Characterizing the Factor Structure of Parent Reported Executive Function in Autism Spectrum Disorders: The Impact of Cognitive Inflexibility / Yael GRANADER in Journal of Autism and Developmental Disorders, 44-12 (December 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-12 (December 2014) . - p.3056-3062 Titre : Characterizing the Factor Structure of Parent Reported Executive Function in Autism Spectrum Disorders: The Impact of Cognitive Inflexibility Type de document : texte imprimé Auteurs : Yael GRANADER, Auteur ; Gregory L. WALLACE, Auteur ; Kristina K. HARDY, Auteur ; Benjamin E. YERYS, Auteur ; Rachel A. LAWSON, Auteur ; Michael A. ROSENTHAL, Auteur ; Meagan C. WILLS, Auteur ; Eunice DIXON, Auteur ; Juhi PANDEY, Auteur ; Rebecca PENNA, Auteur ; Robert T. SCHULTZ, Auteur ; Lauren KENWORTHY, Auteur Article en page(s) : p.3056-3062 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Cognitive flexibility  Executive functioning  Behavior Rating Inventory of Executive Function  Factor analysis Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorders (ASD) consistently report executive functioning (EF) deficits. This study investigates the factor structure of the Behavior Rating Inventory of Executive Function (BRIEF) as reported by parents of children with ASD and typically developing children (TDC). BRIEFs for 411 children with ASD and 467 TDC were examined. Confirmatory factor analysis of a nine-factor model met thresholds for goodness-of-fit in TDC, but not in the ASD sample. We found globally elevated EF problems in the ASD sample, especially on the Shift scale. These findings confirm that children with ASD exhibit significant EF deficits. Further investigation is needed to understand the pervasive nature of cognitive inflexibility in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2169-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Characterizing the Factor Structure of Parent Reported Executive Function in Autism Spectrum Disorders: The Impact of Cognitive Inflexibility [texte imprimé] / Yael GRANADER, Auteur ; Gregory L. WALLACE, Auteur ; Kristina K. HARDY, Auteur ; Benjamin E. YERYS, Auteur ; Rachel A. LAWSON, Auteur ; Michael A. ROSENTHAL, Auteur ; Meagan C. WILLS, Auteur ; Eunice DIXON, Auteur ; Juhi PANDEY, Auteur ; Rebecca PENNA, Auteur ; Robert T. SCHULTZ, Auteur ; Lauren KENWORTHY, Auteur . - p.3056-3062. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-12 (December 2014) . - p.3056-3062 Mots-clés : Autism spectrum disorder  Cognitive flexibility  Executive functioning  Behavior Rating Inventory of Executive Function  Factor analysis Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorders (ASD) consistently report executive functioning (EF) deficits. This study investigates the factor structure of the Behavior Rating Inventory of Executive Function (BRIEF) as reported by parents of children with ASD and typically developing children (TDC). BRIEFs for 411 children with ASD and 467 TDC were examined. Confirmatory factor analysis of a nine-factor model met thresholds for goodness-of-fit in TDC, but not in the ASD sample. We found globally elevated EF problems in the ASD sample, especially on the Shift scale. These findings confirm that children with ASD exhibit significant EF deficits. Further investigation is needed to understand the pervasive nature of cognitive inflexibility in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2169-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

Delineating the autistic phenotype in children with neurofibromatosis type 1 / Anita K. CHISHOLM in Molecular Autism, 13 (2022)  

Public ISBD [article]  inMolecular Autism > 13 (2022) . - 3p. Titre : Delineating the autistic phenotype in children with neurofibromatosis type 1 Type de document : texte imprimé Auteurs : Anita K. CHISHOLM, Auteur ; Kristina M. HAEBICH, Auteur ; Natalie A. PRIDE, Auteur ; Karin S. WALSH, Auteur ; Francesca LAMI, Auteur ; Alexandra URE, Auteur ; Tiba MALOOF, Auteur ; Amanda BRIGNELL, Auteur ; Melissa ROUEL, Auteur ; Yael GRANADER, Auteur ; Alice MAIER, Auteur ; Belinda BARTON, Auteur ; Hayley DARKE, Auteur ; Gabriel DABSCHECK, Auteur ; Vicki ANDERSON, Auteur ; Katrina WILLIAMS, Auteur ; Kathryn N. NORTH, Auteur ; Jonathan M. PAYNE, Auteur Article en page(s) : 3p. Langues : Anglais (eng) Mots-clés : Autism  Autism Diagnostic Interview-Revised (ADI-R)  Autism Diagnostic Observation Schedule-Second Edition (ADOS-2)  Autistic behaviours  Neurofibromatosis type 1 Index. décimale : PER Périodiques Résumé : BACKGROUND: Existing research has demonstrated elevated autistic behaviours in children with neurofibromatosis type 1 (NF1), but the autistic phenotype and its relationship to other neurodevelopmental manifestations of NF1 remains unclear. To address this gap, we performed detailed characterisation of autistic behaviours in children with NF1 and investigated their association with other common NF1 child characteristics. METHODS: Participants were drawn from a larger cross-sectional study examining autism in children with NF1. The population analysed in this study scored above threshold on the Social Responsiveness Scale-Second Edition (T-score ≥ 60; 51% larger cohort) and completed the Autism Diagnostic Interview-Revised (ADI-R) and/or the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). All participants underwent evaluation of their intellectual function, and behavioural data were collected via parent questionnaires. RESULTS: The study cohort comprised 68 children (3-15 years). Sixty-three per cent met the ADOS-2 'autism spectrum' cut-off, and 34% exceeded the more stringent threshold for 'autistic disorder' on the ADI-R. Social communication symptoms were common and wide-ranging, while restricted and repetitive behaviours (RRBs) were most commonly characterised by 'insistence on sameness' (IS) behaviours such as circumscribed interests and difficulties with minor changes. Autistic behaviours were weakly correlated with hyperactive/impulsive attention deficit hyperactivity disorder (ADHD) symptoms but not with inattentive ADHD or other behavioural characteristics. Language and verbal IQ were weakly related to social communication behaviours but not to RRBs. LIMITATIONS: Lack of genetic validation of NF1, no clinical diagnosis of autism, and a retrospective assessment of autistic behaviours in early childhood. CONCLUSIONS: Findings provide strong support for elevated autistic behaviours in children with NF1. While these behaviours were relatively independent of other NF1 comorbidities, the importance of taking broader child characteristics into consideration when interpreting data from autism-specific measures in this population is highlighted. Social communication deficits appear similar to those observed in idiopathic autism and are coupled with a unique RRB profile comprising prominent IS behaviours. This autistic phenotype and its relationship to common NF1 comorbidities such as anxiety and executive dysfunction will be important to examine in future research. Current findings have important implications for the early identification of autism in NF1 and clinical management. En ligne : http://dx.doi.org/10.1186/s13229-021-00481-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Delineating the autistic phenotype in children with neurofibromatosis type 1 [texte imprimé] / Anita K. CHISHOLM, Auteur ; Kristina M. HAEBICH, Auteur ; Natalie A. PRIDE, Auteur ; Karin S. WALSH, Auteur ; Francesca LAMI, Auteur ; Alexandra URE, Auteur ; Tiba MALOOF, Auteur ; Amanda BRIGNELL, Auteur ; Melissa ROUEL, Auteur ; Yael GRANADER, Auteur ; Alice MAIER, Auteur ; Belinda BARTON, Auteur ; Hayley DARKE, Auteur ; Gabriel DABSCHECK, Auteur ; Vicki ANDERSON, Auteur ; Katrina WILLIAMS, Auteur ; Kathryn N. NORTH, Auteur ; Jonathan M. PAYNE, Auteur . - 3p. Langues : Anglais (eng) in Molecular Autism > 13 (2022) . - 3p. Mots-clés : Autism  Autism Diagnostic Interview-Revised (ADI-R)  Autism Diagnostic Observation Schedule-Second Edition (ADOS-2)  Autistic behaviours  Neurofibromatosis type 1 Index. décimale : PER Périodiques Résumé : BACKGROUND: Existing research has demonstrated elevated autistic behaviours in children with neurofibromatosis type 1 (NF1), but the autistic phenotype and its relationship to other neurodevelopmental manifestations of NF1 remains unclear. To address this gap, we performed detailed characterisation of autistic behaviours in children with NF1 and investigated their association with other common NF1 child characteristics. METHODS: Participants were drawn from a larger cross-sectional study examining autism in children