Battery for Children in children with ASD [texte imprimé] / Jonathan D. RODGERS, Auteur ; Christopher LOPATA, Auteur ; Adam J. BOOTH, Auteur ; Marcus L. THOMEER, Auteur ; James P. DONNELLY, Auteur ; Christian J. RAJNISZ, Auteur ; Joseph T. WOOD, Auteur ; Jennifer LODI-SMITH, Auteur ; Karl F. KOZLOWSKI, Auteur . - p.1965-1974. Langues : Anglais (eng) in Autism Research > 14-9 (September 2021) . - p.1965-1974 Mots-clés : Autism Spectrum Disorder  Child  Emotions  Facial Expression  Facial Recognition  Humans  Psychometrics  Reproducibility of Results  Voice  Cambridge-Mindreading Face-Voice Battery for Children  children  facial emotion recognition  psychometrics  social cognition  vocal emotion recognition Index. décimale : PER Périodiques Résumé : This study examined the psychometric characteristics of the Cambridge-Mindreading Face-Voice Battery for Children (CAM-C) for a sample of 333 children, ages 6-12 years with ASD (with no intellectual disability). Internal consistency was very good for the Total score (0.81 for both Faces and Voices) and respectable for the Complex emotions score (0.72 for Faces and 0.74 for Voices); however, internal consistency was lower for Simple emotions (0.65 for Faces and 0.61 for Voices). Test-retest reliability at 18 and 36 weeks was very good for the faces and voices total (0.76-0.81) and good for simple and complex faces and voices (0.53-0.75). Significant correlations were found between CAM-C Faces and scores on another measure of face-emotion recognition (Diagnostic Analysis of Nonverbal Accuracy-Second Edition), and between Faces and Voices scores and child age, IQ (except perceptual IQ and Simple Voice emotions), and language ability. Parent-reported ASD symptom severity and the Emotion Recognition scale on the SRS-2 were not related to CAM-C scores. Suggestions for future studies and further development of the CAM-C are provided. LAY SUMMARY: Facial and vocal emotion recognition are important for social interaction and have been identified as a challenge for individuals with autism spectrum disorder. Emotion recognition is an area frequently targeted by interventions. This study evaluated a measure of emotion recognition (the CAM-C) for its consistency and validity in a large sample of children with autism. The study found the CAM-C showed many strengths needed to accurately measure the change in emotion recognition during intervention. En ligne : http://dx.doi.org/10.1002/aur.2546 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

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