with NF1. The population analysed in this study scored above threshold on the Social Responsiveness Scale-Second Edition (T-score ≥ 60; 51% larger cohort) and completed the Autism Diagnostic Interview-Revised (ADI-R) and/or the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). All participants underwent evaluation of their intellectual function, and behavioural data were collected via parent questionnaires. RESULTS: The study cohort comprised 68 children (3-15 years). Sixty-three per cent met the ADOS-2 'autism spectrum' cut-off, and 34% exceeded the more stringent threshold for 'autistic disorder' on the ADI-R. Social communication symptoms were common and wide-ranging, while restricted and repetitive behaviours (RRBs) were most commonly characterised by 'insistence on sameness' (IS) behaviours such as circumscribed interests and difficulties with minor changes. Autistic behaviours were weakly correlated with hyperactive/impulsive attention deficit hyperactivity disorder (ADHD) symptoms but not with inattentive ADHD or other behavioural characteristics. Language and verbal IQ were weakly related to social communication behaviours but not to RRBs. LIMITATIONS: Lack of genetic validation of NF1, no clinical diagnosis of autism, and a retrospective assessment of autistic behaviours in early childhood. CONCLUSIONS: Findings provide strong support for elevated autistic behaviours in children with NF1. While these behaviours were relatively independent of other NF1 comorbidities, the importance of taking broader child characteristics into consideration when interpreting data from autism-specific measures in this population is highlighted. Social communication deficits appear similar to those observed in idiopathic autism and are coupled with a unique RRB profile comprising prominent IS behaviours. This autistic phenotype and its relationship to common NF1 comorbidities such as anxiety and executive dysfunction will be important to examine in future research. Current findings have important implications for the early identification of autism in NF1 and clinical management. En ligne : http://dx.doi.org/10.1186/s13229-021-00481-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Enhancing Emotion Recognition in Children with Autism Spectrum Conditions: An Intervention Using Animated Vehicles with Real Emotional Faces / Ofer GOLAN in Journal of Autism and Developmental Disorders, 40-3 (March 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-3 (March 2010) . - p.269-279 Titre : Enhancing Emotion Recognition in Children with Autism Spectrum Conditions: An Intervention Using Animated Vehicles with Real Emotional Faces Type de document : texte imprimé Auteurs : Ofer GOLAN, Auteur ; Simon BARON-COHEN, Auteur ; Emma ASHWIN, Auteur ; Yael GRANADER, Auteur ; Suzy MCCLINTOCK, Auteur ; Kate DAY, Auteur ; Victoria LEGGETT, Auteur Année de publication : 2010 Article en page(s) : p.269-279 Langues : Anglais (eng) Mots-clés : Autism-spectrum Children Emotion-recognition Intervention Animation Intrinsic-motivation Index. décimale : PER Périodiques Résumé : This study evaluated The Transporters, an animated series designed to enhance emotion comprehension in children with autism spectrum conditions (ASC). n = 20 children with ASC (aged 4–7) watched The Transporters everyday for 4 weeks. Participants were tested before and after intervention on emotional vocabulary and emotion recognition at three levels of generalization. Two matched control groups of children (ASC group, n = 18 and typically developing group, n = 18) were also assessed twice without any intervention. The intervention group improved significantly more than the clinical control group on all task levels, performing comparably to typical controls at Time 2. We conclude that using The Transporters significantly improves emotion recognition in children with ASC. Future research should evaluate the series’ effectiveness with lower-functioning individuals. En ligne : http://dx.doi.org/10.1007/s10803-009-0862-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=966 [article] Enhancing Emotion Recognition in Children with Autism Spectrum Conditions: An Intervention Using Animated Vehicles with Real Emotional Faces [texte imprimé] / Ofer GOLAN, Auteur ; Simon BARON-COHEN, Auteur ; Emma ASHWIN, Auteur ; Yael GRANADER, Auteur ; Suzy MCCLINTOCK, Auteur ; Kate DAY, Auteur ; Victoria LEGGETT, Auteur . - 2010 . - p.269-279. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-3 (March 2010) . - p.269-279 Mots-clés : Autism-spectrum Children Emotion-recognition Intervention Animation Intrinsic-motivation Index. décimale : PER Périodiques Résumé : This study evaluated The Transporters, an animated series designed to enhance emotion comprehension in children with autism spectrum conditions (ASC). n = 20 children with ASC (aged 4–7) watched The Transporters everyday for 4 weeks. Participants were tested before and after intervention on emotional vocabulary and emotion recognition at three levels of generalization. Two matched control groups of children (ASC group, n = 18 and typically developing group, n = 18) were also assessed twice without any intervention. The intervention group improved significantly more than the clinical control group on all task levels, performing comparably to typical controls at Time 2. We conclude that using The Transporters significantly improves emotion recognition in children with ASC. Future research should evaluate the series’ effectiveness with lower-functioning individuals. En ligne : http://dx.doi.org/10.1007/s10803-009-0862-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=966

Feasibility and preliminary efficacy of a parent-mediated sexual education curriculum for youth with autism spectrum disorders / Cara E. PUGLIESE in Autism, 24-1 (January 2020)  

Public ISBD [article]  inAutism > 24-1 (January 2020) . - p.64-79 Titre : Feasibility and preliminary efficacy of a parent-mediated sexual education curriculum for youth with autism spectrum disorders Type de document : texte imprimé Auteurs : Cara E. PUGLIESE, Auteur ; Allison B. RATTO, Auteur ; Yael GRANADER, Auteur ; Katerina DUDLEY, Auteur ; Amanda BOWEN, Auteur ; Cynthia BAKER, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.64-79 Langues : Anglais (eng) Mots-clés : adolescence  autism spectrum disorder  sexual education  sexuality Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorder can face social-communication challenges related to sexuality, dating, and friendships. The purpose of this study was to assess the feasibility, acceptability, and preliminary efficacy of the Supporting Teens with Autism on Relationships program. In total, 84 youth with autism spectrum disorder aged 9 to 18 and their parents participated in this study; two groups received the Supporting Teens with Autism on Relationships program (interventionist-led parent group vs parent self-guided), while an attentional control group received a substance abuse prevention program that included instruction in problem-solving and social skills. Feasibility and acceptability of the Supporting Teens with Autism on Relationships program was high overall. The Supporting Teens with Autism on Relationships program was effective in increasing parent and youth knowledge of sexuality, while the attentional control was not. There was preliminary support for improvement in parenting efficacy related to discussing sexuality with their children. Gains were seen among completers regardless of whether the parent received support from a facilitator. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1177/1362361319842978 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Feasibility and preliminary efficacy of a parent-mediated sexual education curriculum for youth with autism spectrum disorders [texte imprimé] / Cara E. PUGLIESE, Auteur ; Allison B. RATTO, Auteur ; Yael GRANADER, Auteur ; Katerina DUDLEY, Auteur ; Amanda BOWEN, Auteur ; Cynthia BAKER, Auteur ; Laura G. ANTHONY, Auteur . - p.64-79. Langues : Anglais (eng) in Autism > 24-1 (January 2020) . - p.64-79 Mots-clés : adolescence  autism spectrum disorder  sexual education  sexuality Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorder can face social-communication challenges related to sexuality, dating, and friendships. The purpose of this study was to assess the feasibility, acceptability, and preliminary efficacy of the Supporting Teens with Autism on Relationships program. In total, 84 youth with autism spectrum disorder aged 9 to 18 and their parents participated in this study; two groups received the Supporting Teens with Autism on Relationships program (interventionist-led parent group vs parent self-guided), while an attentional control group received a substance abuse prevention program that included instruction in problem-solving and social skills. Feasibility and acceptability of the Supporting Teens with Autism on Relationships program was high overall. The Supporting Teens with Autism on Relationships program was effective in increasing parent and youth knowledge of sexuality, while the attentional control was not. There was preliminary support for improvement in parenting efficacy related to discussing sexuality with their children. Gains were seen among completers regardless of whether the parent received support from a facilitator. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1177/1362361319842978 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

LEGO ® Therapy and the Social Use of Language Programme: An Evaluation of Two Social Skills Interventions for Children with High Functioning Autism and Asperger Syndrome / Gina OWENS in Journal of Autism and Developmental Disorders, 38-10 (November 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-10 (November 2008) . - p.1944-1957 Titre : LEGO ® Therapy and the Social Use of Language Programme: An Evaluation of Two Social Skills Interventions for Children with High Functioning Autism and Asperger Syndrome Type de document : texte imprimé Auteurs : Gina OWENS, Auteur ; Simon BARON-COHEN, Auteur ; Yael GRANADER, Auteur ; Ayla HUMPHREY, Auteur Année de publication : 2008 Article en page(s) : p.1944-1957 Langues : Anglais (eng) Mots-clés : LEGO®-therapy Social-skills High-functioning-autism Asperger-syndrome Index. décimale : PER Périodiques Résumé : LEGO® therapy and the Social Use of Language Programme (SULP) were evaluated as social skills interventions for 6–11 year olds with high functioning autism and Asperger Syndrome. Children were matched on CA, IQ, and autistic symptoms before being randomly assigned to LEGO or SULP. Therapy occurred for 1 h/week over 18 weeks. A no-intervention control group was also assessed. Results showed that the LEGO therapy group improved more than the other groups on autism-specific social interaction scores (Gilliam Autism Rating Scale). Maladaptive behaviour decreased significantly more in the LEGO and SULP groups compared to the control group. There was a non-significant trend for SULP and LEGO groups to improve more than the no-intervention group in communication and socialisation skills. En ligne : http://dx.doi.org/10.1007/s10803-008-0590-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=642 [article] LEGO ® Therapy and the Social Use of Language Programme: An Evaluation of Two Social Skills Interventions for Children with High Functioning Autism and Asperger Syndrome [texte imprimé] / Gina OWENS, Auteur ; Simon BARON-COHEN, Auteur ; Yael GRANADER, Auteur ; Ayla HUMPHREY, Auteur . - 2008 . - p.1944-1957. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-10 (November 2008) . - p.1944-1957 Mots-clés : LEGO®-therapy Social-skills High-functioning-autism Asperger-syndrome Index. décimale : PER Périodiques Résumé : LEGO® therapy and the Social Use of Language Programme (SULP) were evaluated as social skills interventions for 6–11 year olds with high functioning autism and Asperger Syndrome. Children were matched on CA, IQ, and autistic symptoms before being randomly assigned to LEGO or SULP. Therapy occurred for 1 h/week over 18 weeks. A no-intervention control group was also assessed. Results showed that the LEGO therapy group improved more than the other groups on autism-specific social interaction scores (Gilliam Autism Rating Scale). Maladaptive behaviour decreased significantly more in the LEGO and SULP groups compared to the control group. There was a non-significant trend for SULP and LEGO groups to improve more than the no-intervention group in communication and socialisation skills. En ligne : http://dx.doi.org/10.1007/s10803-008-0590-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=642

Sex- and age-related differences in autistic behaviours in children with neurofibromatosis type 1 / Anita K. CHISHOLM in Journal of Autism and Developmental Disorders, 53-7 (July 2023)  

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